USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national
or state) relate to this LAFS.4.RI.1.1
lesson? Refer to details and examples in a text when explaining what the text says explicitly and
(You should include ALL when drawing inferences from the text.
applicable standards. Rarely
do teachers use just one: LAFS.4.RI.1.3
theyd never get through Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
them all.) including what happened and why, based on specific information in the text.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away Focus: answer text dependent questions
with? In other words, what,
aside from the standard and What did Branch Rickey believe, risk and gain?
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 Students will be able to answer text dependent questions and explain the beliefs, risks,
do after this lesson? Include and gains Branch Rickey had.
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
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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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 I am teaching this lesson in order for students to accurately and effectively complete
objective? their performance task 2 days after this. Students are also be applying and learning skills
Where does this lesson fit they will need to help their reading comprehension.
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?
Formative- student discussion
Address the following:
What formative evidence Summative- student completed answers on reading response questions and group
will you use to document participation rubric.
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge The teacher needs to know in order to teach this lesson.
is necessary for a teacher
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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to teach this material? - What a risk and gain are

- What a text dependent question is how to answer them
- The risks and gains Jackie Robinson experienced

What background Students need to know

knowledge is necessary for
a student to successfully - Identifying key details to cite text evidence
meet these objectives? - Ability to infer
- Identification and understanding of biography
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 Students might be confused on identifying the beliefs, risks, and gains of Branch Rickey
this content? or what exactly a risk, belief, gain are.
USF Elementary Education Lesson Plan Template (S 2014)
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Grade Level Being Taught: Subject/Content:
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?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
Name:
Group Date of Lesson:
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Lesson Implementation
Gradual Release: I will be using the gradual release model for this lesson. I will begin
this lesson with a focus/shared lesson where I will establish the purpose of the lesson
Time Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Shared Lesson:
10 min
I will begin the lesson by introducing the students to the lessons
objective: today you are going to be able answer text dependent
questions in order to explain Branch Rickeys beliefs, risks, and
gains.
I will then ask the class what is a belief/risk/gain?
I will then inform the students that today we are going to be finding
these beliefs, risks, and gains on pages 1-9. I will give the students
about 5 minutes to reread these pages. I will have the class come
back together and I will ask from looking at pgs 1-9, what was
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

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?
Branch Rickeybelieve? I will underline and code the sentence. I will
then inform the students, now that we know his beleifs, we now
have to identify the risks. With your groups code the text for the
risks Jackie Robinson came across on his journey toward his gain. I
15 min will give the students about 5 minutes to do this. I will then go over
pgs 1-9 and ask the groups what they coded for risks and discuss it.
Group work:
I will then introduce the students to their reading response
questions. I will make sure to go over the expectations of their
responses. I will then introduce the class to the Group Participation
5 min Rubric where students will rate themselves based on their
participation in their group which will be a portion of their grade for
this day. I will then release the students to work in their groups.

Independent:
I will have the class come back together and have them rate their
participation using the Group Participation Rubric.

If students finish their reading response questions early, they will be

given an exit ticket to explain what Branch Rickey believed, risked,
and gained?

What will you do if a student struggles with the content?

Before I have students begin the assignment, I will be checking in with each group to
assess their understanding of the text I notice a student struggling with the concept, I will
reteach the information in a way that it easier for them to understand.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

What will you do if a student masters the content quickly?

If a student master the content quickly, I will have them teach their learning group
while completing the reading response questions. If they finish the reading response
questions, they will be instructed to complete the exit ticket.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners A majority of these students enjoy working together, so implementing learning groups in
this lesson allows the whole class to work together and bounce ideas off one another. A
lot of the students are in sports, so the students will be excited about reading about a
sports figure.
If applicable, how does this lesson connect to/reflect the local community?

This lesson reflects the local community because it involves the students working
together as a team, or a community, in order to learn and complete the assignment. In
order to complete the assignment, the students will need to be respectful and cooperate
with one another. The students are also reading about the civil rights era, so they will
have the opportunity to put things into perspective.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

If a student master the content quickly, I will have them teach their learning group
while completing the reading response questions. If they finish the reading response
questions, they will be instructed to complete the exit ticket response.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

How will you differentiate instruction for students who need additional
language support?

There are no ELL students in this group.

Accommodations (If My CT and I will assist any student who struggles with the content.
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?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
-Reading Notebook
-Group Participation Rubric
-Elmo
-Teammates article
-Reading Response questions