USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national
or state) relate to this
LAFS.K.RI.3.8- With prompting and support, identify the reasons an author gives to support points in a text.
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding How can I identify the authors reasons that support his or her point?
(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 SWBAT identify reason that support the authors point.
teaching? SWBAT analysis reasons to make sure those reasons support the authors point.
(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
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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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 - I am teaching this objective because it the students will have to dive deeper into
questions: this concept in the older grades.
Why are you teaching this - I am teaching the class this standard through whole group instruction because
objective? every student needs to be assessed on this standard.
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 - Formative- the T-chart was our formative and was completed by the students
you know students have discussing the at hours reasons.
mastered your objectives? - Summative- the students had a summative that was given at the end of the week.

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?
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What Content Knowledge - Teacher must understand the concept of authors point and reasons.
is necessary for a teacher - Teacher must need to identify the authors points and reason in the book Plant
to teach this material? Patterns.

What background - Students had been working on main idea and key details that are extremely like
knowledge is necessary for authors point and reasons.
a student to successfully - My students are very visual and need less prompting and support when they are
meet these objectives? having the visuals.

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 - Students might be confused and think main ideas and key details are the same as
might students have about authors point and reasons.
this content?
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Implementation
Teaching Methods - Whole group instruction in the beginning and then guided release for them to
(What teaching method(s) will discuss with a partner.
you use during this lesson?
Examples include guided
release, 5 Est, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Est here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to 1. Call the students to the carpet.

address the following: 2. Wait until every student is sitting quietly and correctly.
What Higher Order 3. Review that we have been talking about authors points and
Thinking (H.O.T.) questions reasons and ask students if they can explain exactly what
will you ask? authors point and reasons mean.
How will materials be 4. I will explain that the authors point is figuring why the author
distributed? wrote the book and reasons are parts in the book that support
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

Who will work together in the authors point.

groups and how will you 5. I will review the authors point that we did together the
determine the grouping? previous day.
How will students 6. I will remind the students that they will be looking for the
transition between reason as we picture walk our book Plant Patterns.
activities? 7. Throughout the picture walk I will remind them to look at the
What will you as the illustrations as well.
teacher do? 8. Once we picture walk the story we will try and find a reason
What will the students do? that supports our authors point as a group.
What student data will be 9. I will ask if any student has an idea what could be a reason.
collected during each 10.Once a student shares and explain their reason, ask the class
phase? if they agree with that students reason.
What are other adults in 11.Pick on a student to explain why they agree or disagree.
the room doing? How are 12.Do another reason as a class and ask the same questions.
they supporting students 13.Once we have two reasons, have the students turn and talk to
learning? a peer and try to find the last reason.
What model of co-teaching 14.Once students have talked have students share their reason
they discussed with their partner.
are you using?
15.As a class, we will agree on the reason as a class, and
complete our graphic organizer.

What will you do if a student struggles with the content?

- They will be pulled for a small group before the students start centers.

What will you do if a student masters the content quickly?

- They will have to explain why the they chose those reasons for that authors point.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners - The book is about different types of plants that are seen all over the world.

If applicable, how does this lesson connect to/reflect the local community?
- Some on the plants that are in the story is seen around the school and community.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
- The students that understand the standard, they had to explain the connections
between the authors point and his or her reasons.

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

Accommodations (If ML will sit in a car instead of on the carpet.

needed) MV will sit right in front of me.
(What students need specific CR, LP, and JW will not be allowed to sit together.
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials - T-Chart
(What materials will you use? - Markers
Why did you choose these - The book
materials? Include any
resources you used. This can
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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also include people!)