STEPP Lesson Plan Form

Teacher: Date:

School: Grade Level: Content

Area:

Title: Lesson #:__ of __

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

directly from the standard)

Standard 1: History
Analyze key historical periods and patterns of change over time within and
across nations and cultures

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

instruction, select applicable questions from standard)

What can an artifact tell or not tell about a time period or event?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives) Analyze a document and determine key information
about the Worlds Fair or Columbian Exposition.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

In one class period, every student will be able to determine key facts about
the Columbian Exposition that shape certain aspects of today's society by pulling
information from a written source,

The Columbian Exposition of 1893

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson

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STEPP Lesson Plan Form

plan)

Using the information in the reading, students will identify key aspects of the
Columbian Exposition. This information will be made into a postcard that identifies
at least one invention on one side ( the letter part) and a drawing representation of
the other side. Post cards were introduced at the Exposition, this allows students to
imagine themselves at the fair.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity.

Approx. Time How long do you expect the activity to last?

Anticipatory The hook to grab students attention. These are actions and statements by th
Set relate the experiences of the students to the objectives of the lesson, To put stu
receptive frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the ideas, principles, or info
follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be

Teaching/ Includes: Input, Modeling and Checking for Understanding

Presentation: 1. Input: The teacher provides information needed for the students to
knowledge through lecture, film, etc.
(Select the most 2. Modeling: Once the material has been presented, the teacher uses
appropriate students examples of what is expected as an end product of their work. T
teaching model.) s are explained through labeling, categorizing, comparing, summarizing,
-direct 3. Checking for Understanding: Determination of whether students h
instruction before moving on. It is essential that the students practice doing it right
-presentation must know that the students understood before proceeding to practice. I
model doubt that the class has not understood, the concept or skill should be re
-concept practice begins.
teaching 4. Questioning Strategies: Utilizing the Blooms Taxonomy of Educati
-cooperative Questions should progress from the lowest to the highest of the six level
learning domain (knowledge, comprehension, application, analysis, synthesis and
-inquiry

Teaching An opportunity for each student to demonstrate grasp of new learning by worki
Strategy: activity or exercise under the teachers supervision. The teacher moves around
Guided Practice determine level of mastery and to provide individual remediation as need. (Pra
& Leave)
Differentiation

Teaching (This may not come immediately following each lesson)

Strategy: Once students have mastered the content or skill, it is time to provide for reinfo
(Independent practice. It is provided on a repeating schedule so that the learning is not forgo
Practice) homework or individual work in class. It can be utilized as an element in a subs
should provide for relevant situationnot only the context in which it was origin

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STEPP Lesson Plan Form

Closure Those actions or statements by a teacher that are designed to bring a lesson p
appropriate conclusion. Used to help students bring things together in their ow
sense out of what has just been taught. Any Questions? No. OK, lets move on
Closure is used:
To cue students to the fact that they have arrived at an important
lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Materials What do you need to do the activity?

Accommodatio To modify: If the activity is too advanced for a child, how will you modify it so th
ns successful?
& To extend: If the activity is too easy for a child, how will you extend it to develo
Modifications skills?
What accommodations will need to be implemented and for what students?

Assessment How will you record the childs challenges and successes with this activity?
written within your lesson plan, specifically state it here. How will you know th
met the objective? Attach a copy if applicable.)

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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)

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

would you make if you were to teach again?

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

practice, reteach content, etc.)

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STEPP Lesson Plan Form

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STEPP Lesson Plan Form

Direct Instruction Presentation Concept Teaching Cooperative

Model Learning
Describe or Describe or Describe or Describe or De
demonstrate the demonstrate the demonstrate the demonstrate the t
lesson introduction lesson introduction lesson introduction lesson introduction
including how you including how you including how you including how you res
establish set (i.e., establish set (i.e., establish set (i.e., establish set (i.e.,
prepare students to prepare students to prepare students to prepare students to
learn) and how you learn) and how you learn) and how you learn) and how you fu
share the lesson share the lesson share the lesson share the lesson ap
outcome. outcome. outcome. outcome.

Demonstrate or list Describe or Describe or Describe or Li

the task analysis of demonstrate an demonstrate all of demonstrate the and
the skill or procedure advance organizer. the critical attributes assessment methods
(i.e., define precisely of the concept, you use to determine
what the learners Describe, picture or identify the class or the academic
need to do) demonstrate learning category to which the progress of EACH dem
materials and concept belongs. student in the class ins
Describe or activities specific to (i.e., make each t
demonstrate your the options of this Describe or student individually stud
modeling of the skill model (e.g., demonstrate a clear accountable) and de
or procedure. explaining links and progression of how you assess the rev
examples; rule- examples and non- social and/or gu
Describe or example-rule; examples; deduction interpersonal skills and
demonstrate guided signposts and is illustrated through identified for
practice including the transitions). Two or the early definition of acquisition or
second (or third) more of the teaching the concept; practice during the
example and then and learning induction is lesson. dem
address your method activities are rich and illustrated through pro
to check for engaging. definition of the Describe or pr
understanding (i.e., concept late in the demonstrate the ho
how you assess Describe, list or activities. grouping you
student learning demonstrate one or arrangement and as
before moving to the more questions, or a Describe or the ways in which
next stage). Include discussion structure demonstrate the you promote positive inf
examples of you provide to assessment interdependence cra
feedback you provide extend your processes you use to between group
for correct and students thinking on test for acquisition of members. con
incorrect student the content. the concept at key
responses. points during the Describe or Wri
Describe or presentation of demonstrate the a
Describe or demonstrate how examples and non- instructional th
demonstrate your your students examples. materials and a
method of demonstrate their resources; address m
independent learning. Address Describe, list or resource and
practice. assessment methods demonstrate one or interdependence as
during instruction more questions, or a necessary.
Two or more of the (i.e., checking for discussion structure

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STEPP Lesson Plan Form

teaching and learning understanding), and you provide to Describe or de

activities during after instruction (e.g., extend your demonstrate your m
guided and a quiz, ticket-to- students thinking on directions for group stu
independent practice leave, etc.). the concept. formation,
are rich and rearranging furniture o
engaging. Two or more of the (If necessary) and fo
teaching and learning how pa
Describe or activities are rich and materials/resources d
demonstrate how engaging. are distributed. wa
your students
demonstrate their Describe or Describe or
learning after demonstrate how demonstrate the q
instruction (e.g., a your students expectations for whi
quiz, ticket-to-leave, demonstrate their demonstration of stu
etc.). learning after interpersonal and the
instruction (e.g., small group skills ca
students summarize c
their definition of the Two or more of the
concept orally or in teaching and learning
writing, etc.). activities are rich and de
engaging. m
le
Describe or t
demonstrate your
method to check for
understanding (i.e., R
a description of how pr
you will assess Sh
student learning th
academically and stud
socially) as you t
circulate among the fo
groups as well as the sec
feedback you pro
provide.
que
f

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