USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider

Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

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.)
Lesson Content
LAFS.4.RI.1.1 Refer to details and examples in a text when explain what the text says
explicitly and when drawing inferences from the text.
LAFS.4.RI.1.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the
text.

Essential Understanding How can we take signal words that will help us identify that time has passed?
(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: Students should be able to analyze the text structure and understand why the author
action, behavior, condition, organizes the information using this structure.
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

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 I am teaching this lesson, because signal words for time will not always be a date.
questions: Students need to understand how to identify that a time has passed in a story and how to
Why are you teaching this keep track of it.
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 Formative: The day before we are reading the story and students are underling what they
you know students have believe signals time passing. I am going to take this information and apply it to my lesson
mastered your objectives? for today.

Address the following: Summative: The students will be completing a T-Chart to help organize their information
What formative evidence and set up hoe they believe the text showed time has passed. I am going to take this
will you use to document information to see if they understood how to find signal words.
student learning during
this lesson?
What summative evidence
will you collect, either
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

during this lesson or in

upcoming lessons?

What Content Knowledge The content knowledge for the teacher is that they need to be able to find signal words in
is necessary for a teacher the text that help support finding that time has passed.
to teach this material?

What background The students will have read the text the day before so theyll have an understanding of
knowledge is necessary for what they are reading. They will also know how timelines work and signal words that can
a student to successfully mean time has passed.
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 Students may have the following misconceptions:
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

this content? *It has to be a date.

*How to set up a t-chart.
*Do not follow along with text and get times confused.
*Seasons represent time.

Lesson Implementation
Teaching Methods
(What teaching method(s) will For this lesson I will be doing guided release. For the I do I am going to model how to
you use during this lesson? set up the t-chart and do two examples with the students. Then we will do the we do
Examples include guided together for the next two pages. Finally they will do I do and finish the last two pages.
release, 5 Es, direct
instruction, lecture,
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 e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

address the following:

What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in 10-15
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? 10 Mins
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?
Student Materials:
*Pencil
*Reading Note Book
*Journeys Book
Step-By-Step:
Mins 1. We will go over our biography anchor chart.
2. As a class we will share what we think different signal words
may be.
3. I will make a list of the signal words as the students share out.
5 Mins
4. Then we will open our Journeys book to the story.
5. We will then set up our T-Chart before we read.
6. I am going to model the first two pages of the story with two
examples that show time has passed and how to record it in
our t-chart.
15 Mins
7. Then the students and I will find two more examples together
as a class and we are going to record what we found and
explain how and why we think these are signal words for
time.
20 Mins

15 Mins 8. Finally the students will go and work independently to find the
signal words and record them in their t-chart.

9. We will come back as a class and break into our table groups
to discuss what we found.
10.Then as a class we are going to share what we found and how
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

we know that those sentences lead us to believe a time has

passed and how we know that.

What will you do if a student struggles with the content?

If a student struggles with the content I will work with them one-on-one quickly to model
some more signal words.

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

I will give them a question to reflect on and write about.

How can we use other signal words to help us organize the text and why do we need
these words when reading a biography.

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
As readers of biographies we need to be able to find words that allow us to understand
the order of events that take place in our lives and others.

If applicable, how does this lesson connect to/reflect the local community?

Events in time take place all the time and people organize their thoughts while telling
stories. Students are going to be able to take this information and apply it to their
everyday lives when decoding stories that took place.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group

There is going to be a reflection question for these students to use their higher-level
thinking skills and apply it to writing.

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

If students need additional language support they will be able to work in a small group
with the CT.

Accommodations (If
needed) T and K receive extra time.
(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? Elmo
Why did you choose these Pencil
materials? Include any Notebook
resources you used. This can Journeys Book
also include people!) Anchor Chart
Markers
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: 02/14/17
4 Size:
Whole
Group