USF Elementary Education Lesson Plan

Name: JARRETT D. WILLIAMS

Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5 Date of Lesson: 3/14/2018

Lesson Content
What Standards (national or
state) relate to this lesson?  LAFS.2.RL.1.2: Recount stories, including fables and folktales from diverse cultures, and determine
(You should include ALL their central message, lesson, or moral.
applicable standards. Rarely do
teachers use just one: they’d never  LAFS.2.RL.4.10: By the end of the year, read and comprehend literature, including stories and
get through them all.) poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high
end of the range.

 LAFS.2.RI.4.10: By the end of the year, read and comprehend informational texts,
including history/social studies science, and technical texts, in the grades 2-3 text complexity
band proficiently, with scaffolding as needed at the high end of the range.

Essential Understanding
(What is the big idea or essential  Students will be able to read a story and then be able to retell the story through their writing.
question that you want students to
come away with? In other words,  Students will be able to locate the main idea, characters, and setting within the text.
what, aside from the standard and
our objective, will students  Students will be able to read a story and determine/separate the beginning, middle, and end of the
understand when they finish this text.
lesson?)

Objectives- What are you

teaching?  Given a story, students will be able to retell a story by highlighting the main idea, characters,
(Student-centered: What will setting, and dissect the story into beginning, middle, and end with detail and no errors.
students know and be able to do
after this lesson? Include the (A) Action
ABCD’s of objectives: action,
behavior, condition, and degree of (B) Behavior
mastery, i.e., "C: Given a sentence
written in the past or present (C) Condition
tense, A: the student B: will be
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5
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.)
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?
Date of Lesson: 3/14/2018
(D) Degree of Mastery
 I am teaching this objective because the students within this small group portray some struggle in
understanding how to comprehend and re-tell a story. This objective is important because
students should be able to read a text and decipher the key details and components of the text
and re-tell. Students such as the ones in this lesson struggle with these concepts which result in
them being unable to determine the main idea of the text and its key details.
 This lesson was already in a unit, however these students exhibited the need of additional
support, so I have been pulling them for small groups to work on comprehension skills and how to
understand and interpret a text more effective and efficiently.
 This lesson will be taught using 3-different colored sticky notes to help students see the beginning,
middle, and end of the story. While reading the text through popcorn reading, students will use
their reading fingers to follow along within the text. After reading the text once, we will re-read the
text and pause as we go through the text to allow higher order critical thinking questions to be
asked.
Who are the main characters in the text so far?
What is happening in the text?
Where is the story taking place?
 Students will use the margins of the text to jot down quick notes (not in complete sentences) as to
what they are reading. These notes should allow students to understand that portion of the text by
reading just the simple notes that students jot down.
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5
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?
What Content Knowledge is
necessary for a teacher to teach
this material?
Date of Lesson: 3/14/2018
(See Appendices Figure 1.1)
Formative Assessment:
 Students will be given three different colored sticky notes to decipher the difference between the
beginning, middle, and end of the text. After reading through the story together, students will then
go back through and read the text with a partner. Students will work together to determine what
the beginning, middle, and end of the text are about.
 To provide the necessary support to students, I will have prepared the text ahead of time by
separating the text into three components (beginning, middle, end) This allows students to get the
support of the breakdown of the text. I will address how I determined the breakdown of the three
components of the text before allowing students to build their own key details of each component.
 I will collect & monitor the evidence students find and write on the sticky notes as they collaborate
with their partner and move throughout the text.
Summative Assessment:
 After working in small group format for several pull-ups, students would be tasked with completing
a writing project. Students would be given a different story based on their reading level, asked to
read the story, and then tell me about the story in great detail using the strategies for breaking
down a text. Within the writing project, students should highlight the main idea, setting, characters,
beginning, middle, and end of the text.
 The teacher must be familiar with the text that students will be reading and asking to breakdown,
comprehend, and re-tell.
o Main Idea
o Characters
o Setting
o Beginning
o Middle
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5
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?
What misconceptions might
students have about this
content?
Date of Lesson: 3/14/2018
o End
 The teacher must know that students are being asked to summarize and find the key details about
the beginning, middle, and end of the text.
 The teacher should also know that students should have direct lines from the story that help
support what they are talking about when they are summarizing the beginning, middle, and end.
 Students should know that to every story there is a beginning, middle, and end.
 Students should know that each story contains a variety of settings and main character (s).
 To ensure that students bring this previous knowledge to this lesson, I will begin my lesson with
some engaging questions about what features do story contain and what are the three parts to a
story.
 I will ask my students what a setting is, and can a story contain more than one setting.
 My learners in this small group and a portion of the class who have shown some struggles with
being able to take apart a story and form a retelling organizer.
 These students are good readers who need a little more support to reach the next level at finding
the key details in stories, main characters, setting(s), etc.
 In pre-analysis of this activity, I know students are ready for this content based on the story being
catered to their reading levels, practice with using marginal notes & retelling organizer, and
understanding that each story contains a beginning, middle, and end.
 Throughout the school year students have engaged in numerous stories in which they read the
stories aloud and individually before answering some questions to gauge comprehension skills
and the ability to go back into the story to find answers and support.
 (1) With such an emphasis being played on writing in complete sentences, students may form a
misconception when taking marginal notes for writing notes in complete sentences. I need to do a
quick review to make sure students understand what marginal consist of and how we should take
marginal notes.
 (2) Students may also have a misconception on how to answer what is happening in the
beginning, middle, and end of the story. Students often take an entire direct quote out of the story
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5
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.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
Date of Lesson: 3/14/2018
to create answers. Students should understand that the marginal notes are quick “notes” about
what is happening at that point of the story to help form a quick mental recap without having to
reread the story. Students can then create a short answer in their own words regarding that
portion of the text.
Lesson Implementation
 Guided Release
o I will do a quick review and recap of what the objectives are and highlight what it means
with marginal notes, beginning, middle, end, etc.
o We will then complete a read aloud with the story doing popcorn reading. Upon
completion, I will release the students to read aloud with should partner and begin filling
out marginal notes before coming back together and sharing.
 Partner Work
o We will also engage in a lot of partner work and peer collaboration. Students will be asked
several probing questions to enforce higher level thinking skills.
o Students will then be asked to read with partners, converse with partners to form one
cohesive thought, and then share amongst the group to help complete our retelling
organizer.
Time Who is Each content area may require a different step-by-step format. Use whichever
45 min responsible plan is appropriate for the content taught in this lesson. For example, in
(Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).
(T) I will begin by calling my five students out into the POD area to work on
our lesson for today bring a pencil to write with.
(T) I will have the story printed out and ready to be handed out to each of my
students.
(T) I will begin with welcoming my students and giving them some insight as
to what we will be doing in our small group today.
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5
 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?
Date of Lesson: 3/14/2018
(T) To begin, I will do a quick refresher to gauge which students remember
the three parts of a story (beginning, middle, & end).
(T) I will also ask students to tell me what else we look for when reading
through a story?
(S) Setting(s) & Character(s)
(T) To begin our first read, we will engage in popcorn reading a story titled.
“The Bone Man”
(T) Students should pull out their magic reading finger to be able to follow
along while peers our reading.
(T) As the students read, I will monitor to make sure students are following
along in the text and assisting with words that students struggle with.
(T) As we complete our first reading. I will review with students what it means
to take marginal notes.
(S) These are quick notes (not sentences) that can be written down in the
margin or sticky notes.
(T) Marginal notes are for students to be able to reference and get a quick
idea of what that portion of the text is about.
(T) Now, I will read the text allowed. Students will follow along. I will stop at
different points and ask questions to gauge student’s comprehension of the
text.
(T) As I read the story, students will each get 3 sticky notes, with one labeled
beginning, one labeled middle, and one labeled end. We will then go through
the story to find the beginning, middle, and end.
(S) After we have found each component, students will find key details that
describe each part. Students will write the major event of each part on their
post-it note. This is all done as a group.
Questions:
(1) Who is Ron Fitch?
(2) What did Max tell Kate a T. rex is?
(3) Which word is the noun in “the cool-est, bigg-est rep-tile”?
USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5 Date of Lesson: 3/14/2018

(4) Why is it so cool that Kate and Max found a T. rex bone?
(5) What should Kate and Max do with the T. rex bone?

(T) I will ask students to turn and talk with their peer to answer these
questions before coming back to the full group to answer.

Pairings:

N.C. & E.P.

L.S. & O.I.
T.M. & Mr. Williams

(T) As I go through the text, students will take marginal notes on key details
throughout the text.
(T) At the conclusion of the second read, I will ask students to raise their
hands to tell me what the story is about.
(T) I will hand out our next activity (Retell Organizer) that will provide me data
to support my student’s comprehension of the text.
(T) I will start by asking for a student to write the title of the story on their
organizer.
(T) Since we do not know the author, students will leave this section blank.
(T) I will ask student to raise their hand and tell me one of the characters
mentioned in our reading today.
(S) Ron Fitch, Nan, Max, Kate, Jack
(T) I will ask students to now raise their hands and tell me what setting(s) do
we have in our story?
(S) Daytime & Western State College
(T) I will ask students to use their sticky notes and their shoulder partner to
answer what happens in the beginning of the text. As students collaborate, I
will work with T.M. After 3-5 minutes, I will ask students to come back to me in
3...2..1..! Each pairing will share aloud their key details. Each student should
USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5 Date of Lesson: 3/14/2018

