USF Elementary Education Lesson Plan 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?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
Subject/Content: ELA Group Date of Lesson: 11/ 10/2022
Size:WHOLE
Part 1: Lesson Content
How does this lesson connect to the interests and cultural backgrounds of your students?
Students will be reading and discussing ways that segregation affected African Americans ands their
rights, for many students this will be an opportunity to learn more about their own history or others
history throughout time. Students will be able to read and learn about events that led to
How does this lesson connect to/reflect the local community?
This lesson will students to understand the history of African Americans and all they have overcome
throughout their communities. Students will be able to understand actions and events that led to their
right to vote here in America today.
ELA.3.R.3.3
Compare and contrast how two authors present information on the same topic or theme.
ELA.3.R.3.AP.2b: Identify the central idea and relevant details for an informational text using the
student’s mode of communication.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
ELA.2.R.2.3 Explain an authors purpose in an informational text.
ELA.2.R.2.AP.2: Identify the central idea and relevant details in a text.
Trace the standard to the next grade level. What will students learn next related to this standard?
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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 11/ 10/2022
3RD Size:WHOLE

ELA.4.R.2.3 Explain an authors perspective toward a topic in an informational text.

ELA.4.R.2.AP.2: Identify relevant details that support an explicit central idea.

What misconceptions might

students have about this Students may confuse why African Americans were segregated and had less rights. students may confuse
content? (talk to your CT) the actions taken to fight these central ideas.

Objectives- What students will -------------------------------------------------------------------------------------------------------------------------------------

know or be able to do after the Students will be able to accurately Compare and contrast how two authors present
instruction – the learning information on the same topic. Summarize the central idea and relevant details.
outcomes Participate in a constructive conversation about two texts.
Content (WHAT students are • Demonstrate my understanding by responding to a close reading question in writing.
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)

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? ___evaluating________________________________

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

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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
3RD
Assessment Plan- How will you
know students have mastered
your objectives?
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: 11/ 10/2022
Size:WHOLE
understanding_____________________________________
Describe your assessment plan:
My assessment plan is formative I will be observing throughout all of my instruction periods checking to
see if students are comprehending what is being read and what is being asked of them I will also assess
students by viewing their work that they are completing for me they will be completing 2 graphic
organizers as a partnership and as independent workers.
How does it align with your objective?
my objective is to have them compare and contrast how authors will present the information on the
same topic which will be completed through our compare and contrast Venn diagram they will also
summarize the central idea and relevant details in the text with their methods chart showing how
African Americans fought to fight segregation and voting laws.
Is your assessment formative or summative? Why did you make that assessment decision?
Completion of organizers, participating, following directions.
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
Students will be in a whole group. students will then move to the partners I have arranged for
them. they then will work independently. students will have a brain break and moment to dance
and move around.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will use transitions and clear expectations to complete all of my processes and procedures.
● What expectations will you have for the students? How and when will you communicate those to
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USF Elementary Education Lesson Plan 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: 11/ 10/2022
Size:WHOLE
students?
I communicate all my expectations thoroughly and clearly through my instruction and directions
through my step-by-step plan.
● 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 do not meet my expectations I will follow up with them one-on-one and make sure
that they are putting in effort and participation to their work.
● What will students do if they complete the task quickly?
I have provided bonus questions on the backside of the paper for students to further their critical
thinking and discovery.
https://docs.google.com/presentation/d/1kGNNQKFWF-18eOQ26O6ZtwgjqA0k6ck76T8RMUCQj6o/
edit?usp=sharing
compare contrast vinn diagram
methods chart
Government for the people magazine.
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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
3RD
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
learners.)
*If you don’t have students who
require these accommodations,
Subject/Content: ELA Group Date of Lesson: 11/ 10/2022
Size:WHOLE
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 would change the gradual lease process and not have students work independently if they are
not prepared to complete the organizers on their own I would continue to model and work with
students or have them pair with partners to help them work together.
Which specific students will benefit, and why?
students that may struggle to keep themselves focused and moving forward would be ESE and EL
students.
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.
this will help different learners because there is so much differentiation and scaffolding
throughout the lesson I have provided different organizers as well as different sentence stems
and vocabulary contextual meaning definition for them to preview beforehand we will discuss
and talk about word meanings and we will also go over central ideas and relevant details in the
texts that will help them complete their organizer. I also have provided sentence stems for all
students some students it will be printed onto their paper for them to fill in the blank and other
students it will be projected onto the board so they can copy the whole message.
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: students are provided sentence stems and organizers they are also talked
to about word meanings and read aloud the text. they are provided extra help and extra time.
one-on-one help with the teacher.
● Early Production Level: sentence stems and organizers there are also read the text aloud and
provided extra help.
● Speech Emergence Level: students will be provided their own graphic organizer with sentence
stems already printed on it they will be allowed extra time and extra help.
● Intermediate Fluency Level:
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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 11/ 10/2022
3RD Size:WHOLE

describe what you WOULD do if

you did have these students.
What accommodations will you make for students who have an IEP or 504 plan?
These students will be allowed to have extra time and extra help during the lesson.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
these students will be asked to complete the bonus question on the back of the graphic organizer.

