Fall 2016 Internship 3 Connected Lesson Template Day 2

USF Elementary Education Lesson Plan Template (S 2014)
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Grade Level Being Taught: Subject/Content:
Name:
Group
Size:
Date of Lesson:
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
LAFS.3.RL.1.3- Describe characters in a story (e.g, their traits, motivations, or feelings)

and explain how their actions contribute to the sequence of events.
In this activity, students will be able to identify and describe characters in a story
and explain how the actions that character choose affected the story.
Many stories give a moral on how choices and mean character traits can
negatively impact the characters lives. I hope that by learning this standard,
students can fully comprehend the true consequences of their actions and
change their personal traits to grow into the best people that they can be.
Students will be able to explain how characters traits and motivations contribute to
the sequence of events in the given nonfiction text The Year of Miss Agnes focusing
on chapter 2. These question stems will be differentiated to delve into various
levels of understanding of character traits using Blooms Taxonomy.

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Name:
Group
Size:
Date of Lesson:
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?
Why are you teaching this objective?

I am teaching this objective because I want my students to expand on how to support
their claims (the character traits).
Where does this lesson fit within a larger plan?
The portion of the standard that I am focusing on in this lesson is the second portion
(the bolded portion of the standard). This fits in with the larger plan because it scaffolds
how to support their claims.
Why are you teaching it this way?
I am teaching the lesson using differentiated cubing because I wanted to encourage
growth for all my students at the appropriate levels while discovering the same
concepts.
Why is it important for students to learn this concept?
It is important to learn this concept because it helps students practice how to utilize
their evidence to support what they want to write in their future RACES.
Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
Formative: I plan on utilizing multiple elements of formative assessment throughout this

lesson. The first form of formative assessment will be through the activity Question
Cubes. Students will roll a cube which will all contain questions about the characters
presented in the first chapter. This activity is highly based around dialogue; therefore,
another formative assessment will be through student on time engagement. This will be
based on whether the students are engaged in conversation. The last formative

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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?
Name:
Group
Size:
Date of Lesson:
assessment that is built into this is a 3,2,1 Exit Ticket which will have the student identify
3 things that they have learned, 2 things they still need to learn and 1 thing they want to
learn.
Summative: In an upcoming lesson (As morning work), students will re-do the pre-test
that was given before the lesson. The increased proficiency will indicate whether the
students made gains.
Students should be at a point where they have mastered how to identify character
traits, however, after viewing the data gained from the pretest results, I have added
some time to review this standard as a class.
Vocabulary:
Plot
Sequence of events
Character Traits
Citation
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
Evidence
Support
How will you ensure students have this previous knowledge?

I will ensure that students have this knowledge by conducting a pre-assessment based on
the standard. This pre-assessment is attached at the bottom of this document.
Who are your learners?
My learners are a group of third graders. The demographics are 10 boys: 9 girls. 1
Hispanic student, 2 Asian students, 2 mixed students, 2 African American students, and
12 Caucasian students. Considering students whom receive services we have 2 students
receiving ESE services, 1 receiving speech services and, 1 receiving ESOL services.
What do you know about them?

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What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
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:
Group
Size:
Date of Lesson:
I know that these students thrive at learning through conversation.

What do you know about their readiness for this content?
I know that that the majority of my students have not grasped the first part of this
standard based on my pre-test data. I also know that after day 1, the students were able
to identify a citation for where to support their selected character traits, but were unable
to explain how their citation supported their claim.
Students may see support as rewording their claim. I will avoid this
misconception by discussing it as a class during whole group instruction.
Students may believe the main character is a boy because their nickname in
the book is Fred.
Lesson Implementation
Modeling: The teacher will model one question How can a characters traits move the
plot of the story?. The Teacher will facilitate a foux conversation of how to reach a
conclusion in a group using the cubes.
Differentiated Cubing: The students will all receive varying depths of questions
regarding the same topic.

