2 of 20

STEPP Lesson Plan Form
Teacher: Ms. Hankey School: Centaurus High School Grade Level: 11

Content Area: English
Title: Introduction to Antigone the Family Web Lesson
# 2 of 20
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Colorado Academic Standards
Reading for all Purposes:
Standard: 2- Read a wide range of literature (American and world literature) to understand
important universal themes and the human experience
. Relate a literary work to primary source documents of its literary period or historical setting
Understandings: (Big Ideas)

Understand the historical characters of the play and their interactions in other works using skill
of intertextuality.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
- Does character interaction in one text inform their interaction in another?
- Is context always important to know for a literary text?
- What is a typical family? Now and then?
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: understand the family web that tangles Antigone.
This means: I will be able to create a family web.
List of Assessments: (Write the number of the learning target associated with each assessment)
LT1. I will check the students understanding by looking at the web that they create in their INB.
This lesson will be the same/similar format as the first lesson in the way that it will be
conversational and we will build the web together as a class. This is the best way for my students
to take notes on a lot of information that they need to all know. It is not a formal lecture and
therefore they do not lose interest. That being said, they will also be thinking about different
things- keeping their attention, and they will be creating something they can reference later for
the essay.
Colorado State University College of Health and Human Sciences Page 1

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the The Webs of Our Lives: Antigone.
students to associate with the activity. Think of
the purpose as the mini-rationale for what you The purpose of this lesson is to give students a grasp on the historical context and
are trying to accomplish through this lesson. cultural significance of the play Antigone. This is incredibly important for a few
reasons. One, students are far removed from the time and culture in which this play
takes place. Therefore, giving them context and significance of the play will
alleviate confusion and inspire them to read because they understand why it
matters. Two, the story of Antigone (the character) is one that is intertwined with
many other Sophocles works. This will be more thoroughly investigated in the next
lesson, but this concept will be introduced to them briefly to keep them from
getting confused or blind-sided the next day. Finally, students need to get excited
about the play. Although much if this lesson will be lecture based, there are ways
to keep students engaged and interacting with the information.
This lesson in particular will clarify the family tree that Antigone is a part of. They
will need this family web to reference as they read, do activities as the unit
progresses, and write their final essay.
Approx. Time and Materials 50 minutes
How long do you expect the activity to last and Teacher: Student:
what materials will you need? White board INB
Markers of Different Colors
Anticipatory Set Directions will be written on the board.
The hook to grab students attention. These Create a family tree. Try to add as many members of the family that you can think
are actions and statements by the teacher to of. If you find yourself at the end of your tree then write a few sentences
relate the experiences of the students to the explaining your family, the tree, why. How you know the members of your family
objectives of the lesson, To put students into a you know, or to reflect on what you (or society) views a family as.
receptive frame of mind.
To focus student attention on the lesson. Students will respond to the prompt in their INB and there will be time to share
To create an organizing framework for the ideas, out after.
principles, or information that is to follow
(advanced organizers) 10-12 Minutes

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 1. Administer the anticipatory set. 1. Come into class and
and teacher will do from the minute they arrive (1-2 minutes) This will mostly immediately start to write to the
to the minute they leave your classroom. be routine already- they have an prompt on the board. They will
Indicate the length of each segment of the entry every day). have 7 minutes from the time
lesson. List actual minutes.) the bell rings to respond.
Indicate whether each is: 2. Give students a chance to share 2. Share out if you are
-teacher input their writing/ tree with the class. comfortable. (warm up will take
-modeling I do not think that many students 15 minutes total)
-questioning strategies will want to share this entry
-guided/unguided: because family is inherently a
-whole-class practice personal thing.
-group practice 3. Transition to the note
-individual practice taking/web. 3. Get out a blank piece of paper
-check for understanding 4. Call and answer in a and three colors. (1-2 minutes)
-other conversational lecture the story 4. Participate in the activity, create
behind the family web. Call to the web, follow the modeling,
the students to answer to recall call answers and other
the information that they learned information to the teacher when
the day before: characters, plot, asked. (20-25 minutes)
history, locations, etc.
5. Reflection at the end of the
period. This will be much like
the closure from the previous 5. Reflect on the lesson. (5-7
lesson- just with different minutes)
questions.

Closure Students will have closure for each activity. One, they will reflect at the end of the
Those actions or statements by a teacher that note-taking activity.
are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students The second will be at the end of the period. I will have students write an exit ticket
bring things together in their own minds, to that will ask them how much of the lesson they understood. There will be a lot of
make sense out of what has just been taught. information thrown at the at once and it is important that they understand. They
Any Questions? No. OK, lets move on is not will mark how much they understand on a spectrum and then describe what they
closure. Closure is used: did not get, what they did understand, any questions they have, and something they
To cue students to the fact that they have arrived need to go over again.
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 - Grouping during the activity. Students can sit where and work with who
To modify: If the activity is too advanced for a they want in order to help them understand. This is a privilege that students
child, how will you modify it so that they can be know is given with high expectations.
successful? - Web creation is up to the student. They can make it in a design that they
To extend: If the activity is too easy for a child, want.
how will you extend it to develop their emerging - Reflection as assessment
skills?
Assessment 1. Reflection- at the end of the class this will gauge understanding and be
How will you know if students met the learning participation points.
targets? Write a description of what you were 2. Web- this is again checked for completion, they will be collected at the end
looking for in each assessment. of the class and I will check them and give feedback. Students can revise
and resubmit. Again this is not for a grade though. They will just be able to
use it on additional assignments for points and a summative assessment.


2 of 20

Uploaded by

Copyright:

Available Formats

2 of 20

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2 of 20

Uploaded by

Copyright:

Available Formats

STEPP Lesson Plan Form

Teacher: Ms. Hankey School: Centaurus High School Grade Level: 11

Understandings: (Big Ideas)

Evidence Outcomes: (Learning Targets)

Colorado State University College of Health and Human Sciences Page 1

Planned Lesson Activities

Colorado State University College of Health and Human Sciences Page 2

An anticipatory set is used any time a different

Colorado State University College of Health and Human Sciences Page 3

Colorado State University College of Health and Human Sciences Page 4

Colorado State University College of Health and Human Sciences Page 5

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.