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STEPP Lesson Plan Form

Teacher: Jo Vlieger

Date: 10/21/2014

School:
Lincoln Middle School
Language Arts

Grade Level: Sixth

Title: Kira-Kira: Time and Setting

Lesson #:_1_ of _1_

Content Area:

Content Standard(s) addressed by this lesson:


(Write Content Standards
directly from the standard) Standard 2: Reading for all Purposes. Students can... ii.
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or
plot.
Understandings: (Big Ideas) Students should be able to identify what makes a
setting, including time and place. They should be able to tell what the environment
is that the story is taking place in.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. How do specific words help readers visualize a scene? How does
understanding the author's word choice contribute to imagery?
2. How can a setting contribute to the overall understanding of a reading?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: properly identify time and place, tell what makes for a setting overall, know
which words in a text mean that a setting is taking place, and be able to tell how a
setting contributes to a reading.
This means: that I will be able to tell the setting apart from other literary elements,
and I will be able to use that in my own writing later on.
List of Assessments: (Write the number of the learning target associated with
each assessment)
After the students have grasped the concept, I will have them add the elements of
what makes a setting into their own writing. How well they incorporate it will tell
how well they understood the material.
Note: I wouldnt actually do any assessment on it, but this is most likely what Amy
would do for the class (based off of her assessments that shes done already).

Colorado State University College of Health and Human Sciences

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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?

Mira a Kira! The purpose of this lesson is for you to be able to know
what makes for a setting, including words that indicate time and place.
You will eventually be able to do this in your own writing.

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:

I will put up some pictures on the Smart Board of certain places and ask
the students to identify the elements that make up where and when the
picture takes place. Using the pens, I will write some of their thoughts
out. The lesson will proceed after that.

The activity should last for the majority of the period. Students will be
need to have a copy of the reading, a highlighter, and access to group
members. I will briefly help them on the Smart Board first.

1. Students will enter the classroom, write down the learning target for
the day, and do the warm-up that Amy has assigned them for the
morning (5-10 minutes).
2. After the warm-up, I will ask the class to take notice of the pictures
that I have put up on the board. They will take the time and tell me
where and when the picture takes place and I will write that around the
pictures so that they have a visual. If they do not know, I will give
examples myself then ask them if they have any clues as to what it

Colorado State University College of Health and Human Sciences

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STEPP Lesson Plan Form


-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
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?

means now (10 minutes at the most).


3. I will hand out Kira-Kira, which they will then read in groups (15-20
minutes).
4. Coming together whole-group (after they have all finished reading),
we will discuss as a class where there are moments that discuss verbs
involved with setting. I will have a copy of the reading up on the Smart
Board, and I will highlight one or two elements. Next, I may have one or
two students come up to the board and do it themselves (5-10
minutes).
5. After we have a couple of examples from the text, I will then ask
them to go back into their small groups and complete highlighting for
the rest of the piece. I will also ask them to take notes about any other
observations they have, including questions (15 minutes).
To conclude the lesson, I really want to make sure that theyve
understood the concept, so I will ask them to raise their hands and
briefly describe their favorite city/country/place to hang out. I want
them to be able to express their own interests really quickly while still
proving that they know time and place. By now, they should also have a
decent store of descriptive vocabulary, so I will also entreat them to use
those words.

To modify: I think it would be easiest to have them break any complex


or compound sentences down so that they can understand the smaller
parts easier. Hopefully with the simple sentences, it will facilitate their
recognition of setting words.
To extend: If this activity is too easy, I will ask them to take sentences
directly from the text and modify them. For instance, the sentence
could read She sat on the ground, enjoying the Fall weather, and I

Colorado State University College of Health and Human Sciences

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STEPP Lesson Plan Form

Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

would ask them to include some more descriptor words that make it
more interesting. The sentence would maybe then read: She hunched
contentedly, enjoying the fresh, crisp, golden Fall weather.
My personal assessment will be done with the closure of the lesson. By
asking them to use setting words to describe their favorite
city/country/place to hang out (or what have you), I will know whether
they took in any of the information or not.

Colorado State University College of Health and Human Sciences

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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)
The lesson objectives were achieved, for the most part. Amy and I, as it
turned out, were on two different pages since she accidentally gave me the
wrong lesson to do, but we made it work. The main idea was to be able to get
students to be able to identify setting in a narrative, and I believe that was
accomplished.
2. What changes, omissions, or additions to the lesson would you
make if you were to teach again?
I would absolutely make sure that we had the same lesson in mind. However,
I will not try to fly by the seat of pants until Im well into my veteran years of
teaching; I ended up trying to combine the lesson I created as well as the
lesson Amy originally wanted to do, but I wont be making that mistake again.
I will also be sure to give out only one direction at a time, next time I teach.
3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
If I were to do another lesson, I would love to have them do some writing
practice, if only for a little bit. While I do love the way Amy sets up her
classroom, I wish there was more writing time for smaller pieces other than
end-of-the-unit essays.

Colorado State University College of Health and Human Sciences

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