STEPP Lesson Plan Form

Teacher: Julia Robinson

14, 2014

Date: December

School: Rocky Mountain High School

Grade Level:
Content Area: English Title: Chapters 26-28

Content Standard(s) addressed by this lesson:

Standard 2.1: 1.
Increasingly complex literary elements in traditional and contemporary works of
literature require scrutiny and comparison.
Prepared Graduate: Read a wide range of literature to understand important
universal themes and human experience.
Understandings: Students will understand the importance of research,
collaboration, and discussion when trying to interpret a novel.
Inquiry Questions:
-

Why is it important to research the different events that are mentioned inside
the novel?

Why is it important to work collaboratively when trying to interpret a novel?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Demonstrate their understanding of the assigned
chapters, and the hypocrisy present in the novel through creating a Venn Diagram
and participating in a group discussion.
I can: Research the happenings of the Holocaust, create a Venn Diagram, and
participate in a group discussion.
List of Assessments:
-

Discussion

Reading Quiz

Venn Diagram

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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?

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

Chapters 26-28
This lesson is made to help the students better understand the chapters
assigned to read.

90 minutes.
Materials: TKAM film, reading quiz, discussion questions, Venn Diagram
outline
Have the students watch the scene with the pageant and Jem and Scout
getting attacked. This will provide the students with a visual of the
scene, so that they can see Scouts costume and the attack.
Ask the students if this is how they imagined the scene

- 5 minutes; Reading quiz

- 15 minutes; Anticipatory Set: As described above
-20 minutes; Discussion: See discussion questions/topics under the
discussion questions tab.
- 15 minutes; Have the students research the Holocaust and what Hitler
did to the Jews on their laptops, in groups of three.

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STEPP Lesson Plan Form

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.

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

- 15 minutes; Have the students complete a Venn Diagram, comparing

Toms case and the Holocaust. They will do this in their groups of three.
- 10 minutes; Discuss what hypocrisy means (the practice of claiming to
have moral standards or beliefs to which one's own behavior does not
conform; pretense.) Ask the students how this is presented in the
chapter and in the novel.
- 10 minutes; closure activity, described bellow.

Have students get into small groups. Have the students talk about what
they think will happen at the end of the novel. Ask them to discuss
whom they think saved Jem and Scout. Have them use textual evidence
to support their answers. Have each group share their answers aloud.

- Venn Diagram: This will show that the students understand the
concept of hypocrisy and how it is represented in the novel. It will also
show collabortation.
- Reading Quiz: This will show that the students read the assigned
chapters and understand the basic plot happenings.
-Discussion: This will show that the students can make inferences in the
novel; they can listen to their peers feedback and respond

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STEPP Lesson Plan Form

appropriately.

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STEPP Lesson Plan Form

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