USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal

Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

Lesson Content
What Standards (national LAFS.K.RI.1.3 With prompting and support, describe the connection between two
or state) relate to this individuals, events, ideas, or pieces of information in a text.
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding How can we compare the characters Shelia Rae and Louise feelings from the beginning to
(What is the big idea or the end of the story Shelia Rae the Brave.
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?)

Objectives- What are you With prompting and support, we can compare the differences between the characters
teaching? Shelia Rae and Louise in the story Shelia Rae the Brave from the beginning to the end
(Student-centered: What will in a graphic organizer. Students will be able to compare the differences between two
students know and be able to characters and their feelings.
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
USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal
Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following Students should be able to identify and analyze characters and their feelings and how
questions: they can change from the beginning to the end of a story. Students are also writing to
Why are you teaching this improve their comparing skills using a graphic organizer. These are valuable skills that
objective? help to create successful citizens.
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 Formative: I will be evaluating the students knowledge and understanding through
you know students have classroom discussions and observations. I will be circulating around the room asking
mastered your objectives? questions and providing support when needed.
Summative: Students will display their understandings by organizing their thoughts with
Address the following: the use of a graphic organizer. Students will be using a color rubric.
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?
USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal
Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

What Content Knowledge

is necessary for a teacher The teacher should be familiar with the vocabulary that is used in the text. The teacher
to teach this material? should also know how to use a graphic organizer and rubric. Teachers should know how
to compare two characters feelings.

What background Students should be familiar with graphic organizers and be able to identify character
knowledge is necessary for feelings through text and picture cues.
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?

What misconceptions
might students have about Students might have the misconception that Shelia Rae is no longer brave at the end of
this content? the story. They may also get the characters confused with other stories we recently just
read since the character are all mice that look the same. Students may have the
misconception that a characters feeling remains the same and does not change.
Students may have the misconception that when we compare we only look at qualities
that are the same.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal
Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

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.)
Lesson Implementation
Shared reading: I will be doing a read aloud of the story so that the students will be able
to compare how the characters feelings have changed from the beginning to the end of
the story.
Demonstration/ model: Before the students start their own work, I will model what /I am
thinking and how I would like their graphic organizer will be filled out.
Direct instruction: I will explain my expectations and go over the color rubric before
students start their work.

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
10mi
Where applicable, be sure to n Teacher
address the following: Students will sit at the carpet in their assigned seat for shared
What Higher Order Teacher reading by doing the syllable walk.
Thinking (H.O.T.) questions and Before the read aloud, we will go over the beginning of the
will you ask? students story as a class and refresh our brains on our vocabulary and
How will materials be 10 picture cues.
distributed? min How did Shelia Rae feel at the beginning of the story?,
USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal
Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

Who will work together in
groups and how will you
determine the grouping?
How will students
transition between 15-
activities? 20mi
What will you as the n Students
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 kind of evidence from the texts shows us that Shelia
Rae was brave? How did Louise feel at the beginning of the
story? ?, What kind of evidence from the texts shows us
Teacher that Louise was a scardy cat?
I will read the story Shelia Rae the Brave starting at the
middle of the story when Sheila Rae gets lost in the woods
and continue to the end of the story
I will then engage the students in a class discussion how our
characters changed from the beginning to the end of the
story.
Ask questions about how Shelia Rae and Louise felt at the end
of the story and what type of evidence in the texts shows us
that.
I will then turn on the ELMO and display my graphic organizer
and model how I would fill it out.
Next go over the color rubric
Students will return to their desks and begin working on their
graphic organizer.
When students feel like they have completed their work, they
may self-asses their work and mark their work with the color
they feel that they deserved and turn it into the IN bin for me
to check if it is a purple or green dot.
Once their work is turned in, the students may move on to
their Daily 5 assignment.

What will you do if a student struggles with the content?

I will provide individual support if needed. The students can also take the book
back to their desk if they need to look up a word or refresh their minds on
what happened in the story. They may also ask their shoulder partner for help
if needed.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal
Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

What will you do if a student masters the content quickly?

If students master the content quickly, then they may attempt to get a super
purple dot by adding 2 additional details to each side of the graphic organizer.
They may also help another classmate if they are struggling.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners These are common traits that we are exercising that are found within our
culture. It ties to the students interest because the story deals with issues
that we all face and is presented in a cartoon format that is appealing to this
grade level.

If applicable, how does this lesson connect to/reflect the local community?

These are common traits that we are exercising to be good citizens of the
community.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need enrichment, they can attempt a super purple dot or
help out a classmate that is struggling. They may also draw or sketch out
additional details of the story.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Miekal
Morris__________________________________
Grade Level Being Taught: Subject/Content: Reading/ Group Date of Lesson: 2/9/17
K Writing Size:

How will you differentiate instruction for students who need additional
language support?
We will have dictionaries available and classroom computers to use for
translations if needed. We will also individual support if need as well as
additional time.

Accommodations (If Additional time and individual support will be available if needed. Students may move to
needed) a quieter place to work if needed.
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Book Shelia Rae the Brave
Why did you choose these Graphic organizer
materials? Include any
resources you used. This can
also include people!)