USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: ___Briana

Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

Part 1: Lesson Content

Title of Lesson Good Job, Ben!

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners The lesson connects to their interests because it is about people all around doing a good job in different places
and my students love to be given a job in the classroom and they are eager to do it right and be praised for it.
For example, the door holder; all of the students get very excited when I tell them it is their turn to be the door
holder.

How does this lesson connect to/reflect the local community?

It connects to their local community because the main character in the story is walking around his
neighborhood and talking about places he is going to with his mom and my students live in the suburbs,
therefore, they can make the connection that the story reminds them of their own community.

What Standards (national or state)

relate to this lesson? ELA.1.R.1.1. Identify and describe the main story elements in a story.
(You should include ALL applicable
standards.)

Understanding the standards over Trace the standard to the previous grade level. What have students already learned or been exposed to related to
time this standard?

ELA.K.R.1.1
Describe the main character(s), setting, and important events in a story.

Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.2.R.1.1
Identify plot structure and describe main story elements in a literary text.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

What misconceptions might

students have about this content?

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 and
instruction – the learning outcomes kinetic energy (content- what). 
Content (WHAT students are --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
learning- look to the standard) reasonable (measure- how well) prediction (also part of the action) for how the main character will respond to a
Action (HOW students will show it- challenge in the second half (content- what).
there might be clues in the standard) -------------------------------------------------------------------------------------------------------------------------------------
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.) Students will be able identify the main events of the story in the correct order it occurred, including identifying
character and setting

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? ___Remember and Understand___________________

Which level(s) of thinking is/are called for in your objective? ____Remember and understand____________
Why did you choose this level(s) of thinking?
I chose remember, because in order for the students to put parts of the story in order, they must be able to
remember what they read. I also used understand, because they need to understand what they are reading for
comprehension and be able to sequence it.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

Assessment Plan- How will you Describe your assessment plan:

know students have mastered your
objectives? For my assessment plan I will have the students write down on a chart the characters and settings of the story.
Then I will give them strips of different parts of the story written on them and the students will have to. Put the
strips of paper in order from what happened first to last. Students will be able to do this in groups.

Is your assessment formative or summative? Why did you make that assessment decision?
Formative. I chose formative because I will be able to know which students are comprehending read alouds and
which ones need more support possibly through small-guided groups, depending on how many students do not
meet the objective.

How does it align with your objective?

It aligns with my objective because I will know if they are able to tell the story by them putting the story in
order from what happened first to what happened last. I will also know if they were able to identify the
elements such as character and setting in the story.

Assessment Scoring/Rubric
What are the criteria for how you will Check - for the students that did not attempt writing down the main characters and setting.
assess student learning/student work? Check for the students that wrote down the characters and setting but did not attempt the retelling of the story
If you’re using a rubric, include your (or the other way around.)
rubric here. Check + for the students that correctly retold the story in correct order and filled out the characters and setting
of the story correctly.

Part 2: Lesson Implementation

Management & Environment
(integrated throughout your step-
by-step plan):
 How will you arrange  I will be at the front of the class and also moving around throughout the group portion of the
yourself and the students lesson.
(location in the classroom,
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

seating)?
 What processes & procedures  I will communicate the procedures to the students before they start their work. The procedures
will you use? How and when will be using my attention getter of eyes on me! Eyes on you! I will also use “Macaroni and
will you communicate those cheese, Everybody freeze!” when I want them to stop the group work.
to students?
 What expectations will you
have for the students? How
and when will you  My expectation for the students is that they will not call out and will raise their hand. The only
communicate those to time they can answer without raising their hand is if I ask them all to tell me an answer. Another
students? expectation is that everyone will participate and will try their best when working in their group
 What strategies will you use and listen to their friend’s opinion respectfully. I will communicate these expectations
if students do not meet your throughout the lesson.
expectations? Are there
specific students who require
a more extensive  I will use the positive praise strategy to hopefully get the students that are not following
management plan? What will directions or meeting my expectations to fix it and get on task.
that consist of?
 What will students do if they
complete the task quickly?

 If there is a group that completes the task quickly, I will ask them to write down something else
that happened in the story that is not on the strips of paper.
Materials
(What materials will you use? Why
did you choose these materials?  Story Good Job, Ben! From the Wonders book Unit 2.
Include any resources you used. This  Chart with setting character on it.
can also include people!)  Strips of paper with different parts of the story on each.
 One colored construction paper for each group.
 Glue sticks.
 Scissors.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

I will differentiate the lesson by having specific groups have pictures on the strips of paper instead of just
reading the strips because some of the students may really struggle with just reading the strips on their
own.

Which specific students will benefit, and why?

K.W, G.C, D.K., J.F., H.T., A.R. and M.O are my students that I usually differentiate lessons for. I will be
differentiating it for these students because 4 of them are ELL and the other 3 need extra support with
identifying letters and sounds and will need the visuals to know what the strips are about.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to your
(What students need specific ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: The content can be written down in both English and Spanish.
students (initials), and then explain  Early Production Level: I will translate what happened in the book and translate what they need
the accommodation(s) you will to do.
implement for these unique learners.)  Speech Emergence Level: I will have another student from their group help with any questions
the ELL student may have.
 Intermediate Fluency Level: I would have the ELL student retell their table a part of the read
aloud.

