STEPP Lesson Plan Form

Teacher: Rachel Sinton

2014
School:
TVHS
Pre AP English

Date:
Grade Level:

Title: Writing Workshop of Literary Terms

10

11-06-

Content Area:
Lesson #:_1_ of _1_

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

Standards directly from the standard)
-Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (CCSS: W.9-10.3)
-Write literary and narrative texts using a range of stylistic devices (poetic techniques,
figurative language, imagery, graphic elements) to support the presentation of implicit or
explicit theme
-Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone). (CCSS: RL.9-10.4)

Understandings: (Big Ideas)

-Foil Characters and their importance in literature
-Imagery and its use to develop a setting
-Flashback

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

instruction, select applicable questions from standard)
What are the characteristics of a foil?
How can you use imagery to create a setting?
What is flashback and how is it used?

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)

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STEPP Lesson Plan Form

I can: Create a story about my own foil character, put my character into a
setting, and use flashback to explain and memory or important even that
my character faced.

This means: I will fully understand the literary terms foil, imagery, and
flashback and be able to use them within my writing.

List of Assessments: (Write the number of the learning target associated with
each assessment)
-Writing Workshop
-Peer Review
-Wrap Up Questions

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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?
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 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

Foil of Myself: Writing Workshop

90 Minutes, Writing Worsheet, markers, scrap paper, copies of text

Warrior Dont Cry introduction
QW: Who are you? Write a list of personality traits and characteristics
that describe yourself.
Side 1: List of personality traits
Side 2: List of traits you dont have

Foil
1. Quick Write:
2. Debrief: What is a foil character?
-give examples
-pass out handouts
3. Writing Time: Students will write a story in which their foil is the
main character
Imagery and Setting

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-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

1. Group Drawing Activity

-draw the school, Thanksgiving, Favorite Place
-Debrief: Why was this challenging
2. Introduce imagery: Show not Tell
3. Writing time: Put your foil character into a setting using imagery to
paint a picture
Flashback
1. Silent Reading of Warriors Dont Cry Introduction
2. Can you find imagery/flashback in this? active reading
3. Writing Time: Write about a flashback your character may have
Peer Review and Workshop:
1. Partner Up and Review each others writing

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 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

Wrap Up:
1. One thing you liked/disliked about the lesson
2. One thing you found challenging about the lesson

Constantly ask questions and circulate in the classroom to make sure

every student is on track and aware of the given assignment.

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STEPP Lesson Plan Form

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.

Writing Worksheet: Will be graded on a scale of 40 points to assess

student learning.
10 points: Foil character
10: Setting/Imagery
10: Flashback
10: Participation and Peer Review

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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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