Content Standard(s) Addressed by This Lesson:: STEPP Lesson Plan Form

STEPP Lesson Plan Form
Teacher: Laura Stadele

School: Lincoln Middle School
Date: April 6, 2015

Grade Level: 6
Content Area: English
Title: Vocabulary & Conflict in Chapter 6 of Two Old Women by Velma Wallis
Content Standard(s) addressed by this lesson:

Concepts and skills students master:
1. Successful group discussions require planning and participation by all
d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others
ideas and expressing their own clearly. (CCSS: SL.6.1)
i. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion. (CCSS: SL.6.1a)
ii. Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed. (CCSS: SL.6.1b)
iii. Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion. (CCSS:
SL.6.1c)
iv. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing. (CCSS: SL.6.1d)
1. Understanding the meaning within different types of literature depends on properly analyzing
literary components
a. Use Key Ideas and Details to:
i.
Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. (CCSS: RL.6.1)
e. Use different kinds of questions to clarify and extend comprehension
3. Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and
legitimacy
d.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in grade level expectations 1 and 2 above.) (CCSS: W.6.4)
Understandings: (Big Ideas)
During reading students will be able to understand and recognize vocabulary words and the
different types of conflict that are found in literature. Students will also further their
understanding of the reading by making predictions, asking questions, clarifying any
misunderstandings, and making comments and connections with the text. Furthermore, students
Colorado State University College of Applied Human Sciences
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will be able to synthesize what they have learned by answering some short answer questions in
their journals.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
Can the student engage effectively in group discussion?
Can the student use textual evidence to support their answers?
Can the student identify the different types of conflict found in literature?
Can the student identify and understand the chapters vocabulary during the reading?
Can the student give examples of conflict as they are found in the text?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the
ABCD format, using student voice)
Students can identify the four different types of conflict found in literature: character vs
character, character vs self, character vs nature, and character vs society
Students can identify the chapters vocabulary words during reading
Students can support answers with evidence from the book
Students can participate in group discussion
Students can make predictions, ask questions, make clarifications, make comments, and
make connections about the text
List of Assessments: (Write the number of the learning target associated with each assessment)
I will assess the lesson objective by having students record their groups responses to the Say
Something activity on the handout sheet I provided, and by having them answer the three short
answer questions about conflict in chapter 6 of Two Old Women in their journals. Also, students
will be later tested on vocabulary during their end-of-unit vocabulary test.
Page 2
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
Title: Vocabulary, Conflict and Say Something

Purpose: Students will be able to use their reading skills to identify the
different types of conflict in a story and will be able to synthesize what
they know about the text in order to make predictions, ask questions,
and make clarifications, comments, and connections. Students will also
be able to identify difficult vocabulary found within the text in order to
increase their comprehension.
The activities in this lesson should last for one full class period or 80
minutes and I will need group sets of the Say Something activity
worksheet, and a class set of the vocabulary handout. I will use the
overhead projector or doc cam to project the conflict review sheet and
short answer questions.
Before completing the Say Something reading activity students will
participate in vocabulary and conflict review. By reviewing the chapters
vocab and going over the different types of conflict students will better
be able to read and identify how they see conflict working within the
text.
(15 minutes) Guided Whole-Class Practice: Handout vocabulary activity

sheet to all students. Use each vocabulary word in a sentence and have
students try to guess which definition on their worksheet best matches
the word as it was used in the sentence. Once you have used each
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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
they can be successful?
vocabulary word go back and ask students which words they filled in
with each definition and tell them the correct answer.
(15 minutes) Teacher Input/Questioning Strategies: Project the conflict
review onto the smart board and go through each type of conflict by
asking students what they think each type is and where they might find
it in the book before giving your own examples.
(10 minutes) Direct Instruction/modeling: Explain and Discuss the Say
Something activity, show them how exactly you want them to complete
the activity, and be sure to show them the sentence-starter cheat
sheet.
(30 minutes) Group Practice: allow students to read Ch6 in Two Old
Women with their table groups and make sure they are participating in
the Say Something activity
(10 minutes) Check for Understanding/Individual Practice: have
students read and respond to the three short answer questions that are
being projected onto the smart board
After students complete the Say Something activity I will briefly discuss
the value of slowing down reading in order to say something and how
it can increase ones comprehension with a text. Students will then
complete the short answer questions in their individual journals as a
way to consolidate all the information they learned today.
To Modify: go slower, break up this lesson plan over several days, and
spend more time modeling the Say Something activity
To Extend: instead of just saying something challenge the student to
say something after every paragraph and ask them to write some
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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.
different examples of conflict that I was not able to provide to the class
Have teacher evaluate me and the class
Say Something activity
Class discussion
Journal entries
Vocabulary test (later in the unit)
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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The students successfully participated in the vocabulary matching activity
and also in the class discussion about the different types of conflict found in
literature. They listened intently to the rules of the Say Something activity
and were quick to get to work with their groups when I instructed them to do
so. The objectives were captured on the Say Something activity sheet as
students made wild predictions, comments, and connections with the text as
they read the chapter. The whole-group discussions, small-group work, and
individual work ensured that students stayed engaged and on-task the whole
time while also adhering to students with exceptionalities. All objectives were
reached by the end of this lesson.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
If I were to teach this lesson again I would go slower during my instructions
on the Say Something activity and I would model the process for them even
more than I did. I didnt realize that this activity would be quite as confusing
as it turned out to be for students, and they would most definitely benefit
from more time spent with the Say Something activity. I might also extend
this lesson to be a two-day lesson to ensure student comprehension, and if I
did this I would also add a few more activities to go along with the reading.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The next step in this unit is to continue to practice these reading and
thinking skills. Lots of reading and lots of writing and discussion.
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STEPP Lesson Plan Form

Teacher: Laura Stadele

Date: April 6, 2015

Content Area: English