STEPP Lesson Plan Form

Teacher: Brianna Rumley Date:

1/28/2014
School: Boltz Middle School Grade /Leel: !
th
"#$loration%
&ontent 'rea:S$ani%h
Title: (um)er% Day 1 Le%%on *:+1+ o, +8+
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
1. Communications in Languages Other Than English
. !no"ledge and #nderstanding of Other Cultures
$. Com%arisons to &e'elo% (nsight into the )ature of Language and Culture
Understandings: (*ig (deas)
E'eryone uses num+ers all o'er the "orld.
Inquiry Questions: (Essential ,uestions relating -no"ledge at end of the unit of instruction.
select a%%lica+le ,uestions from standard)
(n "hat situations "ould it +e useful to -no" num+ers in a foreign language/
0o" does our use of dominoes differ from other countries of the "orld/
What games do "e ha'e that are similar to dominoes/
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your o"n lesson o+1ecti'es from the standard. follo"
the 2*C& format)
Student% -ill )e a)le to count ,rom 0.20 in S$ani%h/
Student% -ill )e a)le to di%cu%% the cultural im$ortance o, dominoe% in the &arri)ean/
Student% -ill )e a)le to com$are the u%e o, dominoe% in the 0/S/ -ith the u%e o, dominoe% in
other countrie%/
ssessment o! Evidence Outcomes: (0o" "ill you assess the selected lesson o+1ecti'es
(general e3%lanation. you "ill go into more detail at the end of the lesson %lan)
1DD23ue%tion o, the day to )e done in their note)oo4%5 and a tic4et out the door
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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.
Numbers and Dominoes
%%ro&' (ime 0o" long do you e3%ect the acti'ity to last/
50 Minutes
ntici%atory Set The 4hoo-5 to gra+ students6 attention. These are actions and statements +y the teacher to relate the e3%eriences of the
students to the o+1ecti'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 organi7ing frame"or- for the ideas. %rinci%les. or information that is to follo" (ad'anced organi7ers)
2n antici%atory set is used any time a different acti'ity or ne" conce%t is to +e introduced.
(he ")) to be com%leted when students arrive to class will be a question about dominoes which will
be !ollowed by videos that tie it into the lesson and into numbers'
(eaching*
"resentation:
(&irect (nstruction)
(Select the most
a%%ro%riate model
for teaching. direct
instruction is a
+asic e3am%le)
(ncludes8 (n%ut. 9odeling and Chec-ing for #nderstanding
1. (n%ut8 The teacher %ro'ides information needed for the students to gain the -no"ledge through lecture. film. etc.
. 9odeling8 Once the material has +een %resented. the teacher uses it to sho" students e3am%les of "hat is
e3%ected as an end %roduct of their "or-. The critical as%ects are e3%lained through la+eling. categori7ing.
com%aring. summari7ing. etc.
$. Chec-ing for #nderstanding8 &etermination of "hether students ha'e 4got it5 +efore mo'ing on. (t is essential that
the students %ractice doing it right so the teacher must -no" that the students understood +efore %roceeding to
%ractice. (f there is any dou+t that the class has not understood. the conce%t or s-ill should +e retaught +efore
%ractice +egins.
:. ;uestioning Strategies8 #tili7ing the *loom6s Ta3onomy of Educational O+1ecti'es< ;uestions should %rogress
from the lo"est to the highest of the si3 le'els of the cogniti'e domain (-no"ledge. com%rehension. a%%lication.
analysis. synthesis and e'aluation)
+' (he students will be given a wor,sheet and as a class we will go through the numbers -./-'
/' 0e will then do a smartboard game in which they will race to !ind the correct answer (the
number in S%anish)
1' (he smartboard game will also allow me to measure where the class is as a whole based on
their answers'
2' I will as, the students sim%le chec,s !or understanding by as,ing them to name numbers3
loo, !or %atterns3 and then to guess what a number would be which we haven4t discussed
using the %revious %atterns !or e&am%le /1'
(eaching
Strategy: (=uided
Practice)
2n o%%ortunity for each student to demonstrate gras% of ne" learning +y "or-ing through an acti'ity or e3ercise under
the teacher6s 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)
5or the guided %ractice3 I will %ass out dominoes and model counting the numbers aloud using the
dots on the !ace o! a domino' I will then as, the students to count the dots aloud to their %artners'
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STEPP Lesson Plan Form
!ter they have each ta,en their turns3 they will switch with their neighbors to %ractice again' s they
wor, on this3 I will circulate the room to chec, !or understanding and see, out %eo%le who may need
modi!ications'
(eaching
Strategy:
((nde%endent
Practice)
(This may not come immediately follo"ing each lesson)
Once students ha'e mastered the content or s-ill. it is time to %ro'ide for reinforcement %ractice. (t is %ro'ided on a
re%eating schedule so that the learning is not forgotten. (t may +e home"or- or indi'idual "or- in class. (t can +e utili7ed
as an element in a su+se,uent %ro1ect. (t should %ro'ide for rele'ant situation>not only the conte3t in "hich it "as
originally learned.
