STEPP Lesson Plan Form

Instruction and Management Plan

Unit Sequence

Unit outline

1. Tuesday – The first day of this unit will begin by watching the Fort Collins Before video about
Fort Collins Grows Up. I will pause the video to highlight vocabulary and ask questions to deepen
students learning. They will take notes in their journals and draw pictures to represent
important concepts. The video highlights key characters such as Elizabeth “Auntie” Stone who
was the first bed and breakfast owner and she founded the first brick mill and flour mill. Other
important concepts were the invention of the electric light, founding of Old Waterworks, and
beginning to build houses of bricks. This lesson incorporates technology, writing, listening, and
verbalizing information. This lesson is not included in the next section, but I will discuss briefly
the outcome of it.

2. Thursday – In this lesson, I will activate their background knowledge of timelines by relating to
number lines from math. They will understand the concept that a timeline starts on the left with
the earliest time and progresses right to the most recent time. I will get them excited about
using all of their resources to build one huge timeline about Fort Collins history. I will draw sticks
to see who does different events and people. This lesson incorporates reading, writing,
technology, and math concepts. This lesson is listed below in detail.

3. Friday – Students will continue to research their topic and add to their writing. Resources
included books, articles, the video, and the internet. This lesson is not included in the work
sample, but its outcomes will be discussed briefly.

4. Tuesday – This lesson will focus on finishing up research and writing and adding a picture to
their papers. Then, we will use our dates to get in chronological order. I will emphasize the huge
amount of time between 11,000 years ago and the beginning of settlement in this area. Then,
we will place their papers on the timeline and hang it up in the hallway for others to see. This
lesson is included below in more detail.

5. Thursday – This lesson will begin the focus on what grows a city. The two main aspects of this
lesson will be transportation and technology. The large group will give context of what
inventions and technology present in the 1800s would be important to a growing city. Examples
would be the electric light and the trolley system. The students will get in groups to come up
with key inventions that helped grow Fort Collins into a city and then share with the whole class.
This lesson is not included, but will be discussed briefly below.

6. Friday – This lesson continues our discussion of what grows a city by focusing on agriculture and
jobs. A large group lesson will focus on the students identifying what resources they could have

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STEPP Lesson Plan Form

at that time and what would be helpful for a growing city. Examples would be cows, oxen,
horses, wheat, potatoes, and sugar beets. Examples of jobs would be farmer, banker, store
owner, trolley driver, etc. This lesson will be described in more detail below.

7. Monday – This lesson will begin our focus on building a city. I will assign roles and jobs in the
community to give students ownership of contributing to the city. They will be in pairs and will
talk about why is their jobs are important. This lesson is not included below in detail, but its
outcomes will be discussed briefly.

8. Tuesday – I will define scarcity in whole group. Students will be back in their pairs and then will
discuss the resources needed for their jobs (how to use resources best with limited resources)
and why they might need other students and their jobs. Then, students will talk with other
students to see how they can work together to make the city grow. This lesson will be included
in more detail below.

9. Friday – This last lesson will be a culmination of previous lessons as well an introduction to map
skills. In whole group, we will discover key features of maps and will work on drawing a map of
our city and where they would put their businesses. Key features will include a map legend,
icons, and physical landmarks. After drawing the maps, they will transfer over their writing from
their journals to final draft paper. This lesson is not included below in detail, but will be
discussed briefly.

Lesson Plans

Recap of Lesson 1: The first lesson was designed to give the students more information about the

growth of Fort Collins into a city. We used the Fort Collins Before video that was filmed for this

unit across the whole district. The film is hosted by two historians and they show pictures of

what Fort Collins used to look like, tell stories, and show current pictures to help students

connect the information to what they know today. They also have vocabulary throughout the

video that they teach including Elizabeth “Auntie” Stone and Old Waterworks. During this

lesson, I periodically stopped the video to write down definitions as well as questions that would

help them make connections or refocus them on the material. My goal was that each student

would have written a couple of facts from the video or be able to explain to me what they

learned. Most students were proficient in this, a few are still developing, and a couple had no

idea what happened in the video.

