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USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content:

Name: Group Size:

Date of Lesson:

Lesson Content What Standards (national or state) relate to this Ask and answer questions, orally and/or in writing, about the informational text lesson? “Termites,” requiring literal recall and understanding of the details, and/or facts (You should include ALL of a nonfiction/informational text read independently (RI.1.1) applicable standards. Rarely do teachers use just one: 5 Identify the main topic and retell key details of a nonfiction/informational text they’d never get through read independently (RI.1.2) them all.)

5 Read (with a partner or alone) and demonstrate understanding of decodable nonfiction/informational text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RI.1.10) 5 Read words with inflectional endings, such as –ed (RF.1.3f) Read and understand decodable textthat incorporates the letter-sound correspondences taught, with purpose and understanding (RF.1.4a) 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

How can I answer a question in a complete sentence?

Students will be able to write a complete sentence using a capital letter and period.

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content:

Name: Group Size:

Date of Lesson:

do after this lesson? Include the ABCD’s 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.) 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?

Evaluation Plan- How will you know students have mastered your objectives? Address the following:

I am teaching this objective because it is important that my 1st graders are able to write a sentence using a capital letter and period going into 2 nd grade. This plan fits in with the larger plan because students are developing their writing skills. They are gradually writing more and more so it’s important to make sure they are getting a strong foundation before they move on to the next grade. I am teaching it this way because the CKLA curriculum provides lessons plans that align with the standard. I can make my own changes like creating charts or adding visuals. This topic is important because it gives students practice with reading words that have the sounds they have been learning /ar/, /er/, and /or/. It also points out the past tense marker /ed/, which students have been introduced to.

The formative evidence I will collect is student work. Students will have questions to answer about the non-fiction text they will read. The questions will be graded using a rubric that assesses both reading and writing.

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content:  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?

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

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The summative evidence will be a quarterly test where students will have to read text and answer multiple choice questions.

The teacher needs to be familiar with the vocabulary words: stump, spike, termite mound, and queen.

Students will need to be familiar with certain sounds that they have already learned: //or/, /er/, and /chl. They will also need to know how to write a complete sentence. This includes restating the question in their answer, using capital letters, using punctuation, and spelling words correctly if they are in the text. My learners include a range of students that are above, below, and on level. I know that the struggling students will benefit from one-on-one time with my CT or me. I know that majority of students are able to complete the work. There is one student that cannot yet read or write independently.

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content:

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Date of Lesson:

their readiness for this content? What misconceptions might students have about this content?

Students may not be familiar with what termites are or what they do. The vocabulary words may confuse them because the words can have multiple meanings. These words include: queen, spike, and stump.

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.)

Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed

I will use whole group instruction when going over the spellings of particular words and the vocabulary. Then students will partner read. The class will answer a list of questions together in a whole group discussion. Then students will work independently while answering questions about the text they read.

Time (mins )

Who is responsibl e (Teacher or

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;

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content: 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?

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Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

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Intro: Tell students that the topic of today’s story is termites. I would ask students to talk in their groups about what they already know about termites. Then I would call on a few students to share. Termites are insects that look a lot like ants.

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Previewing the spellings: I will call on students to read the following words: for, sort, termite, bigger, lunch, chicken, munch, who, would,,, were, nuggets, sticking, inside, anthill, living, bedroom.

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Preview the vocabulary: I will show students pictures of the vocabulary words: stump, spike, termite mound, and queen. I would ask students why it’s important to discuss vocabulary. I would ask, “How can we figure out what unknown words mean?”( Did not do -We will come up with an action for each)vocabulary word. Partner reading: I asked students about my expectations for partner reading. I asked, “What doe good partner reading look like?” First, I will give directions of what students need to do once they are done reading. They will talk about the main topic and key details. I will group students together by giving them index cards with words that are written in the past tense and present tense. The students will find their partner and then read the text together. Marginal notes I told students importance of taking marginal notes. I

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content:

Name: Group Size:

Date of Lesson:

make the connection between marginal notes and key details of a text. Discussion questions: As a whole group, I will ask some questions about the text. Students will be able to discuss within their table groups and then share their answers whole group. Questions: Students will work independently to answer questions in complete sentences about the text they read.

What will you do if…

…a student struggles with the content? I will provide immediate feedback and tell them to refer to the text. If they do not know where to look in the text then I will guide them through asking probing questions. I will ask them what their marginal notes say.

What will you do if…

…a student masters the content quickly? I will ask students to use a highlighter to highlight all the capital letters and periods used in the questions they answers.

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? This lesson can connect to students that have an interest in insects. Students have shown engagement learning about animals so this might be of interest to some students.

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content:

Name: Group Size:

Date of Lesson:

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)? I will challenge students by providing them with additional practice How will you differentiate instruction for students who need additional language support? I will provide visuals that go along with the text. Students are also partner reading so that should help when they read and discuss the text. If students have any difficulty reading a word I can help them blend the word. 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

CC and RB – These students will need one-on-one support in order to answer the questions. I will use a sand timer so they can stay on task. I may provide an incentive if they are able to work and stay focused.

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Text: “Termites” Questions for the text Index cards with past/present tense verbs

USF Elementary Education Lesson Plan Template (S 2014) ____________________________________ Grade Level Being Taught: Subject/Content: also include people!)

Name: Group Size:

Date of Lesson: