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

Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 2/21/2017
3rd Size: 4

Lesson Content
What Standards (national
or state) relate to this LAFS.3.RI.3.8
lesson?
(You should include ALL
applicable standards. Rarely Describe the logical connection between particular sentences and paragraphs in a text
do teachers use just one: (e.g., comparison, cause/effect, first/second/third in a sequence).
theyd never get through
them all.)

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., The student, will be able to identify non text structures in a small, teacher-led group at
"C: Given a sentence written 70% success rate.
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.)."
Note: Degree of mastery does
not need to be a percentage.)

Evaluation Plan- How will

you know students have
mastered your objectives? I will use the worksheet as a formative assessment; if students are able to follow along
and complete the worksheets that will show me they have mastered the objective at
Address the following: least at 50%.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: ELA
3rd
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?
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:
How will materials be
distributed?
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
Name: __Demetria Largie______
Group Date of Lesson: 2/21/2017
Size: 4
Lesson Implementation
Time Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
First, hand out the graphic organizer to show students the different
nonfiction text structures. We are going to read a couple of
passages today, while reading the passages we are going to look for
signal words to find out what text structure the author is using?
Lets take turns reading and if you find a signal word, circle the
Students word. (While passing out the packet with the passages and
questions.)
(Popcorn reading)
Teacher Student should say something like: I found a signal word or
Heres a word,
USF Elementary Education Lesson Plan Template (S 2014) Name: __Demetria Largie______
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 2/21/2017
3rd Size: 4

they supporting students

learning? Where did you find the word?... Does everyone else see that
What model of co-teaching word?... What nonfiction text structure does that fall under? *wait
are you using? time
Student
Lets take a look at our graphic organizer and see where we find
Teacher that same word or phrase.

Student should say something like: I think it is cause and effect or

sequence
Teacher/
student Lets circle those signal words. I agree, I think those words fall
into the cause and effect AND the sequence text structures.
*Provide praise to students and scaffold students that did not
Teacher choose the correct structure.

Complete reading the passage.

Student

Teacher Now lets take a look at question number one. (read directions) So
what they are asking for use to complete this chart, lets start with
Student the effect side. What effect did we read about in the first two
paragraphs?

Teacher Student should say something like: They changed space food

Correct they did! Why did they have to change the food?

Student should say something like: Because it spoiled or it took

up too much space or it was too heavy.

Correct! Good job! Lets go ahead and add that information to the
chart under number 1.
*Praise: thank you for following along [student] you are doing a
USF Elementary Education Lesson Plan Template (S 2014) Name: __Demetria Largie______
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 2/21/2017
3rd Size: 4

great job participating!

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
One student has mentioned they visited the space center before, he will be
able to make connections with this lesson.

Differentiationbased on
the needs of your students Most of the students in this small group has an IEP that includes small group
how will you take instruction as an accommodation; providing this lesson as a small-group
individual and group teacher-led assignment will meet their need.
learning differences into
account.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson