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Elementary Lesson Plan Template - Rev Fall 23
Elementary Lesson Plan Template - Rev Fall 23
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________
- This is assessment aligns with my objectives as it relates to my standard and include questions
that relate to the text which will keep the students engaged.
Assessment Scoring/Rubric - I will not the rubric I will just be walking around the classroom observing which students got the
What are the criteria for how you questions correct and which students got the questions incorrect while supporting students that
will assess student had misconceptions about the answers. My criteria is if they answer the questions for the story
learning/student work? If you’re elements in the graphic organizer correctly.
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment - I will be standing in the front of the classroom or to the left of the students while they are on the
(integrated throughout your carpet so that I am able to see all the students and their behavior as well as keeping track of how
step-by-step plan): engaged they are.
How will you arrange - The processes that I will use and procedures are very familiar to the class I will incorporate their
yourself and the students phrase “perfect sit”, “when I do the magic signal I want ….”, and if they get rowdy I will ask them
(location in the classroom, to go back to their PC and try again, or if they all are rowdy I will at first try a tactic called “freeze
seating)? like a popsicle” if that doesn't work then I will have to send them all back to their seats.
What processes & - My expectations for this lesson is that they follow all the class rules which means hands to
procedures will you use? yourself listening to the teacher the first time using kind words no running in the classroom and
How and when will you raise their hands when they need to speak. I also want them to be able to follow any expectations
communicate those to so I tell them like “when we were at the carpet we are quiet, we have our listening ears on, and
students? while we are at the carpet we are also always following our class rules”
What expectations will you - if the students do not meet my expectations I will try the hierarchy of interventions, starting with
have for the students? How a look or nonverbal intervention depending on the severity of the distraction. Then I will go to
and when will you verbal reminding the student or students that we are following my expectations, if this happens
communicate those to more than once then I will move to punishment, so if a student can't keep his hands to himself I
students? would ask them to sit at their desk or sit away from the other students on the carpet. I have one
What strategies will you use student who has extreme behavioral needs, however when he is having a meltdown he needs
if students do not meet your one-on-one attention and extreme walking through of the expectations and how his behavior
expectations? Are there does not meet our expectations and I try to work with the tactic of does that sound fair yes or no
specific students who so that he feels like he has power over my instruction however if I have an entire class on the
require a more extensive carpet I can't do that one-on-one with him so I will ask my CT's to come and take him out of the
management plan? What classroom.
will that consist of? - Students that complete the task quickly I will ask them to flip their paper over and write
What will students do if sentences about what they think the theme of the story was.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________
Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):
How will you differentiate instruction in this lesson? (mark those that apply):
- I will translate this lesson through calling on her whenever she raises her hand so I know in my
head how much is able to comprehend this text and if these strategies of including a text that
relates to her background, first language, her interest in read alouds and picture books, the use of
graphic organizers and questions throughout the text worked to increase her comprehension of
the text.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual Entering, Emerging, Developing, Expanding, Bridging
students (initials), and then explain Entering/Emerging: For WIDA Level 1 – Entering, students I will use visuals and gestures to
the accommodation(s) you will support comprehension of the story and questions. Pair students with a buddy who can assist
implement for these unique with understanding the text and provide translations if needed. For WIDA Level 2 – Emerging, I
learners.) will provide sentence starters to support students in expressing their ideas. All students will get a
story map, to help students understand the story structure and key elements. I also will
specifically focus on giving opportunities for students to discuss and share their thoughts of the
text when I ask my intext questions.
Developing/Expanding: For WIDA Level 3 – Developing, I will encourage students to use the
illustrations in the book to support their understanding of the text and make predictions through
my in-text questions. When walking around I will provide additional questions to help students
identify the setting, problem, solution, and characters, if they are struggling. I will try to
incorporate the think-pair-share strategy to give students an opportunity to discuss their ideas
with a partner before sharing with the whole class. However, I will call it turn and talk and then
ask them to share what they talked about with the class. For WIDA Level 4 – Expanding students I
will encourage students to make connections between the story and their personal experiences
or other texts they've read and provide opportunities for students to discuss and compare
cultural aspects of the story with their own experiences through my in-text questions.
Bridging: For WIDA Level 5 – Bridging students I will encourage students to write extended
responses about the story elements and their thoughts on the book.
What accommodations will you make for students who have an IEP or 504 plan?
