STEPP Lesson Plan Form

Shelby Foster
TWS
11/26/14
Section 1: Setting and Context:
The School Community:
The culture that a students learn in daily at Webber Middle School according to their
website is Webber Middle School will support and challenge all students to learn and grow
to their highest potential. This also doubles as the mission statement for Webber Middle
School. There are a wide variety of resources and programs offered to the students. There
are challenging academic classes offered like pre-advanced placement. They also have this
WAVE program, which allows students to study space technology. At the end of the
program students get to use a simulator that feels like they are being launched into space.
Webber has a wide variety of music programs that are offered to students. These music
programs include band, choir and drama. There is another program that allows students to
travel to different countries over their spring breaks. For example some of the trips are
going to Italy, Costa Rica and Austria/Germany. Webber also provides a variety of after
school clubs and sports for their students to participate. The parents are involved in
Webber Middle School through the Parent Teacher Organization and volunteering for the
school. The parents of the students are also expected to follow the six Ps. The programs
that support and encourage appropriate student behavior would be the Webber 6 Ps and
the MTSS. Webbers six Ps are prompt, polite, positive, productive, persistent, and proud.
MTSS is the multiple tiered support system. This is a process of using a prevention-based
system. MTSS creates a problem solving culture and helps students to strive to be the best
that they can be. The overall learning climate of the school is that each classroom, and even
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the hallways constantly tell students that they can do anything they set their minds to and I
think this is a great thing that Webber uses to help set up the expectations of the culture of
the school. Webber never expects anything less than high expectations for its students.
According to greatschools.org, the demographics for this school are 79% White, 13%
Hispanic, 4% Two or more races, 3% Asian or Asian/Pacific Islander, 1% American Indian/
Alaska Native and 1% Black. 28% of the students that attend Webber Middle School are
eligible for free or reduced lunch.
Students and Classroom:
Some of the students that I have taught directly are Jordan and Josh. Josh has a form
of ADD and requires Mr. Petersen to stand directly over him when he is giving the class
notes so he can remind Josh that he needs to be taking notes. When the students break into
individual groups either myself, Toni or Mr. Petersen have to check on him to make sure
that he is still on task. Jordan has a very low skill level. Last week the students learned to
convert within the metric system and Jordan required someone to stand next to him and
walk through each of the steps with him. However, when you helped walk him through the
steps he was more than capable of getting the answer but when you walked away to let him
try a problem on his own he seemed to really struggle. The culture of this classroom would
be that Mr. Petersen expects his students to strive to be the best that they can be. Mr.
Petersen said he took a gamble teaching his sixth graders how to convert within the metric
system but he felt as though they were more than capable of reaching and succeeding at
this higher level of thinking. The classroom is set up in tables with four students sitting at
each with them facing horizontal to the board. He has a bunch of science posters hanging all
around his room and he uses the smart board to deliver notes to his students. Mr. Petersen
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spends the first half of the class giving the students notes where he provides them with fill
in the blank spaces and/or goes over previous assignments with the students. His thought
behind this is that eventually his students will be able to take notes on their own. So he is
essentially teaching them the proper note taking skills that they will need to be able to
succeed. For the second half of the period they either do a lab or work individually at their
tables on worksheets of what they just learned on the notes. He always lets students come
up to the board and show their fellow classmates how to solve a problem. I would say that
the majority of Mr. Petersens sixth grade science classroom is white. I believe that this
affects his classroom in the way that you cannot always get the full cultural diversity
aspect.
Topic and Rationale:
I saw a few different assessment techniques while I was in Mr. Petersens sixth and
seventh grade science class. One of the assessment techniques I saw in his class were that
every week he gave his students a weekly quiz. Mr. Petersen allowed the students to use
their notes during their quizzes but if they choose to do so the highest grade available to
them was a three. If his students received anything lower than a two he strongly suggested
that they retake the quiz. He never forced his students to retake their quizzes. He provided
them with weekly quizzes because he wanted to check their understanding of the previous
weeks lessons and if the students were staying on track. A second form of assessment I
saw in Mr. Petersens class was that he had his students complete a written end of the unit
assessment. Students had to fill out a t-chart that explained the various labs they
completed during the chemistry unit. Students also had to write an essay explaining what
they learned during this unit as well. Mr. Petersen did this to check his students
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understanding of the overall unit. Giving his students a written end of the unit assessment
allowed him to better gauge their understanding where as a regular multiple choice exam
or fill in the blank exam wouldnt allow him to fully check and gauge their understanding of
the overall unit. These are just a few of the assessment strategies I saw in Mr. Petersens
classroom.
While working in Mr. Petersens class I saw a variety of different instructional
strategies he used on a daily basis. One of the instructional strategies that I saw in Mr.
Petersens classroom was that he only lectured both his seventh and sixth grade classes for
a maximum of fifteen minutes. This strategy was used to make sure that while he was
lecturing he didnt lose any of his students attention. The next instructional strategy that
was used was the way Mr. Petersen grouped his students during in class work. A majority
of the time he grouped his students based on his seating chart. There are four students to a
group. Mr. Petersen said that after every quarter the students changes seats so this way
every student gets to work with one another through out the course of the school year.
Sometimes he doesnt have students work with their table groups instead he will tell them
a time and they will need to work with the student that corresponds to that particular time.
This form of grouping allows Mr. Petersens students to get the opportunity to work with
different students then the students that sit at their table all quarter. This is just a few of
the different types of instructional strategies I saw while working in Mr. Petersens
classroom.

