USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Lesson Content
Reading:
LAFS.3.RL.3.7: Use info gained from illustrations (e.g. maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g. where, when, why, and how key events occur).
LAFS.3.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters.

Language:
LAFS.3.RL.3.4: Use sentence-level context as a clue to the meaning of a word or phrase.

Essential Understanding Students will understand how to compare and contrast two different texts with similar themes.
(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 Students will be able to gather notes and write a paragraph comparing how the themes of “Becoming
after this lesson? Include the ANYTHING He Wants to Be” and “The Foot Race Across America” are similar using pieces of text evidence
ABCD’s of objectives: action, from both passages.
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-
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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 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?
I am teaching this objective because it is next in the planning tools, and it relates to what we did last week,
where the students read and compared “Becoming ANYTHING He Wants to BE” and “Wilma Rudolph: A
Story of Determination”. This lesson is the next step and contains the end performance task. I am teaching
it this way because it is set up as a close read, where students focus on a text and get to know it intimately.
This time around the close read focuses on vocabulary and the theme/setting. It is important to learn this
concept as close reads and comparison writings continue on in other grades, and sets them up for
academic writing and analysis in the future. This allows students to already have some knowledge as to
how to begin analyzing texts.

Evaluation Plan- How will you Formative-Students will be asked to discuss in their groups and take notes. These notes will be the
know students have mastered formative assessment.
your objectives? Summative- (end of the week)- students will be asked to use the data they collected to write a piece
telling how the themes of the two texts are similar.
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 is

necessary for a teacher to teach The teacher needs to know what the two themes of each story is. They need to have knowledge of each
this material? text. They need to know what each vocabulary word (steep, intense, blistered, plodding, achieved, and
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

remarkable) means in the context of the stories. They will also need to know how to text code and take
notes like the students.

What background knowledge is Students need to know how to text code, which they know well as they do it with almost every text they
necessary for a student to come across. Students will also need to know about “Becoming ANYTHING He Wants to Be”, which I know
successfully meet these they have as that was the main story last week. My learners are still working on their text coding skills,
objectives? and sometimes need pushing, but I think since we did some work with this concept already that they will
take to this easier. I think they’re ready for this week.
 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 might not remember what themes are, and they might not understand how the two stories
relate. They might not understand how to text code to a purpose.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Guided release, group work
use during this lesson? Examples
include guided release, 5 Es, direct
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content:
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 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?
Name: ____________________________________
Group Size: Date of Lesson:
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Begin Teacher  Start by giving students the book that the article is in, and have them take
out their note-taking packets. They should be in their work folder that
stays in their desk. Explain that this is the third reading, and that we are
going to be focusing on the vocabulary, that we have also had since last
week. Start with saying that the students will be working with their table
groups to find these answers.
 Have students look at the first box, which wants them to note any words
Students, or phrases (ex: steep climbs, intense, blistered by the desert sun) that help
Teacher them understand the setting on pages 9 and 10.
 Give students a bit to find and write their info into the boxes, and when
everyone is ready, have them share their answer and see if the class
agrees with what they found. If they do, and have found the right answer,
then have them move on to the next box, which wants them to write
about what the word “steep” and what it means in context (found on
page 9).
 Have them find this (The runners have to climb mountains, and have to use
their hands/leg to go up or down, have to move slowly, wouldn’t be able to
run fat, etc. Answer: Steep Climb=very difficult to climb) and discuss with
their table about what it means and write the answer. Have them come
back to the whole group and call on another group to share their answer.
If the answer is correct, move on to the next box.
 Next box has students look at page 9, first paragraph, to focus on the
word “intense”. Have them discuss with their table groups what intense
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

