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STEPP Lesson Plan Form

Teacher: Brianna Rumley


Date:4/15/2014
School: Boltz Middle School Grade /Leel: !/ "#$loration% &ontent 'rea:
S$ani%h
Title: Study '(road Le%%on ): *
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
2+ ,no-led.e and /nder%tandin. o0 1ther &ulture%
2+ &onnection% to 1ther Di%ci$line% and 3n0ormation 'c4ui%ition
Understandings: (Big Ideas)
The (e%t -ay to learn a ne- lan.ua.e i% to .o immer%e your%el0 %ome-here it i% %$o5en+
Inquiry Questions: (Essential questions relating no!ledge at end of the unit of instruction"
select a##lica$le questions from standard)
6hat i% %tudy a(road7
6hy i% it im$ortant7
8o- can it ma5e you a (etter lan.ua.e learner7
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your o!n lesson o$%ecti&es from the standard" follo!
the 'BC( format)
Student% -ill (e a(le to e#$lain the im$ortance o0 %tudyin. a(road+
ssessment o! Evidence Outcomes: ()o! !ill you assess the selected lesson o$%ecti&es
(general e*#lanation" you !ill go into more detail at the end of the lesson #lan)
Student% -ill hae to -rite ei.ht %entence $ara.ra$h% a(out the im$ortance o0 %tudy a(road+

