USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 1st
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or state)
relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards over
time
Name: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
Part 1: Lesson Content
Describe Your Monster! (Adjective Lesson)
How does this lesson connect to the interests and cultural backgrounds of your students?
N/A
How does this lesson connect to/reflect the local community?
N/A
LAFS.1. SL. 2.6-Produce complete sentences when appropriate to task and situation.
LAFS.1. W. 1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
LAFS.1. L. 1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home;
Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
Trace the standard to the previous grade level. What have students already learned or been exposed to related to
this standard?
LAFS.K.SL.2.6-Speak audibly and express thoughts, feelings, and ideas clearly.
LAFS.K.W.1.2-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which
they name what they are writing about and supply some information about the topic.
LAFS.K.L.1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
What misconceptions might
students have about this content?
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)
Name: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.2.SL.2.6-Produce complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
LAFS.2. W. 1.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
LAFS.2. L. 1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Demonstrate legible printing skills.
b. Use collective nouns (e.g., group).
c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
d. Use reflexive pronouns (e.g., myself, ourselves).
e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
f. Use adjectives and adverbs and choose between them depending on what is to be modified.
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie;
The little boy watched the movie; The action movie was watched by the little boy)
 Students may have misconceptions of using appropriate adjectives, replacing them with nouns or verbs.
 Students may not use proper conventions for their sentence.
 Students may use terms to describe their monsters other than appropriate adjectives.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential and
kinetic energy (content- what).
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
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: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will respond to a
challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to accurately write a complete sentence using adjective(s) to describe their monster.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in the
standard? __Level 2: Basic Application of Skills and Concepts__________
Which level(s) of thinking is/are called for in your objective?
___Remember/Understand______________________________________
Why did you choose this level(s) of thinking?
 This level of thinking was chosen to support the continuation of basic foundational writing skills that
are being introduced to the students. They will begin by the “remembering” level by using adjectives to
describe their monsters. Then they will use the “understand” level to characterize their monsters by
creating a complete sentence that describes their monster.
Describe your assessment plan:
 Students assessment will be to write a complete sentence using an adjective or many adjectives to
describe their monster.
Guidelines will include:
1. Student has a complete sentence. (Capital letter to begin sentence, punctation to end sentence)
2. Student clearly states their noun (monster, or name of monster)
3. Student describes noun with an appropriate adjective.
Is your assessment formative or summative? Why did you make that assessment decision?
 Formative
o This decision was made as an assessment that is to monitor student understanding of how to
accurately create a complete sentence using an adjective.
How does it align with your objective?
 This aligns with my objective because students are being assessed on the use of an adjective in a
complete sentence.
Assessment guidelines will include:
1. Student has a complete sentence. (Capital letter to begin sentence, punctation to end sentence)
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
What are the criteria for how you will
assess student learning/student work?
If you’re using a rubric, include your
rubric here.
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
Name: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
2. Student clearly states their noun (monster, or name of monster)
3. Student describes noun with an appropriate adjective.
Students will be assessed using a grading scale of-
Check- Student showed mastery of the 3 criteria
Slant- Student showed an understanding of the 3 criteria/ 1 misconception
“X”- Student did not attempt/ 2 or all criteria were misconceptions.
Part 2: Lesson Implementation
Arrangement-
 Read Aloud-
o T- Centered in front of the carpet.
o S- In individual squares on the carpet.
 Whole- Group Instruction-
o T- Front of room at the ELMO.
o S- At their desks.
 Independent Work-
o T- Roaming the room providing support.
o S- At their desks.
Process & Procedures-
 Transitions- Students are told to move quickly and quietly.
 Attention- “EYES ON ME”, “EYES ON YOU”
 Participation- Students are expected to raise their hand when wanting to participate in discussion
Expectations-
 Students will respect their peers
 Students will give their best effort in their work
 Students will be at level 0 during independent work
 Student will be actively listening and participating in the whole-group instruction.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
a more extensive
management plan? What will
that consist of?
 What will students do if 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!)
Name: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
Management-
 When students get antsy on the carpet, teacher will say “Criss, cross, apple sauce” “snip, snap, hands in
lap” to redirect focus.
 Expectations of students will be repeated at a whole-group attention level if a majority seems to be off
task and not engaged. Extensive behavioral (L.M, S.R, K.H)- simple redirection of “Are we making
good choices?” if students decide to continue to distract others a one-to-one conversation will be held
with either CT or other teacher to get back in control.
Task Complete-
 Students will be able to draw and color their monsters on their adjective response sheet.
 “Go Away, BIG GREEN MONSTER!” by Ed Emberley
 Monster Adjective Worksheet
 ½ Sheet of Handwriting Paper
 Pencil
 Elmo
 CT
 Monster Crafts (Body, eyes, mouth, fur)
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
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: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
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:
1. Product-
a. Number of adjectives expectation is 6 descriptive words
b. Selected students will have a requirement of 3
2. Process-
a. Providing students with pre-made adjective lists.
a. Colors- purple, orange, green
b. Feeling- Happy, silly, scary.
c. Texture- soft, fluffy, smooth.
d. Size- small, little, tiny.
e. Shape- round, circle, flat.
b. Students allowed to use personal word-wall
3. Readiness-
a. Teacher will model the expectations of the independent assignment with writing
example adjectives following with a complete sentence.
Which specific students will benefit, and why?
4. Product-
a. A. S, E.W, Y. M, E. J, N.V, S.R, R.F, K.H.
5. Process-
a. E.W, Y. M, E. J, N.V
b. Whole- group
6. Readiness-
a. Whole-group
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 would provide the student with a translated text or video that explains “Go
Away, BIG GREEN MONSTER!” in their native language.
o Use Google Translate to communicate directions to individual student (Y.M)
o Providing a pre-made list of adjectives.
 Early Production Level: Finding a translated text student paired with a Level C ELL for help reading
and understanding translation
o Providing a pre-made list of adjectives.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Angelica Garcia_____

