USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Part 1: Lesson Content

Title of Lesson Paletero Man
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners - This text connects to many interests and cultural backgrounds of my students. A lot of my
students speak Spanish as they are ELL students. This connects to their Spanish background
because it includes Spanish vocab words which keeps them engaged in the text. It also relates to
all of my students’ interests as all of my students love picture books and vivid images. I will keep
their engagement and interest in the text by asking questions about the pictures. Also connects to
all of my students interest in sweet treats as this book is all about popsicles.
How does this lesson connect to/reflect the local community?
- I think this lesson/ book reflects and reinforces the theme and idea of community. As in this book
the importance of a supportive community and the role that each individual plays in it is strongly
emphasized. And it shows how helping one another can lead to positive outcomes and create a
sense of unity.
What Standards (national or - ELA.1.R.1.- Identify and describe the main story elements in a story.
state) relate to this lesson? o Main story elements for the purpose of this benchmark are the setting, characters, and
(You should include ALL applicable sequence of events of a story.
standards.)
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?
- ELA.K.R.1.1: Describe the main character(s), setting, and important events in a story.
o For setting, students will discuss where the events of the story are happening. The time
element of setting should only be addressed in texts where it is explicitly indicated.
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.
o Main story elements for the purpose of this benchmark are the setting, characters, and
sequence of events of a story.
What misconceptions might - Since there are a lot of Spanish words in this text a lot of my students might not know what what
students have about this these words mean. However, I will incorporate questions to prevent misconceptions throughout
content? the text. In accordance with the activity that I'm doing we have already covered story elements
so they should already know what's setting, characters, problem, and solution. However, I do
anticipate a lot of the students may be forgetting what a setting is.
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

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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- - Students will be able to accurately identify the setting in the story.
there might be clues in the - Students will be able to accurately identify the characters in the story.
standard) - students will be able to accurately identify the problem in the story.
Measure (HOW WELL they need to - students will be able to accurately identify the solution in the story.
do it) - students will be able to accurately identify the title in the story.
(Note: Degree of mastery does not - students will be able to accurately identify the illustrator in the story.
need to be a percentage.) - students will be able to accurately identify the author in the story.
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?
- Knowledge (identify story elements)
- Comprehension (understand the story context)
- Analysis (examine and break down the story elements)
Which level(s) of thinking is/are called for in your objective?
- Application (use knowledge of story elements to complete the graphic organizer)
- Analysis (break down and identify specific elements)
Why did you choose this level(s) of thinking?
- I chose these levels of thinking because they align with the standard and objective, requiring
students to demonstrate comprehension of story elements, apply their knowledge, and analyze
the text while incorporating creative and critical thinking skills.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered - My assessment/activity is a graphic organizer about story elements. After done reading the text I
your objectives? will send the students back to their desks, then I will pass out their graphic organizer. I will use a
form of proximity control to increase engagement and circle around the room to observe their
answers.
Is your assessment formative or summative? Why did you make that assessment decision?
- This assessment is formative because this is not a test, heavily weighted, or graded. I said we'll
just pass out a worksheet and observe through circling the classroom and looking at everyone's
answers who is correct and who is not whilst providing support to students that need it
How does it align with your objective?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

- 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: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

they complete the task

quickly?
Materials - I will need access to the board, writing materials, computer, my graphic organizers, the text,
(What materials will you use? Why pencils, and my students!
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. Fall 23) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):

Readiness Interest Learner Profile

- I'm differentiating this lesson through my focus students interests as she is interested in reading
picture books and loves sweets.
- Highlight of my differentiation for the Lesson plan from my learner profile. I know that she is an
ELL student and speaks Spanish, so in order to grow her comprehension I chose a multilingual
book which will increase her engagement as it connects to her first language.

How will you differentiate instruction in this lesson? (mark those that apply):

Process Product Content

- The process of which I am doing my lesson is catered to grow comprehension because read
alouds are proven to grow comprehension, then one of my questions is predict what will happen
later in the text which is a strategy used to grow comprehension and have students start thinking
about foreshadowing. Graphic organizers are also a technique and process used to develop
comprehension which is why I'm concluding my lesson with a graphic organizer assessment.
- My content is also differentiated to my focus student as it is a bilingual book that includes
Spanish words to grow her comprehension of books by incorporating her first language and
providing cultural connections

Describe what/how you will differentiate:

- 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.

Which specific students will benefit, and why?

- All of my ELL students will benefit from this text as all of my ESL students are Spanish speakers.
However it also benefits all of my students because read alouds, graphic organizers, questions
throughout the text, and using something that is interesting to all students like popsicles(which is
the topic of the text) will not only keep each student engaged but also increase their
comprehension
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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
At 9:30 AM I will play my paletero man song. I like the students to sing along and dance as this is my
distributed?
“discrepant event” that will make my students more engaged in my lesson and more willing to read the
 Who will work together in
book.
groups and how will you
At 9:33 the song will be over which I will then send the students back to their seats ask for a “perfect first
determine the grouping?
grader sit” this is a keyword that they know which means to sit at their desks facing me eyes on me
 How will students transition
listening ears on and meatball hands. I say “I'm looking for meatball hands and eyes” once I have all
between activities?
students sitting with meatball hands and eyes I will say in a whisper tone “when I make the magic signal I
 What will you as the teacher
want everyone to come to the carpet quickly and quietly”
do?
at 9:35 all students should be sitting at the carpet quietly. Once I see that I will start with my first
 What will you as the teacher
questions which are pretext questions, “OK friends raise your hand if you know, where the title is located
say?
on the book? (I’m expecting hands, if only have one student raising their hand I'll probably say “really,
 What will the students do?
only one person in this classroom knows where the title is come on I want to see more hands”) I will then
 What student data will be
call on a student and ask them to come point to the title on the board, I will then read the title “Paletero
collected during each phase?
Man”, I will then ask “does anyone know what a Paletero is?” (I do not know if any of my students know
 What are other adults in the
what this is as I didn't know what it was before making this Lesson plan, if if my students know what a
room doing? How are they
paletero is I will follow up with questions to help guide them to what the answer is like “what do we see
supporting students’ learning?
on the cover of the book?” While asking that question I will point to the popsicles on the cover and I'm
expecting a student to yell out “popsicle”, which I will respond with “so using our context clues we are
able to determine that a Paleteto or paletas is a popsicle.
At 9:40 I will start reading the book, when I get to page six I will ask “What is a Tamale?” (Here I'm
mixing my El students to answer what a Tamale is if not I will say it is like a steamed burrito cooked in a
leaf), that I will point to the picture and ask “what do we see fall out of his pocket in this picture?” (Here I
am expecting the students to point out the money falling if they don't I will). Then I will keep reading on
page seven I will ask, “do we see money falling out of his pocket again?” (Here I'm expecting all the
students to say “yes” in unison if not all I will just make a quick little joke and say “everyone blink a
couple times wipe your eyeballs, let's look again” I will repeat my question and now everyone should be
saying in unison “yes”). Then I will keep reading and on page 9 I will ask “why do we think frank is trying
to get his attention?” I will ask this question while I am pointing at the money that fell out of his pocket.
(I'm expecting the students to say because he dropped his money, if they don't I'll call on a student that is
raising their hand or set an incorrect answer and ask them to explain why they thought that was the

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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!