USF Elementary Education Lesson Plan Template (S 2014)

Matte___________
Grade Level Being Taught: Subject/Content: Reading
4th

Name: ________Danielle
Group
Size:
Whole
Class

Date of Lesson: October

29, 2015

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.)

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-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

LAFS.4.L.1.1- Demonstrate command of the conventions of standard English grammar

and usage when writing.
LAFS.2.L.3.6- Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to describe

The students will be able to use adjectives to describe themselves using the letters of
their names. The student will then be able to write a short story about how those
adjectives describe them.

USF Elementary Education Lesson Plan Template (S 2014)

Matte___________
Grade Level Being Taught: Subject/Content: Reading
4th

Name: ________Danielle
Group
Size:
Whole
Class

Date of Lesson: October

29, 2015

not need to be a percentage.)

Evaluation Plan- How will
you know students have
mastered your objectives?

I will have worksheets with each of their names printed on it. They will then need to use
an adjective to describe them that has the same letter as that letter of their name. They
will then write a short story using those adjectives.

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?

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?

Time

Lesson Implementation
Who is
1. When the students all sat in their seats, I would tell them they
responsibl
had 30 seconds to find an M I had hidden in the classroom
e (Teacher
(not in the cabinets or drawers) (there would not actually be
or
an M because it will relate to the story)
Students)?
2. I will gather the students on the reading carpet.
3. I will ask them if they have a favorite monster. I will bring in
my stuffed animal Sully (from Monsters Inc. showing them my
favorite monster).
4. I will then state the title of the book, The Monster Who Lost
His Mean.
5. When I get to the page with the adjectives, I will ask them to
start thinking of adjectives that describe themselves. I will

USF Elementary Education Lesson Plan Template (S 2014)

Matte___________
Grade Level Being Taught: Subject/Content: Reading
4th

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?
What model of co-teaching
are you using?

Meeting your students

needs as people and as
learners
Differentiationbased on
the needs of your students
how will you take
individual and group

Name: ________Danielle
Group
Size:
Whole
Class

Date of Lesson: October

29, 2015

also ask them if someone could tell me what an adjective is (a

word that describes a noun).
6. During the middle of the story while Onster is looking for his
M I would ask if they understood his frustration about not
being able to find the M
7. I would then finish reading the story.
8. I would ask them Do you think it is better than Onster did not
find the M?
9. I would then ask them to go back to their desks.
10.I will hand each of them a printout with their names in letters
on it.
11.I will show them a demonstration of how to do the worksheet
using my own name.
12.I will walk around the classroom to observe each student and
make sure they are on task.
13.If they finish early, I will let them color in their worksheets.

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
It could relate to the students interests whether it is playing an introduction game,
coloring, monsters, read aloud, and/or writing.
There will be read aloud time and instruction but there will also be also
independent/small group work time.

USF Elementary Education Lesson Plan Template (S 2014)

Matte___________
Grade Level Being Taught: Subject/Content: Reading
4th

Name: ________Danielle
Group
Size:
Whole
Class

Date of Lesson: October

29, 2015

learning differences into

account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Scaffolding is applied in this lesson because the students will be learning about
adjectives then working in small groups or individually to continue learning about
adjectives. This will help the students build sentence strcture.
Using instructional conversation about the text allows it to seem like it is spontaneous,
but it is a planned interaction. This allows the students to feel like they are in charge of
the topic. This strategy helps promote reading comprehension.