STEPP Lesson Plan Form

Teacher: Julia Robinson

12, 2014

Date: December

School: Rocky Mountain High School

Grade Level:
Content Area: English Title: Chapters 17-19

Content Standard(s) addressed by this lesson:

presentations require effective preparation strategies.

Standard 1.1: 1. Formal

Prepared Graduate: Deliver organized and effective oral presentations for diverse
audiences and varied purposes.
Understandings: Students will understand the judicial system, the case involving
Tom Robinson, and the corruption present in town.
Inquiry Questions:
-

Why is it important to understand the judicial system when reading these

chapters?

Why is it important to use multiple learning techniques in order to understand

an important aspect of a novel?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Demonstrate their understanding of the court
scene and the judicial system, in the novel, through various activities.
I can: Discuss, watch, and reenact an essential occurrence in the novel.
List of Assessments:
-

Reading Quiz

Exit ticket

Discussion

Reenactment

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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

Chapters 17-19
In this lesson students will better understand the chapters and the
testimonies within the chapter.

90 minutes.
Materials: Reading quiz, discussion questions, To Kill a Mockingbird
movie, gavel, judge gown, chair for the whitnesses
The students will watch the jury scene in the movie, To Kill a
Mockingbird
This will give students a visual of the chapters. Ask how the film differs
from the book, ask if they pictured the court scene to look like this.

- 5 minutes; Reading Quiz

-20 minutes; Anticipatory Set: As described above
- 20 minutes; Discussionlook at the discussion questions/topics under
the tab.
-40 minutes; Reenact the court scene. Have one person be Judge Taylor,
have one person be Atticus, one person be Mr. Gilmer, one person be

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STEPP Lesson Plan Form

minutes.)
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.

Mayella, one person be Tom, one person be Bob, and the rest of the
class be the jury. Half of them would be the jury that is moral and lives
up their citizen duties, the other half will be like the jury in the book.
The students will replay the scene in their roles so that they can
completely comprehend the events and see the unfairness.
- 5 minutes; closure activity, described bellow.

For the closure activity the students will complete a reflection on a

sheet of paper. They will answer these questions:
1. How did the activity help you better understand the situation in
the novel?
2. How did the activity help you see the lack of fairness during the
court scene?

- Reading Quiz: This will show that the students read and understand
the basic plot events in the chapters assigned.
- Reenactment: This will show that the student understand the
occurrences in the courtroom but acting it out.
- Reflection: This will show that the students understand the importance
of learning about the scene through recreating it.
-Discussion: This will allow student to inquire and dig deeper into the

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STEPP Lesson Plan Form

text, and show their ability to do so.

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