What accommodations will you make for students who have an IEP or 504 plan?
We have 3 students with an IEP which is in speech, therefore, if needed, I will work with them in their group
and help with communication with the other students in their group. However, these 3 students usually do very
well with others and can explain why they are doing what they are doing.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

What accommodations will you make for students identified as gifted and have an EP (education plan)?
We do not currently have any students that are gifted. However, if we did, I would have them write an
additional event that happened in the story that is not on the strips of paper that they had to put in order.
References (Planning of Story : “Good Job, Ben!”
instruction should be guided by Resource book “Wonders” McGraw Hill Unit 2
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ___Retelling and comprehension_________________
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.) _______Whole group level 4_____________
Where applicable, be sure to address
the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? 3 minutes. I will start the lesson with reminding the students of my expectations by saying
 Who will work together in “Before we start todays lesson, I want to go over my expectations during our lesson. Should we raise our
groups and how will you hand? Yes! Great job, always raise our hands. We should always raise our hand. That is what I expect of you
determine the grouping? during todays lesson and every day.” Then I will say “If we look at our board, we are currently working on
 How will students transition explaining details of a story. Today you will be telling me details of a story in order. First, Can someone tell
between activities? me what is a character in a story?” Then I will ask “What is a setting in a story?” A student will answer. Then
 What will you as the teacher I will say “We have been working on character, setting, and being able to retell what happens in a story. I want
do? you to do the same thing with the story we are reading today. We are rereading good job. Ben! You will be
 What will you as the teacher familiar with this story as we read it yesterday. Go ahead and take out your red wonders books and open up to
say? page 14. When you are on page 14 give me a thumbs up s I know you are ready! Awesome lets follow along as

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

 What will the students do? I read”

 What student data will be
collected during each phase? 8 minutes. I will reread the story “Good Job, Ben!” I will make a few stops while reading:
 What are other adults in the
room doing? How are they Page 17: I can ask “Have you ever taken the bus like Ben and his mom are doing?” to have them make
supporting students’ learning? connections to their own lives. Then I will say “Lets go ahead and move like we are driving the bus!” The
students and I will move our arms like we are driving a bus!
Page 18: I will say “The crossing guard is helping Ben and his mom cross the street, for the walkers like
Adrian and Aniuska (students in my class), they probably see the crossing guard right in front of our school
every day! Let’s go ahead and put our hands up like we are saying STOP! Awesome job.”
Page 20: I will ask “What kind of store is Ben and his mom in here?” Answer: A bakery.
Page 23: I will ask “Where is Ben and his mom at now at the end of the story?”

2 minutes I will say “Now we are going to turn and talk with our table about who the characters and
setting are in the story. Remember when we turn and talk we all take turns sharing! What will we be talking
about with our table?” A student will answer. “Awesome, I am going to set the timer. REMEMBER, Mrs.
Boatright and I are walking around and listening that everyone is sharing or agreeing OR disagreeing with the
person talking. We need everyone participating for your bobcat buck today! When I say go, you start talking,
ready..go!

3 minutes. Then I will say “Macaroni and Cheese!” Students will say :”Everybody freeze!” I will
say “now I want some friends to tell me who the characters and setting are.” I will ask if the students agree to
give me a thumbs up and if the students disagree then they give me a thumbs down. Then I will say “Now I am
going to have you get do a group activity! Listen carefully because I am going to explain what you will do with
your group. I am passing out a colored paper and 4 strips of paper (I will be holding the 4 strips to show
them). Each strip of paper has a part that happened in the story. You will glue these strips of paper on your
construction paper in the order that they happened! So, you will first glue what happened first on your colored
paper. Then you will glue what happened next. Then what happened third, then what happened last. I want
you all to work together with your friends at your table. Help each other out. Can someone tell me what you
will be doing when I say GO!” A student will answer.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Briana
Narvá ez_________________

Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 10/12/2021
grade Whole Group

15 minutes Students will start discussing the strips of paper and start gluing them onto the colored
paper. I will be. Walking around collecting anecdotal notes of which students are participating and
communicating and which students are not really talking or sharing as much. I will support the groups as
needed. If students are not working well together, I will remind them of my expectations about working in
groups and to be kind. If there is a student that is not engaged, I will be taking those notes down and give them
a part that they need to specifically do. If students are not getting it, I will recommend they use their workbook
to look back in the text. My CT and I spoke about using the book, it was decided that I will not tell them to not
use their book, but I will not discourage it either, that it will be entirely up to the student if they want to use it or
not. If the students finish early, I will have them rethink about those characters and setting of the story that we
spoke about during turn and talks and whole group, and have them write it down onto their poster board.

6 minutes Once I see that everyone is done gluing in their strips of paper, I will have ask “okay can
Green table tell me what happened first? Do my other tables agree with green table? If you agree please give
me a thumbs up, if you disagree give me a thumbs down!” And I will do this with all of the strips of paper by
picking different tables and seeing what tables agree with them or not. When we are done going through the 4
strips of paper I will say : Awesome job working in your groups today! Tomorrow we will read another story
and identify the elements of the story again but this time, we will be writing them down!”