STEPP Lesson Plan Form

Teacher: Laura Stadele

2015

Date: October 6,

School: Rocky Mountain High School

Grade Level: 9

Content Area: English 9Read 180

Title: What If? (Apocalypse; The Compound)
of 2

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #: 1

(Write Content Standards

Standard 2: Reading for All Purposes

Standard 3: Writing and Composition
Standard 4: Research and Reasoning
Understandings: (Big Ideas)
Students will make inferences about The Compound, by watching a short clip
from Mockingjay: Part 1 (The Hunger Games); students will be able to draw
connections between the two texts
Students will analyze The Hunger Games clip and reflect upon what the
possible consequences of an apocalypse or world-shattering disaster would
be, for them, and will use their problem-solving and reasoning skills to come
up with a survival plan
Students will demonstrate proper use of Standard English conventions and
vocabulary
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)

After watching the Mockingjay clip, what can you infer that The Compound by
S.A. Bodeen, will be about? What evidence do you have to back-up your
ideas?
If a life-altering event happened to you, what would be the most effective
survival plan? Whats the best way you can design this survival plan? Do you
have any evidence or prior knowledge of effective survival techniques?
How does drawing connections and making inferences about The Compound
help the reader understand the text better?

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) analyze and infer what The
Compound will be about based on the Mockingjay clip, draw connections between
these texts and their lives, and demonstrate their writing and composition skills
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through the in-class journal, Survival Map activity, vocabulary activity and Read
180.
I can: make inferences about a text based off of another (related) text. I can draw
connections between the text and my life and create an effective Survival Map
based on textual evidence (Mockingjay clip) and prior knowledge. I can demonstrate
effective writing and composition skills.
This means: I will understand how different texts can relate to one-another and
how they can relate to my life. I will know all of this weeks vocabulary words and
will use effective writing and composition skills.
List of Assessments: (Write the number of the learning target associated with
each assessment)
1. Journal at the beginning of class
2. Vocabulary Activity
3. Survival Map Activity
List of Significant Vocabulary:
Miscellaneous:
Apocalypse: the complete final destruction of the world; an event involving
destruction or damage on an awesome or catastrophic scale
This Weeks Vocabulary Words:
Endorse: to support something; declare ones public approval
Erode: to gradually destroy
Gruesome: extremely unpleasant; causing horror
Hypocrite: a person who claims or pretends to have certain beliefs about what is
right but who behaves in a way that disagrees with those beliefs
Idealistic: of or relating to idealism; striving for the best
Illusion: a false or misleading representation of reality
Impact: forceful contact; collision
Imply: to indicate or suggest
Novice: a beginner; someone new to the circumstances theyre placed in
Obstacle: something that halts/hinders progress

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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.

What If? (Apocalypse; The Compound)

Approx. Time and Materials

How long do you expect the activity to last
and what materials will you need?

This particular lesson will take an entire class period as I will be

breaking up my students activities with Read 180 in the middle.

The purpose of this lesson is for students to make inferences about a

text based off of an outside text, and to make personal connections
with the text. They will gain a better understanding of what The
Compound will be about, how various texts can relate to one-another
and will practice their writing and composition skills in the process.

I will need:
-Smartboard to show the Mockingjay clip and display the journal prompt
as well as this weeks vocabulary, and the directions for the Survival
Map activity.
-Student computers for their journal response and Read 180
-Blank printer paper and colored pencils/markers for the Survival Map
activity
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

Students will be asked to get out a sheet of paper and take notes on
the Mockingjay video clip. After watching the video students will
respond to the following journal prompt:
If you knew that your hometown was in danger of being blown up, like
Katnisss, or you knew that the world was going to end, what would you
do? Would you do everything in your power to find a way to survive? Or
not? Why?
Students will first watch the 4-minute video as a class and then will
have approximately 10 minutes to complete their journal responses.
After submitting their entries online we will discuss a little bit more
about the video clip and students will be able to share what they wrote
about, if they want to.
Journal will be worth 5 points.

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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

