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Content Standard(s) Addressed by This Lesson:: STEPP Lesson Plan Form
Content Standard(s) Addressed by This Lesson:: STEPP Lesson Plan Form
1. Oral concept of print to read and a solid comprehension of literary texts are
the building blocks for reading
1. Text types and purposes, labels, and familiar words are used to communicate
information and ideas.
Students will understand how to identify characters, settings, the problems, the
solution, the beginning, middle and end, and personal connections while writing a
story.
1. What is a story?
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can:
a. Use what I already know about stories and describe what a solution to the
problem in a story is.
b. Analyze my stuffed animal and think about what solutions the stuffed animal
could have.
c. After describing to a partner about what these solutions might be, they will
write a couple of sentences describing the solution to the problem in their
story.
d. After writing about their solution, they will draw a picture of the solution in
the story.
This means:
Students will be able to identify what a character is in a story and how to describe a
character.
List of Assessments: (Write the number of the learning target associated with
each assessment)
2. Students will understand the meaning of solution and how to describe and
write about solution.
3. Students will collaborate and discuss the different solutions to their problem.
5. Students will take what they have written, and draw a picture of the solution
in their story.
Used to help students bring things next week. Explain next week we will be writing about the
together in their own minds, to make setting.
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.
Differentiation To modify: when children go to write individually, make sure the
To modify: If the activity is too advanced teacher is there to help guide them through their writing. These
for a child, how will you modify it so that children may write less sentences. Have children write lines for the
they can be successful? amount of words they are going to write.
To extend: If the activity is too easy for a To extend: encourage advanced children to make their sentences more
child, how will you extend it to develop in depth and longer. Also encourage students to write more than two
their emerging skills? sentences.
Assessment I will know that my students have met the learning targets by their
How will you know if students met the ability to write about the fourth essential component to a story, which is
learning targets? Write a description of the solution to the problem. If the students could effectively describe
what you were looking for in each their stories solution and write and illustrate a picture and that will
assessment. indicate that they have met their learning targets.
I envision doing a similar lesson, but writing the next part of the story,
which will be Title page.