STEPP Lesson Plan Form

Teacher: Brianna Rumley Date:3/06/14

School: Boltz Middle School Grade /Leel: 6/ !"#loration$ %ontent &rea:
S#ani$h
Title: %arnaale$ Le$$on ': (
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
)* +no,led-e and .nder$tandin- o/ 0ther %ulture$
3* %onnection$ to other di$ci#line$*
4* %om#ari$on$ to Deelo# 1n$i-ht into the 2ature o/ Lan-ua-e and %ulture
Understandings: (Big Ideas)
%ele3reation$ tell u$ a lot a3out a culture* They hae hi$tory and #o# culture and $ho, ,hat i$
alued*
Inquiry Questions: (Essential questions relating no!ledge at end of the unit of instruction"
select a##lica$le questions from standard)
4o, and ,hy do ,e cele3rate in the .*S*5
6hat do cele3ration$ re#re$ent /or u$5
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your o!n lesson o$%ecti&es from the standard" follo!
the 'BC( format)
Student$ ,ill 3e a3le to de/ine %arnaale$ and e"#lain it$ im#ortance to Latin &merica*
Student$ ,ill 3e a3le to com#are and contra$t %arnaale$ ,ith cele3ration$ in the .*S**
ssessment o! Evidence Outcomes: ()o! !ill you assess the selected lesson o$%ecti&es
(general e*#lanation" you !ill go into more detail at the end of the lesson #lan)
Student$ ,ill need to ,rite an 7 $entence #ara-ra#h conincin- their /riend to -o to %arnaal
,ith them* 1t ,ill need to include the hi$tory 3ehind it8 ,hat ma9e$ it $#ecial8 and ho, it i$
di//erent or $imilar to cele3ration$ in the .nited State$*
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STEPP Lesson Plan Form
"lanned #esson ctivities
ctivity $ame Should $e a creati&e title for you and the children to associate !ith the acti&ity+
%arnaale$
%%ro&' (ime )o! long do you e*#ect the acti&ity to last,
(0 Minute$
ntici%atory Set The -hoo. to gra$ students/ attention+ These are actions and statements $y the teacher to relate the e*#eriences of the
students to the o$%ecti&es of the lesson" To #ut students into a rece#ti&e frame of mind+
To focus student attention on the lesson+
To create an organi0ing frame!or for the ideas" #rinci#les" or information that is to follo! (ad&anced organi0ers)
'n antici#atory set is used any time a different acti&ity or ne! conce#t is to $e introduced+
6e ,ill #lay a true or /al$e -ame to addre$$ any mi$conceied idea$ a3out %arnaale$* Student$ ,ill -et u#
and -o to one $ide o/ the room or the other de#endin- on i/ they thin9 a /act that 1 $ay a3out carnaale$ i$ true
or /al$e*
(eaching)
"resentation:
((irect Instruction)
(Select the most
a##ro#riate model
for teaching" direct
instruction is a
$asic e*am#le)
Includes1 In#ut" 2odeling and Checing for 3nderstanding
4+ In#ut1 The teacher #ro&ides information needed for the students to gain the no!ledge through lecture" film" etc+
5+ 2odeling1 6nce the material has $een #resented" the teacher uses it to sho! students e*am#les of !hat is
e*#ected as an end #roduct of their !or+ The critical as#ects are e*#lained through la$eling" categori0ing"
com#aring" summari0ing" etc+
7+ Checing for 3nderstanding1 (etermination of !hether students ha&e -got it. $efore mo&ing on+ It is essential that
the students #ractice doing it right so the teacher must no! that the students understood $efore #roceeding to
#ractice+ If there is any dou$t that the class has not understood" the conce#t or sill should $e retaught $efore
#ractice $egins+
8+ 9uestioning Strategies1 3tili0ing the Bloom/s Ta*onomy of Educational 6$%ecti&es: 9uestions should #rogress
from the lo!est to the highest of the si* le&els of the cogniti&e domain (no!ledge" com#rehension" a##lication"
analysis" synthesis and e&aluation)
1* &$ a cla$$8 ,e ,ill ,atch ideo$ that tell a3out the hi$tory and $ho, the 3eauty o/ the #arade$ in
carnaale$*
)* &/ter the ideo$8 1 ,ill -ie $ome main idea$ /or ,hy thi$ cele3ration i$ $o im#ortant on the 3oard8
-iin- t,o $u##ortin- detail$* Then a$ a cla$$8 ,e ,ill 3rain$torm more idea$*
3* :ud-in- 3y the rea$on$ they -ie8 1 ,ill 3e a3le to determine ,hat need$ to 3e clari/ied and ,hat
the $tudent$ under$tood*
4* 1 ,ill a$9 the $tudent$ to name the rea$on$ ,hy %arnaale$ $tarted8 e"#lain ,hy it i$ $uch an
im#ortant cele3ration8 com#are it to a holiday/cele3ration in the .*S*8 ima-ine a cele3ration that ,e
