USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5
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:21

Date of Lesson: 02/27/2015

Lesson Content
LAFS.5.RI.3.7 Identifying the main idea and supporting details
LAFS.5.RI.1.2 Quoting accurately from a text.
LAFS.5.RI.1.1 Drawing on information from multiple print sources to answer
questions.
EQ: What information does the reader learn about comics in Zap! Pow! that is not
included in Lunch Money.
Students will read an informational text and a fictional text and be able to identify
differences in information that they find as a reader. Students will understand that
informational text provides facts and sequence of events, while fiction texts elaborate on
a story and appeal to students interests.

Students will be able to identify the main idea and supporting details given two texts, one
fiction, and one informational.
Students will be able to draw information from multiple print sources to answer
questions.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5

Name: __Samantha
Group
Size:21

Date of Lesson: 02/27/2015

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?

I am teaching this to my students so that they can become comfortable with not just
fiction, but also informational texts as well. Not only will they be able to find the main
idea of an informational piece at the end of this lesson, but they will have a deeper
understanding of content allowing them to compare a nonfiction and a fiction piece to
decide what new information they learn from each. This is important for them to learn
because this skill is focused on is a lot of testing material. Being able to read two or more
texts and answer questions that apply to both illustrates higher order thinking.

Evaluation Plan- How will

you know students have
mastered your objectives?

There will be non-formal assessments throughout the lesson. After I model the first
paragraph for the students and I ask them what new information they have learned, that
is allowing me to see what students are taking into account the essential question and
how it is helping them compare two texts. Also before we split into groups and I ask them
what features should be on a timeline, if they recite the correct features that tells me
that they thoroughly analyzed the graphic that the text provided to them. The physical
evidence of their understanding will be their construction of a timeline and their
presentation of it. Based on the questions that each group asks each other during
presentation, I will know which groups understood their purpose for reading. Each
timeline should have five events written in chronological order and in an organized
manner. Each group member will also fill out an evaluation form to show me

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)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5

Name: __Samantha
Group
Size:21

Date of Lesson: 02/27/2015

how they rate themselves as a group member for this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5
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:21

Date of Lesson: 02/27/2015

As the teacher I should have read both pieces of text so that I know what new
information students will gain from Zap!Pow!. I should also know what a timeline is and
be able to answer all students questions about its features, such as, Why are there
some events on the top of the timeline and others on the bottom? Also, I should be
aware of all key vocabulary: funnies, chronological, sequence, etc.

Students will know what a comic is based on the reading from previous days.
Students should know how to code text for the main idea and key details.
Students should know what a timeline is based on their work with number lines in
math.
Students should know what the word chronological means based on our morning
work with our ERT books that day.
These students are experienced will close reads and know how to efficiently code
the text to help with their purpose for reading. With this lesson they will need to
know how to take that information and compare how two texts give different
amounts of information.

In the first paragraph, the author refers to comics as, funnies, which students might not
know are the comics in the newspaper. Students may also mistake a timeline in English
for the number lines they use in math. Since they are used to using number lines and
math, they might get confused when they find that Lunch Money doesnt give any
exact dates meaning that they have to use their own inferring and clues from the reading
to find which event comes first.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5

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
distributed?

Name: __Samantha
Group
Size:21

Date of Lesson: 02/27/2015

Lesson Implementation
I start out my lesson with discussion to students about what we previously learned that
week. After ensuring that they understood those lessons, I go on to carrying out guided
release. I begin by introducing the new concepts, demonstrating how to read aloud and
code the text for the first paragraph, and then I release the rest of the reading to the
students asking them to code for the main idea and new information. From there,
students work with classmates for the rest of instruction. They are discussing their big
ideas and creating a timeline together. I will cut in and demonstrate how to create a
timeline with my own example to give students guided if needed. Then, keeping it
student centered, I bring the class back and allow students to discuss different things
that they have learned and will take away from this lesson.

Time

5
mins

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).

Teacher
I will point out that this week weve been learning about Greg in
Lunch Money and I will ask students to tell me what Greg does
and what theme we learned in our past lesson. I will ask if we
learned how comic books were invented? Students will say no and I
will tell them that this piece is gonna be an informational text that
will show us the history of comic books as we read. Then I will go
over EQ, have students reword the question in their own words, and

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5
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?

