Write Content Standards Directly From The Standard

STEPP Lesson Plan Form
Teacher: Ms. Hankey School: Centaurus High School Grade Level: 11

Content Area: English
Title: Lesson # 9 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.
Colorado State University College of Health and Human Sciences Page 1

Planned Lesson Activities

Name and Purpose of Lesson- as it relates to Troop and reading
the unit This lesson will be Troop #2 and 3s presentation day. Then students will have
the remainder of class to read the text.
Approx. Time and Materials 50 minutes
How long do you expect the activity to last and Reading material and half a sheet of paper for reflections
what materials will you need? Teacher will need to have a copy of the script to give feedback during the
presentation.
Anticipatory Set Students in Troop 1 will have a few minutes to prepare their scene while the rest
The hook to grab students attention. These of the class gets a copy of the script and a separate sheet of paper to give
are actions and statements by the teacher to feedback to the group. They will write two things the group did well and at last
relate the experiences of the students to the one thing they think could have been improved on.
objectives of the lesson, To put students into a This will take 5 minutes but could easily get off track so that should be watched.
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 Teacher Actions Student Actions
(Include a play-by-play account of what 1. Have Troop 1 get ready to 1. Get materials ready (5 minutes)
students and teacher will do from the minute present
they arrive to the minute they leave your 2. Give the rest of the class
classroom. Indicate the length of each segment instructions on what materials
of the lesson. List actual minutes.) to have ready.
Indicate whether each is: 3. Have assignment sheet and
-teacher input script to grade presentation and
-modeling give student feedback. (5
-questioning strategies minutes) 2. Listen attentively to the
-guided/unguided: 4. Grade the presentation as they presentation and give feedback
-whole-class practice go. Give them feedback on the on separate sheet of paper. It is
-group practice presentation right after they also recommended that students

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

Lesson Reflections:

Write Content Standards Directly From The Standard

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STEPP Lesson Plan Form

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

Evidence Outcomes: (Learning Targets)

Colorado State University College of Health and Human Sciences Page 1

Planned Lesson Activities

Colorado State University College of Health and Human Sciences Page 2

6. Transition into reading time and

Colorado State University College of Health and Human Sciences Page 3

Colorado State University College of Health and Human Sciences Page 4

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