STEPP Lesson Plan Form

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Teacher: Lizz Wilson Date: 10/30/14
School: Lesher Middle School Grade Level: 7
th
grade English and 7
th
grade ELO Content Area: English

Title: Edgar Allen Poe Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Stylistic devices and descriptive details in literary and narrative texts are organized for a variety of
audiences and purposes and evaluated for quality
Understandings: (Big Ideas)
1. Readers who study key story elements will enhance their work as writers.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
2. Why is visual imagery a skill that an author uses to create tone?
Evidence Outcomes: (Learning Targets)
Every student will be able to: a. Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences.
I can: Write my own descriptive poetry using visual imagery, stylistic devices (especially, repetition and
alliteration) and descriptive details.
This means: Students understand how to use the stylistic devices listed above and will understand how
they function within a piece of literature to create imagery and tone.
List of Assessments: (Write the number of the learning target associated with each assessment)
Exit slip: student must complete the activity at the end of the Prezi, which is writing a poem that
includes a certain number of examples of repetition and alliteration.




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Planned Lesson Activities
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.
Edgar Allen Poe. The purpose of the lesson is to teach new stylistic devices to students via
an electronic presentation.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
45 minutes. SMART Board, computer, internet access, students will need pencils and
paper.

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.
Today were going to talk about the creepiest writer who ever lived.
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:
-whole-class practice
Students will sit down at their desks and wait until the bell rings. When it does, I will
introduce my topic, state my anticipatory set, and begin my Prezi presentation. Students
will be required to listen intently and perhaps take notes on what each stylistic device is.
My presentation will take 30 minutes. Students will then be allowed to ask questions for a
max. of 5 minutes, and will write their Halloween poems for 10 minutes total. I will inform
students that if they need help or extra explanation, they should raise their hands and I
will come help them. They will turn them into me when they have completed them.
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-group practice
-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, lets 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.
At the end of the presentation, I will state that the lecture portion is over, and pause for
questions. I will them inform the class of the in-class writing activity, and let them work. I
will inform them ahead of time that I will collect their poems at the end of class, and
when I actually do so, they will know that the less had ended.
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?
If the activity is too advanced, I will personally come to their desk when they raise their
hands, and help them write their poems. If the activity is too easy, I will provide the
student will another element to add to their poem (like another stylistic device, or greater
numbers of the already assigned devices). If any students finish early, they should read
their book from English class or write another poem.
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.




I will know if students have used repetition and alliteration correctly in their individual
poems. I am looking for examples that are like The Raven, but do not plagiarize in any
way.


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

It appears that the lesson objectives were achieved successfully in my first class (7
th

grade English). Students were engaged during the lesson and so they were successful in
completing the poetry assessment. In my second class (7
th
grade ELO) the class was not
engaged during the lesson and so their poetry assessments showed that they did not
achieve the lesson objectives. The students in the first class used alliteration and
repetition correctly in their five line poems, but the second class did not use these
poetic devices correctly.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I would plan for needing a longer amount of time, because my lesson was originally
supposed to be 30 minutes and it ended up being 45 minutes long in both classes. If
time allowed, I think I would have students read The Raven the night before for
homework so that my presentation would be clearer.

I would also add more to my own lesson notes that I used as a reference during my
presentation. For example, a reminder to myself to pause for clarity or questions.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I envision continued practice. I think doing another in-class activity involving alliteration
and repetition would help students understand these poetic devices further. I think the ELO
students need more practice because their poetry assessments show that they need continued
practice.