STEPP Lesson Plan Form

Teacher: Brianna Rumley Date:2/7/14

School: Boltz Middle School Grade /Level: / !"#loration$ %ontent &rea:
S#ani$h
Title: Dominoe$' Le$$on (: 2
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)
2) +no,led*e and under$tandin* o- other culture$)
Understandings: (Big Ideas)
Dominoe$ are a #o#ular #a$time in S#ani$h.$#ea/in* countrie$)
Inquiry Questions: (Essential questions relating no!ledge at end of the unit of instruction"
select a##lica$le questions from standard)
0hat *ame$ are $imilar in the 1)S) to dominoe$2 3o, do ,e u$e dominoe$ di--erently2
0hy i$ it im#ortant to count2
3o, i$ /no,in* color$ u$e-ul2
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 4e a4le to count num4er one to t,enty in S#ani$h ,ith 756 accuracy)
Student$ ,ill 4e a4le to identi-y at lea$t -ive 4a$ic color$ in S#ani$h)
Student$ ,ill 4e a4le to com#are the u$e o- dominoe$ in their o,n culture to that o- S#ani$h.
$#ea/in* one$)
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)
7denti-yin* color$ o- dominoe$8 countin* the num4er$ on the dominoe$8 and an$,erin*
9ue$tion$ a4out dominoe$ ,hile #layin*'
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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+
Dominoe$ Day
%%ro&' (ime )o! long do you e*#ect the acti&ity to last,
5: 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+
7 ,ill remind them o- the dominoe$ video$ ,e had ,atched 4e-ore learnin* num4er$ and color$)
(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) 7 ,ill $ho, a video that demon$trate$ ho, to #lay dominoe$) htt#://,,,)youtu4e)com/,atch2v;<Me0=T9>$n$
2) 7 ,ill ,rite the im#ortant $te#$ -rom the video on the 4oard)
?) 7 ,ill then a$/ the $tudent$ the rule$ o- dominoe$ and #erha#$ #lay the video a $econd time i-
needed)
4) Be-ore 4e*innin* the *ame8 7 ,ill a$/ the $tudent$ to do the -ollo,in* thin*$: @ame the color$ o- the
dominoe$) Re$tate the rule$ o- dominoe$) &##ly the rule$ o- dominoe$) %om#are the 1)S) *ame o-
dominoe$ to that #layed in Latin &merica) Aormulate tric/$ to ,innin* dominoe$)
(eaching
Strategy: (;uided
Practice)
'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
remediation as need+ (Praise" Prom#t" and Lea&e)
0hile the $tudent$ 4e*in to #lay in *rou#$8 7 ,ill ,al/ around ,hile 9ue$tionin* the $tudent$ on the rule$ o-
dominoe$8 the im#ortance o- the *ame8 the color$ o- the #iece$ and the num4er$ o- dot$)
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STEPP Lesson Plan Form
(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+
Aor their inde#endent #ractice8 7 ,ill a$/ the $tudent$ to teach $omeone el$e ho, to #lay dominoe$)
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+
7 ,ill end the cla$$ 4y tal/in* to the $tudent$ a4out ho, our #layin* dominoe$ ha$ incor#orated everythin* ,e have 4een
learnin* $o -ar in cla$$ into real li-e conte"t)
*aterials What do you need to do the acti&ity,
Dominoe$ Bmulticolored $et o- at lea$t 2C #er *rou# o- 2.4 $tudent$D8 $creen and #roEector)
+i!!erentiation To modify1 If the acti&ity is too ad&anced for a child" ho! !ill you modify it so that they can $e successful,
To e*tend1 If the acti&ity is too easy for a child" ho! !ill you e*tend it to de&elo# their emerging sills,
To modify: 7- the *ame i$ too di--icult8 7 can $it ,ith them and hel# them to #lay or *ive them $im#ler
in$truction$)
To extend: 7- the *ame i$ too $im#le8 7 ,ill a$/ them e"tra 9ue$tion$ -or e"am#le ,hat *ame i$ thi$ $imilar to in
the 1)S) and ,hy8 or i- it i$ a com4ination o- multi#le *ame$) 7 can al$o a$/ them to hel# teach other $tudent$
ho, to #lay)
ssessment )o! !ill you record the child/s challenges and successes !ith this acti&ity, (E&en if this is !ritten !ithin your lesson #lan"
s#ecifically state it here+ )o! !ill you no! the students ha&e met the o$%ecti&e, 'ttach a co#y if a##lica$le+)
7 ,ill a$/ a lot o- 9ue$tion$ and mea$ure their re$#on$e$ a$ a cla$$ 4ut al$o individually ,hile ,al/in* -rom
*rou# to *rou#)
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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 not demonstrate the lesson ob-ectives to the degree I desired'
(hey didn/t use their numbers while %laying' 0owever1 they did do a s%lendid -ob
at com%aring dominoes with games in the United States' (hey even made some
suggestions that I hadn/t thought o!' (hey also did a good -ob at naming their
colors but numbers needed to be incor%orated more strongly'
2' 3hat changes1 omissions1 or additions to the lesson would you ma4e i!
you were to teach again.
I! I teach this lesson again1 I will be sure to include more modeling with how to
%lay dominoes aside !rom the video' lthough the video was a vital resource and
wor4ed !or a lot o! students1 ne&t time I would use a doc cam to model the use o!
doubles on a domino %iece and blan4 dominoes' I would also require them to say
the number that they are %utting down in S%anish and ma4e their grou% members
hold each other accountable by giving a %oint to whichever member o! the grou%
who caught the other %erson saying a number in English or !orgetting to say the
number'
?) 3hat do you envision !or the ne&t lesson. (Continued #ractice" reteach
content" etc+)
5or the ne&t lesson1 I %lan to have the students do research on their country to tie
into the ne&t theme (weather)' 3ith this1 we will also revisit numbers when we
learn about converting tem%erate !rom Celsius to 5ahrenheit'
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