USF Elementary Education Lesson Plan Template (rev.

F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group

Part 1: Lesson Content

What Standards (national or
state) relate to this lesson? LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases
(You should include ALL applicable in a text.
standards.)

Objectives- What students will

know or be able to do after the
instruction – the learning Students will be able to accurately answer questions to define the meaning of words or phrases within an
outcomes informational text.
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 Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard?
Remember and understand

Which level(s) of thinking is/are called for in your objective? Remember and understand
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
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: Savannah Torres
Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group
Why did you choose this level(s) of thinking? Because these are the levels in the standard.
Describe your assessment plan:
 The students will be assessed verbally and through an exit ticket. I will ask the students about the
different vocabulary and phrases in the book (ex. What is Fall?). Each student will state what
they think the word or phrase means and then will clarify the meaning for the students.
Is your assessment formative or summative? Why did you make that assessment decision?
 I will using an exit ticket as a formative assessment. I made this assessment because the students
are just starting this book. The information I will get from the exit ticket will be used to help me
plan further instruction.
Exit ticket question:
What are some things that you notice happens in the fall?
How does it align with your objective?
 This directly aligns with my objective because the students are being asked questions about
different words and phrases in the informational text. The students will also be using the
different words and phrases to answer their exit ticket question.
 The following scoring guide will be used to assess each student:
Check plus- Student meets above expectations.
Check-Students can meet expectations but needs some assistance
Check minus-Student is below expectations.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
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?
How and when will you
communicate those to
Name: Savannah Torres
Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
LAFS.K. RI.2.4 With prompting and support, ask and answer questions about unknown words in a text.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
 The students might have misconceptions about the word ‘fall’. Because fall has a dual meaning,
fall as in the season or an object falling to the ground.
 The order of the seasons; spring, summer, fall and winter.
 Understanding why the sun goes down early; daylight savings time.
Part 2: Lesson Implementation
 The students will be arranged around a rectangular shaped table located near the back corner of
the classroom.
 I will begin the guided reading with the students doing a picture walk. Then I will check in with
each student by having them tell me what they think the book is about by looking through the
book.
 I expect the students to sit safely in their seats and respect each students’ opinions. They are each
expected to participate in the group discussion.
 The strategies I will use if the student does not meet my expectations are:
-Give the student a friendly reminder of the expectations
-If the student continues to misbehave I will give them a warning about moving their clip down
USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group

students?  If the student completes the task quickly I will ask them to read/scan through the book again or
 What expectations will you to find another answer for the question given.
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?

Materials
(What materials will you use? Why
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:

These students are grouped based on their level of reading. The text chosen is on their level but will still
challenge them.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
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.)
Name: Savannah Torres
Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group
Which specific students will benefit, and why?
 This level 14 informational text will benefit all the students in the group. It will challenge the
students because it is an informational text meaning the students are presented with facts. The
students can relate to this text because we are in fall season.
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: I will explain special vocabulary terms in words known to the English
language learners, providing pictures, gestures and realia to illustrate new words and terms. I
will construct an alternative assessment.
 Early Production Level: I will explain special vocabulary terms in words known to the English
language learners, providing pictures, gestures and realia to illustrate new words and terms. I
will construct an alternative assessment.
 Speech Emergence Level: I will speak using intonations and pauses, stressed caregiver speech:
slower and simpler, emphasized extension and elaboration, modeled speaking and questioning
techniques for students. I will construct an alternative assessment.
 Intermediate Fluency Level: I will speak using intonations and pauses, stressed caregiver
speech: slower and simpler, emphasized extension and elaboration, modeled speaking and
questioning techniques for students. I will construct an alternative assessment.
What accommodations will you make for students who have an IEP or 504 plan?
 I will allow the students to have more time. They will be pulled into a space with reduced
distractions. (S&H)
USF Elementary Education Lesson Plan Template (rev. F18) Name: Savannah Torres

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group

What accommodations will you make for students who have an EP?

 I will provide the student with enrichment activities. The student will have the option of
reading/scanning over the text again. They will also be asked to provide more than one answer to
the given question.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

 This lesson connects to the students’ interest because they can relate to this book. We are in the
fall season now and students can learn more about what happens during it.

If applicable, how does this lesson connect to/reflect the local community?
 This lesson can connect to the local community because student can observe what is happening
during fall season.

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Reading
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.)
Guided Reading
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? 20 min
 Who will work together in
groups and how will you
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 1st
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?
Exit ticket question:
What are some things that you actually notice happens in the fall?
Name: Savannah Torres
Subject/Content: Reading Group Size: Date of Lesson: 10/9/18
Small group
 I will call the students in the guided reading group to the rectangular table towards the back of
the classroom. I will have the materials ready for the students (books).
Start Question:
What do you know about what happens in the fall?
 Once all the students have arrived at the table and are seated safely, we will begin the guided
reading group.
 I will hand out the books and introduce the book to the students. They will then do a picture walk
of the book independently.
 After the students have done the picture walk, we will discuss as a group what we think the book
is about.
 Following the discussion of the picture walk, I will go over some words in the text.
The following words are;
-Fall
-The colors (Green, Yellow, Brown, and Orange)
-Grow
-New
-Open
-Winter
 After going over the words in the text, the students will given a sticky note to answer their exit
ticket question.
 Once all the students have written their response to the exit ticket on their sticky note, each
student will share their response.
 Once every student has shared their response they will place their sticky note on the inside cover
of their book. This will conclude the lesson.