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STEPP Lesson Plan Form

Lesson 2

Teacher: Adrianja Cheadle Date: 2/23/17

School: Shepardson Grade Level: 2nd Content Area: Social Studies
Title: Fort Collins Timeline Lesson #: 2 of 9

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 1. History
1. Identify historical sources and utilize the tools of a historian

e. Create timelines to understand the development of important community traditions and events
(DOK 1-3)
2. People have influenced the history of neighborhoods and communities
a. Organize the historical events of neighborhoods and communities chronologically (DOK 1)
Understandings: (Big Ideas)
- History flows chronically from earliest to most recent
- Our town has a history that can be put on a timeline

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
- How does a timeline work?
- What can we put on a timeline?
- What are major events from our town’s history?

Evidence Outcomes: (Learning Targets)

Every student will be able to: pull out a couple important facts from Fort Collins history to place on a
timeline.
Today I will: research a topic and choose important facts
So that I can: share important information in a visual form

List of Assessments: (Write the number of the learning target associated with each assessment)
- Paper with at least two facts written down about their topic

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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
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
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Planned Lesson Activities
Fort Collins Timeline
2:35 – 3:30 Materials: Various researching materials (Books,
articles, and pictures)
- Second graders, I am going to start drawing something
on the board. I know that you are smart second graders
and I think you are going to get it super-fast.
*start drawing a timeline*
- “That’s a timeline!”
- Guess what second graders we are going to build a huge
timeline of all that we have learned in Fort Collins
history.
Teacher Actions Student Actions
- When coming back - Students will
from specials, the brainstorm ways to
students will spend a research (~3 minutes)
few minutes cleaning - Students will explore
the room. Then, they their topic using
will grab their snacks resources like books,
and have a seat at the articles, and pictures
rug. (5-7 minutes) and write down the
- I will do my most important facts
anticipatory set (3 (35 – 40 minutes)
minutes)
- I will introduce the
idea of research and
have students
brainstorm ways to
find information about
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STEPP Lesson Plan Form
-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, let’s 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?
To extend: If the activity is too easy
for a child, how will you extend it
to develop their emerging skills?
Colorado State University College of Health and Human Sciences
Fort Collins history(~3
minutes)
- I will draw sticks to see
who gets what topic to
research and put up a
Google doc with that
(information on the
SmartBoard. (~5
minutes)
- I will direct the
students to a table
that has resources
such as books, articles,
and pictures to learn
about their topic.
- Teachers will
conference with
students individually
and look up additional
material for them if
needed.
Second graders, today you became researchers! The timeline is
going to be so detailed and I can’t wait for other students in our
school to learn from you. Please put away your research
materials and papers in your bins and begin your end of day
jobs.
Modify: For Az, I will ask him questions verbally to access
information and then help him write those on his paper. For La, I
will stop by often to make sure she is focused on the task and
ask questions to guide her. Ih will have a one on one para to
guide him.
Extend: Look for more research materials and ask how we know
that these are correct
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STEPP Lesson Plan Form

Assessment
How will you know if students met - Paper with at least two facts written down about their
the learning targets? Write a topic
description of what you were
looking for in each assessment.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

All students except a few students were able to remember facts learned from previous videos
and use resources to learn other facts. A few students had a hard time finding information in
the materials provided and could not remember the events we had learned about. Teachers did
their best to ask guiding questions and help them read source material.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I would try to find a way to show excerpts of the previous videos for the students to gain
information from as well.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson will continue with researching and drawing a picture of the person or
event to help learners visualize.

Lesson 3

This lesson gave the students more time to work on their research for the timeline. There

was a short large group meeting at the beginning of the block which focused on having them

share what they were learning and gauging how confident they were in the task. If they needed

more guidance, I was there to provide some help to get them on track. The rest of the block was

the students working around the classroom on their project and the teachers floated around to ask

and answer questions and refocus students. The students worked hard on their research and all of

the students with or without support from a teacher were able to find some important facts.

