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

Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national * Ask and answer questions about unknown words and phrases in nonfiction/ informational
or state) relate to this texts read independently (RI.1.4)
lesson?
(You should include ALL * Use illustrations and details in a nonfiction/ informational text read independently to
applicable standards. Rarely describe its key ideas (RI.1.7)
do teachers use just one:
theyd never get through Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending
them all.) punctuation) (RF.1.1a)

Describe things with relevant details, expressing ideas and feelings clearly (SL.1.4)

With guidance and support from adults, use a variety of digital tools to produce writing,
including in collaboration with peers (W.1.6)

Essential Understanding
(What is the big idea or
essential question that you How can I describe a noun?
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

teaching?
(Student-centered: What will
students know and be able to Students will be able to write a descriptive paragraph about an animal.
do after this lesson? Include Students will be able to write a complete sentence using a capital letter and period.
the ABCDs of objectives:
action, behavior, condition,
USF Elementary Education Lesson Plan Template (S 2014) Name: _Puja
Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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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.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this objective so that students can develop their writing skills. The stronger
questions: they are in writing the more clearly they will able to express their ideas in ways that
Why are you teaching this make sense.
objective?
Where does this lesson fit This lesson fits in with the larger plan because as 1 st graders the students need to go into
within a larger plan? 2nd grade knowing how to write a sentence that starts with a capital letters and ends with
Why are you teaching it appropriate punctuation.
this way?
Why is it important for I am teaching it this way because the CKLA curriculum has the lesson planned out based
students to learn this on the Florida state standards. The lessons are all tied together so this lesson brings
concept? together the non-fiction text the students have been reading.

It is important for students to develop their writing because writing is something they are
going to have to do their whole academic career. Its key to build a strong foundation now
while they are young so that they can build good habits and strengthen their writing
development.
Evaluation Plan- How will
you know students have
mastered your objectives? The formative I will take is their writing draft. Their drafts will show me what information
they are able to pull from the non-fiction text. The formative assessment will also tell me
Address the following: if the students know to use their 5 senses to describe their assigned animal.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Puja
Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

What formative evidence

will you use to document The summative evidence I will collect will be a final draft of the writing.
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 The teacher will need to know the appropriate writing rules that students will need to
to teach this material? model in their writing.

What background
knowledge is necessary for Students will need to know how they can use their senses to describe nouns.
a student to successfully
meet these objectives? I will ensure students have this knowledge by choosing an object in the class and having
the students use their senses to describe the object. I will record their answers on a chart
How will you ensure that has the 5 senses listed.
students have this
previous knowledge? My learners include an even group of boys of girls. There are two students that need
Who are your learners? additional support. One of these students will be able to participate in the lesson.
What do you know about Another student cannot work independently. This student also does not know how to
them? write in complete sentences.
What do you know about
USF Elementary Education Lesson Plan Template (S 2014) Name: _Puja
Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

their readiness for this

content?

What misconceptions
might students have about Students may have misconceptions of how the writing should look like.
this content?

Lesson Implementation
Teaching Methods I will use whole group instruction. The students will then work independently as they
(What teaching method(s) will work on writing their draft paragraph about an animal that has been assigned to them.
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
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;
USF Elementary Education Lesson Plan Template (S 2014) Name: _Puja
Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
5
Where applicable, be sure to mins T/S
address the following: Warm up:
What Higher Order What is it?
Thinking (H.O.T.) questions This thing is an animal. It has four legs. It has a long tail. What is it?
will you ask? This animal is large. It is a big cat. What is it?
How will materials be This animal has a loud roar. It has sharp teeth. What is it?
distributed? This animal has a soft fur coat that is striped. What is it?
Who will work together in (tiger)
groups and how will you T/S
determine the grouping? Have students collaboratively figure out the following clues:
How will students 1. This animal is a big black cat that runs fast and uses its claws to
transition between climb up trees. (panther)
activities? 2. This long animal has a pattern on its scales that helps it hide in
What will you as the the desert sand. (rattler)
teacher do? 3. This animal swims in lakes and creeks and has dark marks that
What will the students do? help it hide from bigger fish. (trout)
What student data will be 4. This small insect likes to munch on wood. (termite)
30 T/S I had visual aids available with a slide of several animals so students
collected during each
mins had options to choose from.
phase?
What are other adults in
I asked students to further describe each animal using adjectives
the room doing? How are
once the animal was identified from the clues I gave.
they supporting students
learning?
Introduce descriptive writing:
What model of co-teaching
Students will be assigned an animal to write about. They will be
are you using? given a planning sheet where students must use their senses to
answer questions about their given animal. Students will be using
non-fiction text as their research

Model the planning process with students. On large posters, using

dry erase markers, I can create a plan on an animal they have read
USF Elementary Education Lesson Plan Template (S 2014) Name: _Puja
Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

about: trout. Cross out any senses that cannot be used to describe
the animal.

Students will be given a folder with their assigned animal. Next

time, I would break a part what they need to do. I would first have
them take out the text from the folder to reread for 5 minutes. Then
I would instruct them to take out their planning sheet.

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

I will immediately clear up misconceptions. I will guide students to use their informational
text to refer to.

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

I will ask students to go to the next step in their draft and start of write a clean copy of
their paragraph.

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 The students have been interested in animals. Students will be writing about one of the
animals they have read about.

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

N/A

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014) Name: _Puja
Patel___________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

I will have a folder for students that are done with their planning. The folder will contain
extension activities that has to do with adjectives and describing nouns.

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

The students will have visuals to look at while describing the animal they have been
assigned to.

Accommodations (If
needed)
(What students need specific CC and RB these students will need one-on-one support from my CT. They work best in
accommodation? List small groups where they can focus on one thing at a time.
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Planning sheets with visuals of animals
Why did you choose these
materials? Include any
resources you used. This can
also include people!)