USF Elementary Education Lesson Plan Template (S 2014)

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.)
Essential Understanding
(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:
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

Name: Caitlin Snider

SS.1.C.2.2 Describe the characteristics of responsible citizenship in the school

community.
SS.1.C.3.1- Explain how decisions can be made or how conflicts might have be resolved
in fair and just ways.

How can you be a friend to someone who is different from you?

By the end of this lesson students should be able to name the traits of a good friend and
know how to be a friend to someone who is different from you.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Caitlin Snider

(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
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
you know students have
mastered your objectives?
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?
What Content Knowledge
is necessary for a teacher
to teach this material?

I am teaching this objective, because not only is it in the curriculum this week, but it is
important for students to realize that friends come in all shapes and sizes. There has
been a problem in the class where students are bullying other students so my CT and
myself decided that this was a great time to talk about friendship.

I will know my students have mastered the objective by:

Formative: We Do- Writing traits as a class together on the board of traits that make up a
good friend.
Summative: The students drawing their own animal and giving it traits that make it a
good friend.

The content knowledge that the teacher needs for this lesson in order to teach it is
knowing what traits make up a good friend.

USF Elementary Education Lesson Plan Template (S 2014)

What background
knowledge is necessary for
a student to successfully
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
this content?

Name: Caitlin Snider

The background knowledge that the students need to know before this lesson is
character traits. The students need to know what these are in order to give examples of
traits that make up a good friend. Students by this lesson have been working on
character traits all week.

Some misconceptions that the students might have about this lesson is that they can
only have one friend, they do not need to be nice to everyone, they might not know that
they are bullying their classmates, they might think of traits that are necessarily traits
that make up being a good friend.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan

The teacher method I am using for this lesson is I do, we do, you do. I am reading a book
aloud to the students. Then we are coming up with traits that make up a good friend
together. Finally, students are making their own animals and giving them friendly traits.

Time

Who is

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

(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?
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?

responsibl
e (Teacher
or
Students)?

Name: Caitlin Snider

whichever plan is appropriate for the content taught in this lesson.

For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

1)
2)
3)
4)
5)

Have the students move to the reading rug.

Ask the students if they know what a friend means.
Ask the students if they have a friend.
Read the cover of the book Owen and Mzee
Ask the students if they know what animals are on the front
cover.
6) Begin reading the book and stop on the first page to ask if the
students know what a tsunami is.
7) Continue reading and stop when they move Mzee into Owens
den. Ask the students do you think they will become friends.
8) Continue reading and stop when the two start hanging out
more and ask the students what they think about the new
friendship.
9) Ask the students if they think the friendship is going to last
and why.
10)
Continue reading and stop when the story gets to the
part where Owen gets moved.
11)
Ask the students if they think Owen will get moved
back and why.
12)
Continue reading till the end and ask the students if
they think Mzee will like her new home if she gets moved out.
Ask them if they think Owen will be happy with Mzee moving
and how they know that.
13)
Ask the students if they know what traits make up a
good friend.
14)
Have students raise hands and list traits then write
them on the board.
15)
Have students move back to their seats and make their
own animals and give the animals three character traits that

USF Elementary Education Lesson Plan Template (S 2014)

Name: Caitlin Snider

make up a good friend.

What will you do if

a student struggles with the content?

Have these students draw their animal and only give 2-3 traits.

a student masters the content quickly?

Have these students give 5 traits and explain why they gave the animal these
traits.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the real world because it is based off of the true story of Owen
and Mzee. It talks about the unlikely friendship of the two animals. The story also takes
place in Africa.
If applicable, how does this lesson connect to/reflect the local community?
This lesson is all about what traits a good friend is. The students will talk about traits that
make up a good friend. The students can then not only apply it in the classroom, but at
home and in the community as well.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Tier 1: Have students draw their animal and give their animal five character
traits. Have the students explain why they gave their animal those traits.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Caitlin Snider

Tier 2: Have students draw their animal and give three-five character traits.
Tier 3: Have students draw their animal and give two-three traits.
How will you differentiate instruction for students who need additional
language support?
I will have traits written on the board for these students to read and use. Also I
will pull them in a small group to help them brainstorm traits.

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.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

A and N need to be pulled into a small group to make sure that they stay on task.

Owen and Mzze book by Isabella Hatkoff, Craig Hatkoff, and Dr. Kahumbu
Paper
Crayons
Pencils