STEPP Lesson Plan Form

Teacher: Brianna Rumley Date:2/13/14

School: Boltz Middle School Grade /Level: / !"#loration$ %ontent &rea:
S#ani$h
Title: 'eather (ntro Le$$on ): 3
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
1* %ommunication$ in lan+ua+e$ other than !n+li$h*
Understandings: (Big Ideas)
'eather i$ an im#ortant #art o, any culture* (t hel#$ to determine -hat .ind$ o, activitie$ -e can
do*
Inquiry Questions: (Essential questions relating no!ledge at end of the unit of instruction"
select a##lica$le questions from standard)
/o- do -e tal. a0out -eather1
/o- doe$ -eather in %olorado di,,er ,rom -eather in Latin &merica1
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your o!n lesson o$%ecti&es from the standard" follo!
the 'BC( format)
Student$ -ill 0e a0le to de$cri0e the -eather in %olorado or in their country in Latin &merica*
Student$ -ill 0e a0le to com#are and contra$t the -eather in %olorado and in countrie$ in Latin
&merica*
ssessment o! Evidence Outcomes: ()o! !ill you assess the selected lesson o$%ecti&es
(general e*#lanation" you !ill go into more detail at the end of the lesson #lan)
By the end o, cla$$2 the $tudent$ need to 0e a0le to de$cri0e the -eather in %olorado u$in+ the
ne-ly learned -eather #hra$e$*
Colorado State University College of Applied Human Sciences Page 1
STEPP Lesson Plan Form
"lanned #esson ctivities
ctivity $ame Should $e a creati&e title for you and the children to associate !ith the acti&ity+
(ntro to 'eather
%%ro&' (ime )o! long do you e*#ect the acti&ity to last,
34 Minute$
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 $e introduced+
( -ill remind them o, the re$earch they did on their countrie$ and that ( had them loo. u# the -eather in their
country and the climate*
(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* ( -ill do a Smart0oard #re$entation to teach them the -eather terminolo+y and -e -ill #ractice -ith
action$ a$ a cla$$*
2* 'e -ill then do activitie$ on the Smart0oard related to the ne- terminolo+y and have the $tudent$
-or. to+ether to com#lete them*
3* Durin+ the activity2 ( -ill a$. the $tudent$ to tran$late2 a$. them to $ay $omethin+ in S#ani$h ,or me
0ut al$o to do the action$ that -e have learned*
4* ( -ill a$. the $tudent$ to re#eat -hat ( have $aid* Then -hen havin+ them de$cri0e #icture$2 ( -ill
have them de$cri0e $imilar #icture$ and +rou# $imilar -eather$ to+ether* ( -ill al$o a$. the
$tudent$ ho- they can a##ly -hat -e5ve learned to the #ro6ect -e5re -or.in+ on2 and ho- the
-eather here i$ di,,erent ,rom in their countrie$* 'hile teachin+ them the -eather -ord$2 ( -ill try to
have them #redict meanin+ 0y identi,yin+ #attern$*
(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 have ,ini$hed the #re$entation -ith activitie$2 ( -ill then $ho- them #icture$ o, -eather and ,ir$t a$.
7ue$tion$ to $ee i, they are a0le to di,,erentiate 0et-een the di,,erent ty#e$ o, -eather* ( -ill then have them
de$cri0e the #icture$2 chec.in+ ,or under$tandin+ and #ronunciation*
(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+
8or their inde#endent #ractice2 ( -ill a$. the $tudent$ to +et into #air$ or +rou#$ o, three and they -ill #lay
9ictionary* Thi$ -ill re7uire them to thin. o, a term in S#ani$h2 and then to create a vi$ual re#re$entation on
the -hite0oard* The other mem0er$ o, the +rou# -ill have to analyze the #icture and try to ma.e connection$
to -hat they have learned and +ue$$ ,ir$t*
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$$2 ( -ill tal. to the $tudent$ a0out all o, the ne- thin+$ they have learned today and a$. them to .ee# in
mind the -eather o, their countrie$ that they are $tudyin+* ( -ill al$o have them end 0y de$cri0in+ today5$ -eather in
%olorado to a #artner*
*aterials What do you need to do the acti&ity,
Smart0oard2 'eather activitie$2 'eather ,la$hcard$2 -hite 0oard$2 dry era$e mar.er$2 era$er$
+i!!erentiation To modify1 If the acti&ity is too ad&anced for a child" ho! !ill you modify it so that they can $e successful,
To e*tend1 If the acti&ity is too easy for a child" ho! !ill you e*tend it to de&elo# their emerging sills,
To modify: (, the activity i$ too hard2 ( can limit their term$ do-n or +ive them a handout -ith the -eather
term$ -ritten on it and tran$lated a$ a re,erence*
To extend: (, the activity i$ too $im#le2 ( can teach them additional term$ or have them loo. ,or #attern$ in the
-ord$2 and root$ in the -ord$ -hich relate to !n+li$h :etymolo+y;*
ssessment )o! !ill you record the child/s challenges and successes !ith this acti&ity, (E&en if this is !ritten !ithin your lesson #lan"
s#ecifically state it here+ )o! !ill you no! the students ha&e met the o$%ecti&e, 'ttach a co#y if a##lica$le+)
( -ill a$. a lot o, 7ue$tion$ and mea$ure their re$#on$e$ a$ a cla$$ 0ut al$o individually -hile -al.in+ ,rom
+rou# to +rou# and then -ith their tic.et out the door they -ill need to -rite do-n -hat they $ay a0out
%olorado5$ -eather*
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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 students did really well' (he (", (using actions to learn the new vocabulary)
went really well and they remembered almost every new %hrase that they learned'
/ith the !lashcards0 they were able to accurately describe the %ictures and their
conversations with their %artners were ama1ing' (hey retained so much2
3' /hat changes0 omissions0 or additions to the lesson would you ma4e i!
you were to teach again.
I thin4 I would also include a short writing %iece so that I could chec4 !or s%elling
accuracy' (he students did marvelous with the s%ea4ing but I want to 4now how
well they can write the new material as well'
3* /hat do you envision !or the ne&t lesson. (Continued #ractice" reteach
content" etc+)
5or the ne&t lesson0 I will have the students do a %icture dictionary which will
require them to create visual re%resentations o! the new vocabulary instead o!
sim%le note ta4ing' I also want to show them videos o! weather in #atin merica
to tie in the culture'
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