USF Elementary Education Lesson Plan Template ($ 2014) Subject/Content: Language Arts Group Size: 5 _ Date of Lesson: January 25, 2017 _Grade Level Being Taught: Sth Name: Taylor Appel Lesson Content ‘What Standards (national or state) relate to this lesson? (You should include ALL applicable standards. Rarely do teachers use they'd never get through Objectives: Whatare you teaching? (Student-centered: What will students know and be able to do after this lesson? Include the AABCD's of objectives: action, behavior, condition, and degree of ‘Given a sentence esent tense, h no errors in tense or tense ion (ie, I will see her yesterday) Note: Degree of mastery does not need to be a percentage) E.Q: How does the author's purpose affect the structure of a text? Standard: Compare and Contrast the overall structure (...cause/effect, comparison) of events, ideas, concepts, or information in two or more texts. (5.1.2.5) Draw Evidence from informational texts to support analysis and reflection. (5.W.3.9b) Pose and respond to specific questions and contribute to discussions. (5.SL.1.1¢) Review the key ideas expressed and draw conclusions. (5.SL.1.1d) Students will be able to identify the text structure of a text by identifying key words and the authors purpose with few misunderstandings. Students will be able to explain how the author's purpose effects the structure of a text with few misconceptions. Students will be able to pull text evidence to support their ideas with few errors. Evaluation Plan- How will you know students have made ‘After reading the text, students will write on a sticky note what they think the textyr Elementary Education Lesson Plan Template (5 2014) ‘Name: Taylor Appel py Grade Level Being Taught: 5th _Subject/Content: Language Arts Group Size: 5 Date of Lesson: January 25, 2017 [progress or master i [progress or mastered your Along with their answer, they their thinking. (Formative) Address the following: * Students will also show mastery on this skill through IReady. I will be able to What orate endence wil look up their scores to their IReady lessons to know if they have mastered this jou use to document student i i learning during this lesson? ey oom) What summative evidence you collect, either during this lesson o provide one piece of evidence that supports ‘Lesson Implementation Step-by-Step Plan Time [Whois | Each content area may require a different step-by-step format. Use eral se) eat ee bie responsibl | whichever plan is appropriate for the content taught in this lesson. Aaa ee e (Teacher | For example, in science, you would detail the 5 Es here carry out the lesson for you) or (Engage/Encountering the Idea; Exploring the Idea; bee Students)? | Explanation/Onganizing the Idea; Extend/Applying the Idea; {integrated into each section of evaluation) ee Se Suereee 10:35 | Teacher 1. When we pull back the group, we first go over some prefixes yourself and the students and some suffixes to practice the meanings of them and how {location in the classroom, they change the meanings of words. seating)? 10:40 | Teacher 2. Iwill present students with the text and ask them to read + What processes & pages 1 & 2. Iwill state that when they are finished to write | ie the author's purpose on their white boards. communicate thoseto | 10:45 | Teacher/St| 3. I will then ask everyone to share, explaining their thoughts. students? eee After we have come to a conclusion about what the author’s What expectations wil purpose is, I will move on to text structure. you have for theUSF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 5th Name: Taylor Appel Subject/Content: Language Arts Group Size: 5 Date of Lesson: January 25, 2017 students? How and when will you communicate those to students? What strategies will you use if students do not ‘meet your expectations? Are there specific students who require a more extensive management plan? What will that consist of? Where applicable, be sure to address the following: o Il materials be between activities? What will you as the teacher do? What will the students do? What student data will be lected during each phase? What are other adults in the room doing? How are they supporting students’ learning? D_ What model of co-teaching are /ou using? oO oo00 0 1 50 10:53 Teacher/St udent Student 4. Twill then ask the group to identify the text structure of the text and pull one piece of evidence that supports their answer. (If someone finished early with a correct answer, | another piece of evidence.) 5. Afier everyone has finished their responses, I will have them share their answer with their shoulder partner and then we will discuss as a group. Meeting your students’ needs as people and as learners—how ‘might you integrate information from your student profile & assets collection tool? How does this lesson connect to the interests and/or cultural backgrounds of your students? This group of students needs some scaffolding in regard to the other groups in the class. TI is just means that I will be guiding them more with questions and discussion. The text we are reading today does not relate to them contextually, so I may need to pro’ information. je them with some backgroundUSF Elem ‘Grade Level Being Taught: 5th Differentiation—based on the needs of your students how will you take individual and group learning differences into | account? ary Education Lesson Plan Template (S 2014) ' Name: Taylor Appel Subject/Content: Language Arts Group Size: 5_Date of Lesson: January 25, 2017 * Iwill be providing differentiation by pulling Group “Brainy Bunch” aside for guided. They are all on the same academic reading level according to Iready, which is lower than my other group. By pulling them aside Tam able to provide them with a different level of text and work with them to further their skills that we are working on that week. «Individual differences will be addressed by possibly differentiating the task- Depending on how each student performs with the skill at hand (text structure), will determine if | provide an extension or not. ‘Which FEAPs do you anticipate | demonstrating during this, | lesson? How witlyou demonstrate them? (Include all relevant FEAPs from Domains 1-4) ‘+ 1a.Aligns instruction with state-adopted standards at the appropriate level of rigor. © Th.Sequences lessons and concepts to ensure coherence and required prior knowledge. + 1d.Selects appropriate formative assessments to monitor learning, © 2a, Organizes, allocates, and manages the resources of time, space, and att 2 2beManages individual and class behaviors through a well-planned management system, «2c. Conveys high expectations to all students, © 2 Maintains a climate of openness, inquiry, fairness, and support. © 2h. Adapts the learning environment to accommodate the differing needs and diversity of students, ‘+ 3a, Deliver engaging and challenging lessons. © 3b. Deepen and enrich students’ understanding through content area literacy Strategies, verbalization of thought, and application of subject matter. Does this lesson connect to your inquiry work/wondering? Are you trying strategy or integrating something learned from data collection/literature? ‘Are you collecting data during | this lesson that will contribute to | your inquiry work? ~ This lesson does not connect to my inquiry work because this is not the group my inquiry focuses on. However, this lesson does contribute to my data notebook because I will be collecting student work to include for references later on.eo pate h eaecl Yor hawe ben Lecerning Abos © Lock at text Rofures eo 2- + Xeste ing. Ouwtods snd PERCE {Shared _AP._responses "To Nike thot QV 20 Lily wesme Sinisa ~ "Tel bn your Pros Melo = "So usar does Mat mecunrt:' Cyionce Sa To to Share +ext StrictureHillsborough County m BP rept’ seyeot! CLASSROOM TEACHER EVALUATION INSTRUMENT Informal Observation Too! 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