USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught: 5th Subject/Content: ELA
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will know
or be able to do after the instruction –
the learning outcomes
Content (WHAT students are learning-
look to the standard)
Action (HOW students will show it- there
might be clues in the standard)
Measure (HOW WELL they need to do it)
(Note: Degree of mastery does not need
to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you know
students have mastered your
objectives?
Assessment Scoring/Rubric
Name: Taylor Appel
Group Size: 5 Date of lesson: January 29, 2019
Part 1: Lesson Content
LAFS.5.RI.2.5- Compare and contrast the overall structure (e.g, chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
 Students will be able to determine the structure of an informational text by identifying key
words in the text with 80% accuracy.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Understanding
Which level(s) of thinking is/are called for in your objective? Applying
Why did you choose this level(s) of thinking?
I chose this level of understanding because the verb determine falls under the Bloom’s applying
taxonomy.
Describe your assessment plan:
Students will read an informational text and on a sticky note write down the text structure and
explain their reasoning using key words.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative. I chose to do a formative assessment because it is quick and easy, and this lesson is still
being introduced.
How does it align with your objective?
This assessment aligns with my objective because students should be able to identify the text
structure of an informational text using key words and that is exactly what I am having my
students do.
If students can accurately identify the text structure with appropriate key words, then they will
receive a check plus.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th Subject/Content: ELA
What are the criteria for how you will
assess student learning/student work? If
you’re using a rubric, include your rubric
here.
Understanding the standards over
time
What misconceptions might students
have about this content?
Management & Environment
(integrated throughout your step-by-
step plan):
 How will you arrange yourself
and the students (location in the
classroom, seating)?
 What processes & procedures will
you use? How and when will you
communicate those to students?
 What expectations will you have
for the 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
Name: Taylor Appel
Group Size: 5 Date of lesson: January 29, 2019
If they can accurately identify the text structure but not the key words or vice versa then they will
receive a check.
If students cannot identify either they will receive a check minus.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
LAFS.4.RI.2.5- Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Trace the standard to the next grade level. What will students learn next related to this
standard?
LAFS.6.RI.2.5- Analyze how a particular sentence, paragraph, chapter, or sections fits into the
overall structure of a text and contributes to the development of the ideas.
In 6th grade, students are analyzing how specific aspects of the text contribute to the overall
structure of the text.
Students often confuse problem/solution text structure for cause/effect.
Part 2: Lesson Implementation
 If students are not at their seats, they will be at one of their guided rotations with either
myself, Mrs. Ruiz, or Mrs. Hudson.
 If students are at their seats, they are expected to be working independently either reading
or on IReady.
 If students do not come to group prepared, they will receive a check in their paws folder.
 Students are expected to come to group prepared with their reading notebooks, a pencil,
and if applicable their reading text or completed assigned work.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th Subject/Content: ELA
extensive management plan?
What will that consist of?
 What will students do it they
complete the task quickly?
Materials
(What materials will you use? Why did
you choose these materials? Include any
resources you used. This can also include
people!)
Differentiating Instruction
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.)
Name: Taylor Appel
Group Size: 5 Date of lesson: January 29, 2019
 Reading notebook
 Pencil
 White board/Marker
 Appropriate text per group based off reading level. (texts attached)
 Sticky notes
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Groups 1 & 3- They will receive a text that is catered to their grade 4 reading level.
Groups 2 & 4- Will receive text catered to their grade 5/6 reading level.
Which specific students will benefit, and why?
Each student will benefit from this because we will be providing them with text that they can read
and understand in order to learn the concept of text structure.
What accommodations will you make for students who are English Language Learners?
(Refer to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: I will provide this student with a grade level text in his/her first
language.
 Early Production Level: I will provide this student with a grade level text in his/her first
language.
 Speech Emergence Level: For students at this level, I will provide them with a text in
English, but it would be catered to their English reading capability. If needed, I will break
down vocabulary words to help them understand the meaning.
 Intermediate Fluency Level: For students on this level, I will provide them with a text in
English at their current reading level. I will continue to emphasize vocabulary.
What accommodations will you make for students who have an IEP or 504 plan?
 For students with an IEP or 504, accommodations will vary. For most of my students it will
involve repeated directions and extra time. However, most accommodations will come
directly from the students IEP or 504 plans.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th Subject/Content: ELA
Meeting your students’ needs as
people and as learners
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 you as the teacher say?
 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?
Name: Taylor Appel
Group Size: 5 Date of lesson: January 29, 2019
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
For students who are gifted, they will be receiving a text slightly above their reading level. They
will be asked to not only to identify the text structure, but to justify how/why they know while
pulling details from the text to support their answer.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This lesson does not connect to the interests and cultural backgrounds of my students.
If applicable, how does this lesson connect to/reflect the local community?
This lesson does not connect/reflect the local community.
1. What is the content area for this lesson? ELA
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Guided group
3. Step-by-step plan:
Time: Action Steps:
There are four reading groups. Each will be doing the same lesson.
1. Call group over to the table. “We have been talking about text structure. So on this sticky
note I want you to write what you remember about text structure. What it is, the different
types, how you find it, etc. Whatever you can remember from what we have talked about”
Give students a few minutes to write their thoughts.
2. After giving students enough time to jot their thoughts down about text structure, collect
the sticky notes and then ask, “What is text structure?” Allow students to share their
thoughts. Address any misconceptions. The best answer is that the text structure is how the
author organizes the text. Have students identify the different types of text. Make sure that
they understand that there are four different types, but that we will be focusing on two.
3. After discussing text structure, inform students that we will be reading a text today about
Finding Dory. While they read, they should be thinking about what the text structure of the
text is and how they know. “Underline, circle, make notes of anything that will help you
identify the text structure. When you are done, I need you to identify the text structure and
tell me how/why you know.” Provide students with an example, if it is a chronological text
structure, I might say that I saw the key words First, second and last.”
4. Have students write on their text what the text structure is along with their explanations.
As students finish reading and answering their question, read over student responses. For
USF Elementary Education Lesson Plan Template (rev. F18) Name: Taylor Appel

Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 5 Date of lesson: January 29, 2019

this text, students should have stated that it is problem/solution and they should have been
able to correctly identified a problem and at least one solution.