USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Ashley Blaun
Grade Level Being Taught: 3rd Subject/Content: Making
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: 3-5 Date of Lesson: 3/4/2023
Making Connections and Finding Relevant Details
How does this lesson connect to the interests and cultural backgrounds
of your students? This lesson connects to the interests and cultural
backgrounds for my students in the fact that I am working with higher
level students who love being challenged. A task that they will be
given is one that they have done a lot of work with, but not mastered.
How does this lesson connect to/reflect the local community? This
lesson connects/reflects to the local community in the fact that this
lesson allows for students to build skills that will help them be better
citizens. Specifically, it will help them make connections in different
texts, which they will use whenever they read anything (such as news
articles, books, etc.), and how to determine what the author is saying
and how they are saying it.
- LAFS.3.RL.1.1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the
basis for the answers.
- LAFS.3.RL.2.5: Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part
builds on earlier sections.
- LAFS.3.RI.3.8: Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard? When
looking at the previous grade level, students are beginning to create
connections in the text and how to draw different ideas from the text
into writing
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 3rd Subject/Content: Making
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)
Level(s) of Thinking
Group Size: 3-5 Date of Lesson: 3/4/2023
Trace the standard to the next grade level. What will students learn next
related to this standard? When looking at the next grade level,
students will go into more depth with these concepts (such as the
ability to create connections in the text, using text evidence, etc.) and
be expected to use them at all times.
Students may not know the best connections to make for different
ideas in the text (such as compare/contrast, chronological order,
cause/effect, etc.).
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 identify different connections made
in the text Pedal Power.
Students will be able to accurately use relevant details to find the main
idea of each paragraph in Pedal Power through chunking.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s)
of thinking is/are called for in the standard? Analyze, Apply, and
Evaluate
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 3rd Subject/Content: Making Group Size: 3-5 Date of Lesson: 3/4/2023

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

and Evaluate

Why did you choose this level(s) of thinking? I chose these levels of
thinking because, with decoding this text, students will need to access
higher level thinking skills to draw different connections being made
in the text. They will also need to focus on using relevant details to
determine the main idea of each paragraph.

Assessment Plan- How will you know students have mastered Describe your assessment plan: Students will be given the Pedal Power
your objectives? text on a sheet of paper that they are able to write on. They will chunk
and draw a connection for each paragraph, which will be written on
the side.

How does it align with your objective? This assessment aligns with my
objective in the fact that students will be completing them and have
proof to show mastery of the objectives!

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

assessment decision? This assessment is more formative because,
during this small group, we are just focusing on a few skills that need
to be sharpened – but not trying to test them on mastery of these
skills.

Assessment Scoring/Rubric I will assess students based on their ability to determine (and write on
What are the criteria for how you will assess student learning/student the side) the main idea of each paragraph through chunking and
work? If you’re using a rubric, include your rubric here. finding different connections. Basically, students will showcase their
ability to use those skills through writing on the text.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 3rd Subject/Content: Making Group Size: 3-5 Date of Lesson: 3/4/2023

Part 2: Lesson Implementation

Management & Environment
● How will you arrange yourself and the students (location in the
(integrated throughout your step-by-step plan):
classroom, seating)? For this lesson, the students and I will be
located at the small group table. While at this small group
table (which is the shape of a U), I will be at the center and the
students will be around me.

● What processes & procedures will you use? How and when will
you communicate those to students? In this classroom, students
have expectations when they are at a small group table. This
means that the students who are actually being
taught/involved in the lesson must try to focus on whatever
the teacher is saying and follow directions. For students who
are not a part of the small group, if they have questions they
should try to ask their peers until the small group is finished
so as to not interrupt small group time. If a student does not
follow the expectations, I will just gently remind them to get
back on task.

● What expectations will you have for the students? How and
when will you communicate those to students? Students will be
expected to follow directions, speak kindly to one another, and
all in all just pay attention to the lesson. Before we start any of
the lesson, I will just gently remind them to follow small group
expectations and procedures.

● 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? While
there are no specific students who will require a more
extensive management plan in this small group, strategies I
may use if students do not meet my expectations include a
variety of different nonverbal interventions (such as moving
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
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!)
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
Subject/Content: Making Group Size: 3-5 Date of Lesson: 3/4/2023
closer to them, shaking my head, etc.)
● What will students do if they complete the task quickly? There
will be two extra questions written on a white board that
students will complete after working on the text.
● Copy of Pedal Power for each student
● Writing utensil
● White board
● Timer
● Sticky note
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: Some students are able to chunk and sum more easily, so I
would need to focus on different students more frequently when they are released to start working on it.
If needed, I will even bring it back into the whole group to ensure that students are not confused or
struggling with the text.
Which specific students will benefit, and why? I think that all students will benefit in the fact that students
who may be confused will be given more support as needed, but students who do not need a lot of
support can freely do their work and start working on the Early Finisher questions.
How will you adapt this lesson to meet the needs of individual students or groups of students? (content?
materials? level of support? pace? etc.). While there are parts of the lesson that all of the students need to
finish, I included early finisher questions (two the be exact) to ensure that students are constantly
working with the text and not doing academic work! Plus, I will model what I want students to do with
the first paragraph, they will complete the second paragraph with a partner, and then the third
paragraph they will do it themselves.
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: Ashley Blaun
Grade Level Being Taught: 3rd Subject/Content: Making Group Size: 3-5 Date of Lesson: 3/4/2023

