STEPP Lesson Plan Form

Teacher: Mr. Sanderlin Date:

2/16/17

School: Kinard Core Knowledge Middle School Grade Level: 7th Content Area:
English Language Arts

Title: Gettysburg Address and Readability Chart

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

3.2.A vi: Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or text.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How can a writer use his/her influence to persuade readers?

What argumentative vocab can be found in texts throughout history?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)

I can identify key domain vocab from argument in the Gettysburg Address

I can analyze data in my writing to improve my style and word choice as a writer.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

(Create your own lesson objectives from the standard, follow the ABCD format)

a. Use readability chart to assess personal writing growth

b. Read the Gettysburg Address out loud with the class
c. Take notes and annotate the Gettysburg Address
d. Determine the strength of this speech.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name
Approx. Time How long do you expect the activity to last?
78 minutes

Anticipatory Set Readability: Talk to the class and ask them what words are worth? What
you? (Talk for five minutes).
Introduce readability chart, and explain how this is a great tool for takin
details of the students writing. If they focus on sentence structures, and
vocab, they will change their position on the chart.
Gettysburg: Before introducing the background of the Gettysburg Addre
you had hard news to tell someone how would you do it?
Teaching/ Input for Readability: Tell students that this chart is a good tool to see
Presentation: improvement in their writing. (Sentence complexity, and vocab).
Modeling for Readability: Have students bring out copy of their parag
(Select the most through how to label syllables and sentences. Instruct students to label
appropriate teaching show and example of how to chart results.
model.) Checking for Understanding for Readability: I will instruct students
-direct instruction in their ISNs and will walk around the classroom asking where they ende
-presentation model I will ask if they agree or disagree with their score. Seeing the charts wil
-concept teaching they understood how to use a graph and data to visually understand the
-cooperative their writing
learning Input for Gettysburg: Provide background on the Gettysburg Address.
-inquiry during the Civil War after the bloodiest battle at Gettysburg. Meant to ho
that fought in the war for equality of men. Only spoke for two minutes, a
one, including Lincoln, thought that this address did not deserve much a
public. Read the Gettysburg Address out loud and cover vocab students
Modeling for Gettysburg: Before students start the activity, perform
identifying a domain term and qualifying why a statement is connected
first sentence of the Address Four Score and seven years ago.). Iden
as a claim, and explain how Lincoln was asserting that this nation was fo
and equality because of the founding father (ethos). Have an example o
should look like during the stations activity. After walking through this an
pass out eight folders to the class. Have pieces of paper in each of the fo
a station labeled with numbers. Each paper will contain a statement from
Address that they need to label with a certain domain vocab from pervio
Identify the paragraph students are analyzing, what domain terms are p
paragraph, and instruct them to annotate for these terms while defendin
present.
Checking for Understanding Gettysburg: Walking around the class
students are annotating also checking how they are defending where th
domain vocabulary. Asking students why they chose the section and dom

Tasks for other adult (Ms. Myers):

Help absent students get up to speed on the paragraph assignment from
assignment needs to be completed before they start the readability grap
Teaching Strategy: Readability Chart activity (helps students practice math skills, while sim
Guided Practice looking for ways to improve their writing).
& Gettysburg Address: allows students to work in groups, and causes all st

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STEPP Lesson Plan Form

Differentiation participate by having each of them take notes and annotations in their I
Students will also be moving around the class and switching every five m
properly annotate and identify the section.
Teaching Strategy: The Gettysburg Address activity comes after students have spent time a
(Independent Practice) class. Previously students had been annotating with the teachers help in
discussion. Now students are moving into a more independent form of a
students are practicing the same skills, just on a more independent leve
domain vocab through annotation (of articles and speeches) and applica
writing) helps to cement the concepts in their minds.
Closure Those actions or statements by a teacher that are designed to bring a le
to an appropriate conclusion. Used to help students bring things togethe
minds, to make sense out of what has just been taught. Any Questions?
move on is not closure. Closure is used:
To cue students to the fact that they have arrived at an important
lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Once students have completed each station I will ask them to complete
Gettysburg Address and to analyze how effective the address was. I will
they need to finish this short two to three sentence analysis before they
Materials ISN materials.
Gettysburg Address
Highlighters
Numbered Station Sheets
Folders for each station
Accommodations To modify:
& If students are struggling with the Gettysburg Address activity I will give
Modifications review the domain vocabulary and look at previous examples to help the
students are struggling with the Readability activity I will make sure to r
model of the activity multiple times and explain insightful ways to identi
students were absent from the previous class they will have time to star
paragraphs in class. I will ask them to come in for ELO to complete their
While the other students are doing the readability graph, Ms. Myers will
were absent by explain the format of the paragraph assignment to them

