CEP Lesson Plan Form

Teacher: Alexandria Branecki Date: 11/17/2022

School: Rocky Mountain High School Grade Level: 10th Content Area: English

Title: Reading Strategies and Guided Reading Lesson #:_1_ of _1_

Lesson Idea/Topic and Rational/Relevance: I’m going to teach reading strategies and tips, as well as
What are you going to teach and why is this facilitate a guided reading activity for the students.
lesson important to these students? What Teaching them reading strategies is really important for
has already happened in this classroom these students because it gives them more clarity on
surrounding the subject you will be how to be successful in reading. A lot of them struggle
teaching? What do students already know? with even picking up the book and a lack of motivation,
Why are you going to teach this topic now so I hope the tips will help support them. The guided
(how does it fit in the curricular sequence)? reading will act as a way for the students to keep track of
What teaching methods/strategy will you their thoughts and conceptions on what is going on in
be use and why? the book at different times. These students have already
participated in about 3 different reading activities for
this book, so they are used to the format by now. By this
point, they should know what has happened through
more than half of the book. I’m going to teach this topic
now because I noticed some mutual frustration amongst
students regarding the reading process and why they
don’t enjoy reading. I included 1 component of the 4-
part mission within my lesson during the “Reading
Strategies and Tips” section—this section will include
nurturing pedagogy because I intentionally designed it to
show great care, compassion, and understanding for the
students throughout their learning process. The teaching
strategies that I plan to use throughout the activity are
guided reading, turn and talk, and the “What makes you
say that?” MTV strategy.

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

3.1.a.i. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. (CCSS:RL.9-10.1)

3.1.a.ii. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text. (CCSS: RL.9-10.2)

Understandings: (Big Ideas)

o Students will be able to effectively engage in a text and draw inferences/conclusions from what
they have read.

o Students will be able to recognize key happenings within a text and summarize what they have
read.

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

o Students will be able to utilize reading strategies and tips to strengthen their reading skills and
comprehension.

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

o How can I engage more effectively with a text?

o How can I find meaning within the text, and form my own interpretations about it?

o Why is it important to read?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can: explain what happened in today’s reading.

This means: I understand how to scan a text, read a text, make meaning from what I read, and
formulate this meaning into words that fully express what I’m thinking.

I can: read more successfully and effectively with the help of reading strategies and tips.

This means: I will be better able to read a text, understand/comprehend a text, summarize a text, and
discuss a text’s meaning and importance.

List of Assessments: Formative: Students are engaging with the journal prompt and answering to the
best of their ability. Formative: Students are actively reading and attempting to comprehend the
material. Formative: Students have completed or attempted to complete the guided reading activity to
the best of their ability. They will be assessed on their effort, accuracy, comprehension, and
understanding after the completion of this activity.

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Reading Effectively: Reading Strategies, Tips, and Guided Reading
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as The purpose of this lesson is to give students more reading comprehension and reading
the mini-rationale for what you are trying to perseverance tips, as well as allow students to guide their own reading in an effective
accomplish through this lesson. way. These students struggle with reading for long periods of time, and potentially
struggle with comprehending what they’re reading, so I’m going to give them some tips
as well as a guided reading activity that will support them in understanding the text more
comprehensively.
Approx. Time and Materials Time: 80 minutes total: 1.5 minutes to get ready for class, 1 minute for expectations and
How long do you expect the activity to last and what explanation, 2.5 minutes for the mindfulness exercise, 12 minutes for journal entry, 5
materials will you need? minutes for quick summary of the novel thus far, 10 minutes on reading strategies and
tips, 48 minutes for independent reading and guided reading activity work time
Materials: Lesson plan, timer, music, mindfulness video, google classroom, review sheet
for book, PowerPoint, book

Anticipatory Set 1. Wiggle Break: (1.5 min) Before we get started, I want to give y’all a minute or so
The “hook” to grab students’ attention. These are to wrap up anything you want to talk about real quick with your friends so that
actions and statements by the teacher to relate the we can focus a little bit more during our mindfulness warm-up. I’ll put a minute
experiences of the students to the objectives of the and a half on the clock so you can get any wiggles or last comments out. Teacher
lesson, To put students into a receptive frame of will play light music during this time.
mind. 2. Expectations: (1 min) Before we begin the mindfulness exercise, *set up
 To focus student attention on the lesson. expectations* (laptops and phones away for the next 2.5 minutes, earbuds out,
 To create an organizing framework for the let’s be quiet so everyone can focus properly)
ideas, principles, or information that is to 3. Warm up: (2.5) mindfulness exercise: Today’s going to be a little different in
follow (advanced organizers) terms of our breathing/mindfulness exercise. Mindfulness isn’t always about
An anticipatory set is used any time a different breathing or silencing all your thoughts, it can actually just be about focusing on
activity or new concept is to be introduced. one thing and one thing only for a period of time. Too often we have hundreds of
thoughts in our heads circling around, and it’s hard to focus or pinpoint on just
one thing. During this mindfulness exercise, I want you to picture one of the
happiest moments of your life and submerge yourself in this visual. What do you
notice? What do you see, feel, smell, taste, and hear? We’ll do this for 2.5
minutes and then get started. Teacher will play a calming video for background

