USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA

3rd
Writing

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

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,

LAFS.3.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written
standard English.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing
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
will you collect, either
during this lesson or in
upcoming lessons?

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing

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?

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

Lesson Implementation
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
(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?

Time

Who is
responsibl
e (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).

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing
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 co-teaching
are you using?
What will you do if

a student struggles with the content?

What will you do if

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

Depending on their level of ESOL, some students may write shorter papers and
include pictures for emphasis on their ideas.
There will be regular one-on-one meetings with an instructor during the writing
process of this paper to help provide scaffolding if necessary.
Collaborative groups will be created with students of various instructional levels
within each group to help provide scaffolding and promote ZPD.

a student masters the content quickly?

Students will be in various stages of their writing process for the duration of this
paper. There will be literature enrichment stations to provide extra stimulation for
students who finish early.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing

Meeting your students

needs as people and as
learners

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

There will be tutor necklaces that students can wear when they are available to
help a peer who may be struggling.

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Student Interests
Several of the students at the BGC (Boys and Girls Club) have been to New York;
most of them have visited Brooklyn and can tell me all about their favorite places
theyve explored there.
Five students shared their love for animals with me as we discussed our mystery
bags.
Six of the older boys love football and basketball; some favorite teams are The
Bucs, The Cavaliers, The Giants, and The Jaguars.
Seven of the older girls love cheerleading and gymnastics; four are in cheer
squads that perform with the youth football teams on the weekends in the
community.
Two students love the TV Show Total Drama and they write fanfiction and publish
chapters together online.
A large majority of the older students love Beyonc and her new visual album
Formation.
All of the students enjoy music immensely and have shown that they all love to be
the center of attention when performing.
A large majority of all the students love to move and dance! They know the Whip
and NaeNae, the Dab, and several other popular dance moves. They also love to
play the Ninja game and jumping around.
Only one student claimed to enjoy writing, the rest told me they found it boring, or
they knew nothing to write about.
Several students named Barber Shop with Ice Cube as their favorite movie.
Several students have summer vacations planned, to New York, The Caribbean, as
well as day field trips with a fun summer day care!
Most of the students loved to color, write in our notebooks, and complete the word
searches and activities provided during power hour.
Interest Based Instruction
In order to help students gain more of an interest in writing, I believe they would

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

benefit from the freedom of choosing a topic that is of interest to them. Since a
majority of students are going somewhere this summer, students will have the
ability to write about a place they visited over the summer either on vacation with
their family or maybe a field trip they attend while at daycare. This lesson and
assessment are designed to connect to the student through their personal
experiences. These personal experiences they share will include their interests and
culture and hopefully provide them a useful platform to share a memorable life
moments. There will be no restriction on what they can share, as long as it is
school appropriate and they make the connection as to why it was significant to
them and their life.
To help expose my students to various types of writing, as well as support the
students who are big sports fans, I think they would benefit from creating a
brochure advertising their favorite sport. This brochure can include famous
athletes who have played the sport, the rules and regulation, various playoffs/championships, and different ideas of how to get people out and playing this
sport.
All of these students love to move and enjoy being the star of the show! They all
show an aspect of kinesthetic learning and they would benefit greatly from an
activity that requires them to move and expend some of their energy. I would ask
students to work in teams (each team would represent a book weve read together
as a class) and they would write their own plays that their team feels best
interprets their understanding of the book and then act them out for the
class/grade.

If applicable, how does this lesson connect to/reflect the local community?
A majority of the students at the BGC have grown up in the surrounding
community. The paper about their summer vacation asks them to reflect on a
significant life moment, it would be interesting to see if any of their moments are
similar in nature, perhaps reflective of the area they are growing up in. This would
help me to learn more about their community and home lives.
Several students play on youth football teams and cheer squads within the
community on the weekends. The older boys have made several comments about
wishing Odell Beckham Jr. (NY Giants wide receiver) could come and coach their
team and play with them. Football seems to be an important part of the local
community.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

There is not a lot of money in the community; the poor maintenance of the
students BGC was a testament to that. The lack of funding seems to have little
effect on the rapport of the community however. The students have built
wonderful relationships with members of their community and have parties and
potlucks together, twice in the month I was there.
To learn more about the community from the students, I will be teaching them
about PSAs (public service announcements) and how to write/create them. These
PSAs would be about different issues in their community that the students feel
should be addressed. Then students would brainstorm different ways to help
improve their community and spread that awareness to their school community by
sharing their PSAs on the schools morning show. The class can vote on one of the
projects that the students could help accomplish; i.e. starting a community garden
to help feed struggling families and community members.

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

As stated above there would be enrichment centers for students who finish quickly.
These centers could include;
o Character development: artistic representations, building the personality of
a character, etc.
o Creating a backdrop: canvas art for students to create a landscape or
backdrop picture that would represent a story (many of the students enjoy
creating artistic pieces).
o Collaborative story: a simple notebook with a starting sentence, each
student can add their part (or parts) to the story; can be shared at the end
of the year (this helps jumpstart ideas for students who struggle in forming
a beginning to a story or thinking of a subject to write about).
o Creating a themed dance based off of a piece of literature (majority of
students love to dance and choreograph moves).
These enrichment centers provide choices for these students, since many of them
are extremely independent and like to be in charge of what they put their time and
effort into. These stations can rotate in and out of the classroom, frequently

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: ELA
3rd
Writing

Group
Size:

Name: Ms. Westfall_

Date of Lesson:

changing so that students have a variety of enrichment to engage in all year long.

How will you differentiate instruction for students who need additional
language support?
There will be visual representations of each assignment.
Certain ESOL levels will be permitted to produce more pictures and oral
information instead of written to share their knowledge.
Provide instructions written in L1 (First Language) if necessary.
Provide clear and concise instruction.
Allow students to write in L1 and then work with a partner to translate.

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!)