USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading

2
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
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
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
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

Group
Size:

Name: Maria Balazy

Date of Lesson: 1/13/14

Lesson Content
LAFS.2.RI.1.1 - Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
LAFS.2.RI.1.2 - Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
LAFS.2.RI.3.9 - Compare and contrast the most important points presented by two texts
on the same topic.
LAFS.2.SL.1.1 - Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.

What specific points in the text provide important information about the relationship
between Helen Keller and Annie Sullivan?

SWBAT identify key points in the text and describe their impact on Helens life.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
2
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

Group
Size:

Name: Maria Balazy

Date of Lesson: 1/13/14

I am teaching this because:

- Finding key points aids in comprehensions of the story
- Listing the impacts of events aids in comprehension of the story
- This activity gets them ready for the performance task of describing how events
have an impact on the story
- Helps the students understand the text

Formative:
- Listening to student responses
- Making the class chart
- Observation
Summative:
- Individual response Describe how one event impacted Helens life.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
2

Group
Size:

Name: Maria Balazy

Date of Lesson: 1/13/14

is necessary for a teacher

to teach this material?

Content Knowledge for Teacher:

- Be able to point out key ideas
- Be able to describe how key events can impact lives
- Understand the difference between details and key events

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Background Knowledge for Students:

- Identify key events
- Sequence the story
- Definition of an autobiography
- Main idea of the story

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Misconceptions:
- Difference between a detail and a key event
- Definition of an impact
- Finding key events

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
2

Group
Size:

Name: Maria Balazy

Date of Lesson: 1/13/14

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students

Time

Modeling
Guided Practice
Group Work
Whole class discussion
Individual work

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
Student
Introduce EQ and objective
Understand EQ and OBJ
Instruct students to open to
Open books to Helen Keller
Helen Keller
Review events chart from
Participate in review discussion
previous day
Explain what impact means
Understand and be able to give
examples of what impact
means
Model one impact on chart
Listen to teacher
Guided practice for another
Participate in guided impact
impact
practice

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
2

transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

What will you do if

Group
Size:

Name: Maria Balazy

Date of Lesson: 1/13/14

Instruct students to do one

event impact (walk around and
check on students)
Give students 10 minutes then
come together
Instruct students to pick one
event, not the ones modeled or
the one that they did and
describe the impact of that
event
Bring students back to clean up

Work as a table group to

describe the impact on one
event
Come together and fill out chart
as a class
Pick one event and describe the
impact

Students clean up/independent

reading

a student struggles with the content?

Work with them individually

What will you do if

a student masters the content quickly?

Describe the impact of another event

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
2

Group
Size:

Name: Maria Balazy

Date of Lesson: 1/13/14

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Describe the impact of another event
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Work with me and their group

W.C. Work with group and with teacher

Journeys book
Paper
pencil