USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
Part 1: Lesson Content
Title of Lesson
Getting from Here to There
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This connects to the students interests and cultural backgrounds because it is giving them information
(supervisors) about stuff that they will use in the future, like cars.
How does this lesson connect to/reflect the local community?
This lesson talks about cars and transportation which reflects the local community because most
students come to school in a car or bus. This text shows students how to become more energy efficient.
What Standards (national or
state) relate to this lesson? ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.
(You should include ALL applicable ELA.5.R.2.4: Track the development of an argument, identify the specific claim(s), evidence, and
standards.) reasoning.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning
course) ELA.4.R.2.1; Explain how text features contribute to the meaning and identify the text structures of
problem/solution, sequence, and description in texts.
Students would have learned how to explain what text features are and how they contribute to their
understanding of the text. They will also be able to identify the different text features in a given text.
ELA.4.R.2.4; Explain an author’s claim and the reasons and evidence used to support the claim.
Students would have learned how to explain the authors claim while providing sufficient reasons and
evidence from the text that supports that claim.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.6.R.2.1; Explain how individual text sections and/or features convey meaning in texts.
Students will learn how to individual text sections or text features show the meaning of a text.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
ELA.6.R.2.4; Track the development of an argument, identifying the types of reasoning used.
Students will learn how to track the develop of the authors argument being made and be able to identify
the types of reasoning and evidence used to support the argument.
What misconceptions might
students have about this Students may have misconceptions about the different cars that people have and use. They may also not
content? (talk to your CT) know all the different types of transportation that can be used.
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to accurately and thoroughly explain how the text features add to the meaning of
Measure (HOW WELL they need to the text.
do it) Students will be able to accurately identify the authors claim and state the reasons the author gives to
(Note: Degree of mastery does not support the claim by puling evidence from the text.
need to be a percentage.)
(connect back to 4504/CT
Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _____Application and comprehension are called for in the standard. __________________
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
Which level(s) of thinking is/are called for in your objective? Application, analysis and comprehension
are all called for in the objective.
Why did you choose this level(s) of thinking?
I chose these levels of thinking because students will need to analyze and apply their previous
knowledge to identify the authors claim, find evidence, and find text features. Student’s will also need to
use their comprehension of the text to understand what the authors claim is.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? I will assess the students by using the I do, we do, you do strategy while looking at the text features and
seeing how they help us to figure out the authors claim. This allows me to see where the students need
extra support.
The students will also receive a exit ticket for them to do after the lesson is complete.
How does it align with your objective?
This aligns with my objective because it will allow me to measure how well they understand what an
author’s claim is and how to support it with text evidence. It will also allow me to see if the students
understand how to use text features.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessments are formative and summative. The formative assessment will be when I walk around the
room having the students turn and talk and when they are answer questions throughout the lesson. My
summative assessment will be when the students complete the exit ticket.
Assessment Scoring/Rubric
What are the criteria for how you I will assess student by how accurate they are able to state the authors claim and how well they are able
will assess student to support that claim with reasons pulled from the text.
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment
● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your
step-by-step plan): I will be standing at the front of the room to be able to use the ELMO so that I can model notes or
SNOTS for the students. I will also be moving around the room to help students and assess their
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
learning progress.
● What processes & procedures will you use? How and when will you communicate those to
students?
At the beginning of the lesson, I will communicate our processes and procedures that they use
daily. I will remind the students to keep their eyes on the speaker, raise their hands, be respectful
to their classmates, and follow all the classroom rules.
● What expectations will you have for the students? How and when will you communicate those to
students?
I will communicate my expectations to the students at the beginning of the lesson. My
expectations will include the processes and procedures that I have stated previously and for
them to try their hardest as they work.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
I will assess students work progress as they work and if they need extra assistance, depending on
when it is, I will either go the work again with the class or know who I need to pull for small
groups. Certain students that have plans will need extra assistance in their learning which will
most likely happen in small group or with the special ed teacher.
● What will students do if they complete the task quickly?
If students complete the tasks quickly, they will have an exit slip that consists of a short response.
Materials
(What materials will you use? Why Wonders textbook, exit slip, anchors charts
did you choose these materials?
Include any resources you used.
This can also include people!)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
I will allow students to turn and talk or discuss their answers with their table group before they share
with the class. I can also allow students to work with partners on the exit ticket.
Which specific students will benefit, and why?
Most of my students that see special ed teacher will benefit from this differentiation because sometimes
they struggle to understand the questions the first time they read them.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or For my students that need extra assistance or support I will allow them to “phone a friend” if they get
groups of students) stuck on a question when answering aloud. I will also be sure to make sure all students are participating
by calling on students to turn and talk and answer questions.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual
● Pre-Production Level: I would allow students to be paired with English speakers to provide
students (initials), and then explain
the accommodation(s) you will support and assistance. I will also encourage students to use non-verbal communication such as
implement for these unique pointing and nodding to express understanding.
learners.)
● Early Production Level: I could use graphic organizers to help ELLs organize their thoughts and
*If you don’t have students who
ideas. I can also provide visual dictionaries or bilingual dictionaries to assist with comprehension
require these accommodations,
and vocabulary development.
describe what you WOULD do if
you did have these students.
● Speech Emergence Level: I could use real-life scenarios and contexts to teach language skills and
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
integrate the ELLs home language into this content area.
● Intermediate Fluency Level: I can adjust assessments to accommodate language proficiency
levels, such as providing bilingual dictionaries for exams or allowing additional time for reading.
What accommodations will you make for students who have an IEP or 504 plan?
Students who have IEPs or 504 plans get extra support from a teacher that pulls these students out of
class to give them extra accommodations.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For this lesson I can allow students to pair up with lower-level students to assist them while completing
the exit ticket.
References (Planning of My CT and her coordinating teacher will be my references. I will be using the wonders textbook (pages
instruction should be guided by 56 to 57) to pull the text from and find coordinating questions to ask the students to improve their
research-informed critical thinking.
approaches. Acknowledge Questions: how does the author help you understand data can support improvements in transportation?
references used to inspire lesson And what do the bar graph on pg. 57 add to the text?
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ___authors claim and text features. _
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) we will use gradual release by using the I do, we do, you do
method for teaching this content area.
Where applicable, be sure to
address the following:
3. Step-by-step plan:
◻ What Higher Order Thinking
Time: Action Steps:
(H.O.T.) questions will you ask?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
11:42 Get the classes attention by using an attention getter such as “class class” “yes yes”. “Ok
◻ How will materials be
class get out your text books”
distributed? 11:45 “alright to begin we are going to reread the text that we started looking at yesterday focusing on
◻ Who will work together in the authors claim and finding the reasons the author gives to support the claim.” “you will have 5
minutes to reread this text”
groups and how will you
11:50 “you guys found the authors claim yesterday and I will reread the authors claim that you guys
determine the grouping?
wrote” I will reread what the students wrote. “Transportation is ever changing with technology.”
◻ How will students transition 11:55 “now that we have discovered the authors claim, we are going to find the evidence that supports
between activities? that claim.” “Can someone give me one supporting reason” I will call on people until we have at least
three supporting reasons.
◻ What will you as the teacher 12:00 “now we are going to look at the text for a different reason, let’s look at the text features within the
do? text to find out how they add meaning to the text and help you to understand the text better”
12:02 “what are the different text features that you see within the text?” I will call on students to identify
◻ What will you as the teacher
the different text features”
say? 12:05 “ Ok so looking at the first page we can see a side bar, within in the side bar we see a pie graph,
◻ What will the students do? what is this pie graph telling us?”
12:07 “is the side bar adding onto the information already given or is it new information?”
◻ What student data will be 12:10 “looking at page 57 we see two bar graphs, starting with the one on the bottom, what is the title of
collected during each phase? that one? What is being compared? What information is given on the x-axis? On the y-axis? So is this
information adding on to what we already know or is it new information?” “how does this information
◻ What are other adults in the help us to understand the text better?” “find evidence in the text”
room doing? How are they 12:15 “looking at the last bar graph, I will have you do this independently and think about what is being
supporting students’ learning? compared and evidence in the text is it being added to? I will give you 3 minutes to think about your
answer then I will call on someone to respond”
12:18 I will call on people and discuss the last bar graph with them to ensure that they understand how
text features are beneficial.
12:20 “now I will pass out the exit ticket, you will be working independently on this and turn it into the
blue bin when you are finished”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Abigail Seibold __________________________________
Grade Level Being Taught: 5th Subject/Content: Reading Group Size: Date of Lesson: 9/15
26
