USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: ___Amanda Misa__
Grade Level Being Taught: 2
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: 11/2/23
Size:22
Part 1: Lesson Content
Hollywood Chicken- Retell sequence of events -PowerPoint
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the students’ interests and cultural backgrounds by encouraging students to
draw upon their own experiences and perspectives. Students can relate to character's actions and
decisions, compare settings in the story to make relations to their communities or homes, explore
themes in the story to discuss whether these themes relate to their own cultural values, and students can
use personal narratives to share personal stories and traditions that relate to the themes in the story. By
making these connections, students gain a more meaningful learning experience where they see
relevance in the lesson.
How does this lesson connect to/reflect the local community?
This lesson connects to/reflects the local community by encouraging students to make connections to
the sequence of events in the story that relate to their immediate surroundings. Students can look at
community involvement and cooperation. This will help students make connections and understand
their local community. This will make the lesson more meaningful and engaging to them.
ELA.2.R.3.2: Retell a text to enhance comprehension.
a. Use main story elements in a logical sequence for a literary text.
ELA.2.R.1.1, ELA.2.R.1.2, ELA.2.R.1.3, ELA.2.R.3.1, ELA.2.F.1.4
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension.
a. Use main story elements at the beginning, middle, and end for a literary text.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.3.R.3.2: Summarize a text to enhance comprehension.
a. Include plot and theme for a literary text.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__
Grade Level Being Taught: 2
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
Subject/Content: ELA Group Date of Lesson: 11/2/23
Size:22
Students may have misconceptions about chronological order, mixing up the beginning, middle, and end.
Students may overlook important details or events in the story.
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 retell a text to enhance comprehension by using main story
elements in a logical sequence for a literary text.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Remember and evaluate___________________________
Which level(s) of thinking is/are called for in your objective? __create________________________
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__

Grade Level Being Taught: 2 Subject/Content: ELA Group Date of Lesson: 11/2/23
Size:22

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

Remember- recall and remember the story elements to understand the story's details.
Evaluate- find significant details for the events in the story.
Create- Retelling to demonstrate the clear, logical sequence of events in the story.
I chose these levels because students need to be able to accurately r etell a text to enhance
comprehension by using main story elements in a logical sequence for a literary text.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will assess students understanding by walking around the room and making sure students are filling
your objectives? out their graphic organizer appropriately and checking for comprehension of logical sequence.

How does it align with your objective?

This aligns with my objective of accurately retelling a text to enhance comprehension by using main
story elements in a logical sequence for a literary text in a graphic organizer to check for
comprehension.

Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is formative. I chose formative assessment to make sure students are comprehending the
lesson. Students are learning to accurately retell the beginning, middle, and end of the story.
Assessment Scoring/Rubric The criteria I will be assessing is how accurately the students filled out their graphic organizer to retell
What are the criteria for how you the story's beginning, middle, and end.
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 classroom, seating)?
(integrated throughout your
step-by-step plan): I will be at the front of the classroom during the read-aloud and then circulating the room during
classwork. Students will be seated on the carpet during the read-aloud and at their desks for the