5
mins

10
mins

5
mins

Group
Size:21

Date of Lesson: 02/27/2015

Teacher

break down the objectives for the day.

Student
and
Teacher

I will model the first paragraph and conduct a think aloud: So

already from reading that first paragraph I know more things about
comics that I did with Lunch Money I didnt know that comics have
been around for more than 100 years and have different features,
such as being political or adventurous. I will then point out the
timeline at the bottom of the page and ask students if they have
seen that kind of graphic before. I will ask them what features it has
and how a timeline can help the reader? I hope that students will
point out that timelines put information in chronological order to
organize facts for the reader.

Teacher

Students
15
mins

Students
10

Name: __Samantha

Students will independently read the rest of the story and find the
big idea and supporting details. They will code text for new
information that they did not learn in Lunch Money. After students
are done reading, I will have students turn and talk about what their
big idea was. I will pick 2-3 students to share aloud and ask if
students agree or disagree.
I will give students their next set of instructions. I will tell students,
Now that we know how a timeline mapped the history of comics,
you guys are now going to make a timeline that maps out Gregs
story! Before we start we need to write out characteristics of a
timeline. I will ask them what features of a timeline are. My desired
answer will be, It should have a title, chronological order, only
contain main ideas/events, and it should be organized. I will write
those on the board so they can refer back to those during group
work. I will create groups by counting off tables and making all the
#1s at the table have the job of recorder.
Students will go to their assigned group poster and start creating a
timeline of Gregs actions in Lunch Money. They must have at
least 5 events on their timeline and they must be in chronological
order. While students are putting events on the timeline, they will be

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5
mins
5
mins

Teacher
and
Student

Name: __Samantha
Group
Size:21

Date of Lesson: 02/27/2015

searching for evidence from the text to help with their presentation.
One person is the recorder who organizes and records information
on the poster, while the other group members are the ones
searching for evidence and citing it in the proper text.
Students will present their posters to the class. Students in the
audience are responsible for asking questions like, Where did you
find that in the book? or Why did you put that event before that
event?.

What will you do if

Wrap up: I will ask students how finding the main idea/events in
Gregs story helped them to create a timeline and learn new
information about comics. As they go into independent reading they
will answer their essential question on a post-it that I put on their
desks while they were working in groups.
a student struggles with the content?
If a student struggles I will pull them aside and do one of two things. I could
pull them to the back table and go over main ideas with both texts. If student
does not have a good idea of what the main idea is it will cloud thinking for the
rest of the lesson. After we decide the main idea together, we will create a
timeline together. I could also have a student who mastered the content work
with the struggling students as a team to answer the essential question
together.

What will you do if

a student masters the content quickly?

For students who have mastered the content, they can be guides to other
students who are struggling. Also, they can write a response on how a timeline
helps them map out the sequence of main events in a text.

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 students in this class are interested in comics, so being able to go deeper

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5

Name: __Samantha
Group
Size:21

Date of Lesson: 02/27/2015

and learn about the history behind the comics could make them more
interested.
If applicable, how does this lesson connect to/reflect the local community?
The students are always coming across newspapers in their house, in the store,
and in their schools. This allows them to make a real-life connection to the
content they come across. They see comics in these newspapers and now they
will know the history of those comics.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Instead of just writing events down on the timeline, students will be asked to
number the events, where they found them in the text, and what clues showed
you that the event belongs in that sequence.

How will you differentiate instruction for students who need additional
language support?
For students who struggle with language, instead of writing events on the
timeline, they can draw pictures. Another thing I can do as the teacher is have
pictures on the timeline and then the students go through and describe what is
happening in the picture orally or written on paper.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will

RM & RY: These are both students who struggle to communicate with classmates and
dont effectively work in groups. For these two individuals, I gave them each a poster and
had them create their own timeline as independent work. Since they didnt have the
advantage of getting input from group members, I walked around the class and
frequently came to work closely with these students to help them construct their
timeline.

USF Elementary Education Lesson Plan Template (S 2014)

Hartman_______________
Grade Level Being
Subject/Content: ELA
th
Taught: 5

Name: __Samantha
Group
Size:21

Date of Lesson: 02/27/2015

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!)

Post-its, Journeys textbook: Zap!Pow! and Lunch Money, markers, poster, elmo.