USF Elementary Education Lesson Plan Template (rev.
Fall 23)
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
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Name: Abigail Seibold__________
Subject/Content: ELA Group Date of Lesson: 3/6/24
Size:26
Part 1: Lesson Content
‘The Day the Rollet’s Got Their Moxie Back’
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
Analyze how figurative language contribute to the meaning in text.
ELA.5.R.1.3
Describe how an author develops a characters perspective.
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?
There’s a lot of different dialect from the 1930’s in this text and students may have trouble
understanding the different idioms and words that were used back then.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
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
Assessment Plan- How will you
know students have mastered
your objectives?
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Name: Abigail Seibold__________
Subject/Content: ELA Group Date of Lesson: 3/6/24
Size:26
--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 compare the different characters perspectives as they reread the text.
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 characters perspectives.
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 knowledge while understanding this text.
Describe your assessment plan:
1. Students will write down each character’s name and give me their perspective and how it
changed or stayed the same throughout the text. They will also have two pieces of evidence from
the text to support their answers.
2. Students will complete an exit ticket to demonstrate their understanding from the past two days.
Is your assessment formative or summative? Why did you make that assessment decision?
The first assessment is formative because I will go around and check to see what the students
understanding of the content area is and see who I need to pull into a small group or if I need to pull
them back together as whole group.
The second assessment is summative because it is summing up the information we learned the past two
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
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.
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
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Name: Abigail Seibold__________
Subject/Content: ELA Group Date of Lesson: 3/6/24
Size:26
days and it will be for a grade.
How does it align with your objective?
My objective states that students will be able to explain the characters perspectives and the short
response and the exit ticket will give them the ability to show their understanding.
For the first assessment students will just be marked a 1, 2, or 3. 1 is if they fully understood. 2 is if they
need more whole group instruction. 3 is if they need small group instruction.
For the second assessment the students exit tickets will be graded and we will go over them the next day.
Part 2: Lesson Implementation
 How will you arrange yourself and the students (location in the classroom, seating)?
I will be located in the front of the classroom and the students will be at their desks, I will be
walking around the classroom when I can, but I will be writing in my notebook as well, it will be
projected onto the screen.
 What processes & procedures will you use? How and when will you communicate those to
students?
I will be using the process and procedures that students have been using since the beginning of
the school year which is following directions, listening to the speaker, raising their hand to speak,
and participating.
 What expectations will you have for the students? How and when will you communicate those to
students?
I will expect all students to participate in the lesson as well as give their best effort. I will also
expect them to be on their best behavior and follow all processes and procedures.
 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 use attention getting strategies to get the students back on track, I will also be sure to use
behavior management plans to help the individual students that require a more extensive
management plan.
 What will students do if they complete the task quickly?
If students complete the task quickly, they will continue working on the ‘I am’ board I will have up after
the instructions are given.
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
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.)
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Name: Abigail Seibold__________
Subject/Content: ELA Group Date of Lesson: 3/6/24
Size:26
Wonders workbook and teacher book.
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
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
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
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Name: Abigail Seibold__________
Subject/Content: ELA Group Date of Lesson: 3/6/24
Size:26
 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
individually assisted.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
These students will be expected to elaborate on their evidence with the characters perspective.
wonders
1. What is the content area for this lesson? ___History/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.) ______guided/gradual release_________________________
3. Step-by-step plan:
Time: Action Steps:
12:00 – 12:07 I will explain that we are looking at the characters perspective again today and go over
POV, 1st 2nd or 3rd person and have the students discuss which one this text is written from and how they
know that.
12:07 – 12:12 I will have the students get out their ELA journals and their textbook. I will explain that we
are looking more at the characters perspectives as we reread today. I will write down the characters
names and how I want their notebooks to look like and display them on the board so that students can
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 5th
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: Abigail Seibold__________
Subject/Content: ELA Group Date of Lesson: 3/6/24
Size:26
copy into their notebooks.
12:12 – 12:18 I will give students time to copy down. For differentiation I will have the names printed
out on the paper so that it is easier for the students to get started. Then they will reread the text and
began working.
12:18 – 12:20. Students will began working and I will circulate the room to make sure everyone is on
task and see if there are any misconceptions I can correct. The ‘I am’ board will be up instructing them to
complete the exit ticket when they are finished. Then there will be other work on there for them to do if
they finish quickly. I will began pulling small groups at this time.
12:45 – 1;00. I will rotate around the room checking the notebooks giving each student a 1,2, or 3 on my
clipboard to see understanding. Students will have turned in their exit ticket so that it can be graded.