USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

3rd
Language Arts

Name: _Amanda Silebi_

Group Size: Whole
Date of Lesson:
Class

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.)
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 need to be a percentage.)
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

LAFS.K12.R.1.1
Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
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.
Given the story (Mystery at the Club Sandwich), students will be able to make predictions
using text evidence to clearly support their prediction and identify character traits.

Formative assessment: Students explanation of their prediction of the culprit with textual
support and discuss character traits.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3rd
Language Arts

Name: _Amanda Silebi_

Group Size: Whole
Date of Lesson:
Class

this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
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:
How will materials be
distributed?
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

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Introduce the book: Today we are going to read Mystery at
the Club Sandwich by AUTHOR
2. Pass out the Readers Theater script.
3. Assign students roles to read out loud (they will be given
scripts highlighted with their assigned role) (teacher will be
the narrator).
4. After each character is interviewed, students will turn and talk
with their shoulder partner to discuss if they think that is the
culprit.
5. Before the detective reveals the culprit, have the students
share who they think it is and why aloud to the class.
6. Reveal who the culprit is (finish the story)
7. Have the students identify character traits of each character.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
3rd
Language Arts

Name: _Amanda Silebi_

Group Size: Whole
Date of Lesson:
Class

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?
I have observed most of my students take an interest in mystery stories, so I chose my
read aloud based on the interest of the class.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

For the gifted or advanced students, I will give them a more complex reading role in the
read aloud and the low preforming students will receive a smaller part. For the ELL and
low preforming students, I will pair them with higher preforming students for the turn and
talk activities.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson