USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

Part 1: Lesson Content

Title of Lesson
Who wrote the U.S. Constitution?
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 connects to the interests and cultural backgrounds of most students because they are learning
about the building of the United States.

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

It reflects the local community because students will need to know about how the government works.

What Standards (national or

state) relate to this lesson? ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary
(You should include ALL applicable text
standards.) ELA.5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

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.4.R.1.1: Explain how setting, events, conflict, and character development contribute to the plot in a
literary text.
- Students should already know how to explain how setting, events, conflict, and character
development contributes to the plot. They will be able to use this to deeper analyze the setting,
events, conflicts, and character development in a literary text.
ELA.4.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
- Students should already how to know how to read grade-level texts with accuracy, automaticity,
and appropriate expression. Students will use this to read grade level texts for the next grade.

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

ELA.6.R.1.1: Analyze how the interaction between characters contributes to the development of a plot in

1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

a literary text.
Students will learn how to use what they already know about how to analyze how setting, events,
conflict, and characterization contribute to the plot in a literary text to analyze how character
interactions contribute to the development of a plot.

ELA.612.F.2.4: Read grade-level texts, at the students ability level, with accuracy, automaticity, and
prosody or expression using the students mode of communication.
- Students will continue to deepen their skills of reading with accuracy, automaticity, and prosody
or expression at their ability level.
What misconceptions might
students have about this Students may be unaware of some of the historic events they are learning about in this text, so
content? (talk to your CT) misconceptions can form from that lack of knowledge.

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 show their thinking by using SNOTS (small notes on the side) while reading the
Measure (HOW WELL they need to text.
do it) Students will be able to explicitly explain how the text features add to the meaning of the text.
(Note: Degree of mastery does not Students will be able to accurately find different problems and solutions throughout the text.
need to be a percentage.)

(connect back to 4504/CT

Support/reinforced in
instructional planning)

2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

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? ___Evaluate, analyze, and apply___________________________________

Which level(s) of thinking is/are called for in your objective? ___analyzing and applying.
Why did you choose this level(s) of thinking?
I chose these levels of thinking because students will need to evaluate and analyze the text features and
literacy texts to figure out the problems and solutions. Students will also need to apply previous
knowledge to complete this assignment.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? To assess students, I will be walking around the room and listening to their conversations as they answer
questions that I will pose to them. I will also be having students share which problems and solutions they
have found within the text. There will also be an exit ticket that students must finish.

How does it align with your objective?

This aligns with my objective by having the students verbally explain their thinking for the problem and
solution, as well as having the students complete an exit ticket about text features and text structure.
Is your assessment formative or summative? Why did you make that assessment decision?
My formative assessment will be me walking around the room listening to conversations, as well as
seeing what students have down for problem and solution. My summative assessment will be the exit
ticket.
Assessment Scoring/Rubric Students should be able to accurately answer all the questions that I ask them, as well as finding at least
What are the criteria for how you 3 problems and solutions within the whole text.
will assess student
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
3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

step-by-step plan): I will be in the front of the classroom while I need to be giving directions, but I will be circling
around the room to listen to group talks and eventually will pull a small group to better support
their learning.
● What processes & procedures will you use? How and when will you communicate those to
students?
At the beginning of the lesson, I will communicate our processes and procedures that they use
daily. I will remind the students to keep their eyes on the speaker, raise their hands, be respectful
to their classmates, and follow all the classroom rules.

● What expectations will you have for the students? How and when will you communicate those to
students?
I will communicate my expectations to the students at the beginning of the lesson. My
expectations will include the processes and procedures that I have stated previously and for
them to be respectful.
● 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 assess students work progress as they work and if they need extra assistance, depending on
when it is, I will either go over the work again with the class or know who I need to pull for small
groups. Certain students that have plans will need extra assistance in their learning which will
happen in small group once the class is given independent work.
● What will students do if they complete the task quickly?
If students complete the tasks quickly, they will have an exit slip that consists of multiple-choice
questions.
Materials
(What materials will you use? Why
did you choose these materials? Wonders textbook, exit slip, anchor charts.
Include any resources you used.
This can also include people!)

