USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: _Kelsey

Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

Pre- Observation Reflection: Designing Lessons to Meet Student Learning Needs

 How do you plan to communicate the learning objectives to students? Be specific

include teacher talk and exact language you might use.
I will communicate the learning objectives to my students by addressing what we are learning this day and what they will be able
to do by the end of the day.

Using Data
 How did you become familiar with students’ background knowledge, skill levels,
experiences, and cultural resources? What did you learn that you used in this lesson?
I used a variety of students assessment data that I have collected of my students in order to create this lesson plan based on my
students background knowledge.

Assessment (choose one)

 How do you plan to provide ongoing feedback to students?
I will provide ongoing feedback to my students by walking around observing heir work and discussing with my students what may
need to be fixed and what looks good.

Instruction
 How will you create a true discussion rather than engaging only a limited number of
students?
I will create a true discussion by having the students discuss various questions amongst themselves. This will allow for all students
to participate in the discussion.

Observation Focus
 Using the actionable feedback from your most recent formal observations, how will you
address those goals in this particular lesson? Which new FEAPs do you intend to
demonstrate during this lesson?

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Kaufman____________________
Grade Level Being Taught: 2nd
Based off of my actionable feedback from last observation, I will be taking extensive notes of how my students are doing during
this activity and whether we need to rediscuss some of these topics.
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.)
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Name: _Kelsey
Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23
Part 1: Lesson Content
Identifying story elements
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to my student’s background because I will be providing differentiation within this
lesson in the form of turn and talks, visual examples, and adaptive independent worksheets to benefit
different students needs.
How does this lesson connect to/reflect the local community?
This lesson connects to the local community by asking the students ways that they can be a good citizen
in their community. I will ask the students to do a turn and talk and share their examples with the class.
“Hello class, today we are going to be continuing our conversation of our essential question, what do
heroes do? Let’s turn and talk with a partner to discuss ways that you all can be a good citizen in your
community. then we are going to come back together to discuss our answers. You will have 2 minutes to
discuss with a partner.”
ELA.2.R.3.2
Retell a text to enhance comprehension. Use main story elements in a logical sequence for a literary text.
ELA.2.R.1.1
Identify plot structure and describe main story elements in a literary text.
ELA.2.R.1.3
Identify different characters perspectives in a literary text.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey
Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

ELA.1.R.3.2
Retell a text in oral or written form to enhance comprehension.
Use main story elements at the beginning, middle, and end for a literary text.

ELA.1.R.1.1
Identify and describe the main story elements in a story.

ELA.1.R.1.3
Explain who is telling the story using context clues.

Trace the standard to the next grade level. What will students learn next related to this standard?

ELA.3.R.3.2 Summarize a text to enhance comprehension.

Include plot and theme for a literary text.

ELA.3.R.1.1
Explain how one or more characters develop throughout the plot in a literary text.

ELA.3.R.1.3
Explain different characters perspectives in a literary text.

What misconceptions might

students have about this Students may not understand what information is important to include for the BME.
content?

Objectives- What students will Some examples:

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Kaufman____________________
Grade Level Being Taught: 2nd
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.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
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Name: _Kelsey
Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23
--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 identify at least one detail from the beginning, middle, and end from the story A
Difficult Decision.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _understand_____________________________________
Which level(s) of thinking is/are called for in your objective? __understand___________________________________
Why did you choose this level(s) of thinking?
I have chosen this level of thinking because my objective and the standards both want students to be able
to identify.
Describe your assessment plan:
Students will be assessed based on their answers to the BME worksheet.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Kaufman____________________
Grade Level Being Taught: 2nd
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):
 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
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Name: _Kelsey
Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative because I am looking to see how well the students will be able to
How does it align with your objective?
I will assess the students based on their work for the BME worksheet
Part 2: Lesson Implementation
I will start off the lesson at the front of the classroom as we discuss and read the text. I will then be
walking around the classroom observing the students as they work independently.
I will share my expectations with my students throughout the lesson. I will also use the classrooms
attention getter if the class starts to get off topic.
I will flip the octopus in the room to a sad face if students are not meeting my expectations and then flip
him to a happy face when they are.
I expect my students to listen quietly to the story and to follow along as we read. I expect my students to
work independently during our independent practice. I will communicate these expectations by
instructing them of our assignments.
If students are not meeting my expectations, I will redirect them on what they should be working on.
There may be some specific students who may require a more extensive management plan and that
would consist of me walking over to them and explaining what they should be working on, if need be I
will ask the student to move their clip down. I will also reward students by moving their clip up and
providing JSR bucks.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey
Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

expectations? Are there If a student is done with the work early, I will ask them to identify the BME of the last library book they
specific students who have read.
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 Projector
did you choose these materials?
Include any resources you used. RWC book
This can also include people!)

Pencil

Beginning Middle End worksheet.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey
Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Kaufman____________________
Grade Level Being Taught: 2nd
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: _Kelsey
Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23
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 by allowing my sunflower group who have an IEP to draw images instead of writing
details of the BME of A Difficult Decision. For my Bees group, these students are the MTSS group and I
will allow them to draw an image to represent the BME of the story A Difficult Decision then they must
also write a short sentence to explain it.
Which specific students will benefit, and why?
The students in my Bees and Sunflowers groups will benefit with the differentiation as they struggle with
writing full sentences and this will allow them to show their comprehension of the story.
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 will use different visuals as aids for these students. I will ask yes/ne
questions to these students.
 Early Production Level: For students at this level, I will ask then questions that only require a
word or two response.
 Speech Emergence Level: Provided a dictionary for these students to look up words they may not
understand.
 Intermediate Fluency Level: Will provided help if needed for the assignment.
What accommodations will you make for students who have an IEP or 504 plan?
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey
Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

For students who have an IEP or 504 plan, I will ask them to draw a picture that represents the BME of
the story A Difficult Decision.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?

