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

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

4th Grade ELA Reading-Teammates 15 4/4/2018

Lesson Content
What Standards (national or  LAFS.4.RI.1.1- Refer to details and examples in a text when explaining what the text says
state) relate to this lesson? explicitly and when drawing inferences from the text.
(You should include ALL applicable  LAFS.4.RI.1.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or
standards. Rarely do teachers use
technical text, including what happened and why, based on specific information in the
just one: they’d never get through
them all.)
text.
Essential Understanding Essential Question:
(What is the big idea or essential  How did segregation and discrimination affect the lives of African American people?
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  Given a text, students will be able to identify the risks and gains for the character Jackie
students know and be able to do Robinson by text coding information from the text with a “JR”.
after this lesson? Include the
ABCD’s of objectives: action,  I (students) can identify a character’s beliefs, risks, and gains within a text.
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 not
need to be a percentage.)

Rationale  I am teaching this objective because this lesson falls under week 30 in the planning
Address the following questions: support tool (PST) for the text “Teammates”.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
 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 is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
 How will you ensure students’
have this previous knowledge?
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading-Teammates 15 4/4/2018
 This lesson fits within multiple ELA, Writing, and Social Studies standards. This lesson is
a close reading module that will be taught over a five-day period. On day five students will
complete a performance task writing assignment.
 I am teaching this lesson where students will work independently, text coding
information on Jackie Robinson. Students will then work in groups, rotation between
stations to answer text dependent questions that will be shared during a whole group
discussion.
 It is important for students to learn this concept because this text helps students to
develop an understanding of what African Americans went through during segregation
and the challenges and risks they experienced to gain equal rights.
Formative:
Teacher will circulate classroom and take anecdotal notes. Teacher will review student
responses in ELA notebooks.
Summative:
Students will complete and turn in a worksheet with two text dependent questions on the text.
One multiple choice and the other a written response.
The content knowledge necessary for a teacher to teach this material is...
 The text “Teammates”
 Jackie Robinson, Branch Rickey, Pee Wee Reese
 Segregation Laws
 Vocabulary: racial prejudice, segregation, vigilante
 The background knowledge necessary for students to successfully meet the objectives are
background information on theme, text coding, and segregation. My learners are a group
of mixed ability leveled learners, so I will plan this lesson where each student can have
discussions and collaborate with both their peers as well as the teacher to enhance their
learning and understanding. I know they have previously learned/worked with this
material so their readiness for this content is fair.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading-Teammates 15 4/4/2018

 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?
 Vigilante groups only fought for segregation
 Jackie Robinson was the only African American baseball player
 Jackie Robinson was treated equally as the major league players

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples  For this lesson I will use a guided release method, I will begin with a whole group
include guided release, 5 Es, direct instruction and then release students to complete independent work to identify the risks
instruction, lecture, demonstration, and gains of Jackie Robinson.
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
5 min. Teacher/stu
Where applicable, be sure to dents 1. Review branch Rickey Worksheet(Tuesday) as whole group.
address the following: 7 min. Teacher 2. Introduce Jackie Robinson and model how to text code
 What Higher Order Thinking information in the text with a JR.
(H.O.T.) questions will you ask?  Model pgs. 11-12
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading-Teammates 15 4/4/2018

 How will materials be Students 3. Finish reading text and coding information with a JR for Jackie
distributed? 15 min. Robinsons risks and gains.
 Who will work together in 5 min. Students 4. Add information into ELA notebooks
groups and how will you 10 min. Students 5. Write in your own words what Jackie Robinson wanted to gain
determine the grouping? and what risks he took. Use text evidence.
 How will students transition 8 min. Students 6. Teammates worksheet
between activities?  2 questions (multiple choice & written response)
 What will you as the teacher do? 15 min. Teacher/Stu 7. Rotations:
 What will the students do? dents  iReady
 What student data will be  Small group (foldable)
collected during each phase?  Text dependent questions on chart paper
 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… …a student struggles with the content?

 If a student struggles with this content, I will work with them individually or in a small
group setting to address any misconceptions the student might have. I will also scaffold
students and support their learning through questioning.

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

 If a student masters the content quickly, I will allow them the opportunity to assist other
students who need further support/assistance.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
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
implement for these unique
learners.)
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading-Teammates 15 4/4/2018
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
 This lesson connects to the interest and cultural backgrounds of the students in the sense
that the students may have family members that lived during the time of segregation and
may have witnessed the moment Pee Wee Reese stood by his friend, Jackie Robinson.
Students can relate to what Jackie Robinson lived through and the hardships he faced to
gain equal rights.
If applicable, how does this lesson connect to/reflect the local community?
 This lesson connects/reflects the local community in the sense that baseball is still played
to this day and has come along way since the 1940s when Jackie Robinson was first
introduced into the Major leagues. Students enjoy baseball and may even be involved in a
sports team outside of school.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
 For students who need additional challenge, I will allow them the option to complete their
work individually and/or provide them with additional summative questions.
How will you differentiate instruction for students who need additional language support?
 Students that need additional language support will be provided a dictionary to define
unknown words as well as index cards with images of Jackie Robinson. Teacher will also
collaborate with school ESE specialists if needed.
ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
complete work.
TD: Student accommodations are frequent breaks during in class assignments, preferential
seating, provide additional space for student to stand and move around his desk while
completing task or assignments.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading-Teammates 15 4/4/2018

SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
Materials
(What materials will you use? Why  ELA notebooks
did you choose these materials?  “Teammates” Text
Include any resources you used.  Overheard Projector
This can also include people!)  Pen
 Pencils
 Teammates Worksheets
 Anchor chart paper with text dependent questions