STEPP Lesson Plan Form

Teacher: Laurie Rice

22nd 2015
School: Fort Collins High School
Area: Pre-AP World Lit. & Composition

Date: Oct.
Grade Level: 10

Content

Title: The Bet Personal Strength

Lesson #:_1_ of _1_

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

Standards directly from the standard)
Collaborate effectively as group members or leaders who listen
actively and respectfully pose thoughtful questions, acknowledge the
ideas of others, and contribute ideas to further the groups
attainment of an objective
Read a wide range of literature (American and world literature) to
understand important universal themes and the human experience
Engage in a wide range of nonfiction and real-life reading experiences
to solve problems, judge the quality of ideas, or complete daily tasks

Understandings: (Big Ideas)

Students will gain a better understanding perspectives, and personally
be able to connect with how the decisions and beliefs of characters
reflect their personal strength

Students will analyze and use the text to make inferences about
personal strength as it connects to their lives.

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

unit of instruction, select applicable questions from standard)
How can multiple events in someones life carry a particular theme?
After reading about the cultural (or historical) perspectives that were
held by people during a specific time period, what can be generalized
about these individuals, and how has this event affected life today?

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As people get older, they become more conscious of their beliefs and
how they influence others.
Evidence Outcomes: (Learning Targets)
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
(CCSS: RL.9-10.1)
Every student will be able to: (Create your own lesson objectives from
the standard, follow the ABCD format, using student voice)
I can:
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

This means:
Students will gain a better understanding perspectives, and personally
be able to connect with how the decisions and beliefs of characters
reflect their personal strength

Students will analyze and use the text to make inferences about
personal strength as it connects to their lives.

List of Assessments: (Write the number of the learning target associated

with each assessment)
Students will be assessed on their reflections post simulation about how they
changed over the course of the bet.
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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 students to associate with
the activity. 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 last and what materials will you
need?

Personal Strength found in The Bet Simulation

Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
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

Hook: Shawshank Redemption video clip

3 minutes
As we watch this video clip, keep the short story The Bet in
your mind and how the two might relate.
https://www.youtube.com/watch?v=CWQYVYvoqDA
With this video clip and the short story you read last night for
homework in mind, answer the following Quick Write in your
composition notebook

Time: 90 minutes
Materials:
Projected Daily Agenda PPT slide
The Bet by Anton Chekhov
Quick Write in Composition Notebook
You Tube Video Clip from Shawskank Redemption
The Bet Simulation Assignment Sheets

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a different activity or new concept

is to be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each
segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

1. Hook: Shawshank Redemption video clip 3 minutes

As we watch this video clip, keep the short story The Bet in
your mind and how the two might relate.
https://www.youtube.com/watch?v=CWQYVYvoqDA
With this video clip and the short story you read last night for
homework in mind, answer the following Quick Write in your
composition notebook
2. Quick Write in Composition Notebook: 5-7 minutes
Would you ever go into solitary confinement for doing
something you didnt do? If you could pick where you spent
your solitary confinement where would you choose? What
would you do it for? For how long would you go into solitary
confinement? If you were able to have non-survival items
delivered to you, what items would you request?
3. Shawshank Redemption and Quick Write Whole-Class
Discussion: 5-10 minutes
What were some of the things you said?
o Would you every go into solitary confinement for doing
something you didnt do?
o If you could pick where you spent your solitary
confinement where would you choose?
o What would it take for you to do it?
o How long would you be willing to go into solitary
confinement?
o If you were able to have non-survival/non Internet
devices delivered to you for the length of your solitary
confinement what would you want?
4. The Bet Whole-Class Discussion: 10-15 minutes

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What does it mean to have personal strength?

Characters meeting personal strength?
Literary Elements: irony, flashback, imagery
The Emotional and Mental states the main character goes
through
How the characters have changed/grown through time
5. Partner Debate: 10-15 minutes
Turn to a partner and discuss
Capital Punishment vs. Solitary Confinement
o Which would be more effective as a deterrent to severe
crime?
o More humane?
Voluntary vs. Involuntary
o Pros/cons of each.
o Which would be more difficult if you were put in solitary
confinement?
6. Whole Class Debate:
What did you and your partner discuss?
What do you think made The Lawyer successful in
completing his 15 years of solitary confinement?
7. The Bet Simulation 20-25 minutes
a. In this simulation, students will get into partners of no more
than 2 and CANNOT be the same person they had their
debate with.
b. Students will be handed a handout/ worksheet of the
Simulation. One will receive The Banker role and the other
the role of The Lawyer
c. ****SEE ASSIGNMENT SHEET FOR DETAILS*****
o Students will be answering questions 1-4 concerning
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the character they are portraying.

Discuss and Write
Make a Bet
Make a List
Reflection
Whole-class Discussion about Simulation 15

o
o
o
o
8. Closure:
minutes
Go around the room and discuss each groups experience
with the simulation
Share some points about your simulation
Share some of the things on your list
o What are some things you noticed about your list?
o How did you spend your time during the bet?
Share your reflection
o How did your role/character change over the course of
the bet?
Have your views changed concerning Capital Punishment vs.
Solitary Confinement OR Voluntary vs. Involuntary
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 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

Closure
Whole class Discussion about simulation
Share some points about your simulation
Share some of the things on your list
o What are some things you noticed about your list?
o How did you spend your time during the bet?
Share your reflection
o How did your role/character change over the course of
the bet?
Have your views changed concerning Capital Punishment vs.
Solitary Confinement OR Voluntary vs. Involuntary

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or the end of a lesson.

To help organize student
learning
To help form a coherent picture and
to consolidate.

Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too easy
for a child, how will you extend it to
develop their emerging skills?

Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.

Differentiation:
If there is an odd number of students, have students pair up in
partners of 3
For students who are absent, they can still access the
assignment sheets online for the simulation in which they can
still assume either the role of the banker or the lawyer and
answer the same questions.

Assessment:
Students will be assessed on their reflections post simulation about
how they changed over the course of the bet.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
After grading the handouts that the students completed for the
simulation, I would say that the lesson objectives were accurately met
because the students were examined and analyzed a highly debatable
topic from a specific perspective, and then used it to make connections
about their own lives and todays society. In detail, students reflected
on the simulation and how they stayed the same as their character or
how they came out differently based on how their bet played out. It
was apparent from the reflection that students really connected with
this activity and enjoyed thinking about how they would either spend
their time or their money. They were all very entertaining and
interesting to read!
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
Some changes I would make to the lesson would only be a couple
of things such as, I had some technology hiccups with the Smart Board
and logging into the computer since I had to use my instructors
credentials. I should have tried to come in earlier and get the
computer set up prior to students arriving. Always anticipate
technology failure. A couple additions I would make to the lesson
would be to add in some examples to the listing portion of the
simulation, or explain what they should be putting down in more detail,
since this was where a lot of kids, (especially the Bankers) got
confused. I would also try and connect the lesson to personal strength
more because since they took on a role of a character, students didnt
really get to see the effects on their personal strength as a whole.

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

reteach content, etc.)
For the next lesson, I envision continue practicing analyzing the
text, and applying and connecting it to the students lives and to their
personal strength. I love the group work and the discussions, but they
can be overwhelming at times, and I dont know if students always do
their best work when they are working in groups, especially if they are
self-selected.

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