USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 4th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
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Name: Gabby Leonard
Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
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Part 1: Lesson Content
The World According to Humphrey (day 1)
How does this lesson connect to the interests and cultural backgrounds of your students?
How does this lesson connect to/reflect the local community?
I chose this text because a lot of my students have pets, a few specifically have a hamster.
I have a lot of students who like fantasy stories according to my reading interest survey.
LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
LAFS.4.RL.1.3 Describe in depth a character, setting, or events in a story or drama, drawing on
specific details in the text (e.g., a character’s thoughts, words, or actions).
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
LAFS.3.RL.1.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to
the sequence of events.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.5.RL.1.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
What misconceptions might
students have about this
content?
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.)
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Name: Gabby Leonard
Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
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text.
LAFS.5.RL.1.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in
the text (e.g., how characters interact).
Inferencing is an abstract concept.
The answer is not directly in the text; not explicit.
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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Today we will (strategy)… read “The World According to Humphrey”
So we can (standard)… draw inferences about how being in the Thomas home affects
Humphrey.
I’ll know I have it when (end task) … I can describe the Thomas family’s experiences and
feelings in the home.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Level(s) of Thinking
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.
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Name: Gabby Leonard
Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
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Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understanding
Which level(s) of thinking is/are called for in your objective? Understanding
Why did you choose this level(s) of thinking? I chose this level of thinking because the students need to
understand the text clues to be able to draw inferences. Also, drawing inferences will help them
understand the characters in the story better.
Describe your assessment plan:
I will collect my student’s graphic organizers at the end of the lesson. I will also be taking notes on my
student checklist as I walk around the room or ask students questions during the lesson.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is formative, I made this decision because we are working on these standards all week
and will be continuing with this same text the next day. By seeing how my students did this day I will be
able to modify or review something the next day if needed.
How does it align with your objective?
This aligns with my objective because the graphic organizer and discussion questions all relate to
drawing inferences about characters in the text.
I will look over the student’s graphic organizers and look at the two rows they completed in their own. If
the student fill out 5-6 boxes correctly they will get a +, if they fill out 3-4 boxes correctly they will get a
(+), if they fill out 0-2 boxes correctly they will get a -
Part 2: Lesson Implementation
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 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?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
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Name: Gabby Leonard
Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18
We will start the lesson together on the carpet where we will go over the objective, review how to make
an inference, and go over the genre. Then I will call the students back to their seats so we can begin
reading the story and so I can model how to use the graphic organizer. Then I will allow the students to
buddy read and work around the room as they read pages 627 and 628 of the story and complete their
graphic organizer. I will call the students back to their seats after 12 minutes of independent work time.
They will remain in their table groups the rest of the lesson as we have a concluding discussion about the
text. I will start off the lesson at the carpet with the students. I will then move over to the computer cart
as I model so I can project what I am doing to the students. When the students are working
independently, I will be walking around, assisting the students, and collecting data.
I will use attention getters such as eyes on me, countdowns, if you can hear my voice…
I will also call students to and from the carpet by table color and I will use a timer during independent
and group work to keep students on track.
I expect for students to be working at an appropriate voice level, to be on task, to be working
cooperatively in their groups and using accountable talk. When on the carpet I expect the students to be
sitting on their assigned number and sitting on their bottom, criss cross. I expect them to raise their hand
to speak and be respectful listeners. I will go over these expectations before each activity in the lesson
and whenever I see students not following expectations I will remind them of what they are. I will give
out table points, bobcat bucks, and praise students who I see following expectations.
If students are not meeting my expectations I will give them nonverbal warnings and praise other
students around them first, then I will give them verbal warnings, if a student needs more than 3 verbal
warnings I will mark their communication folder.
If students complete the task quickly they may work on a separate seesaw activity related to the
standards of this lesson.
Powerpoint presentation, graphic organizer
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 4th
Differentiating Instruction
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.)
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Name: Gabby Leonard
Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18
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 have some students work with my CT in a small group during the independent work time. I also
assigned table groups certain questions for our discussion based on their readiness levels so that they
could be active participants in our discussion.
Which specific students will benefit, and why?
The specific students who will benefit from this are SL, FA, KB, MI, LE, JH, MP
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: visuals, partner work
 Early Production Level: visuals, partner work, background knowledge
 Speech Emergence Level: graphic organizer, visuals, repeated directions, simplified directions,
background knowledge
 Intermediate Fluency Level: explicit directions, repeated directions, graphic organizer
What accommodations will you make for students who have an IEP or 504 plan?
For student with an IEP or 504 I will allow to more flexibility where they sit/work. I will allow for them
to take short breaks, and I will modify the work they need to complete (instead of filling out 3 rows of the
graphic organizer, they can fill out 2)
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Students identified as gifted will have the more advanced discussion questions, they will also have an
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabby Leonard

Grade Level Being Taught: 4th Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18

enrichment activity on Seesaw.