Lesson 4

Teacher: Adrianja Cheadle Date: 2/28/17

School: Shepardson Grade Level: 2nd Content Area: Social Studies

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STEPP Lesson Plan Form

Title: Piecing Together History Lesson #: 4 of 9

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 1. History
1. Identify historical sources and utilize the tools of a historian

e. Create timelines to understand the development of important community traditions and events
(DOK 1-3)
2. People have influenced the history of neighborhoods and communities
a. Organize the historical events of neighborhoods and communities chronologically (DOK 1)

Understandings: (Big Ideas)

- History flows chronically from earliest to most recent
- Our town has a history that can be put on a timeline

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
- How does a timeline work?
- What can we put on a timeline?
- What are major events from our town’s history?

Evidence Outcomes: (Learning Targets)

Every student will be able to: work together to place their events on the timeline in chronological order.
Today I will: piece together events in history
So that I can: share with others about Fort Collins history

List of Assessments: (Write the number of the learning target associated with each assessment)
- Timeline in chronological order

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to Piecing Together History
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 2:35 – 3:30 Materials: Butcher paper, scissors, markers, student’s papers
what materials will you need?
Anticipatory Set - Today is the day second graders! As you finish up your papers about your
The “hook” to grab students’ attention. These are events and people, we are going to put them on our timeline and then hang it
actions and statements by the teacher to relate the up in the hallway outside.
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 Teacher Actions Student Actions
(Include a play-by-play account of what students - I will ask students to get out their - When coming back from specials,
and teacher will do from the minute they arrive to papers and research materials and the students will spend a few
the minute they leave your classroom. Indicate the work on finishing up by 3:15. We minutes cleaning the room. Then,
length of each segment of the lesson. List actual will individually support students. they will grab their snacks and
minutes.) (~30 minutes) have a seat at the rug. (5-7
Indicate whether each is: - I will give students instructions to minutes)
-teacher input place their paper where they think - Students will finish up their work
-modeling it might go on the timeline when and place it on the timeline.
-questioning strategies they finish. - Work with other classmates to
-guided/unguided: figure out who is the earliest all
-whole-class practice

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STEPP Lesson Plan Form
-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, let’s 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.
Colorado State University College of Health and Human Sciences
- When everyone is (or most are) the way up to the latest by
finished, I will call them over to moving in the line.
the rug.
- Second graders, I have a question
for you, “Should 11,000 years ago
go right next to the 1800s?”
- I will physically move all the way
across the classroom to show
where the 11,000 years paper
should go. We are going to make a
jagged line on the timeline to
show the huge gap of time since
we don’t have a super long
timeline.
- Then, I will ask students to stand
in a line and use their papers to
find out which order they go in.
Then, I will check to see if it is
correct.
- Then, we will place them on the
timeline and tape them down.
Look at this impressive timeline! I cannot wait for your parents to see this over the next
few days of parent teacher conferences! They will be so impressed and I bet they will
learn something. I will tape these pictures down and you may begin your end of day
jobs.
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Differentiation Modify: Individual help by teachers to help with handwriting and focus.
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be Extend: Students that finish quicker can help their friends finish their work or help them
successful? figure out where to place their paper on the timeline.
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 - Big timeline with events in order
looking for in each assessment.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
All students but one finished their papers on their event or person and found where it
went on the timeline. The one student who did not finish is picked up early by a parent
each day and does not spend time in the classroom during social studies block.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I would better prepare how to emphasize the distance between 11,000 years ago and the
1800s. I would allot more time to the last chunk of explaining and reorganizing of events.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson will transition into exploring what builds a city.

Lesson 5

This lesson shifted our focus from piecing together all that we had learned about Fort

Collins history to using our knowledge to explore what the town would need to grow in to a city.

The whole group lesson helped students understand that a city did not just appear overnight. I

asked them questions to get them thinking about how did Fort Collins become a city. They came

up with many ideas that I separated into four categories transportation, technology, agriculture,

and jobs. We focused on two for this lesson: transportation and technology. I created four small

groups of students and there were two groups for those two areas. They talked in their groups

about what was important in their area. Then, I had them meet with a group that studied the

opposite and share their findings. Teachers helped guide the conversation in each of those

groups. They came up with key concepts of electric lights, trolleys, horseless carriages, and a

working water system.

