USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

Part 1: Lesson Content

Title of Lesson What makes up a pumpkin?

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson will connect with the students because it is fall related. The students are learning about
pumpkins so it is important to keep the lessons cohesive. The students are working on a pumpkin
research book. This lesson will be contributing to their book.

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

The lesson goes with the season, fall. Students will be doing more projects about fall and pumpkins with
their families. I am sure the churches will have fall festivals and/or pumpkin patches.

What Standards (national or LAFS.K.W.3.7

state) relate to this lesson? Participate in shared research and writing projects (e.g., explore a number of books by a favorite author
(You should include ALL applicable and express opinions about them)
standards.)
LAFS.K.RI.1.2
With prompting and support, retell familiar stories, including key details

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? N/A

Trace the standard to the next grade level. What will students learn next related to this standard?
Students in first grade will learn standard LAFS.1.W.3.7 3 which states, “participating in shared research
and writing projects (e.g., explore a number of ‘how-to’ books on a given topic and use them to write a
sequence of instructions).” Students in first grade will also learn standard LAFS.1.RI.1.2 which states,
“identifying the main topic and retell key details of a text.” Both of these first-grade standards are
extensions of the kindergarten standard. The purpose of the kindergarten lesson is to allow children to
pull key details out of the readings. So, the LAFS.1.RI.1.2 standard is going to be the next step for first
graders when it comes to identifying the main idea.

What misconceptions might  Students might recall information about pumpkins from previous books
students have about this  Students might have possible misconceptions about plants, which can hinder them from
content? gathering and understanding information about pumpkins.

1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

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
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- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the  Students will be able to accurately recall text evidence to gather information about pumpkins.
standard)  Students will be able to accurately gather information about pumpkins using informational text.
Measure (HOW WELL they need to  Students will be able to understand and identify the anatomy of a pumpkin by completing the
do it) graphic organizer.
(Note: Degree of mastery does not
need to be a percentage.)

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? ____comprehension and application__________________________________

Which level(s) of thinking is/are called for in your objective? ______comprehension _________________________
Why did you choose this level(s) of thinking?
Students will need to be able to understand the text in order to add facts about pumpkins.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will be assessing the students when they are both on the rug and at their tables working. I will have a
your objectives? whole group discussion on the rug. Students will be agreeing (thumbs up)/disagreeing (thumbs down)
with peers. I will ask students to support their answers by providing evidence. I will know when
students have mastered the material when they are able to identify and explain the parts of a pumpkin.

2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

When the students are working at their seats, I will be assessing the work in their pumpkin research
book. The students will have to raise their hand when they are done gluing the labels onto their sheet. I
will be checking if the students did it correctly, if not I will work with them to help them understand the
parts of a pumpkin and clear and misconceptions.

Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because the students are still working on a unit. The students are still
learning about pumpkins and completing their research book.

How does it align with your objective?

The assessments align with my objectives because I am able to identify if students are accurately
identifying the parts of a pumpkin because they will be working with me during whole group discussion
and at their tables on their own. The students will have repetition and multiple learning opportunities.
Assessment Scoring/Rubric
What are the criteria for how you When the students are on the rug, during whole group discussion they will be using hand signals to show
will assess student me their responses. If the students agree with their peers they will put a thumb up. If the students
learning/student work? If you’re disagree, they will put their thumb down. Then we will discuss the various answers that the students
using a rubric, include your rubric have. I will also be looking at student work, to see if they followed directions and understood the lesson.
here. Students will accurately glue the labels onto their pumpkin diagram.

Part 2: Lesson Implementation

Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange  At the beginning of the lesson, the students will be on the rug. I will go over the expectations and
yourself and the students rules on the rug. I will also introduce the ELA lesson. We will go over the parts of a pumpkin on
(location in the classroom, the rug, while using the big book. Then the students will go to their seats and work on cutting and
seating)? gluing their labels into their pumpkin research book.
 What processes &  I will use attention getters to pull the students back to me (class, class, class: yes, yes, yes or
procedures will you use? waterfall waterfall: shhh). The students are already aware of these attention getters and they are
How and when will you used throughout the day. I will call the students by table groups and transition them to go back to
communicate those to their seats and work on their pumpkin research book.
students?  I will modify the classroom CHAMPS to set my expectations for the class. I will go over the
 What expectations will you CHAMPS at the beginning of the lesson when the students are on the rug. I will refer to the

3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

have for the students? How CHAMPS throughout the lesson if students are not following the rules (my friend(s), what
and when will you conversation level should we be at?)
communicate those to  When the students are on the rug, they will all be at the same pace because we will be exploring
students? the parts of a pumpkin. When the students are at their table cutting and gluing the labels onto
 What strategies will you use their book, they may be at different paces. Some students cut and glue faster than others. When
if students do not meet your that happens, the students will raise their hand. One of the adults in the classroom will check to
expectations? Are there make sure the glued the labels in the correct spot. If they did, the student can go ahead and color
specific students who the image that is apart of the label. If the student got the labels incorrect, we can work with them
require a more extensive to help them understand.
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials Pumpkin diagram chart
(What materials will you use? Why Scissors and glue for each student
did you choose these materials? Each student will have their pumpkin research book
Include any resources you used. Book: Big Book of Mentor Texts by Tony Stead and Linda Hoyt
This can also include people!)

4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

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:

Students who have a difficult time cutting and gluing will have assistance to help keep them on
track. They may not have the opportunity to color their labels, if they do not finish. Also the labels
will have images to help the lower-level students process the information. Some of the students
do not have the tools to help decode words, so the images can be used as a tool to help identify the
pumpkin’s parts.

Which specific students will benefit, and why?

Some of the lower-level students will benefit from this because they are not able to decode and
break apart words (they still struggle with the alphabet) so exposing the students to the images
on the label is a great way to reinforce.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level:
students (initials), and then explain  Early Production Level:
the accommodation(s) you will  Speech Emergence Level:
implement for these unique  Intermediate Fluency Level:
learners.)

What accommodations will you make for students who have an IEP or 504 plan?
I will use the FM for the DHH students in the classroom so they can hear me. I will also have the
interpreter in the front of the classroom with me, so the DHH students can see both the
interpreter, the chart, and myself.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?

5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

References (Planning of CT provided me with the week’s lessons and theme. We discussed what the children would be
instruction should be guided by doing each day and figured out which part of the pumpkin research book I will teach the students.
research-informed The CT also provided me with materials and print outs for the lesson.
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? ____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.) _gradual release______________________________
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 9:15 students will be on the rug after coming back from PRIDE time. I will go over the
distributed? CHAMPS for the lesson through PowerPoint. Then I will review what the students have been working on
 Who will work together in in their pumpkin research book.
groups and how will you  “what are some things you have learned about pumpkins?
determine the grouping? 9:17 Next, I will introduce the next page in their research book, the parts of a pumpkin.
 How will students transition I will have the big book displayed in front of the class. I will use the pointer to talk about the parts
between activities? of a pumpkin. I will also have more images of the pumpkin parts on the powerpoint.
 What will you as the teacher  Stem—is at the top of a pumpkin—the stem is attached to the vine which is used to help the
do? pumpkin grow
 What will you as the teacher  Skin—is the outside of the pumpkin, it protects the inside of a pumpkin (keeps insects from
say? getting inside)
 What will the students do?  Seeds—there are hundreds of seeds inside a pumpkin—these seeds can be planted to grow more
 What student data will be pumpkins
collected during each phase?  Leaves—the leaves help collect water and nutients for the pumpkin to grow (photosynthesis)
 What are other adults in the  Pulp—is the thick part under the skin that you can eat
room doing? How are they
supporting students’ learning?

6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

9:25 After discussing the parts of a pumpkin, I will go over their pumpkin diagram. I will
have a big diagram with labels for the students to see. We will go over the parts of the pumpkin
together. The students will agree/disagree with their peers. We will use evidence from the
informational text to support our answers
 “how do you know that? Where does the text mention…?”
 “my friends do we agree or disagree? (thumbs up to agree and thumbs down to disagree) If we
disagree, why?”
9:30 Next, I will introduce the activity the students will be doing at their seats.
 “Now that we went over the parts of a pumpkin, I want you to label the pumpkin that is in your
research book. When I call you by table groups, I want you to have only scissors and a glue stick
out. You will cut the labels out and then you will match the labels to the correct pumpkin part.
When you are done, I want you to raise your hand. Once, Mrs. Smith, Mrs. Z, Mrs. Jackson, or
myself have checked your labels and they are correct, you may color the picture. But you are to
color when you are done and an adult said you can.”
 Then I will call the students by table groups to go to their seats and get their materials out.
9:32 Once the students are at their table and have the correct materials out, I will pass
out the paper with the labels for them to cut out. Then the students should be matching and
gluing the labels into their research book. The adults in the classroom will be walking around
monitoring students.
9:36 Students should be finishing up with gluing their labels. They will raise their hands
and one of the adults will check their work. If the students get it correct, they can color the
images in. If the students placed the labels in the wrong spot they will have to correct it and try
again.
9:45 Begin to wrap everything up and get students ready for Daily 5.
 “Class, class, class (yes, yes, yes). My friends we should be finishing up with our pumpkin
research book. I would like you to put your scissors, glue, and crayons away. Then, I want you to
put your pumpkin research book away. When your table is cleared off, I want you to put your
head down to show me you are ready to move on.”
 “I see blank table is ready” “Thank you, blank for putting your materials away when I asked”
“Blank is listening and following directions”

7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Amber Scott ________________

Grade Level Being Taught: K Subject/Content: ELA Group Size: Whole Date of Lesson: 10/31/19
Class

These are the labels the students will cut out

and glue onto their diagram (in their
pumpkin research book)

My labels will not have the images