USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

Part 1: Lesson Content

Title of Lesson “Roll A Story”

Meeting your students’ How does this lesson connect to the interests and cultural backgrounds of your
needs as people and as students?
learners  I allowed the class to collaboratively give me the list of “characters” that I
would put into our Roll-A-Story activity.
o Student created list: wolf, cake, Fortnite, cheetah, dinosaur, and a friend.
How does this lesson connect to/reflect the local community?
 I used familiar setting of students in our local community.
o Settings include: the park, on a road, at the beach, at Legoland, at the fair, and on a
rollercoaster.
What Standards (national
 LAFS.1. W. 1.3- Write narratives in which they recount two or more
or state) relate to this
appropriately sequenced events, include some details regarding what happened,
lesson?
use temporal words to signal event order, and provide some sense of closure
(You should include ALL
applicable standards.)  LAFS.1. W. 3.7- Participate in shared research and writing projects (e.g., explore a
number of “how-to” books on a given topic and use them to write a sequence of
instructions).
 LAFS.K12. W. 2.5- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Understanding the  Trace the standard to the previous grade level. What have students already
standards over time learned or been exposed to related to this standard?
 LAFS.K.W.1.3-Use a combination of drawing, dictating, and writing to narrate a
single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened.
 LAFS.K.W.3.7-Participate in shared research and writing projects (e.g., explore a
number of books by a favorite author and express opinions about them).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

 Trace the standard to the next grade level. What will students learn next related to
this standard?
 LAFS.2. W.1.3-Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of closure.
 LAFS.2. W. 3.7-Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science
observations).
What misconceptions might  Roll their dices more than once.
students have about this  Spelling words incorrectly when they are on their dice board.
content?  Unable to create a logical solution.
 Unable to identify what characters are.

Objectives- What students Some examples:

will know or be able to do --Students will be able to accurately (measure- how well) differentiate (action- how)
after the instruction – the between potential and kinetic energy (content- what).
learning outcomes --Based on what they read in the first half of a fiction story, students will be able to write
Content (WHAT students are (action- how) a reasonable (measure- how well) prediction (also part of the action) for
learning- look to the how the main character will respond to a challenge in the second half (content- what).
standard) ------------------------------------------------------------------------------------------------------------------
Action (HOW students will -------------------
show it- there might be clues
in the standard)
Measure (HOW WELL they Students will be able to construct a reasonable plan for a group narrative story.
need to do it) o “Our mission is to plan a story with our group members using the ROLL-A-
(Note: Degree of mastery does DICE activity.”
not need to be a percentage.)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking
is/are called for in the standard?
o Level 3: Strategic Thinking and Complex Reasoning
Which level(s) of thinking is/are called for in your objective?
o Level 3: Strategic Thinking and Complex Reasoning
Why did you choose this level(s) of thinking?
o I chose this level of thinking because we are coming into the completion of
the writing goal of the week. The students have participated in a whole-
group story being modeled. The same template for planning is being used,
along with being provided an anchor chart of how we went through the
writing process together. Students are working in a group setting for
assessment on the writing objective.
Assessment Plan- How will Describe your assessment plan:
you know students have Students will be assessed using two different options:
mastered your objectives? · Student Checklist –
o A interactive checklist will be posted on the board for each group to
monitor progress throughout their worktime.
· Anecdotal Notes-
o Throughout students group working, the teacher will be floating around
the classroom conferencing with each group.
o Notes will be observations of participation along with students
understanding of the development of the story.
Is your assessment formative or summative? Why did you make that assessment
decision?
· My assessment is formative.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

o I made this decision because this is the lesson that leads to their
summative assessment. We are recording student’s involvement in the
planning process considering participation, engagement, spelling of;
characters, setting, problem, and the creation of the solution.
How does it align with your objective?
· Students are being assessed on their planning process in their groups. It
aligns with the objective with holding students accountable for the expectations of
the planning process.
Assessment Scoring/Rubric Student Checklist on the board:
What are the criteria for how  Characters?
you will assess student  Setting?
learning/student work? If  Problem?
you’re using a rubric, include  Solution?
your rubric here. Anecdotal Notes- check or minus
Example:
Group 1- Engaged?
· J.R.
o Observation-
· L.M.
o Observation-
· S.C.
o Observation-
· J.M.
o Observation-
Group Member Evaluation-
Part 2: Lesson Implementation
Management & Arrangement-
Environment  Instruction-
o T- Centered in front of the carpet.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

