USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

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

CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.

I want the students to be able to understand the format of writing. I want the students to
be able to show me that there is
-An introduction
-Body
1st reason
Text Evidence
Elaboration
2nd reason
Text Evidence
Elaboration
3rd reason
Text Evidence
Elaboration
-Conclusion

USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3
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.)
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?

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

Given an opinion topic students will be able to read two articles and choose their side
(opinion). Then the students will be able to pull three reasons from the text and create a
graphic organizer with the introduction and the three reasons.

I am teaching this because it is really important for the students to know the format of a
paper. I am making sure to use the word elaborate because it is a word that they need to
know in fourth grade so if we start using it now then they will have a better
understanding of the word then.

The students will have a checklist that they will use to make sure that they have
completed all the parts. If they are going through the checklist and notice that they are
missing something then they can add it in.

USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3
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?

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

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

Next week I will have the students write an opinion essay completely on their own (with
me walking around assisting- and this week we are still modeling.
The last reason and conclusion can be used as assessment and observation to see how
they are doing so that I can determine where to go next.

The content knowledge that is mainly necessary is for the students to know what
opinions are. When we first began writing last week I did a mini lesson on opinion.

For this specific lesson the students will be reading articles to pull their information from.
The students will need to know what fact and opinion are. I have ensured that they know
this material because we have taught this the week before. I will also touch base on it
again as we begin the lesson.
The learners are the gifted cluster, and the rest of the class in either on level or above
grade level.
I think that they are really ready for this content because we modeled it the week before

USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

so I think they know what to expect but I know that it is necessary that we continue to
model it.

The students might get confused with the idea of pull text evidence and then
understanding the idea of elaborating because they do not always get that they have to
explain their reasoning when they pull text.
This is something that I think I will have to clarify several times.

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

This is a combination of guided release and demonstration

Time

Who is
responsibl

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

e (Teacher
or
Students)?
11:00

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

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
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
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?

11:35

Together

1. I will instruct the students on what we will be doing- "Today we

will be starting a new topic for our opinion writing. We will be
focusing on 2D and 3D animation, You are going to read through the
article and pick your side.

Students

2. Together we will make the graphic organizer the top part will be
the topic sentence.
3. Then I will have the students go through the article and underline
the three reasons why they picked the side that they did.
When that is completed we will stop for the day and pick up where
we left off the following day.
HOT questions that I will ask are: Why did you choose that piece of
text evidence?
How do you think you are going to elaborate or explain your text
evidence?
The materials that will be handed out are the 3D vs 2D animation
articles, they will have all other materials.
They will be working with partners to read the article and work on
their graphic organizer. I let them choose because they know to pick
people that they work well with.
Students will transition by me redirecting them and gaining their
attention: "hands on top, time to stop"
The students will listen to directions and when I bring the whole
class together I will give new directions.
Student data that will be collected are their checklists and
observations of their papers. I will be walking around to see how

USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

they are doing in order to determine what to do next.

I will be circulating the class for the entirety of the lesson.
There is no model of co-teaching for this lesson.

What will you do if

a student struggles with the content?

If a student struggles with the content then I will be able to walk around the
classroom and assist. The first option will be for them to ask their partner. That
is why the students will be working together but there will be a lot of time for
me to walk around and give individualized help and guidance.

What will you do if

a student masters the content quickly?

If I notice a student masters the content quickly then I will have the students
help another student if I see that they need it if that is not necessary then I
have other prompts that they can choose form and find their own research on.

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?
This connects to the interests because the students love movies and I know
that they will enjoy this because it relates to them.
If applicable, how does this lesson connect to/reflect the local community?
This is not really applicable.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
During this lesson there will not be much differentiation because this is a new

USF Elementary Education Lesson Plan Template (S 2014)

Batterbee____________________________
Grade Level Being Taught: Subject/Content: Writin
3

Name: ________Ricki
Group
Size: 18

Date of Lesson: February 1,

2015

topic. In weeks to come I will provide more difficult text for the students who
need the enrichment.
How will you differentiate instruction for students who need additional
language support?
There are no students in the class who are ELL
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.)

Two students receive extra time but that is not applicable for the morning group.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Paper
Pencils
Articles
Expo marker