I! time allows they will %lay a game which I call !inger duals' (he students will %air u% and hold
whatever number o! !ingers they want behind their bac,3 ma,ing sure not to let their %artners see how
many they have u%' On the count o! three3 they both bring their hands !orward and the !irst %erson to
add both their !ingers and those o! their %artners and say the number in S%anish win' (his will test to
see that they even ,now the numbers i! not in order3 and require them to wor, on quic, yet sim%le
adding s,ills'
Closure Those actions or statements +y a teacher that are designed to +ring a lesson %resentation to an a%%ro%riate conclusion.
#sed to hel% students +ring things together in their o"n minds. to ma-e sense out of "hat has 1ust +een taught. 42ny
;uestions/ )o. O!. let6s mo'e on5 is not closure. Closure is used8
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% organi7e student learning
To hel% form a coherent %icture and to consolidate.
t the end o! class3 I will than, them !or doing a great 6ob3 tell them what they learned to do within a 7-
minute %eriod but also have them answer a re!lection question on their ")) or with a %artner which
will tie bac, to the hoo,' (hey will also have a tic,et out the door which will be !or them to count to /-
in S%anish'
8aterials What do you need to do the acti'ity/
&ominoes<roughly ?%erson
Smart+oard "ith num+ers acti'ity
@ideos (%ro1ector and screen)
)um+ers handout
)i!!erentiation To modify8 (f the acti'ity is too ad'anced for a child. ho" "ill you modify it so that they can +e successful/
To e3tend8 (f the acti'ity is too easy for a child. ho" "ill you e3tend it to de'elo% their emerging s-ills/
To modify: If this were too hard, I would lower the numbers that they are expected to count to for this
class period so instead of going to 0, we could set our goal at !0 and then with additional practice
and recommended studying, they could hopefully reach 0"
To extend: #or children who find the acti$ity too easy, I would probably ha$e them do numbers out of
order which tends to be more challenging or gi$e them the option of learning how to count to a higher
number"
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STEPP Lesson Plan Form
ssessment 0o" "ill you record the child6s challenges and successes "ith this acti'ity/ (E'en if this is "ritten "ithin your lesson %lan.
s%ecifically state it here. 0o" "ill you -no" the students ha'e met the o+1ecti'e/ 2ttach a co%y if a%%lica+le.)
I will have the students do the ")) to assess their ,nowledge at the beginning o! the lesson and then
to end the class3 I will have them return to the ")) and right what they ,now now' (hey will also have
to count !rom -./- in S%anish as a tic,et out the door' 9y doing this3 I will be able to see what they
have learned about carribean culture and dominoes3 and also i! they are able to count to /- or i! more
%ractice is needed'
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STEPP Lesson Plan Form
"ost #esson :e!lection
1/ (o what e&tent were lesson ob6ectives achieved; (#tili7e assessment data
to 1ustify your le'el of achie'ement)
5rom their res%onses to questioning a!ter the various videos and a short
discussion3 the students achieved the two cultural learning targets !antastically'
(hey caught on to the di!!erences between our dominoes and theirs and they
were able to tal, about why they4re im%ortant in S%anish.s%ea,ing countries' s
!or the numbers3 the students blew me away< 8any o! them ,new numbers -.+-
and they all caught on to the rest very quic,ly' (hey were even able to guess how
they would continue to count into the /-4s using %revious %atterns'
/' 0hat changes3 omissions3 or additions to the lesson would you ma,e i!
you were to teach again;
I! I teach this lesson again3 I would need to e&tend the lesson to higher numbers
and %ossibly teach them addition and subtraction in S%anish and then have them
do math %roblems'
6/ 0hat do you envision !or the ne&t lesson; (Continued %ractice. reteach
content. etc.)
5or the ne&t lesson3 I will have them review numbers with a short video and then
move on to colors in order to eventually tie it all together and %lay dominoes'
dditional %ractice and reteaching is not needed'
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