Professional Documents
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Lesson Content
What Standards (national
or state) relate to this
lesson? LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the
(You should include ALL text says explicitly and when drawing inferences from the text.
applicable standards. Rarely
do teachers use just one: LAFS.4.RL.1.2: Determine a theme of a story, drama, or poem from details in the
theyd never get through
text; summarize the text.
them all.)
LAFS.4.RL.1.3: Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a characters thoughts, words,
or actions).
LAFS.4.RL.3.9: Compare and contrast the treatment of similar themes and topics
Essential Understanding
(What is the big idea or
essential question that you
want students to come away What is theme?
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Rationale
Address the following The purpose of this lesson is for students to be able to apply their knowledge on theme
questions: to a story and in the real world. This is a topic that is important for students to have a
Why are you teaching this good understanding of because it is a literary device they will use in the future and will
objective? better help their comprehension/understanding.
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?
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What misconceptions
might students have about Students might confuse theme with the main idea. Main idea is what the story is mostly
this content? about and theme is the message/lesson of the story.
Lesson Implementation
Teaching Methods I do, we do, you do: This is a scaffolding method that involves transition in instruction.
(What teaching method(s) will The lessons starts off by being teacher-centered, then whole-group centered, and it
you use during this lesson? ultimately ends in student-centered. The I Do phase is direct instruction where the
Examples include guided teacher models, thinks aloud, and introduces new content. In the We Do phase, students
release, 5 Es, direct complete the process alongside others while the teacher works with students and checks
instruction, lecture, their understanding with cues and questions. The You Do phase relies more on the
demonstration, partner word, student and less on the teacher completing the task.
etc.)
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).
will you ask? that involve theme being the message or lesson of a story. I will
How will materials be then inform the students that the purpose of todays lesson is
distributed? determine the theme of a story and supporting the theme with
Who will work together in details from the text.
groups and how will you 2 min
determine the grouping? Teacher/st I will pass out the reading passages to the class.
How will students udents
transition between 10 I will ask the class, from skim and scanning this article, what do you
activities? min think this story will be about?
What will you as the
teacher do? I will then begin reading
What will the students do? the story out loud to the students. Stopping to ask comprehension
What student data will be questions:
collected during each How does Zaki feel about Farid at the beginning of the story? What
phase? detail support that?
What are other adults in How do Farids words affect Zaki?
3 min Students How do Zaki and Farid feel about each other at the end of the story?
the room doing? How are
they supporting students
learning?
10
We Do:
What model of co-teaching After reading and discussing the last question, I instruct the student
min
are you using? to turn and talk to the partner about the theme, or lesson/message,
of the story.
Teacher/St I will bring the group back together and have partners share
3 min udents responses. I will inform students that a theme must be supported
with details for the story. To help them, I will provide a graphic
organizer to help them gather their information. With their groups,
they will complete the graphic organizer.
After 10 minutes, I will have the class come back together and share
6 min what they put. I will then ask the class can theme only be found in
reading? I will be looking for students to answer no and that theme
can be found in movies, tv, music. I will inform the class that the
music they listen to or the movies they watch usually have a
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:
You Do:
I will then have the student self-assess themselves on their
understanding of theme.
I will then inform students of their exit ticket, how is the theme of
Zakis Challenge similar to the theme of Fight Song?
I will be conferencing with students who need additional help based on their self-
evaluation (any student who scored themselves lower than a 3). In this conference, I will
provide support to these students and scaffold.
If students master the content quickly, I will challenge the students to think of a song,
movie, show, that has a similar theme to Zakis challenge.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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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 From a survey I administered to the class, I learned that most of my students have an
interest in music. I decided to incorporate music in this lesson to connect their interests
to theme.
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community because it involves student applying theme to
the real world.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
If students master the content quickly, I will challenge the students to think of a song,
movie, show, that has a similar theme to Zakis challenge.
How will you differentiate instruction for students who need additional
language support?
Accommodations (If My CT will be sitting with CR and facilitate the class when needed.
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size: