Name: Savannah Holtz Grade Level Being Taught: 3 Subject/Content: LA Group Size: NA Date of Lesson: NA

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: LA

3
Name: Savannah Holtz

Group Size:
Date of Lesson: NA
NA
Lesson Content
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.)
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?)
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
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
LAFS.3.RL.2.6: Distinguish their own point of view from that of the narrator or those of the character.
LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
How do a characters traits, actions, and point of view affect us and the story?
Students will be able to respond to a characters actions by identifying how they affect the story.
Students will be able to respond to a characters point of view on a topic and relate it to their own.

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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?
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?
What background
knowledge is necessary for
a student to successfully
meet these objectives?

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I am teaching this objective because it is important for students to understand the difference in their
view point on a topic and that of a character, and also how character actions and feeling affect the
story.
This lesson fits in towards the end of the larger unit plan.
I am teaching it this way to keep students interest, level, and exploration in mind during lesson
planning.
Formative Assessment: Circulating the room while students work. Taking note of student behavior
and struggles.
Summative Assessment: The student responses from the group on the questions will be the
summative assessment for this lesson.
The teacher needs to know the structure of point of view, motivations, feeling, and character traits.
Point of View
Character Traits
Illustrations

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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?

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Compare/ Contrast
There should not be any outlying misconceptions about this content since we have gone over the
concepts we will be working with in the past.
Lesson Implementation
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
I will partner work; After giving instructions I will break the student up into their level groups and give
them questions to complete based on their level.
Time
20
Mins
Who is
responsible
(Teacher or
Students)?
Students will
be responsible
for
collaborating
and answering
the provided
questions.
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).
Here are the three different cubes I will provide the students based on
level.
All Groups

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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?
While the
teacher will in
charge of
monitoring
students, their
struggles, and
their
understanding.

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1. How have Claras actions affected the story thus far?

a) Because she talks with the other girls about the
2. Compare your point of view to that of Claras.
a) Claras point of view is that she is being mistreated at here job
because of the conditions and not being able to go to school;
they then should compare that to their own view point.
3. How does Claras feeling affect how the story is building?
a) Clara feels like she is being mistreated so she wants to
4. What do you see in the illustration on pages 4-5 that supports what
the words say about the steamships destination?
a) The words talk about New York City and in the illustrations
they have the Statue of Liberty.
Below Level
1. Is the story told from a characters point of view or narrator's point of
view, how do you know?
a) Narrators point of view because it talks about Clara from an
outside perspective.
2. What is Claras motivations for her actions she took in the story?
a) Her motivation is that she is being mistreated at work and

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wants to do something about it.
On Level
1. Predict what will happen next in the story because of Claras actions
so far.
a) Based on students ideas.
2. Describe Claras character traits and explain how they affect the
story.
a) Strong, smart, dedicated; builds the story by creating an
atmosphere of change at her work.
Above Level
1. After reading this section of the story has your viewpoint changed
from the beginning of the story?
a. Based on student viewpoints.
2. Defend Claras point of view on her working conditions.
a. I think that Claras point of view is fair because she is being
overworked, the work conditions are bad, she cant go to
school, and she is not being paid enough.
I have also included the documents where I put theses question on the
different cubes as attachments for easy use at other times.

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Student Instructions for the cubes:

1. Okay so know that we read the beginning of the story get into your
superhero groupings (level groups).
a. Direct Ironman to the front of the room for extra space needs,
Captain America to side to keep them together, Hulk in the
back for easy discussion, and Thor in the back corner to keep
them focused on each other.
2. Once you are in your group you all will be given a cube that has
some questions for you to answer with your peers.
3. One person will write the answers for your group on the sheet of
paper you have been provided.
4. Take turns rolling the cube to find the question to answer; if you get
the same question you have already answered keep rolling till you
reach a question your group has not answered.
5. If you have any questions please raise your hand and I will come to
help you.
Also float around the room checking in with groups on the question they are
on and their thinking verbally.
What will you do if
a student struggles with the content?

For the students who struggles with the content I would pull the students to be a part of
my group in the class. This group of students tend to grasp ideas better if they are
struggling in a more one-to-one teacher to student interaction. This would be very
beneficial for Angal (pseudonym) and Kat (pseudonym) who struggle with literacy
aspects and reflective thought.
What will you do if
a student masters the content quickly?

For the students who masters the content quickly I would have them go further in their
thinking about emotions and how actions can affect people feeling through reading and
discussion with their group members. This is because this group of students tends to not
think critically and just a face value so I would want these students to try and go deeper
into the meaning of emotions in the book. For example this would be Londan
(pseudonym) who continually finishes quicker than her peers but only looks at

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information at face value in the curriculum. Having a chance to think further would really
benefit her in her thinking process.
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?
Connections to Interest: Having the questions a kinetic exercise type game is great
and based on the huge interest in games in this group. In particular Angal (pseudonym),
Londan (pseudonym), Kat (pseudonym), and Victory (pseudonym) all really love games
and the idea of a learning game would grasp them after the read aloud. Another
connection to the interest in students is art and read alouds. By including a read aloud of
the text I have connected to Londans love of stories being told. And by picking this book
with rich imagery I have included Kat and Angals love of art.
Connections to Culture: The book itself is about immigration, financial hard ship, and
injustice to a populous. However it is through those struggles that the main character
continues to strive and pushes through to be vastly successful. Many of the underlying
struggles in this story many of the students in the area might have a connection with at
some point in their lives. For example this would be very beneficial for Angal and Victoria
who come from lower income households with parents that tend to work through the
evening and night so they very rarely get to see their parents in their lives because of
the schedules they have in order to make ends meet. In the book it talks about while you
might not see family and it is hard work for everyone if you preserve and strive for the
best you all can be then you will continue to grow as people a great lesson connection for
these students home live.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because immigration is very large in the
area. On the key point in the book is about how immigration is hard and difficult for many
people and they have to make it work through very hard work. It also reflects the odd
hours that many parents might be working in a different light. This directly ties to Angal
since his family are immigrants from Puerto Rico; this book would help him with the
change in his culture and the hard work that his family is doing.

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How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have the students think deeper about the connection between actions and emotion
several of the students in this group thrive in the content but lack in critical thinking. This
would be good for Londan and Kat who both tend to be done quickly but give them an
added furthering of their thinking on the content.
How will you differentiate instruction for students who need additional
language support?
Since I am working with a cubing system I would put add visuals on the cubes and give
the student a chance to partial draw his answer instead of complete writing. This would
support Angals ELL literacy needs for this lesson.
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.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
NA
For this lesson I will use the fallowing materials

Response Cubes
o Paper
o Tape
o Scissors
Brave Girl: Clara and the Shirtwaist Makers Strike of 1909 by Michelle Markel and illustrated
by Melissa Sweet

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Paper and Pencils for students

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Date of Lesson: NA
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Name: Savannah Holtz Grade Level Being Taught: 3 Subject/Content: LA Group Size: NA Date of Lesson: NA

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Name: Savannah Holtz Grade Level Being Taught: 3 Subject/Content: LA Group Size: NA Date of Lesson: NA

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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: LA