Grade Level Being Taught: 1st Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19

 Speech Emergence Level: Student will be given the same text but possibly assigned one educator to
help work their group through the describing a monster with adjectives.
o Providing a pre-made list of adjectives.
 Intermediate Fluency Level: Student would have the support of teachers floating in order to clear any
misconceptions.
What accommodations will you make for students who have an IEP or 504 plan?
 Students will be provided with an ESE specialists support who will pull the small group for
instruction following the lesson.
What accommodations will you make for students identified as gifted and have an EP (education plan)?
N/A
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)

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?
1. What is the content area for this lesson? ______Writing__________________
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.)
____Gradual Release_______
3. Step-by-step plan:
Time Actions
8:00- 8:02 T- Gather whole- group attention using “EYES ON ME.”
 Instruct students to quietly and quickly go down to the carpet.
S- Responds “EYES ON YOU”
 Quickly and quietly walk and sit down on the carpet.
8:02- 8:04 T- Engages students and introduces the objective.
 “By quiet hands who likes monsters?”
S- Respond with hands raised or not raised
T-
 “Today we are going to read Go Away, BIG GREEN MONSTER!”

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 1st
 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: __Angelica Garcia_____
Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19
 “While I am reading, I want you to listen to any adjectives that you hear in the
story.”
 “Later, we are going to write a complete sentence that includes one or more
adjectives that describe our monsters that we created this morning”
T- Prior Knowledge
 “Who can tell me what an adjective is?”
S- Responds with possible answers-
 Describes a noun (person, place, or thing)
 Is a color, shape, size, smell, taste, feeling, texture, etc.
T-
 “Very good! Adjectives are words that describe a noun. This can include; colors,
textures, tastes, feelings, sizes, and shapes!”
8:04-8:10 T- Reads story aloud
 Stopping points-
o Every page
o Ask students “Who can tell me the adjective(s)?
S-
 Sitting and actively listening.
 Raising hands to answer questions.
*CT HANDS OUT WORKSHEETS/ MONSTERS*
8:10-8:12 T- Releases students back to their desks.
 Students rows on the carpet will be dismissed to their seats.
S- Walk quickly and quietly back to their seats.
8:13- 8:20 T- Modeling the worksheet
 Teacher will project their monster craft under the elmo.
 “Who can give me an adjective that describes Ms.Garcia’s monster?
o Possible answers- small, dirty, soft, round, cute, funny, silly, little, blue,
black, happy
S- Respond with adjectives that describe the monster
T- Fills in 6 responses to the Monster Adjective Worksheet.
 “Now I want you to take 5 minutes to write down adjectives that describe your
monster.”
 “You can use your personal word book and the adjective poster to help you spell
words you do not know”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Angelica Garcia_____

Grade Level Being Taught: 1st Subject/Content: Writing Group Size:22 Date of lesson: 09/11/19

S- Work independently for 5 minutes describing their monsters

T- Will be roaming around the classroom giving support where needed
 (This is where you conference with specific students that need support, giving pre-
made lists, assigning 3 adjectives rather than 6)
8:20- 8:35 T- Modeling writing a sentence
 Teacher will project the adjective worksheet along with sentence ½ sheet.
 “I am going to choose one adjective I want to use to describe my monster in a
sentence”
 “Is it okay to use more than one adjective in my sentence?”
 “Go ahead and circle which adjective you want to use to describe your monster.”
S- Response is “Yes”
T-
 Models writing sentence-
o Example: My monster is very dirty.
 “I am going to give you 10 minutes to write your own sentence.”
T- Will be roaming around the classroom giving support where needed
S- Independently writing their sentences
 If they finish, they can illustrate their monsters.