STEPP Lesson Plan Form

Teacher: Julia Robinson

12, 2014

Date: December

School: Rocky Mountain High School

Grade Level:
Content Area: English Title: Chapters 20-22

Content Standard(s) addressed by this lesson:

Standard 2.1: 1.a.
Increasingly complex literary elements in traditional and contemporary works of
literature require scrutiny and comparison, a. Determine a theme or central idea of
a text and analyze in detail its development over the course of the text
Prepared Graduate: Read a wide range of literature to understand important
universal themes and the human experience.
Understandings: Students will understand that themes are an essential aspect of
a novel, and they need to be analyzed and broken apart, in order to completely
understand their significance; they will also understand the importance of working
collaboratively.
Inquiry Questions:
-

Why is it important to work collaboratively when trying to analyze a text?

Why is it important to deeply analyze a main theme in a novel in order to

understand the plot?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Demonstrate their understanding of the theme of
chapter 20-22, about appearance, and deeply analyze this theme collaboratively.
I can: discuss chapters 20-22, create a theme breakdown sheet as a group, and
state the most important even that contributes to that theme.
List of Assessments:
-

Discussion

Reading Quiz

Exit tickets

Group Activity

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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 20-22
This lesson will help students better understand the occurrences in the
assigned chapters

90 minutes.
Materials: paper, pencil, reading quiz
Quick Write: Have the students think of a time when they were
extremely hopeful about something. They thought they had it in the
bag. However, it did not happen how they pictured it. Have them write
about this. Then have a least five students share their responses. After
sharing ask them how this relates to Jem involving the case with Tom.
- Example: My sophomore year I had great tryouts. I thought I was
going to be on the varsity team. Everyone else thought so too. I was
immensely hopefully. However, I did not make varsity. I was crush and
angry; I though it could not be possible.

- 5 minutes; Reading Quiz

- 15 minutes; Anticipatory Set: As described above
- 25 minutes; Discussion; Have the students discuss the chapters
assigned. You can find discussion topics and questions under the tab.
-35 minutes; Activity. Have the student get into groups. Have them
brainstorm three themes in the chapters read. One of the biggest
themes is the theme of appearances (the cases appearance, Mr.

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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.

Raymonds appearance, Alexandras appearance, clowns

appearance). Encourage them to find this as the main theme. Then
have them come up with as many words as they can pertaining to this
theme. Then have the students divide the words into classified groups
(group them by how they are related). Have them label these groups.
Have them share these aloud. This will show them that there are
themes within themes. It will also show them how the theme of
appearances are throughout the novel.
- 10 minutes; Closure as 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 what they thought was the
best representation of the theme in the novel (for example Mr.
Raymond) and why.

- Reading Quiz: This will show that the students read and understand
the basic plot events in the chapters assigned
-Discussion: This will allow student to inquire and dig deeper into the
text, and show their ability to do so.
- Exit ticket: This will show that the students understood the main
theme of the novel, and the events that contribute to it.
-Group Activity: This will show that the students can work
collaboratively and it will show that they are able to break down a

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STEPP Lesson Plan Form

theme and analyze it.

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STEPP Lesson Plan Form

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