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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
Time
Who is
responsibl
e (Teacher
or
Students)?
Name:
Group
Size:
Date of Lesson:
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:
1. The teacher will introduce the read aloud book The Year of
Miss Agnes.
2. The teacher will set expectations for the read aloud and give
purpose to the read aloud by mentioning to listen for
character traits.
3. As the teacher is conducting the read aloud, the teacher will
pause to reflect on questions. The teacher will model how to
pause and ask questions about the text with a focus on
character traits. These Questions will be focused on the first
part of the standard which consists of identifying character
traits within a story.
4. As the teacher reads, they will give intermittent breaks to
briefly track who the characters are on the white board.
5. After the read aloud is conducted the teacher will select a
student to recap what happened in the story. The teacher will
repeat and rephrase what happened in the story
6. The teacher will introduce the Question Cubes Activity.
7. The teacher will model on the ELMO how to answer a
question. (the question will be How can a character trait
move the plot of a story?
8. Students will be broken into pre-determined groups based on
IRLA level.
9. Once students are broken into groups the teacher will then
hand out the question dice and Question Cubes Worksheet.
10.Students will elect one person in the group to record what the
group is discussing. The support groups conversation will be

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are you using?
What will you do if
Name:
Group
Size:
Date of Lesson:
facilitated by the main teacher of the classroom while the

enrichment students conversation will be facilitated by the
intern.
11.When the students complete the task then they will work on
the 3,2,1 Exit Ticket.
a student struggles with the content?
If a student is struggling, then the first thing they should do is to seek help from another
person in their group. If the group is confused on the content, then they are to raise their
hand for assistance from one of the collaborating teachers in the classroom.
What will you do if
a student masters the content quickly?

If students master the content quickly then they may work on their 3,2,1 Exit Ticket
early. If students also finish this task, then they may work on their narrative stories.
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?
The text The Year of Miss Agnes, reflects the diverse culture of Alaskan natives. This
relates to the informational social studies text which they enjoyed learning about
previously. This activity also encourages discussion which these students enjoy.
If applicable, how does this lesson connect to/reflect the local community?
The way that this text applies to their classroom community is not obvious. This book is
about a student with a disability. This student has no sense of hearing. Over the course of
the novel, I want students to realize that students whom receive ESE services, are not
unintelligent and should be accepted into their classroom.

____________________________________
Name:
Group
Size:
Date of Lesson:
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will enrich my black level readers (Analysis/evaluation) A.l., J.u., P.e. and, T.y.
by giving these students questions which tie into their IRLA black level
power goals. This involves the analysis level of Blooms taxonomy.
How will you differentiate instruction for students who need additional
language support?
A.b.: This lesson has been created with A.b. in mind. A.b.s English proficiency is classified
as intermediate fluency. Because A.b. still has difficulty with academic English, I have
made this lesson highly based on dialogue. This can help A.b. practice his academic
English by practicing in a non-threatening environment.
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.)
ESE Accommodations
M.C.: Student will be paired with a peer (P.e.) who will help the student stay on task. This
student will also be grouped into the support group which has a teacher to facilitate
instruction.
T.R.: This student will be grouped into the support group which has a teacher to facilitate
instruction.
*Teachers note- Although my students who receive ESE services are pulled out, I would
ideally use these accommodations for them.
Other Accommodations

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Name:
Group
Size:
Date of Lesson:
D.O.: Student will be given multiple direction cues to be guided back on task. The
strategies utilized will be pointing to the assignment, redirection through asking the
student a question on the material and, using this students name as an example when
appropriate.
ESOL Accommodation
A.B.: Student will have a conversation with the teacher to clear any misconceptions on
any unknown words during the activity.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Groups
Cube Question Worksheet (Question Stems)

Differentiated question cubes leveled by IRLA level
Pencils
3,2,1 exit tickets
Teachers copy and class set of The Year of Miss Agnes and class set.
Teacher Aid (in this instance the teacher themselves)
2B (knowledge) D.O., D.E., E.J. , T.R.

1R (comprehension) A.B., G.I., T.I., M.C.
2R/White (Application) S.O., T.O., A.L., (M.K., S.E., T.A., E.M.)
Black (Analysis/evaluation) A.L., J.U., P.E., T.Y.
*Teacher Note: The highlighted students will be pulled out for ESE services, however, if
they were in this activity. Also, E.J. is underlined because he is in the cusp of going into
the 2B group. I have kept him in the 2B group because I believe that this student will

____________________________________
Name:
Group
Size:
Date of Lesson:
cooperate more with D.E. than the students in the 1R group.

