USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary

Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16

Date of Lesson: September

18, 2014

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?
What will students know and
be able to do after this lesson?
Include the ABCDs of
objectives: Action, Behavior,
Condition, and Degree of
mastery. (Degree of Mastery
does not have to be a %.)
Example: C: Given a sentence

CCSS.ELA-LITERACY.W.1.5

With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.

How do I add details to strengthen my writing?

When writing sentences, the student will be able to add appropriate details to strengthen
his/her sentence with little to no errors.
(i.e. My mom drives a truck. (before lesson)
My mom drives a big blue truck to work every day. (after lesson))

USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary
Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16
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.)
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?

Date of Lesson: September

18, 2014

The objective above is very important because:

It will teach students how to use words to describe things
Allows the students to build their vocabulary and paint vivid imagery through their
(creative) writing pieces.
This objective also ties into the writing that the students will be doing throughout the rest
of the year and the years to come. Learning to add details is an essential element when
writing narratives and descriptive writing pieces.
Teaching it this way will make it easy for the students to grasp the idea and could lead to
a knowledgeable understanding of the content.
Once the students have written their sentences, I will go over with each of them to
ensure that they understood that particular objective.
Observation
Collect worksheet

USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary
Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16

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?

Date of Lesson: September

18, 2014

Teacher must fully understand how to write a sentence and how to add appropriate
details in a sentence.

Students must understand how to write a sentence.

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?

That they cannot think of any details.

They may add too many details
Details should not be added to their sentence

USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary
Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16

Date of Lesson: September

18, 2014

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

5
min.

Demonstration
Guided Release
Student-centered instruction

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).

T
Discuss the objective and the meaning of details (adjectives) and
their importance when writing sentences.

1520
min.

T/S
The class will be presented with 3 (3 to 4 word) sentences. They will
be asked to come up with one or two detailed words (or adjectives)
that will make the sentence better.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary
Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16
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?
What will you do if

Date of Lesson: September

18, 2014

Ex. Simple Sentence: I have a cat.

Detailed sentence: I have a grey Siamese cat named Alex.
As a class, we will create several examples of detailed sentences
and underline/circle the detailed words (or adjectives) in the
sentence.
S
25
min.

Students will create their own detailed sentences on their own.

S

5
min.

Clean up time!

a student struggles with the content?

Provide them with multiple detailed ideas, such as colors, height, titles, movements,
sounds, etc. to better assist them with their lack of understanding.

What will you do if

a student masters the content quickly?

Challenge them to add more details to their sentences.

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?
Because the students are able to create their own sentences, they will be able to write
about anything they wanted, whether it is cultural or not.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary
Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16

Date of Lesson: September

18, 2014

If applicable, how does this lesson connect to/reflect the local community?
Students will be provided with examples about the local library and post office that are in
the surrounding community.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will:
Reiterate if I need to
Provide more examples
Try to connect the sentence to their interests
How will you differentiate instruction for students who need additional
language support?
I will:
Speak slowly during the whole class instruction
Look for confused faces and rephrase or restate the previous statement
Assist the student(s) once the others have started the activity
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?

ELMO

USF Elementary Education Lesson Plan Template (S 2014)

Name: Taquila Mallary
Grade Level Being Taught: Subject/Content:
Group Size:
st
1
Writing
16
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Worksheets
Pencils

Date of Lesson: September

18, 2014