(integrated throughout o S- In individual squares on the carpet.

your step-by-step plan):  Group Instruction-
 How will you arrange o T-Roaming providing support.
yourself and the o S- Around the room.
students (location in Process & Procedures-
 Transitions- Students are told to move quickly and quietly.
the classroom,
 Attention- “EYES ON ME”, “EYES ON YOU”
seating)?
 Participation- Students are expected to raise their hand when wanting to participate in
 What processes & discussion.
procedures will you Expectations-
use? How and when  Students will respect their peers
will you communicate  Students will give their best effort in their work
those to students?  Students will be at level 0 during independent work
 What expectations will  Student will be actively listening and participating using accountable talk in their groups
you have for the Management-
students? How and  When students get antsy on the carpet, teacher will say “Criss, cross, apple sauce” “snip,
when will you snap, hands in lap” to redirect focus.
communicate those to  Expectations of students will be repeated at a whole-group attention level if a majority
students? seems to be off task and not engaged. Extensive behavioral (L.M, S.R, K.H)- simple
 What strategies will redirection of “Are we making good choices?” if students decide to continue to distract
you use if students do others a one-to-one conversation will be held with either CT or other teacher to get back
in control.
not meet your
Task Complete-
expectations? Are there Students will conference with their teacher and will then move on to working on constructing
specific students who their beginning, middle, and end.
require a more
extensive management
plan? What will that
consist of?
 What will students do if
they complete the task
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

quickly?

Materials  Anchor Chart

(What materials will you use?  Dice
Why did you choose these  Roll A Story Worksheet
materials? Include any  Clipboards
resources you used. This can  Pencils
also include people!)  Planning sheet

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Learner Profile-
· Student Groups- Differentiated level
Group 1- J.R., L.M., S.C., J.M
Group 2- M.L, R.F., A.S., [Link].
Group 3- [Link]., S.R., J.G., T.N.
Group 4- A.V., K.R., J.A., Y.M.
CT is pulling an ESE/ Small- group for support- N.V. E.W., E.J., K.H.
· Extra students- Giada, Daniel.
Process
· A Pre-Chosen List-
o Students will help in the creation of the characters that will be on
the roll-a-dice activity.
Which specific students will benefit, and why?
· N.V. E.W., E.J.- Students will benefit by getting extra instruction. They are
scheduled to come back 5 minutes after lesson starts. Being in a small- group will
assist in getting the small-group instruction called for in their IEPs along with
catching up with the rest of the group instructionally.
· K.H.- Student will benefit from
· Whole class- Mixed ability pairing allows for support through conversation
and opportunity for student achievement through peer-led-instruction.
· Whole class- Will benefit in the pre-selected text to help stem ideas to develop
the rest of their writing plan.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

Accommodations (If What accommodations will you make for students who are English Language
needed) Learners? (Refer to your ESOL Strategies checklist and list specific strategies)
(What students need specific · Pre-Production Level: I would provide the student with a translated text that
accommodation? List explains the expectations/ roll-a- dice game in their native language.
individual students (initials), o Use Google Translate to communicate directions to individual student
and then explain the (Y.M)
accommodation(s) you will o Providing a pre-made list with pictures of characters, setting, and
implement for these unique problem.
learners.) o Student is paired with a bilingual student.
· Early Production Level: Finding a translated text student paired with a Level C
ELL for help reading and understanding translation
o Providing a pre-made list of characters, setting, and problem.
· Speech Emergence Level: Student will be given the same text but possibly
assigned one educator to help work their group through the describing a monster
with adjectives.
o Providing a pre-made list of characters, setting, and problem.
· Intermediate Fluency Level: Student would have the support of teachers
floating in order to clear any misconceptions.
What accommodations will you make for students who have an IEP or 504 plans?
· Students will be provided with an ESE specialists/CT support who will pull
the small group for instruction following the lesson.
· Students- N.V. E.W., E.J.
What accommodations will you make for students identified as gifted and have an
EP (education plan)?
N/A

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

References (Planning of
instruction should be guided
by research-informed
approaches. Acknowledge
references used to
inspire lesson ideas.)

Step-by-Step Plan
(What exactly do you plan to 1. What is the content area for this lesson? ______________________________________
do in teaching this lesson? Be 2. What is the expected lesson structure for a lesson taught within this content area?
thorough. Act as if you needed In other words, what lesson structure is appropriate for teaching within this
a substitute to carry out the
content area? (5Es; guided/gradual release/etc.) _______________________________
lesson for you.)

