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

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national
or state) relate to this Ask and answer questions, orally and/or in writing, about the informational text
lesson? Termites, requiring literal recall and understanding of the details, and/or facts
(You should include ALL of a nonfiction/informational text read independently (RI.1.1)
applicable standards. Rarely
do teachers use just one: 5 Identify the main topic and retell key details of a nonfiction/informational text
theyd never get through read independently (RI.1.2)
them all.)
5 Read (with a partner or alone) and demonstrate understanding of decodable
nonfiction/informational text of appropriate complexity for Grade 1 that
incorporates the specific code knowledge taught (RI.1.10)

5 Read words with inflectional endings, such as ed (RF.1.3f)

Read and understand decodable textthat incorporates the letter-sound

correspondences taught, with purpose and understanding (RF.1.4a)

Essential Understanding
(What is the big idea or
essential question that you How can I answer a question in a complete sentence?
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 will be able to write a complete sentence using a capital letter and period.
students know and be able to
USF Elementary Education Lesson Plan Template (S 2014) Name:
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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
not need to be a percentage.)

Rationale
Address the following I am teaching this objective because it is important that my 1st graders are able to write
questions: a sentence using a capital letter and period going into 2 nd grade.
Why are you teaching this
objective? This plan fits in with the larger plan because students are developing their writing skills.
Where does this lesson fit They are gradually writing more and more so its important to make sure they are getting
within a larger plan? a strong foundation before they move on to the next grade.
Why are you teaching it
this way? I am teaching it this way because the CKLA curriculum provides lessons plans that align
Why is it important for with the standard. I can make my own changes like creating charts or adding visuals.
students to learn this
concept? This topic is important because it gives students practice with reading words that have
the sounds they have been learning /ar/, /er/, and /or/. It also points out the past tense
marker /ed/, which students have been introduced to.

Evaluation Plan- How will

you know students have
mastered your objectives? The formative evidence I will collect is student work. Students will have questions to
answer about the non-fiction text they will read. The questions will be graded using a
Address the following: rubric that assesses both reading and writing.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What formative evidence

will you use to document The summative evidence will be a quarterly test where students will have to read text
student learning during and answer multiple choice questions.
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher The teacher needs to be familiar with the vocabulary words: stump, spike, termite
to teach this material? mound, and queen.

What background
knowledge is necessary for Students will need to be familiar with certain sounds that they have already learned:
a student to successfully //or/, /er/, and /chl. They will also need to know how to write a complete sentence. This
meet these objectives? includes restating the question in their answer, using capital letters, using punctuation,
and spelling words correctly if they are in the text.
How will you ensure
students have this My learners include a range of students that are above, below, and on level. I know that
previous knowledge? the struggling students will benefit from one-on-one time with my CT or me. I know that
Who are your learners? majority of students are able to complete the work. There is one student that cannot yet
What do you know about read or write independently.
them?
What do you know about
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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their readiness for this

content?

What misconceptions
might students have about
this content? Students may not be familiar with what termites are or what they do. The vocabulary
words may confuse them because the words can have multiple meanings. These words
include: queen, spike, and stump.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? I will use whole group instruction when going over the spellings of particular words and
Examples include guided the vocabulary. Then students will partner read. The class will answer a list of questions
release, 5 Es, direct together in a whole group discussion. Then students will work independently while
instruction, lecture, answering questions about the text they read.
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 (mins 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;
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

address the following: 1 T
What Higher Order Intro:
Thinking (H.O.T.) questions Tell students that the topic of todays story is termites.
will you ask? I would ask students to talk in their groups about what they already
How will materials be know about termites. Then I would call on a few students to share.
distributed? 3 S Termites are insects that look a lot like ants.
Who will work together in
groups and how will you Previewing the spellings:
determine the grouping? I will call on students to read the following words: for, sort, termite,
How will students bigger, lunch, chicken, munch, who, would,,, were, nuggets,
transition between 5 T/S sticking, inside, anthill, living, bedroom.
activities?
What will you as the Preview the vocabulary:
teacher do? I will show students pictures of the vocabulary words: stump, spike,
What will the students do? S termite mound, and queen. I would ask students why its important
What student data will be 8 to discuss vocabulary. I would ask, How can we figure out what
unknown words mean?( Did not do -We will come up with an action
collected during each
for each)vocabulary word.
phase?
What are other adults in
the room doing? How are
Partner reading:
they supporting students
3 T/S I asked students about my expectations for partner reading. I
learning?
asked, What doe good partner reading look like?
What model of co-teaching
7 T/S First, I will give directions of what students need to do once they are
are you using? done reading. They will talk about the main topic and key details. I
will group students together by giving them index cards with words
that are written in the past tense and present tense. The students
15 S will find their partner and then read the text together.

Marginal notes I told students importance of taking marginal notes. I

USF Elementary Education Lesson Plan Template (S 2014) Name:
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make the connection between marginal notes and key details of a

text.

Discussion questions:
As a whole group, I will ask some questions about the text. Students
will be able to discuss within their table groups and then share their
answers whole group.

Questions:
Students will work independently to answer questions in complete
sentences about the text they read.

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

I will provide immediate feedback and tell them to refer to the text. If they do not know
where to look in the text then I will guide them through asking probing questions. I will
ask them what their marginal notes say.

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

I will ask students to use a highlighter to highlight all the capital letters and periods used
in the questions they answers.

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 can connect to students that have an interest in insects. Students have
shown engagement learning about animals so this might be of interest to some students.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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If applicable, how does this lesson connect to/reflect the local community?

N/A

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

I will challenge students by providing them with additional practice

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

I will provide visuals that go along with the text. Students are also partner reading so that
should help when they read and discuss the text. If students have any difficulty reading a
word I can help them blend the word.

Accommodations (If
needed) CC and RB These students will need one-on-one support in order to answer the
(What students need specific questions. I will use a sand timer so they can stay on task. I may provide an incentive if
accommodation? List they are able to work and stay focused.
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Text: Termites
Why did you choose these Questions for the text
materials? Include any Index cards with past/present tense verbs
resources you used. This can
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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also include people!)