USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught: 5th
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: _Angelica Garcia_______________
Subject/Content: ELA Group Size: 4 Date of Lesson: 11/8/18
Part 1: Lesson Content
LAFS.5. W. 3.9:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses
reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point[s]”)
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately analyze a secondary source image to deepen their understanding of
the informational text read.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ____Analysis___________________
Which level(s) of thinking is/are called for in your objective? _Level 3: Strategic Thinking & Complex
Reasoning________________
Why did you choose this level(s) of thinking?
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Understanding the standards
over time
What misconceptions might
students have about this
content?
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
Name: _Angelica Garcia_______________
Subject/Content: ELA Group Size: 4 Date of Lesson: 11/8/18
Describe your assessment plan:
 Students will
Is your assessment formative or summative? Why did you make that assessment decision?
 Formative is the assessment type. This form of assessment was chosen to be able to monitor the
student’s mastery of the skill before using it in an upcoming lesson.
How does it align with your objective?
 This assessment aligns with the objective by the teacher being able to measure the level of
mastery on the skill taught. Students will be measured by a rubric that tracks and assesses the
students understanding of how to analyze a secondary source image.
N/A
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
Trace the standard to the next grade level. What will students learn next related to this standard?
 LAFS.K12. W. 3. 9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
 There may be a misconception of students analyzing the overall picture instead of the separate
quadrants.
 Vocabulary in the text may be complicated.
 How to refer the picture analysis to the text and how it relates.
 The overall purpose of why we analyze a second source.
Part 2: Lesson Implementation
Attention Getter: “Crystal”, “Clear”
 Teacher will be in the center of the guided reading table.
 Students will be pulled back to the guided reading table.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Name: _Angelica Garcia_______________
Subject/Content: ELA Group Size: 4 Date of Lesson: 11/8/18
 Teacher will use clear and effective instructions throughout the guided group. Expectations will
be told then repeated by students before each transition.
 Students will raise their hands for participation.
 Students will have the expectations of respecting and allowing peers to share creating a
comfortable environment.
 Student will be expected to support and use I-care language.
 Teacher will provide extra support by asking where students may be struggling.
 Reminders of expectations and how they should be on task.
 Students can go and work independently to focus in an assigned area.
 Students can go back to Nearpod and watch a provided football video that relates to the article.
 4 laptops
 Writing Utensil
 Graphic organizer
 Picture
 Text
 Optional quadrant separator
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Process-
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
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.)
Meeting your students’ needs as
people and as learners
Step-by-Step Plan
Name: _Angelica Garcia_______________
Subject/Content: ELA Group Size: 4 Date of Lesson: 11/8/18
 The differentiation added in order to support the process would be additional copies to support
the students drawing the quadrants.
 A provided additional quadrant tool to help just in case students are struggling.
Learner Profile-
 A student in my group has SLD. I took an approach of his interests in order to have him relate the
skill to something he enjoys.
Which specific students will benefit, and why?
 All of my students will benefit by there being additional support and the approach of interests to
add engagement.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Student will be provided with a bilingual partner and pictures/ physical
copies.
 Early Production Level: Student will be provided with a bilingual partner and pictures/ physical
copies.
 Speech Emergence Level: Student can use pictures and an English to Spanish dictionary for
support.
 Intermediate Fluency Level: Student will be given additional time/ support by the teacher.
What accommodations will you make for students who have an IEP or 504-plan?
 Students with vision impairment, a magnified glass would be prepared to look at the images
closely.
 A quadrant separator pre-made to provide for students that need tactile support.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
 For gifted students I would accommodate by the students reading a level- appropriate text.
 While analyzing the secondary source images students would have the expectation to directly
relate the image to what part of the text it would support.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
 Students that are in this group watch or are exposed by playing or watching football.
If applicable, how does this lesson connect to/reflect the local community?
 N/A
1. What is the content area for this lesson? _____ELA/ Guided Reading_________________
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
(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 you as the teacher
say?
 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?
Name: _Angelica Garcia_______________
Subject/Content: ELA Group Size: 4 Date of Lesson: 11/8/18
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) __Guided Reading___________________
3. Step-by-step plan:
Time: Action Steps:
1. 9:15- Students will be called to the back table for their guided group.
 Laptops will be pre-prepared for a smooth transition.
2. 9:18  Students will be prompted with an engagement question of:
 Write one fun fact that you know about football. (This will be a live collaboration board)
3. 9:20  After students have participated we will move on in our Nearpod lesson to read the
provided text.
 Teacher will float and have students whisper read to check fluency
4. 9:26  Students will be instructed to write something learned about the that they may have not
known before to a discussion board.
5. 9:28  Teacher will prompt group discussion of:
 “What is a secondary source?
 WHY WOULD IT BE IMPORTANT TO ANALYZE SECONDARY SOURCES SUCH AS
PICTURES?
6. 9:30 Students will work independently to practice drawing their photo on Nearpod
with the marker tool into four quadrants.
7. We will discuss the graphic organizer included in order to understand how quadrants are
important and why we analyze each individually.
8. 9:32 Student will be given a new photo to analyze in partners by quadrants using their
graphic organizer.
 Teacher will be roaming and observing student progress asking why they picked some
details and to explain how it would support their text.
9. 9:37 Students will come to whole group and discuss their findings.
 H.O.T Show me where these details would support your text.
10 9:39- 9:45 Students will have a back side of their organizer for another photo to
work on independently.
USF Elementary Education Lesson Plan Template (rev. F18) Name: _Angelica Garcia_______________

Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 4 Date of Lesson: 11/8/18

If students move and finish at a quicker pace a video of football will be provided for them to
watch as another form of support.