4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

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 can provide visual aids, diagrams, or videos to supplement text-based instructions. I will have anchor
charts on the wall. Each student will also have a textbook in front of them.

Which specific students will benefit, and why?

Students who are more visual learners will benefit from this because there will be things to look as while
I am teaching, or they are reading.

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
groups of students)  Simplify content and instructions to make them more concise and straightforward.
 Break the lesson into smaller, manageable chunks with clear headings and subheadings.
 Allow students with ADHD to work at their own pace when possible, providing additional time if
needed to complete tasks.
 Regularly check in with students individually and in small groups to gauge their understanding
and provide feedback.
 Use positive reinforcement and praise for on-task behavior and accomplishments.

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: I would use simplified language and speak clearly, as well as provide
students (initials), and then explain
the accommodation(s) you will instructions in their native language.
implement for these unique ● Early Production Level: I would use graphic organizers and charts to visually represent
learners.)
information and concepts.
*If you don’t have students who ● Speech Emergence Level: I would focus on expanding vocabulary through word walls and
require these accommodations,
5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

describe what you WOULD do if vocabulary journals. I would also offer opportunities for small group discussions and activities to
you did have these students. enhance speaking and listening skills.
● Intermediate Fluency Level: I would focus on teaching academic vocabulary necessary for grade-
level content and use regular assessments to monitor progress and adjust instruction as needed.

What accommodations will you make for students who have an IEP or 504 plan?

I will accommodate students with IEPs and 504 plans by providing one-on-one or small group
instruction when necessary to address specific learning goals and challenges.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?

For gifted students I could assign more challenging and complex projects, assignments, and assessments
tailored to the student's readiness level.

References (Planning of My CT and her coordinating teacher will be my references. I will be using the wonders textbook (pages
instruction should be guided by 104-105 and 109-111) to pull the text from and find coordinating questions to ask the students to
research-informed improve their critical thinking.
approaches. Acknowledge Questions:
references used to inspire lesson - On page 104, how did the delegates feel about equal representation?
ideas.) - Which clues help you understand the meaning of the word compromise on pg. 104?
- What is the problem presented at the beginning of the heading The Great Compromise?
- On pg. 109, what were the two possible ways of choosing the president?
- How was the issue of choosing the president resolved?
- On pg. 110, how does the author use an anecdote to help you understand how Ben Franklin’s
outlook changes?

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ________ELA and social studies___________________
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;
6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ___Abigail Seibold__

Grade Level Being Taught: 5th Subject/Content: ELA/reading Group Size: Date of Lesson: 10/5
26

carry out the lesson for you.) guided/gradual release/etc.) ___________gradual release________________________

Where applicable, be sure to 3. Step-by-step plan:

address the following: Time: Action Steps:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask? 12:30 – 12:35: I will tell the students to take out their textbooks and turn to page 104. I will say “Today
we’ll continue by taking another section of the text that we’ve been working on this week.”
◻ How will materials be
distributed? 12:35 – 12:45: Then we will review some of the problems that we’ve already found throughout the text. I
◻ Who will work together in will have some of the students share the problems and I will write them down. And then proceed to ask
the students if they’ve found any of the solutions yet.
groups and how will you
determine the grouping? 12:45-12:55: I will have the students do a visual scan of the text and ask then to identify text features
◻ How will students transition (the pictures, picture captions, and sidebars)
between activities?
12:55-1:10: I will instruct the students to read and SNOT pages 104 and 105, during this time I will pull a
◻ What will you as the teacher small group with students that need extra support to help them with their SNOTS. As well as SNOTing the
do? text the students will be finding more problems within the text and any solutions they find. *Students
will already know how to color code the sticky notes for problem and solution because they have been
◻ What will you as the teacher doing it the beginning of the week. *
say?
◻ What will the students do? 1:10-1:15: I will pull the students back together to go over the solutions together as a whole group. Then
I will pass out the exit ticket and have the students complete it and turn it in.
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?