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STEPP Lesson Plan Form

Teacher: Julia Robinson


2014

Date: December 7,

School: Rocky Mountain High School


Grade Level:
Content Area: English Title: Chapters 3-5

Content Standard(s) addressed by this lesson:


Standard 2.2: 2.
Increasingly complex informational texts require mature interpretation and study.
Prepared Graduate: Demonstrate comprehension of a variety of informational,
literary, and persuasive texts.
Understandings: Students will understand that stereotypes are a major theme in
the novel and they are still relevant today, they will also understand the importance
of inferring and textual quotes.
Inquiry Questions:
-

Why is it important to learn about stereotypes and how is it significant to the


novel?

How does textual evidence and discussion further enhance our understanding
of the novel?

Evidence Outcomes: (Learning Targets)


Every student will be able to: demonstrate their understanding if stereotypes in
the novel and how they are relevant today, demonstrate that they know the
importance of textual quotes and how they develop a character, and demonstrate
that they know the importance of group discussion and importance of inferences.
I can: make connections by completing a stereotyping activity, contribute ideas and
inquiries in a discussion, and write down a significant quote.
List of Assessments:
-

Anticipatory set

Exit tickets

Reading Quiz

Discussion

Colorado State University College of Health and Human Sciences

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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
minutes.)

Chapters 3-5
To help enhance the students understanding of chapters 3-5 in the
novel, To Kill a Mockingbird

90 minutes.
Different shoes, discussion questions/topics
Have the students get into five groups. Give each group a different
shoe. Have the groups write down the assumptions of the people who
would wear that type of shoe. Have them stereotype the person and
what he/she does.
-

Have each group share their stereotypes for that shoe. Allow
others to provide stereotypes as well.
Hand out a sheet of paper that explains what the person who owns
the shoe really does.
Have the students do a quickwrite on how this relates to their
reading. Have the students share their responses. Talk about how
this relates to Atticuss famous quote about not knowing someone
until you walk around in them and the importance of that quote. .

- 5 minutes; Reading quiz


- 30 minutes; anticipatory set as described above.
-25 minutes; discussion. Have the students get into a circle and dig into
the text. Have them ask questions and answer questions. Touch on the
discussion questions/topics, and have students read aloud essential
quotes.
- 15 minutes; closure as described below.

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STEPP Lesson Plan Form


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.

-15 minutes; Give the students time to fill in their time line and to
complete some of the reading for homework.

For the closure activity the students will do a ticket out the door. They
will pick a quote from the chapters that they found the most important.
They must include the page number, the speaker, the entire quote, and
a three-sentence description on why they believe that this quotes sums
up the chapters the best and why it is the most significant.

- The Boot Activity: This will show that the students can connect current
problems (stereotyping) to problems in the book.
- Exit ticket: This will show that the students can find essential quotes
and realize the importance of textual evidence.
-Group discussion: This will help students improve their inquiry skills
and show their ability to make textual references.
-Reading Quiz: This will show that the students read and understood the
basic details of the chapters.

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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STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

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