For students who identify as gifted and have an EP plan, I will ask them to identify what perspective does
the main character Wyatt have at the beginning vs the end of the story.

References (Planning of
instruction should be guided by My CT
research-informed
approaches. Acknowledge ELA Planning Team
references used to inspire lesson
ideas.) CPALMS

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? __ELA/Story Elements____________________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.)
guided/gradual release/etc.) __Whole group, turn and talks, independent practice_____
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? 10 minutes: Introducing the story.
 Who will work together in I will ask the students to discuss what may happen in the story A Difficult Decision based on what we
groups and how will you have read so far.
determine the grouping?
 How will students transition
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Kaufman____________________
Grade Level Being Taught: 2nd
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?
 What are other adults in the
room doing? How are they
supporting students’ learning?
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Name: _Kelsey
Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23
T: “Hello class! Today will be continuing our conversation of our essential question, what makes a good
citizen, based on our reading from yesterday can you list some reasons how someone can be a good
citizen.
Students will share their answers.
T: We are now going to be looking back at the predictions that we made during our story a Difficult
Decision and seeing how close we were. Turn and talk with your partner and discuss what a prediction
is.
S: It is when you guess what is going to happen.
T: That’s correct! A prediction is a reasonable guess about what might happen next in the story. We are
now going to look at the predictions that we made yesterday and revising our predictions based on what
happened in the story. I am going to call on some of you and we will be writing down the predictions that
you made yesterday on our poster, who would like to share one of their predictions from yesterday.
Remember it is okay if they were wrong, that’s what makes them a prediction. Once we share our
predictions, I will write down our predictions on a poster and we can later see how close our predictions
were, we will revise our predictions once we reread our story to make changes to our predictions in
order to make them true,
Students will share their predictions form the story. I will write these predictions in our poster before we
read the book.
We are now going to reread A Difficult Decision, as we read, it is important to edit your own predictions
in your RWC book in a different color in order to make them true. I will be walking around to check to
make sure you are editing your predictions in a different color.
I will play the story aloud and walking around the students to see them revising their predictions. I will
make stops throughout the book to revise our classes predictions on our poster and explain to my
students why I am making these changes. I will make these changes in a different color.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey
Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

Once we finished the book, I will walk the students through all of our predictions and ask students how
they edited their own predictions.

T: Now, my friends, we're going to be reviewing the plot which is the beginning, middle, and the end of
this story. We are going to work on the BME worksheet. On this worksheet you will be pulling out
important details form the text so you can describe the BME. Remember that the beginning of this story
introduces the main characters, tells you when and where this story takes place, it often introduces the
problem or conflict in the story. The middle of the story tells the main events. The end of the story
concludes the story in a way that makes sense. In our story, A Difficult Decision, what problems does
Wyatt have at the beginning of the story? Look back in your RWC and find text evidence to answer this
question and raise your hand when you have an answer.

- Students share their findings and point to where in the story they came to this conclusion.

T: We are going to be filling out or BME worksheet to discuss the Beginning, Middle, and End of the story
A Difficult Decision. The Bees are going to come to my table and work on their worksheet over there, you
need to bring your RWC book and a pencil. The Sunflowers are going to go to Mrs. Kennedys table and
work over their and the Ladybugs and Butterflies will be working at their desks. I will be walking around
assisting each of you.

Once the students go to their tables I will tell them how they will be working on this worksheet. The Bees
will have to Draw a beginning, middle, and end of the story A Difficult Decision and write a sentence
corresponding to their picture. The Sunflowers will just draw a picture. I will be walking around assisting
the various groups and their worksheet.

T: Now, my friends, we are going to be looking at character perspective. Remember that a character
telling a story has a perspective or thoughts and feelings about the events in the story. The dialogue of
the other characters and description of what they do show their perspective about the event in the
stories. Remember, dialogue is the exact words that are spoken by a character. Different characters and a
story can have different perspectives about the story events. Readers can look for details and how
charters think, speak and act to understand each character's perspective. Lets look at Wyatt and his
perspective of the story. Wyatt is the narrator of the story. How do we know he is the narrator of the
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Kelsey
Kaufman____________________

Grade Level Being Taught: 2nd Subject/Content: ELA/Story Group Size: Date of Lesson: 3/2
Elements 23

story?

S: Because he mentions me and I.

T: That is correct. We know this story is in first person point of view because Wyatt is addressing himself
in the story using pronouns.

T: “After our continued reading from today, lets make a poster of ways that we can be a good citizen.
Let’s turn and talk with a partner to discuss ways that you all can be a good citizen in your community.
then we are going to come back together to discuss our answers. You will have 2 minutes to discuss with
a partner.”

I will have a poster made that has the questions ways to be a good citizen and I will call on students to
present some ideas of how they can be a good citizen and I will write these on our poster.

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