USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 2nd
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
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
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Name: _Kelsey Kaufman_____________
Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022
Part 1: Lesson Content
Compare and Contrast Two Stories
How does this lesson connect to the interests and cultural backgrounds of your students?
I will include a variety of discussion settings for my students meeting the different needs of my students.
I will be allowing my students to use highlighters which allows them to see the details within their story
and students enjoy using the highlighters.
How does this lesson connect to/reflect the local community?
This lesson connects to my students local community because a lot of my students have parents that
garden and composting is something some of my students are familiar with,
ELA.2.R.3.3
Compare and contrast important details presented by two texts on the same topic or theme.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
ELA.1.R.3.3
Compare and contrast two texts on the same topic.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.3.R.3.3
Compare and contrast how two authors present information on the same topic or theme.
Students may not be able to understand what makes the two stories different and would look at specific
details instead of the story overall.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 2nd
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?
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Name: _Kelsey Kaufman_____________
Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022
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 compare and contrast the two stories Compost: Food for your soil, and Sharing
the Garden Love.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? __Understand____________________________________
Which level(s) of thinking is/are called for in your objective? ______Understand_____________________
Why did you choose this level(s) of thinking?
I chose this level of thinking because the objective and standards both have the students identifying in
order to complete those standards/objectives.
Describe your assessment plan:
I will be collecting summative data by collecting my students similar and different t charts to see if they
were able to meet my objectives.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is summative because I will be collecting these assignments and grading them on how
well they were able to understand the lesson.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 2nd
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.
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
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Name: _Kelsey Kaufman_____________
Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022
How does it align with your objective?
With this assessment I will be able to see how well the students understood the two stories and how they
are similar and different.
I am assessing if students were able to complete the similar and different t-chart with at least one correct
point in each column.
Part 2: Lesson Implementation
I will start off the lesson at the front of the classroom as we discuss and read the text. I will then be
walking around the classroom observing the students as they work independently.
I will share my expectations with my students throughout the lesson. I will also use the classrooms
attention getter if the class starts to get off topic.
I expect my students to listen quietly to the story and to follow along as we read. I expect my students to
work with their partner and they both put in effort to their work. I will communicate these expectations
by instructing them of our assignments.
If students are not meeting my expectations, I will redirect them on what they should be working on.
There may be some specific students who may require a more extensive management plan and that
would consist of me walking over to them and explaining what they should be working on, if need be, I
will ask the student to move their clip down. I will also reward students by moving their clip up and
providing JSR bucks.
If the students complete the task quickly, I will ask them to start thinking about our essential question of
the week “Why do we follow rules?”
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey Kaufman_____________

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022

require a more extensive

management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials Reading/Writing Companion (RWC)
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Projector

Writing Notebook

Highlighter

Predict, Question, Clarify, Summarize worksheet.

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 2nd
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.)
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Name: _Kelsey Kaufman_____________
Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022
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:
I will differentiate my lesson by providing a variety of discussion talk. Students will be allowed to have
turn and talks for some questions. I will be pulling my Sunflowers (My ESE students) over to my table to
work with me.
Which specific students will benefit, and why?
My students who have a need to communicate with classmates as well as those that need flexible seating
options. My ESE students would benefit from being pulled to a table because I will be able to walk them
through the assignment and help them get to the right answers.
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 use different visuals as aids for these students. I will ask yes/no
questions to these students.
 Early Production Level: For students at this level, I will ask the questions that only require a word
or two responses.
 Speech Emergence Level: Provided a dictionary for these students to look up words they may not
understand.
 Intermediate Fluency Level: Will provided help if needed for the assignment.
What accommodations will you make for students who have an IEP or 504 plan?
For students with an IEP, I will give them additional help by pulling this group over to my table and
guiding them to discuss how our two stories are similar and different.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey Kaufman_____________

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022

For students who are identified as gifted or have an EP plan, I will instruct them to provide me with more
then one sentence for each similar and different column.

References (Planning of
instruction should be guided by ELA team
research-informed CT
approaches. Acknowledge Weekly Lesson Plans
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _____ELA/Summarize, Predict, Clarify, Question___
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.)
guided/gradual release/etc.) _Whole group, turn and talks
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? I will start off my lesson by discussing the objectives of the day with the students.
 Who will work together in
groups and how will you
I will have the students turn and talk and discuss the story from yesterday, Compost: Food for
determine the grouping?
your soil. I will ask student to share their partners answers. We also talk about what we learned
 How will students transition
yesterday and what composting is.
between activities?
 What will you as the teacher
do? I will ask the students to take out their I Think I Know out from their red folder, as well as their
 What will you as the teacher RWC book.
say?
 What will the students do? *I will pull up the RWC book on the computer, so it is ready and project the I Think I Know for the
 What student data will be students.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey Kaufman_____________

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022

collected during each phase?

 What are other adults in the I will ask the students to look at their I Think I Know worksheet. I will instruct the students to
room doing? How are they look at our new story on page 120-121 and fill out the prediction portion of the worksheet. I will
supporting students’ learning? give students 4 minutes to find three things they think we will learn and write down two words
that pop out to them.

After the four minutes I will have the students share their answers to the class and I will write
them on the board.

I will then ask students to fill in the Question box and ask one question they want to learn in this
story, I Wonder….. Students will have two minutes to think of a question and write it down. I will
pick on a student to share their question with the class which I will write down on the board.

I will pass out highlighters to students when they are working on the questioning part of their
worksheet.

I will instruct the student to put their paper to the side for now and listen carefully to the story. I
will ask the students to highlight key details in the passage, and to especially highlight answers to
the questions What is compost, and why do people add compost to soil. I will tell the students to
notice that this text is an realistic fiction text, I will then ask the students what a realistic fiction
text is.

I will read the story aloud of the students and stop after each page to finish up their highlighting.
Once students are done I will ask them “How does Jaya’s family make compost” and “How does
Jaya feel about helping Mrs. Carson”

I will ask students to take out their reading notebook and open to the first blank page behind the
red tab. I will instruct students to make a t chart on their paper ( I will do this on the board as
well. And write similar and different on the top.

I will tell the students that their work for today is to find ways our two texts from the last two
days are similar and different and to fill out their t chart with this information. At this time I will
ask sunflowers to come to my table with their RWC book, notebook, and pencil> Mrs.Kenndy will
do the same for the Bees. I will guide the Sunflowers with this assignment.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey Kaufman_____________

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 21 Date of Lesson: 3/31/2022