USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Katie Goetz
Grade Level Being Taught: 5th
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 Size: 3 Date of Lesson: 1/31/2023
Part 1: Lesson Content
The New Teacher
How does this lesson connect to the interests and cultural backgrounds of your students?
This lessons connects to the interests and cultural backgrounds of my students by sharing an experience
which is relatable to all students, regardless of cultural background. At some point in school, students
will get a new teacher, and this is heavily emphasized within fifth grade since the students will be
moving up to middle school. Students are able to connect the passage that we will be reading to this
experience that they will soon have so that they are able to learn that they do not have to be nervous
about getting a new teacher!
How does this lesson connect to/reflect the local community?
This lesson connects to/reflects the local community by demonstrating how middle school might not be
as scary as students think it will be. By connecting to the community and middle school, students are
able to relate more to the lesson which will allow them to think deeply about the text since it is more
personal and reflects the community more.
ELA.5.R.1.1 – Analyze how setting, events, conflict, and characterization contribute to the plot in a
literacy text.
ELA.5.R.1.3 – Describe how an author develops a characters perspective in a literacy text.
ELA.5.R.2.2 – Explain how relevant details support the central idea(s), implied or explicit.
ELA.5.R.3.2 – Summarize a text to enhance comprehension.
ELA.5.F.1.4 – Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
ELA.4.R.1.1 – Explain how setting, events, conflict, and character development contribute to the plot in a
literacy text.
ELA.4.R.1.3 – Identify the narrator’s point of view and explain the difference between a narrator’s point
of view and character perspective in a literacy text.
ELA.4.R.2.2 – Explain how relevant details support the central idea, implied or explicit.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz
Grade Level Being Taught: 5th
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)
Subject/Content: ELA Group Size: 3 Date of Lesson: 1/31/2023
ELA.4.R.3.2 – Summarize a text to enhance comprehension.
ELA.4.F.1.4 – Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
In the previous grade level, students are learning very similar things, as many of the standards are
almost exactly the same with a few changes in the words. Instead of analyzing elements of text, students
now must analyze and then explain these elements and how they affect the text, building off those
standards from last year. In addition to that, students are also beginning to dive deeper into their
elaborations of the text in order to enhance comprehension.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.6.R.1.1 – Analyze how the interaction between characters contributes to the development of a plot
in a literacy text.
ELA.6.R.1.3 – Explain the influence of multiple narrators and/or shifts in point of view in a literacy text.
ELA.6.R.2.2 – Analyze the central idea(s), implied or explicit, and its development throughout a text.
ELA.6.R.3.2 – Paraphrase content from grade-level texts.
In the next grade level, students will learn to use their previous analyzing skills in order to develop a
deeper understanding of the text. Along with that, students have developed all of their foundational
skills, and are now beginning to build off of those foundational skills.
A common misconception about this content which students might have is that new teachers can be
scary and mean. I will help students to overcome this misconception by showing how the main character
in the story, Brooke, comes to find out that her new teacher may not be so bad, and you shouldn’t
immediately judge someone just because something new might be scary.
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 thoroughly connect the details of the text to aid in summarizing the plot.
--Students will be able to precisely identify the conflict and feelings within the text, and how this is
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz

Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 3 Date of Lesson: 1/31/2023

Measure (HOW WELL they need to resolved.

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? ______________________________________

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

Why did you choose this level(s) of thinking?

Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will know that students have mastered my objectives when they are able to accurately answer the three
your objectives? questions at the bottom of the passage. By answering these questions correctly, I am able to see if the
students were able to connect details within the text, along with if they were able to identify the conflict.

How does it align with your objective?

My assessment plan aligns with my objective because I am looking for students to connect details and
identify conflict, which goes directly with my objective. The questions at the bottom of the text are
guided so that the students begin to think about how they can connect the details within the text to come
to a conclusion, along with what the conflict was and how it was resolved.

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

Assessment Scoring/Rubric
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz
Grade Level Being Taught: 5th
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 Size: 3 Date of Lesson: 1/31/2023
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
I will arrange myself in the back of the classroom at an empty table with the three students in my
small group. I will be sitting on one side of the table, while the students will be sitting on the
other side. This gives the students a quiet space to focus on the story, while I am able to see them
all easily at the same time.
● What processes & procedures will you use? How and when will you communicate those to
students?
One procedure which I will use during this small group lesson plan is that I will have students
take turns while reading the text. I will do this so that all students are able to have the
opportunity to read out loud and communicate orally, since some students struggle with that. At
the start of the small group, I will communicate this with the students by telling them, “You all
are going to be taking turns reading the story out loud to one another, so make sure you use loud
voices so everyone can hear!”, while also communicating my expectations to them.
● What expectations will you have for the students? How and when will you communicate those to
students?
I expect students to follow along in the text when someone else is reading so that they are able to
read the text as it is being read. This will be communicated to students and I will remind students
of this expectation before each student begins reading. Another expectation that I have for
students is that they are participating and engaged with the small group. I will communicate this
to them at the beginning of the small group by saying, “You should be engaged and participating
the whole time during our small group because I want to hear all of your thoughts!", encouraging
the students to speak up and get involved.
● 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?
A strategy I will use if students do not meet my expectations is prompting the students. By
prompting students, it gives them the chance to think about the text in a different way and
answer smaller questions which will lead to answering a larger question. If there is a specific
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz
Grade Level Being Taught: 5th
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
Subject/Content: ELA Group Size: 3 Date of Lesson: 1/31/2023
student who requires a more extensive management plan, then that will consist of utilizing
reminders. By consistently reminding students of the expectations, they will be reminded of what
they are supposed to be doing and will then get them back on track with the passage.
● What will students do if they complete the task quickly?
If students complete the task quickly, I might have them digest the text more by asking more
questions. Instead of just connecting details in the text, I might ask students about vocabulary,
perspective, and others fifth grade skills.
 Passage
 Pencil
I chose these materials because I don’t want too many materials to overwhelm or distract students in the
quick small group, as this is all they need to fulfill the objective.
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:
Which specific students will benefit, and why?
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.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz

Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 3 Date of Lesson: 1/31/2023

accommodation? List individual ● Pre-Production Level:

students (initials), and then explain ● Early Production Level:
the accommodation(s) you will ● Speech Emergence Level:
implement for these unique ● Intermediate Fluency Level:
learners.)

*If you don’t have students who
require these accommodations,
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?
What accommodations will you make for students identified as gifted and have an EP (education
plan)?

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
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:
12:30 First, I will gather the three students to a separate table and pass out the passage that they
will be reading. When passing out the passages, I will ask students, “What is the title of this
story”, and then ask students, “What do you think this story could be about?”. If the students
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz
Grade Level Being Taught: 5th
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: 3 Date of Lesson: 1/31/2023
hesitate to answer, I might prompt a response by saying, “How would you feel if you got a
brand new teacher? Would you be happy, or sad? Do you think that could be nerve-
racking?”, in order to get the students to begin thinking about the story.
12:32 Once the students are finished guessing what the story might be about, I will tell the
students, “We will now be reading the story, ‘The New Teacher’, you all are going to be
taking turns reading the story out loud to one another, so make sure you use loud voices so
everyone can hear!” I will then either have the students choose who wants to go first, or I
will pick who reads first. In addition to that, I will also tell students, “You should be engaged
and participating the whole time during our small group because I want to hear all of your
thoughts!"
12:34 While the first student reads, I will have the other students follow along with their fingers by
telling them, “Make sure you’re following along in the story!”. Once the first student has
finished reading, I will pause and ask a few questions about what has just been read. I might
ask a question like, “What does it mean when the author said, ‘Brooke hung her head?” If the
students are unsure, I might prompt an answer by saying, “What do you think Brooke is
feeling? Is she sad, happy? What could it look like if you ‘hang your head?” I will give
students the opportunity to respond, and then ask them, “Do you think she is excited about a
new teacher?” I will tell the students too look back in the text in the first paragraph that was
read and ask them to point to something in the text that shows that Brooke is not excited
about her new teacher. I will then tell the next student to begin reading in order to find out
what happens next in the story.
12:38 The next student will then begin reading the second paragraph, I will ensure that all other
students are following along with the text and paying attention while the student is reading.
Once the second student is done reading, I might pause the conversation again and ask,
“Why do you think that Jamie said that school will be so boring now?” and give students the
opportunity to answer the question.
12:42 I will then have the last student begin reading the third paragraph, ensuring all other
students are following along. When the third student has finished reading, I might ask the
students the question, “So how did Brooke feel in the very end after meeting the new
teacher?”, if students are unsure, I might tell them to look back in the text in the third
paragraph and point to how Brooke ended up feeling.
12:44 Next, I will transition the conversation to answering the three questions at the bottom of the
passage. I will ask one student to read the first question, and then repeat the question to
ensure that all students understand what is being asked. I might help the students come to a
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Katie Goetz

Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 3 Date of Lesson: 1/31/2023

conclusion for the answer by asking, “How did Brooke feel at the beginning of the story?
Why did she feel that way? Do you think that’s why Jamie said that school will be boring?”,
giving students the chance to connect the details within the story. Once the students come
up with an answer, I will tell them to write it down under the first question.
12:46 Then, I will ask another student to read the second question, and afterwards I will repeat the
same question to the students so that they are able to fully understand. I might help the
students come to a conclusion for the answer by asking, “How would you feel if Mrs.
Crutchfield came in here with a guitar and started singing? Would that make you happy?
Does that sound like fun?” I will then ask students to go back into the text and point to how
the class felt once the new teacher began playing his guitar and singing. Once the students
have pointed to this part in the text, I will the students to write the answer down under the
second question.
12:48 Finally, I will ask the last student to read the third question, and afterwards I will repeat the
same question to the students so that they are able to fully understand. I might help
students come to a conclusion for the answer by asking, “Look back at the start of the story,
how did Brooke feel in the start? Was she happy, angry, scared, sad, nervous?” Once
students answer that question, then I will then ask, “Now look back to the end of the story,
how did Brooke feel in the end? Was she happy, angry, scared, sad, nervous?” and once
students answer that question, I will then ask, “So how did Brooke’s feelings change from
the beginning, to the end?”. Once the students have come up with an answer, I will tell them
to write it down under the first question.
12:50 Once all three questions have been completed, I will ask the students, “So what did we learn
about Brooke and her new teacher? Do you think she was nervous in the beginning for a
new teacher? Do you think she likes this new teacher now?” and once the students answer, I
will tell them, “Good job!” and then send them back to their seats.