USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 3
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
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Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
Part 1: Lesson Content
Comparing and contrasting activists’ actions
How does this lesson connect to the interests and cultural backgrounds of your students?
Government can be a boring topic to many students however it is something incredibly important to
learn. I will make connections to their lives through explaining how this knowledge could be used
and help them throughout their lives, which is something that will be emphasized from the start of this
unit. Cesar Chavez participated in forms of protest that are still present today and we compared it to
women who fought for the right to vote.
How does this lesson connect to/reflect the local community?
The school is near some government buildings that some kids may see frequently. In addition,
students are comparing and contrasting how Cesar Chavez and women fought for rights (workers and
voting, respectively). Cesar Chavez fought for the rights of migrant farmworkers’ rights and this area
has some migrant farmworkers, so students may know migrant workers or be related to them. Many
students are girls and also have women who are important to them, and learning
ELA.3.R.3.3 - Compare/contrast how two authors present information on the same topic or theme.
SS.3.CG.2.2 Describe the importance of voting in elections.
 Students will recognize that it is every citizen’s responsibility to vote.
 Students will explain the importance of voting in a republic.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
ELA.2.R.2.2 Identify the central idea and relevant details in a text.
SS.2.CG.2.2 Describe the characteristics of responsible citizenship at the local and state levels.
 Students will identify characteristics of responsible citizenship (e.g., peaceable assembly,
obeying the law, community involvement).
 Students will identify characteristics of irresponsible citizenship (e.g., disorderly assembly,
breaking the law).
 Students will describe the contributions of the diverse individuals and groups that contribute to
civic life in the United States and Florida.
Trace the standard to the next grade level. What will students learn next related to this
standard?
ELA.4.R.3.2b Summarize a text to enhance comprehension. Include the central idea and relevant
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
What misconceptions might
students have about this
content?
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)
Level(s) of Thinking
2
Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
details for an informational text.
SS.4.CG.2.2 Explain the importance of voting, public service and volunteerism to the state and
nation.
 Students will explain how voting, public service and volunteerism contribute to the
preservation of the republic.
 Students will discuss different types of public service and volunteerism.
Since social studies is mostly taught through ELA, it is not as regulated so students will most likely
have varying levels of knowledge depending on if previous teachers/curriculum decided to teach
about voting and government through ELA. Students may not understand much about voting
especially when it comes to voting for positions in the federal government since it gets much more
complicated due to the electoral college. Students are confused by separation of power and the
different parts of government, if mentioned. They do not fully understand what the different
important documents that we have are and their different parts. Many students are confused at what
an amendment is.
Students will be able to identify actions Cesar Chavez and women did when they were fighting for
rights, worker’s and voting, respectively, then find at least one similarity and two differences (one for
each) accurately.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are
called for in the standard?
Evaluate
Which level(s) of thinking is/are called for in your objective?
Analyze and evaluate
Why did you choose this level(s) of thinking?
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
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 rubric that says question.
work? If you’re using a rubric,
include your rubric here.
3
Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
First, students need to analyze a text to pick out actions that both Cesar Chavez and women did to
fight for rights. Then, they need to evaluate what information they wrote and compare and contrast
that information, which is at the evaluation level of thinking.
Describe your assessment plan:
I will informally assess throughout the lesson by listening to what students talk about during the
partner work. Then I will informally formatively assess through collecting their charts/writing
response.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative. None of the assessments are final summative assessment. Checking work and listening is
informal and formative. The graphic organizer/written response are also a performance task which
makes it formative.
How does it align with your objective?
The objective is to write compare and contrast two texts from two different authors, so the formative
assessment and objective are directly related.
We use a rubric called the RACE rubric which checks for multiple aspects of writing. Since a
summary isn’t a question, it is more about if it fulfils what a summary requires for any part of the
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
Management & Environment
(integrated throughout your
step-by-step plan):
4
Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
Part 2: Lesson Implementation
How will you arrange yourself and the students (location in the classroom, seating)?
Students will be at their desk for modeling. I will be at the front of the room writing on a paper that is
projected with students facing me in their desks. When students are in their groups, they stay in their
table groups and I circulate.
What processes & procedures will you use? How and when will you communicate those to
students?
We usually follow the gradual release model and students are not allowed to use the bathroom until
the we do (if with group) and you do portion. Students need to go to the bathroom before the lesson
starts and have multiple opportunities (cafeteria in the morning, home, hallway before they are let in,
right after they come in, during extended day transition). Students know this and are reminded if they
ask to go to the bathroom. Students will be assigned partners and are expected to follow proper ways
to speak to partners and maintain appropriate volume. They move to working independently when
they get to the bottom of the graphic organizer.
What expectations will you have for the students? How and when will you communicate those to
students?
Students need to participate and be nice to group members. They need to try their best and ask their
group members for help when needed.
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 a few students who may have issues throughout the lesson, but there are a few ways we help
these students to complete the work. My CT might take a small group of students in tier 2 and 3 and
students who have more severe behavior issues that benefit from a more structured activity with a
teacher helping. Proximity control with another teacher or para would work as well.
What will students do if they complete the task quickly?
They are allowed to read or make up unfinished work. We get very little time to let students read and
it is the only time even just a few students have to read throughout the day.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023

Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)

Graphic organizer
Text
Elmo

5
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain levels.
the accommodation(s) you will
implement for these unique
learners.)
6
Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
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:
Some students will be at the back table working with my CT while I manage the rest of the class after
we have moved to the partner/independent work. These students are usually in tier 2 and some of
them have behavior issues that are managed better with more structure like in a small group.
I will be walking around to help students as they need help.
Many students work well with partners/small groups and benefit from having two people to complete
the work.
Which specific students will benefit, and why?
All students will benefit from having differentiated instruction like this. The class is more
homogenous than a class would usually be so there is not a lot of ways for me to strategically
partner/group, and the student in the class that performs the best in ELA can be very mean to his
partners, which is something we are working on, but it means he usually works alone unless he wants
to work with someone else.
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
All my ELs are expanding/fluent, however here is how I would accommodate at all the different
 Entering: I will allow these students to speak in Spanish with a partner to help understand the
content but they are allowed to write their answer in Spanish.
 Emerging: These students will also be allowed to speak in Spanish and write in Spanish,
English is preferred and it might be beneficial for them to write their answer in both English
and Spanish with the help of somebody who can translate for them.
 Developing: Students will be expected to write their answer in English, but if they need to add
more content in Spanish to help complete their thought, they should.
 Expanding: Students should speak and write in English to the best of their ability.
ELs are mostly in another class, however I do have a few that are almost fluent in English. They are
partnered with fluent English speakers, some of whom are also bilingual. ELs are provided with
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
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
7
Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
bilingual dictionaries and content area glossaries that they can use if they would like.
What accommodations will you make for students who have an IEP or 504 plan?
We have their individual plans to help us. One student gets breaks throughout the lesson and is
praised for not calling out. For some students with ADHD, the task will be broken down to make it
easier for them. The graphic organizer helps with this.
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
We do not have gifted students in the class for the observation, however in my afternoon group I do.
They may take the role of a helper if they wish, or we can modify the task. We can have them write a
summary of a single paragraph or another passage.
Benchmark Advance curriculum
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.) gradual release
3. Step-by-step plan:
Time Action Step
0:00 I will review the daily benchmarks and objectives which are on the configuration
board. I will make connections to the previous day and explain what we will be doing
today. Review what it means to compare and contrast. I will refer to the
corresponding anchor chart.
0:02 I will present the graphic organizer they will work on and explain that they will be
comparing information from the text, “Election Day,” about women fighting for the
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
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?
Name: ____________________________________
Subject/Content: ELA Group Size: 15 Date of Lesson: 11/3/2023
right to vote with information from the text, “Fighters for Rights: Rosa Parks and
Cesar Chavez,” about what Cesar Chavez did to protest. I will remind them of what
“Election Day,” is about since it has been a while since we read it. I will ask for
students to look back in the text and find the paragraph that talks about women
getting the right to vote and mark it on the graphic organizer and have students mark
it as well. I will model one fact and have students write what I write to get them
started.
0:12 I will then direct students to work within their groups/partners depending on the
student to complete the top portion of the graphic organizer. Once they finish the
top, they will work independently on the bottom portion. I will be walking around to
the different groups/partners and checking to see how they are doing. I will
moderate any issues they have if needed and help guide them to the correct answer if
needed. A small group may be working with my CT if necessary, depending on who is
present and classroom needs the day of.
1:15 We will do 2 FAST style questions related to the text for the day. I will read them
once and students will independently complete them.
1:30 Students will turn in their work to the blue bucket as they finish. If they finish early, they
can work on another assignment or read.