USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
Part 1: Lesson Content
Ways Characters Shape Stories
How does this lesson connect to the interests and cultural backgrounds of your students?
In this lesson we will read “two fables from Aesop” in these two fables characters make choices that
reflect what they value they point out that the dog makes a foolish choice because he is selfish and
greedy while the Ant and the dove make choices that help others. as a class we will discuss how choices
show our values or ideals we try and live up to I will have students tell how their own choices reflect
their values.
Fables can also help us clearly see human foibles and shortcomings that might not be as easy to
recognize if the characters are human. As a result, kids gain a better understanding of their immediate
surroundings, as well as the people, behaviors and situations they may encounter. Fables are
characterized by their moral lessons. These short tales were once passed down as folklore to teach
listeners the difference between right and wrong, give advice on proper behavior and manners, and offer
maxims to live by.
How does this lesson connect to/reflect the local community?
in the Ant and the dove the dove season Ant struggling and is moved to help the dove responded to
another creatures pain with both emotion and action we will discuss ways that humans sometimes feel
each others emotions and ask the students to explain ways that they can hopefully respond when they
see someone struggling or feeling bad.
For centuries, fables served the crucial role of communicating a shared history, reinforcing a culture's
values and calling attention to important traditions. These short tales were once passed down as folklore
to teach listeners the difference between right and wrong, give advice on proper behavior and manners,
and offer maxims to live by.
ELA.3.F.1.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)

(You should include ALL applicable ELA.3.R.1.1

standards.) Explain how one or more characters develop throughout the plot in a literary text.
3.C.1.1ELA.3.C.3.1
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to
grade level.
ELA.3.C.1.3
Write opinions about a topic or text, include reasons

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning ELA.3.F.1.AP.4: Read grade-level texts, at the student’s ability level, with accuracy and expression using
course) the student’s mode of communication.
ELA.2.R.1.1
Identify plot structure and describe main story elements in a literary text.

ELA.2.F.1.4
Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

ELA.2.C.3.1
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to
grade level.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.2.C.1.3
Write opinions about a topic or text with reasons supported by details from a source, use transitions, and
provide a conclusion.

What misconceptions might ELLS SHOULD BE TAUGHT TO READ IN ENGLISH FROM THE BEGINNING
students have about this Reading skills transfer from one language to another. Students who first learn to read in there native
content? (talk to your CT) language, will be more successful readers in English. I will provide English and Spanish versions of the

2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
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.)
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
text.
Each student has a Chromebook with resources to read aloud materials and texts in Spanish and English
to help assist no matter which stage they are in there reading process.
Drawing inferences from a text is a reading
strategy that requires readers to make a connection to one’s
experience and world knowledge to make sense of the implicit
message from texts. Some inferences are not easy to make from
certain texts, and that is why the strategy is sometimes regarded
as an advanced one. Students may not contain all the background knowledge needed to make inferences.
Students will be guided and modeled how to use background knowledge (that will be provided or
exampled) and add it to what they are reading in the text to make an inferences.
Students may confuse how to organize information so they will be provided a graphic organizer with
sentence stems provided to help assist them in answering, they can refer to the text to fill in the blank.
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to Understand the unit topic and knowledge goals.
By sharing their ideas about the decisions that characters make.
Learn Build Knowledge vocabulary words.
Students will draw inferences to learn about characters’ actions.
Read with characterization and feeling.
Read and comprehend stories with proficiency.
Share ideas with peers.
Students will be able to Understand the features of an opinion essay.
Write about the features of an opinion essay.
Share ideas in constructive discussions with peers.
3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
(connect back to 4504/CT
Support/reinforced in
instructional planning)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
ESOL accommodated objectives:
 to make students aware of the importance of thinking while reading
• to make students aware that a lot of messages in texts are not explicit
• to let students see how thinking is done while reading
• to let students experience how useful inferencing can be
• to see students’ responses to the thinking-oriented way of reading
• to provide the teacher with information on how future inferencing lessons
can be planned
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? __Analyze, understand____________________________________
Which level(s) of thinking is/are called for in your objective? ___understand,
apply_______________________________________
Why did you choose this level(s) of thinking?
I chose these levels of thinking because students are having to analyze the text, and evaluate what they
know about the text and then apply by inferring what they may know about the character based on the
information they understood from the text.
Describe your assessment plan:
Students will show what they know and what can infer in their drawing inferences graphic organizer.
I will monitor students’ progress using informal assessment opportunities.
How does it align with your objective?
Because students are drawing inferences to learn about the characters actions, they will discuss and
share with their peers, and they will write features of an opinion essay
Is your assessment formative or summative? Why did you make that assessment decision?
4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
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):
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
Students will be informally assed while working through this lesson, they will make inferences and
highlight text features. They will show their understanding through independently working with a
partner to work through the poem and make inferences based on what they know and what they
understand.
Students will also complete a annotated blueprint for me to monitor scaffolds and assess as the students
are developing their own blueprints across the units this is a space where students will no the characters
thoughts and actions from each poem.
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
Students will be at their desks in their table arrangements.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will refer to the anchor chart agreement that the class came up with to be safe be respectful and
be responsible these expectations are listed on the wall for students to refer to at all times.
● What expectations will you have for the students? How and when will you communicate those to
students?
students will need two respect others and themselves while also being prepared to learn and
being an active participant by putting forth effort and following directions I can refer to this
during my lesson as I notice some students falling off task or getting distracted
● 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?
There are some students who do require a more extensive management plan they will need
verbal reinforcements and reminders to not call out or interrupt others and to be respectful to
themselves and those around them I will use warnings while also using positive reinforcement to
other students who are behaving and showing expected participation and behavior
● What will students do if they complete the task quickly?
5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
students will be asked to reread the first poem and come up with some more inferences to add to
their chart about what they know and what they found out
lesson staging, some teachers may like to have a
section on group work at some point in the lesson. However, such
organization may not be necessary for a reading session
because the lesson focus would be the
learning of the reading skill, not the spoken language for
interaction and negotiation. Getting students’ attention and ensuring
that they are on task for the learning of the reading skills would be
the key. It should always be noted that reticent learners and pupils
without sufficient target language competence may not be able to
benefit in a group interaction environment, u
students will use independent writing notebooks while also using writing utensils and highlighters to
highlight key features of the text and to create a graphic organizer on their own in their writing journal,
students will use their Chromebook laptops to follow along with the presentation, students will have
their own copy of “ways characters shape stories” or they will share with a partner
6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
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:
Students will be shown and explained key vocabulary words that will be seen in the text they are
asked to look at this vocabulary term in a different context. students will be provided a mentor
opinion text to evaluate.
Students will have their own Chromebook to follow along with vocabulary review they were also
be able to follow a guided graphic organizer that I provide for them and model how to complete
while also having them copy what I include in my graphic organizer example and providing model
sentences to use and complete to make their own inferences within each poem.
I will provide a sentence frame for the drawing inferences graphic orginziers that states “I can
infer that the ant feels _____ so he _____” or “I can infer that the ant bit the hunter because _____” I can
infer this because I know_____”
Which specific students will benefit, and why?
My ELL and ESE students will benefit from this scaffolding so they can make connections to their
prior knowledge while also comprehending more of the content with less frustration.
7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
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
learners.)
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
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.
In my asset based profile I took into consideration my English language learners who or seven of
our classmates some of the content and materials in this listen has a substantial level of support
that is geared towards their success and engagement/ comprehension. I will read with the
students and to the students then I will have the students partner read where I will pre pick the
partners so that stir students who need extra help can be with a student who will be prepared to
help them.
Make inferencing explicit to students via think-alouds. As
we are teaching inferencing, we should make it clear that students
know that they are learning inferencing as a reading strategy. To
suit students’ levels, teachers may adjust their language for
explaining what drawing inferences means. Demonstrating thinkalouds in class would be an
effective and attractive approach.
Think-aloud is to verbally report whatever is in one’s head while
doing a task.
Teachers may try teaching inferencing in its different
categories. To this end, the line of functional inferences may be
helpful. Students could be shown how they can explain, predict,
and associate with the given texts. In practice I would include
summarizing as well. Also try various text types and see how
students respond
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: have the partners retail what they read and check for their understanding
while also providing sentence frames and a vocabulary review
This level will be provided a worksheet that contains a lot of pictures to support and help the
students make inferences about the story they will have a written response that will be
shortened to the point students can also have a sentence stem provided so that they can answer
8
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)

*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
the inference question in one complete sentence there were also underline the clues in the text to
support their inference that's what be exampled and modeled on the board.
● Early Production Level: I will pre teach vocabulary using examples and visuals then after reading
a few sentences I will have the partners retail what they read while also checking for their
understanding, I will provide sentence frames within their drawing inferences graphic organizer.
By providing L2 readers with a set of specific strategies designed to assist them in: 1) inferring
the meaning of unknown words; and 2) synthesizing meaning in larger segments of texts, lower
level processing skills might be automatized to a greater degree and cognitive resources used
more efficiently.

