STEPP Lesson Plan Form

Teacher: Julia Robinson

2014
School: Rocky Mountain High School
Content Area: English Title:

Date: December 8,
Grade Level:
Chapters 14-16

Content Standard(s) addressed by this lesson:

Standard 4.1: 1.
Informational materials, including electronic sources, need to be collected,
evaluated, and analyzed for accuracy, relevance, and effectiveness for answering
research questions.
Prepared Graduate: Gather information from a variety of sources; analyze and
evaluate the quality and relevance of the source; and use it to answer complex
questions
Understandings: Students will understand that the ways people view a character
influence the events and character development in a novel.
Inquiry Questions:
-

Why is it important to recognize white supremacy in the novel, and how it

affects the novels context?

How do the different characters views about Atticus influence the events that
occur?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Demonstrate their understanding on the events in
the chapter, such as, the different ways Atticus is seen in the novel and the issue of
white supremacy.
I can: Recreate a scene based on the information provided in the chapter, discuss
the chapters, and research and make inferences about the KKK.
List of Assessments:
-

Exit ticket

Discussion

Reading Quiz

Recreation

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STEPP Lesson Plan Form

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.

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.)

Chapters 14-16
This lesson will better the students understanding about the assigned
chapters.
90 minutes.
Materials: Students computers, discussion questions, paper, pen/pencil
The students will get into groups of three and research the website:
www.kkk.com
-They will have to write down three things they notice about the website
three interesting things that show what the group represents
-They will also have to state how this relates to the novel.
-After the allotted time, each group will state their findings, and other
groups can interject.

- 5 minutes; Reading quiz

- 20 minutes; anticipatory Set: described above.
-20 minutes; discussion: The students will discuss the chapters read.
The discussion questions can be found under the discussion questions
tab.
- 35 minutes; Activity: Students will get into groups. They will have to
recreate the scene in which Scout interjects. They can show what would
happen if the kids did not show up, what would happen if Atticus didnt

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STEPP Lesson Plan Form

Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-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.

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

go to defend Tom, what would happen if Mr. Cunningham did not round
the group up and leave, or any other situation they can think of. They
must create this scene and then share them aloud to the class.
- 10 minutes; Closure: Described below

For the closure activity the students will do a ticket out the door on a
sticky note. They will be required to write the different ways people see
Atticus: townspeople see Atticus, how the children see Atticus, how Cal
sees Atticus, Alexandra sees Atticus, and how Tom sees Atticus.

- Reading Quiz: This will show that the students read the assigned
reading and know the basic plot events
- Discussion: This will show that the students can make inferences and
inquiries about the text. This will also show their ability to listen to their
peers and provide feedback.
-Recreation: This will show that the students understand the major
event, and they understand the numerous events that could have
occurred if Mr. Cunningham was not stopped by Scout.

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STEPP Lesson Plan Form

-Ticket out the door: This will show that the students understand how
different people view Atticus and the importance it has in the novel.

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STEPP Lesson Plan Form

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