STEPP Lesson Plan Form

Teacher: Ms. Hatley and Mr. Simpson

10/15/15
School:
Thompson Valley High School
Content Area: English

Date:
Grade Level: 12

Title: Levels of Questioning

Content Standard(s) addressed by this lesson:
directly from the standard)

(Write Content Standards

12.1.2: Effective collaborative groups accomplish goals

12.1.2.b Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
Understandings: (Big Ideas)

The different levels of questions

How to write in-depth/effective questions, especially for their literature circles

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

instruction, select applicable questions from standard)
1. How do I write effective discussion/inquiry questions?
2. Why is being able to effectively function in a collaborative group a necessary
skill?
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)
Given the handouts with the levels of questions, English 12 students will write levels
3, 4, 5, and 6 questions with 80% accuracy.
List of Assessments: (Write the number of the learning target associated with
each assessment)

Formative: We will have the groups share out to the whole class and we will
talk about them as a group.
Formative: We will collect the group work and look to see if they understood
and could apply their knowledge on the different levels of questioning.
Formative: We will look at their discussion questions for the literature circles
and see if their skills improved.

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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?

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

Title: Levels of Questioning

Purpose: To help students dig deeper into their thinking and develop
stronger, more in-depth questions for their literature circles.

Time: 30 mins
Materials needed:
The video (Pakistani Teenage Activist Malala Yousafzai Tells Her
Story To John Stewart) https://www.youtube.com/watch?
v=fQtsdLB5MhQ
Handouts (Attached to this document)
See, Think, Wonder activity with the video. We will pull up the video
but not play it yet. We will have students look at the title and ask
questions that make inferences about what they think the video will be
about. They will write these down and think about how that affects their
view of the video and how their understanding changes over time.

1. Start with the See, Think, Wonder activity (5 mins)

2. Watch the video (Pakistani Teenage Activist Malala Yousafzai Tells
Her Story To John Stewart) (4 mins)
3. Go through the handout (5 mins)
4. Watch the video again, this time coming up with questions that fall

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STEPP Lesson Plan Form

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
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
they can be successful?

under levels 3, 4, 5, and 6 (6 mins)

5. Get into groups of four. Each group has to come up with four
questions (one for each of the levels we are working on) (7 mins)
6. Share out to the whole class. We will write questions up on the board.
(3 mins)

Assessment
How will you know if students met the
learning targets? Write a description of

Students will share out their questions, we will write them on the board
and talk about them as a class to see if they match the level reported.
We will collect the groups work to see if they were understanding the

Tell students that they should use these handouts and examples when
they are working on developing questions for their literature circles.
Also go over how this will be useful to them as readers and as
researchers.

To modify: Teacher(s) will sit in on the group that has students that need
the extra support.

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STEPP Lesson Plan Form

what you were looking for in each
assessment.

different levels of questions.

We will also look at their literature circle discussion questions next week
to see if their skills improved.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

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