STEPP Lesson Plan Form

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

Content Area: English
Title: Lesson # 8 of 20
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.

Evidence Outcomes: (Learning Targets)

I can: Learning Target: I can close read and analyze an interpretation of the text.

List of Assessments: (Write the number of the learning target associated with each assessment)
- Good and improve: audience will fill these out while they present.
- Formative assessment reading time.

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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
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:
-whole-class practice
-group practice
Colorado State University College of Health and Human Sciences
Troop and reading
This lesson will be Troop #1s presentation day. Then students will have the
remainder of class to read the text.
50 minutes
Reading material and half a sheet of paper for reflections
Teacher will need to have a copy of the script to give feedback during the
presentation.
Students in Troop 1 will have a few minutes to prepare their scene while the rest
of the class gets a copy of the script and a separate sheet of paper to give
feedback to the group. They will write two things the group did well and at last
one thing they think could have been improved on.
This will take 5 minutes but could easily get off track so that should be watched.
Teacher Actions Student Actions
1. Have Troop 1 get ready to 1. Get materials ready (5 minutes)
present
2. Give the rest of the class
instructions on what materials
to have ready.
3. Have assignment sheet and
script to grade presentation and
give student feedback. (5
minutes) 2. Listen attentively to the
4. Grade the presentation as they presentation and give feedback
go. Give them feedback on the on separate sheet of paper. It is
presentation right after they also recommended that students
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STEPP Lesson Plan Form

-individual practice present, but keep the rest until
-check for understanding all the materials can be graded
-other as a whole. (10 minutes)
5. Discuss the interpretation as a
class. This will be led by the
presenting group but facilitated
by the teacher to be sure the
importance of the scene is
captured.
take notes on the copy of the
script that they received. This
will be a helpful when they are
working with the text later in
the unit/ these are also pivotal
scenes and the more
information on them the better.
(10 minutes)
3. Discuss the interpretation as a
class. (10 minutes)
4. Transition into reading time.
(remainder of class)

6. Transition into reading time and

walk around helping where it is
needed. (remainder of class)
Closure Stop class five minutes before the end of the period and make announcements.
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.

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STEPP Lesson Plan Form

Lesson Reflections:

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