USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24

Pre- Observation Reflection: Designing Lessons to Meet Student Learning Needs

Please answer one questions from at least one bullet in each category (ie: Learning objectives and goals) below for a total of 5 questions.
Use complete sentences and attend to writing mechanics. Include this sheet as the cover page for your formal lesson plan.

Learning Objectives and Goals

● How do you plan to communicate the learning objectives to students? Be specific include teacher talk and exact language you
might use.
I plan to communicate the learning objectives to students at the beginning of class when I am introducing the lesson. At the start of the
lesson I will tell students that we will be discussing Ruby Bridges, which is a topic we have been talking about for the past couple of days
so the students should be very familiar with the content and the objective for the day. The objectives for the day are always listed on the
whiteboard, so I am able to refer to the board when beginning the lesson to inform students of what the goal for the lesson is.

Using Data (choose one)

● What sources of student data did you use to determine student performance levels for these learning objectives? **Be explicit –
what do you know about what your students know about these learning objectives? What did you learn from this data?
● How did you become familiar with students’ background knowledge, skill levels, experiences, and cultural resources? What did
you learn that you used in this lesson?
Prior to this lesson, students will be learning about Ruby Bridges for two days beforehand. Through these two lessons, I am able to
become more familiar with the background knowledge of students to see if they already understand the story of Ruby Bridges and what
they were able to learn about here. This will show me what skill level students are at before I complete the lesson so I can alter the
lesson if necessary based on skill level. When talking about important figures in black history previously, students did not have a lot of
background knowledge of these figures. Through this, I learned that students need to be exposed to more black history which this lesson
will aid me in doing so.

Assessment (choose one)

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24

● How do you plan to provide ongoing feedback to students?

As I’m teaching, I will be walking around whenever I get the chance in order to give feedback to students. During the worksheet, if I
notice a student has the wrong answer, I can help them to correct their answer. As a whole group, if I notice students are not answering
correctly, I can assist them in making sure that they are familiar with Ruby Bridges, and familiar with character traits so that they have
the necessary information to answer the questions. This is essential in providing ongoing feedback to students so they know what they
can do to get the questions right.
● How do you expect to assess students during the lesson? Why?

● How will you asses student learning at the end of the lesson? Why did you choose this format?

● How are the assessments you have chosen aligned with your learning objectives?

Instruction (choose one)

● How will you model or explain clear expectations for student learning? Be specific, include teacher talk and exact language you
might use.
● How will students be grouped for learning? How is the grouping related to social and academic goals?

● How will you know when it is time to move from one activity to the next?
At the start of class, I will know it is time to move on from the read-aloud portion when I notice students confidently answering
questions about Ruby Bridges and character traits. During the worksheet, I will know it is time to move on to the next activity when I
notice the majority of the class has completed their worksheet. This will tell me that it is time to move on to the next part of the lesson
since most students will be ready.
● How will you create a true discussion rather than engaging only a limited number of students?

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24

Observation Focus
● Using the actionable feedback from your most recent formal observations, how will you address those goals in this particular
lesson? In addition, which new FEAPs do you intend to demonstrate during this lesson?
One goal from one of my observations was the pacing of my lessons. I will be sure to address that goal in my lesson by constantly
checking the time to see how much time has passed, how much time is left, and if I should speed up/slow down the lesson based on the
time. Another goal is the rigor of my lesson. I will be sure to address that goal by asking students questions which will require them to
think more critically. Two new FEAPs that I intend to demonstrate during this lesson are 1g and 1c.

Part 1: Lesson Content

Title of Lesson Ruby Bridges Character Traits

Meeting your students’ needs as people and as learners
How does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of my
students because we will be reading a book about Ruby Bridges who
was the first African American to go to an all-white school. Students
will be interested in this content because it is black history month and
students have been learning and being exposed to important figures in
black history over the past couple of weeks.

How does this lesson connect to/reflect the local community?

This lesson connects to/reflects the local community because Ruby
Bridges was a symbol of the civil rights movement, which is relevant
to black history month which is currently occurring all throughout the
local community. Whether it’s around the school, or around Tampa,
figures of black history are being displayed for students to see, which
is how this lesson connects back to the community.

What Standards (national or state) relate to this lesson? ELA.1.R.1.1 - Identify and describe the main story elements in a story.
(You should include ALL applicable standards.) ELA.1.R.1.2 - Identify and explain the moral of a story.
ELA.1.R.1.3 - Explain who is telling the story using context clues.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24

ELA.1.C.2.1 - Present information orally using complete sentences and

appropriate volume.
Social justice standards:
1. Students will respectfully express curiosity about the history and
the lived experiences of others and will exchange ideas and beliefs in
an open-minded way.
2. Students will examine diversity in social, cultural, political, and
historical contexts rather than in ways that are superficial or
oversimplified.
3. Students will recognize unfairness on the individual level (e.g.,
biased speech) and injustice at the institutional or systemic level (e.g.,
discrimination)
4. Students will identify figures, groups, events, and a variety of
strategies and philosophies relevant to the history of social justice
around the world.

