USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

Part 1: Lesson Content

Title of Lesson Informational Writing: Body Paragraph 1

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners The writing prompt is to explain the struggles and impacts on voting today. The students will learn the
struggles that all different groups of people went through to vote (African Americans, women, young
men, and Native Americans). This relates to the students cultural backgrounds because they can see how
difficult it was to get the right to vote but today (when they are old enough) they will all have the right to
vote.

How does this lesson connect to/reflect the local community?

Students will be able to see how different groups of people fought for the same right and they were
determined to have the right to vote. This relates to the community because people who share common
interests can work together to make a change. This opens the students up to the changes that have been
made or can be made in their community.

What Standards (national or LAFS.4.W.1.2—write informative/explanatory texts to examine a topic and convey ideas and information
state) relate to this lesson? clearly.
(You should include ALL applicable a) Introduce a topic clearly and group related information in paragraphs and sections; include
standards.) formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b) Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic
c) Link ideas within categories of information using words and phrases (e.g., another, for example,
also, because)
d) Use precise language and domain-specific vocabulary to inform about or explain the topic
e) Provide a concluding statement or section related to the information or explanation presented

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
LAFS.3.W.1.1—write opinion pieces on topics or texts, supporting a point of view with reasons
This standard begins to introduce opinion pieces to students. Students are supporting the point of view
with reasons; the standard does not specifically mention text evidence (which will be later). This
standard builds the students writing stamina and their ability to write an opinion piece which is easier
than informational (which uses multiple texts).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.5.W.1.1—write opinion pieces on topics or texts, supporting a point of view with reasons and
information
Students will be able to take what they learned from 4th grade standard and provide a point of view to
help support their writing. Students will also be expected to write more for this opinion piece because
they are going to be adding and elaborating on more information.

What misconceptions might Students might not know that middle is the same as body paragraph
students have about this Students might think the main idea for the body paragraph is the same at the main idea/writing prompt
content?

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what). 
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) I will be able to draft (create) a body paragraph that supports my ideas with text details
Measure (HOW WELL they need to  Today I will…draft middle 1 of the informational essay
do it)  So that I can… discuss the struggle people went through to vote
(Note: Degree of mastery does not  I know I will have it when…I can support middle 1 with text evidence
need to be a percentage.)

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? __Analysis________

Which level(s) of thinking is/are called for in your objective? __Synthesis_____

Why did you choose this level(s) of thinking?

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

The standard and objective require both higher-order thinking skills. The standard is analysis because it
is asking examine a topic and convey ideas. This standard is requiring students to breakdown
information in both the prompt and text to create an informational piece. The objective is asking the
students to create their own body paragraph using the information in the two passages to support the
main idea.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered Students will be copying what I am writing from the doc camera. I will be assessing students throughout
your objectives? the lesson by asking them questions about the body paragraph.
 What is the first thing to include (transition)
 How do I let my audience know what the body paragraph will be about (main idea—look at
planning sheet)
 What do I need to include in my body paragraph to support my writing (text evidence)
 How do I cite text evidence (showed them on the board)
Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because I am gauging what the students know about body/middle
paragraphs. Based on this information, I can support students by discussing what needs to be in this
paragraph. I will also expect students to include these in their second body paragraph, which they will be
doing on their own.

How does it align with your objective?

This assessment aligns with the objective because we will be discussing what needs to be included in the
body paragraph along with what we coded. We will discuss what information from the two texts that we
want to include in our body paragraph and how it is supporting the main idea of the paragraph.
Assessment Scoring/Rubric N/A
What are the criteria for how you I will be asking questions while I am modeling the writing
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your
step-by-step plan):
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

 How will you arrange  Students will be sitting at their desk during the lesson. I will be doing a whole group lesson on
yourself and the students writing the first body paragraph.
(location in the classroom,
seating)?
 What processes &  I will use attention getters to pull the students back to me (such as waterfall waterfall; shhh; give
procedures will you use? me 5). The students are already aware of these attention getters and are used throughout the
How and when will you day.
communicate those to
students?
 What expectations will you  I will modify the classroom CHAMPS for the writing lesson. I will go over the CHAMPS at the
have for the students? How beginning of the lesson. I will refer to the CHAMPS throughout the lesson if students are not
and when will you following the rules (my friends, what conversation level should we be at?)
communicate those to
students?
 What strategies will you use  I will use positive praise if students are not meeting my expectations. I will also reinforce
if students do not meet your classroom rules/CHAMPS to help guide the students and bring them back to the lesson. we also
expectations? Are there have a class money system, so I can give students bonuses for great participation or fines for
specific students who those who are not listening. There are no specific students who require an extensive
require a more extensive management plan
management plan? What
will that consist of?  We will be writing together, so they should be following along (there is no way for them to get
 What will students do if ahead). If there is time left in the writing block, then I will have the students to begin planning for
they complete the task their second body paragraph
quickly?
Materials Blue Planning Sheet
(What materials will you use? Why Writing Packet (has both text, prompt, and paper for writing)
did you choose these materials? Marker
Include any resources you used. Doc Camera
This can also include people!)

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

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:

Not only will I be writing the sentences but I will read them aloud while writing. This will allow
students to listen and write or they can look at the doc camera and write. I will be reading my
sentences while I am writing. I will speak loud and clear so people can hear me in any part of the
classroom. I will also speak slow so students can easily write while listening. I can also provide
some students with the copy of the writing ahead of time so they will have it at their desk.

Which specific students will benefit, and why?

There are some students who would benefit from this differentiation. Our VI student would
benefit from me reading what I am writing aloud since he cannot see. There are a few ESE
students who are very slow writers, so I can provide them with the copy. I believe having the copy
at their desk will make it easier to follow along.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: use visuals to help students understand what needs to be in body
students (initials), and then explain paragraph (BMME Strip)
the accommodation(s) you will  Early Production Level: allow students to answer (short responses/phrases) when we are
implement for these unique discussing what needs to be in the writing
learners.)  Speech Emergence Level: expand vocabulary (middle=body paragraph, main idea=topic
sentence)
 Intermediate Fluency Level: develop academic language and use graphic organizers (body
paragraph, planning sheet, coding text)

What accommodations will you make for students who have an IEP or 504 plan?
For those with IEPs and 504s, I will speak loud and clear so they can follow along/copy. This will
benefit our VI student, I will also provide a copy of the writing to his aid incase he falls behind
while brailing.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For those who are identified as gifted, I will push them to find the text evidence I need and
practice citing evidence from the text. Then, they will be able to help others once they work on
the second body paragraph.

References (Planning of CT (found one text)

instruction should be guided by Reading Coach and myself (found second text)
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ____Writing_______
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) __whole group/guided____
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be 2 mins Students will enter the classroom after specials and sit at their desks. Students
distributed? will take out their writing packet and planning sheet. They will also have a pencil out. I will go
 Who will work together in over the CHAMPS expectations and goal for the whole group lesson. I will also incorporate the
groups and how will you CHAMPS
determine the grouping?  “Today we will draft middle 1 of the informational writing”
 How will students transition  “CHAMPS: we will be at a conversation level 0, you will raise your hand to speak, we are
between activities? working in whole group, and we are all participating for success!”
 What will you as the teacher 10 mins We will unpack the prompt to review what we are writing about. Unpacking the
do? prompt is addressing what needs to be answered to make sure we are including everything. After

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

 What will you as the teacher unpacking the prompt, we will review the planning sheet—which we did the introduction and
say? first body paragraph together.
 What will the students do?  “Today we are going to work on the first body paragraph. But before we do that, we are
 What student data will be going to unpack the prompt. Who can tell me who our audience is? (teachers) What is the
collected during each phase? purpose of our writing? (to inform) Lastly, what is our task? (explain the struggles people
 What are other adults in the had on the right to vote and how it impacts our lives today). Yesterday, we did the
room doing? How are they introduction together…what did we say our first body paragraph was going to be about?”
supporting students’ learning?  “Let’s look at our planning sheet to see what the first body paragraph is going to be about.
That’s right, we are going to talk about the struggles. So does that mean I’m going to talk
about the impacts too? (nooooo). Take a minute and look at the planning sheet and see
what we decided we were going to talk about.”
 Then we will share some information from the planning sheet and text to make sure we
are on the same track
o I need to talk about the main idea (the struggle)
o I need to use text evidence to support my writing
o I need to elaborate/explain

20 mins Now that we reviewed the topic, planning sheet, and what we wanted to include;
we can begin writing. During this time, I will be asking probing questions to get the students
thinking about what we should say in the body paragraph. It is important that we refer to the
planning sheet to help us stay on topic. The planning sheet will also tell us what text evidence to
use—when we cite.
 Here are some probing questions:
o The first thing, I need to do is talk about the main idea. What is this body
paragraph about? (the struggle people went through to vote)
o So, I introduced the main idea of the paragraph, I told the audience what this will
be about. What is the next thing I have to include?
o Now, did I just come up with this information or did I get this somewhere?
(somewhere) So what do I need to do? (cite text evidence)
 Its important to write which source we are getting the information from,
source 1 or 2
 Also, there are different ways to cite text evidence…
 “blank sentence”(source 1).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

 Paraphrasing or putting into own words (source 1).

o Now that I cited text evidence, I need to elaborate. I need to support this piece of
evidence and explain how it relates to the main idea
o Let’s look back at the planning sheet and see if we included everything we wanted
(use as a checklist)
o We included everything in the planning, so now I’m done. Am I just going to stop
and move onto the next paragraph? (NO) I want to wrap up the paragraph so I can
transition and get the reader ready for the next body paragraph
2 mins Depending on time: if we don’t have time, then students will work on planning for
the second body paragraph during small groups. If we have some extra time, then they can begin
to plan for the second body paragraph

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott _____________

Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Date of Lesson: 9/28/2020
Whole Class

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