means, write their answer down, and when everyone is done, have them
come back and call on a table to share. Their answer should be something
like “Text says they had to run through intense heat in desert, heat is hot,
desert are hot places with no water, intense could mean very, very hot,
might be why runners dropped out at this point of race”. Ask students if
they agree with the answer given by table, if not, call on another group to
share their answer. If answer is agreed to be correct, continue to next
box.
 Next box has them still on page 9 in their text, in the first paragraph, and
they’re focusing on the word “blistered”. Give the table groups time to
find their answers and write them, and then call on one to share. Their
answer should sound something like “Text says runners were blistered by
sun, already talked intense heat, it was hot as they ran, and the sun must
have blistered their skin like a bad sunburn maybe. Might be another
reason runners dropped out.” Ask if students agree with their answer, if
so, and it’s correct, move on to next box. If not, ask another table group to
share.
 Next box: Has students focusing on how the last three words and the map
on page 9 help us understand the runners’ journey on foot race route.
Give them time to discuss, might need more time than past boxes, and
write answers. Once they’re done, call on group to share. Answer should
go something like “Runners had to battle a lot through Los Angeles to New
York. The climbs were tough and steep, the heat blistered their skin, and
many had to drop out of race because of these conditions on the route.”
Have students assess, continue if correct, call on a different group if
wrong.
 Next box: Focuses on page 10, has students finding additional info to
support idea that runners had tough journey. Have students gather their
answers while discussing in group and writing it down, and then call on a
group to share. Answer should look something like this “No real healthy
meals, Had to sleep in barns or stables, very uncomfortable, if they had
blankets or cots or tents they were dirty, runners themselves were dirty, one
runner had tonsillitis and fever.” Just like before, ask if students agree, if
so, continue on, if not, discuss whole group. If running out of time, move
on to next lesson and continue on next day.
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

 Next box: Goes to page 12, focusing on word “plodding”. Have students
gather answer in groups, then when ready, call on group to share,
answer: “Runners very tired at end, plodding probably means running very
slowly because they had to go so far, many had dropped out because of
conditions, and if they weren’t in good conditions it’s no wonder they can’t
run fast.” If students don’t connect to previous words, ask how the words
steep, intense, and blistered add to our understanding of why the author
chose the word plodding at this point in the text? Ask tables if they agree,
if so move on, if not continue discussion. If running out of time, continue
on next day.
 Next box: Page 13, explain we focused on conditions, but are now moving
on to Andy Payne. Tell them to think about why the author says Andy
Payne “achieved” his dream. Have them discuss and write answers, pick a
group to share. Answer: “Andy achieved his dream after running for 573
hours, four minutes, thirty four seconds. Andy received prize money, paid
for family farm. Married girlfriend Vivian. Able to do everything he wanted,
which is why he ran in the first place. He fulfilled his dreams.” Ask students
if they agree, if they do, move on, if not discuss more. If running out of
time, stop to continue next day.
 Next box: Read last paragraph of page 13, focusing on why the author
refers to Andy Payne’s achievement as remarkable. Have students gather
answers, write them down, and when ready, call on a group to share.
Answer: “Was remarkable because had a lot to face during race. He was
honored for his accomplishments. Now run a race called Andy Payne
Bunion Run.” If answer is correct, then have students put materials away,
if not, discuss then have them put everything away to continue on the
next day.

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

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
What will you do if…
Meeting your students’ needs as
people and as learners
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
If a student struggles with a concept, there are two teachers who will be on hand to help. They will be able
to work with their group as well.
…a student masters the content quickly?
If a student masters the concept quickly, they will be able to continue on in their note taking packets.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
My students might be interesting in track or in mountain climbing.
If applicable, how does this lesson connect to/reflect the local community?
There is a student with a disability in my class, so students have been exposed to never giving up and
people who overcome hardships on a daily basis.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students who need enrichment will be asked to write a short summary while text coding if they complete
the original task.
How will you differentiate instruction for students who need additional language support?
Two teachers will be on hand if students need something read or explained to them.
D, J, S, I, and M-IEP-Things read to them, extra time, attention redirection
R-504 (soon)-redirection and sounding board, extra time
J-redirection and behavioral management
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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!)
“Foot Race across America”- 22 copies
Note taking packet-22 copies
Pencils