Colorado State University College of Applied Human Sciences Page 1
STEPP Lesson Plan Form
"lanned #esson ctivities
ctivity $ame Should $e a creati&e title for you and the children to associate !ith the acti&ity+
Study '(road
%%ro&' (ime )o! long do you e*#ect the acti&ity to last,
50 Minute%
ntici%atory Set The -hoo. to gra$ students/ attention+ These are actions and statements $y the teacher to relate the e*#eriences of the
students to the o$%ecti&es of the lesson" To #ut students into a rece#ti&e frame of mind+
To focus student attention on the lesson+
To create an organi0ing frame!or for the ideas" #rinci#les" or information that is to follo! (ad&anced organi0ers)
'n antici#atory set is used any time a different acti&ity or ne! conce#t is to $e introduced+
The %tudent% -ill need to -rite do-n -hat they thin5 %tudy a(road i% and -here they could .o+
(eaching)
"resentation:
((irect Instruction)
(Select the most
a##ro#riate model
for teaching" direct
instruction is a
$asic e*am#le)
Includes1 In#ut" 2odeling and Checing for 3nderstanding
4+ In#ut1 The teacher #ro&ides information needed for the students to gain the no!ledge through lecture" film" etc+
5+ 2odeling1 6nce the material has $een #resented" the teacher uses it to sho! students e*am#les of !hat is
e*#ected as an end #roduct of their !or+ The critical as#ects are e*#lained through la$eling" categori0ing"
com#aring" summari0ing" etc+
7+ Checing for 3nderstanding1 (etermination of !hether students ha&e -got it. $efore mo&ing on+ It is essential that
the students #ractice doing it right so the teacher must no! that the students understood $efore #roceeding to
#ractice+ If there is any dou$t that the class has not understood" the conce#t or sill should $e retaught $efore
#ractice $egins+
8+ 9uestioning Strategies1 3tili0ing the Bloom/s Ta*onomy of Educational 6$%ecti&es: 9uestions should #rogress
from the lo!est to the highest of the si* le&els of the cogniti&e domain (no!ledge" com#rehension" a##lication"
analysis" synthesis and e&aluation)
1+ '% a cla%%9 -e -ill de0ine %tudy a(road and -atch ideo% that tal5 a(out the di00erent $lace% and
rea%on% to %tudy a(road+
2+ '0ter the ideo%9 -e -ill tal5 a(out di00erent rea%on% to %tudy a(road and -e -ill al%o tal5 a(out a
(oo5 they are readin. in the Lan.ua.e 'rt% cla%% to tal5 a(out (ein. a$$reciatie a% one o0 the
rea%on% and al%o learnin. a ne- culture+
2+ 3 -ill (e a(le to chec5 0or under%tandin. (a%ed on their re%$on%e% a0ter the ideo%+
4+ 3 -ill a%5 the %tudent% to .ie their rea%on% -hy %tudy a(road i% im$ortant9 e#$lain -hat %tudy
a(road i%9 and come u$ -ith li0e:lon. (ene0it% o0 %tudyin. a(road+
(eaching
Strategy: (;uided
Practice)
'n o##ortunity for each student to demonstrate gras# of ne! learning $y !oring through an acti&ity or e*ercise under
the teacher/s su#er&ision+ The teacher mo&es around the room to determine le&el of mastery and to #ro&ide indi&idual
remediation as need+ (Praise" Prom#t" and Lea&e)
3 -ill hel$ them come u$ -ith ariou% rea%on% and then model an ei.ht %entence $ara.ra$h -ith an
introduction9 tran%ition%9 rea%on% -ith %u$$ort and a conclu%ion+
Colorado State University College of Applied Human Sciences Page 2
STEPP Lesson Plan Form
(eaching
Strategy:
(Inde#endent
Practice)
(This may not come immediately follo!ing each lesson)
6nce students ha&e mastered the content or sill" it is time to #ro&ide for reinforcement #ractice+ It is #ro&ided on a
re#eating schedule so that the learning is not forgotten+ It may $e home!or or indi&idual !or in class+ It can $e utili0ed
as an element in a su$sequent #ro%ect+ It should #ro&ide for rele&ant situation<not only the conte*t in !hich it !as
originally learned+
Student% -ill (e re4uired to 0ini%h their $ara.ra$h% 0or home-or5+
Closure Those actions or statements $y a teacher that are designed to $ring a lesson #resentation to an a##ro#riate conclusion+
3sed to hel# students $ring things together in their o!n minds" to mae sense out of !hat has %ust $een taught+ -'ny
9uestions, =o+ 6>" let/s mo&e on. is not closure+ Closure is used1
To cue students to the fact that they ha&e arri&ed at an im#ortant #oint in the lesson or the end of a lesson+
To hel# organi0e student learning
To hel# form a coherent #icture and to consolidate+
't the end o0 cla%%9 %tudent% -ill tal5 a(out -here they -ould .o and .ie a rea%on -hy they cho%e that $lace+
*aterials What do you need to do the acti&ity,
Smart(oard9 ideo%9 $a$er9 $encil%+
+i!!erentiation To modify1 If the acti&ity is too ad&anced for a child" ho! !ill you modify it so that they can $e successful,
To e*tend1 If the acti&ity is too easy for a child" ho! !ill you e*tend it to de&elo# their emerging sills,
To modify: 30 the actiity i% too hard9 3 can $roide %tudent% -ith note% 0rom the ideo% and %horten the len.th
o0 their $ara.ra$h+
To extend: 30 it i% too %im$le9 3 can a%5 the %tudent% to 0ind a $ro.ram 0or %tudy a(road and $re$are a %hort
$re%entation 0or the cla%% on -here it allo-% you to .o and -hat you hae to do to a$$ly+
ssessment )o! !ill you record the child/s challenges and successes !ith this acti&ity, (E&en if this is !ritten !ithin your lesson #lan"
s#ecifically state it here+ )o! !ill you no! the students ha&e met the o$%ecti&e, 'ttach a co#y if a##lica$le+)
The a%%e%%ment -ill (e the ei.ht %entence $ara.ra$h+
Colorado State University College of Applied Human Sciences Page 2
STEPP Lesson Plan Form
"ost #esson ,e!lection
1+ (o what e&tent were lesson ob-ectives achieved. (3tili0e assessment data
to %ustify your le&el of achie&ement)
The %tudent% all came u$ -ith amazin. rea%on% -ith .reat %u$$ort 0or %tudy a(road+
They -ere al%o a(le to connect the material to -hat they hae learned in their
lan.ua.e art% cla%%+
/' 0hat changes1 omissions1 or additions to the lesson would you ma2e i!
you were to teach again.
+ 3 -ould hae %hared my o-n e#$erience% 0rom (ein. a(road+ 3 hae not yet %tudied
a(road (ut a0ter thi% %ummer 3 -ill (e a(le to %hare e#$erience% -ith my %tudent%+
2+ 0hat do you envision !or the ne&t lesson. (Continued #ractice" reteach
content" etc+)
3 -ill (e.in the educational ;%tudy a(road< (y teachin. my %tudent% a(out the &ari((ean
and dominoe% and color% and num(er%+
Colorado State University College of Applied Human Sciences Page 4