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

noise during the exercise. Unguided Meditation 5 Minutes | Unguided

Meditation Music
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is __Wiggle Break and Mindfulness Exercise________

Why are you using it at this point in your lesson? I am using this strategy here because: Students often come to this class with a lot of
energy and a lot of things to talk about with their friends. I will start off the class with a
wiggle break to give the students a chance to get any last minute conversations out so
that they can focus better during the mindfulness exercise. Then, I will facilitate a
mindfulness exercise to help them regulate their feelings and mood and get them ready
for the upcoming lesson. Mindfulness is great for helping students ground themselves
more into the present moment and focus better.

Procedures 1) Wiggle Break: (1.5 min) Before we get started, I want to give y’all a minute or so to
(Include a play-by-play account of what students and wrap up anything you want to talk about real quick with your friends so that we can
teacher will do from the minute they arrive to the focus a little bit more during our mindfulness warm-up. I’ll put a minute and a half on
minute they leave your classroom. Indicate the the clock so you can get any wiggles or last comments out. Teacher will play light
length of each segment of the lesson. List actual music during this time.
minutes.) 2) Expectations: (1 min) Before we begin the mindfulness exercise, *set up
Indicate whether each is: expectations* (laptops and phones away for the next 2.5 minutes, earbuds out, let’s
-teacher input be quiet so everyone can focus properly)
-modeling 3) Warm up: (2.5 min) mindfulness exercise: Today’s going to be a little different in
-questioning strategies terms of our breathing/mindfulness exercise. Mindfulness isn’t always about
-guided/unguided: breathing or silencing all your thoughts, it can actually just be about focusing on one
-whole-class practice thing and one thing only for a period of time. Too often we have hundreds of
-group practice thoughts in our heads circling around, and it’s hard to focus or pinpoint on just one
-individual practice thing. During this mindfulness exercise, I want you to picture one of the happiest
-check for understanding moments of your life and submerge yourself in this visual. What do you notice? What
-other do you see, feel, smell, taste, and hear? We’ll do this for 2.5 minutes and then get
started. Teacher will play a calming video for background noise during the
exercise. Unguided Meditation 5 Minutes | Unguided Meditation Music
4) Journal Entry: Prompts: (Student Choice) (12 min)
a) List 4 of some of the best lessons you’ve learned throughout your life and a brief
statement on why this lesson was important or

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

b) Write out your own recipe for happiness, including the “ingredients”, order of
steps, and amount of “ingredients” you would need (hint: this can be your own
idea of happiness) (minimum of 5 ingredients and 3 steps)
5) Review: (5 minutes) Link: Quick summary of novel thus far: key points and
happenings
a) Teacher will reference the “summary” document during this time, and ask the
students if there’s any details they would like to fill in.
6) Reading Strategies and Tips: (10 minutes) (PowerPoint link)
a) Teacher will reference the slideshow and explain top tips and strategies for
reading. Students can choose to write down these tips if they want.
7) Activity: (Rest of class time) Guided reading: Pages 104-123 are due today, so
hopefully you had some time to finish that up yesterday. I included a little bit of a
summary just in case you guys are a little bit behind. Now, today we’re going to focus
on pages 124-143. We’re going to do another guided reading like we did before, with
some questions to focus on along the way while you read. Y’all have the rest of the
class to read these pages and finish the questions. You should read independently
and answer the questions. Before you submit, you may check in with your friends
and discuss your answers to see if y’all are on the same page (Turn and talk).
1. Read to page 128. Stop and write down why you think Meaghan Finnerty
protected Matt. What’s happening at this point in time?
2. Read to page 133. Stop and reflect. Write down why Matt can’t seem to be fully
open and real with his family and girlfriend.
3. Read to page 134. Why do you think Matt gave Father Brennan his purple heart?
What makes you say that?
4. Read to page 143. How is Matt adjusting to being back? What different emotions
is he experiencing? Does he seem happy to be back with the squad?

How do you intend to engage your students in

thinking during the PROCEDURE? The strategy I intend to use is __Guided Reading, Turn and Talk, “What makes you say
that?” MTV Strategy______
Why are you using it at this point in your lesson?
I am using this strategy here because: A guided reading activity will really help the
students guide their thoughts and ideas about what they are currently reading. It allows

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

them to be active participants in their learning and understand/comprehend more fully

what is happening at each section of the book. The turn and talk component at the end
of the activity helps them discuss what they just read with their peers. The “What makes
you say that?” MTV Strategy will push their thinking even deeper and help them consider
their own reasoning and critical thinking skills while they analyze the text.