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Section 2: Case Study Interviews

Jackson:
The first student I interviewed was Jackson. I chose to interview Jackson because he is
one of the first students that is usually done with all of his independent work in Mr. Petersens
sixth grade science class. He intrigued me as to why that was the case. Did he just understand the
material or did he understand the material and like science class. Jackson is a male who is in the
sixth grade. He primarily speaks English. When asked to describe himself as an exciting,
energetic and a student that loves to learn things, especially new things. Something interesting
about his family is that he is Native American on his fathers side. When I asked Jackson about
school he said that he liked how school presented a new challenge everyday. He said that he
really likes that he gets to meet new people and learn new things. When asked about what he
liked about middle school he liked that they get to rotate classes and have different teachers. He
also liked that he gets to choose his classes and that gym was eighty minutes long. When asked
what he would change Jackson said he would like to have an off period besides lunch. He said he
would work it so they would have three minute passing periods, which would then allow them to
have a ten-minute study hall period. Ms. Webster- Wheeler is his favorite teacher because she
has a fun personality and that she gets things done but still makes it enjoyable. His favorite class
is gym because he likes the break you get from sitting behind a desk. Outside of school Jackson
plays soccer, basketball and golf. Golf is his favorite sport because he gets to do it with his
friends and he gets to be active but doesnt have the pressure of needing to do well. During the
summer he hangs out with friends and him and his friends like to be active in many different
ways. He also likes to travel during the summer and he said that his favorite trip was when his
family took Route 66 to California. When Jackson grows up he wants to be either a sports pro or
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an oil engineer. He said he wants to be an oil engineer because his uncle is one and he realized
that if you work hard enough it pays off in the end. One of the last questions I asked Jackson
was what he thinks makes a good teacher. His response was that to make sure your students
know you are the boss right away. He also said to make sure you explain everything as though
you are talking to someone who has nothing in his or her head. I thanked Jackson for letting me
interviewing him.

Valerie:
The second student that I interviewed was Valerie. I chose to interview Valerie because
she too like Jackson is always finished with her independent work first. I wanted to get to know
her because unlike Jackson she doesnt really use her free time to help the other students at her
table. Valerie is a seventh grade female. Her primary language is English. She would describe
her personality as outgoing around her friends but quiet when she is around people she doesnt
know. Valerie said that one thing that was interesting about her family was that they all know
how to cook. Valerie said that school was just okay. When I asked her about what she liked
about middle school she said that she likes that there is more chances to do things and meet new
people. She said that one thing she would change about middle school would be to have less
drama. When I asked Valerie who her favorite teacher is she said that she didnt really have one.
Her favorite subject is math because she said she likes that it is challenging. In Valeries spare
time she likes to listen to music. She said that she is not involved with any after school or
community activities. During the summer when Valerie isnt in school she sometimes hangs out
with friends. Valerie said she wants to be a veterinarian because she loves to take care of

