STEPP Lesson Plan Form

Teacher: Lauren Buchanan Date: September 14th, 2018

School: Lesher Middle S chool Grade Level: 8th Content Area: ELA

Title: “Dig in” to Dialogue Mini Lesson Observed Lesson #1

Content Standard(s) addressed by this lesson:

CDE:
RWC8.3.2.a.iv: Use specific details and references to text or relevant citations to support focus or
judgment
RWC8.3.3.b.ii: Format and punctuate dialogue correctly
IB:
Criterion Cii: Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating
awareness of impact on an audience
Criterion Diii: Use correct grammar, syntax, and punctuation
Understandings:

● Students will understand the effect of dialogue in a piece of writing.

● Students will understand that there is a variety of word choice associated with dialogue.
● Students will understand the appropriate use of punctuation associated with dialogue.
Inquiry Questions:

● How does dialogue enhance an article, specifically in investigative journalism?

● What dialogue is useful/what dialogue is not?
● How can I make my dialogue more interesting?
Evidence Outcomes:

I can correctly punctuate and place dialogue in my article by enhancing my word choice and editing my
work.

List of Assessments:

Formative: Students placing dialogue into article and checking.

Summative: The publish an article using dialogue.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson “Dig in” to Dialogue

Should be a creative title for you and the students to This lesson will be used to increase/enhance the use of dialogue
associate with the activity. Think of the purpose as in the students’ writing.
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials 35 minutes
How long do you expect the activity to last and what Student Notebooks
materials will you need? Pen/Pencils
Smartboard or Whiteboard

Anticipatory Set 10 Minutes

The “hook” to grab students’ attention. These are Have students select a quote from either the “Downey Drama” or
actions and statements by the teacher to relate the their PE observations. (2 minutes)
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of Give one, Get one
mind.
● To focus student attention on the lesson. Have students write down all of the different words they could
● To create an organizing framework for the use for “said.” (3 minutes)
ideas, principles, or information that is to
follow (advanced organizers) Have students walk around the room and “trade” words to fill up
An anticipatory set is used any time a different to 10 different words. (5 minutes)
activity or new concept is to be introduced.
Regroup
Procedures ffffffffff 18 minutes
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the Find Eastern buddies:
minute they leave your classroom. Indicate the Provide a good and a bad example and have a comparison
length of each segment of the lesson. List actual discussion with partner. (5 minutes)
minutes.)
Indicate whether each is: Show a paragraph and ask where the quote would fit best and
-teacher input discuss why. (3 minutes)
-modeling
-questioning strategies As a whole group, have students share out their findings.
-guided/unguided: (5 minutes)
-whole-class practice
-group practice Present how to correctly punctuate on the board. (5 minutes)
-individual practice
-check for understanding
-other

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STEPP Lesson Plan Form

Closure 7 minutes
Those actions or statements by a teacher that are Exit Ticket:
designed to bring a lesson presentation to an Have students place their quotes in their article. (5 minutes)
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense Check students’ articles for quotes. (2 minutes)
out of what has just been taught. “Any Questions?
No. OK, let’s 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.
Differentiation Modifications: Select specific quotes for certain students and
To modify: If the activity is too advanced for a child, have them just add the punctuation.
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning Formative: Group discussion
targets? Write a description of what you were Exit Ticket
looking for in each assessment. Summative: Final article

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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