USF Elementary Education Lesson Plan Template Name: Anna Bunyak

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

Part 1: Lesson Content

Title of Lesson
Understanding Characters Deeply- Henry’s Freedom Box

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 provides an account of a true story during a time when slavery was very common in the
(supervisors) United States. Many of my students come from African American backgrounds so it is important for them
to have strong, brave role models to look up to that resemble themselves. It is also important that my
students know this history and understand the oppression that enslaved people went through so they
are knowledgeable about the past.

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

What Standards (national or

state) relate to this lesson? ELA.3.R.1.1 Explain how one or more characters develop throughout the plot in a literary text.
(You should include ALL applicable
standards.) ELA.3.R.1.2 Explain a theme and how it develops, using details, in a literary text.

ELA.3.R.3.2 Summarize a text to enhance comprehension.

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
(CPALMS/instructional planning
course) ELA.2.R.1.1 Identify plot structure and describe main story elements in a literary text.

ELA.2.R.1.2 Identify and explain a theme of a literary text.

ELA.2.R.3.2 Retell a text to enhance comprehension. 

Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.4.R.1.1 Explain how setting, events, conflict, and character development contribute to the plot in a
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

literary text.

ELA.4.R.1.2 Explain a stated or implied theme and how it develops, using details, in a literary text.

ELA.4.R.3.2 Summarize a text to enhance comprehension.

What misconceptions might Students have difficulty understanding the concept of time (100s of years in the past) and the historical
students have about this context of how the world was different.
content? (talk to your CT) Students may have difficulty understanding that they are analyzing Henry’s character, not the character
traits of other characters in the story.

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
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.) SWBAT: make inferences about a character to understand them deeply.

(connect back to 4504/CT

Support/reinforced in
instructional planning)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

for in the standard? Understanding conceptual knowledge

Which level(s) of thinking is/are called for in your objective? Understanding conceptual knowledge
Why did you choose this level(s) of thinking? Students must be able to understand the concepts of
salvery vs freedom and basic human rights. Students will need to understand how this affects a person in
order to make inferences about the character of Henry.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered Informal assessment of student thinking during turn and talk moments with groups. Informal
your objectives? assessment of student thinking and key during whole group sharing.
Check in and see what students are writing in their journals.

How does it align with your objective?

I will be able to see (in the journals) and hear students thoughts about the character.

Is your assessment formative or summative? Why did you make that assessment decision?
Formative- This assessment is for me to identify students ability to make inferences about a character
based on the text they’re reading.

Assessment Scoring/Rubric
What are the criteria for how you This is an informal formative assessment so it is not graded.
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)? I will
(integrated throughout your be seated at the front of the board by the table that the elmo is on. I will use the elmo to show the
step-by-step plan): illustrations in the text and also show my note taking in the ELA journal. Students will come to
the carpet in their groups and engage by chorally reading the text and then making stop and jot
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

notes as I do.

● What processes & procedures will you use? How and when will you communicate those to
students? Students will transition from their desks to the carpet. This will be communicated
when I call them by group number and tell them what materials to bring with them. I will tell
them to bring their reading journal, text, and a pencil.

● What expectations will you have for the students? How and when will you communicate
those to students? I expect the students to complete the transitions quickly and quietly. I expect
students to sit on the carpet and engage in choral reading and note taking. I expect students to
raise their hand and volunteer to share their thinking. I expect that students will be seated
listening and being respectful.

● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of? If
students do not meet my expectation of listening and being respectful they will receive verbal
reminders (K.W, K.W1, A.C, R.T, D.R, S.S). If students are not meeting my expectation they will
receive verbal reminders to correct their behavior. If behavior persists, students will then be
asked to return to their desk and work there. If behavior continues, students will be sent to
another classroom.

● What will students do if they complete the task quickly? Students read edit their notes for
proper grammar and use of conventions.
Materials
(What materials will you use? Why Henry’s Freedom Box Picture Book
did you choose these materials? Student copies of text
Include any resources you used. Reading Journals
This can also include people!) CT conferences
Anchor Chart (pre-made)
Anchor Chart Paper
Markers (for anchor chart)
Sticky Notes
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:

Process- whole group (teacher think aloud), student groups, independent work
Content- Anchor Chart that includes visuals to remind students of the objective. Picture book that
includes illustrations as well as text.

Which specific students will benefit, and why?

The differentiated processes provide students with guidance/modeling from the teacher think-aloud.
Students will then have the support of their group members to assist them with thinking before they are
released to do this independently.

Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or
groups of students) Some students will need additional support, I will check-in with these students and observe what they
are writing in their journals and orally saying during the turn and talk moments.

Accommodations 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: Provide sentence stems /starters (I think, I feel, I believe)
students (initials), and then explain ● Early Production Level: Provide sentence stems /starters (I think, I feel, I believe)
the accommodation(s) you will ● Speech Emergence Level: Provide sentence stems/starters (I think, I feel, I believe)
implement for these unique ● Intermediate Fluency Level: Provide sentence stems/starters (I think, I feel, I believe)
learners.)
What accommodations will you make for students who have an IEP or 504 plan?
*If you don’t have students who Students with 504s and IEPs will need additional reminders to stay on task as well as one-on-one
require these accommodations, guidance.
describe what you WOULD do if
you did have these students. What accommodations will you make for students identified as gifted and have an EP (education
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

plan)? NA

References (Planning of CT Conferences

instruction should be guided by ILT Reading Specialist Planning
research-informed
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.) Guided 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
distributed? Begin by reminding students of the LEQ: How do readers make inferences about a character to
◻ Who will work together in understand them deeply?
groups and how will you
determine the grouping? Briefly review what was covered in the previous day’s lesson, timeline, historical context, etc.
◻ How will students transition
between activities? Model- 20 mins
◻ What will you as the teacher This includes chorally reading and providing stop and jot notes. Model a think-aloud, why does certain
do? text and images make you think certain things/make certain inferences.
◻ What will you as the teacher
say? Cooperative Learning- 20 mins
◻ What will the students do? Chorally read the page, then have students turn and talk with their groups choosing text and writing
◻ What student data will be their thoughts in their journal. Provide increments of 5-7 mins, set digital timer. After timer is done,
USF Elementary Education Lesson Plan Template Name: Anna Bunyak
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson: 3-21-23
Whole Group

collected during each phase? bring students back and allow some sharing. Repeat this process 3x.
◻ What are other adults in the
room doing? How are they Independent- 10 mins
supporting students’ learning? Instruct students to go back to their desks and complete text/thinking notes for the selected page(s). Set
timer for 7-10 mins. After timer goes off call students to the carpet to share.

Share- by 9:30
Remind students of expectations for sharing: Whenever a friend is sharing, we all are being respectful,
giving them our full and complete attention. We are not talking, we are listening.
Students sit in a circle on the carpet. Students that want to share put their thumb up. Teacher picks one
student to start sharing, then the students picks another with their thumb up.