USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Maloy Leggett
Grade Level Being Taught: 4th Subject/Content: ELA
Part 1: Lesson Content
Title of Lesson
Meeting your students’ needs as people and as learners
(supervisors)
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards.)
Understanding the standards over time
(CPALMS/instructional planning course)
Group Size: 4 Date of Lesson: 2-9-2021
Prefixes pre-, un-, re-
How does this lesson connect to the interests and cultural
backgrounds of your students?
The words I choose are diverse and students regardless of interest or
cultural background should be familiar with most of these words. I
will understand my students previous knowledge by asking them
clarifying questions.
How does this lesson connect to/reflect the local community?
This lesson connects my students with the local community by
teaching them what prefixes are , how to use them, and how to
identify them. This will allow my students to be more educated and
informed when they are older and a part of every community
conversation.
LAFS.4.RL.2.4- Determine the meaning of words and phrases as they
are used in a text.
LAFS.4.RF.3.3- Know and apply grade-level phonics and word analysis
skills in decoding words.
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of
context.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
LAFS.3.RF.3.3- Know and apply grade-level phonics and word analysis
skills in decoding words.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett
Grade Level Being Taught: 4th Subject/Content: ELA
What misconceptions might students have about this content?
(talk to your CT)
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.)
(connect back to 4504/CT Support/reinforced in instructional
planning)
Group Size: 4 Date of Lesson: 2-9-2021
Trace the standard to the next grade level. What will students learn
next related to this standard?
LAFS.5.RF.3.3- Know and apply grade-level phonics and word analysis
skills in decoding words.
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of
context.
Students may have misconceptions regarding words that begin with
the prefix sound or letters but are not prefixes for example, uncle, the
un in this case is not a prefix.
Some examples:
--Students will be able to accurately (measure- how well) differentiate
(action- how) between potential and kinetic energy (content- what). 
--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).
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Students will be able to accurately differentiate and identify different
prefixes and their meaning.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which

level(s) of thinking is/are called for in the standard? Understand,
Apply, Analyze

Which level(s) of thinking is/are called for in your objective?

Understand, Analyze

Assessment Plan- How will you know students have mastered
your objectives?
Describe your assessment plan:
For the assessment students which each be given a slip of paper. This
slip of paper will have 5 different words with prefixes on them.
Students will be asked to identify the prefix, then identify the base
word, and then identify the meaning of the whole word. The 5 words
will all be using prefixes we practiced as a group. However, I will have
a challenge question that will be using a prefix we did not go over in
detail. This will allow me to see if the student understands the
technique I taught for breaking down words with prefixes.

How does it align with your objective?

This aligns with my objective because it gives me the ability to see and
ensure that my students have been able to accurately differentiate and
identify different prefixes and their meaning.

