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

Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

Lesson Content
What Standards (national
or state) relate to this
lesson? LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of
(You should include ALL their central message or lesson.
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 What is the central message or what is the author trying to teach us from this story?
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 Students will be able to describe a major event in a story by using key details to find a
the ABCDs of objectives: central meaning.
action, behavior, condition, Students will be able to tell me what a central message is.
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
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

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 so that students will be able to look deeper into their books
they are reading independently along with stories we are covering in class.
This lesson fits within a larger plan because we have been talking about central message
all week long and they have read different stories with different messages.
I am teaching it this way because I am trying to relate these stories to their life so they
can form a connection to the story and be able to take away the correct information.
It is important for students to learn this concept so they can gain a deeper understanding
and learn that books are more than just words on a page with pictures.

Evaluation Plan- How will

you know students have I will know students have mastered my objective by having them turn and talk to their
mastered your objectives? shoulder partner and listen to their answers.

Address the following: I will also evaluate their mastery by having them fill out the graphic organizer on the
What formative evidence second day. The first day I will go over the important events and on day two we fill out
will you use to document two more events that occurred and I will have them fill out the central message box by
student learning during themselves to see if they understand what the central message is.
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

What Content Knowledge

is necessary for a teacher The content knowledge that I will need to know before teaching this lesson is what a
to teach this material? central message is. The central message is the lesson that the author is trying to teach
you throughout the book. I will have to read the book beforehand and take notes on key
points to hit so that students will be able to understand the central message of the story.

What background
knowledge is necessary for The background knowledge that students will need to know in order to be successful is
a student to successfully that books have more meaning than just words on a page. They are telling a story for a
meet these objectives? reason and we can learn something from them.

How will you ensure I will ensure students have this previous knowledge by the questions that I ask before we
students have this read the book.
previous knowledge? My learners are my students; I have three below level students that need extra attention
Who are your learners? when it comes to reading. I also have three students that are above level and they need
What do you know about enrichment in their reading.
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content? The misconceptions that students might have about this content would be they think the
central message is what they character learned in the story. For example, the message
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

would be to figure out if the information is true before telling everyone. They may think
the central message is that the Little Rabbit shouldnt tell his friends wrong information.
They may not understand that the central message could teach them a lesson as well.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided The teaching method that I will be using during this lesson is the I do, we do, you do
release, 5 Es, direct method. I will start off by reading with them, then we will answer the graphic organizer
instruction, lecture, together and then I will have them do the bottom part by themselves.
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.) 2 min Evaluation).
Teacher
Where applicable, be sure to Go over Objective and have students repeat the I can statement
address the following: 2 min listed on the board, I can use key details in order to find the central
What Higher Order Teacher message.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

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 min
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
5 min Have students take out their green journey unit 4 reading books and
Teacher/ transition students to the carpet facing the rocking chair.
students
Explain that the central message of the book is the lesson that the
15 author is trying to teach us and explain that it is important to find
min Teacher/ the message so that we can learn from other characters in the story.
Students
Read the story with students, make sure they are reading and
following along with their fingers. (have students turn and talk with
their partner about what they think Little Rabbit is going to be
about)
Turn and talk: what was our first key detail that happened?
10 Teacher/ Turn and Talk: What do you think Little Rabbits mom is going to say
Students about the sky falling?
Transitions students back to their seats to fill out graphic organizer,
the first key detail would be the apple falling on Little Rabbit, the
Teacher second would be Little Rabbit telling all his friends the sky is falling.
5 min Model writing this on the ELMO and have students copy it.
Wrap up the lesson by explaining to them we are going to finish the
rest of the story tomorrow and have them write and highlight their
name and pile them in the center of their desks. I will then collect
them and save them for tomorrow.

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

I will pull the student in a small group and we can read a different, but similar
text to find the central message.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

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

I will have students then look for the central message in their own independent
reading books and write it on a sticky note.

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 This lesson connects to the interest of the students because

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

This lesson applies to the local community because students are learning how
to react when they hear information from someone in the community.

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

I will have them find the central message in the story they are reading for
independent reading.

How will you differentiate instruction for students who need additional
language support?

I am reading with the students and if they need to they can draw a picture in
their box, but f or the most part, they are able to copy the words from the
projector.

Accommodations (If SW- I will use his paper to model the important details for everyone to copy on the elmo.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Liu__________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 02/01/17
1st ELA/Central Message Size:
Whole

needed) He has a hard time copying from the board.

(What students need specific
accommodation? List LB: I will also use her paper to model a different detail so she only has to write one.
individual students (initials),
and then explain the LD: I will allow her to draw a picture with labels in her box if she needs to.
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Journey Unit 4 Reading book
Why did you choose these Central Message graphic Organizer
materials? Include any Elmo
resources you used. This can
also include people!)