USF Elementary Education Lesson Plan Template (rev.
Fall 23) Name: _____________Sonja Kelly_____________
Grade Level Being Taught: K Subject/Content: Reading
Part 1: Lesson Content
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
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The Grouchy Ladybug- Character Analysis
How does this lesson connect to the interests and cultural
backgrounds of yours students?
This connects to the interests of students because they love shared
reading and read alouds. As well, a lot of my students tend to like
books about animals and insects. Eric Carle books are also very
engaging for students with the pictures. It connects to the cultural
backgrounds because some of them might like to go outside looking for
insects with their family.
How does this lesson connect to/reflect the local community?
This lesson connects to the local community because the book teaches
children how ladybugs are good for plants because they eat the aphids
that try to kill the plants. This helps them learn about living and
nonliving things.
ELA.K.R.1.1 Describe the main character(s), setting, and
important events in a story.
ELA.K.R.1.3 Explain the roles of author and illustrator of a story.
ELA.K.R.3.3 Compare and contrast characters' experiences in
stories.
ELA.K.R.3.2 Retell a text orally to enhance comprehension:
Use main character(s), setting, and important events for a story.
Use topic and details for an informational text.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _____________Sonja Kelly_____________
Grade Level Being Taught: K 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.)
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ELA.K12.EE.3.1 Make inferences to support comprehension.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and
active listening skills when engaging in discussions in a variety of
situations.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking
or writing.
Trace the standard to the next grade level. What will students learn
next related to this standard?
ELA.1.R.1.1 Identify and describe the main story elements in a
story.
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.
ELA.1.R.3.1 Identify and explain descriptive words and phrases
in text(s).
ELA.1.R.3.3 Compare and contrast two texts on the same topic.
They may get confused on why the ladybug backs away from the large
animals. They may not understand that the ladybug is afraid. They may
also not understand what aphids are. As well as some of the other
animals described in the book.
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 correctly recall details from the story to be

able to identify the main character, his feelings and his actions.

Students will be able to accurately tell and recall the beginning, the
middle, and the end of a story and write about their favorite part.

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which

level(s) of thinking is/are called for in the standard? Remember,
understand, apply, analyze, and create.
Students will analyze the books and it’s details. They will apply what
they remember from the book onto a chart where they will analyze
the main character and his actions and feelings. They need to
understand the book to be able to apply it. At the end they will need
to remember the beginning, middle, and end in order to create a
drawing and sentence.
Which level(s) of thinking is/are called for in your objective?
Remember, apply, analyze, understand and create
Why did you choose this level(s) of thinking?
I chose these levels of thinking because students will need to be able to
remember and understand the story and book in order to apply the
information and create their own sentences and drawing.

Assessment Plan- How will you know students have mastered Describe your assessment plan:
your objectives? My assessment plan is to have a visual assessment and a written
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _____________Sonja Kelly_____________
Grade Level Being Taught: K
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.
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assessment. The visual is when I ask questions to the students and see
how they answer them. As well when I fill out the chart I will also see
their answers written on the chart. The other main written assessment
will be when they write about their favorite part of the book with a
drawing.
Is your assessment formative or summative? Why did you make that
assessment decision?
It will be both. The answering questions and the chart will be
formative. This is just me being able to see how well they understood
the book and if they were paying attention while I read. This for me to
be able to see if they are paying attention to the details and are
comprehending. The summative assessment will be the writing activity
to see if they were also able to remember their favorite part and can
write a sentence about it.
How does it align with your objective?
It aligns with my objective because I am able to see how much
information they retain and remember. I will also be able to see if they
noticed the details that relate to character actions and feelings.
The criteria for how I assess the students will be different for each
task. During the reading, when I am asking questions to understand
their comprehension, this will be a more visual grading. I will see and
take note of who raised their hands and who didn’t. I will also take
note of who answered correctly or who’s answers may not be the exact
answer we’re looking for. Then for the class chart, this will also be a
little more visual for the criteria. I will do similar to the questions
during the book, taking a mental note of who answered and their
answers.
The bigger assessment is the individual writing assessment. The
criteria for this will be a little more evolved as they will be getting a
check mark or told to fix their word. To get a check mark, they need to
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have 2 sentences with fairly good spelling and grammar. Not all the
spelling needs to be correct, but if they use their heart words those
should be spelled correctly. As well their sentences need to be made
grammatically. There won;t be a physical rubric but they have a 5 star
writing tips sheet that will help guide them to write their sentences.

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?
● For the reading I will be sitting in the chair away from the
board. This will help them focus on the book
● Then during the reading the students will be able to move
closer to the chair in order to see the book better.
● During the chart I will instruct students to move back to their
assigned spot on the carpet. I will be in the front of the
classroom next to the chart
● For the writing I will instruct students to go to their seats and I
will be going around the classroom to check on their work.
● The procedures I will be using is raising hands and no talking
when the teacher is talking especially when I am reading
● I will remind students that when it is time for me to read I do
not want hands up unless it’s an emergency
● I expect students to participate in the discussions, listen to the
story, and write their sentences. I will actively communicate
these a few times in order for students to understand.
● I will use redirection strategies in order to try to get students
to follow the expectations.
● I will probably have to tell them the expectations a few times
for those who do not follow them.
● If they complete the writing early, I will tell them to go to me or
Mrs.Williams to check their paper then they can get their
reading bins and silently read a book.

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Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
● The Grouchy Ladybug by Eric Carle; this is the book we will be
reading for the author’s study
● Author’s study chart; The chart is organized this way so
students can compare other books by Eric Carle
● Marker; needed to write on chart
● Writing journal; students will write in here in their favorite
part of the book and their drawing
● Mrs.Williams; she will be there to help check off the kids
journals with me

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _____________Sonja Kelly_____________
Grade Level Being Taught: K
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
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What is informing your need to differentiate (mark those that apply & explain):
I differentiated through a learner profile by using different types of learning styles to incorporate learning
for all. This allowed me to appeal to all learners. Most students like read alouds so it’s essentially trying
tyo differentiate how they will comprehend the story.
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 during the different assessments. There will be a whole group write and an individual
write. This will be beneficial to the different types of learners we have in our classroom.
Which specific students will benefit, and why?
All students will benefit from this because there is an opportunity for all different types of learning to
succeed and comprehend the story. By reading a book, I was able to appeal to auditory, and visual learners
because they could hear me reading the book but also look at the pictures to help them truly comprehend
the story. Then for students who work better in the whole group, we had the whole group write with the
chart. Then for students who work better alone, the individual writing assignment allowed them to work
alone and be in charge of their own writing. There was a good variety of instruction for all types of
learners.
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: During the book they will be able to look at the pictures to try to understand
the story. As well I will be reading the book so maybe having someone reading it to them will help
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learners.) them. I will write their sentences on a sticky note.

● Developing/Expanding: The pictures in the book will help them understand. We will be doing the
chart together so they may be able to understand that a bit better with peer support.
● Bridging: They can try to write their own sentence but if they need extra support I can provide
that.

