STEPP Lesson Plan Form

Teacher: Holly Beisner

School:

Rocky Mountain High School

Title: The British Invasion

Grade Level: 9-12

Content Area: History Of Rock & Roll

Lesson #4 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 what the term The British Invasion means in terms of music and the major bands
from the 1960s that influenced this movement.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
What is the British invasion and what was the look and sound of bands at this time?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Explain the British invasion and what it means to music in the 1960s.
I can: I can explain the British invasion and how it contributed to rock/ pop of the 1960s.
This means: This means I understand the changes taking place in music during the 1960s and the movements
produced from those changes.

List of Assessments: (Write the number of the learning target associated with each assessment)
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STEPP Lesson Plan Form

*Intro guided discussion of what the British Invasion was.
*Lecture to establish background on the British invasion/ listen to music to establish look/ sound.
*Discussion to wrap up

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.

The British Invasion to continue discussion moving through the

1960s and how music is changing. Purpose is to see what music
producers are looking for at this time as an exact outcome of
Beatlemania.
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 being asked what they believe The British
Invasion to be. We will then watch a few short clips from CNNs The
Sixties video titled The British Invasion.

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STEPP Lesson Plan Form

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
-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

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STEPP Lesson Plan Form

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 a ticket out the door
activity that refrences the essential question. Students will be asked to
describe the sound/ look of the British Invasion and some of the ways it
influenced music.

Colorado State University College of Applied 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 objective will be assessed by every student through the
ticket out the door activity at the end of class.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
In doing this lesson again I would add a section where student would
be required to choose a British Invasion band from a list that I would
provide, then have them do further research on that specific band.
-What was their sound like?
-Were they successful in Rock after the British Invasion movement of
the 1960s?
-What did they contribute to the movement?
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The lesson after this will wrap up the 1960s and begin moving into the
sound of the 1970s.

Colorado State University College of Applied Human Sciences

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