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__
Grade Level Being Taught: 2
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: 11/2/23
Size:22
graphic organizer portion.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will call the class to the carpet to discuss figurative language and the sequence of events so the
students are prepared to look for clues in the story to help with comprehension skills of retelling
the story's beginning, middle, and end. I will introduce the story by discussing the title and cover
to build curiosity. During the read-aloud, I will emphasize key events. After the story, I will ask
students to return to their desks and pass out a piece of paper they will fold into thirds. I will
have them work in teams to create a graphic organizer highlighting the beginning, middle, and
end of the story.
● What expectations will you have for the students? How and when will you communicate those to
students?
I expect students to follow classroom rules and procedures. Students will quietly gather on the
carpet when I give the signal. I will remind students of expectations. When returning to their
seats, I will communicate to students to relook at important parts of the story to help them
identify the beginning, middle, and end of the story. Students will then work with their tables in a
polite and friendly manner to complete the graphic organizer. I will communicate to the students
that they should all be participating and work productively. I will walk around the room and
monitor students' behavior and contributions to their group.
● 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?
I will provide students with reminders and compliment students who are following the
expectations. AB, DH, EV, and EB may struggle with expectations. I will move them closer to me
or provide extra reminders of the expectations.
● What will students do if they complete the task quickly?
If students finish quickly, I will ask them to relook at their responses and add more detail.
CT discussion
Module planner
Teaching pal 2- Story Hollywood Chicken
Paper
Pencil
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__
Grade Level Being Taught: 2
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
Subject/Content: ELA Group Date of Lesson: 11/2/23
Size:22
Overhead projector
Computer
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:
The process is differentiated by using whole group and table work. Also, students will follow along while
I read the story.
The product is differentiated by the use of graphic organizers where students can use illustrations and
words to describe the beginning, middle, and end of the story.
Which specific students will benefit, and why?
Students who struggle with reading and who benefit from group discussions and examples before they
need to work independently will benefit. This will help guide these students with their reading and
understanding.
DH, EV, AB, and EB will benefit from the use of a read-aloud to follow along with the story and the use of
cooperative learning to help students build off one another's ideas.
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.
Students are provided with a whole group read-aloud. This benefits students who struggle with reading.
Students with IEPs will be supported with table groups designed using a Kagan strategy. Each table
group has a student who is high, two mediums, and one low-level student to help support one another
when working in groups. This strategy helps to ensure students are communicating and supporting the
learning of all the students in their group.
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: Make it visual.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__
Grade Level Being Taught: 2
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.
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:
Subject/Content: ELA Group Date of Lesson: 11/2/23
Size:22
● Early Production Level: Allow scaffolding with native language
● Speech Emergence Level: Give additional instruction and review
● Intermediate Fluency Level: Provide frequent checks for comprehension
What accommodations will you make for students who have an IEP or 504 plan?
I will read aloud and provide examples and explanations for AB, EB, EV, and DH. I will maintain close
proximity to these students and encourage group work when available.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Students will be allowed to add extra details to retell the beginning, middle, and end of the story and re-
read the story independently.
Florida Department of Education. (n.d.).
https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf
HMH into reading Florida: Mybook. (2021a). . Houghton Mifflin Harcourt.
Kagan, S., & Kagan, M. (2021). Kagan Cooperative Learning. Kagan Publishing.
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.) This lesson is designed to help with understanding and
comprehension through a guided lesson with gradual release.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__
Grade Level Being Taught: 2
◻ 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: ELA Group Date of Lesson: 11/2/23
Size:22
3. Step-by-step plan:
 Hot questions- Who was the story about? What did she want? What was the problem? How
did she solve her problem?
 Materials will be in their book bins at their desks.
 Students will be listening and participating in whole group and in small group at their desks
for retelling responses.
 Students will follow the expectations for whole group and then group work following
CHAMPS expectations.
 The teacher will sit at the front of the room during whole group and circulate around the
room during group work. Students will be using All Write Round Robin to work in
cooperative learning groups.
 Class Class- Join me on the carpet with your myBook. Turn to page 41 and follow along.
Today, we are looking at the sequence of events in a story. When you are talking about the
sequence of events in the story Hollywood Chicken, you are focusing on the beginning,
middle, and end of the story. I want you to follow along and point with your finger as we are
reading in your book. Students will then work together using All Write Round Robin to work
in cooperative learning groups to complete a graphic organizer.
 Yes Yes-students will be actively participating in discussions about the sequence of events.
Students will follow along, pointing in their book as we read Hollywood Chicken. They will
work in groups on their graphic organizer regarding the sequence of events.
 The teacher will monitor students' participation and check on understanding. This data will
monitor understanding.
 CT will be assisting with extra explanation if needed.
Time: Action Steps:
5 min Discuss the sequence of events as a whole group
2 min Open books to Hollywood Chicken
10 min Read aloud Hollywood Chicken
3 min Discuss the sequence of events
10 min Small group work. Graphic organizer
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Amanda Misa__

Grade Level Being Taught: 2 Subject/Content: ELA Group Date of Lesson: 11/2/23
Size:22