References (Planning of Benchmark academy curriculum.

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?
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/
independent_________________________________
3. Step-by-step plan:
Time: Action Steps:
Slide 1: Today we will be comparing and contrasting how authors present information on the same topic.
Refer to standard on board.
Slide 2: read
Slide 3: read

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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________
Grade Level Being Taught:
3RD
◻ 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 Date of Lesson: 11/ 10/2022
Size:WHOLE
Slide 4: so now you will work with your partner to (read the slide)
Remember that today we are going to be comparing and contrasting so if you already find the central
idea and relevant details, try to start looking for similarities and differences in the way the authors are
presenting the information. I will be watching who is working with their partner to find information,
seeing whose conversations are on task, and who will have some information to share with the class.
Pass out supplies for vinn diagram (helper of the week)
Slide 5: we're going to compare and contrast how the authors of "Election Day" and
"Fighters for Rights: Rosa Parks and Cesar Chavez"
Remember that comparing and contrasting two texts on the same topic is important because it broadens
our understanding of that topic.
Who can raise their hand quietly and tell me what it means to compare…
Great! Compare means to find similarities between two or more objects/ people
whereas contrast means to find the differences between two or more objects/ people
slide 6: So as im looking back at my two texts First, I notice that authors write about different activists. I
see the author of "Election Day," Nell Wilson, presents information about elections and voting rights.
I notice that the author of "Fighters for Rights: Rosa Parks and Cesar Chavez," Harper Larios, also
mentions voting rights, so that is something i am going to add to my similarity column.
click
She writes that Rosa Parks wasn't able to register to vote. Larios also presents information about farm
workers' rights. What is something else you guys notice the author is using the same?
(if confused, ask them to look at pictures, dates, events how they are presented)
both authors use text features to support their writing.
I see pictures, captions, and time lines. Click
What other similarities and differences do you notice?
Slide 7: Alright guys this part is very important and i think your going to want to hear what i have to say.
Here i have put some definitions to refer back to about activist, rights and comparing and contrasting.
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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 11/ 10/2022
3RD Size:WHOLE

I am going to let you work with a partner to help you find the contrast. However, if you are 1. Too loud (i
cant hear this music i am going to play for you) 2. And not on topic 3. Not contributing to your partner or
work. Or moving all over the room, then you will be asked to move back to your seat and work alone
silently.
So… this is the good part.
If you and your partner can complete this organizer with at least one difference in each bubble and two
or more similarities at a volume level where i can still hear the music and work with a couple classmates
at that back table… then their will be a reward for each partner group who follows.
However if you do not comply then you and your partner will miss out and not receive the reward.
Does everyone understand?

Slide 8: Alright guys! So now that you have had a chance to look back, talk with your partner, and jot
down some similarities and differences between the authors and the activist. I am excited to see what
you guys found!
Who is brave enough to be first and share one similarity they found between both authors?
( jot down oral answers on white board so other students can copy (remind them they should be copying
if they don't already have it)

Slide 9: brain break!!

Slide 10: Okay so now that you guys are experts on ways that people have fought segregation and voting
rights, we are going to fill out this methods chart with some of the ways that African Americans fought
segregation and voting rights. I would like for everyone to provide one method and example of how they
fought each.

Click click

I have been very generous to provide some sentence stems to help you guys out if you are stuck…
The only reason i did this is because i want to work with a few classmates at the back table, so i dont
want anyone to come interrupt us while we are working to ask “what are we doing” “i dont know what to
write” “i can’t find it” or to ask to go to the bathroom or get water.
You should be working independently to find at least one example in the text for each.
If i can’t hear my friends at the back table, and i cant hear the music i have playing for you. Then its too
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USF Elementary Education Lesson Plan Name: _Madison Atkinson___________________________________

Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 11/ 10/2022
3RD Size:WHOLE

loud and you need to check yourself before i have to stop what im doing to correct you.
Show me that you guys can do this on your own, show me that you can follow directions and
show me that you are the mature and awesome third graders that i know.
Does everyone understand?
Eliza, Alex, Markhel, Gino, Emmanuel, Isaac, and Imani please meet with me at the back table.

Slide 11: go over answers on slides as whole group once back table has transitioned back. Debrief about
what they learned. If time allows ask students

What is one thing you learned about rights?

Segregation?

Rosa parks?

Cesar Chavez?