USF Elementary Education Lesson Plan Template (S 2014) Name:

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

Lesson Content
What Standards (national
or state) relate to this
lesson? LAFS.K.RI.1.3: With prompting and support, describe the connections between two
(You should include ALL individuals, events, ideas, or pieces of information in a text.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or How has Simon and Hesters relationship changed from the beginning of the story to the
essential question that you end of the story? How do you know?
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?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include Students will be able to verbally tell me how Simon and Hesters relationship changed
the ABCDs of objectives: from the beginning of the story to the end of the story.
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
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this lesson to help my students learn how to compare and contrast
questions: characters from the beginning of a story to the end of the story by using the strong
Why are you teaching this nouns and specific details the author provided in the text.
objective?
Where does this lesson fit This lesson fits within a larger plan because it is helping the students comprehend a story
within a larger plan? by using key details about the characters.
Why are you teaching it
this way? It is important for students to learn this concept because it helps them comprehend what
Why is it important for they are reading as well as being able to compare and contrast characters.
students to learn this
concept?

Evaluation Plan- How will

you know students have I will know students have mastered the objective when students are able to tell me how
mastered your objectives? Simon and Hesters relationship was at the beginning of the story and at the end of the
story by giving me key details from the text.
Address the following:
What formative evidence Formative evidence: whole class t-chart to chart how Simon and Hester changed from the
will you use to document beginning of the story to the end of the story.
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

What Content Knowledge The teacher should have already read the book prior to the lesson and they should
is necessary for a teacher already know how the characters have changed from the beginning to the end of the
to teach this material? story.

What background The background knowledge students need to know in or to successfully meet the
knowledge is necessary for objective is to
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 One misconception that the students might have is they might get confused between
this content? Molly and Hester. If they get confused between the two characters, then the end result
would be different than it should be.
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

Lesson Implementation
Teaching Methods Whole group instruction
(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 Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
5
Where applicable, be sure to min. Teacher I will begin by explaining to the students that we are going to talk
address the following: about how Simon and Hesters relationship has changed from the
What Higher Order beginning of the story to the end of the story. Then I will refresh
Thinking (H.O.T.) questions their memory by going over what the text Simon and Molly Plus
will you ask? Hester was about since we will read it the day before.
How will materials be Since there were several students absent the day before, I decided
distributed? to reread the book so the students who were absent would be able
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

Who will work together in 3 Teacher to participate in our discussion.

groups and how will you min. and
determine the grouping? students Next, I will talk about the characters Simon and Hester. I will ask the
How will students class how Simon felt about Hester at the beginning of the story and
transition between if they think Simon and Hester are friends. I will have them discuss
activities? 3 Teacher this by doing a turn and talk.
What will you as the min. and
teacher do? Students I will ask students to tell me what their partner said and then I will
What will the students do? write on the beginning side of our T-chart what the students say
What student data will be about their relationship at the beginning.
collected during each 3 Teacher
phase? min. and I will then ask them to talk with their carpet partner about how their
What are other adults in Students relationship changed at the end of the story. Again, I will ask them
the room doing? How are to tell me what their partner said.
they supporting students
learning? 3 min Teacher We will discuss how Simon felt about Hester at the end of the story
What model of co-teaching and and I will record it on the ending side of the T-chart.
Students
are you using?
2 min I will end my lesson by wrapping it up and restating how the two
Teacher characters felt about each other at the beginning and how they felt
about each other at the end.

What will you do if a student struggles with the content?

If the student struggles with the content, then I will pull them aside to work with the
student one on one. I will read the beginning of the story and discuss again how Simon
and Hester felt about each other at the beginning, then I will read the second half and
talk about how the two characters felt about each other at the end of the story.

What will you do if a student masters the content quickly?

If the student masters the content quickly, then I can have the students write about the
characters relationship from the beginning to the end instead of having them just tell me
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

verbally.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners This lesson connects to the interests of my students because the book I am reading
relates to the students.

If applicable, how does this lesson connect to/reflect the local community?

This lesson connects to the local community because the story relates to how the
students would act if their friend started to play with a new friend.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will differentiate my instruction for students who need additional challenge by asking
higher order thinking questions. For example, I could ask them How do we know Simon
and Hesters relationship has changed from the beginning to the end of the story?

How will you differentiate instruction for students who need additional
language support?

For students who need additional language support, I could use more pictures on the T-
chart where I will be writing how Simon and Hesters relationship has changed from the
beginning to the end of the story.

Accommodations (If BH- This student has a hard time focusing and comprehending a story so I can make sure
needed) that I constantly repeating how the relationship has changed. I can also make sure I am
(What students need specific calling on this student to be sure he is paying attention during my lesson.
accommodation? List
individual students (initials),
and then explain the
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

accommodation(s) you will

implement for these unique
learners.)

Materials White board

(What materials will you use? Simon and Molly Plus Hester
Why did you choose these T-chart
materials? Include any
resources you used. This can
also include people!)