What accommodations will you make for students who have an IEP or 504 plan?
When they write their sentences, me or Mrs.Williams will write it for them on a sticky note for them to
copy. We use this strategy and it helps students move a little faster. It can help them learn how to spell
words they might not have known before and they can learn.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
I will encourage them to write even more than two sentences in order to challenge them a bit.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _____________Sonja Kelly_____________
Grade Level Being Taught: K
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
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References
ASCD. (2011). Key Elements of Differentiated Instruction What Can Teachers Differentiate?
Content Content means the knowledge, understanding, and skills (KUD) that students need to.
https://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-
Intro_M4_Reading_Key_Elements.pdf
Carle, E. (2010). The grouchy ladybug. Teaching Strategies. (Original work published 1977)
Florida State University. (2019). Search Standards | CPALMS.org. Cpalms.org.
https://www.cpalms.org/Public/search/Standard#
1. What is the content area for this lesson? Character and story analysis
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, we will start as a group but they will end with their own individual
writing.
3. Step-by-step plan:
Time: Action Steps:
11:00 -11:04 T: Today we are going to be reading The Grouchy Ladybug by Eric Carle. This week we will
be doing an author’s study on Eric Carle. This week we are going to be reading a few books by Eric Carle
and compare the characters in each. What does it mean to compare?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: _____________Sonja Kelly_____________
Grade Level Being Taught: K
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?
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S: It means to see what is similar and what is different.
T: Good job. We are going to be using this chart to compare different books. We will be describing the
characters, actions and feelings. Now let’s look at the title. What does grouchy mean?
S: It means to be grumpy.
T: Yes it’s a good way to describe being grumpy. Who can we see is already a character based on the title
of the book?
S The grouchy ladybug.
11:04 - 11:05 “It was night and some fireflies danced around the moon. At five o’clock in the morning the
sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to
have them for breakfast. But just then a grouchy ladybug flew in from the right. It too saw the aphids and
wanted them for breakfast.”
11:05-11:07 T: “Now boys and girls what’s the difference between the picture on this page compared to
the other page.”
S: “One is at night and one is in the morning.”
T: “How can we tell it’s night time.”
S: “One is dark and one is light. You can see the moon in one and the sun in the other.”
11:07-11:11 T “Good morning,: said the friendly ladybug. “Go away!” shouted the grouchy ladybug. “I want
those aphids.” “We can share them,” suggested the friendly "Or do you want to fight me for them?” “If you
insist,” answered the friendly ladybug sweetly. It looked the other bug straight in the eye. The grouchy
ladybug stepped back. It looked less sure of itself. “Oh, you’re not big enough for me to fight,” it said. “Then
why don’t you pick on somebody bigger?” “I’ll do that!” screeched the grouchy ladybug. “I’ll show you!” It
puffed itself up and flew off. “
T: What did the grouchy ladybug do?
S: He tried to eat the bugs but flew away. He wanted to fight.
11:11- 11:15 T:At six o’clock it met a yellow jacket. “Hey you,” said the grouchy ladybug. Want to fight?” “If
you insist,” said the yellow jacket, showing its stinger. “Oh, you’re not big enough,” said the grouchy
ladybug and flew off. At seven o’clock it met a stag beetle. “Hey you,” said the grouchy ladybug. “Want to
fight?” “If you insist,”said the stag beetle, opening its jaws. “Oh, you’re not big enough,” said the grouchy
ladybug and flew off. At eight o’clock it came across a praying mantis. “Hey you,” said the grouchy ladybug.
“Want to fight?” “If you insist,” said the praying mantis reaching out with its long front legs. “Oh, you’re not
big enough,” said the grouchy ladybug and flew off. At nine o’clock it almost flew into a sparrow. “Hey
you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the sparrow, opening its sharp beak.
“Oh, you’re not big enough,” said the grouchy ladybug and flew off. At ten oclock it saw a lobster. “Hey
you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the lobster stretching its claws. “Oh,
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you’re not big enough,” said the grouchy ladybug and few off. At eleven o’clock it bumped into a skunk.
“Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the skunk, starting to lift its tail.
“Oh, you’re not big enough,” said the grouchy ladybug and few off. At twelve noon it spotted a boa
constrictor. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insis-s-s-t,” said the snake, “right
after lunch.” “Oh, you’re not big enough,” said the grouchy ladybug and few off. At one o’clock it happened
upon a hyena. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the hyena laughing
eerily and showing its teeth. “Oh, you’re not big enough,” said the grouchy ladybug and few off. At two
o’clock it met a gorilla. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the gorilla,
beating its chest. “Oh, you’re not big enough,” said the grouchy ladybug and few off. At three o’clock it ran
into a rhinoceros. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the rhinoceros,
lowering its horn. “Oh, you’re not big enough,” said the grouchy ladybug and few off. At four o’clock it
encountered an elephant. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the
elephant, raising its big tusks. “Oh, you’re not big enough,” said the grouchy ladybug and few off. At five
o’clock it met a whale. “Hey you,” said the grouchy ladybug. “Want to fight?” But the whale did not answer
at all. “You’re not big enough anyway,” said the grouchy ladybug and flew off. At five fifteen the grouchy
ladybug said to one of the whale’s flippers, “Hey you, want to fight?”
11:15 - 11:16 T: Boys and girls what is the ladybug trying to do now? What is the pattern that's being
repeated?
S: The ladybug trying to fight different animals.
T: Yes, let’s write that down. Why is he going to so many different animals?
S: He doesn’t think they’re big enough.
11:16 - 11:18 T: But it got no answer. So it flew on. At five thirty the grouchy ladybug said to the whale’s
fin. “Hey you want to fight?” But it got no answer. So it flew on. At a quarter to six the grouchy ladybug said
to the whale’s tail, “Hey you, want to fight?” And the whale’s tail gave the grouchy ladybug such a
SLAP… ...that it flew across the sea and across the land.
11:18-11:20 T: Where did the ladybug travel to? What happened?
At six o’clock the grouchy ladybug arrived right back where it had started from. “Ah, here you are again,”
said the friendly ladybug. “You must be hungry. There are still some aphids left. You can have them for
dinner.” “Oh, thank you.” said the wet, tired, and hungry ladybug. Soon all the aphids were gone. “Thank
you,” said the leaf. “You are welcome,” answered both ladybugs, and they went to sleep. The fireflies, who
had been sleeping all day, came out to dance around the moon. The end.”
11:20-11:30 T: Alright now we are going to start filling out the chart.
“What is the main character of the book.”
S: The grouchy ladybug.
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T: Excellent. Now let’s think about what he did during the book. Think about the beginning, the middle,
and the end. What was he doing during the book.
S: Not sharing, not being friendly, rude, asking animals to fight, saying they weren’t big enough, he became
nicer in the end.
T: Great now let’s think about his feelings. How do you think the ladybug was feeling?
S: Grumpy, angry, mad, scared, friendly
T: Alright now we are going to do a quick write. I will call your table one at a time to get your writing
journals and you're going to write about your favorite part of the book. I want to see at least two sentences
on everyone’s paper.

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