USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________

Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
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?
What will students know and
be able to do after this
lesson?
Include the ABCDs of
objectives: Action, Behavior,
Condition, and Degree of
mastery. (Degree of Mastery
does not have to be a %.)
Example: C: Given a
sentence written in the past
or present tense, A: the

Lesson Content
LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
LAFS.3.RL.1.2
Determine the main idea of a text; recount the key details and explain how they support
the main idea.

Identify the main idea and supporting details

Identify how finding the main idea with text evidence builds reading comprehension?

Students will be able to identify the main idea and supporting details by completing
their stamina activity with few errors.

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e. I will see her yesterday.)
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?

I am teaching this concept to further students reading comprehension of text by

identifying the main idea, support their answer with details, and respond to text
dependent questions by providing a short written response. Students need to use their
comprehension skills of summarizing to check their understanding, and put their main
ideas in their own words. Also, the lesson is apart of a five day lesson which requires
students to build stamina with reading text and focus on the concept of main ideas and
details.

Formative:
Written Responses - Students will work with a partner and respond to text dependent
questions.
Summative:
Student Organizer Main idea and supporting details.
FSA Testing on reading comprehension and explanation.

The teacher needs to have knowledge with reading comprehension skills (summarizing),
helping students discuss and write the main idea of their text and assisting students
with the importance of finding supporting details. The teacher must know how to use

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
guided reading and reading strategies to engage students to build their comprehension.
What background
knowledge is necessary
for a student to
successfully meet these
objectives?

The students will be active learners as they engage in improving their reading
comprehension of text with finding the main idea and preparing them for the FSA.

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?
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

Explanation of vocabulary in the questions during the poster activity.

Lesson Implementation
Teacher centered w/ class discussion: students will tell their main idea with their
supporting details. Class discussion of the text dependent response questions.
Pairs/student centered: students will work together in pairs on the text dependent
questions.
Independently: Students will read the text, My Smelly Pet by Judy Moody, silently for
their first read.
Time

Who is

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
(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.)

responsibl
e (Teacher
or
Students)?

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
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 coteaching are you using?

3mins

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).
1. I start the lesson by stating the objective, identify how
finding the main idea with text evidence builds reading
comprehension? It is important to know the reasons how the
main idea and details help with out reading comprehension.
Keep this questions in mind as you will read the story My
Smelly Pet from Judy Moody on page 42. Good readers not
only reads the text, but think about the main idea. I will tell
students that as they read the story, they will write the main
idea on a post it note. When you write your main idea, what
must you include in your response?

15 mins
2. Students will read independently for 15 minutes. They will
write the main ideas on a post it note.
2mins

15mins

3mins

3. After students finish reading the story, students will turn and
talk with their neighboring partner about what they wrote
for their main idea. I will walk around and listen to students'
responses.
4. Then, we will have a whole class discussion about the main
idea. Students will complete part A and part B on their
worksheets
(Possible high order questions for group discussion)
Can someone tell me what is the overall main idea?
How did you come up with your main idea?
Did someone come up with a different main idea?
When you were thinking of the main idea, what did you look for in
the text? What are those details?

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
When you read the story, what did you use to find the main idea?
30mins

10mins

5. Then students will answer the essential question in their reading

journal. (Identify how finding the main idea with text
evidence builds reading comprehension?)
6. Then students will be divided into pairs. I will have poster
hanging around the room with guided questions for students to
answer. My friends, if you have not noticed, there are posters
hanging in the classroom. Each poster has guiding questions.
How would you use the story to answer the questions? I will have
you working with a partner, and together, you will read the
question, find the answer in the text, talk to your partner about the
answer, and one person will write the answer on the poster. If you
write the answer for one poster, your partner will write the answer
on the next poster, so each person will have a turn. You will have
five minutes for each poster, so we are working hard and focus on
our task.
7. After the poster activity, we will have another whole class
discussion to construct the common response for each
question. After looking through the responses, I will outline
the answer.

What will you do if

What will you do if

a student struggles with the content?

Students will work in pairs for differentiated learning needs and will have the support of
their classmates. At the same time, I will provide assistance for each group
a student masters the content quickly?

I will check their work and provide feedback. If students are completely done,
then they will answer the essential question in their reading journals.

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
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?
The lesson connects to their cultural background of exploring and playing. Students will
interact with one another, building their knowledge with their peers while analyzing the
text for details. Also it is a realistic fiction piece that is age appropriate and age related.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students have an opportunity to research and find answers, and express their
verbal knowledge of the questions. Also, the students will work in differentiated pairs
and be a teacher assistance during the 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!)

