USF Elementary Education Lesson Plan Template (S 2014)

Name: ____Jennifer Dula_

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
(i.e., I will see her
yesterday.)."

LAFS.2.RI.3.9 -Compare and contrast the most important points presented by two texts
on the same topic.
LAFS.K12.R.3.9- Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.

Why do we need to move away from nonrenewable resources, and start using more
renewable resources?

Students will be able to make connections between two texts.

Students will be able to identify differences between two texts.
Students will identify main ideas in a text.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ____Jennifer Dula_

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?

Based on the classroom discussions and the conversations between the partners, I
will know if each student understands the content.
I will collect the graphic organizers and see how they made their connections
based on the information they included in the organizers.
The summative assessment will be the paragraphs that will be collected and
graded.

What Content Knowledge

is necessary for a teacher
to teach this material?

-Understanding the purpose of renewable resources

- Information about oil and the negative outcomes of using oil for the environment.
- Teacher will need to make connections between the two texts before the lesson.

What background

-Students read the articles titled Renew and Oil and made connections.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ____Jennifer Dula_

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?

Students often have misconceptions that reuse, renew, recycle mean the same thing.

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
(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.)

Guided release- we will have a lecture with a lot of modeling and then students will be
left to work in their pairs.
Lecture- the beginning of the lesson is a lecture, in which the class and I discover new
texts.

Time

Who is
responsibl
e (Teacher
or
Students)?

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

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).

USF Elementary Education Lesson Plan Template (S 2014)

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?

What will you do if

Name: ____Jennifer Dula_

1. Students will be called down to the carpet.

2. Before the lesson begins, I will ask questions about the two
texts they read the day before.
3. I will ask the students to remind me about the connection
they made the previous day.
4. Students will answer.
5. I will bring out the 2 articles we will be working on.
6. We will investigate the pictures and make predictions about
what the articles are about.
7. After a short discussion I would will read the article titled
Pollution.
8. Students will identify the bold words in the story and we will
investigate what they mean by using context clues.
9. We students will identify the main ideas or the story.
10.I will bring out the article titled Renew and students will be
asked what renew means.
11.I will read aloud the article.
12.Students will explain the bold words using context clues.
13.Students will state the main ideas of the article.
14.Students will be paired up (one below/one above) and given a
graphic organizer.
15.The graphic organizer is 3 parts, the important details of the
oil article, the important details of the renew article, and the
connections between the two.
16.Students will be able to work around the room.
17.Once students are done, they will begin working on their
paragraph.
18.There paragraph include 5 sentences, an opening, 3
important connections, and an ending sentence.
19.If students do not finish in time they will finish it tomorrow.

a student struggles with the content?

If a student is struggling with the content I will pull those groups of students aside and

USF Elementary Education Lesson Plan Template (S 2014)

Name: ____Jennifer Dula_

work together in a small group.

a student masters the content quickly?

If a student masters the content quickly, I will ask him or her to edit their work and focus
on capitalization, punctuation, spelling, and the use of WOW vocabulary.

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?

If applicable, how does this lesson connect to/reflect the local community?
It makes connections to their local community because the use of oil is prevalent in their
everyday life.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be asked to give examples of other unrenewable resources and why those
renewable resources are not good for the environment.
How will you differentiate instruction for students who need additional
language support?
If there are ESOL students who were not proficient in English, I will provide both articles
translated into their native language and the graphic organizer will be read to them.
ESE and ESOL students could draw the connections between the two articles if they could
not write.

USF Elementary Education Lesson Plan Template (S 2014)

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!)

Name: ____Jennifer Dula_

Students that are considered below will be placed with students who are high
achieving and supportive peers.
Students will be read both articles out loud.
Two students will work with me in a small group in order to make sure that they
stay on task and avoid getting lost.

Elmo
Articles