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?)

How can illustrations help me under sting a book?

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 explain the relationship between the picture and the text.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
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 skill is necessary for future comprehension skills students will have to master
in future grades.
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.

Once students finish writing in their journals, they will be collected and check to
make sure they understand the content.
Students will be given an assessment at the end of the lesson to see the growth of
their knowledge of the vocabulary in the text.
My formative assessment will involve having a checklist with every childs name
on it which I will be writing check marks on if they seem to understand, and
leaving it blank if they dont seem to understand.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
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?

Name:
Group
Size:

Date of Lesson:

Teachers need to have a concrete understanding of the vocabulary words that are
in the story.
Teachers need to understand how they would work through this standard in order
to model effectively.

Students had a mini lesson on the vocabulary words the previous day, so they
have some knowledge on the language that will be used in the text.
Before we begin, the students will be asked prompt questions.

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 might perceive a photo in a different way than what it actually intends to
convey.
Students might not understand the concept of the story, or the difference between
a farm then and a farm now.

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

The lesson will be mostly demonstration and discussion.

At the end it turns to working independently.

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 asked to go to the carpet.
2. Students will repeat I can understand the pictures in the
text. with movements.
3. I will remind students that we did an anchor chart the
previous day, and if they need any help on a word they can
refer to that.
4. I will read pages 8-17.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
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:

5. On page 9, I will ask students what they think heaps of hay

mean while looking at the picture.
6. On page 13, I will ask students what is going on in the picture
after they finish reading that page.
7. On page 15, I will ask students if the ladies washing their
clothes were taken yesterday or a long time ago, compare
with the picture next to it and ask whether it was taken in the
present.
8. Once I finish reading, I will have students look at a photo and
turn and talk and have them explain how the picture supports
the text.
9. I will have two students share.
10.I will explain to students that they will be going back to their
desks to work by themselves in their journals.
11.Before letting them go to their tables, I will remind them to
use finger space, and ask them really to try to sound out each
letter in the words they will use.
12.Students will get out their writing journals.
13.I will choose a picture in the book.
14.Students will write in their journals what the author is telling
them about.
15. I will be walking around making sure students are on task and
understanding the content.
16. Students will transition to read-to-self once their journal entry is
complete.

What will you do if

a student struggles with the content?

-

Some students struggle with fine motor skills, so those students will be
asked what they see, and how that relates to the text in hopes that they

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

can describe the relationship with more support and prompting.

What will you do if

a student masters the content quickly?

- That student will be asked to dive deeper into what the picture tells the
reader, and instead of writing one sentence, he or she can write 2 or 3.

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 the student 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 an of construction and developing new
homes, schools, and other community buildings.

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

I will ask him or her deeper questions about blooms taxonomy in order
to challenge him or her, and have her write her answers in his or her
journal.

How will you differentiate instruction for students who need additional
language support?
- Instead of writing a sentence he or she can draw a picture, and I will ask
what he or she was trying to show, and write it down for them. So the

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

students could understand the relationship but be incapable of writing

the sentence.

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, and as long as he is
listening and participating, it is tolerated.
Some students might need a privacy folder in order to help them to concentrate on
their work.

Century Farm
Journals