Where applicable, be sure to

address the following: 3. Step-by-step plan:
 What Higher Order Time: Action Steps:
Thinking (H.O.T.)
questions will you ask? Time Step-by- step
 How will materials be 9:30- 9:32 T- instructs students to go down to the carpet.
distributed? S- Quickly and quietly down to the carpet.
 Who will work together in 9:32- 9:35 Introduction to Objective-
groups and how will you T- Who remembers when we planned for our class story?
determine the grouping? S- *Raise hands*
 How will students T- “What parts of our story did we plan first?”
transition between S- “Characters, setting, problem, and solution”
activities? T- “Yes exactly! “
 What will you as the
teacher do?

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

 What will you as the  “Who remembers HOW we got our character, setting, and
teacher say? problem?”
 What will the students do? S: “We rolled a dice”
 What student data will be T: “Exactly! So today we are going to create a group story!”
collected during each  “I need you to listen closely to our mission for today, okay?”
phase? S: Quietly listening
 What are other adults in T: Our mission for today is to plan a story with our group members
the room doing? How are using the ROLL-A-DICE activity!
they supporting students’ T: “So, what is our mission, say it with me!”
learning? S: Repeat the mission (objective) with their teacher.
9:35-9:38 Introduction to Groups-
T: “I have created groups for you to write in”
 “While we are in our groups it is important that we are helping
one another out, along with trying our best.”
 “Your Groups are up here”
o Points on the board
 “Raise your hand if you are in group one”
o Say this for groups 1-4
 “Go ahead and wave to your group members!”
S: Actively listening and waving to their team members.
Introduction to Jobs/ activity-
T: “In our groups each one of you have a task”
1. We have our Character dice roller-
a. “Raise your hand if that is your job”
b. “Good, now are we going to roll the dice more than one
time?”
S: “NO”
T: “Are we going to roll the dice more than once if we don’t like the
character that the dice gave us?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

S: “NO”
2. We have our Setting dice roller-
a. “Raise your hand if that is your job”
b. “Good, now are we going to roll the dice more than one
time?”
S: “NO”
T: “Are we going to roll the dice more than once if we don’t like the
setting that the dice gave us?
S: “NO”
3. We have our Problem dice roller-
a. “Raise your hand if that is your job”
b. “Good, now are we going to roll the dice more than one
time?”
S: “NO”
T: “Are we going to roll the dice more than once if we don’t like the
problem that the dice gave us?
S: “NO”
4. We have our writing captains-
a. “You are in charge of your groups paper! When your
group members roll a character, setting, or problem you
are writing it down.”
5. Lastly, our checklist person.
a. “Do you see this checklist I made for you?”
S: “YES”
T: “Perfect? It says character, setting, problem, and solution. When
your group is finished with these steps, you are in charge of checking it
off of your list.”
 “Now would we check it off if it is not done?”
S: “NO”

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

T: “Would we check it off if it is not our best work?”

S:”NO”
T:”A big thing I want you to listen to and it’s the most important job of
the checker along with the whole group, should we check it off of our
list if it is not spelt right?”
S: “NO”
T: “Now that everyone knows their group members and their jobs, I
am going to tell you what we are working on when we finish our dice
activity.”
 What is it called when we solve our problem?
S: “A solution”
T: “Yes! Once you have rolled your problem you are then going to come
up with the most creative solution!”
 Do we need to work as a team?
 Is everyone in our group ideas important?
 What kind of talk should we use? (Accountable)
T: Hands out group clipboards and dismisses students to go find a
creative spot in the room.
9:45- 9:50 S: Find a spot in the class and roll their dice to come up with their
activity.
T: Is roaming between groups giving support where needed.

Timer is set, when it goes off the teacher will inform checkers to go
check their lists of how far along their group is.
9:50-10:00 T- Conferencing with each group individually
CT- Offering support to small group
S- Students are on task participating in their small group to come up
with a solution to their problem.
10:00-10:05 T: EYES ON ME
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Angelica Garcia ______________________________

Grade Level Being Taught:1st Subject/Content: Writing Group Date of Lesson: 09/19/19
Size:22

S: EYES ON YOU
T: I would like you to bring your clipboard to me and quietly go back to
your seat when you get there please write your name at the top of the
sticky note at your seat
S: Write their names.
T: Now I want you to rate how well you think your group worked on
our 1-4 star guide. It is important to be HONEST. No one will know
your answer besides Mrs. Fairweather and I”

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