USF Elementary Lesson Plan Template

College of Education Childhood Education & Literacy Studies

All o !ecti"es must e #ritten as #hat you e$pect your students to %&' %o not use the #ords ()*&+, or (U*%E-STA*%', All o !ecti"es declared must e those you are committed to systematically assessing. as stated in your E"aluation Plan /Part 01' +hat is the Essential 2uestion Comparing and contrasting et#een t#o te$ts' /(3ig 4dea,1 all students are in"estigating5 +hat are your o !ecti"es for S+3AT compare and contrast t#o te$ts student learning in this lesson5 +hy ha"e you chosen these o !ecti"es5

1. Lesson Goals:

S+3AT ma6e connections et#een content areas /science and literacy1 This particular group needs more practice in comparing te$ts as #holes' They need to e a le to e$plain that e"en though te$ts may e a out the same topic they can e filled #ith different 6inds of information' They also need e$posure to te$t that connects content areas outside of the content areas' +hat Standards /*ational or LACC'7'-4'8'9: 4ntegrate information from se"eral te$ts on the same topic in order to #rite or spea6 a out the State1 relate to this lesson5 su !ect 6no#ledgea ly' 1. Content )no#ledge Pro"ide an o"er"ie#:e$plain Teacher should ha"e read the oo6 (<ames Fran6lin: =urricane Specialist, and (=urricane =unters,' Teachers #hat teachers should 6no# should also ha"e ac6ground 6no#ledge of hurricanes and #eather patterns' /This also goes along #ith the science a out this topic' +hat prior material eing taught for that #ee6'1 6no#ledge is necessary to
master the o !ecti"e/s15 4s there a learning tra!ectory in the lesson /in other #ords. is there a logical se;uence of steps that students must ta6e to master the content15 +hat connections can e made to other disciplines5 +hat (real #orld, connections can e made5 +hat is the underlying content 6no#ledge that you #ant students to understand5 +hat misconceptions do students typically ha"e a out this concept5 -ationale and -ele"ance /Connection to Students> )no#ledge. S6ills. E$perience1 +hy is it important for students to learn this concept5

Students should #al6 a#ay #ith a etter 6no#ledge of #eather patterns' This should help them in their science unit' They should also #al6 a#ay #ith a etter grasp on comparing and contrasting te$ts' Students #ill try to compare specific details in a te$t' Through this #e are loo6ing more at the te$t as a #hole rather than parts of it' Students need to e a le to criti;ue a te$t' They need to e a le to compare it #ith other things in order for a criti;ue to e credi le' They also need to e a le to compare information #ithin t#o te$ts a out the same topic' This #ill help them #ith research in the future'

1. Le"els of %ifferentiation
Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre?internship

*ame. and then e$plain ho# your organi@ed this lesson to address the interests. readiness le"els. culture and:or learning profiles:styles of your students' E$plain #hy you made these choices' Aour rationale must contain clear e"idence of your understanding of differentiating instruction. culturally responsi"e pedagogy your classroom curriculum. and your 6no#ledge and understanding of your uni;ue learners'

=o# does your lesson connect to the interests and cultural ac6grounds of your students5 ? By students really en!oyed =urricane =unters and the #eather unit in science' These students also li"e in Florida so they should ha"e a asic understanding of =urricanes' =o# does your lesson connect to: reflect the local communities5 ? The students li"e in Florida they need to e a#are of the destruction a hurricane can cause' =o# #ill you differentiate instruction for students #ho need additional content support during this lesson5 ? This is guided reading and is already scaffolded for my elo# le"el readers' =o# #ill you differentiate instruction for students #ho need additional language support during this lesson5 ? Students #ho need additional language support #ill e gi"en e$tra "oca ulary support through out the lesson' =o# #ill you differentiate instruction for students #ho need additional challenge during this lesson5 ? Students #ho mo"e ahead #ill e a le to re?read the te$t for understanding'

+hat are the "arious #ays that Guided reading groups are already pre?grouped y reading le"el' you #ill group students during this lesson and #hy ha"e you chosen each grouping method5 List indi"idual students of significance #ho continue to need special support to e successful during instruction' Then list the specific +hat students need specific accommodations in this lesson5 accommodations you are planning to use for each of these uni;ue learners' -emem er. accommodations are not the same as differentiating instruction. although the t#o can o"erlap' Student>s initials Accommodation

1. Bethods
+hat teaching method/s1 #ill you use for this lesson5

-e?reading for comprehension' -eading aloud for fluency

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre?internship

+hy ha"e you chosen this These are #hat the students need in order to further themsel"es in reading and reach their goals' method or these methods5 +hat specific co?teaching This is not a co?teach lesson' method are you incorporating5 1. Acti"ities: +hat are the specific teaching eha"iors that #ill occur during each portion of the lesson5 -emem er. if you ha"e different groups doing different acti"ities. each group>s acti"ity se;uence must e clearly e$plained in separate sections' This is often the longest section of your lesson plan and #ill need to e #ritten e$hausti"ely' Please also include the timing each acti"ity #ill ta6e. your plan for transitions et#een acti"ities. and strategies to support time management and classroom management' +hat acti"ities ha"e you planned for each phase of your teaching method5 +hat is the role of the teacher5 +hat is the role of the student5 +hat student data #ill e collected during each phase5

Students #ill egin y reading the first section of <F=S for understanding +e #ill then egin discussion as a group a out #hat they ha"e found similar and different et#een te$ts and #hat they ha"e learned' They #ill then chart their findings in their reading !ournal'

1. Baterials: List the primary materials and resources #ill you use to support each student>s success in meeting the learning goals /this can include people. as #ellC1 +hat instructional materials #ill <F=S te$t you use. if any5 +hy ha"e you chosen these Guided reading resource te$t appropriate le"el and coincides #ith science unit and pre"ious guided reading te$t' materials5 1. E"aluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document student learning in an ongoing manner. =o# do you plan to e"aluate Students #ill e e"aluated o"er the #ee6' They #ill e gi"en a fluency chec6 during the #ee6 and comprehension student learning on the content ;uestions throughout' of this lesson5 List the com ination of e"aluation:assessment data you plan to collect efore. during. and after the lesson /E$amples: responses to test:;ui@ ;uestions and:or scores. student #or6 products or performances. teacher>s !ournal. o ser"ations and field notes. photographs:"ideo. sur"eysD1' 1. -esources <F=S te$t

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre?internship