STEPP Lesson Plan Form

Teacher: Mr. Sanderlin Date: 3/3/17

Title: Lesson #:__ of __

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
2.3.B: Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
How do people adjust the words they use in different contexts?

How does the sound/music of a song influence the words that have been written?
Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)

I can SOAPSTone lyrics from a song as a group and independently

I can demonstrate an understanding of figurative language, word relationships, and meanings
through the SOAPSTone process.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD format)
A. Check to see the accuracy of my SOAPSTone with the rest of class
B. SOAPSTone a song as a group
C. SOAPSTone a song independently
Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives
(general explanation, you will go into more detail at the end of the lesson plan)
Classroom discussions.
ISN collections at the end of the unit.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name SOAPSTone your favorite tune!

Approx. Time 78 min

Anticipatory Set Play a playlist of music as students walk into class to get them in the
mood for analyzing song lyrics.
Once the songs are done playing bring the class back together and
review the SOAPSTone process.
Look back at the poems they were asked to SOAPSTone for homework
and then talk about the annotations they completed at home for A Dream
Differed and Fire and Ice.
- Walk through each poem again and see what students did with
the SOAPSTone process independently.
- Talk about what
After this, remind students that paragraph revisions are due next week.
If they havent turned them in remind them that they need to turn them in
a.s.a.p.
Teaching/ Input: For the input play the song you chose to play for the class and
Presentation: then SOAPSTone the lyrics with the students.
Modeling:
(Select the most Go through paraphrasing the text then identifying the:
appropriate Speaker
teaching model.) Occasion
-direct instruction Audience
-presentation Purpose
model Subject/Theme
-concept teaching Tone
-cooperative Make sure to have a printed copy of your song for the students to
learning annotate with so they have a good model to look off of. This will be the
-inquiry fourth time students have SOAPSToneed so they should be able to
complete the next task with some independence and scaffolding.
Check for Understanding: Instruct students to SOAPSTone the song they
were supposed to bring to class. If they did not bring their song to class
I will copies of a poem by William Shakespeare (this was motivation to
get students to bring their own song). Walk around the class to see what
students are doing individually with their songs. Then ask for volunteers
to come to the front of the class after 20 minutes of students individually
SOAPSToning. If time permits play one song and ask the students to put
their songs lyrics on the doccam to see how they annotated and
SOAPStoned the lyrics.
Teaching This will take place when we walk through the SOAPSTone activity
Strategy: together for the song that I chose. This will help students grasp the
(Independent concept of SOAPStoning and understand what they need to do when
Practice) they are working independently at the end of class.

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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 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.
Students will know that class is concluding when different students are
sharing their songs and SOAPSTone lyrics in front of the class one at a
time.
Once there are two minutes left in class I will instruct students to turn in
their song lyrics with annotations.
I will then tell students that they need to complete the revisions of their
paragraphs for homework.
Materials What do you need to do the activity?
ISNs
Pen/Pencil
Speakers for music
Song lyrics from each student
Extra copies of Shakespeares poem for students that did not bring in
song lyrics
Accommodations To modify: If the activity is too advanced for a child, how will you
& modify it so that they can be successful?
Modifications To extend: If the activity is too easy for a child, how will you extend it to
develop their emerging skills?
What accommodations will need to be implemented and for what
students?
Assessment How will you record the childs challenges and successes with this
activity? (Even if this is written within your lesson plan, specifically
state it here. How will you know the students have met the objective?
Attach a copy if applicable.)

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STEPP Lesson Plan Form

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