USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Amanda Kennedy
Grade Level Being Taught: 1
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
What misconceptions might
Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group
Part 1: Lesson Content
Barry and Bennie
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests of my students because it will give them practice with
comprehension, which is an important skill. The book is about a bear and a bat, and I know multiple
students in this group have an interest in animals.
How does this lesson connect to/reflect the local community?
This lesson reflects the community because the book teaches students about nocturnal animals and how
some animals sleep during the day and some animals sleep at night.
LAFS.1.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
In the previous grade level, students were applying kindergarten- level phonics and word analysis skills
to decode words.
Trace the standard to the next grade level. What will students learn next related to this standard?
In the next grade level, students will apply third grade level phonics and word analysis skills to decode
words. They will also read texts at a higher level and demonstrate sufficient accuracy and fluency for
those texts.
During the reading comprehension portion, students may get stuck on a word and get discouraged and
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy
Grade Level Being Taught: 1
students have about this
content? (talk to your CT)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT
Support/reinforced in
instructional planning)
Level(s) of Thinking
Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group
think they won’t be able to figure it out. Specific material from the text that they may have a
misconception on is nocturnal animals. They may have never heard that some animals spend the day
sleeping, which is opposite from us humans.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately apply phonic skills in order to decode words.
Students will be able to fluently read an at- level text.
Students will accurately demonstrate comprehension by retelling events from the story.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Remember and apply
Which level(s) of thinking is/are called for in your objective? Remember and apply
Why did you choose this level(s) of thinking?
Students will be demonstrating the ‘remember’ level of thinking by retelling events and details they read
in the story. They will be demonstrating the ‘apply’ level of thinking by applying phonics and decoding
skills they have previously learned in order to read this new text.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy
Grade Level Being Taught: 1
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group
Describe your assessment plan:
My assessment plan is to conduct a running record with each student as they read the book for a second
time. This will help me gauge their level of fluency.
How does it align with your objective?
It aligns with my objective because in order to be a fluent reader the student must demonstrate phonics
and decoding skills.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative. It can be administered frequently and quickly, and I can provide immediate
feedback.
The students will be assessed through a running record. They will read the story aloud to me and I will
follow along on a sheet of paper and make markings according to their performance.
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
I will conduct this lesson in the pod rather than in the classroom so that we are in a quiet setting. We
will be sitting in a half- circle table. I will sit on one side and the students will sit in chairs
surrounding me on the opposite side.
● What processes & procedures will you use? How and when will you communicate those to
students?
Lion Loots- students get a tally mark on their chart when they behave desirable. When they reach
10 tallys they get a prize.
Binder- When students misbehave, after 2 strikes we write a note home in their binders.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy

Grade Level Being Taught: 1 Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group

The reading group procedure that I will follow throughout the lesson is a process they engage in
weekly with my CT so they should all know what to expect.

● What expectations will you have for the students? How and when will you communicate those to
students?

I expect the students to read to themselves out loud, but quietly. I expect them to demonstrate
comprehension of the story by explaining the confusions and solutions the characters
experienced.

● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?

If students do not meet expectations, they get 2 warnings before I ask them to bring me their
binder so I can write a note home. There are no students who require a more extensive
management plan, but if it came to it I would bring my CT in for assistance.

● What will students do if they complete the task quickly?

Students will not be able to complete the task quickly since we will be reading relatively at the
same time.

Materials
(What materials will you use? Why Barry and Bennie by Angela Shelf Medearis
did you choose these materials? Pointers
Include any resources you used.
This can also include people!)