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

T: Introduce Mockingjay video clip and tell students to pay attention to

the differences between the two Districts Katniss appears in. Tell them
this will relate to the class-novel we are starting today. (5 minutes)
Teacher Input
S: Students will watch the video (5 minutes) Guided In-Class Practice
T: Teacher will display the journal prompt on the Smartboard and ask
students to log in to Blackboard to complete it. Teacher will discuss the
kinds of things she is looking for in responses. (5 minutes) Teacher
Input/Modelling
S: Students will complete journal response (10 minutes) Guided
Individual Practice
T: Teacher will tell students to complete their Read 180 session for
today once finished with the journal (2 minutes) Instruction
S: Students will complete their Read 180 session for the day, after they
finish their journal response (20 minutes) Guided Individual Practice
T: Teacher will review vocabulary for this week and introduce
vocabulary activity (10 minutes) Recursive Learning/Instruction
S: Students will complete the vocabulary activity (10 minutes) Guided
Individual Practice
T: Teacher will introduce the Survival Map activity and how it will relate
to their new class novel, and also how it relates to the Mockingjay clip
they watched. Teacher will model what she wants the activity to look
like and will talk about the final inference sentence that students will
complete at the end of the activity. (10 minutes)
Instruction/Modelling
S: Students will complete the Survival Map activity and the one
sentence inference (15 minutes) Guided Individual Practice/Check
for Understanding
T: Teacher will read aloud if there is any time left over. Whole-Class
Practice
After students finish their Survival Maps, the teacher will bring the class
together for a closing discussion. Students will be asked to talk about
the kinds of things that they included on their Survival Map and what
kinds of things led them to make the decisions they did. Students will
also be asked what they believe the new class novel, The Compound, is

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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?
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.

about after all of todays activities, and how our activities helped to
lead them to that conclusion.
Students will use this information to get a better understanding of how
different texts can relate to one another, and how they themselves can
even relate to a text.

If the activity is too advanced for a student, the teacher will work oneon-one with the student to help them understand or have one of the
more advanced students work with them and explain/model the
activity.
If the activity is too easy for a student they may opt to do a formal
written assignment instead of drawing a Survival Map. In the essay
they will discuss in detail the type of actions they would take in a
survival situation: who would be with them? What supplies do they
need? What is the best place to build a shelter? How do they protect
themselves? Etc.
During the discussions in the transition phases between activities
teacher will assess the level of student interest and understanding of
assignment and will re-adjust the assignment if it seems like students
are not sure what they are being asked to do.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The lesson objectives that I had with this lesson were to have students
make inferences about our new class novel, The Compound, be able to
draw connections between the Mockingjay clip and the novel, to connect
the texts to their personal lives, and to practice their vocabulary skills. For
the most part, my students completed all of these objectives. They
successfully made inferences about The Compound after the two activities
they participated in, they successfully made Survival Maps of what they
would do in an apocalyptic situation, they responded to the Mockingjay
clip and related it to the class novel, and they went over their new
vocabulary with me as well. Although my students successfully completed
all the objectives, I feel as though they could have put more effort into it.
They did complete the activities, but, they sped through every single
activity and only slowed down when I would debrief them after each
activity and have them share some of their work and discuss some of
their peers answers. Even so, my students were respectful and diligent
and completed everything I asked of them.
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 I think I would set things up a little
differently. First things first, I would have a couple of back-up activities to
do just in-case I have extra time. I would also try to take more time in
explaining my activities and modelling what I want to see out of my
students work, and I would work on the timing of this lesson because like
I said the students in this class just sped through every activity and I dont
want that happening next time I teach this! I might also want my students
to respond to my prompts with more than just a one or two sentence
answer just so that they can really delve into what they think and provide
me with a more comprehensive answer.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
If I had the opportunity to continue this unit with these students I would
continue to focus on trying to create connections between the text and
my students lives. I think that the reason this lesson was even successful
at all was because I was trying to get them to think about how these texts
could relate to their lives, and I was having them try to proactively think
about what they would do if they were placed in a situation that the
protagonist of the novel is going through. I think by doing this my
students will better be able to remember the details and themes of the
text because if I set them up foundationally to connect with the
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characters and I continue to do that throughout the unit they will be more
invested and interested in what they are reading. Hopefully, with this
method my students would then gain a greater respect for reading and be
inspired to read even more than they already do.

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Laura Stadele

Lesson Plan #1: Things that need to be projected on the

Smartboard
Mockingjay Video Clip link: https://www.youtube.com/watch?v=2Sgwd_Tzyc

Journal Prompt: If you knew that your hometown was in danger of being
blown up, like Katnisss, or you knew that the world was going to end, what would
you do? Would you do everything in your power to find a way to survive? Or not?
Why?

Survival Map:
Instructions: Earlier, you journaled about what you would do if your hometown
got blown up or you knew the world was ending. Now you will be creating a drawing
that depicts exactly how you would survive! In your picture be sure to include:
-a solid setting (underground, the woods, the desert, a house.)
-who would be with you (mom, dad, friends)
-how you get your food/water
-what your living area looks like
-find a way to depict how you would feel if life were all about survival
Etc

THEN, on the back of your drawing answer this

question:
After watching the Mockingjay clip, doing your journal responses, and
completing the Survival Map activity, what can you infer that The
Compound is going to be about? (Hint: think about the themes and
situations that surrounded todays lesson)

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