COEPD LESSON PLAN TEMPLATE: Day 4

Teacher Candidate: Seneca Washburn

Content Area: English Language Arts, grade 10 Lesson Topic: Workshopping Length (timing) of Lesson: 45 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
See Day 1
Learning Objective(s):
Students will be able to read others work and provide ideas for improvement.
Students will be able to reflect upon and revise their own drafts.
Formative Assessment: Zero draft homework.
PREPARATION
Materials/Resources:
Writing utensil
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction
Activating Time
Strategy/ 0:00 – 0:05 Students will arrive to class. The desks will be arranged so that For students with mobility
Introduction they are in pairs facing each other. I will ask students to issues, I will have a space
choose a seat and explain to them that this is their workshop for them to workshop with
partner for the day. Before we begin workshopping, I will ask a partner as well with
students to write at the end of their essay draft one thing they either more space between
want to know most from this experience, as demonstrated by desks or a wheelchair
Dr. Marshall and Professor Nolte’s workshop. accessible desk.
Core Time
Instruction 0:05 – 0:35 I will go over the workshop procedures for the day. Students How can this essay be pushed to
will trade papers with one another and read the essays the next level?
silently. They will not be looking for grammatical mistakes on What would improve it? What is
the first read. They will be taking in the information and already good about the writing
identifying if the essay has a thesis, or what they are taking a here?
stance on in this essay; points and counterpoints; a final claim; Does this essay accomplish what
and overall how it flows. Students will each have fifteen it needs to?
 minutes to have their papers read and discuss them with each
other. If there is time left with a group discussing the material
itself, then students can dive into any grammatical issues or
phrasing that tripped the reader up.

0:35 – 0:43 Students can begin to take notes on their workshop copy of
their essay and begin to look over what revisions they would
make.
Closure Time
0:43 – 0:45 Students will be instructed that for homework they will need The reflection can be typed
to write a short reflection on their workshopping experience or handwritten.
and what they learned and what changes they will be making
for their final draft.
Contingency Time