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy
Grade Level Being Taught: 1
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the content by using reading materials at varying readability levels. If a student needs
a book at a lower level, I will find a book at their needed level with the same theme and structure. If a
student needs a book at a higher level, I will find a book at their needed level with the same theme and
structure.
Which specific students will benefit, and why?
Students that will benefit are students in different reading groups who need text at a different readability
level.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
For my inquiry student I will adapt this lesson by providing him with a book at his readability level. I
would encourage him to read at a steady pace and remind him of decoding strategies.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level: I would provide a text that has more basic English words. I would focus
less on comprehension and more just on letter sounds and decoding.
● Early Production Level: I would provide a text that has more basic English words. I would focus
less on comprehension and more just on letter sounds and decoding.
● Speech Emergence Level: I would provide a simple text and encourage the student to use phonics
skills and decoding skills while reading.
● Intermediate Fluency Level: I would provide a simple text and encourage the student to use
phonics skills and decoding skills while reading.
What accommodations will you make for students who have an IEP or 504 plan?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy
Grade Level Being Taught: 1
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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?
◻ 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?
Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group
I would provide them with a text at their readability level and assist them whenever they need help. I
would conduct the lesson one on one rather than in a group setting.
What accommodations will you make for students identified as gifted and have an EP (education
plan)
I would give them a more complex text at their readability level with higher level words.
CPalms
My CT
1. What is the content area for this lesson? Reading
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ______Level 2, CT/Supervisor cycle 1 =_small
group_____________________
3. Step-by-step plan:
Time: Action Steps:
2-3 mins I will call the students who are in the small group to join me in the pod. I will instruct
them to independently read through their reading group book from last week as a warm up.
5 mins “The title of this book is Barry and Bennie. Based on the front cover take a guess on who
Barry and Bennie are. (pause) It looks like Barry and Bennie are the bat and bear on the front cover.
Open your books to the first page, we are going to do a picture walk.”
- Page 2-3: What do you see on this page? A beehive. A bear looking into a cave.
Describe the cave.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy

Grade Level Being Taught: 1 Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group

◻ What will you as the teacher
say?
◻ 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?
- Page 4-5: What do you see on this page? Find the word ‘cave’ in the text. Based on the
picture, what time of the day is it (morning/ afternoon/ night). It seems like it is
about to be nighttime. The sun is going down, and the bat is out. Bats are nocturnal,
meaning they do not come out during the day, only at night when the sun is down.
- Page 6-7: What do you see on this page? It seems like the bear and the bat are having
a conversation.
- Page 8-9: What do you see on this page?
- Page 10-11: What do you see on this page. It seems like they are talking about bees.
What do bees eat? Find the word honey in the text.
- Page 12-13: What do you see on this page?
- Page 14-15: What do you see on this page? It looks like the bear is finally entering the
cave.
- Page 16: What do you see on this page? It looks like the bear is sleeping and the bat
flew out of the cave. Now we can tell the time of day. What time of the day is it?
Nighttime. How do we know that? The bear is sleeping, the bat is out, and the moon is
up.

30 secs “You all did an awesome job with the picture walk. I am going to pass out pointers to
help us keep track while we are reading.” (Pass out one pointer per student)

3-5 mins “Open your books to page 1. You all are going to read out loud, but very quietly, while I
observe. Begin.” Students will read through their books and I will watch and listen, helping when needed.
If a student is stuck on a word for more than 5 seconds, or if they ask me for help, I will help them.

3-5 mins When students complete the first reading of the book, I will instruct them to read it one
more time.

3-5 mins. When everyone completes their second reading I will say “Everyone open to page 4.
What was the problem here? They both said it was their cave! Why did they both think it was their cave?
Bennie the bat never saw Barry the bear in the cave and Barry never saw Bennie. How is it possible that
they never saw each other? Bennie is only in the cave during the day because that is when he sleeps, and
he goes out at night to eat. Barry is only in the cave at night because that is when he sleeps, and he goes
out during the day to eat. Now turn to page 14. What did Barry and Bennie end up doing at the end of the
story? They decided to share the cave! They said it will be Barry’s cave at night and Bennie’s cave during
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Amanda Kennedy

Grade Level Being Taught: 1 Subject/Content: Reading Group Size: 3 Date of Lesson: 30 March 2021
Group

the day.”

30 secs. “You all did a wonderful job today. Let’s push in our chairs and walk back to the
classroom.”