Lesson 6

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STEPP Lesson Plan Form

Teacher: Adrianja Cheadle Date: 3/3/17

School: Shepardson Grade Level: 2nd Content Area: Social Studies
Title: Agriculture and Jobs Lesson #: 6 of 9

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard 1: History
4. People have influenced the history of neighborhoods and communities
c. Give examples of people and events, and developments that brought important changes to
the community (DOK 1-2)
d. Compare how communities and neighborhoods are alike and different (DOK 1-2)
e. Describe the history, interaction, and contribution of the various peoples and cultures that
have lived in or migrated to neighborhoods and communities (DOK 1-2)

Understandings: (Big Ideas)

- People and events impact the growth of a city

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
- How did people change/affect their communities?
- How was it different than our city now?

Evidence Outcomes: (Learning Targets)

Every student will be able to: work with other students to brainstorm important jobs and agriculture for
the growth of the town.
Today I will: choose necessary jobs and agriculture
So that I can: I understand that a city has needs in order to grow

List of Assessments: (Write the number of the learning target associated with each assessment)
- Group list of jobs and agriculture (animals and food)

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to Agriculture and Jobs
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 2:35 to 3:30
what materials will you need?
Anticipatory Set - In large group, the student will have a chance to share ideas of important
The “hook” to grab students’ attention. These are technology and transportation that they discovered in the last lesson.
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 Teacher Actions Student Actions
(Include a play-by-play account of what students - I will introduce the agriculture and - When coming back from specials,
and teacher will do from the minute they arrive to define it with the students help. the students will spend a few
the minute they leave your classroom. Indicate the - I will ask questions to help minutes cleaning the room. Then,
length of each segment of the lesson. List actual students realize why we need they will grab their snacks and
minutes.) food, animals, and jobs. have a seat at the rug. (5-7
Indicate whether each is: - I will break them up into their minutes)
-teacher input groups from last lesson to discuss - Students will share in large group
-modeling a new topic (agriculture or jobs). some of their ideas from last
-questioning strategies - Teghan and I will float around lesson (~5 minutes)
-guided/unguided: between groups to guide as
-whole-class practice

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STEPP Lesson Plan Form

-group practice needed, refocus, and ask - Students will break into groups to
-individual practice questions to go deeper. create a list of important jobs and
-check for understanding - Back at the rug, I will create a agriculture.
-other word web on the white board of - Then, students will come back to
all of their ideas. the rug to share their findings
with the whole class.

Closure Second graders, Look at how many ideas we came up around the 4 important areas.
Those actions or statements by a teacher that are Next time, we will use these ideas to build a city and help it grow!
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring You may put your notebooks into your bins and begin your end of day jobs!
things together in their own minds, to make sense
out of what has just been taught. “Any Questions?
No. OK, let’s 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 Modify: Students will have the opportunity to share their answers verbally which will
To modify: If the activity is too advanced for a child, help our students who struggle with reading and writing. Teachers will stop by
how will you modify it so that they can be frequently to refocus students who wander.
successful? Extend: Teachers will ask questions to help deepen students understanding about what
To extend: If the activity is too easy for a child, how they need
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 - List of essential jobs and crops and animals needed to make a city run and
looking for in each assessment. being able to talk about with your group and possibly share in whole group.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
- Every group had a list of relevant essential jobs and crops and animals. The answers
were on task and fit in with the time period we were discussing. A large number of
students shared in whole group, but there were some who did not feel comfortable
sharing in a large group.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
- I would have added in a turn and talk during the whole group to give my quieter
students an opportunity to talk about their ideas

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

- The next lesson will focus on taking the essential jobs we came up and using them to
pretend that we are helping grow Fort Collins into a city

Lesson 7

This lesson is focused on transitioning from what grows a city into using that information

to help build a city. During large group, I will explain that we are going to be building Fort

Collins together. I will assign jobs to the students. They will work in partners to discuss why

their job would be important to have in a city. They will also discuss what they need for their

job. Teachers will pop around to each group and ask questions about their jobs. The students

have been paired to have at least one strong writer in each group as well as take in the interests of

the students. The students’ discussions were surprisingly in depth and it was very exciting. Only

a couple of pairs were dysfunctional in their friendship skills and not able to stay on task.