- Have two students with ieps and they have no accommodations in the classroom that need to be
incorporated in instruction. Their accommodation is to have one-on-one intervention outside of
the classroom. This happens multiple times a week with a speech coach. However I do have one
student with extreme behavioral issues that they are working on making a plan for, if he has a
meltdown during this I probably will ask my CT to tried to have him removed from the classroom
because when he is having a meltdown we have to have one-on-one attention with him to try to
calm him down and get him back to work. Which unfortunately I cannot do if I am trying to lead a
differentiated lesson connected to a different student.
What accommodations will you make for students identified as gifted and have an EP (education
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________
plan)?
- I have one gifted student however she does not have an education plan, she is extremely gifted
and definitely should have skipped this grade, if she is not engaged in the lesson or distracting
others from the text I will simply just call on her during one of my in text questions to remind her
that I am seeing what she is doing and that she needs to be focused on the text and what I'm
doing. However, I feel like she will not be a problem because she absolutely adores me and when
I'm leading lessons she actually tries to keep the class on their best behavior like my little
assistant. (Hopefully you will see a little glimpse of it, I find it very funny).
References (Planning of Van den Bosch, L. J., Segers, E., & Verhoeven, L. (2020). First and second language vocabulary affect early
instruction should be guided by second language reading comprehension development. Journal of Research in Reading, 43(3), 290–308.
research-informed https://doi.org/10.1111/1467-9817.12304
approaches. Acknowledge - By building up the students first language vocabulary and comprehension you will also build the
references used to inspire lesson second language reading skills. Which is why I’m choosing a bilingual text.
ideas.) Language and Reading Research Conso, Jiang, H., & Logan, J. (2019). Improving reading comprehension
in the primary grades: Mediated effects of a language-focused classroom intervention. Journal of Speech,
Language, and Hearing Research, 62(8), 2812–2828. https://doi.org/10.1044/2019_jslhr-l-19-0015
- Addressing language skills like vocab, grammar, and listening comprehension helps to grow
reading comprehension and overall reading skills. So by using a read- aloud I will be growing her
listening comprehension which will inadvertently grow her reading comprehension. Through my
in-text vocab questions that will also grow her reading comprehension.
Briceñ o, A. & Klein, A.F. (2019). A Second Lens on Formative Reading Assessment With Multilingual
Students. The Reading Teacher, 72(5), 611–621. https://doi.org/10.1002/trtr.1774
- Use linguistic resources to boost reading comprehension. So by incorporating a bilingual text I
will not only be incorporating her interests, her background, but also grow her reading
comprehension by using linguistic resources.
I also used reading rockets and CPALMS as references on how I’m going to make the graphic organizer
lesson plan.
I also used strategies I learned in Children’s literature during my read-aloud, like incorporating before
text and during text questions.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ELA
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.) I think that my lesson is very similar to the 5 E’s
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________
correct answer and ask leading questions to the correct answer). I will keep reading then on page 12 I
will ask, “What do you think he will find when he reaches into his pocket?” (Here I'm expecting the
students to answer that he will have no money, which I will say “good job using your context clues!”, and
if they don't I will try to follow up with leading questions to get them to the idea that he will have no
money in his pocket.). Then I will keep reading and on page 13 I will ask “how do you think he will pay
for his popsicle?” This is a really good question in my opinion because it asks my students to predict
what will happen in the text which is a really good way of providing my students with new strategies on
how to think about text. Here I am expecting crazy answers I will respond with “well let's see on the next
page”. Then I will keep reading and on page 15 I will ask, “why do you think Platero Jose gave the
popsicles for free?” (Here I'm expecting answers that will explain the theme of the book like “because of
the kindness in the community”) this question will reinforce the idea of community and kindness is
necessary in everyday life.
At 9:50 I hopefully will be done reading the book and will whisper “when I do the magic signal I want
everyone to head to their desk quickly and quietly and we will do a graphic organizer together to answer
questions about the book.”. I then will have my helpers and myself pass out the graphic organizer and we
will go over each question together after I give them 5 minutes to do it themselves.
At 9:55 I will ask students to raise their hand about their answer for what the setting was, who the main
characters are, what was the problem, and what was the solution. I will write their answers down on a
piece of paper that is projected on the board so students that are behind and need to visually see how to
write can write what they see on the board.
At 10:00 the lesson should be done!