USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/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.)

Name:
Group
Size:

Date of Lesson:

Lesson Content
LAFS.K.RI.3.7- With prompting and support, describe the relationship between illustrations and the text in
which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

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?)

Why is knowing the vocabulary in a story so important?

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

SWBAT make connections between the text and illustrations.

SWBAT understand vocabulary words through illustrations in the text.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

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?
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?

-This concept is important because it is the beginning of students diving into the idea of
context clues, and using pictures can help students decoding skills.
- I am teaching it this way because students need to become familiar with understanding
vocabulary through pictures, and that is why there are opportunities for students to look
at pictures that correlate with the vocabulary.
- This skill is necessary for future comprehension skills students will have to master in
future grades.

Students will be given a pre-assessment to test their knowledge of the vocabulary

words, and using illustrations.
My formative assessment will involve having a checklist with every childs name,
which I will be writing check marks on if they seem to understand, and leaving
blank if they dont seem to understand.
The summative assessment will be the next day when students write in their
journals. Also, students will be given the same quiz on the vocabulary and
illustrations.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

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?

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:
Group
Size:

Date of Lesson:

Teacher need to reflect on his or her thought process when describing an

illustration.
Also, teachers need to have a concrete understanding of the vocabulary words
that are in the story.

Students will be given a pre-assessment to test their knowledge of the vocabulary

words using illustrations.
Students are used to these sort of quizzes, and are comfortable taking them in this
format.
The students have described what they see in a photo. However, they have not
connected it with a vocabulary word.

The students might miss the mark on what exactly the picture is telling them and
instead infer the picture differently than was intended.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

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.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be

Time

Students will be given the pre-assessment at their desks and will complete it
independently.
The rest of the time will be demonstrations, and discussions.

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 given a pre-assessment quiz and will have to
complete the quiz independently.
2. The questions will be read aloud, and they will have to pick
the accurate picture that explains the vocabulary word.
3. The class will then go to the carpet.
4. I will explain that we are starting a new book, and when we

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
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?

Name:
Group
Size:

Date of Lesson:

start a new book we have new vocabulary or words.

5. I picked 12 words to put on an anchor chart, and will glue
them one by one as I quickly share the word and its picture
with the class.
6. Once the anchor chart is complete, it will be put aside where
it is out of the way but still visual for the students.
7. We will transition to the story.
8. I will ask the students to put their mirrors up and say I can
understand the pictures in the text.
9. Explain to students that the pictures in this book are going to
help us understand the text.
10.I will began reading the book called Century Farm
11.While reading I will come across our vocabulary words, like
century. When we come across that word, I will ask
students if they remember what the word century means, i.e.
Ask Does that mean this farm is 100 years old?
12.After reading the first page I will ask students do you think
this picture was taken yesterday? No, because look at the
cars and how the people dressed- we dont dress or drive cars
like that anymore.
13.When they get to the pasture, I will ask if they remember
what the word pasture means.
14.When I get to the pictures of the two tractors, I will ask
students if there is any difference between the two pictures,
and specifically the tractor.
15.The word plow will come up on the page of the tractor, and
I will ask the class what the tractor is doing, and explain that
the farmer is using the tractor to plow.
16.What do you guys think lumber is? I will have the students
look at the picture, and ask what they see that could possible
help us figure out what lumber is.
17.Once I read to page 8, I will stop and have the students
transition to read-to-self using whole-brain strategies.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

What will you do if

a student struggles with the content?

- Student can have their own copy of the anchor chart, and practice using
the vocabulary visuals to describe the definition instead of focusing on
the pictures in the book to explain the vocabulary words.

What will you do if

a student masters the content quickly?

- Students will be asked to use one of their vocabulary words in a sentence
to master understanding.

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?
- The story touches base on how the students food and drinks are made,
in hopes that the students will make a connection of some sort.
If applicable, how does this lesson connect to/reflect the local community?
- The story explains the development of a farm from then to now, and in
the area of the school there is a construction and development of new
homes, schools, and other community buildings.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
- If a student is punctual in the discussion and is getting everything right, I
will ask her deeper questions follow blooms taxonomy in order to
hopefully challenge him or her further.

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
language support?
Each vocabulary word has a visual to show what the action is. Depending on how much
the student struggles, he or she can have translated cards.
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!)

Two students have to sit in front in order to keep their attention.

One student tends to move around during carpet time, but as long as he is
listening and participating, it is tolerated.

Anchor Chart
Century Farm