write down the notes heard from other pairs if they are different than one
already mentioned.
(S) Jack talked with Ron Fitch. He is from Western State College.
(S) Ron Fitch is a bone expert.
(T) I will ask students to use their sticky notes and their shoulder partner to
answer what happens in the middle of the text. As students collaborate, I will
work with T.M. After 3-5 minutes, I will ask students to come back to me in
3...2...1...! Each pairing will share aloud their key details. Each student should
write down the notes heard from other pairs if they are different than one
already mentioned.
(S) Max, Jack, Kate, and Nan all went to the college to see Ron Fitch and
show him the bone that they found.
(S) Ron Fitch was excited about what he saw but had to do some test to
determine what animal the bone belonged too. He thought it might be a T, rex
bone.
(T) I will ask students to use their sticky notes and their shoulder partner to
answer what happens in the end of the text. As students collaborate, I will
work with T.M. After 3-5 minutes, I will ask students to come back to me in
3...2...1...! Each pairing will share aloud their key details. Each student should
write down the notes heard from other pairs if they are different than one
already mentioned.
(S) Ron Fitch confirmed this bone to be a T. rex bone. Ron explained that T.
rex bones cannot be found at the zoo. T. rex are extinct.
(T) To end our lesson and organizer, students will hand in their work for me to
check and reflect on what students grasp the concept of reading a text and
breaking down the text. I will also gauge student’s comprehension of the text.
(T) After my reflection, I will be able to develop further instruction for these
students and form instructional strategies and decisions to offer them the best
assistance going forward.

There may be some students who will need more time to read the story and
write. I will give them more time and make sure not to rush them.
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5 Date of Lesson: 3/14/2018

Materials will be distributed by me each time that we start something new.

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

 Students who exhibit struggles throughout this lesson will be provided with additional one on one
attention throughout the lesson. This lesson is designed so that each student is able to get the
necessary attention needed.
 As I progress through the lesson, I will take continuous breaks to check in with students and
monitor their level of focus and comprehension of the task at hand. If I find that a student(s) are
struggling, I will pause and address this struggle before moving on with more information and
questions.
 Additionally, students who exhibit a great need of additional support will be placed in additional
small group sessions and/or one on one sessions to provide more support and fundamentals.

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

 Students who master the content quickly will be provided a second story that presents a more
challenging read. In addition, I will ask higher order questions about the text to see how much of
the text the student(s) comprehend.
 Additionally, the sole purpose of this small group lesson is to provide additional support for
students who have shown signs of struggle and need for additional support in relation to reading a
text, interpreting the text, and comprehending the text. If a student masters the content quickly,
they are showing me that they are grasping the concepts needed for comprehension and can
move on to more advanced text.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

 Not Applicable
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5
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.)
Date of Lesson: 3/14/2018
If applicable, how does this lesson connect to/reflect the local community?
 Not Applicable
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
 For students who need additional challenges, I will enrich them by working through the text and
organizer with them. I will make sure to give them challenges. Throughout by asking questions to
probe a deeper level of thinking and critical thinking. We will start out by picking apart the setting
and main characters. I will have them tell me about what the story is about, highlighting the key
details that students can write in the margins while reading. Then, we will divide the story up into
beginning, middle, and end to complete the organizer.
How will you differentiate instruction for students who need additional language support?
 For students who need additional language support, I will read the story and questions to them.
However, the students in this small group are NOT in need of additional language support.
 T.M.
o Will need to use the whisper phone while reading the text.
o Will need additional time to complete work
o One on one support with reading and breaking down the text.
 L.S.
o Will need to use the whisper phone while reading the text.
 O.I.
o Will need assistance with writing clearly and legibly.
 (With five students in this small group, E.P. & N.C. will work together. N.C. can be easily distracted
and E.P. will be a great partner in ensuring he stays on track and focused throughout the lesson.
 USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS
Grade Level Being Taught: 1ST Subject/Content: ELA Group Size: 5 Date of Lesson: 3/14/2018

 L.S. & O.I will work together. L.S. excels in writing and will help support O.I. in writing the key
details of the text.
 T.M. struggles with comprehension at times, uncertainty of his answers, staying focused, and
putting his thoughts onto paper. He will work with me during time for turn and talks.

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Materials:
 Sticky Notes
o To write on the beginning, middle, and end of text (marginal notes)
 Pencil
o To write on sticky notes, margins, and organizer.
 Retelling Organizer
o Organizer that allows students to write down and break apart the text and its crucial
details.
 Story
o Text that aligns with the state adopted guidelines and the lesson planned by collaborating
teachers for this week.
 Collaborating Teacher
o Provided resource of organizer and text for lesson.