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USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___

Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017

Lesson Content
What Standards (national
or state) relate to this LAFS.K12.R.1.1: Read closely to determine what the text says explicitly and to make
lesson? logical inferences from it; cite specific textual evidence when writing or speaking to
(You should include ALL support conclusions drawn from the text.
applicable standards. Rarely LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings)
do teachers use just one: and explain how their actions contribute to the sequence of events.
theyd never get through
them all.)
Essential Understanding Based on the text, What are some of the challenges Sarah faced, emotionally and
(What is the big idea or physically? Using text evidence, what challenges did the prairie settlers face?
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, Using a parking lot, students will be able to identify a few challenges that prairie settlers
and degree of mastery, i.e., and Sarah Wheaton in particular face in the book Sarah, Plain and Tall.
"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
USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017

(i.e., I will see her


yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following Students should be able to identify how events in the book affect the characters and
questions: some obstacles characters have to overcome. This lesson will be coming on the tail end
Why are you teaching this of a weeks worth of lessons about Sarah, Plain and Tall, and will allow students to look a
objective? little deeper into what these settlers had to deal and what Sarah specifically had to face.
Where does this lesson fit I want something that gives me evidence into what each student has to say, but I also
within a larger plan? wanted something that was a little more informal.
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will The formative evidence will come from the conversation I will facilitate at the beginning
you know students have of this lesson. The summative evidence will come from the completed parking lot at the
mastered your objectives? end of the lesson.

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?
USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017

What Content Knowledge


is necessary for a teacher
to teach this material?
It is important for the teacher to be familiar with the story. It is also important to be
familiar with challenges faced by prairie settlers historically.

What background The students need to have read the story Sarah, Plain and Tall, and have a good idea of
knowledge is necessary for the details in the story. I have nine ESOL students in my class, with one student barely
a student to successfully speaking English. I also have two students with 504 plans. I know that they have done
meet these objectives? activities like this before, and have done it successfully. They have been working on this
story for a week and so will know it very well.
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?

They might think that being a prairie settler was easier than it actually was. They might
not understand just how hard everything was for these settlers.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided I will be modeling how to do this particular activity, I will be implementing turn and talk
release, 5 Es, direct with partners, and using attention getters. I also will be only calling one group at a time
instruction, lecture, to put up their sticky notes.
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to - responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be Begin e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed inng or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the -Next Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) -After -Teacher Evaluation).
-Last -Students
Where applicable, be sure to -Teacher -Make sure that parking lot is posted along with Essential Question.
address the following: -Students Being by talking a bit about the book and asking some questions
What Higher Order about the conditions they lived in. These questions may include
Thinking (H.O.T.) questions Where did these settlers live? What is the prairie like during
will you ask? summer? During winter? and What did they do for a living?
How will materials be -Students will turn and talk during some of these questions with
distributed? table partners to answer questions while I monitor. I will stop them
Who will work together in after a bit and take some volunteers to answer.
groups and how will you - Then, I will turn the questions to Sarah herself. These will include
determine the grouping? questions like Where did Sarah come from? Was this place like
How will students the prairie? What was different? Why did Sarah move away from
USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017

transition between her home? What are some things that Sarah did at her new
activities? household? Students will turn and talk for some of these. Once
What will you as the students have had some time to really think about this, they will
teacher do? then receive sticky notes from me.
What will the students do? -Students will be asked to write three challenges that Sarah and the
What student data will be settlers faced in a complete sentence on the sticky note. They will
collected during each then be called to put this sticky note on the chart.
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?

I will be walking around offering help and support. If this isnt enough, I will encourage
them to look back into the text and will help them.

What will you do if a student masters the content quickly?

I will ask them to think about Sarah and what she had to deal with in leaving home and
everything she knew and ask them to write a sentence on the back about whether they
would follow in her footsteps

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
Some of my students might have ancestors who lived on the prairie.
If applicable, how does this lesson connect to/reflect the local community?

Not applicable
USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will ask them to write an additional sentence going more in depth about the challenges
Sarah faced.

How will you differentiate instruction for students who need additional
language support?

I have Spanish to English dictionaries, and other students can translate. Weve also been
working on having them write in Spanish, and then we translate it later. I will also be
available to explain anything.

Accommodations (If AV-More time


needed) AR-More time
(What students need specific EC-ESOL Support
accommodation? List SG-ESOL Support
individual students (initials), AC-ESOL Support
and then explain the EV-ESOL Support
accommodation(s) you will CF-ESOL Support
implement for these unique JS-ESOL Support
learners.) AS-ESOL Support
JV-ESOL Support
Materials
(What materials will you use?
Why did you choose these I will be using sticky notes and a poster board. I thought it was a good way to gauge
materials? Include any understanding and get them moving a bit.
resources you used. This can
also include people!)
USF Elementary Education Lesson Plan Template (S 2014) Name: _Breanna Dennes___
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: March 2,
Third Grade Size: 21 2017