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

Grade Level Being Taught: 2 Subject/Content: Reading Group Size:18 Date of Lesson: 9/30/14

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.)
LAFS.2.RL.1.1
LAFS.2.RL.1.3
LAFS.2.RL.3.7
LAFS.W.1.1
LAFS.2.SL.1.3

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?)



Essential Question:

What character traits do good friends have?
What character traits does the spider have?


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 in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not

Students will be able to infer what type of character spider is.


Teaching Points:
- Character traits
- Inferring
- Annotating text
- Using text evidence




USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size:18 Date of Lesson: 9/30/14

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?


- This lesson allows students to practice annotating texts, which is a skill they will need for future
close readings
- This lesson allows students to practice pulling evidence from the text to support their evidence,
which is a skill they will need for future close readings
- Students need to be able to understand how to interpret the meaning of the text, and what the
author is telling the reader

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?




Formative evidence:
- Teacher will collect anecdotal notes on their thinking when checking on students and asking them
to explain their thinking

Summative assessment:
- Students will be required to complete an exit ticket What is one character trait that you read
about in Diary of a Spider and explain why you would say that?
What Content Knowledge is
necessary for a teacher to teach
this material?






Content Knowledge
- How to infer meaning from a text
- Character traits




USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size:18 Date of Lesson: 9/30/14




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?
What do you know about them?
What do you know about their
readiness for this content?

Background Knowledge:
- An idea of what a character trait is
- How to infer meaning
- How to annotate text
What misconceptions might
students have about this content?










Misconceptions:
- Students may think that character traits are the characters attributes like hair color, eye color,
short or tall, not who the character is as a person
- Students may not know how to correctly annotate text



Lesson Implementation
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.)




-Whole group
-Modeling
-Guided discussion
-Independent work





USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size:18 Date of Lesson: 9/30/14



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?
Time

Who is
responsible
(Teacher or
Students)?
Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

1. Gather students on the carpet with their text books
2. Introduce procedures (LLP, no touching the books except to follow along
and turn the page, etc.)
3. Teacher will introduce T chart (story events/character traits), essential
question, and set the purpose for the activity (using text evidence to infer
what character traits spider has)
4. Teacher will model 2 character traits while re-reading the text
5. Teacher will use one or two of the student examples to model while
reading the text (ask: did anyone annotate a character trait on this page
and what made you say that?)
6. Students will go independently to infer the character traits for at least
two (or done depending on the student)
7. During independent work, teacher will circulate, collect anecdotal notes,
and pass out reteach/enrich work
8. When the students have almost completed the activity, teacher will
wrap up lesson by reviewing the EQ and objective.
9. Students will answer an exit ticket question: What was one of spiders
character traits and what in the text made you say that?
10. After explaining exit ticket, tell students to place sticky note on the
anchor chart when done and then independent read






What will you do if


a student struggles with the content?
- Use a reteach activity
- Teacher will model another inference
USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size:18 Date of Lesson: 9/30/14

What will you do if

a student masters the content quickly?
Use an enrich activity, notecard to answer a text question



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?
N/A

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


N/A

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

See above, student who masters content quickly


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



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.)

W.C Draw a picture of the spider with a certain character trait
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.

- Teacher made T-chart
- Student book
- T-chart in reading notebook
USF Elementary Education Lesson Plan Template (S 2014) Name: Maria Balazy
Grade Level Being Taught: 2 Subject/Content: Reading Group Size:18 Date of Lesson: 9/30/14

This can also include people!)

- Pencil
- Sticky notes