USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: _____Ashley Blaun________
Grade Level Taught: 3rd Subject/Content: Reading
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: 18 Date of Lesson: 2/7/2023
The Lemonade War Read-Aloud
How does this lesson connect to the interests and cultural backgrounds
of your students? This lesson connects to the interest of my students
because they love being read to, and while I am doing something they
enjoy - I am also helping them learn. This also connects to cultural
background because all the students enjoy me reding (in English –
even if it is not the primary language spoken at home) and pay
attention to what I am actually saying
How does this lesson connect to/reflect the local community? This
lesson connects/reflects the local community because as my students
grow up, they are going to have to learn (and are learning now) how
to speak to other individuals and how to properly read.
● LAFS.3.RL.3.9: Compare and contrast the themes, settings, and
plots of stories written by the same author about the same or
similar characters (e.g., in books from a series).
● 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.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
● In second grade students have already been familiarized on
how to compare things (such as two versions of the same story
or comparing important points 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 Template (rev. Sum19) Name: _____Ashley Blaun________
Grade Level Taught: 3rd Subject/Content: Reading
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: 18 Date of Lesson: 2/7/2023
● In fourth grade students will have to compare/contrast
different points of view (first vs. third). compare/contrast the
treatment of themes/topics or patterns of events
Students may not know what a venn diagram is (which is what they
will be using to compare and contrast two characters)
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 compare and contrast between the
two main characters in The Lemonade War by Jacqueline Davies
through a venn diagram.
Students will be able to accurately compare and contrast the two main
characters using a venn diagram
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?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________

Grade Level Taught: 3rd Subject/Content: Reading Group Size: 18 Date of Lesson: 2/7/2023

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

Assessment Plan- How will you know students have mastered
your objectives?
Describe your assessment plan: Students will create a venn diagram on
a blank sheet of paper. I will collect this at the end of the lesson.
Students will be able to identify and write down similarities and
differences between the two characters (and be able to convey them
through a venn diagram).

How does it align with your objective? It aligns with my objective

because it allows for students to learn about venn diagrams, while
also working on their comparing and contrasting skills (which is what
I want the whole lesson to be about)

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

assessment decision? This assessment is considered to be formative
because it is just a small piece of content that students should
understand when looking at a text (the ability to compare and
contrast between two things and how to work/make a venn diagram).
This is a formative assessment because students have been working
with comparing and contrasting throughout the week, therefore this
will be used mostly to check student understanding.

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.

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)? During the entire lesson (both before,
during, and after) I will be scattered around the room. I want
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________

Grade Level Taught: 3rd Subject/Content: Reading Group Size: 18 Date of Lesson: 2/7/2023

to establish my presence more in the classroom, especially as a

teacher. The students will be in their seats, which are arranged
from groups of three to five (depending on class attendance).

● What processes & procedures will you use? How and when will
you communicate those to students? To get student attention I
will use a callback, which alerts students that a teacher is
talking and that they need to end conversations.

● What expectations will you have for the students? How and
when will you communicate those to students? I will expect
students to follow the read-aloud protocol/expectations. This
consists of students paying attention and eyes on me, not
speaking when a teacher is talking, and to be respectful to
their peers by being engaged when asked to.

● 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 the expectations that I set, I may use a
callback to get their attention (if they are getting too loud) to
get their attention and then restate my expectations. There is
one student who may require more individualized attention on
behavior, more concerning calling out when not told too, to
which I will use strategies learned in 4504 – like planned
ignoring.

● What will students do if they complete the task quickly? During

this activity, students will be listening to me read aloud and
doing group discussions. However, some students may write
faster and make conclusions faster, so if I see a group of
students who finish faster I may have them think of other
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________

Grade Level Taught: 3rd Subject/Content: Reading Group Size: 18 Date of Lesson: 2/7/2023

things in the story (such as how the characters' feelings fueled

the plot.

Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
● The Lemonade War by Jacqueline Davies
● White board
● Expo markers
● Piece of paper (for each student)
● Sheet of paper (for each student)
● Writing utensil (for each student)

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________
Grade Level Taught: 3rd Subject/Content: Reading
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,
Group Size: 18 Date of Lesson: 2/7/2023
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.
Comparing and contrasting is an important skill for third graders, however they have not had a lot of
work with actually making venn diagrams themselves and working with this (This allows for me to bring
a little bit of challenge in the lessons – Which is more focused on my focus student to ensure they are
getting challenged and engaged). To help with any level, I am also going to complete the venn diagram
along with the students and at least give them one example for what I expect so they are able to
understand with visuals. For a simple compare/contrast I will make the venn diagram and say: Jessie is a
girl and Evan is a boy and put it in the appropriate place on the venn digram so all students can visually
see what I want them to do. I will provide as much clarification as I can, but they will also be able to work
with a partner because this is not an individual task.
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:
● Early Production Level:
● Speech Emergence Level:
● Intermediate Fluency Level:
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________
Grade Level Taught: 3rd Subject/Content: Reading
describe what you WOULD do if
you did have these students.
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
Group Size: 18 Date of Lesson: 2/7/2023
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)?
● EDE 4504 Classwork – Verbal/Nonverbal Interventions
● Honig, B., Diamond, L., Cole, C. L., & Gutlohn, L. (2018). Teaching reading sourcebook: For all
educators working to improve reading achievement. (3rd ed.). Novato, Calif: Arena Press.
● Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled
readers. Portsmouth, NH: Heinemann
1. What is the content area for this lesson? _____Reading (Comparing/Contrasting)_________
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 =_whole
group_____________________
3. Step-by-step plan:
Time: Action Steps:
8:00 - “Good morning guys! I am going to pass out a sheet of paper and I want you to write your name in
the top right hand corner. After Mrs. White and I finish passing these out, I will show you what I want to
be written on here.”
8:01 – “Now that all the papers are passed out, I want you to draw a venn diagram. Does anyone know
what a venn diagram is and can explain it to the class?”
[Student response]
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________
Grade Level Taught: 3rd Subject/Content: Reading
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?
Group Size: 18 Date of Lesson: 2/7/2023
8:03 – [I will draw a venn diagram on the white board] “Right! This is a venn diagram. We use these to
help compare and contrast two different things, can anyone tell me what comparing and contrasting is?”
[Student response]
8:04 – “Yes! Comparing and contrasting is when you are looking for similarities and differences between
two things. In this case, I want you to start thinking about similarities and differences between the two
main characters in the book: Jessie and Evan. In the outer part you will write down any differences
between the two characters and in the middle you will write similarities the characters have” [During
this explanation, I will write the names Jessie and Evan in their respective bubbles] “Does this make
sense?” I will also display one similarity and once difference (Evan is a boy; Jessie is a girl; They have the
same parents).
8:07 – “So remember, while I am reading I want you to think about similarities and differences between
the two characters. Make sure to jot down anything you think applies!’
[Start reading book] Add stops to pause for student thinking (will try to stop when I see a similarity and
difference between the two characters).
8:10 – “Now that we finished reading this chapter, I want you guys to get with a shoulder partner and
discuss some similarities and differences between the two characters. I will set a timer for five minutes
to give your group some time to talk. Remember, as I am walking around, I want to hear you guys talking
about The Lemonade War and the two characters.”
8:15 – “I heard some really amazing discussions for the past five minutes, can I have some people share
what their group found for some similarities between Evan and Jessie?”
● Answers may vary and there really isn't specific ones I am looking for (this lesson is more focus
on their ability to compare and contrast)
[Student response]
8:18 – “Awesome! Can anyone tell me some differences?”
● Again, answers may vary
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _____Ashley Blaun________

Grade Level Taught: 3rd Subject/Content: Reading Group Size: 18 Date of Lesson: 2/7/2023

8:20 – “Alright guys, you did amazing work! Today we worked on comparing and contrasting (through
finding similarities and differences) the two main characters in The Lemonade War using a venn
diagram. Does anyone have any wonderings or questions before Mrs. White takes over?”