STEPP Lesson Plan Form

Teacher: Julia Robinson

14, 2014

Date: December

School: Rocky Mountain High School

Grade Level:
Content Area: English Title: Chapters 29-31

Content Standard(s) addressed by this lesson:

Standard 1.2: 2. Listening
critically to comprehend a speakers message requires mental and physical
strategies to direct and maintain attention. A. Initiate and participate effectively in a
range of collaborative discussions.
Prepared Graduate: Demonstrate skill in inferential and evaluative listening.
Understandings: Students will understand that discussion and post novel
exploration can help one better understand a text.
Inquiry Questions:
-

Why is it important to listen to others opinions and then make ones one
opinion?

How does a group discussion help others better understand a text?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Demonstrate their ability to interpret a novel
through a class wide discussion by listening to ones inquiries and then responding
appropriately.
I can: Listen to numerous inferences about a novel and create my own inferences.
List of Assessments:
-

Discussion

Exit ticket

Reading Quiz

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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 29-31
This lesson is made to help the students better understand the chapters
assigned to read.

90 minutes.
Materials: Reading quiz, discussion questions, TKAM movie, exit ticket
prompt, Assessment sheet and rubric
Have the students finish watching the movie. Ask the students how the
film differs from the novel.

- 5 minutes; Reading Quiz

- 15 minutes; Anticipatory set as described above
-20 minutes; Discussion. See discussion questions under the
appropriate tab.
- 20 minutes; Read the two articles about banning the novel TKAM. Ask
the students what they think about this.

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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.

- 5 minutes; Introduce the culminating test. Find this under the

Assessment tab
- 15 minutes; Give the students time to research their stance on the
issues.
- 10 minutes; closure activity, described bellow.

Ticket out the Door: Have the students choose a theme in the novel.
Have them write down how the theme was present throughout the
novel and in the last chapters.

- Reading Quiz: This will show that the students read the assigned
chapters and understand the basic plot happenings.
-Discussion: This will show that the students can make inferences in the
novel; they can listen to their peers feedback and respond
appropriately.
- Exit ticket: This will show that the students understand the main
concepts in the book and how they applied to the last chapter.

Colorado State University College of Health and Human Sciences

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STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

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