STEPP Lesson Plan Form

Teacher: Brianna Rumley Date:4/3/2014

School: Boltz Middle School Grade /Leel: !/ "#$loration% &ontent 'rea:
S$ani%h
Title: Greetin% in Latin 'merica Le%%on (: )
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
1* &ommunication in Lan+ua+e% ,ther than "n+li%h
2* -no.led+e and /nder%tandin+ o0 ,ther &ulture%
4* &om$ari%on% to Deelo$ 1n%i+ht into the 2ature o0 Lan+ua+e and &ulture
Understandings: (Big Ideas)
The .ay in .hich .e +reet each other i% not 3u%t .hat .e %ay 4ut al%o .hat .e do* 1t can 4e a
hand%ha5e6 a 4o.6 a 5i%%6 a hu+ or a hi+h 0ie* Thi% chan+e% country to country %o it7% im$ortant
to 5no. .hat i% a$$ro$riate .hen traelin+*
Inquiry Questions: (Essential questions relating no!ledge at end of the unit of instruction"
select a##lica$le questions from standard)
8o. do .e +reet our 0riend% and 0amily9
Do .e +reet di00erent ty$e% o0 $eo$le in di00erent .ay%9
8o. can uncom0orta4le or a.5.ard +reetin+% e00ect our coner%ation%9
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 %ay and a%5 other% their name in S$ani%h*
Student% .ill 4e a4le to under%tand 4a%ic +reetin+% in S$ani%h*
Student% .ill 4e a4le to de%cri4e +reetin+% $ractice% 0rom di00erent culture%*
Student% .ill 4e a4le to com$are +reetin+% in their o.n culture to tho%e in S$ani%h %$ea5in+
culture%*
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 hae to li%t di00erent +reetin+% around the .orld6 and they .ill $lay a +ame o0 :uan
Bo4o*
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+
1ntro to Greetin+%
%%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+
1 .ill a.5.ardly +reet %tudent% 4y 4o.in+6 +iin+ hi+h 0ie%6 and %ha5in+ hand% .hich .ill ho$e0ully $ea5 their
curio%ity*
(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%%6 .e .ill .atch ideo% that %ho. di00erent ty$e% o0 +reetin+% 0rom around the .orld* <e
.ill al%o .atch a ideo a4out an 'merican %tudent meetin+ $eo$le 0rom Latin 'merica and hain+ a
ery a.5.ard 0ir%t meetin+*
2* '0ter the ideo%6 1 .ill hae the %tudent% %hare all o0 the di00erent +reetin+% that they %a.* They .ill
com$are them to the +reetin+% that they do* 1 .ill +uide them throu+h thi% .ith my o.n e#am$le%*
3* 1 .ill 4e a4le to chec5 0or under%tandin+ 4a%ed on their re%$on%e% a0ter the ideo%*
4* 1 .ill a%5 the %tudent% to name di00erent ty$e% o0 +reetin+%6 com$are it to tho%e in the /*S* 6 e#$lain
.hy it7% im$ortant to 5no. the $ro$er +reetin+ .hen traelin+ or meetin+ %omeone 0rom another
culture6 and a%5 them to a$$ly the +reetin+% that they learn in S$ani%h to hae their o.n
coner%ation*
(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)
Colorado State University College of Applied Human Sciences Page 2
STEPP Lesson Plan Form
1 .ill $roide them .ith a li%t o0 ariou% +reetin+%* <e .ill +o oer the $ronunciation a% a cla%% and then the
%tudent% .ill need to ma5e 0la%hcard% to hel$ them %tudy* <e .ill then $lay :uan Bo4o .hich i% a +ame that
re=uire% a %elected %tudent to +o around the room and hae a coner%ation .ith %tudent%* They hae to +reet
them6 a%5 a =ue%tion li5e 8o. are you9 <here are you 0rom9 ,r <hat7% your name9 and then ta5e their leae*
,ne %tudent .ill 4e cho%en a% :uan Bo4o6 .ho can only %ay :uan Bo4o* ,nce the %tudent .ho i% the %ee5er
0ind% :uan Bo4o6 the cla%% +et% u$6 %.itche% %eat%6 and the la%t $er%on %tandin+ then 4ecome% the %ee5er*
(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+
Student% .ill $lay ariou% 0la%hcard% +ame% and .hite 4oard race% 0or continued $ractice* They .ill al%o hae
to create a dialo+ue to 4e $er0ormed in 0ront o0 the cla%% .ith a $artner*
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 $een taught+ -'ny
9uestions, =o+ 6>" let/s mo&e on. is not closure+ Closure is used1
To cue students to the fact that they ha&e arri&ed at an im#ortant #oint in the lesson or the end of a lesson+
To hel# organi0e student learning
To hel# form a coherent #icture and to consolidate+
't the end o0 cla%%6 1 .ill reie. the di00erent +reetin+% 0rom around the .orld and tell them +ood4ye in S$ani%h*
*aterials What do you need to do the acti&ity,
Smart4oard6 ideo%6 $a$er6 0la%hcard%6 +reetin+% li%t6 $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: 10 the actiity i% too hard6 1 can $roide the %tudent .ith $re>made 0la%hcard% and +ie them note%
0rom the ideo .ith a li%t o0 ariou% +reetin+% and they7ll 3u%t hae to circle the one% they %ee*
To extend: 10 it i% too %im$le6 1 can a%5 the %tudent% to
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%5 a lot o0 =ue%tion% and mea%ure their re%$on%e% a% a cla%% 4ut al%o their 0ood $yramid .ill 4e a +reat
indicator a% .e learn ne. 0ood%*
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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 /0# charts showed that the students had a !irm gras% o! the im%ortance and
variety o! #atin merican !ood but also the di!!erences and similarities between
their !ood and ours' (heir e&it sli% also showed me that they were able to name a
variety o! !ruits and vegetables'
1' 0hat changes2 omissions2 or additions to the lesson would you ma3e i!
you were to teach again.
I thin3 I would add additional s%elling %ractice with !ruits and vegetables' 4or
e&am%le2 I may have them to white board races'
3* 0hat do you envision !or the ne&t lesson. (Continued #ractice" reteach
content" etc+)
4or the ne&t lesson2 I will continue to teach my students about di!!erent !oods and
continue having them !ill out their !ood %yramids'
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