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USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes___

Grade Level Being Taught: Subject/Content: Guided Group Date of Lesson: 2-2-17
3rd Reading Size: 6 or
7

Lesson Content
What Standards (national LAFS.3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring
or state) relate to this explicitly to
lesson? the text as the basis for the answers.
(You should include ALL
applicable standards. Rarely LAFS.3.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
do teachers use just one: a. Read on-level text with purpose and understanding.
theyd never get through b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
them all.) expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.

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, Given a word that can be abbreviated, students will be able to give the appropriate
and degree of mastery, i.e., abbreviation (i.e. October=Oct.) with no errors.
"C: Given a sentence written
in the past or present tense, After reading a text (Cezars Pollution Solution) numerous times, students will be able
A: the student B: will be able to answer critical thinking questions related to the text with help as needed.
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 I have two worksheets that the students will be working on, one covering the
you know students have abbreviations and one covering the critical thinking questions. These will be a form of
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes___
Grade Level Being Taught: Subject/Content: Guided Group Date of Lesson: 2-2-17
3rd Reading Size: 6 or
7

mastered your objectives? summative evidence. For formative evidence, I will be there helping the students when
needed, and I will be able to glean their understanding of the topics during my talk with
Address the following: them.
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?

Lesson Implementation
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to -Start of respons whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be guided ible For example, in science, you would detail the 5 Es here
thorough. Act as if you needed reading (Teache (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the r or Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) -When Student Evaluation).
everyon s)?
Where applicable, be sure to e
address the following: complet - -Students will be called over to where we are going to do the lesson.
How will materials be es the Teacher I will pass out the first paper, which will be the abbreviation paper.
distributed? first - We will go over the first few together, so I can see how they do with
How will students workshe Teacher those, and then I will let them finish it on their own. I will be keeping
transition between et (or if -Both an eye on each worksheet to see how each student is doing with the
activities? the subject matter.
What will you as the majority
teacher do? is -Once almost everyone finishes the first paper, I will give them the
What will the students do? finished) second paper, and do the first one or two with them. These will be
What student data will be the critical thinking questions on Cezars Pollution Solution.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes___
Grade Level Being Taught: Subject/Content: Guided Group Date of Lesson: 2-2-17
3rd Reading Size: 6 or
7

collected during each -At the Students will answer these questions at their own pace, while I will
phase? end of be monitoring to see if they need help. I will also be working to
What are other adults in time make sure everyone is on task.
the room doing? How are
they supporting students -At the end of the time, students will give their papers to me so I can
learning? document their work for my assignments. I will then turn it in where
What model of co-teaching it needs to go.
are you using?
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 If my students are interested in recycling, this will interest them. It will also interest them
if they want to know what different abbreviations stand for.

Differentiationbased on Each student will have whatever help they need from me. If we need to go through each
the needs of your students problem, then that is doable. There wont be a rush put on them, as long as they are
how will you take working.
individual and group
learning differences into
account.

Relevant Psychological My knowledge of the students in this group helped in planning this.
Theories and research
taken in consideration
when planning this lesson