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animals. When I asked her what advice she would give to a new teacher she said to be serious
but not to serious that it will bore everyone. I thanked Valerie for letting me interview her.
It was really interesting when I interviewed Jackson he was very open with me and
couldnt wait to give me answers to my questions. However, when I interviewed Valerie she
wasnt as open and she gave me very quick and short answers. I could tell that Valerie was
nervous where as Jackson was not. After watching them in class I found that strange. Valerie
always talked to her some of her classmates when she got the chance. But after interviewing
them I learned that Valerie had a very outgoing personality when she was around her friends but
when she was around people she didnt know very well she was shy.
There were many things that interviewing Jackson and Valerie taught me as a perspective
teacher. One of the things that I learned from my interviews was that both Jackson and Valerie
liked that school provided them with a chance to meet new people. This taught me that as a
future teacher that when I assign group work to my students that I should always make sure they
are working with students that they havent previously worked with. This way if I have my
students work with a new classmate every time by the end of the year they will have been able to
have the chance to meet and work with every one in the class. Another thing that I learned was
that both of them like to be challenged in school. This taught me as a future teacher that I always
need to take into account the different learning speeds of my students. If I do this I can meet the
needs of all of my students whether it takes some of them longer than others to grasp a concept
they are always being challenged. Both Valerie and Jackson said similar things when I asked
them what advice they would give a new teacher. Both of them said to some extent that it is
important for you to quickly set clear boundaries in your classroom. This taught me as a future
teacher that my students really need to understand my class rules so they can be successful in my

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room. I also learned that it is important because it sets clear expectations so all of my students
can succeed. A fourth thing that I learned was how important the social aspect of school was to
both Valerie and Jackson. They both stated that they liked to hang out with their friends. This is
important as a teacher because it helps me see and remember that school isnt always about
learning all the time. Yes learning is one of the biggest reasons students are in school but it is
also important to remember that they need a quick break to interact with their friends. The fifth
and final thing I learned was both of the children I interviewed both liked that they had more
chances to do things like the freedom to choose their own classes. This taught me that it is
important for them to have choices. Sometimes it isnt feasible for them to have choices but
when it is applicable I think it is important that they get to make those choices and/or decisions.
This is what I learned from interviewing the students.
In general I learned that taking the time to get to know your students is extremely
important. It is important because it helps you build relationships with your students and lets
them see that you really do care about them. As a teacher I think it is extremely important for
you to build those relationships because if you able to better understand your students you are
able to better fit their needs. If you are able to better fit their needs as a teacher than your
students are more opt to really succeed in your classroom.

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Section 3: Lesson Plan

Teacher: Mr. Petersen
School: Webber Middle School
Title: A look at inside of the Earth

Date: 11/4/14
Grade Level: 6
Content Area: Earth Science

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

(Write Content Standards directly
from the standard)
1. Complex interrelationships exist between Earths structure and natural processes that
over time are both constructive and destructive
Understandings: (Big Ideas)
Students will understand that the four layers of the Earth lead to constructive and
destructive processes.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
What is the structure of the Earth?
What is each Individual layer made up of?
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: identify the four layers of the Earth.
This means: that in groups I can describe what its like to live in each layer of the Earth as
well as individually read and answer questions on the article.
List of Assessments: (Write the number of the learning target associated with each
assessment)
Students will be evaluated based on the exit ticket and the answers on the
worksheets.

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Teacher: Mr. Petersen

School: Webber Middle School
Title: A look inside of the Earth

Content Area: Earth Science

Content Standard(s) addressed by this lesson:

from the standard)

Date: 11/4/14
Grade Level: 6
Lesson #:_1_ of _1_

(Write Content Standards directly

1. Complex interrelationships exist between Earths structure and natural processes that
over time are both constructive and destructive
Understandings: (Big Ideas)
I want students to understand that the components of the Earths layers lead to specific,
visible geologic processes that can be seen in the world around us.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
What makes up the structure of the Earth?
What is each Individual layer made up of?
How does the Earths layers effect everyday life?
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: identify the four layers of the Earth.
This means: that in groups I can apply this knowledge to what its like to live in each layer
of the Earth.

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List of Assessments: (Write the number of the learning target associated with each
assessment)
Students will be evaluated based on the exit ticket and their understanding in
describing what it would be like to live inside a particular layer of the Earth. In order to
assess their understanding students will need to include at least two characteristics of the
layer.

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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.

Name: A look inside of the Earth

Purpose: The purpose of this to have students be able to further understand
and apply the characteristics of each individual layer of the Earth.

This will take the entire eighty minutes. Students will need a packet, a writing
utensil, worksheets, crayons and PowerPoint on the smart board.
The do now asks students to think about how the Earth looks 700 feet down.
This allows students to start thinking about what the inside of the Earth looks
like, which will lead them right into what we will be discussing and the
activity we will be doing.

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.
How do you intend to engage your students
in thinking during the Anticipatory Set?
Why are you using it at this point in your
lesson?

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.)

I intend to engage students during the anticipatory set by having them share
their answers with their table groups and then ask for volunteers. If no one
volunteers I will use the popsicle sticks to call on students.

Times are approximate but should be close.

7:50- Students arrive in the classroom and take their seats.
7:50-7:53- Hand out packet and instruct the students to do the do now.
Have students share with the person directly next to them
7:53-7:56- Gather students attention back by clapping once then twice. Asking for
volunteers to share with the class what they came up with.

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Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

7:56-7:57- Learning targets

7:57- 7:58- Instruct students on how to fill in packet ( the words they need are bolded
and underlined)
7:58-8:13- Start Lecture. Make sure to walk around the room to see if any students are
falling behind in note taking or if they seem confused
8:13- 8:14- Give directions on what the activity is. Make sure to remind them that they
need to have at LEAST 2 characteristics of the layer they have been assigned.
8:15- 8:16- Answer any questions and assign the table groups their layers.
8:16- 8:36- Activity (I will walk around to each group to make sure they are all writing
down on their own piece of paper.)
8:36-8:42- Get their attention back and Ask for 2-3 groups to volunteer what they came
up with (if no one volunteers I will use the sticks to call on students)
8:42- 9:02- Get their attention back and start to explain the next activity. They must
include 2 characteristics of each layer on the back of the booklet. If they dont finish it is
homework.

How do you intend to engage your students

in thinking during the PROCEDURE?

Students will be engaged during this time, as they will need to follow along in their
packet. They will also get to work with partners to come up with a creative story. I am
using it at this point in time to make sure they always have something to do so no one
becomes bored and opts out.

Why are you using it at this point in your

lesson?

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:

9:02- 9:04- I will get their attention back and remind them that if they didnt finish the
booklet that it is for homework. I will then ask one person from each group to return
their containers to the back of them room.
9:04-9:08- I will get their attention back and explain to them how to do the exit ticket
which asks them three quick question that will assess whether or not they understood
my lesson. I will ask them to leave them on their desk so there isnt confusion as the bell
is ringing.

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

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To help form a coherent picture and to

consolidate.
How do you intend to engage your students
in thinking during CLOSURE?

I intend to engage my students during this time by having them complete an exit ticket.
The exit ticket will allow me to gage my students understanding of my lesson.

Why are you using it at this point in your

lesson?

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.

For the differentiation in my lesson I will make sure that if students are
struggling in keeping up with the notes that I hand them a copy of my
PowerPoint to follow along and copy so they can continue to listen to me and
not fall behind. Students could have been instructed to either write a creative
story or construct a comic strip instead of being instructed to write and draw.
This allows students to chose if they want to be artistic or not. ALP: Students
would be assigned more layers, ex: 100, 300, 700, 1000, 1500 feet below so they
are continuously thinking about how each of the layers are different and even
interconnected with each other. IEP: Detailed and clear instructions will be
given to limit any type of confusion.
Students will be evaluated based on the exit ticket and their understanding in
describing what it would be like to live inside a particular layer of the Earth.
In order to assess their understanding students will need to include at least
two characteristics of the layer while they are describing what it would be
like to live inside a particular layer. I will be assessing whether or not my
students understood my lesson by seeing what their answers look like. They
are straightforward questions if the students understood my lesson. The exit
ticket also relates back to the learning target.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
Based off of the exit tickets the students turned in they really seemed to understand
what the characteristics of each layer of the Earth were. The students creative stories that
they wrote also told me that they really understood. Based off of their answers I would say
that the learning target of I can identify the four layers of the Earth was met.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
If I were to teach this lesson again the first thing I would change would be too more
thoroughly explain the do now. Students were very confused as to whether they should be
writing down their answers, where they should be writing or if they were to just discuss
with a partner. The second thing I would fix would to edit my PowerPoint so that there
were fewer words per slide. I didnt realize how much information was actually on the slide
until I was standing up there trying to have them copy it down. The third thing I would
change would be to make sure that if the students were down with their creative stories
that they had something to do. Yes I went around and told them to list characteristics for
other layers of the Earth but I didnt have something concrete for them to do. The fourth
thing I would of like to fix would be to explain directions to them better. I would of liked to
have better explain the directions to both of my activities instead of having the students
read the directions themselves.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson I envision having the students move on to the next part of
the standard, which talks more about geological processes. I didnt really get to cover
that as much as I wanted to because I was afraid that I wouldnt have enough time to
complete everything I wanted to. I feel as though the students were ready to move
from the characteristics due to the answers they provided me on their exit tickets and
their creative stories. One thing I would definitely change for the next lesson I taught
would be to edit the PowerPoint to make it easier to follow as well as being extremely
clear in the directions I am giving whether it is on the Do Now or on an activity.

