STEPS Small Group Lesson Plan Form
Date: ______12/6/21__________
Students: Homeroom
LEARNING OBJECTIVE: describe life in Jamestown from different perspectives
Standard Addressed: MD.2.0. Peoples of the Nation and World: Students will understand the diversity and
commonality, human interdependence, and global cooperation of the people of Maryland, the United States
and the world through both a multicultural and historic perspective.
Lesson Rationale:
Include data to explain
why you chose this group
and this learning
objective.
Set-up
Explain why you chose
these students and this
lesson. Brief overview of
the learning objective and
lesson components.
Students have completed their background work and are ready to move on to the
development of the colonies beginning with the Jamestown Settlement
This “group” is chosen because their class‘s data is used to create lessons for the rest of my
classes. The data this class provides shows me how to proceed with the rest of my classes.
They help me understand what areas need a better explanation and what parts of the
lesson I can release students to do on their own. By the end of the lesson, students will be
able to use the videos they have watched to describe the Jamestown settlement from
different perspectives.
3-5 minutes
Teach
Model and teach the
literacy strategy. Be
explicit and brief.
Following our History Highlight, I will play two BrainPop videos about Jamestown to
the students. Students will not be required to take notes, but they will be required
to pay close attention to the videos.
3 minutes
Engage
Teacher-guided practice
with scaffolding as
needed.
3 minutes
Practice
Extended practice of
strategy. Teacher
becomes coach as
students work to practice.
Can be independent,
partner, or group work.
Students will be required to participate in whole group review of each video. I will
be using the BrainPop comprehension quiz at the end of the video (the review not
the graded) to ensure students were paying attention. I will call on volunteers and
reward those participating with Dojo Points. Since the questions are premade, I will
select the answer the students tell me and provide feedback along with the quiz. I
will ask students why certain answers wouldn’t be correct based on the videos.
Once we review both video quizzes, I will pass out the same quiz for students to
complete silently and independently for 10 minutes. The quiz will be front and back
to cover each video watched. Once students have completed the test, they will be
asked to hold their quiz in the air so I can collect them.
15-20 minutes
Show you know
Quick check of strategy
mastery.
3-5 minutes
Once I have collected all the quizzes, I will ask students to get ready and set. Once they are
ready and set, I will ask them questions about life in Jamestown. I will ask them the name
of the Natives that occupied the land first. I will ask them if Pocahontas was a real person
and if Disney told her story correctly. I will ask students what is one thing Natives and
English traded. Once I have gotten the answers to these questions, I will have students to
line up.
S – Set up for Learning (The Warm-Up) 3-5 min
Begin your lesson by explaining why you created this group. What did you see in student work or in class that
helped you choose these students and this learning strategy to teach or re-teach? Think about positive framing;
students in secondary are aware of being pulled for remediation means, and they may have some ideas or
hesitations around being called for groups, so explain the purpose for this group in a positive way.
Briefly share your group expectations/norms (no more than 4-5). This will be a short group lesson, but you
should still have expectations for students.
T – Teach (I Do – Teacher Voice is Dominant) 3-5 min
In this step the teacher explicitly teaches the literacy strategy through explanation, modeling, showing and
telling. Students will hear you say, “Today we will learn…” “Watch me. Listen.” “My turn.”
Ideas:
●
●
●
●
●
Use a white board to model filling in a graphic organizer
Point to and teach how to segment a word into parts for a morphology lesson
Demonstrate decoding of words and syllabication
Pre-teach the meanings of vocabulary words for an upcoming whole group text
Demonstrate a comprehension strategy
E – Engage (We Do – Teacher and Student voices together) 3-5 min
With your support, students engage with, and briefly practice the strategy just taught to them. This gives the
teacher an indication of whether the students need more instruction before the next lesson step.
Ideas:
● Students practice the strategy with one word or section of text.
● The teacher provides corrective feedback and scaffolds (breaks down) the process, stepping back
to allow students to work independently, or stepping in to correct misconceptions, as needed.
P – Practice (You Do & We Do – Student voice with Teacher voice when needed for correction, praise,
reteaching) 15-20 min
In this step, students practice the concept just taught multiple times or with multiple sections of a text. The
teacher guides students to apply what they have learned, providing more instruction, corrective feedback, and
specific praise - but in the role of facilitator rather than direct teacher.
S – Show you Know (Assess learning) Quick 3-5 min
During this closing step, students are asked to demonstrate their learning. Teachers want to know, “Did the
students master this skill?” Teachers keep data on student performance to help them plan future lessons.
Taught and guided… your small group lessons will become easier to plan and teach when you use a framework
in which you TEACH and students PRACTICE (a lot!) the skills you teach.
Adapted from: https://achievethecore.org/aligned/planning-small-group-reading-lesson/