STEPP Lesson Plan Form

Teacher: Ms. Eder

School: Altona Middle School
Title: Mapping out the Week Day 2

Grade Level: 6th

Date: 4/20/2015
Content Area: Language Arts
Lesson #: 1 of 1

Content Standard(s) addressed by this lesson:

6.3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (CCSS: L.6.1)
6.3.3.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (CCSS: L.6.2)
6.3.3.b.ii. Spell correctly. (CCSS: L.6.2b)
CDE Technology Standards
V. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
VI. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
A. understand and use technology systems.
Inquiry Questions:
- How do writers monitor their spelling if spell-check is not available?
- If a piece of writing has many errors or is difficult to read, what are readers thoughts about that piece?
- If strong, well-selected vocabulary is used, what might a reader say to the author?
Evidence Outcomes:
Every student will be able to: complete the spelling and grammar homework by the due date.
Given the instruction and practice given in class I can: accurately and thoroughly complete my NoRedInk
and Spelling homework so I will be prepared for the quizzes Friday.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Closure
Differentiation
Assessment

Mapping Out the Week

This lesson comes once a week on Monday's. It is meant to prepare the students for the
work that is expected of them for the week. This work is what leads up to their Friday
assessment days; the idea is if they do the work they will do well on the assessment.
1 regular class period (85 minutes)
Spelling packets, computer, projector, student iPads, Notability, library, AR books.
Create a Notability document titled, "Academic Vocabulary 4.20-4.23" and add these
words: triplicate and unification. Once they complete this they are to read News-O-Matic.
"Anticipatory Set" (5 minutes)
Pass out/Go over Spelling (15 minutes) - teacher input, group practice: I will pass out
week 27 spelling packet to everyone. The focus of this week is numerical prefixes. We
will go through each section, and I will see if any of the students have questions about
such sections. They put the due date on the front; this week's due date is Friday the 24th.
They will then have 30 seconds to put it in a place that they won't lose it.
Go over NoRedInk focus (10 minutes) - teacher input, group practice: This week the
NoRedInk focus and identifying parallelism and making sentences conform to parallel
structure. We will go through an example homework together. We will refer back to the
rules that NoRedInk gives them.
Kahoot (15 minutes) group practice: The students will play a Kahoot about
parallelism. This will give me an idea of how much more time I should spend on this in
class. It is 10 questions and the winner will earn a homework coupon.
Library time (45 minutes) - individual practice: Mondays we have part of the Library
reserved for the students to getting independent reading time in. It takes approximately
half the class. They are to sit at the tables we have reserved in the library. I select students
who came in and got right to reading to sit in comfortable chairs along the window.
Closure (5 minutes)
I have the students return to the classroom (except students who have classes in the 7th
grade wing next). Once back in the class I remind them to stay up with the homework and
gave them the reminder of the homework and April Reading log.
In period 2 I have one student who receives a different spelling packet. His spelling packet
is 3rd grade level. Once he masters that he will go onto 4th grade, and so on.
I have a very informal formative assessment when I go over the NoRedInk. I can gauge
how well students know the subject by their responses
I also use Kahoot as an informal formative assessment.

Colorado State University College of Health and Human Sciences

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STEPP Lesson Plan Form

Post Lesson Reflection

1.

To what extent were lesson objectives achieved?

I felt that the lesson objectives were achieved pretty well. I was not wanting the students
to be masters of these subjects, but I was hoping they would not be challenged to the
point that a week would not be enough time. I was expecting them to struggle with
parallelism, and they seemed to begin to get the hang of it. It was a little complex for
them, but if they stick with the homework I know they will do well. When I introduced
the spelling I knew the words were challenging, but realistic.

2.

What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I would have thought of a better way to explain parallelism to the kids. I find as the day
goes on I find better ways to explain it, but I would like to figure that out before 2nd
period so all classes are getting fair instructions.

3. What do you envision for the next lesson?

The next lesson will be returning to the argumentative writing; they will wrap up their
source sheets and begin their rough draft if they havent done so.

Colorado State University College of Health and Human Sciences

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