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STEPP Lesson Plan Form

Lesson 8

Teacher: Adrianja Cheadle Date: 3/7/17

School: Shepardson Grade Level: 2nd Content Area: Social Studies
Title: The More We Work Together Lesson #: 8 of 9

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard 1: History
1. People have influenced the history of neighborhoods and communities
c. Give examples of people and events, and developments that brought important changes to
the community (DOK 1-2)
d. Compare how communities and neighborhoods are alike and different (DOK 1-2)
e. Describe the history, interaction, and contribution of the various peoples and cultures that
have lived in or migrated to neighborhoods and communities (DOK 1-2)

Understandings: (Big Ideas)

- Community members must work together for a city to grow
- Jobs in a city are dependent on another and important

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
- What goods and services do you use?
- How are resources used in various communities?
- How do available resources and their uses create change in a community?

Evidence Outcomes: (Learning Targets)

Every student will be able to: write or talk about how they need to work together in order to do their
job
Today I will: work with others to determine how we can grow the city together
So that I can: be a responsible member of a community

List of Assessments: (Write the number of the learning target associated with each assessment)
- Written journal entry about to help others and videos of students discussions

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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 The More We Work Together
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 2:35 to 3:30 Materials: notebook, Ipad, pencil
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 Teacher Actions Student Actions
(Include a play-by-play account of what students - In large group, I will explain that - When coming back from specials,
and teacher will do from the minute they arrive to today they will be working the students will spend a few
the minute they leave your classroom. Indicate the together to understand how they minutes cleaning the room. Then,
length of each segment of the lesson. List actual need each other to do their jobs they will grab their snacks and
minutes.) and help the city grow. I will use have a seat at the rug. (5-7
Indicate whether each is: an example like point out to on minutes)
-teacher input student that in order to make - Students will work in their pairs
-modeling flour, they might need to get the and with other students to find
-questioning strategies ingredients from someone else in the ways they need each other.
-guided/unguided: the community
-whole-class practice

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STEPP Lesson Plan Form
-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, let’s 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?
Colorado State University College of Health and Human Sciences
- I will define the word scarcity and
we will discuss that back in the
1800s they did not have Walmarts
where they could get anything and
everything. They had a limited
amount of resources to work with.
- Then, I will send them out in their
pairs to talk with other students
about why they need each other
and write it down.
- Teghan and I will listen to their
conversation and help guide
conversation as needed. One of us
will also take a video of the
conversations to have
documentation of the learning
they are building.
Guess what second graders? _______ found out that they need the builders to build
their store and bricks from the factory and goods from the farm in order to run their
store. There were so many connections made today!
You can put your notebooks in your bins and start your end of day jobs.
Modify: Students will work together and can discuss their ideas verbally if they struggle
some with writing. There will be multiple ways of assessing so that every student can
show their learning.
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STEPP Lesson Plan Form

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.
Extend: Teachers will ask questions to help the students find even more ways that they
need each other.
- Written journal entry and videos about how they can work together to be
successful in their jobs and help the city grow.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
- The videos showed lots of important connections between most of the students and
how they needed each other. One group was a little iffy on how they could help one
another, but when they split up to talk to others, they found some more connections.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
- I would probably take a few more videos of the students and I should have posted it on
Seesaw for parents to see.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
- The next lesson will be an introduction to maps as well as time to draw a map on final
paper and copy over their writing about why their job is important.

Lesson 9

This last lesson started with a whole group at the Smartboard. I had a city map pulled up

and I asked the students to look for important features of the map and share them when called on.

They found a lot of key details like the physical features, map legends, and icons. I explained

that we were going to be drawing our own maps and placing our businesses and others on the

map. They needed to include a map legend, streets, and businesses. They could use any of the

materials in the classroom which included markers, colored pencils, rulers, etc. When they

finished their map, they were asked to transfer over their writing about why their job was

important. This comprised one of their final products for the unit. 9 students out of 15 had a map

legend in their drawing. Others has buildings labeled on the map. Every student had relevant

information about why their job was important written below the map drawing.

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