USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught:
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Part 1: Lesson Content
1. LAFS.1.RI.1.2- Identify the main topic and retell key details of a text.
2. LAFS.1.RI.2.5- Know and use various text features to locate key facts or information in a text.
3. LAFS.1.W.1.2- Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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1. After reading a story about spiders, students will be able to accurately identify the main topic of
the story and retell key details of the text.
2. Students will be able to analyze the text features in the text in order to accurately retell key
details of the text to use in their writing.
3. After reading a story about spiders, students will be able to organize an informative piece on
spiders by retelling key details from the text to use in their writing with 80% accuracy.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
1. Understand- Students must be able to understand the concept of main idea before they can
identify it and the supporting details that go along with it.
2. Apply- Students not only need to know about the text features, but use them to conclude what
the main idea is or if the text features help them identify details in the text.
3. Analyze- Students will be organizing a writing piece in which they name a topic, provide
supporting facts, and state a conclusion.
Which level(s) of thinking is/are called for in your objective?
1. Understand- Students need to understand the concept of main idea and details before they can
correctly identify it.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
2. Analyze- Students will be analyzing the text features, using their background knowledge to draw
on what they know to what they have learned. This will allow them to make connections to
analyze the details they are learning about within the text.
3. Analyze- Students will be taking the key details they listed from the text and organizing it into an
informative piece on spiders.
Why did you choose this level(s) of thinking?
I chose these levels of thinking because they fit the assignments we will be doing in class. Reading and
writing are integrated with this unit. Therefore, students will be doing a long of analyzing on the texts we
will be reading and with the information they gain applying it into their writing.
Describe your assessment plan:
 The graphic organizer will serve as the assessment for the reading portion of the lesson. If
students can correctly identify the details that support the main idea, then I know they have
mastered the skill.
 The informational writing piece will be the assessment for the writing portion. If students can
introduce a topic, state facts, and provide a conclusion statement, I will know if they mastered the
skill.
Is your assessment formative or summative? Why did you make that assessment decision?
 The reading assessment is formative. I would say this is formative because it is a checkpoint in
the middle of the lesson to see if students can correctly identify the main idea and details for
their writing piece.
 The writing piece will be a summative assessment. I think this is true because students are
putting all of their details together to form and informative piece.
How does it align with your objective?
These two assessments align with my objectives because students need to be able to identify the main
idea and details of a text and then take those fact and input them into an informational piece for writing.
Graphic organizer:
 If students correctly identify three details for each trait (How they look and Where they live) they
will receive a check plus.
 If they correctly identify some, or they have less than three details, or they incorrectly identified
a detail they will received a check.
 If students do not attempt to complete the graphic organizer, only have one detail for each, or
incorrectly identifies details multiple times, they will receive a check minus.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
Understanding the standards
over time
What misconceptions might
students have about this
content?
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Writing:
 If students have a topic sentence, 5 supporting details about spiders, and a conclusion sentence
with capital letters, punctuation, and sight word spelled correctly they will receive a check plus.
 If students have a topic sentence, 3-5 supporting details about spiders, and a conclusion sentence
with some capital letters, some punctuation, and some sight words spelled correctly they will
receive a check.
 If students are missing either their topic sentence, only have 3 or less supporting details about
spiders, and/or missing their conclusion without capital letters, punctuation, and sight words
correctly spelled they will receive a check minus.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
1. In Kindergarten, students are identifying the main topic with prompting and support.
2. In Kindergarten, they do not learn about text features and how to use them.
3. In Kindergarten, student are voicing their ideas through a combination of drawing, dictation, and
writing.
Trace the standard to the next grade level. What will students learn next related to this standard?
1. In 2nd grade, students are beginning to identify the main topic in a multi-paragraph text and also
focusing in on specific paragraphs within a text.
2. In 2nd grade, they are learning how to use text features to locate key facts efficiently.
3. In 2nd grade, students are introducing a topic, using facts and definitions to develop points, and
providing a concluding statement/section.
 Students will confuse details to be the main idea.
 Students forget that the topic sentence in the sentence that introduces the topic and goes straight
into stating facts.