To extend:
If students complete the Gettysburg Address activity I will ask them to s
a claim that connects to their next paragraph writing prompt. (Did Linco
Address truly resolve the horror that took place during the Battle of Gett
Civil War).
If students complete the Readability chart early I will ask them to look o
paragraph for editing. Instruct students to annotate their writing and ma
can the key domain vocab (claim, evidence, main point, analysis, counte
conclusion) in their own writing.
Assessment How will you record the childs challenges and successes with this activ
written within your lesson plan, specifically state it here. How will you k
have met the objective? Attach a copy if applicable.)
I will be able to record the assessment based on the students entries in
notebooks. I will also go from station to station and make sure that stud

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STEPP Lesson Plan Form

and annotated the sections properly.

The Gettysburg Address

Abraham Lincoln

November 19, 1863

Four score and seven years ago our fathers brought forth, on this continent, a new nation,

conceived in Liberty, and dedicated to the proposition that all men are created equal.

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Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived

and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to

dedicate a portion of that field, as a final resting place for those who here gave their lives that

that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicatewe cannot consecratewe cannot hallowthis

ground. The brave men, living and dead, who struggled here, have consecrated it, far above our

poor power to add or detract. The world will little note, nor long remember what we say here, but

it can never forget what they did here. It is for us the living, rather, to be dedicated here to the

unfinished work which they who fought here have thus far so nobly advanced. It is rather for us

to be here dedicated to the great task remaining before usthat from these honored dead we take

increased devotion to that cause for which they here gave the last full measure of devotionthat

we here highly resolve that these dead shall not have died in vainthat this nation, under God,

shall have a new birth of freedomand that government of the people, by the people, for the

people, shall not perish from the earth.

Station One: Main Points

Directions: Now that you know Lincolns claim, please locate his main points in the second

paragraph. How do you know these are main points?

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STEPP Lesson Plan Form

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived

and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to

dedicate a portion of that field, as a final resting place for those who here gave their lives that

that nation might live. It is altogether fitting and proper that we should do this

Station Two: Claim

Directions: Does Lincoln make another claim in the third paragraph? What is he claiming?

How do you know this is a claim?

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STEPP Lesson Plan Form

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived

and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to

dedicate a portion of that field, as a final resting place for those who here gave their lives that

that nation might live. It is altogether fitting and proper that we should do this

Station Three: Counterclaim

Directions: Where does Lincoln use a counterclaim? How do you know this is a counterclaim?

What is the effect of this counterclaim?

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STEPP Lesson Plan Form

But, in a larger sense, we cannot dedicatewe cannot consecratewe cannot hallowthis

ground. The brave men, living and dead, who struggled here, have consecrated it, far above our

poor power to add or detract. The world will little note, nor long remember what we say here, but

it can never forget what they did here. It is for us the living, rather, to be dedicated here to the

unfinished work which they who fought here have thus far so nobly advanced. It is rather for us

to be here dedicated to the great task remaining before usthat from these honored dead we take

increased devotion to that cause for which they here gave the last full measure of devotionthat

we here highly resolve that these dead shall not have died in vainthat this nation, under God,

shall have a new birth of freedomand that government of the people, by the people, for the

people, shall not perish from the earth.

Station Four: Claim, Evidence, and Ethos

Directions: Where does Lincoln make a claim? What evidence does he provide? Where is an

example of ethos? What is the effect of all of these?

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STEPP Lesson Plan Form

But, in a larger sense, we cannot dedicatewe cannot consecratewe cannot hallowthis

ground. The brave men, living and dead, who struggled here, have consecrated it, far above our

poor power to add or detract. The world will little note, nor long remember what we say here, but

it can never forget what they did here. It is for us the living, rather, to be dedicated here to the

unfinished work which they who fought here have thus far so nobly advanced. It is rather for us

to be here dedicated to the great task remaining before usthat from these honored dead we take

increased devotion to that cause for which they here gave the last full measure of devotionthat

we here highly resolve that these dead shall not have died in vainthat this nation, under God,

shall have a new birth of freedomand that government of the people, by the people, for the

people, shall not perish from the earth.

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