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Grade Level Being Taught:

Subject/Content:

Group Size:

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson:
Name: Rachel Porter

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.)

LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
LAFS.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Objectives- What are you


Given an article students will be able to fill out a graphic organizer connecting to the previous week.
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 in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Grade Level Being Taught:

Subject/Content:

Group Size:

USF Elementary Education Lesson Plan Template (S 2014)

Evaluation Plan- How will you


know students have mastered your
objectives?

Formative:
*Observation with notes
*Completed Graphic Organizer

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
Lesson Implementation

Date of Lesson:
Name: Rachel Porter

Summative:

Grade Level Being Taught:

Subject/Content:

USF Elementary Education Lesson Plan Template (S 2014)

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:
How will materials be
distributed?
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?

Time

Who is
responsible
(Teacher or
Students)?

20 min

Teacher

Group Size:

Date of Lesson:
Name: Rachel Porter

Step-by-Step Plan
Redistribute or have students take out Do Your Part article. Direct students to
reread article silently, pausing after each section asking questions about each
section. Inform students that they may work with a partner but must answer the
questions before moving on.
Show some example questions or examples on the beginning of higher-order
thinking questions.
Distribute Summary Graphic Organizer
Refer to last weeks activity of summarizing the article, tell students that we are
going to use the Graphic Organizer as a tool to help us summarize the article.
Read instructions with students
Discuss instructions and answer any questions that may arise.
Have students complete organizer.
Review different portions of each students completed graphic organizer.

Grade Level Being Taught:

Subject/Content:

USF Elementary Education Lesson Plan Template (S 2014)

Meeting your students needs as


people and as learners

Group Size:

Date of Lesson:
Name: Rachel Porter

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
This school spreads awareness of our use of natural resources, so this article pertains to the students as main
consumers of the natural resources. Students can learn how they can help improve the environment by
reusing, recycling, and reducing the waste of natural resources.

Differentiationbased on the
This is a small RTI group who needs more assistance with summarizing text. These activities have been
needs of your students how will you created to cater specifically to their needs.
take individual and group learning
differences into account.
Relevant Psychological Theories
and research taken in
consideration when planning this
lesson

Sternbergs theory of Successful Intelligence is taking place as students are learning about natural resources
and can apply the different strategies they come up with on conserving natural resources.