USF Elementary Education Lesson Plan Template (S 2014)

Name: Kayla Propst

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-

LAFS.4.RI.1.1
LAFS.4.RI.1.4
LAFS.4.RI.2.5
LAFS.4.RI.3.7
LAFS.4.RI.3.8
LAFS.4.SL.1.1

After reading informational texts and investigating rocks and minerals, write
an article for the National Geographic society in which you define the three
categories of rocks, their characteristics, and formation, and explain how
properties are used for identification of several minerals. Give several
examples from texts and investigation resources to support your
discussions.

Students will be able to use notes about the discussion of the text to
explain the relationship between rocks and minerals.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kayla Propst

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
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,

Students need to be able to respond to question and/or talk in complete

sentences
To provide students with an overview of the rocks and minerals unit of study
and to establish an understanding of the relationship between rocks and
minerals.

Students will be graded on participation (formative)

Summative writing assessment at the end of the LDC

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kayla Propst

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?
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

Essential message
Read the articles and text
Have answers to questions

Skill/Strategy Focus: Essential message

Background knowledge on rocks and minerals from science class

Students may get the different types of rocks confused

Students may confuse rocks and minerals.

Lesson Implementation
Read Aloud
Lecture, by having a student oriented questions, where the students will

USF Elementary Education Lesson Plan Template (S 2014)

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.)

Time

Name: Kayla Propst

give input into the topic (accountable Talk)

Shoulder partners

Who is
responsib
le
(Teacher
or
Students)
?

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).
Day 1:

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?

1. Students will independently read the LDC article.

2. Students will turn to the article in the LDC. We will choral
read the article as a group and will stop at different
points within the article to as questions.
3. Will move into RTI groups and work where students are
struggling or need some extensions.

USF Elementary Education Lesson Plan Template (S 2014)

What are other adults in
the room doing? How are
they supporting
students learning?
What model of coteaching are you using?
What will you do if

Name: Kayla Propst

a student struggles with the content?

Will work one-on-one with students during RTI.

a student masters the content quickly?

Meeting your students

needs as people and as
learners

Will have them move on to a rock/mineral foldable

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
During RTI students will be split up into different tiers. They will have different
articles with different lexical levels.
If applicable, how does this lesson connect to/reflect the local
community?
Students are learning vocabulary. Also students are learning about rocks
and minerals
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Help students who are struggling with the questions.
How will you differentiate instruction for students who need additional
language support?
Vocabulary study/ Word work

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kayla Propst

Vocabulary study/Word work Use the word struct meaning to build to have
students look up the following words and write a definition.
Vocabulary study/ Word Work
1. Alert
2. Display
3. Huddle
4. Stranded
5. Weariness
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.)

Vocabulary study/ Word work

Materials
(What materials will you
use? Why did you choose
these materials? Include
any resources you used.
This can also include
people!)

Article
Expo Marker
Sheet protector
Journeys Write in Textbook
Students
Teacher