USF Elementary Education Lesson Plan Template (S 2014)
Mansfield__________________
Grade Level Being Subject/Content: ELA
Taught: 3
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.)
Name: __Ms.
Group Size: Date of Lesson: 3/08/2017
30
Lesson Content
LAFS.3.L.2.3 - Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
LAFS.3.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on
others ideas and expressing their own clearly.
LAFS.3.SL.1.3 - Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
LAFS.K12.SL.1.2 - Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
MAFS.K12.MP.1.1 - Make sense of problems and persevere in solving them.
MAFS.3.MD.1.1 - Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram.
MAFS.3.G.1.1 - Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and that the
shared attributes can define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these subcategories.
MAFS.3.OA.1.4 - Determine the unknown whole number in a multiplication or division
equation relating three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 ? = 48, 5 = [] 3, 6 6 = ?.
MAFS.3.NF.1.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole
is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a
parts of size 1/b.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

MAFS.3.NF.1.3 - Explain equivalence of fractions in special cases, and compare fractions

by reasoning about their size.

Essential Understanding
(What is the big idea or EQ: How can we use math vocabulary to determine the type of math problem we are
essential question that you working with?
want students to come away
with? In other words, what, EQ: What strategies can we use to solve multiplication and division problems?
aside from the standard and
our objective, will students EQ: How can we provide feedback to our peers during mathematics?
understand when they finish
this lesson?)

Objectives- What are you

teaching? SWBAT utilize a multitude of strategies/math tools to solve problems and answer
(Student-centered: What will questions. (math review: math vocabulary, determining strategies, interpreting time,
students know and be able to etc.)
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
yesterday.)."
Note: Degree of mastery does
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

not need to be a percentage.)

Rationale
Address the following This is an objective that meets the common core state standard
questions: This lesson is built upon a multitude of lessons to prepare students for the FSA
Why are you teaching this This concept is a building block that will continue into fourth and fifth grade
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 Formative:
mastered your objectives? Anecdotal notes
Observations
Address the following: Student work
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

is necessary for a teacher The teacher needs to understand each aspect of the math standards we will be covering
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

to teach this material? Math vocabulary

Multiplication
Division
Time
Fractions
Geometry

What background
knowledge is necessary for My students have been exposed to the concepts we will be covering throughout the
a student to successfully school year. This will be extra practice for the students. I will be helping set the building
meet these objectives? blocks in place so that they will have the background knowledge needed for a more in
depth study of mathematics in 4th and 5th grade.
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? Students may struggle with remembering math vocabulary in word problems to
determine the operation they will be carrying out.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

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

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

address the following: There will be two centers going on simultaneously since we are a co-
What Higher Order teach classroom. Students will be split in half. One half of the
Thinking (H.O.T.) questions students will be split into teams of 7 and will start with our math
will you ask? Swat-It! activity while the remaining 15 students are split into
How will materials be groups of 3, these students will be participating in a math graffiti
distributed? wall activity.
Who will work together in
groups and how will you Before beginning both activities instructions will be presented to the
determine the grouping? students and the activities will be modeled. Directions will be
How will students posted to remind students throughout the activity.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

transition between Swat-It! Activity:

activities?
What will you as the Groups will gather together and determine the order for which
teacher do? they will be swatting at the board for each round.
What will the students do? For each round, the teacher will ask a question and the
What student data will be students should discuss and find the correct answer on their
collected during each side of the board.
phase? They want to be the first team to discuss and swat the correct
What are other adults in word.
the room doing? How are If both teams, choose the incorrect answer we will work
they supporting students together as a group to determine what the correct answer
learning? should have been.
What model of co-teaching This will continue until all 7 team members will have had a
are you using? chance to go.

Graffiti Math Wall:

This group will be split into 5 groups of 3 (pre-selected by the

teacher).
There will be 5 posters hung on the wall for students to work
on.
Each poster has a different skill/operation
Students will work collaboratively to answer/solve the
problem before moving to the next problem.
As they switch they will then provide feedback to their peers
or use another strategy to solve/check the problem.
Students will continue until they make it back to their original
problem, now they will read any feedback provided, look over
other strategies that were used to solve and/or check.
This work will be used to assess student understanding.

Once both activities are completed groups will switch and the
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

process will begin again. The posters for the graffiti math wall will
be flipped over so they are free of student work for the activity to
begin again.

What will you do if a student struggles with the content?

Make a note of students who are struggling and pull them for additional instruction
during independent work or morning work

What will you do if a student masters the content quickly?

N/A

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
My students love to move around and share their learning with their peers, both activities
allow them to collaborate and move around.

If applicable, how does this lesson connect to/reflect the local community?

n/a

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

How will you differentiate instruction for students who need additional
language support?
USF Elementary Education Lesson Plan Template (S 2014) Name: __Ms.
Mansfield__________________
Grade Level Being Subject/Content: ELA Group Size: Date of Lesson: 3/08/2017
Taught: 3 30

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? White board
Why did you choose these Markers
materials? Include any Fly swatter (2)
resources you used. This can 5 poster boards
also include people!) Markers (10 assigned colors for specific groups to determine who did what on each
board)