USF Elementary Education Lesson Plan Template (S 2014)
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA
2nd
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
Name: __Nicole
Group Date of Lesson: 3/29/17
Size:
Whole
Lesson Content
LAFS.2.RI.3.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute
to and clarify a text.
LAFS.2.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Students will be able to understand that text features are helpful when reading
informational text because it aids comprehension. If they can understand this, then they
will be able to use text features to their advantage on quarterlies, reading, formatives, as
well as later in their schooling.
SWBAT identify various types of text images with more than 70 percent accuracy.
SWBAT explain how a text image can contribute to clarify a text.
SWBAT identify various text features with more than 70 percent accuracy.
SWBAT explain how a specific text feature can aid comprehension of an informational
text.
SWBAT use various text features to locate key facts or information in a text efficiently.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 3/29/17
2nd Size:
Whole

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.)

Rationale
Address the following Text features are helpful in aiding comprehension of informational text. This is important,
questions: as students will encounter informational text several times throughout their academic
Why are you teaching this career. I am using a book study as the method for teaching this concept. A book study is
objective? when a book is read and used multiple times to cover a variety of topics. This allows
Where does this lesson fit students to become familiar with content, therefore letting them focus on the skill.
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will Formative Summative

you know students have Students will complete a quick check in Students will receive a summative
mastered your objectives? their interactive reading notebook after assessment on these standards on their
modelling and guided response. upcoming quarterly assessment as well as
Address the following: a graded formative assessment.
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
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 3/29/17
2nd Size:
Whole

upcoming lessons?

What Content Knowledge

is necessary for a teacher The definition of a text feature
to teach this material? Examples of various text features
The purpose of text features
Types of text images
How text features clarify a text
How to use text images and features

What background Students have received previous instruction on this topic, so students are familiar with
knowledge is necessary for what text features are, how they help us understand informational text, and types of text
a student to successfully images.
meet these objectives?
Background knowledge necessary to meet objectives:
How will you ensure - The definition of a text feature
students have this - Examples of various text features
previous knowledge? - The purpose of text features
Who are your learners? - Types of text images
What do you know about - How text features clarify a text
them? - How to use text images and features
What do you know about
their readiness for this
content?

What misconceptions
USF Elementary Education Lesson Plan Template (S 2014)
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA
2nd
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.)
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.)
Name: __Nicole
Group Date of Lesson: 3/29/17
Size:
Whole
Some students may have some misconceptions as to what text features are
Some students may have misconceptions between types of text images (photographs
and illustrations)
Lesson Implementation
I do, we do, you do
Guided practice
Scaffolding as needed
Book Study
Interactive Student Notebooks
Time 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).
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 3/29/17
2nd Size:
Whole

Where applicable, be sure to Resource: Rocks and Soil by Natalie Lunis

address the following:
What Higher Order Teacher I DO: Pages 1-5
Thinking (H.O.T.) questions "The purpose of images in an informational text is to help us
will you ask? understand what we have read. I remember that the main
How will materials be topic from (yesterdays focus on the book was main topic
distributed? and key details) these pages were that rocks can be found in
Who will work together in many different places. So when I look at all the pictures, it
groups and how will you helps me understand that rocks can be found in many
determine the grouping? different places. They dont show me the same picture over
How will students Students and over again, they show me rocks in many different places
transition between that rocks can be found."
activities?
What will you as the HAVE THEM OPEN THEIR READING NOTEBOOK AND
teacher do? GLUE IN THE MODELLED SECTION.
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?

WE DO: Pages 6 and 7

"What are the photograph showing us?"
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 3/29/17
2nd Size:
Whole

Students respond, redirect as needed

"Let's look at this photograph. What sentence is the author

trying to clarify with this photograph?" Clarify means to
Teacher make more clear to us as the reader.

Students Students answer

THUMBS UP OR DOWN DO WE AGREE
Teacher
"Let's look at this photograph." What sentence is the author
trying to clarify with this photograph?"

Students Students answer

THUMBS UP OR DOWN DO WE AGREE

Teacher YOU DO: Pages 8-11

"Now look at the images that went with the text we just
read and the questions in your Reading Notebook."
Students
Look at the images we just talked about. How do the images help us
understand the text?
Teacher a. Rocks are everywhere
b. People thing rocks are important
c. People use rocks to build things
d. People use rocks to make the pyramids

"I want you to answer these questions independently. Once

you are done, put your reading notebooks on my desk and
get your book boxes for IRLA

RELEASE into IRLA

USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 3/29/17
2nd Size:
Whole

Student

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

During the time allotted for independent practice, students will be pulled for a small
group

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

These students could create their own text features that are not in the book

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 N/A

If applicable, how does this lesson connect to/reflect the local community?
This lesson is connected to other content being taught. We are starting a rocks and soil
unit in science.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
N/A
USF Elementary Education Lesson Plan Template (S 2014)
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA
2nd
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.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Name: __Nicole
Group Date of Lesson: 3/29/17
Size:
Whole
How will you differentiate instruction for students who need additional
language support?
I will be reading the book and questions aloud to all my students, including my students
who are English Language Learners. This is all the accommodation they need, as their
oral vocabulary is greater than their written vocabulary
R.W
A.B
M.E
R.E
J.A
E.D
All the students listed above struggle with paying attention, so I will be looking to see if
they are paying attention. If they are not, I will be name dropping throughout instruction,
or calling on them during questions offered to the class.
D.B
S.B
These students listed above are my students who are English Language Learners will
receive oral presentation of the questions and answers, as well as written modelling for
what needs to be written in their interactive notebooks.
Rocks and Soil by Natalie Lunis
Students Interactive Student Notebooks
Teacher Edition Interactive Student Notebook
Handouts of modelled sections
Handouts of quick check question
USF Elementary Education Lesson Plan Template (S 2014) Name: __Nicole
Jacquot__________
Grade Level Being Taught: Subject/Content: ELA Group Date of Lesson: 3/29/17
2nd Size:
Whole