CEP Lesson Plan Form

Teacher: Alexandria Branecki Date: February 15th, 2023

School: Fort Collins High School Grade Level: 9th Content Area: English

Title: Creating an Outline Lesson #:_1_ of _1_

Lesson Idea/Topic and
Rational/Relevance:
Today, the students will work towards developing their outlines and doing
further research on their topic. We find ourselves in the 2 nd week of our
unit, so most of the students have a chosen topic by this point. This lesson is
placed at this time to help give the students a fuller view of what this essay
will entail and how to organize it properly. I will be creating the skeleton of
the outline with them in real-time, and then the rest of the class time will be
dedicated to them filling in blanks within the outline and doing further
research. During their worktime, I will be holding 1-on-1 conferences with
the students to assess their progress, help them with ideas, and answer any
outstanding questions they may have at this time.

Student Profile:
These students are in a 9th grade CP (college prep) class. There are 23 total
students within this class. A majority of these students are very goal driven
and capable of higher-level work than peers their same age. Despite this,
some of them tend to have trouble paying attention or engaging properly—
sometimes their phones or fellow peers distract them from the task at hand.
These activities are designed with these students in mind to encourage their
participation and engagement. Within this class, there are 13 Gifted &
Talented students.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

3.a. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. (CCSS: W.9-10.2)

i. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (for
example: headings), graphics (for example: figures, tables), and multimedia when useful to aiding comprehension. (CCSS: W.9-10.2a)

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CEP Lesson Plan Form

Understandings: (Big Ideas)

 Students will be able to identify the most important elements of an informative text.

 Students will be able to organize complex ideas around their essay into a well-developed outline.

 Students will be able to categorize their thinking in an effort to identify any gaps they may have.

 Students will be able to begin drafting an intentional introduction for their essay.

 Students will be able to explore research centered around their chosen topic.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

 How do we write an effective informative text that examines a topic fully, educates the reader, and presents information clearly and objectively?

Evidence Outcomes: (Learning Targets)

Every student will be able to:

i. Introduce a topic effectively, organize complex ideas and information, and include formatting, graphics, and multimedia to aid comprehension.

ii. Develop a topic using relevant and sufficient information, extended definitions, and concrete examples to deepen my audience’s understanding.

I can: write an informative essay outline that organizes and accurately conveys information about the topic I have chosen.

This means: This informative essay outline will include essential components such as organized ideas, subtopics, verifiable research, and explanations to help
inform the writing process. Ultimately, this organization will help aid the comprehension and learning of my selected audience.

List of Assessments: (Write the number of the learning targets associated with each assessment)

 Formative assessment: Conducting 1-on-1 conferences with each student to assess their progress, push their thinking, and gauge their understanding.

 Formative assessment: Collecting student work at the end of class to determine their progress and development over time.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this
lesson? Yes ___ No _x__
Approx. Time and Materials
Anticipatory Set
Procedures
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“Creating an Outline”; the purpose of this lesson is to set the students up for success during the writing process.
This outline activity will help them organize their ideas and determine what gaps may be present in their
research or progress.
Which model(s) will be used?
N/A
Why did you choose this model(s) and what are the teachers’ roles?
N/A
Approx. Time: 96 minutes total: agenda review (1 min), circle (10 minutes), 10 BC reading + chats (20 minutes),
guided outline creation (30 minutes), workshop + 1-on-1 conferences (35 minutes)
Materials: slideshow, poll-everywhere, BC book, citation handout, notes for conferences, Google Docs, Google
Classroom
The strategy I intend to use is: Circle-Up!
I am using this strategy here because: the students love to participate in circle up time to start off the week
right. Circle-up allows us the opportunity to check in with one another, build a healthy classroom
culture/community, and get to know one another. It also encourages the students to get out of their comfort
zones and begin to practice their speaking and listening skills.
The strategy I intend to use is: modeling and guided whole-class/individual practice
I am using this strategy here because: I will first model how to start building an outline, which the students will
begin to build it alongside with me. Then, the students will have the opportunity to start filling out the outline
with their own information and begin their synthesizing process. This practice allows them to begin organizing
their thoughts and start researching their topic further.
Teacher Actions Student Actions Data Collected
 Circle!
o “Welcome back to the circle Students get in
everyone! Let’s get in our formation.
formation.”
o “Let’s go over the circle
agreements: Students listen to the
 Respect the talking stick agreements.
 Speak from the heart
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 Listen from the heart

 Trust that you know what to
say
 Say just enough
o First round is a check in round: Students respond to the How students are doing
names, pronouns, and feelings prompt and remain that day—check in
wheel respectful when listening individually with students
o What environment would you feel
to others respond. who may not be feeling
most at peace in? (tropical, good.
mountains, forest, rolling hills,
desert, arctic, gloomy & rainy, etc.)
o If you could eliminate any food
from existence, what would it be
and why?
 10 BC Reading 
o “Alright, now let’s get out our book Students get out their
challenge books! We will read for book and begin
the next 15 minutes or so and then independently reading.
begin our lesson.” How far students may be
o Teacher starts reading, reminds in their current book
students to begin reading. Teacher challenge book.
sits around the room to ensure
each person stays on task.
o Teacher may also help students
who don’t have a book yet find one.
 Outline creation
o “Let’s start to organize our thoughts Students open up their
in this essay. I’m going to need y’all laptops and open 2 tabs
to get out your laptops and begin to as per instructions.
open up 2 tabs only. One will be a
tab for a blank google docs tab,
and the other will be this URL for
the poll-everywhere.
o Ask question on poll-everywhere Students respond to the Students will receive
and have students respond. question on the website participation points for
o Acknowledge answers in real time. and look on as other responding to the prompt.
o Begin to create outline with them answers appear.

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CEP Lesson Plan Form

real time on docs– have them work
alongside me to fill in the bones
o Instruct the students to then fill out
the rest of the highlighted
components on their own and turn
it in to google classroom for points.
 Workshop and 1-on-1 conferences
o Give students the opportunity to
begin working on the following:
 Their outline (most
important!)
 Research
 Quill pack
o Teacher will pull up notes and walk
around to each student to check-in.
“How’s it going? What’s your
topic/subtopics? Do you need help
with anything? Do you have any
questions or concerns?” If
applicable, talk with them more
about their ideas to help them
brainstorm. Push their ideas further
if they need a little more guidance.
Students write the same
outline that I am writing Students will turn in their
in their doc. current drafts of their
Students begin to start outlines on google
filling in their own doc classroom.
with their information.
Students will either be
working on whatever
work they need to get
done or they will be
conferencing one-on-one
with me.
Gather data on how
students are doing and
how they are progressing
through the conferences.

Closure The strategy I intend to use is: 1-on-1 conferences and workshop time.
I am using this strategy here because: I will be able to check in with students on their progress thus far and see
where they might need my help in the thinking process. Students will also be working on workshop time which
will allow them to work on any assignments or tasks that they need to get done. This personalizes the learning
experience for all the students.

Differentiation Content Process Product Environment

ess Modifications: Teacher will help Teacher will create the Students will be told Teacher will walk
assist students outline with students’ to turn in any work around to see which
who need side by side. Teacher that they had done students need extra
modifications to will also check in with throughout the class, guidance, redirecting,
their writing topic students to see if they regardless of how far or essay ideas.

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CEP Lesson Plan Form

to make it easier. need extra help they may have gotten. Teacher will also
through the writing check-in with
process. students who aren’t
doing well.
Extensions: Students will be Teacher will give the Students will be told Teacher will walk
able to choose students time to fill out to turn in their work around to see which
whichever topic the outline on their that they had students may need
they like, as own, which will completed throughout more of a challenge.
complicated as it challenge their the class. If they had Teacher will push
may be. thinking. done more work, that their thinking further
will be even better for and give them any
their feedback process additional ideas that
with me. they may need.
Assessment
 Formative assessment: Conducting 1-on-1 conferences with each student to assess their progress, push
their thinking, and gauge their understanding.

 Formative assessment: Collecting student work at the end of class to determine their progress and
development over time.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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