STEPP Lesson Plan Form

Teacher: Julia Robinson

2014

Date: December 8,

School: Rocky Mountain High School

Grade Level:
Content Area: English Title: Chapters 9-10

Content Standard(s) addressed by this lesson:

Standard 1.2: Listening
critically to comprehend a speakers message requires mental and physical
strategies to direct and maintain attention. C. Give verbal and non verbal to
speaker.
Prepared Graduate: Demonstrate skill in inferential and evaluative listening.
Understandings: Students will understand that student-lead discussion is
immensely important when understanding a text; it challenges students to think,
infer, and work together to make a complete meaning of what they had read.
Inquiry Questions:
-

Why is it important to have a student-lead discussion when trying to unpack a

text?

Why is completing homework important when trying to infer into a novel and
showing that one is prepared and focused?

Evidence Outcomes: (Learning Targets)

Every student will be able to: lead discussion about the chapter read in order to
enhance understanding, influence questions, and help one another interpret the
text.
I can: create useful and helpful discussion topics and questions about the chapters
and verbally respond to their peers responses in an appropriate manner.
List of Assessments:
-

The reading quiz

Socratic Seminar

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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

Chapter 9-10
The purpose of this lesson is to encourage student-lead discussion while
enhancing the students understanding of the chapter read.

90 minutes.
Paper, the students questions and discussion topics they created (at
least three), novels, SmartBoard, access to the link below.
Watch:
https://www.youtube.com/watch?v=TWzezWq7FkA
Discuss after the video:
-How does Michael lead this discussion?
-How does he react when others try to talk?
-How does is acceptance shown in this? (acceptance of others opinions)
-How does this represent the educational system? (One speaker and a
class that is controlled by that speaker)
-How does Michael deal with issues of topics that should not be
discussed? He didnt do this in the best way, but you should see that we
should not attack others when discussing.

- 5 minutes; reading quiz on chapters 9-10.

-10 minutes; Switch reading quizzes around with peers. Have them
grade the reading quizzes. Everyone that got a 7 or higher on the quiz
will be a part of the Socratic Seminar.
- 15 minutes; Anticipatory Set: As described above
-5 minutes; Review the rules of the Socratic seminar and make sure

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STEPP Lesson Plan Form

minutes.)
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.

everyone comprehends.
-5 minutes; Have the students write three discussion questions or topics
that they would like to discuss in the seminar, relating to the chapters
assigned for homework
-40 minutes; Socratic Seminar. Those who received a high enough
score will be a part of the discussion. The others will be outside of the
circle. They will record the topics talked about, who spoke, the time,
and the details of the conversations. The guidelines to the seminar are
attached under materials. I will have discussion questions and topics
- 10 minutes; Closure as described below.
For the closure activity the students, who sat on the outside of the circle
will tell the class the topics discussed, the times, who spoke and how
many times. Then they class will do a general summary of the
discussion and ask any questions they still may have about the
chapters.

- The reading quiz: This will show me who read the assigned chapters
and understood the general basis of the plot.
- Socratic Seminar: This will show me if the students understood the
chapters, the questions and inquires they may have, and it will
challenge them to infer deeper into the text.

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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