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Supervisor Observation 1 Lesson Plan
Supervisor Observation 1 Lesson Plan
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson is guided by a folktale which contains elements of comedy and fantasy which will intrigue
students. This group of students especially enjoy literature that contains comedy, fantasy, and sarcasm,
so I believe they will enjoy this story.
What Standards (national or ELA.4.R.1.2 Explain a stated or implied theme and how it develops, using details, in a literary text.
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
Students have already had exposure to identifying theme and using the text to support their findings.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.
Students will next learn about how theme develops throughout a text.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: __Victoria
Cheriyan__________________________________
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
students have about this Students might not understand the sarcasm within the folktale – they might take the story literally. They
content? also might not understand the more abstract concepts that hint at possible life lessons or themes.
`` Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _____Understand, Apply, Evaluate_________________________________
Which level(s) of thinking is/are called for in your objective? ____Understand, Apply,
Evaluate______________________________________
Why did you choose this level(s) of thinking?
I chose these levels because students must understand what theme is in order to begin the task at hand,
students must then apply their understanding of theme to use what they read and gather text evidence,
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: __Victoria
Cheriyan__________________________________
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
and lastly students must evaluate the text to ultimately identify a theme.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative, because students are actively learning about theme – this is not the end of the unit/module.
Assessment Scoring/Rubric
What are the criteria for how you - Students identify a theme statement
will assess student - Students provide at least one detail from the text to support their theme statement
learning/student work? If you’re - Students write in complete sentences
using a rubric, include your rubric
here.
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
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?
Materials
(What materials will you use? Why I will use the textbook, which includes the folktale.
did you choose these materials?
Include any resources you used.
This can also include people!)
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: __Victoria
Cheriyan__________________________________
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):
The students within this small group need more one on one support in ELA. Through small group, these
students are able to get assistance.
How will you differentiate instruction in this lesson? (mark those that apply):
By doing this lesson in a small group, the students are able to engage in the task at hand, as opposed to
falling behind and following along with the larger group without truly understanding what is going on.
I will read the portion of the text aloud to them and also work with them to identify the theme, instead of
having them read and complete the task independently.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual Entering, Emerging, Developing, Expanding, Bridging
students (initials), and then explain Entering/Emerging:
the accommodation(s) you will Developing/Expanding:
implement for these unique Bridging:
learners.)
What accommodations will you make for students who have an IEP or 504 plan?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: __Victoria
Cheriyan__________________________________
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ______ELA________________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) _______Guided________________________
Where applicable, be sure to
address the following:
What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
How will materials be
distributed?
Who will work together in 10:10-10:11: I will begin by calling the small group over after my CT has finished the whole group
groups and how will you reading. I will sit in the rocking chair and have the five students join me at the carpet. I will ensure all
determine the grouping? students have their books and are ready to get started.
How will students transition
between activities? 10:11-10:12: “As mentioned earlier, we are going to be thinking about the theme. Can anybody remind
What will you as the teacher me of what we have learned about theme so far?”
do? As we read these pages I want you to look out for any details that might hint at the theme of this folktale.
What will you as the teacher Before I begin reading I would like to see everyone pointing at the very first word ready to go. As I read I
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: __Victoria
Cheriyan__________________________________
Grade Level Being Taught: 4th Subject/Content: ELA Group Size: 5 Date of Lesson: Feb 13, 2024
10:25-10:26: Now that we have written our answers down, who wants to share why they think theme is
important?
After students write their answers down, I will have them remain seated, as my CT will then bring the
whole group together to discuss the class’s answers.