STEPP Lesson Plan Form

Teacher: Ms. Hankey School: Centaurus High School Grade Level: 11

Content Area: English
Title: Lesson # 3 of 20
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard) 3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.

Evidence Outcomes: (Learning Targets)

I can: Learning Target: I can be an active reader.

List of Assessments: (Write the number of the learning target associated with each assessment)
1. Reading Act Notes: At the end of every act (or important scene) students are asked to
jot down any thoughts, inquiries and other annotations. This is in place of a sticky
note annotation ongoing assignment, because after talking to students many of them
think that having to stop and write while reading takes away from the reading. This
will not be a formal assignment and therefore will not have an assignment sheet. But,
it is something we will have gone over and normed as a class earlier in the year. At
this point in the semester it will be a routine.

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STEPP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson- as it relates to
the unit
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 I think that it is important to let kids write creatively in a clam space occasionally
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.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
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Reading Day #1 and End of Act Annotations
Today I want to give students time to read in class. They will be starting an
extremely difficult text and therefore it will be good to have them in class to begin
reading. Some of the reading will be aloud and some will be silently. Students will
be briefly reminded of the ongoing assignment to annotate and interact with the
text for accountability.
90 minutes
Copies of Antigone for the class
Whiteboard to model the end of act/scene annotation process.
INB Journal Entry (Write for fun day).
to create lifelong writers and thinkers. So occasionally I will pick a writing prompt
that may not directly relate to the reading/activity in class, but that will challenge
students to think, imagine, and take some time to be creative.
Prompt: Who is the voice inside your head? Is it a person that you know, love,
idolize? Do they encourage you tto make good choices or bad? Do you listen?
This can be about themselves or a fictional character.
Teacher Actions Student Actions
1. Introduce the warm up- routine. 1. Write for 20 minutes. You have to
The students should know that be writing something the whole
there will be a brief explanation time.
then they will write (2 minutes)
2. Remind students about the 2. Take notes if needed about the
journal entry annotations that assignment. Participate in the
they have been doing for other discussion and recap of the
readings and that they have to expectations.
do them for this text as well.
Answer any lingering questions
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STEPP Lesson Plan Form

-whole-class practice surrounding it.

-group practice 3. Reading time- walk around,
-individual practice answer questions, help with 3. Reading time
-check for understanding reading. If there is a problem Take notes
-other spot in the text stop the class and Participate in discussion
work through the text as a
group. This can be through
acting it out, explanation, or
discussion (60 minutes)

Closure
Those actions or statements by a teacher that
are designed to bring a lesson presentation to an Reflection/ Ticket out the door:
appropriate conclusion. Used to help students
bring things together in their own minds, to Respond to the questions below.
make sense out of what has just been taught.
Any Questions? No. OK, lets move on is not How are you understanding the text so ar. What is the most difficult part of the
closure. Closure is used: reading? What is the most understandable element of the reading? What questions
To cue students to the fact that they have arrived do you have? (10 minutes)
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 - Reading style
To modify: If the activity is too advanced for a - Note taking
child, how will you modify it so that they can be - The way that the text is discussed. This will not be set in stone and is mostly
successful? up to the teacher depending on the class and information.
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?
Assessment Formative assessment with observations and the exit ticket. This will gauge the
How will you know if students met the learning understanding of the student during their first attempt at reading this difficult text.

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STEPP Lesson Plan Form

targets? Write a description of what you were

looking for in each assessment.

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STEPP Lesson Plan Form

Lesson Reflections:

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