STEPP Lesson Plan Form

Teacher: Lea Qualls Date:

3/24/2017

School: Academy International Elementary School Grade Level:

Kindergarten Content Area: Reading, Writing and Communicating

Title: Making a Story : Problem Lesson #:__ of __

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

directly from the standard)

Standard 1. Oral Expression and Listening

- Use language appropriate for purpose and audience

1. Oral communication skills are built within a language-rich environment

a. Describe familiar people, places, things, and events and, with

prompting and support, provide additional detail. (CCSS:SL.K.4)

b. Add drawings or other visual displays to descriptions as desired to

provide additional detail. (CCSS:SL.K.5)

Standard 2. Reading for All Purposes

- Demonstrate comprehension of a variety of informational, literary, and

persuasive texts.

1. Oral concept of print to read and a solid comprehension of literary texts are
the building blocks for reading

a. Use key ideas and details to:

i. With prompting and support, ask and answer questions about

key details in text. (CCSS: RL.K.1)

Standard 3. Writing and Composition

- Write with clear focus, coherent organization, sufficient elaboration, and

detail.

1. Text types and purposes, labels, and familiar words are used to communicate
information and ideas.

a. Use a combination of drawing, dictating , and writing to narrate a

single event or several loosely linked events, tell about the events in
the order in which they occurred. And provide a reaction to what
happened. (CCSS: W.K.3)

Colorado State University College of Health and Human Sciences Page 1

STEPP Lesson Plan Form

b. With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as
needed. (CCSS: W.K.5)

Understandings: (Big Ideas)

Students will understand how to identify characters, settings, the problems, the
solution, the beginning, middle and end, and personal connections while writing a
story.

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

instruction, select applicable questions from standard)

1. What is a story?

2. What goes into a story? (character, setting, problem, solution, beginning

middle & end)

3. What comes after the setting?

4. What is a problem? How do we describe a problem?

5. What are some problems that might happen to your character?

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:

a. Use what I already know about stories and describe what a problem is.

b. Analyze my stuffed animal and think about what problems the stuffed animal
might run into.

c. After describing to a partner about what these problems might be, they will
write a couple of sentences describing the problem of their story.

d. After writing about their problem, they will draw a picture of their problem.

This means:

Students will be able to identify what a character is in a story and how to describe a
character.

List of Assessments: (Write the number of the learning target associated with
each assessment)

1. Students will participate in a group discussion

2. Students will understand the meaning of problem and how to describe

problem

Colorado State University College of Health and Human Sciences Page 2

STEPP Lesson Plan Form

3. Students will collaborate and discuss the different problems their stuffed
animal could run into compared to other stuffed animals.

4. Students will write about the problem in their story.

5. Students will take what they have written, and draw a picture of the problem
in their story.

6. If enough time, students will read what they wrote.

Colorado State University College of Health and Human Sciences Page 3

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the Story Making setting
students to associate with the activity. 20-30 minutes
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 20-30 minutes
last and what materials will you need?
Anticipatory Set 1. Yesterday, we started to write our story. What are the things that
The hook to grab students attention. make up a story? What did we write about first? What have we
These are actions and statements by the already written about? (Character & setting) what are we going
teacher to relate the experiences of the to write about next?
students to the objectives of the lesson, 2. Today we are going to write our third part of the story, and it will
To put students into a receptive frame of be problem! What is the problem in a story?
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 1. Have students sit quietly on 1. Students will sit quietly on
students and teacher will do from the their dot spots. their dot spots.
minute they arrive to the minute they 2. Ask children what a story is 2. Children will explain
leave your classroom. Indicate the length and what is needed in a character, setting, problem,
of each segment of the lesson. List actual story? (character, setting, solution.
minutes.) problem, solution) 3. Children will review what
Indicate whether each is: 3. Recap and remind children part of the story they wrote
-teacher input about what part of the story about last week (character

Colorado State University College of Health and Human Sciences Page 4

STEPP Lesson Plan Form
-modeling we wrote last week. Ask the
-questioning strategies children what part of the
-guided/unguided: story we wrote about.
-whole-class practice 4. Ask who was in the story?
-group practice 5. Explain to the children that
-individual practice they will be adding on to
-check for understanding their story, but that they will
-other only focus on the problem
in their story today.
6. Tell children to grab stuffed
animals.
7. Tell the children to take a
look at their stuffed animal
and think about what
problems their stuffed
animal might run into.
8. Ask children to name off
problems their stuffed
animals might encounter.
And write them down while
they name them off.
9. After, ask the children
raise your hands if you can
give me an idea about
what problems polly could
encounter in my story
10.As the children are naming
off problems, write them
down on white board.
11.After they name off
problems, tell children that
we are going to write about
the penguin and what his
problem was.
12.Collaborate with children
and write a sentence
Colorado State University College of Health and Human Sciences Page 5
& setting)
4. Children will explain that
their stuffed animal was in
the story.
5. Children will listen to
teacher while she explains
directions.
6. Children will grab their
stuffed animal.
7. Children will quietly think to
themselves about what
problems their stuffed
animal might encounter.
8. Children will name off
problems of their stuffed
animal.
9. Children will then come up
with ideas to write about
pollys problem.
10.Children will help teacher
write a couple of sentences
about the problem in pollys
story.
11.Children will understand
that they will write about
problem.
12.Hopefully they will describe
problems that apply to
pollys life.
13.Children will list ideas of
problems they could write
about.
14.Children will listen closely to
directions, while teacher
explains them.
15.Children will go to table
STEPP Lesson Plan Form
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
Colorado State University College of Health and Human Sciences
together about the stuffed seats as directed and write
animal. For example: Polly sentences about their
has a problem. A seal problem and draw a picture.
started chasing him while 16.If there is enough time,
he was looking for food! He students will share their
swam left, he swam right! drawing and story.
13.After you collaborate with
children, explain to the
children that they will now
write their own problem
14.Explain to them that they
will base their problem off
of who their animal is and
where their animal lives.
15.Ask children if they have
any ideas of what they are
going to write about.
16.After we listen to those
ideas, show them the paper
they are going to write on
about their character.
Explain to them that they
will also draw a picture of
their problem.
17.Dismiss children to their
table seats in an organized
fashion. children who have
brown hair
18.Teacher will walk around
the classroom to help
children if needed.
1. Before dismissing the children to their table seats, review with
the children what they will be writing about today. Ask them to
explain to you what they will be doing.
2. Explain to them that we will be adding on to the rest of our story
next week. Explain next week we will be writing about the
Page 6
STEPP Lesson Plan Form

together in their own minds, to make setting.

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: when children go to write individually, make sure the
To modify: If the activity is too advanced teacher is there to help guide them through their writing. These
for a child, how will you modify it so that children may write less sentences. Have children write lines for the
they can be successful? amount of words they are going to write.
To extend: If the activity is too easy for a To extend: encourage advanced children to make their sentences more
child, how will you extend it to develop in depth and longer. Also encourage students to write more than two
their emerging skills? sentences.
Assessment I will know that my students have met the learning targets by their
How will you know if students met the ability to write about the third essential component to a story, which is
learning targets? Write a description of problem/plot. If the students could effectively describe their stories
what you were looking for in each problem and write and illustrate a picture, that will indicate that they
assessment. have met their learning targets.

Colorado State University College of Health and Human Sciences Page 7

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 majority of the students were able to participate in group

discussion about what problems their animal could possibly encounter.
The students all appeared to understand the meaning of problem/plot
and how to describe the problem. Students were able to collaborate
and discuss the different problems that their stuffed animal and other
stuffed animals might encounter in their story. Students were also able
to write about their problem and illustrate it!

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
I do not think I would change anything for the future lessons! This one
went well!

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

I envision doing a similar lesson, but writing the next part of the story,
which will be Solution.

Colorado State University College of Health and Human Sciences Page 8