Part 2: Lesson Implementation
 Students will begin at the carpet in their assigned spots.
 I will use attention getters when I need their attention. (ex. Hocus pocus, everybody focus;
Peanut butter, Jelly time; etc.)
 Students are expected to sit crisscross applesauce on the carpet.
USF Elementary Education Lesson Plan Template (rev. F18) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

How and when will you  Students are expected to turn and talk with their partner and follow the procedures along with
communicate those to
students? that, which are: facing your partner, taking turns talking, level 1 voices, and talking on topic).
 What expectations will you
have for the students? How  When students are at their seats, they are expected to sit in their assigned seats.
and when will you
communicate those to  I will continue to use attention getters if I need their attention.
students?
 What strategies will you use  Unless told otherwise, they should be working at level O (independently).
if students do not meet your
expectations? Are there If students do not follow the procedures, they will be told to clip down. However, they always have
specific students who opportunity to clip back up.
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials  “Spiders Are So Awesome” Graphic organizer
(What materials will you use? Why  Spiders by Carolyn B. Otto (Read Aloud)
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

 Sitting students on the carpet.
 Strategic student pairing on the carpet.
 Reading aloud
 Some students are really interested in spiders, so by choosing to introduce spiders into the
content should peak their interests in the lesson.
 After students are back at their seat, if any students need extra assistance I will be floating the
classroom looking at their progress.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
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.)
Meeting your students’ needs as
people and as learners
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Which specific students will benefit, and why?
All of my students will benefit in some way by these differentiation strategies. By allowing for students to
learn in a slightly different space than their seats. In addition, providing a text that peaks some of their
interests and reading aloud will benefit many of my students who are either not the best readers or
dislike reading. Lastly, students that need extra help will be able to receive it while I float around the
room.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Students could use a lower level text on spiders to gather their details for
their writing.
 Early Production Level: Students could use a lower level text on spiders to gather their details for
their writing.
 Speech Emergence Level: Students at this level will be okay to use the text provided. I will explain
the text features and/or pictures in more depth for these students.
 Intermediate Fluency Level: Students at this level will be okay to use the text provided. I will
explain the text features and/or pictures in more depth for these students.
What accommodations will you make for students who have an IEP or 504 plan?
 Prompt/Praise
 Repeated directions
 Behavior management plan
 Any other accommodations would be based on the students IEP or 504 specifically.
What accommodations will you make for students who have an EP?
 Students who are gifted will be given the opportunity to expand on their writing by including
more facts. I would challenge these students to combine sentences. When they are done with this,
they will be asked to revise their writing.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
1. What is the content area for this lesson? English Language Arts (ELA)
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
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 you as the teacher
say?
 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?
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Guided Release
3. Step-by-step plan:
Time: Action Steps:
9:15- I will call all students to go the carpet. This will be done by calling their table colors. Students will
go to the carpet and sit in their assigned places facing the rocking chair for shared reading.
9:16-9:20- I will review with student’s main idea and details.
 “What is main idea?”
 “What clues do we look for when we are finding the main idea?”
 “What are details?”
 “What clues do we look for when looking for details?”
Students will do a turn and talk with their partners about what main idea is and what details are. I will
share a few and move on.
9:20-9:30- I will conduct a read aloud on spiders. I will introduce the book to the students, reminding
them what they are looking for. (Main idea/Details)
 “This book is about spiders. While I am reading, I want you to be listening carefully for facts
about spiders. Remember, we are looking for what spiders look like and where they live.”
9:30-9:35- We will review the main idea and details of the text. I will ask students for specific details
regarding where spiders live and what they look like. They will turn and talk with their partner about
these details
 “What are some things we learned about what spiders look like?”
 “What are some facts we learned about where spiders live?”
9:35- I will call table colors for students to go back to their seats. Once students are back in their seats, I
will have this weeks paper passer pas out the Spiders Are So Awesome graphic organizer.
9:35-9:45- Students will begin filling out the graphic organizer about the details we discussed on the
carpet. Once students complete their graphic organizer, we will move onto their writing pieces.