could hae that ,ould 3e the $ame ;include$ hi$tory8 $cale8 and e"traa-ance< and 1 ,ill a$9 them
to =u$ti/y clo$in- do,n /or u# to t,o ,ee9$ /or thi$ cele3ration*
(eaching
Strategy: (;uided
'n o##ortunity for each student to demonstrate gras# of ne! learning $y !oring through an acti&ity or e*ercise under
the teacher/s su#er&ision+ The teacher mo&es around the room to determine le&el of mastery and to #ro&ide indi&idual
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STEPP Lesson Plan Form
Practice) remediation as need+ (Praise" Prom#t" and Lea&e)
&/ter ,e hae /ini$hed the ideo$ and cla$$ di$cu$$ion8 1 ,ill model an 7 $entence #ara-ra#h8 $tartin- ,ith a
conclu$ion8 u$in- tran$ition$8 -iin- three $tron- rea$on$ ,ith $u##ort8 and /ini$hin- ,ith a conclu$ion*
(eaching
Strategy:
(Inde#endent
Practice)
(This may not come immediately follo!ing each lesson)
6nce students ha&e mastered the content or sill" it is time to #ro&ide for reinforcement #ractice+ It is #ro&ided on a
re#eating schedule so that the learning is not forgotten+ It may $e home!or or indi&idual !or in class+ It can $e utili0ed
as an element in a su$sequent #ro%ect+ It should #ro&ide for rele&ant situation<not only the conte*t in !hich it !as
originally learned+
1nde#endent #ractice ,ill 3e their com#letion o/ their 7 $entence #ara-ra#h*
Closure Those actions or statements $y a teacher that are designed to $ring a lesson #resentation to an a##ro#riate conclusion+
3sed to hel# students $ring things together in their o!n minds" to mae sense out of !hat has %ust $een taught+ -'ny
9uestions, =o+ 6>" let/s mo&e on. is not closure+ Closure is used1
To cue students to the fact that they ha&e arri&ed at an im#ortant #oint in the lesson or the end of a lesson+
To hel# organi0e student learning
To hel# form a coherent #icture and to consolidate+
&t the end o/ cla$$8 1 ,ill a$9 the $tudent$ to $hare ,hat they hae learned a3out Latin &merican culture /rom %arnaale$*
*aterials What do you need to do the acti&ity,
Smart3oard8 ideo$8 ,hite 3oard8 #a#er8 #encil*
+i!!erentiation To modify1 If the acti&ity is too ad&anced for a child" ho! !ill you modify it so that they can $e successful,
To e*tend1 If the acti&ity is too easy for a child" ho! !ill you e*tend it to de&elo# their emerging sills,
To modify: 1/ the actiity i$ too hard8 1 can $horten the len-th o/ the #ara-ra#h or een ma9e it a li$t o/ idea$
in$tead o/ a #ara-ra#h*
To extend: 1/ it i$ too $im#le8 1 can a$9 the $tudent$ to ,rite a #ara-ra#h that only tal9$ a3out the co$tume$
u$ed in the #arade$* They ,ill hae to tal9 a3out ,hat they re#re$ent8 de$cri3e the color$ in S#ani$h8 and tal9
a3out the im#ortance o/ ,omen 3ein- the min #artici#ant in the #arade* 1 could al$o hae them ,rite a
#ara-ra#h creatin- their o,n cele3ration $imilar to thi$ one in the .*S* that they hae inented*
ssessment )o! !ill you record the child/s challenges and successes !ith this acti&ity, (E&en if this is !ritten !ithin your lesson #lan"
s#ecifically state it here+ )o! !ill you no! the students ha&e met the o$%ecti&e, 'ttach a co#y if a##lica$le+)
1 ,ill a$9 a lot o/ >ue$tion$ and mea$ure their re$#on$e$ a$ a cla$$ 3ut al$o their 7 $entence #ara-ra#h$ ,ill
hel# me to a$$e$$ their under$tandin-*
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STEPP Lesson Plan Form
"ost #esson ,e!lection
1* (o what e&tent were lesson ob-ectives achieved. (3tili0e assessment data
to %ustify your le&el of achie&ement)
(he %aragra%hs showed that the students gras%ed the im%ortance o! Carnavales
and what it shows about #atin merican culture' *any even wrote more than
what was needed in order to !ull e&%ress their understanding'
/' 0hat changes1 omissions1 or additions to the lesson would you ma2e i!
you were to teach again.
I thin2 I would tal2 more about the im%ortance o! the di!!erent costumes to tie the
lesson more closely into what they have learned in their 3eogra%hy class about
the *ayan %eo%le'
3* 0hat do you envision !or the ne&t lesson. (Continued #ractice" reteach
content" etc+)
4or the ne&t lesson1 I will teach my students about !ood and how it %lays an
im%ortant role in celebrations'
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