Ede4944 Ct1lessonplan

USF Elementary Education Lesson Plan Template (S 2014)
What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Name: Amanda Silebi
Lesson Content
LACC1.RI.1.1 Ask and answer questions about key details
LACC.1.RI.2.6 Distinguish between information provided by pictures and words
LACC.1.RI.4.10 Read informational texts
LACC.1.W.3.8 Recall information from experiences or gather information from sources to
answer a question
LACC.1.SL.1.1.a Follow rules for discussions
LACC.1.5.SL.2.5 Add drawings or visual displays to descriptions to clarify ideas, thoughts,
and feelings
SC.1.N.1.1 Raise questions about/investigate/explain natural world
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
How can we use informational texts to learn about key details?
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
Given the text, students will be able to identify the purpose of text features/key details.

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Name: Amanda Silebi
This lesson is being taught in order to provide students with the opportunity to learn
about key details and text features. This lesson
Formative evidence: participation in turn and talk activities

Summative evidence: contributing to the T-chart (graphic organizer).
Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?
The teacher must know about different types of storms and how scientists measure these
storms.
What background
The students must have an idea of what a storm is in order to understand the different

knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
Name: Amanda Silebi
types. The students must also know that scientists use tools (or things) to
measure/discover. The learners previous knowledge will be ensured by activating the
background knowledge of living in Florida where it rains (storms) frequently, additionally,
the student have had training/experiences discussing some basic tools used in science.
The leaners consist of first grade students of various backgrounds. I know that they
attend a title one school, live in Florida, and are eager to converse with their peers. I
know that they are ready for this content because previous lessons have prepared them
to meet these objectives/standards.
Students may have the misconception that all storms are the same, and that they cannot
be measured because you cannot use tools that they already understand (rules, etc.)
Lesson Implementation
In order to provide students with the most appropriate teaching method this early in the
year, I will complete whole group instruction. Additionally I will complete a read/think
aloud so that students are able to comprehend the thinking process.
I will also have the students complete a turn and talk so that they are able to discuss
their ideas with peers.
We will also complete a class discussion in order to fill in the graphic organizer/t-chart.
Time
Who is
responsibl
e (Teacher
or
Students)?
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Transition to reading (two minutes)

Please take your Journeys books and sit in your special
spots on the reading carpet.
Use the table of contents and find the story Storms(ten
minutes)
Today we are going to read an informational text about
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: Amanda Silebi
storms.
Read text genre and text focus
Text genre: informational text gives facts about a
topic
Text focus: photographs show pictures of real
things with important details.
What do you know about informational texts?
Turn and talk, have two/three students share
o (Title, pictures/graphics, captions, labels)
What do you see in the pictures on pages 58/59?
Turn and talk, have two students share
o When the students answer lightening,
share that Florida is the lightning capital
of the United States.
Read pages 58 and 59 ask appropriate questions/think
aloud (ten minutes)- remind students to use their reading
fingers
Has anybody ever been in a storm? Think about it. (pg
58)
On page 59, have the students take a moment to
imagine the type of storm.
How many types of storms are there? Hold up a
number
Turn to page 60, read page 60 (five minutes)
What types of tools have you seen before? Have
students raise hand after saying each tool.
What information do the photographs give us that the
words dont?
Fill in T-chart/graphic organizer. (ten minutes)
Model identifying the text feature/explain the purpose
of it.
Now that we have read each page and examined the
text features, we are going to fill in this T-chart/graphic
organizer as a class. I want you to turn and talk with
your partner and identify one feature.
Fill in chart
What will you do if
Name: Amanda Silebi
Once some text features have been identified, have

students select one feature and discuss the purpose of
them with their partner.
Fill in chart.
Wrap up the lesson (two minutes)
Discuss the importance of text features and how they
help us in understanding the text.
Dismiss the students to return back to their seats and
write one important thing that they learned today in
their reading journals.
When finished, read silently
a student struggles with the content?

If the student struggles with the content, they will be pulled aside for one-on-one or small
group instruction. This will assist them because they will have more closely guided
instruction in order to assist them in understanding key details and text structures.
a student masters the content quickly?
If the student masters the content quickly, they will be asked to examine the text
features more intensely so that they may discover some features/purposes that the
whole class did not.
Meeting your students

needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the cultural background of my students because storms are
consistent throughout almost all areas of land/cultures.
If applicable, how does this lesson connect to/reflect the local community?
This content reflects/connects to the local community because it is examining the many
types of storms, and since the students live in Florida, the content will connect to the
students experiences with storms.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Name: Amanda Silebi
If the student requires enrichment, they will be required to examine the text features
further so that they may discover some features/purposes that the whole class
instruction did not.
How will you differentiate instruction for students who need additional
language support?
In order to assist the students that require additional language support, many of the new
vocabulary terms/difficult words will be explained and placed into a context that is
familiar to the student. Additionally, various graphics are provided within the text to
assist with any language barrier.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
A: muscular problem; falls down frequently.

In order to make proper accommodations for this student, his desk/chair are places
directly next to the carpet so that he may participate in the carpet time without leaving
his chair and risking a fall.
J: Heading impaired.
Educator will wear the RFM so that the student is able to hear/understand further.
Additionally, the T-chart/graphic organizer is being written in large print so that he can
visualize what is being said as well.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Journeys Common Core Student Edition pages 58-60

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USF Elementary Education Lesson Plan Template (S 2014)

What Standards (national

Name: Amanda Silebi

How can we use informational texts to learn about key details?

Objectives- What are you

USF Elementary Education Lesson Plan Template (S 2014)

Name: Amanda Silebi

Formative evidence: participation in turn and talk activities

Address the following:

USF Elementary Education Lesson Plan Template (S 2014)

Name: Amanda Silebi

Each content area may require a different step-by-step format. Use

Transition to reading (two minutes)

USF Elementary Education Lesson Plan Template (S 2014)

Name: Amanda Silebi

USF Elementary Education Lesson Plan Template (S 2014)

What will you do if

Name: Amanda Silebi

Once some text features have been identified, have

a student struggles with the content?

Meeting your students

USF Elementary Education Lesson Plan Template (S 2014)

Name: Amanda Silebi

A: muscular problem; falls down frequently.

Journeys Common Core Student Edition pages 58-60

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