Chapter 2:
The Year of Miss Agnes Question Cube
Differentiated
Question Stems
KNOWLEDGE:
1. You will act out page 8 with the role of the new teacher. After you finish your
skit you group members will write a list of the character traits that Miss
Agnes has based on your act. Use the book to support why you chose to act
the way you did.
2. Make predictions about how you think Miss Agnes will change the plot of the
story.
3. On page 8 the text says Bertha shook her head no. She never liked to do
anything new. But I tried it. What character traits do you notice that Bertha
has. Make a list with your group.
4. Make a list of the characters you have read about in the story. List one
character trait for all the characters you can. (Some characters you will learn
about later!)
5. Make a list of character traits which you think Fred (Fredrika) has based on
what we have read so far. Support why you chose these traits.
6. Based on what you know about know about Miss Agnes, draw a picture of
her. Label your picture with character traits and support why you drew the
picture you did.
COMPREHENSION:
1. Based on what you know about know about Miss Agnes, draw a picture of
her. Label your picture with character traits and support why you drew the
picture you did.
story.
3. You will create a 30 second summary on the events that took place in this
chapter. After your speech, discuss how the characters affected the plot.
Cite what happened to support your claim.

____________________________________
Name:
Group
Size:
Date of Lesson:
anything new. But I tried it. Contrast on the character traits that make
these two characters different based on this citation. Explain why you chose
your answer to your group.
5. Write 3 questions you want to ask to the new teacher, Miss Agnes, now that
you have met her.
6. On page 12 Old man Andreson says She taught me how to read. she knows
a lot. Thats a good teacher you got there. Do you also think Miss Agnes will
be a good teacher? Discuss with your group why or why not?
APPLICATION:
be a good teacher?
story.
3. Fill in the compare and contrast chart on question 3. Compare and contrast
the character traits of the old teacher and Miss Agnes.
the way you did.
6. Make a list of the characters you have read about in the story. List one
character trait for all the characters you can. (Some characters you will learn
about later!)
Analysis/evaluation:
1. Fill in the compare and contrast chart. Compare and contrast the character

____________________________________
Name:
Group
Size:
Date of Lesson:
traits of the old teacher and Miss Agnes.

the way you did.
4. Based on the conversation that Miss Agnes has with Fred and Bertha in
chapter 2 what character traits do you think each of these characters have?
list at least one character trait for Fred, Miss Agnes and Bertha. Cite why you
chose this as your answer.
be a good teacher? Discuss with your group why or why not?
story?
3 Things I Learned
3, 2, 1 Exit Ticket
2 Things I Still Need to
Learn
1 Thing I Want to Learn

____________________________________
Name:
Group
Size:
Date of Lesson:

Fall 2016 Internship 3 Connected Lesson Template Day 2

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USF Elementary Education Lesson Plan Template (S 2014)

LAFS.3.RL.1.3- Describe characters in a story (e.g, their traits, motivations, or feelings)

USF Elementary Education Lesson Plan Template (S 2014)

in tense or tense contradiction

Why are you teaching this objective?

Where does this lesson fit within a larger plan?

Evaluation Plan- How will

Formative: I plan on utilizing multiple elements of formative assessment throughout this

USF Elementary Education Lesson Plan Template (S 2014)

What Content Knowledge

How will you ensure students have this previous knowledge?

USF Elementary Education Lesson Plan Template (S 2014)

I know that these students thrive at learning through conversation.

USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014)

What will you do if

facilitated by the main teacher of the classroom while the

What will you do if

a student masters the content quickly?

Meeting your students

USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014)

Cube Question Worksheet (Question Stems)

2B (knowledge) D.O., D.E., E.J. , T.R.

USF Elementary Education Lesson Plan Template (S 2014)

cooperate more with D.E. than the students in the 1R group.

USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014)

traits of the old teacher and Miss Agnes.

1 Thing I Want to Learn

USF Elementary Education Lesson Plan Template (S 2014)

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