Is your assessment formative or summative? Why did you make that

Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student
work? If you’re using a rubric, include your rubric here.
assessment decision?
Summative, the students will be building on the material throughout
the lesson.
Students will be scored on whether they understand the context of the
prefix, base word, and whole word. It is either correct, partial or
incorrect.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett
Grade Level Being Taught: 4th
Management & Environment
(integrated throughout your step-by-step plan):
Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021
ATTACHED BELOW
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in
the classroom, seating)?
My students and I will be sitting at a kidney table located in
the back of the classroom. I will be sitting in a way in which I
am able to see each student and connect with them. Since this
is only a group of 4 students I will allow them to choose where
they sit since this is a very engaging activity and there will not
be much room for them to range off topic.
● What processes & procedures will you use? How and when
will you communicate those to students? Students will all be
called to the back table, once all students are at the back table,
we will begin the lesson. I will start by explaining to the
students what we are going to be working on today continuing
with diving right into the explanation of prefixes.
● What expectations will you have for the students? How and
when will you communicate those to students? I expect my
students to be on topic and activity engaged in the lesson. I
will communicate these expectations by encouraging active
engagement through further questions or by creating content
rich conversation.
● 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? If
students are not meeting expectations, I may refer to them to
answer more questions or refer to them by name when I am
speaking to try and draw them back into the lesson.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett
Grade Level Being Taught: 4th
Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021
● What will students do if they complete the task quickly? Since
we will be working as a group, if we do finish early it will be as
a group. In this case, I will provide the students with more
examples we can break down or write about.
Prefix definition slide (printed)
Expo markers
Sticky notes
Pens/ Pencils
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:
The gifted students will be provided with more prefixes than we discussed in the small group and will be
asked to identify the meaning using the strategies taught in the lesson. If a student needs additional time,
they will be provided the additional time needed.
Which specific students will benefit, and why?
The students that will benefit from the lesson the most are the students who are actively engaged and
answering questions as well as listening and responding to their peers.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
I will adapt to the needs of students in this group by referring to them and asking them to answer certain
questions pertaining to the lesson. For example, I know one student may struggle with the base word
wrap, therefore, I may provide context and then ask that student specifically if they can explain what
they think the word means.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
o Pre-Production Level: Used "Pre" Activities such as: total physical response (TPR), realia,
demonstrations. Provided visual context clues, and checked comprehension throughout the lesson when
presenting material orally. Clarified directions and assisted him/her with assignments, the
syllabus, wrote assignments and page numbers on the board, wrote instructions and problems
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett
Grade Level Being Taught: 4th
learners.)
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021
using shorter and less complex sentence structure Explained special vocabulary terms in words known
to the English Language Learners, providing pictures, gestures and realia to illustrate new words and
terms.
o Early Production Level: Provided visual context clues, and checked comprehension throughout the
lesson when presenting material orally. Clarified directions and assisted him/her with assignments, the
syllabus, wrote assignments and page numbers on the board, wrote instructions and problems
using shorter and less complex sentence structure Explained special vocabulary terms in words known
to the English Language Learners, providing pictures, gestures and realia to illustrate new words and
terms.
o Speech Emergence Level: Clarified directions and assisted him/her with assignments, the
syllabus, wrote assignments and page numbers on the board, wrote instructions and problems
using shorter and less complex sentence structure Explained special vocabulary terms in words known
to the English Language Learners, providing pictures, gestures and realia to illustrate new words and
terms
o Intermediate Fluency Level: Explained special vocabulary terms in words known to the English
Language Learners, providing pictures, gestures and realia to illustrate new words and terms
What accommodations will you make for students who have an IEP or 504 plan?
I will ensure these students are supported throughout the entirety of the lesson with additional support
or explanation if necessary. Since this is a small group we will all be very involved in working together
for the majority of the lesson which will also support these students.
What accommodations will you make for students identified as gifted and have an EP (education
plan)? The gifted students will be provided with more prefixes than we discussed in the small group and
will be asked to identify the meaning using the strategies taught in the lesson. If a student needs
additional time, they will be provided the additional time needed.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett
Grade Level Being Taught: 4th
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?
◻ 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?
Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021
My CT provided insight on my lesson plan, as well as provided a tool from I-Ready scores that allows me
to see what area specifically my students need additional support in for example, the prefixes discussed
in this lesson. (pre-, un-, re-)
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.) ______Level 2, CT/Supervisor cycle 1 =_small
group_____________________
3. Step-by-step plan:
Time: Action Steps:
1. Once all students have joined me at the back table, we will begin the lesson. I will begin by
introducing the topic we are going to be working on for a small group that day which is prefixes.
2. I will begin by asking the students in the small group if they think they know what a prefix
means. I will give students time to think, then they will share while group members agree or
disagree with what they think. Then I will present the definition of a prefix.
3. I will begin by presenting the first prefix which is pre-. I will ask the students if they can think of
any words that begin with the prefix pre. I will explain that some words can be broken into parts
and that word parts at the beginning of words like pre-, are called prefixes and can help us to
understand the meanings of words.
4. I will write the prefix pre- on the table and I will ask the students to view the prefix and think
about what it could mean. I will tell students they can think about words they know that start
with the prefix pre- and I will remind them just to try their best. We will share the ideas they
came up with as a group, we will then break them down together and find the meaning.
5. After giving the students time to think in their head about what the prefix pre- could mean, we
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021

will come back together as a group and discuss our different thoughts.
6. Once students understand that the prefix pre- means before, we will continue these same steps
with the other 2 prefixes un- and re-.
7. Once all 4 students understand the meanings of the 3 prefixes, we will begin to break down
example words. I will start with writing a word like preview on the table. I will cover up the pre-
and ask the students what the base word means (view). Once students identify what the base
word means, I will cover the base word and show them the prefix and ask them the prefix
meaning. Once the students have identified the prefix meaning, I will show them the whole word
and ask them for the meaning. I will show the students a strategy for identifying the different
aspects of the word such as the prefix which we will put a box around and the base word which
we will underline.
8. We will continue practicing this as a group until I think the students have had enough practice as
a group to then practice individually on their own. Some of the words we may practice will
include; preview, preschool, preset, premix, unfair, unwrap, unkind, unlock, review, replay,
rewrite, restart and redo.
9. The students' individual practice will include some words we did together, some new words, and
a challenge question which shows a prefix we did not discuss. By allowing students to do this
individually it allows me to understand if they have grasped the concepts from the lesson or if
there is something we need to go back and review. I also added the challenge question to see if
students practice using the breaking down strategy I taught.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 4 Date of Lesson: 2-9-2021