USF Elementary Education Lesson Plan

Name: Victoria MacDonald

Lesson Content

What Standards (national or

state) relate to this lesson?

LAFS.5.RI.1.2- Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
LAFS.5.L.3.6- Acquire and use accurately general academic and domain-specific words and phrases as
found in grade level appropriate texts, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SC.4.E.6.4- Describe the basic differences between physical weathering (breaking down of rock by
wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind,
water, and ice).

Essential Understanding
Students should know the difference between weathering and erosion.
Objectives- What are you
teaching?

Student will be able to pull out the main idea and key supporting details from the text and can explain
how the details support the main idea.
Students will be able to understand domain-specific vocabulary words by context clues and be able to
explain the term.
Students will be able to reference the text and describe the basic differences between weathering and
erosion.

Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit

I am teaching this lesson as a review for the students end of the year exams. This is not part of a larger
unit, but a part of a larger review unit for the students.
I am teaching the students with technology and reading an article because this then incorporates

USF Elementary Education Lesson Plan

Name: Victoria MacDonald

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?

reading elements and quiz-able review for the students

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?

Summative for lesson- The nearpod quiz at the end of the lesson will be used to see the students overall
understanding of the review lesson.

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?

This lesson is technology based which creates an easily accessible review time and short quiz to
monitor understanding quickly. The lesson is also

Formative- The turn and talks and their answers will be used to monitor students understanding of the
videos and text as we are going through the lesson.

Knowing the differences between erosion and weathering.

How to use near pod (technology).

A general understanding of what weathering and erosion is. This is a review!

Students are about to take their FCAT Science test and they need a review of topics from the past, but
also need to practice good reading practices (main idea, supporting key details, and underlining in the
text to look for answers).
My students have worked with this information and style of lesson in the past. They are also familiar

USF Elementary Education Lesson Plan

Name: Victoria MacDonald

with the technology that I used in the lesson.

What misconceptions might
students have about this
content?

The difference between weathering and erosion. They are similar, but have defined differences that
they need to understand.
Lesson Implementation

Teaching Methods

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?
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

Time

Guided reading
Think Aloud
Who is
responsible
(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).
1. Have students to put away previous work.
2. Get out your science notebooks
3. Okay, so Im going to play two different BrainPop videos on
Weathering and Erosion. I want you to take notes on each and then
after you are going to discuss with your table groups the differences
between the two.
4. Have Giovani get a computer for notes.
5. Play the BrainPop videos.
6. Have students discuss the differences.
7. Pick a couple students to explain their answers. (Possibly Hannah,
Preston, Giovanni, Mariah).
8. Have Mariah pass out the Changes Around Us article.
9. While she is passing out explain that I am going to read through the
article with the class. Our focus is to find the main idea of every
paragraph and find key details in each to support the main idea. Make
sure to highlight and/or underline in PEN the main idea and key details.
We will then discuss what the main idea of the whole passage is. Make
sure you can support your answers!

USF Elementary Education Lesson Plan

room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

What will you do if

Name: Victoria MacDonald

10. Start reading the first paragraph. Focus on the underline word. Ask a
student to explain what the work means. How do you know based off
the context clues?
11. Finish reading the paragraph out loud.
12. Discuss with your shoulder partners what the main idea is and key
details.
13. Choose a few students to explain the main idea and then key supporting
details.
14. Repeat with the rest of the passage.
15. What is the main idea of the passage as a whole? (Something along the
lines of- Weathering and erosion work together, but have different
features). Key SUPPORTING details?
16. Ask question 4. Discuss with your shoulder partners.
17. We are now going to take a short quiz on this passage. I want everyone
to underline in PENCIL where you found your answers and number the
answers throughout the passage. If you do not underline your answers
you will not get credit for the question. I need to know that you can go
back through the passage to find answers.
18. Now everyone take out your device, if you dont have a device get a
computer from the back and go to NearPod. Write the code on the
board.
19. Go through reminder again and let students start quiz.
20. Monitor students progress. Make sure to check on Giovani, Mathew,
and Jasmine. Dont help Jenifer.)
21. Have students put up their devices after they are completed and put the
passage at the back table.
22. Read silently once completed.

a student struggles with the content?

Throughout the lesson I am monitoring students underlining and their responses. If a student does not

USF Elementary Education Lesson Plan

Name: Victoria MacDonald

understand or keep up with the underlining I will pause and take the time to re-give directions and
walk through the thought process to find the key details.
If the student is doing poorly with the quiz I will redirect the student by telling the student to look back
to the article and walk through finding the answers.
a student masters the content quickly?
If the student masters the content quickly they can go through the quiz at their own pace and then
independently read or start on the next content.
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?
I will mention the beach because of weathering and erosion and students (because they live in Florida)
may have some connection to.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I can have students write in their journals why erosion can be bad for people.
How will you differentiate instruction for students who need additional language support?
There will be additional visuals for those students who need language support.
Accommodations (If needed)
(What students need specific
accommodation? List individual

G. uses a laptop to take notes to help with his processing of material. He will get repeated instruction.
J. and D. will get all the time needed to complete the quiz. These students are slow processers but work

USF Elementary Education Lesson Plan

students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

hard to do well with assignments.

Materials

BrainPop
Paper Article- Changes Around Us
NearPod (iPads, computers, smartphones, devices)
Pencil
Pen
Highlighter

Name: Victoria MacDonald