USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

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.)

LAFS.3.RI.1.3 Describe the relationship between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCR RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.

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 will be able to understand three different types of informational text.

After problem based learning, students will be able to identify three different types of text

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

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.)

through a bulleted 3 coulumn t-chart with 70% accuracy.

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?

This objective is being taught so that as students advance in grade readers will be able
to understand various texts as they more frequently face content-area textbooks; as well
as informational passages on tests. Including more informational text in early schooling
puts them in a better position to handle later reading and writing demands. Teaching it
through problem based learning allows students to dive into text authentically and
discover what they know. Teaching this concept allows students to build knowledge of the
natural and social world. It also boosts literacy, knowledge, and vocabulary.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:

Formative: Students will complete a 3-column t-chart that has bullet points of three different text features.(look
at bottom for example)

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

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?

Summative: On Friday February 20th students will be assessed on different informational texts within the
Module B unit test.

What Content Knowledge

is necessary for a teacher
to teach this material?

The teacher needs to be able to distinguish technical, historical, and scientific text using
text features. Look at t-chart for example.

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?

Students need to be able to distinguish different elements within a text. This requires students to circle,
underline, or highlight different features within a text. We continuously remind students that active readers mark
up their text and take marginal notes.

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

What do you know about

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

Students may say the texts are non fiction or fiction.

When reading the text they may include too much detailed information of the text
instead of looking at the contents and features of it.

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

Problem Based learning (inquiry)

Group discussion

Time

Who is
responsibl

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd
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?
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?

e (Teacher
or
Students)?

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Dont forget mangement in step by step

1:00
Teacher
State objective: Today we are going to learn about three different
types of informational text and how we can distinguish what types
they are.
Say for Real Life Connection: Have you ever seen mom or dad pull
out a recipe book and read the steps on how to make something? Or
think about the text or articles you are using to research your social
studies person. These different texts are considered informational
text.
1:05
They Do
Students

Direct: We are going to learn about these different texts in groups

today. There will be three groups. Each group will read a passage
and discuss with your peers what kind of text it is and why.
**Seperate the students into 3 groups of 6 and give one group
copies of the science text (water cycle), the second group technical
text(recipe), and the third the Martin Luther King historical text.
Remind them the expectations you have while they are reading:
1. Be respectful of others
2. Actively read and participate
3. Raise your hand for any questions.
Problem Based Learning: Each group will read the passage and will
create a 3-column t-chart. For their reading passage they will write
the title of the passage at the top of the first column. Based on the
text and its features they will write bullet points for the features of
their text. Once they are finished they will discuss with their peers

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd
1:20

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

what kind of text they think it is based on the features and content
of the passage.
Teacher: Monitor each group and guide them in their thinking. (If a
student is misbehaving or not following directions remind them to
stay on track. If they continue let them know they are receiving their
warning. If misbehavior continues have the student move their clip
down.)
FEAPS: 3. Instructional Delivery and Facilitation. The effective
educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
f. Employ higher-order questioning techniques;

1:30

H.O.T
1.
2.
3.

Questions to ask while visitng each group:

What are the parts or features of this text?
How would you use this text in your own life?
Why do you think the features of this specific text are
important?

Jigsaw: Students will then intermingle with another group that had a
different passage and share with eachother the notes they wrote
down and what kind of text they think it is and why. (Have three
students form each group stay and the rest of the three move to a
different group until all groups have had a chance to share.) Make
sure students are actively engaged and taking notes in the other
two columns to complete their chart.
Ask H.O.T:
What is your opinion on the evidence so and so has on their
passage?
Would you have made that same choice? Why yes or no?
What facts or ideas show that this text is scientific, historical,

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

or technical.
Mrs. Fitz will take over for Miss. Schaller

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

Call students back to their desks and have a group discussion on

what answers they had for their chart and discuss what each type of
text is. (Collect papers)
a student struggles with the content?
Discuss with them what they are struggling with. Make sure they have the text marked
up and allow them to discuss verbally what the text is about.
a student masters the content quickly?
Ask them the following H.O.T questions:
1. Why do you think the features of this specific text are important?
2. Would you have made that same choice? Why yes or no?
3. How would you use this text in your own life?

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students can read anthing today through technology, books, magazines, etc. With these
resources they can read various text from all around the wrold. This exposes them to
different cultures and allows them to experience various information.
If applicable, how does this lesson connect to/reflect the local community?
Everyday students are reading labels on boxes, books, and other various texts. Reading
allows them to be a part of everyday living.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Date of Lesson: 2/17/15

Students will look through a magazine and find text features and determine if the articles
are historical, science, or technical. They will write the name of the article and their
features found to support their answer. Lastly, students will compare what they found to
the articles they practiced with.

How will you differentiate instruction for students who need additional
language support?
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!)

--S- consistent reminders, needs more time writing

B- consistent reminders, repeat questions

Three Reading prompts

Loose leaf paper
Clipboards
magazines
C.T
http://www.learnnc.org/lp/editions/every-learner/6554
http://www.scholastic.com/teachers/article/6-reasons-use-informational-text-primarygrades

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Look at t-chart example below........

Date of Lesson: 2/17/15

USF Elementary Education Lesson Plan Template (S 2014)

Schaller________________
Grade Level Being Taught: Subject/Content: Reading
3rd

Name: ____Sabrina
Group
Size:
whole

Look at t-chart example below........

Date of Lesson: 2/17/15