USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

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.,

LAFS.K.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.K.W.1.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

How can learning how to write sentences help me in my daily life?

SWBAT identify what makes a sentence.

SWBAT write a complete sentence using their power words and drawings.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

"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
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?

-I am teaching this objective because these are skills that each child will have to master
in order to live in the real-world.
- Once students master how to write sentences, they will be able to explore more aspects
of writing.

Evaluation Plan- How will

you know students have
mastered your objectives?

Formative assessment- would be the class discussions, the observations I make, and the
anchor chart which allows me to see what misconceptions students might have.
Summative assessment- the sentences in their journals can be used to evaluate
handwriting, finger space, and the use of capital letters and periods, and to make sure
they understand the power word.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

will you collect, either

during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?

The teacher needs to understand how to teach explicitly what a letter, word, and a
sentence are.

The anchor chart is a review and a way to assess previous knowledge, because
students have already been exposed to the differences between a letter, word, and
sentence.
The students have been practicing writing sentences, so they are familiar with this
routine and have had positive lessons using this routine.

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 might not understand what makes a sentence, word or letter.

Students might have misconceptions about capital letters.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
this content?

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.)
Where applicable, be sure to
address the following:

Name:
Group
Size:

Date of Lesson:

Students might be confused about how to use a period.

Lesson Implementation
The lesson will begin as a directed instruction with class participation, and will then turn
into independent practice.

Time

5
mins

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).
1. Students will be called to the carpet and asked if they
remember what makes a letter, word, and sentence.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
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?

15
mins

10
mins

Name:
Group
Size:

Date of Lesson:

2. I will pull out my previously-made anchor chart and begin

passing out letters, words, and sentences.
3. Each student will either have a letter, word, or sentence.
4. I will ask the students who think they have a letter to raise
their hand.
5. I will pick on one student to explain why they think he or she
has a letter.
6. I will collect the letters from the students who have them and
glue them on the anchor chart.
7. I will repeat these following steps with words and sentences.
8. I will transition to the white board where we will go over our
objective/goal. (I can write a sentence.)
9. We will go over the previous power words.
10.I will explain that we have a new power word to learn.
11.Write down the word am on the board, and ask the class if
anyone knows what the word is.
12.I will give examples of how to use the word am.
13.First example- I am a girl
14.Ask student what I can do to prevent myself from writing all
my words together. (Finger Space)
15.Give an incorrect example such as I am a talking, and ask
class why that is wrong.
16.Second example- I am a teacher!
17.Ask a student to give me another example.
18.Write down that example and give feedback.
19.Ask students to hold up a yes or no if they understand.
20.Ask students to turn and talk to discuss the ideas they have
for the sentences.
21.Explain to students that they will only get out their journal
and a pencil.
22.Release students by table colors.
23.Use an attention getter to explain that students need to
turn to a completely blank page in their journals.
24.Sit at the doc camera to show how each sentence should

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

look.
25.I will write I am a girl (draw girl), and I am a teacher
(draw teacher).
26.Students will be released to work independently while I circle
the room.
27.Once students complete the assignment, we will transition to
the next lesson.

What will you do if

a student struggles with the content?

- Students who have not developed their fine motor skills will be asked to try a write
the sentence I am a. However, if they become frustrated, I will write the
sentence using a highlighter, and they will trace over my corrections.

What will you do if

a student masters the content quickly?

-

Meeting your students

needs as people and as
learners

Those students will be asked to practice writing more sentences using

previous power words.

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
-

Students will be able to draw what they are, and hopefully these
drawings will include pictures of their cultures and backgrounds.
If applicable, how does this lesson connect to/reflect the local community?
- The students are writing about who they are, so I will be able to make
connections between the students and their community.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-

To challenge certain students, some will be asked to write a word instead to

drawing a picture. For example, instead of writing I am a (draw picture of a girl),
the selected students will write I am a girl.

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

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!)

I will use a highlighter for them to trace the sentence.

There are a few students that need to be by the teacher while they are on the
carpet. Those students have an assigned spot in order for the teacher to keep their
full attention.
One student tends to get distracted while working at his desk, so if I notice he is
not doing his work, he will receive a privacy folder while he is working.

Anchor chart
Glue
Composition books
Pencils

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson: