USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

Part 1: Lesson Content

Title of Lesson REEFS AT RISK

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners
(supervisors) This lesson teaches students about things that they may have seen when they go to the ocean.
How does this lesson connect to/reflect the local community?

It reflects the community because we live close to the beach.

What Standards (national or ELA.3.R.2.4

state) relate to this lesson?
(You should include ALL applicable Identify an author’s claim and explain how an author uses evidence to support the claim.
standards.)

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?
(CPALMS/instructional planning
course) ELA.2.R.2.4
Explain an author’s opinion(s) and supporting evidence.

Trace the standard to the next grade level. What will students learn next related to this standard?

ELA.4.R.2.4
Explain an author’s claim and the reasons and evidence used to support the claim.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

What misconceptions might

students have about this The students may have misconceptions about where coral reefs are found. They also may think that coral
content? (talk to your CT) reefs are only made by humans.

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) Students will be able to correctly identify the claim an author makes in a text. They will be able to
Measure (HOW WELL they need to accurately explain how an author uses evidence to support the claim in a text. After reading the text
do it) students will accurately understand the ways that coral reefs can be protected and restored. The
(Note: Degree of mastery does not students will be able to correctly restate an author’s claim after identifying it in a text and discuss
need to be a percentage.) specific evidence that the author uses to support the claim.

(connect back to 4504/CT

Support/reinforced in
instructional planning)

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? ____Remembering, understanding, analyzing, and evaluating will be used. _____
Which level(s) of thinking is/are called for in your objective? ___The main level of thinking that will be
used is analyzing.
Why did you choose this level(s) of thinking?
Analyzing is the main level of thinking because students will use this when looking at the text and finding
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

evidence.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? For the formative assessment I will ask questions and initiate discussions about the authors claim and
the evidence that supports the claim. For the summative assessment I have a worksheet the students will
fill out with what the authors claim is and the evidence that supports it.

How does it align with your objective?

It aligns with the lesson objective because students will learn how to find the authors claim and support
their findings with evidence found in the text
Is your assessment formative or summative? Why did you make that assessment decision?
I decided to have both a formative and summative assessment so that I can assess my students during
the lesson and after the lesson.
Assessment Scoring/Rubric
What are the criteria for how you
will assess student I will listen and look for understanding when initiating both assessments.
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your I will be sitting in front of the students in a small group near the back of the classroom.
step-by-step plan):
● What processes & procedures will you use? How and when will you communicate those to
students
I will communicate what we are doing at the beginning of the lesson and each time before I want
them to do something.
1. I will use non-verbal signals to remind students to correct their behaviors
2. I will verbally remind students to correct their behavior if needed
3. I will verbally remind students of my behavioral expectations when needed
4. I will verbally remind students of my educational expectations when needed

● What expectations will you have for the students? How and when will you communicate those to
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

students?
I have high behavioral and educational expectations for all of my students and I will
communicate that to them at the beginning of the lesson.

● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
I will remind my students of my expectations continuously throughout the lesson and be sure to
assist those that need more assistance.

● What will students do if they complete the task quickly?

I will ask the students to sit quietly and respectfully. In certain parts of the lesson I can allow
those students to move on but most of the time I will need them to wait quietly for everyone to
finish.
Materials
(What materials will you use? Why I will use the worksheet and the text about the coral reefs we are reading.
did you choose these materials?
Include any resources you used.
This can also include people!)

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:

I will allow students to communicate amongst themselves if I see that they are understanding the
content.

Which specific students will benefit, and why?

I think only two students will benefit from this, which is why I will decide in the moment if I think
it will be okay to do it.

Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or To adapt, I can move at a slower pace when reading. I will also demonstrate what I want the
groups of students) students to do by doing an I do, We do, You do model.

Accommodations 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: Have vocabulary words in English and their home language
students (initials), and then explain ● Early Production Level: use fill in the blank activities focusing on learning the vocabulary
the accommodation(s) you will ● Speech Emergence Level: Have them read aloud in pairs
implement for these unique ● Intermediate Fluency Level: Have them read aloud to the whole group or sections aloud
learners.)

*If you don’t have students who What accommodations will you make for students who have an IEP or 504 plan?
require these accommodations, I can allow for students to have extra time reading and have extra support from me by sitting next
describe what you WOULD do if to me so I can help demonstrate my thinking and how I want them to be thinking.
you did have these students.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
I will have expectations of more elaborate SNOTS and a deeper understanding of what we are
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

talking about.

References (Planning of FL B.E.S.T learning progression

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 do in 1. What is the content area for this lesson? finding the authors claim and supporting it with
teaching this lesson? Be thorough. evidence.
Act as if you needed a substitute to 2. What is the expected lesson structure for a lesson taught within this content area? In other
carry out the lesson for you.) words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ______Level 2, CT/Supervisor cycle 1 =_small
Where applicable, be sure to
address the following: group_____________________
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be 3. Step-by-step plan:
distributed? Time: Action Steps:
◻ Who will work together in 1 – 1:03pm. To begin the lesson I will introduce what an author’s claim is and how we can use evidence
groups and how will you that we will find in the text to back up the claim. I will say “in this text you will read to learn about
determine the grouping? another way that people are helping coral reefs.
◻ How will students transition 1:03 – 1:05pm. I will have the students read paragraphs 1-3
between activities? 1:05 – 1:10 pm. I will model my thinking with SNOTS as I read aloud paragraph 1
◻ What will you as the teacher 1:10 – 1:13 pm. We will use word parts and context clues to define coral transplantation. I will explain
do? that plant is the root word and that trans- means “across” or “change”. And -ation means “the act of”. I
◻ What will you as the teacher will explain that breaking down words can help them to identify the meaning of the word. Then we will
say? look for the context clues in paragraph 1 such as “repair”, “growing healthy corals and gluing them to
◻ What will the students do? damaged reefs” Then I will ask and have the students discuss what transplantation means.
◻ What student data will be 1:13- 1:17 pm. I will have the students reread paragraph’s 1 and 2 and do SNOTS.
collected during each phase? 1:17 – 1:22 pm. We will discuss how the staghorn coral transplantation help a coral reef and what the
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _______Abigail Seibold_____________________________

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: Date of Lesson:
4/5

◻ What are other adults in the authors claim is for the first three paragraphs.
room doing? How are they 1:22 – 1:25 pm. I will have the students read paragraphs 4 and 5 and do SNOTS.
supporting students’ learning? 1:25 – 1:32 pm. We will discuss the paragraphs we just read and I will ask the students questions such
as: “what did scientists discover about coral transportation in 2009?”, “where are staghorn corals
grown?”, “where are mountainous start corals grown?”, and :what do you notice about how these types
of corals are different from each other?”
1:32 – 1:37 pm. We will look at the worksheet and begin to fill out the authors claim