Understanding the standards over time Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
ELA.K.R.1.1 - Describe the main character(s), setting, and important
events in a story.

When tracing this standard to the previous grade level, I noticed that
the three standards which relate to the lesson in first grade are all
condensed into one standard within Kindergarten. This demonstrates
to me that students are building a foundation of this content in
Kindergarten, and their skills get built upon in first grade.

Trace the standard to the next grade level. What will students learn
next related to this standard?
ELA.2.R.1.1 - Identify plot structure and describe main story elements
in a literary text.
ELA.2.R.1.2 - Identify and explain a theme of a literary text.
ELA.2.R.1.3 - Identify different characters' perspectives in a literary
text.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st Subject/Content: Reading
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)
(Note: Degree of mastery does not need to be a percentage.)
Level(s) of Thinking
Group Size: 22 Date of Lesson: 2/21/24
When tracing this standard to the next grade level, I noticed that
students begin to get more advanced in their reading comprehension.
Due to this, students in 2nd grade are able to notice the plot structure,
the theme of a story, and a character’s perspectives, which is different
and less simplified compared to first grade.
One misconception that students might have about this content is that
they might not understand the idea of having schools that are
segregated. The book being read to students explains how Ruby
Bridges began going to a school full of only white students. Since the
students are only in first grade, they might not have been exposed to
topics about civil rights yet, so this information could be completely
new to them. Due to this, they might then have misconceptions about
the school and how students could be separated from one another
simply because of their skin color. This misconception is a good
discussion opportunity to bring up so that students do not consider
this misconception and instead have all of the correct information.
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 thoroughly describe the character traits of
Ruby Bridges after learning about her.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
Assessment Plan- How will you know students have mastered
your objectives?
Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24
level(s) of thinking is/are called for in the standard? Understand
Which level(s) of thinking is/are called for in your objective?
Understand
Why did you choose this level(s) of thinking? I chose this level of
thinking because after reading the story with students, students will
be understanding the different character traits of Ruby Bridges and
how these character traits affected the decisions she made or may
have changed the way she was feeling.
Describe your assessment plan:
My assessment plan is to give students a worksheet at the end of the
lesson where they will be able to write down the character traits of
Ruby Bridges. By doing this, I will be able to see how much students
have learned from our discussion about character traits and Ruby
Bridges.
Is your assessment formative or summative? Why did you make that
assessment decision?
This assessment is formative and I made this assessment decision
because I wanted to be able to see what students have learned about
the content and how they have progressed with defining character
traits. Students have been practicing character traits so with this
assessment, I will be able to see how students improved in a low-
stakes way.
How does it align with your objective?
This assessment aligns with my objective because the worksheet that
students are filling out directly relates to Ruby Bridges character
traits, which is what the objective is. By making the questions on the
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st Subject/Content: Reading
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.
- = Does not listen or partake in group discussion.
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your step-by-step plan):
● How will you arrange yourself and the students (location in
the classroom, seating)?
● What processes & procedures will you use? How and when
will you communicate those to 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?
Group Size: 22 Date of Lesson: 2/21/24
worksheet fit the objective, the assessment is able to better align with
the objective.
+ = Able to write at least 3 character traits of Ruby Bridges on their own.
= Wrote 1 or 2 character traits of Ruby Bridges.
- = Did not attempt to write anything.
+ = Participates in group discussion and offers thoughts and opinions.
= Listens diligently during group discussion but does not participate in the conversatio
● At the start of class, I will arrange myself in the front of the
classroom by the board so students can see both myself, and
the board. When students are working independently at their
desks, I will be walking around the room helping students if
necessary. Finally, at the end of the lesson I will have students
go sit back at the carpet while I sit at the desk to model the
worksheet.
● One process and procedure that I will utilize is the process of
reviewing a worksheet. Whenever students complete
worksheets, they always go back to the carpet afterwards to
review the worksheet in order to see the correct answers and
how the teacher got that answer. I will communicate this
process when students are finishing up with their worksheet
so they know to come to the carpet afterwards.
● One expectation I have for the students is that they will be
quietly listening and paying attention. I will communicate this
to students at the start of the lesson and remind students of
this expectation throughout the lesson. Another expectation
that I have for the students is that they will be working
diligently on their worksheets. I will communicate this to
students when they are on the carpet before I have them get
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24

Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
up to begin working.
● If students do not meet my expectations, I will give them
reminders to focus and work on their writing. For students
who require a more extensive management plan, I might pull
them aside to a small group where I can re-teach in a smaller
setting which might be more beneficial for them.
● If students complete the task quickly, they will be able to color
the picture in the center of the worksheet to allow them some
time to be creative.
● “The Story of Ruby Bridges” by Robert Coles
● Ruby Bridges worksheet

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
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.)
Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24
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:
I will differentiate interest in this lesson because it focuses around Ruby Bridges, who is a civil rights
figure that the students will be interested in since they have been learning about black history month. I
will also differentiate product because students will be able to write whatever character traits they think
fit Ruby Bridges. So long as the trait is fitting, students will be able to use their creativity and what they
learned in the story to write their own traits. Another way I will differentiate is through process. Some
students will be able to draw or dictate their answer if they are unable to write words.
Which specific students will benefit, and why?
This will benefit students who are engaged in lessons that relate back to their interests. If students are
interested in the lesson, then they will feel more engaged and will listen better during the lesson. In
addition to that, differentiating product will benefit students by allowing them to have more freedom
over their work and will give them the chance to think by themselves.
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: Students will be put into small groups where they will have a worksheet
which is modified in Spanish and will be able to have extra assistance within the small group.
● Developing/Expanding: Students will be paired with a Spanish student to work with during the
worksheet in order to communicate with.
● Bridging: Students will be paired with an English speaking student to work with during the
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
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?
Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24
worksheet.
What accommodations will you make for students who have an IEP or 504 plan?
For students with an IEP or 504 plan, they will be given extra time to complete the worksheet. These
students will also be given extra assistance when I am walking around the classroom. The help that I will
give these students consists of sitting with the student and going over the story again to determine what
events happened that shaped Ruby Bridges.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For students who are identified as gifted and have an EP, I will have these students complete a total of 6
character traits instead of 3-4 like other students. This will require students to think harder about Ruby
Bridges and what impact the events of the story had on her to shape her as a person.
https://www.cpalms.org/search/Standard
Levett-Jones, T., Lathlean, J., Higgins, I., & McMillan, M. (2009). Staff–student relationships and their
impact on nursing students’ belongingness and learning. Journal of Advanced Nursing, 65(2), 316-
324. https://doi.org/10.1111/j.1365-2648.2008.04865.x
1. What is the content area for this lesson? Reading
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.) Guided
3. Step-by-step plan:
Time: Action Steps:
1. I will start the lesson by having all of the students sitting on the carpet facing
me. I will remind students that we have been talking about Ruby Bridges all
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
◻ 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: Reading Group Size: 22 Date of Lesson: 2/21/24
week, and ask students if they can tell me who Ruby Bridges is in order to
review and remind students.
2. Next, I will tell students that we will be discussing the character traits of
Ruby Bridges. I will first ask students if they know what a character trait is
by giving some examples so that all students are aware of what different
traits are. Students might turn and talk with a partner about different
characteristic traits before coming together as a whole group to discuss it.
3. I will then explain to students that we are going to be reading parts of a book
about Ruby Bridges. Students have already been exposed to this book, so I
will not be reading the whole thing, but rather reading the important parts of
the story. While reading the story, I will question students during a turn and
talk about how Ruby must’ve been feeling in those moments, and how the
events in the story affected her. Some of these questions include, “How did it
feel for Ruby Bridges to grow up by ‘just barely getting by?”, “How do you
think Ruby felt when everyone was yelling at her?”, “Why would she try and
hurry through the crowd?”, “How did Ruby react to being the only student in
the classroom?”, “How would you describe Ruby after she was praying for all
of these people who were being mean to her?”
4. After we are done reading the story, I will have students turn and talk with
one another to discuss different character traits that could be used to
describe Ruby Bridges and talk about what they learned about Ruby Bridges.
5. I will then have students turn and face the board and I will put a worksheet
under the projector for students to see. I will demonstrate to students to
start by writing their name and date at the top of the paper, and then I will
describe what students will be doing with the worksheet. I might give
students an example of a character trait of Ruby Bridges so that they have a
model of what they should be doing.
6. Next, I will have students go back to their seat and begin completing the
worksheet. I will be walking around the room to help students if necessary
and ensure that all students stay on track.
7. Finally, I will have students come back to the carpet and I will put the
worksheet back on the projector. I will ask students to raise their hand and
tell me what character traits they wrote down on their paper, and I will fit
out the worksheet with the character traits they gave me to model what they
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Reading Group Size: 22 Date of Lesson: 2/21/24

should’ve been doing. If there are students who struggled to do the

worksheet, I might pull them in a small group the next day to help them. If
there are students who finished fast, I might pull them in a small group to
extend their knowledge the next day.

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