This worksheet contains less picture support and has the students use more of the text details to
make inferences it will contain a simple written sentence response and more complex response
question the students will also underline in the text to support their inference which will be
modeled how to on the board.
he
● Speech Emergence Level: I will have the students only read paragraph two and I will still pre
teach vocabulary as the students are reading I will use gestures to reinstate ideas into simpler
sentences while also scaffolding and providing the frames to help partners respond. This
worksheet will contain no picture support and students must depend completely on their text to
make their inferences it will contain a more open-ended inference question with a sentence and
provided so students can still cite their sources and underline in the text.

● Intermediate Fluency Level:

Projecting the text onto the blackboard and having the whiteboard available for you to write and
underline on the text so that the students can also copy what annotations. Provide assistance and
monitoring to see student confusion and misunderstanding and help guide as needed.

What accommodations will you make for students who have an IEP or 504 plan?
Students will be allowed extra time and will have vocabulary access

9
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
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
Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
students will be asked to elaborate and dive deeper while rereading and adding on to their graphic
organizer, Students will no doubt need a quick reminder about what it means to “infer.” I build on their
prior knowledge of implicit vs explicit details. explain that an inference is like an implicit detail. An
inference comes from explicit details combined with background knowledge.
benchmark education company
Florida State standards
texts for close reading
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, GRADUAL
RELEASE__________________________________
3. Step-by-step plan:
Time: Action Steps:
To start, the teacher may introduce the content of the lesson,
that is, a particular reading skill students are expected to learn
and/or practise. It is particularly important that a clear goal be
established for setting up the lesson atmosphere and getting
students ready to learn. The teacher may instruct students in the
use of the skill and inform them in detail how it works. A
teacher’s enthusiastic demonstration could be very useful for a
10
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________
Grade Level Being Taught: 3rd
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 Date of Lesson: 10/04/2022
Size:whole
(21+/-)
start to attract attention and build up a framework for the
lesson.
2 min Read unit title and explain expectations, “be safe, be respectful and be responsible, state
how I will be looking for students with good behavior and participation to give out mustang
money and tickets to… I don’t want to see students calling out and being disruptive because that
not only negatively affects you but also your teammates when I am looking for tales to give out
points too..
5-10 MIN talk about the essential question (“How do our actions influence our lives?”)/ play unit
video and discuss ways our actions have consequences, read captions from magazine,
ask students “how does what we say and do affect others?”
5 min discuss the learning targets(refer to slide) then discuss what students will be doing looking
ahead, have them flip to the last page of the magazine to see what they will be creating and presenting at
the end of the unit.
5 min have students look at the “ways characters shape stories knowledge blue print, explain that as
we are reading we will be looking for the characters thoughts and actions, and hwot hose actions and
thoughts helped shape the plot.
2 min preview enduring understandings (helpful for students to make prior connections)
5-10 min begin vocabulary review reviewing words (actions, constructive, traditional tale, decisions,
consequence. (read definition, use example then ask)
11
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)

Introduce the two fables we will be reading “the dog and the bone, and the ant and the dove”

Show graphic organizer slide to have students copy in their response notebooks. (don’t copy until we
example together)

Explain that we will be completing this organizer after our reading so we need to be on the look out
for what we know and what we can infer based off what we know.
“we can make inferences based off what we know and what we find out when we are reading”

Begin reading the dog and the bone, stopping to refer to our vocab words when necessary

Explain our learning targets for this next section

Begin creating inference chart

Sample draw the inference chart and fill in the inference

“When the dog sees his reflection, he sees another dog with a bigger bone, he drops his bone to get
the bigger bone but ends up losing his bone in the water. When the dog sees his reflection, he
doesn’t know if he is actually looking at himself,
Every time I look into a mirror, I know that I’m looking at my own reflection. But because the dog
thinks he sees another dog, I can infer that he has never seen his reflection before.

Fill in chart

Explain that we will be partner reading the next fable, we will be underlining key details that help us
understand the text and make inferences.

Try to work together with your partner to read and complete our inference chart, look for details in the
text combined with your background knowledge to make inferences about what actions the character
Is going to take.

12
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Madison Atkinson___________________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Date of Lesson: 10/04/2022
Size:whole
(21+/-)

13