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Section 4: Narrative Reflection

When I think back on my experience in EDUC 350 there are a lot of different things that
need to be reflected upon that come to mind. The first thing is what I think went well during my
formal lesson. I was really impressed by how well the students really seemed to understand the
concept that I was trying to teach them. When I read through the exit tickets that I gave them I
was surprised to learn that nearly all of the students answered the three questions I asked them
correctly. Another thing that went really well during my lesson was how responsive the students
were to my creative writing exercise that I had them do. Every student seemed to really enjoy
pretending that they were living in a particular layer of the Earth. They were really creative with
their stories as well as making sure they were being realistic when it came to keeping in mind the
characteristics that each individual layer has. One thing that didnt go well in my formal lesson
was giving my students clear and proper instructions. While the students were doing the do now
I wasnt clear enough as to where I wanted them to write their answers. Some of them just talked
to their neighbors and discussed their responses that way while other students wrote the answers
down on the packet that I handed out to them. I also should been more clear with my instructions
when I gave them the packet to complete that broke down the four layers. I thought that they
instructions were clear but I quickly learned that it is very important to read through the
instructions with your students. Another thing that did not go well during my formal lesson was
my transitions. After an activity or the lecture part of my lesson was done I lost some of the
students because they were talking to one another and not paying attention to what I had to say.
If I was going to teach this lesson again the first thing I would do differently would be make sure
all of my instructions were incredibly concise and clear. Another thing that I would do
differently would be that I would change the way my PowerPoint was formatted. I would make

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sure that there were only a few bullet points on each of my slides. That way the students would
be paying attention to me as I was lecturing them instead of trying to feverishly copy down all
the information on each of the slides. Thorough the planning process and delivery of my formal
lesson I learned how important it is to be able to change what you are doing in an instant.
Sometimes your lesson is going to go as you planned but more often then not it is not going to go
as you planned. Another thing I learned was that I really do enjoy getting in front of the class
and teaching and showing students how awesome science really is. These are just a few of the
many things I learned from giving my formal lesson.
While I was teaching my formal lesson I think that my classroom management was
tolerable. I wouldnt say that it was necessarily horrible but it definitely could have been much
better than it was. I noticed that as I was trying to get the students attention after they were off
on their own completing an activity it wasnt as easy to do as I thought it would be. I think I
would have had an easier time getting their attention back if I had practiced with them my
technique of clapping. This would of helped because normally Mr. Petersen counts down to five
to get their attention and I was doing something completely different from the expectation that
they were used to. I never felt like I didnt have control over the room but I do think that my
classroom management needs some work and some practice.
One of my weaknesses as an educator would be making sure that I am constantly keeping
a majority of my students attention. Not every one of my students is going to enjoy science like
I do but if I can keep them continually engaged then I think they will succeed as better students
in my classroom. Another one of my weaknesses would be my ability to plan from bell to bell.
This is just another one of those weaknesses that will get better with more time and practice as a
teacher. One of my strengths would be creating fun and relatable activities for my students. At

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first I wasnt sure that during my formal lesson they would enjoy doing the creative writing
activity but I was quickly proven wrong. Another one of my strengths would be that even
though I was terrified to get up in the front of the room and teach it was still one of the most
exciting things. Those are a few of the strengths and weaknesses that I see in myself as an
educator.
There are a few things that I would like to work on during my time in EDUC 450. The
first thing I would like to work on would be my classroom management. The second thing that I
would like to work on would be to better plan the appropriate amount of work for the time that I
have with my students. The final thing I would like to work on in EDUC 450 would be my
confidence in myself as an educator. These are just a few of things that I want to work on when I
take EDUC 450.

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