STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form
Teacher: Holly Beisner

School:
Rocky Mountain High School
Title: Intro to the 1960s
Grade Level: 11/12
Content Area: History Of Rock & Roll
Lesson #1 of 5
Content Standard(s) addressed by this lesson:
(Write Content Standards directly from the standard)
Theme 1: Culture
Theme 2: Time, Continuity, and Change
Theme descriptions can be found at the following website: http://www.socialstudies.org/standards/strands
Understandings: (Big Ideas)
Students will understand the major events taking place in the 1960s. The major events will come from
multiple perspectives including political, musical, environmental and social issues. Students will specifically be
able to relate issues to music and express how music influenced movements or the other way around if
applicable.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
What are some of the issues going on on the 1960s and how do these issues or movements relate to music?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Explain at least three specific things taking place in the 1960s and how those
events influenced music.
I can: I can explain how music and events in the 1960s are related, using specific examples.
This means: This means I understand that music and events are linked and that many artists, specifically
mainstream artists in the 1960s and 70s, use music as a way to influence people.
Colorado State University College of Applied Human Sciences
Page 1
List of Assessments: (Write the number of the learning target associated with each assessment)
*Lecture to establish background on the major events.
*Discussion of the events and explanation to any questions about points of confusion.
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.
Intro the the 1960s the purpose is to show students the link between
music and the movements taking place in the 1960s.
This lesson will take the entire class and students will not need any
materials. All materials will be provided for them on the smart board.
Students will begin class by watching a few short clips of CNNs The
Sixties. This will be the introduction to many of the events that we will
further discuss in class but introduce them in a fun way by showing lots
of live footage of many of the events.
(I cant link this in since it is a Netflix film but parts of it can be found at
the following link)
http://www.cnn.com/shows/the-sixties
Page 2

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
-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.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
-Attendance
- CNN video (unguided whole group)
-Lecture (teacher input)
- Class discussion/ links to music (modeling, teacher input, guided
group practice)
- Wrap up CNN video for closure (unguided whole group)
For closure of this lesson we will end by returning to the CNN video and
watching more short clips from it that dive deeper into the discussions
that we had after lecturing, continuing to elaborate on the background
and being visually appealing.
The video should meet all of the needs of students that do not have
much background on these issues prior to lecture however during
lecture I will be able to answer any lingering questions that students
Page 3

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 targets? Write a description of
what you were looking for in each
assessment.
may have about an event/person.
Students will be assessed at the end of class with guided group

questioning where every table group will be required to share out/
answer the learning target question listed above. No group will be able
to repeat anything that the group that went before them did, requiring
every group to say something different.
Page 4
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Students overall were able to achieve this lessons learning objectives.
There was a lot of information to take in during this lesson and for
some of the freshman in this class their history classes had not
covered some of this material yet and they struggles to reach it in the
same amount of time as some of the students with more background
knowledge.
2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
In the future I think that I should group students up by grade and have
them work through the lecture together that way they can rely on each
other for a little explanation of the history as we move through it.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The next lesson will start into the beginning of the Beatles career and
begin into 1960s rock and pop music.
Page 5

STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

Uploaded by

Copyright:

Available Formats

STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

Uploaded by

Copyright:

Available Formats

STEPP Lesson Plan Form

Teacher: Holly Beisner

Rocky Mountain High School

Title: Intro to the 1960s

Grade Level: 11/12

Content Area: History Of Rock & Roll

Content Standard(s) addressed by this lesson:

(Write Content Standards directly from the standard)

Colorado State University College of Applied Human Sciences