USF Elementary Education Lesson Plan Template (rev.
Fall 23)
Seibold________________________
Grade Level Being Taught: 5th
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
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
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Name: _Abigail
Subject/Content: ELA Group Date of Lesson: 2/6/24
Size:26
Part 1: Lesson Content
“Catching a Fly” and “When I Dance”
How does this lesson connect to the interests and cultural backgrounds of your students?
How does this lesson connect to/reflect the local community?
ELA.5.R.1.2: Explain the development of state or implied theme.
ELA.5.R.1.4: Explain how figurative language and other poetic elements work together.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
Trace the standard to the next grade level. What will students learn next related to this standard?
Students struggle with figurative language and different aspects of poetic structure.
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
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Seibold________________________
Grade Level Being Taught: 5th
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.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
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Name: _Abigail
Subject/Content: ELA Group Date of Lesson: 2/6/24
Size:26
respond to a challenge in the second half (content- what).
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Students will be able to use the author’s word choice and figurative language to accurately
understand how the author develops the theme of the poem.
Students will be able to fully understand alliteration and how it adds to the meaning of the poem.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? __ Students will be using multiple levels of blooms taxonomy but mainly focusing on
analyzing the theme.
Which level(s) of thinking is/are called for in your objective? I think that analyze and apply are the main
ones called for in the objective.
Why did you choose this level(s) of thinking?
I chose these levels of thinking because students will need to analyze different articles and apply their
previous and new found knowledge while reading the poems.
Describe your assessment plan:
Student will be reading and SNOTing the poems and answering questions along the side of their
workbook. We will assess their knowledge formatively by asking text determined questions and
checking in on their understand of the theme of the poem and scoring them a 1 (have it completely), 2
(need more whole group help), 3 (needs small group intervention). Then students will complete an exit
ticket that will be graded.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because it is still the middle of the unit.
How does it align with your objective?
Helping us understand how well they are able to infer what the theme of the poems are through reading
and SNOTing.
1 (have it completely), 2 (need more whole group help), 3 (needs small group intervention). For their
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _Abigail
Seibold________________________
Grade Level Being Taught: 5th Subject/Content: ELA Group Date of Lesson: 2/6/24
Size:26

What are the criteria for how you short response. This is not a grade it is just for our plans for differentiation for students and to see their
will assess student understanding of the lesson.
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment I will be located in the front of the classroom and the students will be at their desks, I will be
(integrated throughout your walking around the classroom when I can, but I will be writing on the board as well.
step-by-step plan): I will be using the process and procedures that students have been using since the beginning of
 How will you arrange the school year which is following directions, listening to the speaker, raising their hand to speak,
yourself and the students and participating.
(location in the classroom, I will expect all students to participate in the lesson as well as give their best effort. I will also
seating)? expect them to be on their best behavior and follow all processes and procedures. I will use
 What processes & attention getting strategies to get the students back on track, I will also be sure to use behavior
procedures will you use? management plans to help the individual students that require a more extensive management
How and when will you plan. If students complete the task quickly, they will get onto iReady to complete their reading
communicate those to minutes or work on their writing piece.
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 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?
 What will students do if
they complete the task
quickly?
3
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Seibold________________________
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
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
4
Name: _Abigail
Subject/Content: ELA Group Date of Lesson: 2/6/24
Size:26
Wonders book, CT, electronic white board.
What is informing your need to differentiate (mark those that apply & explain):
Readiness Interest Learner Profile
How will you differentiate instruction in this lesson? (mark those that apply):
Process Product Content
Describe what/how you will differentiate:
For students who need extra support they can be pulled into a small group to receive extra support
throughout the reading lesson.
Which specific students will benefit, and why?
My VE students will benefit from the differentiation because they leave the room for their VE support for
some of the lesson. I will be able to pull them and read along with them asking guiding questions.
What accommodations will you make for students who are English Language Learners, using the
WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
Entering, Emerging, Developing, Expanding, Bridging
● Entering/Emerging: using visual aids, such as pictures and diagrams to help students understand
and connect concepts to words.
 Developing/Expanding: Pair the ELL students with a proficient English-speaking student while
the students are reading and SNOTing the text.
 Bridging: Gradually reduce support as students become more proficient, allowing them to work
more independently
What accommodations will you make for students who have an IEP or 504 plan?
Students will receive extended time on this assignment if it is specified in the IEP. I will be aware of who
has preferable seating, modified assignments, preferred workspace, etc. to ensure they are being
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Seibold________________________
Grade Level Being Taught: 5th Subject/Content: ELA
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
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
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Name: _Abigail
Group Date of Lesson: 2/6/24
Size:26
individually assisted.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
These students will have to write an extra paragraph in their essay, adding more pieces of evidence and
elaboration into their essay.
Wonders book, CT, and collaborating teacher.
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 Steps:
12:00 – 12:02 Tell the students that we are going to read two more poems today. Have a student read
the objective.
12:02 – 12:10 Tell the students that we are focusing on alliteration and imagery today, discuss these
two forms of figurative language with them. Explain that we will be using these forms of figurative
language as well as inferencing to find the theme. Have the students explain what the theme or message
is. Relate back to the poem we read yesterday to pull prior knowledge. Release students to read and
SNOT the two poems, answering questions along the sides.
12:10 – 12:40 During this time we will hold a guided group and students will finish the
reading/SNOTing as well as answering questions about the alliteration and theme.
12:40 – 12:50 Pull the students back together. Read the first poem aloud and go over the SNOTS the
students wrote. And go over the theme question as well as the other questions about alliteration.
12:50 – 1:00 Read aloud the second poem and go over the SNOTS students wrote and going over the
question on the side that had the students identify the evidence the answer to the theme. After we I will
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _Abigail
Seibold________________________
Grade Level Being Taught: 5th Subject/Content: ELA Group Date of Lesson: 2/6/24
Size:26

 What will the students do? pass out the exit ticket and have the students complete.
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?