How will you differentiate instruction for students who need additional
language support?
Use pictures and symbols to help with the explanation. Allow the student to work with a
native speaker that can help them throughout the activity.
The ELL aid will be present during the lesson to assist students with vocabulary and
reading comprehension.
Jared
Cesar
Jesus
Ana

My Smelly Pet by Judy Moody text, pencils, paired text worksheet, student guide
organizer, poster paper, markers, reading journals, and anchor charts.

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
Reflection
Describe an instance or particular encounter that comes to mind. Why did you pick
that instance? What is so perplexing about that particular moment?
During my lesson, the part that comes to mind that had a strong significances was the whole-class
discussion. This was the moment where the comprehension of the main idea of the text took place. I think
students did not focus on providing the overall main idea but instead provided a summary of the story. The
students' responses were not consistent with a full understanding of the main idea. The misconceptions that
the students were developing could have served as a teachable moment to go back and reteach the concept
and review what a main idea is. Emphasizing that one phrase/one sentence among with a bit of modeling
using a student's example would have helped scaffold the teaching moment for students to understand. At
one point, students were providing responses that had the main idea and details intertwined for their answer,
confusing students with the concept. Students continued with exchanging their responses, only to create more
misconceptions about the main idea.
In what ways were your teaching methods effective? How do you know?
In regards to the flow of the lesson, the gradual release from teacher-centered to student-centered
learning, and the students' activities, I feel that my teaching methods were effective in engagement and

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
student learning. The lesson transitioned through several teaching methods involving teacher centered with
class discussion (students told their main idea with their supporting details and class discussion of the text
dependent response questions, pairs/student centered (students worked together in pairs on the text
dependent questions and to compared their main idea with their shoulder buddy), and independently
(students read the text, My Smelly Pet by Judy Moody, silently for their first read). The most effective teaching
method occurred when the students worked with their partners. The peer assistance provided an
accommodation for students so they could work well together to answer the questions. Also, since the posters
with questions found throughout the room helped the students to be in control of their learning experience,
interacting with their peers, and move freely in the room. As the lesson transitioned to whole-class discussion,
it was effective in providing a platform for students to share answers, reveal any misconceptions, and make
corrections during the learning process. Also , it helped pull-in the entire class to wrap up the lesson and
discuss the concept (main idea) of the lesson.

Portfolio Entry
FEAPS two: The Learning Environment.
Indicator: (1a) Organizes, allocates, manages the resources of time, space, and attention

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
Artifact: Teacher/student centered transitions
What is the artifact?
My reading lesson contained many teacher-centered and student-centered learning moments. There
were a gradual release from students being in control of their learning to pulling everyone in for the whole
class discussion at the end of the lesson. Also, students were able to work with a partner and collaborate on
their discussion questions to build comprehension to students working independently during their reading.
Why did you select the specific artifact as a way to show proficiency of the specific indicator?
In regards to the flow of the lesson, the gradual release from teacher-centered to student-centered
learning, and the students' activities, I feel that my teaching methods were effective in engagement and
student learning. The lesson transitioned through several teaching methods involving teacher centered with
class discussion (students told their main idea with their supporting details and class discussion of the text
dependent response questions, pairs/student centered (students worked together in pairs on the text
dependent questions and to compared their main idea with their shoulder buddy), and independently
(students read the text, My Smelly Pet by Judy Moody, silently for their first read). The most effective teaching
method occurred when the students worked with their partners. The peer assistance provided an
accommodation for students so they could work well together to answer the questions. Also, the posters with

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content:
Group Size:
Date of Lesson:
Taught: 3rd
Reading
17
2/5/15
questions found throughout the room helped the students to be in control of their learning experience,
interacting with their peers, and move freely in the room. As the lesson transitioned to whole-class discussion,
it was effective in providing a platform for students to share answers, reveal any misconceptions, and make
corrections during the learning process. Also , it helped pull-in the entire class to wrap up the lesson and
discuss the concept (main idea) of the lesson. The responsibility of teacher or students help manages the
duration of the lesson, maximized the space in the classroom for collaborative work, and pay attention to the
learning needs of the students.
How have I grown in regard to this indicator across the program?
I have grown in regard to this indicator throughout the program by managing my time during my lesson. Prior to my reading
lesson, I was always running out of time in my lesson, causing the learning experience to be incomplete and overlapping with next day's
lesson. I learned that have a well thought out plan help manages the classroom time. Also, I realized that my lessons do not have to be
complex. Often I tried to overload on the learning, implementing too much activities in the lesson. I noticed that less means more,
especially for student learning where they need the time to organize their thinking.