USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: ____Bennitt

Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24

Part 1: Lesson Content

Title of Lesson Central Ide

What Standards (national or ELA.3.R.2.2 - Identify the central idea and explain how relevant details support that idea in a 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.2.R.2.2 - Identify the central idea and relevant details in a text.

Trace the standard to the next grade level. What will students learn next related to this standard?

ELA.4.R.2.2 - Explain how relevant details support the central idea, implied or explicit.

What misconceptions might stu- Students may identify details that are not related to the central idea. They may also have issues identify-
dents have about this content? ing one central idea.

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Barnes________________________________
Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group)
Objectives- What students will
know or be able to do after the in-
struction – the learning outcomes
Content (WHAT students are learn-
ing- look to the standard)
Action (HOW students will show it-
there might be clues in the stan-
dard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: ____Bennitt
Date of Lesson: 4/16/24
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 re-
spond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to accurately complete a graphic organizer for the central idea and supporting de-
tails of Amelia Earhart: A Legend in Flight.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ____________DOK 1 and 2__________________________
Which level(s) of thinking is/are called for in your objective? ________DOK 1 and
2__________________________________
Why did you choose this level(s) of thinking? Students will need to recall information, such as the defini-
tion of a relevant detail and what happened in the text. Also, they will need to show their skills of identify-
ing relevant details.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt
Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? First, I will do a choral read with my students. After reading, we will begin a discussion about the central
idea, and work to come up with one sentence that explains it. Lastly, we will find details in the story that
support our central idea.

Is your assessment formative or summative? Why did you make that assessment decision?

This assessment is formative. I made this decision because students need guidance with the process of
identifying central idea.

How does it align with your objective?

Students will meet the objective when their graphic organizer is complete with details that support the
central idea they identified.
Assessment Scoring/Rubric My students will receive full credit if they finish their graphic organizer.
What are the criteria for how you
will assess student learning/student
work? If you’re using a rubric, in-
clude your rubric here.

Part 2: Lesson Implementation

3
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt
Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24
Management & Environment I will be sitting with my small group at my table in the far left corner of the classroom. I sit at the head
(integrated throughout your step- of the table with 2 students on each side of me. While we complete this activity, I expect students to
by-step plan): work mostly on their own with exceptions such as asking their shoulder partner or myself a question.
● How will you arrange your- Also, the small group setting is somewhat informal, so I do not expect my students to raise their hands
self and the students (loca- for every single question. However, I will explain to them prior to the activity that I can only hear one
tion in the classroom, seat- voice at a time, so it is important that we take turns speaking. Lastly, students will fidget at times while
ing)? sitting in the stools at the small group table, and in the past students have fallen on the floor because of
● What processes & proce- this. I will explain that if students cannot control their bodies in the stools then they may sit on the
dures will you use? How and floor. If my expectations are not met, then I will give a single warning to the group. If my expectations
when will you communicate
are still not met after the first warning, then the group will complete their activity independently at
those to students?
their seats. If students finish early, I will ask them to go over their answers and explain to me how they
● What expectations will you
decided each answer.
have for the students? How
and when will you commu-
nicate those to students?
● What strategies will you use
if students do not meet your
expectations? Are there spe-
cific students who require a
more extensive management
plan? What will that consist
of?
● What will students do if they
complete the task quickly?
Materials Copies of Amelia Earhart: A Legend in Flight
(What materials will you use? Why Copies of the central idea graphic organizer
did you choose these materials? In-
clude any resources you used. This
can also include people!)

4
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt
Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24
Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):

Readiness Interest Learner Profile

Some students are not fans of doing things a certain way. If they are given strict instructions, they may
not want to participate.

How will you differentiate instruction in this lesson? (mark those that apply):

Process Product Content

Students will be able to make choices for how they identify supporting details.

Describe what/how you will differentiate:

Students will have options of using a highlighter, circling/underlining text using a colored pencil and cir-
cling/underlining with a regular lead pencil. Also, students have the option of creating their central idea
sentence on their own, or with a partner from their group if they choose.

Which specific students will benefit, and why?

My focus student, K, will benefit from this lesson. He gets bored or refuses to participate if the instruc-
tions are too strict. He will participate more if he has more choices for how he works.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt
Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24
Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific ac- WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies) Entering, Emerg-
commodation? List individual stu- ing, Developing, Expanding, Bridging
dents (initials), and then explain the ● Entering/Emerging:
accommodation(s) you will imple- ● Developing/Expanding:
ment for these unique learners.)
● Bridging:

Students can work with other members of their group if they choose.

What accommodations will you make for students who have an IEP or 504 plan?

There will be a digital timer displayed on the board. Students will not be penalized for running out of
time.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?

Students in need of enrichment can write a prediction of what happened to Amelia based on evi-
dence from the text.

6
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt
Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24
References (Planning of instruc- Reading A-Z
tion should be guided by research- https://accounts.learninga-z.com/ng/member/login?siteAbbr=raz
informed approaches. Acknowl-
edge references used to in-
spire 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 ad-
dress the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be distrib-
uted?
◻ Who will work together in
groups and how will you deter-
mine the grouping?
◻ How will students transition be-
tween 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 col-
lected during each phase?
◻ What are other adults in the
room doing? How are they sup-
porting students’ learning?
1. What is the content area for this lesson? ______________________________________
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.) _______________________________
3. Step-by-step plan:
Time: Action Steps:
1. 8:40
a. Expectations and directions
i. I’ll begin by reminding my students to be mindful of classroom expectations such
as being respectful to the teacher, peers, and self.
ii. Next, I’ll go over directions for our activity.
1. First, we’re going to choral read a passage from Amelia Earhart: A Legend
in Flight by Julie Mattenberg.
2. Second we’ll complete a graphic organizer on the central idea of the text.
2. 8:45
a. Begin choral reading of Amelia Earhart: A Legend in Flight by Julie Mattenberg
3. 8:50
a. Move on to graphic organizer
i. Guide students thinking with questions about the central idea
1. “What happened in this passage?”
2. “Why do you think the author wrote this?”
3. “What is this passage mainly about?”
4. 8:55

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt
Barnes________________________________

Grade Level Being Taught: 3rd Subject/Content: ELAGroup Size: 3-4 students (Small group) Date of Lesson: 4/16/24
a. Work as a group to identify the central idea
1. “What does ‘central idea’ mean?”
2. “In one sentence, what is the central idea of this passage? Why did you
choose this sentence?”
3. “Now add that sentence to your graphic organizer.”
5. 9:00
a. Work as a group to determine relevant details in the passage
1. What is a relevant detail?
2. What do you think is a relevant detail in this passage?
3. Can you find a sentence in the passage that supports the central idea?
When you find it, underline it with your colored pencil and add it to your
graphic organizer.
6. 9:05
a. Tell students they have 5 minutes left.
7. 9:10
a. Rotate centers and give expectations for working in centers.