USF Elementary Education Lesson Plan Template (F 2016)

NAME: Ciara Giles

DATE: 3/8/2016
GRADE: 3rd
CONTENT AREA: M
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

LAFS.3.RL.2.4-Determine the meaning of general academic and domain-specific

words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.3.RL.2.5- Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; describe
how each successive part builds on earlier sections.
LAFS.3.RL.2.6- Distinguish their own point of view from that of the narrator or
those of the characters.
LAFS.3.RL.3.7- Explain how specific aspects of a texts illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize aspects of
a character or setting).

State Essential Understanding:

State as a question students can answer:

How do the different characters and their traits contribute to the events that take
place within the text?
How would you describe each character within the story?

Given the proper guidance and instructions for decoding, students will be able to
determine the point of views of each character within a figurative text while analyzing
key details.

USF Elementary Education Lesson Plan Template (F 2016)

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
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

I am teaching this objective because the students will need to learn how to distinguish
literal and nonliteral text, as well as determine how each character within a story
contributes to its events. This lesson fits within a larger plan because students will
eventually have to answer similar question on FSA and points of views is a skill that must
be mastered. I am teaching it this way to monitor what the students already know and to
help guide the students to the determination of a characters traits and point of view. It is
important for students to learn this concept because it is essential for comprehension
and how to assess their own reading comprehension.

Pre-Assessment: During the Pre-Assessment (Monday 3/7/2018)

My students and I will be starting the story, Two Bear Cubs, during a shared reading. The
story in a play format and for the first day, we will be reading Scene 1, and deciphering
each characters trait and predicting what may happen in Scene 2.

Formatives: During the Formative Assessment, I will be walking around and checking to
see which students are understanding the graphic organizer and which students are
having a hard time. I will also be pulling groups with some students (J.A, and E.L) who will
be need help with the text.

USF Elementary Education Lesson Plan Template (F 2016)

will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?
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 lesson?
Examples include guided

Summative: The summative assessment for this lesson will be Two Bear Cubs graphic
organizer. The graphic organizer askes the students about certain characters in the story,
their character traits, and evidence from the text.
In order to teach this lesson you will need to know how to teach your students how to
understand figurative language and character traits. There may also be some vocabulary
that may need to be researched for your students, such as: hesitation, scolding, burden,
and console.

To ensure that my students have previous knowledge about the subject we are learning
about students will be looking for keywords and ideas that they do not understand and
we will be having discussions about why these ideas and terms are important to the
story. Many of my learners are ESE and need additional help with reading text and text
coding; they will receive small group services and other accommodations to help them
with their learning. Some of the students often get frustrated with harder text and often
have a hard time with knowing what to underline and highlight, so they receive help
when asked for.

Some misconceptions that a student may have with this context is making sure the
student are understand how the characters trait and actions are all connected. Another
misconception that the students may having is finding text evidence to support their
answer because the text does not bluntly point out the character traits; they will have to
read between the lines.
Lesson Implementation
This lesson includes:
A read aloud of Two Bear Cubs
Teach students about key details and theme

USF Elementary Education Lesson Plan Template (F 2016)

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
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?

Time
1
hour

Modeling and facilitating students. (only done in small ESE group)

Direct instruction.
Small Group Participation.
Turn-and-Talk
Read-Release
Co-teaching
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Both the
Evaluation).
Student
and
High Order Thinking Questions: Who are the characters who
Teacher
play the most important roles within the story? How do the
are
characters actions contribute to the events within the text? What
responsibl evidence from the story help us to determine the characters traits?
e for the
Hook: In the being of the lesson, I will engage the students explain
lesson.
to them that we will be reading a play. I will have a discussion about
common plays that they may have seen or heard about. I will also
discuss how plays are divided into scenes and will randomly select
sticks with students name on them to read the play. The teacher will
read the narrator parts.
Read Aloud: The teacher will explain to the students that they will
be reading about a family of Grizzly Bears and other animals who
help to look for the missing cubs. During the read aloud the teacher
will periodically stop to ask the students turn and talk, and ask
questions that highlighting the important words and key details of
the story. The teacher will also clarify words that the students have
trouble understanding at the end of the read aloud.
Activity: After the read aloud the teacher will ask the students to
continue to work on the graphic organizer. Some students will be
pulled to work in different groups with teachers to assist them with
their reading of the text. While the students are work independently

USF Elementary Education Lesson Plan Template (F 2016)

What model of co-teaching
are you using?

(or with a resource teacher) the teacher will be going around and
asking them questions to see how the students are doing and how
they are understanding the text (Formative Assessment).
At the end of the lesson the teacher will collect the graphic
organizer and review the questions that were to be answered
(Summative Assessment).

What will you do if

a student struggles with the content?

If a student struggles with the content of the lesson, the teacher will pull them in
for one-on-one or small group learning and help the student to break down the story
through text coding features.
What will you do if
a student masters the content quickly?

If a students who master the content quickly, that student will be asked to come up with
the sequential order of the text and character actions.
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 story ties into interests of my students because it is about determination and never
underestimating the abilities of anyone, regardless of size and physical features. The life
lessons that are taught from this story will be able to make an impact on the students
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to local community because the children for the community will
learn life lessons and life skills that are transferable into the community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
Product
Content
Learning Styles
Readiness
Interest

Explain- If a student needs additional challenge during this lesson that student will be
asked to come up with the sequential order of the text and character actions.

USF Elementary Education Lesson Plan Template (F 2016)

How will you differentiate instruction for students who need additional
language support?
Process
Product
Content
Learning Styles
Readiness
Interest

Explain- Students who need additional Language Support are able to have help with the
assignment and can receive help by raising their hand to get a question read for them.
And the text can also be read to them.
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!)

G.S. and A.M.-Receive one-on-one ESE services from the ESE Resource teacher, Mrs. A
H.R., Z.O., S.S., D.H., M.E., C.Z., J.A. - these students are able to receive help with
comprehension. When any of these students raise their hand they can get the question
read to them.

Journeys Reading Textbook- Two Bear Cubs by Robert D. San Souci

Two Bear Cubs Graphic Organizer (Emailed link)
Mrs. A (ESE Resource Teacher)-Pulling ESE/ELL student for additional help