Closure
Those actions or statements by a teacher that are Closure:
designed to bring a lesson presentation to an  What questions do y’all have currently at this point in time?
appropriate conclusion. Used to help students bring  How did the reading go? If you didn’t get the guided reading in by the end of
things together in their own minds, to make sense class today, just get it in as soon as you can. You don’t want to have to worry
out of what has just been taught. “Any Questions? about it over break.
No. OK, let’s move on” is not closure. Closure is used:  Are any of you doing anything fun over Thanksgiving break?
 To cue students to the fact that they have  Thank you all for being here today—I appreciate y’all! I hope you all have a safe,
arrived at an important point in the lesson or fun, and warm thanksgiving break! I’ll see y’all when you get back!
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is ___Questions, check-ins, reminders, community
building_____
Why are you using it at this point in your lesson?
I am using this strategy here because: I want to make sure the students’ questions are all
answered before they leave and that all confusion is cleared up. I also want to check-in
and make sure that the activity went well for them, and that they are reminded of
turning it in as soon as possible. I also want to know if they are doing anything over break
—asking them about themselves is a great way to build community and get to know
them better.

Differentiation: To modify: If a student is struggling with this assignment, I will be sure to conference with
them and see the source of their confusion. If they need help summarizing the text, I can
Differentiation should be embedded review with them. If they need help with the questions, I can reword the questions in
throughout your whole lesson!! simpler terms for them and help them explore the text further to successfully answer the
This is to make sure you have met the questions.

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

needs of your students on IEPS or 504

To modify: If the activity is too advanced for a child, To extend: Students will be required to answer the questions in the guided reading, but
how will you modify it so that they can be successful? they will also have to engage in the “What makes you say that?” portion of the
To extend: If the activity is too easy for a child, how assignment. This will help them push their thinking further. If a student still needs more
will you extend it to develop their emerging skills? challenge, I will have them begin reading the upcoming chapters and give me a verbal
review of what they read.
Assessment Reflection: (data analysis)
How will you know if students met the learning When I collect my data, I will analyze how many students turned in their work, and out of
targets? Write a description of what you were all of the students who turned in their work, I will check to see if they comprehend the
looking for in each assessment. text well and see how they are taking up ideas within the reading. I will look for effort,
accuracy, comprehension, and understanding when I look over their work.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify

your level of achievement)

I believe that the lesson objectives were achieved well, but not as much as I wanted them to be.
During my lesson, I started off with a journal entry, which most of the students completed successfully. I
think that part of the lesson went really well and the students enjoyed the choice that I allowed them to
have. Then, I went over some reading strategies and tips, but some students weren’t paying attention
during this part. We tried to engage them towards the end to get them to apply these strategies and tips
to their own learning, and got a couple responses, so that went good. After that, I gave students a
review of the reading thus far because I noticed a lot of them haven’t been reading the book at all. A lot
of them have only read a couple of pages, but they were supposed to be on page 123 by that day. With
that being said, a lot of the students were very much behind on their reading and so they couldn’t
successfully complete the guided reading activity that I gave them. The guided reading activity was easy
to follow and helpful for the students, but a lot of them couldn’t complete it because they were so
behind on the reading and other assignments that they haven’t done yet. For the students that were up-
to-date on the reading, however, this activity went really well for them and they showcased their
understanding in an amazing way!

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

teach again?

If I were to teach this lesson again, I would definitely make the students help me read off the
slides for the “Reading Strategies and Tips” presentation so that I keep them more actively engaged with
the material, instead of just reading off the slides myself. I would also have them brainstorm ways in
which they can enact these strategies actively after each strategy is read off, to better scaffold the
learning for them. In addition to this, I would definitely have the students read off the review of the
book, while also adding their own details to my broad summary. This would help them understand the
book more and be more up-to-date on what is currently happening in the book. I don’t think I would
change my guided reading questions, because they are both easy to answer but challenging as well, but I
think I would encourage students to work more on this current activity because a lot of them were
trying to catch up on past missing assignments instead of working on the current assignment.

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

If I could teach another lesson, I think I would teach the students some tips on academic
perseverance and organization to give them tools, resources, and support around completing
assignments on-time and in an efficient manner. The students turn in late assignments often, so I would

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

want to help them envision a plan that allows them to turn in assignments on-time, as well as work on
current, active assignments at the appropriate time to ensure full learning and comprehension.

Colorado State University College of Health and Human Sciences Page 2