USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

Lesson Content
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
(i.e., I will see her

LAFS.3.W.2.4
With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.

How can I use what I know about writing to create an invitation?

Students will be able to follow guidelines to create an invitation with all required components.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

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?

The students have been writing a lot of narrative pieces and learning a variety of writing
crafts in order to help improve their writing skills. I have chosen to teach a lesson that
incorporates what they know about writing through creating an invitation to an event.
Being that my inquiry is engagement, I have put special effort into making my lessons as
interesting for the students as possible. Rather than write typical narrative story, I
wanted them to use their writing skill to create something fun. This is also important for
them to be able to follow guidelines and a template.

Formative evidence will consist of anecdotal notes and informal conversation while I
circulate and talk to the students.
Summative evidence will be the invitation they create. It will be collected.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

What Content Knowledge

is necessary for a teacher
to teach this material?

An understanding of what a typical invitation looks like and what information it should
contain.

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

They dont necessarily need background knowledge, but they will have needed to
practice their writing in order for this to be successful. They also really need to be good
listeners and direction-followers. Mine sometimes struggle with this.

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?

I do not foresee any misconceptions. They will be given the freedom to choose the event
for the invitation, so possibly a student not picking an applicable event. However, they
will have to have their plan checked off by me before creating their actual invitation so it
should not be an issue.

Lesson Implementation

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing
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.)

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

This will be led by a powerpoint, but is ultimately centered around the writing project.

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.)

Time

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
transition between
activities?

5
10

10

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).

Showing fun invitations for students to see/pass around. What

about this invitation stood out to you? What made you interested in
attending the event?
Powerpoint about what an invitation is and how they are created,
what should be in them, etc. What did you see that was the same
in every invitation? Should we have that in ours?
Model- I will begin creating an invitation for my graduation party. I
will let them help me along in the process and fix any of my

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing
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

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

errors. I have one or two that pick up on every missed period.

20
Release- Students will create their own invitations.

a student struggles with the content?

I will be circulating, answering any questions. Students can always ask their partners for
help as well.

What will you do if

a student masters the content quickly?

Students who quickly get through creating their invitation will then have to write a short
narrative about their 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?
This applies to students personal lives should they choose two write about a real event.
Should they pick a fictional event, they are also having the opportunity to foster
creativity.
If applicable, how does this lesson connect to/reflect the local community?
If any of the students decide, they could write an invitation to the Strawberry Festival,
which is directly connected to the local community.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Once the students have finished their invitation they will have to write a narrative about
the event they chose.
How will you differentiate instruction for students who need additional
language support?
They will have support from my CT and myself. They will also be grouped with classmates
who can help.
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!)

J.J.-V. has been having a lot of emotional distress lately but the students know to back off
and let him calm down. We have been practicing deep breaths.
H.S. is an ELL which usually doesnt hinder him, but things can be read aloud to him and
explained.
R.V

-pre-made invitations
-powerpoint/Promethean
-paper/pencil
-construction paper/markers

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

Reflection
As discussed with my supervisor, this lesson was not one of my finest moments. The students were very
chaotic, but for an explained reason. In the middle of my lesson, as the students were in the middle of
completing their work, I realized I forgot to model what they were to do and that left a lot of confusion. As
seen above in the lesson plan, it shows the model as what I intended to do, I just completely forgot in the
moment. Upon reviewing my recording, I noticed how many students were completely off-task and holding
personal conversations unrelated to the task at hand. Many were calling out my name or getting out of their
seats and left my CT and myself very agitated with the lack of behavior management. However, this ended up
being an important turning point for my class as it sparked an important talk with them about how what
happened was unacceptable. Although not modeling was my mistake, their behavior was out of control and
has since been managed much better.
As it pertains to my inquiry, I felt like they were engaged in the activity itself. They seemed excited to be
able to create the invitations because a lot of them love to draw and color. It feels like fun, but they were
actually learning an important method of writing. I felt good about the actual lesson concept and that I would
100% teach it again, I just would ensure I make instructions much more explicit and then model the activity.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 25
February 2016

What happened was that I told my students to plan their invitations and the majority of them began to draw
out the B.M.M.E. model that they are taught to create when planning a narrative piece of writing. Creating an
invitation was brand new for them and I needed to have modeled how a plan (or rough draft, which is what I
really wanted them to create) is supposed to look.