USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts
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

Name: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

Lesson Content
LAFS.5.RL.2.4- Determining meaning of words or phrases in a poem using text clues.
LAFS.5.RL.2.5- Analyzing the stanzas in a poem to identify key ideas and text structure.

Purrfection presents details about cats through different modes. Explain how the poet
use of figurative/descriptive compare with the factual information found within
Cougars. Provide evidence to support your reasoning.

Students will be able to determine two or more main ideas in a text.

Students will be able to explain how an author structures details to support main ideas in
a text.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts

Name: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

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?

I am teaching my students this lesson to get a deeper level of understanding when it

comes to identifying factual information and supporting details. Since the students have
already worked with informational text, they are now being challenged with a poem that
has more layered details.

In the middle of the lesson after I have modeled how to effectively understand figurative
language in a poem I will have students make a t-chart where they pick out the figurative
language in the poem in one column and what it means in the second column to map out
the message of the poem along with its structure.
The students exit ticket will be the question: How do the stanzas in the poem fit together
to form the overall structure of the poem?
Answer: The stanzas offer additional details rather than telling a story.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts

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: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

As the teacher I need to know about figurative language, stanzas, the structure of a
poem and how it affects meaning, and the difference between a cat and a tomcat.

Students should know how to summarize text and cite evidence. I will ensure that they
know how to do this by reviewing those strategies prior to the lesson. I will also review
the assessment from the text Cougars that showed that they knew how to summarize
text and pull key details. I will also pull groups back to see if they need additional support
with citing evidence or coding the text to get the main idea.
The students are experienced with finding the main idea, however the class consists of
mostly ESE students, so the directions of the lesson need to be explicit when it comes to
what is expected from them.

Students wont think the piece is poetry just because it doesnt rhyme. They might also
mistake figurative language for literal meaning, such as the tiger swallowing the black
sun. Ill need to explain that the tiger didnt actually eat the sun. Also, they might also
mistake a cat, a bobcat, and a tiger for the same animal in the poem.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts

Name: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

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.)

I used the method of gradual release. As the teacher, I begin by listing my expectations
of the students, what we will be learning, and then modeling how to decode a text. After
modeling, I then pass the torch to my students, allowing them to take the lead and code
the text to figure out what the poem means. Then they receive even more responsibility
when they get to teach the class about the stanza assigned to them, what figurative
language it contains, what it means, and what that does for them as a reader.

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.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?

7
mins

Who is
responsibl
e (Teacher
or
Students)?

1 min

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).

Teacher
Teacher
and
Student

I will show an animoto video that I created that has images of

tigers playing along with the song Eye of the Tiger to hook
students into the lesson.
I will ask students to guess what we will be learning today
after watching the video. I will tell them that we will be
learning about tigers and bobcats by analyzing two poems.
Go over the EQ and objectives.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts
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?

10mi
n

10
min

Teacher

10
min

Group
Size:

Date of Lesson: 02/19/1402/20/14

I will ask them, Remember yesterday we finished up an

information text, well today we are going to be using a poem
and looking at how a poems structure shows meaning? I will
also ask if they know what I mean by figurative language and
structure.
Create an anchor chart that goes over types of figurative
language and the functions of a stanza in a poem.

I will read the first poem aloud to students. I will ask for
reflections on what they think the poem is about and why the
structure of the poem makes them think that.

I will read the poem a second time, this time modeling what it
looks like to analyze the figurative language with the chart. I
will demonstrate think alouds as I read to show my thought
process as I encounter the similes, metaphors, and
alliteration throughout the poem. Students will mimic our
chart on their own piece of paper.

I will tell students it is now their job to analyze the second

poem using the same chart that I used with the first poem.

Students will work in their table groups and be assigned a

stanza to analyze. Before working with their group, students
will receive three to five minutes to read the poem
independently. Once everyone in the table group is finished,
they can begin discussing their stanza.

While they are working I will go around a put a post it under

each desk of a student that I want to present what they found
in a stanza. They will talk about the language they found, and
what that stanza did for them as a reader to find the
meaning. This will create a whole group discussion.

Student
Student

Name: _Samantha

Student
5 min

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts

Name: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

Teacher will use what students said to refer back to the

objective and essential question.

Students will now answer their exit ticket on the post it on

their desk.

What will you do if

a student struggles with the content?

I will pull the struggling students to the back on the first day and help them to
better understand figurative language and its function in a poem. We can
break the poem down together and we can model more what it looks like to
successfully analyze a poem.

What will you do if

a student masters the content quickly?

I would give them more higher-order text dependent questions so that they
can dig deeper into the content. Now that they know how the structure of a
poem contributes to meaning, they can now think about what the meaning
would be if the poem was structured differently. They could even get assigned
a writing piece that asks them to take the information they know and write
their own poem on tigers, cougars, or bobcats in different types of poem
structures.

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?
These students have gone on a field trip to the zoo, so they are learning
content about animals that they have encountered before. This lesson might
spark their interest in learning about more animals in informational and poetic
pieces. This lesson can also open their eyes to poetry as something that they
are able to master and achieve.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts

Name: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

If applicable, how does this lesson connect to/reflect the local community?
Students have already taken a trip to the zoo before. Now that the class knows
more information about tigers and cats, we can take another trip to the zoo
and focus mainly on the cat family, analyzing their behaviors more and
connecting it to what we read in the classroom.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will give them text to text questions that refer back to previous lessons that
they have learned. By answering more text-dependent questions, they will be
able to work their way to answering questions that rely more on insight rather
than explicit answers quoted in the text.

How will you differentiate instruction for students who need additional
language support?
I will read the poem slowly out loud to them and find a version of the poem in
their language. I will give another student the opportunity to translate the
poem to those students and allow them to work together as partners. I can
also provide other read-alouds on tigers so that they can still receive the same
information.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),

A.N is an ELL who is exempt from writing tests, so I know I will need to help him
understand the structure of the poem. I will read the poem aloud slowly for him, choral
read the poem together, and then allow him to read it out loud to me.
S.B, D.L, C.R, O.S, A.N, C.A are all ESE students so I will be pulling them to my guided
reading group while other students are independently reading. Together, we will make

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_____________________________
Grade Level Being
Subject/Content:English/Lan
th
Taught: 5
guage Arts
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: _Samantha
Group
Size:

Date of Lesson: 02/19/1402/20/14

another anchor chart of figurative language and poem structure and read more examples
of poems from Shel Silverstein, Where the Sidewalk Ends. We will analyze those poems
together to find out more on how poems are different from informational text.

Journeys text book, anchor chart, T-chart, Animoto video, computer