References (Planning of Hillsborough County district plans, 4th grade team, CT

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?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
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.) Gradual Release
3. Step-by-step plan:
Time: Action Steps:
Objective and Intro to Reading Strategy (10 minutes)
Teacher: Eyes on me
Student: Eyes on you
Teacher: I am looking for the first quiet table that I can call to the carpet (call tables as they are ready)
Students: (students make their way to the carpet quietly and sit on their numbers)
Teacher: So yesterday in reading we finished “What’s for breakfast?”, as we read we were paying close
attention to the characters in the story and their thoughts, feelings, and actions. Then we were making
inferences.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabby Leonard

Grade Level Being Taught: 4th Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18

 What are other adults in the

room doing? How are they Teacher: Today we will starting a new story, so I need my teacher helper to come up and help us with the
supporting students’ learning? objective for today

Student: (teacher helper comes up and uses pointer for the objective)

Teacher: Repeat after me….Today we will

Students: Today we will

Teacher: read “The World According to Humphrey”

Students: read “The World According to Humphrey”
Teacher: So we can
Students: So we can
Teacher: draw inferences about how being in the Thomas home affects Humphrey.
Students: draw inferences about how being in the Thomas home affects Humphrey.
Teacher: I know I’ll have it when
Students: I know I’ll have it when
Teacher: I can describe the Thomas family’s experiences and feelings in the home.

Students: I can describe the Thomas family’s experiences and feelings in the home.

Teacher: As we learned yesterday an inference is a guess based on facts and observations. I want
everyone to look at this picture (show picture of rain coat, umbrella, and rain boots). I want us to make
an inference or a guess. Why would I be wearing these clothes? Where would I be going? What would I be
doing?

Students: People wear those clothes when its raining outside.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabby Leonard

Grade Level Being Taught: 4th Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18

Teacher: How do we know that this is what people wear when it’s raining. I don’t see any rain in the
picture?
Students: That’s what I wear when its raining, umbrellas are used for rain

Teacher: My friends you just made an inference. You took what you saw in the picture and combined it
with what you already know and your personal connections to infer what the weather might be like
outside if I was wearing these clothes. Okay lets do another one (show picture of runners) What do you
think is happening in this picture? What can you infer?

Students: The runners won a race.

Teacher: How do you know that based of this picture?

Students: They are wearing running clothes, and smiling.

Teacher: How can you infer that they won and not lost?

Students: Because they are smiling and people smile when they win not when they lose.

Teacher: You just made another inference. You took what you saw in the picture and combined it with
your own knowledge to make a guess about what was happening in the picture So that what we are
going to be doing today as we read this story. The reading strategy we will be using today it is called
“Text clues+ background Knowledge=inference” As we read we will think about what the text clues
(what the text says) and our background knowledge (what we know) to come to make an inference
(what we think). Just like we did with these pictures

Teacher: I want everyone to stand up, walk quietly back to their seats, and open your books to page 626.

Modeling the Strategy (5 minutes)

Teacher: The story we are reading today is a fantasy, fantasy stories are make-believe, they cannot
happen in real life. You all love the Harry Potter movies but could they happen in real life?

Students: No

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabby Leonard

Grade Level Being Taught: 4th Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18

Teacher: No, they are fantasy movies, how do we know they are fantasy movies?

Students: They have magic, witches, wizards, mythical creatures, etc. Those things aren’t real.

Teacher: I am going to have our paper passers hand out our graphic organizer for today. I am going to
read the first page of the story and model how to fill out the graphic organizer.

Teacher: Before we read I want everyone to look at the cover picture of the story. What can you infer
about the story based on this picture?

Students: It will be about a hamster, the hamster will get trapped, the hamster watches too much tv

Teacher: [After reading the beginning of the story on page 626 (beginning gives background on
how Humphrey ended up at A. J’s house)] “I can see that A.J. has just brought Humphrey home. It
says in the text that she greets Humphrey by saying “Hello, Humphrey”. The text also says, “as soon
as I entered, I got a warm welcome from A.J.’s mom...” (Teacher models underlining text details)
Then I think to myself, “What do I already know about when a parent or family member reacts this
way? This reminds me of when my mom shows she’s happy and thinks it’s cool when I bring a
caterpillar from outside into the home. So, I think (or infer) AJ’s mom is happy to invite Humphrey
into the home with AJ.” (model this on projector so students can see and copy)

Independent Work (12 minutes)

Teachers: Now that we made an inference together, I am going to have you work with a buddy to read
pages 627 and 628 and make some more inferences about the story about Humphrey’s experiences at
this point in the story. You will use your graphic organizer and fill out the last two sections . (CT will pull
a small group to work with as I walk around the room and assist other students and collect data.)

Discussion (8 minutes)
Teacher: we are going to come back together to discuss what you have read up to this point. If you are
not done with your graphic organizer, just put it to the side and you can finish working on it the last 10
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabby Leonard

Grade Level Being Taught: 4th Subject/Content: ELA (Reading) Group Size: Date of Lesson: Nov. 3rd, 2021
18

minutes of class. I am going to assign each table color a question and will give you 2 minutes to discuss.
Then I will have number 1 at each table share out to the class.

 How does Mrs. Thomas feel about Humphrey’s coming home with AJ? (p.626) Red
 What does Humphrey discover about AJ’s behavior in school from watching his family at home?
(p.627) Green
 What did Humphrey enjoy while staying in the other homes? (p.627) Blue
 How is AJ’s home different from other homes Humphrey visited? (p.627) Orange and Yellow

Wrapping Up (2 minutes)
Teacher: Tomorrow we will continue reading this story and drawing inferences about the characters. Go
ahead and use the last few minutes of class to finish up your graphic organizer and turn it in if you
haven’t already. If you have finished put your text in your reading folder and work on your weekly
rotations.

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