STEPP Lesson Plan Form

Teacher: Lea Qualls Date:

3/16/2017

School: Academy International Elementary School Grade Level:

Kindergarten Content Area: Reading, Writing and Communicating

Title: Make the setting

Lesson #

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

directly from the standard)

Standard 1. Oral Expression and Listening

- Use language appropriate for purpose and audience

1. Oral communication skills are built within a language-rich environment

a. Describe familiar people, places, things, and events and, with

prompting and support, provide additional detail. (CCSS:SL.K.4)

b. Add drawings or other visual displays to descriptions as desired to

provide additional detail. (CCSS:SL.K.5)

Standard 2. Reading for All Purposes

- Demonstrate comprehension of a variety of informational, literary, and

persuasive texts.

1. Oral concept of print to read and a solid comprehension of literary texts are
the building blocks for reading

a. Use key ideas and details to:

i. With prompting and support, ask and answer questions about

key details in text. (CCSS: RL.K.1)

Standard 3. Writing and Composition

- Write with clear focus, coherent organization, sufficient elaboration, and

detail.

1. Text types and purposes, labels, and familiar words are used to communicate
information and ideas.

a. Use a combination of drawing, dictating , and writing to narrate a

single event or several loosely linked events, tell about the events in
the order in which they occurred. And provide a reaction to what
happened. (CCSS: W.K.3)

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STEPP Lesson Plan Form

b. With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as
needed. (CCSS: W.K.5)

Understandings: (Big Ideas)

Students will understand how to identify characters, settings, the problems, the
solution, the beginning, middle and end, and personal connections while writing a
story.

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

instruction, select applicable questions from standard)

1. What is a story?

2. What goes into a story? (character, setting, problem, solution, beginning

middle & end)

3. What is a setting? How do we describe a setting?

4. Who is your character and where would he might live?

5. What are some settings that you might find an animal like yours in?

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)

I can:

a. Use what I already know about stories and describe what a setting is.

b. Analyze my stuffed animal and think about where this type of animal might
live.

c. After describing to a partner about where their animal might live, they will
write a couple of sentences describing the setting of their story.

d. After writing about their setting, they will draw a picture of their setting.

This means:

Students will be able to identify what a character is in a story and how to describe a
character.

List of Assessments: (Write the number of the learning target associated with
each assessment)

1. Students will participate in a group discussion

2. Students will understand the meaning of setting and how to describe setting.

3. Students will collaborate and discuss the different settings their stuffed
animal could live in compared to other stuffed animals.

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STEPP Lesson Plan Form

4. Students will write the Setting of where their animal will live in the story

5. Students will take what they have written, and draw a picture of the
character and setting of their story.

6. If enough time, students will read what they wrote.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the Story Making setting
students to associate with the activity. 20-30 minutes
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 20-30 minutes
last and what materials will you need?
Anticipatory Set 1. Yesterday, we started to write our story. What are the things that
The hook to grab students attention. make up a story? What did we write about first? What did we
These are actions and statements by the write about first? (Character) what are we going to write about
teacher to relate the experiences of the next?
students to the objectives of the lesson, 2. Today we are going to write our second part of the story, and it
To put students into a receptive frame of will be setting! What is setting?
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 Teacher Actions Student Actions
(Include a play-by-play account of what 1. Have students sit quietly on 1. Students will sit quietly on
students and teacher will do from the their dot spots. their dot spots.
minute they arrive to the minute they 2. Ask children what a story is 2. Children will explain
leave your classroom. Indicate the length and what is needed in a character, setting, problem,
of each segment of the lesson. List actual story? (character, setting, solution.
minutes.) problem, solution) 3. Children will review what
Indicate whether each is: 3. Recap and remind children part of the story they wrote
-teacher input about what part of the story about last week (character)

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STEPP Lesson Plan Form
-modeling we wrote last week. Ask the
-questioning strategies children what part of the
-guided/unguided: story we wrote about.
-whole-class practice 4. Ask who was in the story?
-group practice 5. Explain to the children that
-individual practice they will be adding on to
-check for understanding their story, but that they will
-other only focus on the setting in
their story today.
6. Show the classroom my
stuffed animal.
7. Tell the children that to take
a look at their stuffed
animal and think about
where their animal might
live.
8. Ask the children raise your
hands if you can give me an
idea about where my
stuffed animal might live.
9. As the children are naming
off places, write them down
on white board.
10.After they name off places,
tell children that we are
going to write about the
penguin and where he
might live.
11.Collaborate with children
and write a sentence
together about the stuffed
animal. For example: Polly
lives in Antarctica. He lives
in an igloo above the water.
It is cold there.
12.After you collaborate with
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4. Children will explain that
their stuffed animal was in
the story.
5. Children will listen to
teacher while she explains
directions.
6. Children will be excited to
see teachers stuffed animal.
7. Children will quietly think to
themselves about where
their stuffed animal might
live.
8. Children will name off
places for the stuffed
animal to live.
9. Children will understand
that they will write about
setting.
10.Children will help teacher
write a couple of sentences
about the setting in the
story.
11.Children will understand
that they will write about
setting.
12.Hopefully they will describe
places where their animal
might be able to live.
13.Children will listen closely to
directions, while teacher
explains them.
14.Children will go to table
seats as directed and write
sentences about their
setting and draw a picture.
15.If there is enough time,
STEPP Lesson Plan Form
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
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children, explain to the students will share their
children that they will now drawing and story.
write their own setting.
13.Explain to them that they
will base their setting off
their animal.
14.Ask children if they have
any ideas of what they are
going to write about.
15.have a few children raise
their hand and hopefully
they will have some ideas:
16.While the children are
explaining their setting,
write some of those settings
down.
17.After we listen to those
ideas, show them the paper
they are going to write on
about their character.
Explain to them that they
will also draw a picture of
their setting.
18.Dismiss children to their
table seats in an organized
fashion. children who have
brown hair
19.Teacher will walk around
the classroom to help
children if needed.
1. Before dismissing the children to their table seats, review with
the children what they will be writing about today. Ask them to
explain to you what they will be doing.
2. Explain to them that we will be adding on to the rest of our story
next week. Explain next week we will be writing about the
setting.
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STEPP Lesson Plan Form

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: when children go to write individually, make sure the
To modify: If the activity is too advanced teacher is there to help guide them through their writing. These
for a child, how will you modify it so that children may write less sentences. Have children write lines for the
they can be successful? amount of words they are going to write.
To extend: If the activity is too easy for a To extend: encourage advanced children to make their sentences more
child, how will you extend it to develop in depth and longer. Also encourage students to write more than two
their emerging skills? sentences.
Assessment I will know that my students have met the learning targets by their
How will you know if students met the ability to write about the second essential component to a story, which
learning targets? Write a description of is setting. If the students could effectively describe their stories setting
what you were looking for in each and write and illustrate a picture, that will indicate that they have met
assessment. their learning targets.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

The majority of the students were able to participate in group

discussion about where their animal could possibly live. The students
all appeared to understand the meaning of setting and how to describe
setting. Students were able to collaborate and discuss the different
settings that their stuffed animal and other stuffed animals might live
and they were all able to write about it and illustrate it!

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

In the future I think I will have the students previous parts of their
stories available for the children to reflect off. Some of them forgot
what they wrote about, so I had to hurry and gather all of their stories.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

I envision doing a similar lesson, but writing the next part of the story,
which will be problem.

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