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,
describe what you WOULD do if
you did have these students.
● Pre-Production Level: With this text, I would have a copy of it in their home language (but also
still discuss it in English) to read it and then try to see if they can underline important details in
each paragraph.
● Early Production Level: Still provide the text in home language, however I would want them to
mainly focus on the English copy. Specifically, I would want them to underline on the English
copy and determine what they think is important and verbally say what they think
● Speech Emergence Level: For this level, I would want students to start to chunk and sum, both
verbally and writing it down on the sheet.
● Intermediate Fluency Level: I would want students to be able to verbally, and write down,
different connections in each paragraph and identify relevant details

What accommodations will you make for students who have an IEP or 504 plan? Students may work with
partners, so they are not focused on sitting down and staying quiet while reading the text.

What accommodations will you make for students identified as gifted and have an EP (education plan)?
There will be early finisher questions that require higher level thinking that may challenge them.

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:
1. What is the content area for this lesson? Finding relevant details and making connections.
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_____________________

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 3rd
◻ 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: Making Group Size: 3-5 Date of Lesson: 3/4/2023
3. Step-by-step plan:
Time: Action Steps:
9:00 – “Good morning guys! Has everyone had a good day today?”
9:01 – “Today we are going to work on chunking and summing, as well as trying to make different
connections. Can somebody remind me of the different connections we can make in a text?”
- Answers should be: C/C, C/E, and Chronological Order
9:02 – “Yes, so while you are reading we are going to try and find different connections being made in the
text, however, what is the first thing we do when we get a new text? Preview and Predict!”
9:03 – “I am going to set a one minute timer and I want you guys to preview the text and make a
prediction on what you think the author is going to be discussing. Make sure you are looking at the
different text features (such as: title, photograph, image, heading, etc.)
9:05 – “Alright guys, let’s come back together, what do we think the story is going to be about.”
9:06 – “Yes. The story seems to be about pedal power and the pros and cons of it. Now that we have
predicted, we are going to go through the introduction. I want you guys to read it individually and
underline the central idea sentence. I will set a time for one minute.”
9:08 – “Alright so what do we learn in the introduction? What did you guys think the central idea
sentence is?”
9:10 – “We learn that pedal power can help limit pollution. The central idea of the introduction is “Some
people think that pedal power is a great idea. Other people think it is a waste of time and effort.”
- If students pick the wrong sentence I will discuss why they chose and why what I said more fits
as the central idea
9:11 – “Alrighty guys, while we are reading today I want you to do a few things, these are: Chunk/Sum
each paragraph, underline relevant details (remember that it does not have to be full sentences), and
make different connections (c/c, c/e, chronological order). I am going to do the first paragraph with
you!”
[Reads out para #1]
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 3rd Subject/Content: Making Group Size: 3-5 Date of Lesson: 3/4/2023

9:15 – “So it seems like in this paragraph we are learning a lot about different types of pedal-powered
products, therefore they are different examples. So I will chunk out this paragraph and to the side I will
write examples. In this paragraph there really are not connections to be made, so I am not going to write
any.”

9:18 – “Now I want you guys to do the next two paragraphs independently and do not be afraid to ask
questions. I am going to set a time for about seven minutes. Don’t forget to underline relevant details,
chunk/sum, and see if you can draw any connections. If you finish early, I want you to complete the two
Early finisher questions on a sticky note.”

9:26 – “Okay it has been seven minutes, so lets all put our fingers on the second paragraph. Can
somebody tell me what they thought this paragraph mainly talked about?”

9:27 – “The second paragraph seems to be mainly focusing on the washing machine and how it saves
energy by being pedal-powered. Was anyone able to make connections?”

9:28 – “Yep, we are able to see a comparison and contrast, specifically with a “normal” washing machine
and a pedal-powered washing machine.”
- If students cannot see/identify I will further explain

[I will do the same for the next two paragraphs]

9:38 – “Alright guys, today we went over different types of connections we can make in a text with are…
[Student response] and we worked on chunking and summing. You all did a great job today!”