USF Elementary Education Lesson Plan Template (S 2014)

Name: Madeline Montaldo

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

LACC.1.RL.1.3 Describe characters, settings, major events.

LACC.1.RL.3.9 Compare and contrast adventures and experiences of characters.

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."

Given a fantasy text, the students will be able to compare and contrast the two
characters.

Essential question: What are some different ways to travel?

USF Elementary Education Lesson Plan Template (S 2014)

Name: Madeline Montaldo

Note: Degree of mastery does

not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?

Students need to have a clear understanding of the terms compare and contrast for
use in everyday life. I chose to teach this lesson this way so that students can read the
first half of the story and gather their thoughts on just the characters attitudes to
compare and contrast.

During instruction, I will evaluate all students contributions to discussion, questions

asked, etc.
As summative evidence, students will write a response to: What do you notice about
Goats attitude towards traveling when you compare it to Pigs?

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

Teacher must have a thorough understanding of the skills of comparing and contrasting.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Madeline Montaldo

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Students must be able to recognize attitudes among characters and know how to analyze
pictures within the story to do this as well.
My learners tend to be very talkative when working in groups so focus is easily lost. They
will require redirection throughout this lesson.
My learners are ready for this content due to their mastery of the previous lesson in
which they compared and contrasted two kinds of texts. They have some knowledge of
this topic which will be built upon throughout this lesson.

What misconceptions
might students have about
this content?

Students might have misconceptions about what a fantasy text looks/sounds like.
Students might mix up the meanings of compare and contrast due to the similarity
between them.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
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

Opening, instruction, guided practice, and independent practice.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

USF Elementary Education Lesson Plan Template (S 2014)

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 between
activities?
What will you as the
teacher do?
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?
What model of co-teaching
are you using?
What will you do if

5
mins

Name: Madeline Montaldo

Evaluation).
Teacher

15
mins

Teacher/St
udents

10
mins

Students

-Teacher will open the lesson with a warm up activity using a

basketball and a tennis ball for students to verbally compare and
contrast.
-Teacher will briefly review Venn Diagrams (and explain their use in
tomorrows lesson).
-Teacher will present the vocabulary words.
-Teacher will explain fantasy genre.
-Teacher will state the objective.
-Students will turn & talk to discuss the essential question.
-Read The Big Trip: Students will read pgs. 54-57 on their own,
then all together to review.
-Students will verbally answer the question on page 57.
-Teacher will read pgs. 58-61 to students.
-Write response to: What do you notice about Goats attitude
towards traveling when you compare it to Pigs? 2-3 sentences.
-Students will draw a picture depicting their response.

Table groups are heterogeneous in ability levels.

a student struggles with the content?

There will be time for students to ask questions before returning to their seats from the carpet. I will be
circulating throughout the writing response time to assist those in need.

a student masters the content quickly?

I will ask the student to explain their thought process and writing to me, and if necessary, have them
elaborate.

USF Elementary Education Lesson Plan Template (S 2014)

Meeting your students

needs as people and as
learners

Name: Madeline Montaldo

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

Students will be engaged and relate this lesson because they can share about trips that they have been
on.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Asking H.O.T. questions will help provide enrichment to those students.

How will you differentiate instruction for students who need additional
language support?

The one ELL will have his ELL teacher present during this lesson to assist him.

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.)

C.S., E.M., L.T., P.M., G.U.,L.T. will require redirecting numerous times.
L.T. will experience lack of motivation/understanding of the task. An oral response to the
prompt may be necessary along with a picture.
E.M. may need the prompt given to him at his desk to copy instead of from the board due
to visual impairment.
C.P. (ELL) may require further explanation/clarification on the task to be completed.

Materials

The Big Trip, reading response journals, ELMO, basketball, tennis ball

USF Elementary Education Lesson Plan Template (S 2014)

(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: Madeline Montaldo