USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 3
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
1
Name: ____Analiz Ibarra-Villegas____
Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020
Part 1: Lesson Content
In Your City, Town, or Neighborhood: YOU Can Make a Difference!
How does this lesson connect to the interests and cultural backgrounds of your students?
The main lesson is doing good in your community, so students may have an interest in volunteering and
doing good in the community.
How does this lesson connect to/reflect the local community?
Students might live in a community with a local garden or park and have seen its development. Students
might have also seen other community projects.
SS.3.C.2.1 – Identify group and individual actions of citizens that demonstrate civility, cooperation,
volunteerism, and other civic virtues.
LAFS.3.RI.1.2 – Determine the main idea of a text; recount the key details and explain how they support
the main idea.
LAFS.3.W.1.3 – Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
SS.2.C.2.2 – Define and apply the characteristics of responsible citizenship.
SS.2.C.2.4 – Identify ways citizens can make a positive contribution in their community.
From these standards, students have already learned what a citizen is, their responsibilities, and their
potential contributions to their communities.
LAFS.2.RI.1.2 – Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
LAFS.2.W.1.3. – Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.
From these standards, students have already learned how to identify the main idea of a piece of text and
then be able to write a story on a series of events.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
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.)
2
Name: ____Analiz Ibarra-Villegas____
Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020
Trace the standard to the next grade level. What will students learn next related to this standard?
SS.4.C.2.2 – Identify ways citizens work together to influence government and help solve community and
state problems.
SS.4.C.2.3 – Explain the importance of public service, voting, and volunteerism.
From these standards, students will learn how citizens influence government decisions and the
importance of public service to the community.
LAFS.4.RI.1.2 – Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
LAFS.4.W.1.3 – Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences,
From these standards, students will be able to summarize and determine the main idea of a text using
details. Students will also be able to write a narrative with a clear sequence of events and details.
Students will be reading a book called City Greens, and students might not have lived or experienced the
city. This is because the book also includes some words, such as lot, that students may not know.
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).
- Students will be able to accurately list at least 3 group and individual actions of citizens that
demonstrate civic virtues (civility, cooperation, volunteerism, etc.).
- After reading the text, City Green, students will be able to accurately recognize the main idea and key
details of the text and explain how these details support the main idea.
- Students will be able to write a narrative paragraph with at least three sentences with almost no errors
(80-90% accuracy) on a personal connection to the book describing a real experience or event.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Analiz Ibarra-Villegas____

Grade Level Being Taught: 3 Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ___Remember, Understand, Create___

Which level(s) of thinking is/are called for in your objective? ___ Remember, Understand, Create__

Why did you choose this level(s) of thinking?

Remember: students will memorize the actions of citizens that demonstrate civic virtues (civility,
cooperation, volunteerism, etc.) and list a few that they remember before reading the book on the sticky
note provided.

Understand: students will recognize and explain the main idea of the book using the key details.

Create: students will create their own written work describing an experience or event where they helped
the community or someone in their community (a personal connection to the book).

Assessment Plan- How will you Describe your assessment plan:

know students have mastered Students will be graded on the list of civic virtues written on a sticky note. Students will also be graded
your objectives? on the paragraph based on the criteria of correct spelling, grammar, number of sentences, etc.

Is your assessment formative or summative? Why did you make that assessment decision?
The listing of civic virtues on the sticky note is formative. This is a low stakes assessment and will be
used to assess if students remember what the video said. The discussion on the main idea is also a
formative assessment. The summative assessment is the paragraph written by the students.

How does it align with your objective?

It aligns with my objectives because it includes creating a list and then identifying the main idea and its
supporting details.

Assessment Scoring/Rubric Students will receive a grade based on participation on the sticky note list. If the student writes down at
What are the criteria for how you least three examples of civic virtues, the student will receive credit. No grade will be given for the group
3
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
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
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?
4
Name: ____Analiz Ibarra-Villegas____
Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020
discussion on the main idea and key details. Students will receive a grade for the paragraph based on the
criteria of number of sentences, correct spelling, grammar, and if it addresses the prompt.
Part 2: Lesson Implementation
- Students will be seated at their desks at the beginning of the lesson. During this time, students will
watch the video Good Citizenship & Social Skills for Kids as an introduction to civic virtues such as
civility, cooperation, and volunteerism.
- Students will be instructed to be quiet and pay attention to the video. If there is any disruptions or
misbehavior present, verbal and nonverbal interventions will be used. The teacher (me) will be
standing at the front of the classroom and keep an eye on the students while the video is playing.
- After the video ends, I will tell students that we will be moving to an area with enough room to sit as
a group.
- While I situate the students with accommodations, I will ask students to do a think-pair-share on
civic virtues. Students will already have a sticky note at their desks. After the think-pair-share, I will
then ask students to move to the open area and to bring their sticky note. I will remind students to do
so quietly. Once students with accommodations are finished, I will ask them to quietly come to where
the rest of the group is and take a seat.
- After we move to the area, I will tell the students that we will now be sharing some of our answers. I
will remind everyone to listen to what the others have to say and to be polite. I will also remind
students to raise their hands. If there are any disruptions during the sharing, I will use verbal and
nonverbal interventions.
- Once students are finished sharing. I will introduce the book City Green. I will instruct students to
remain silent and to pay attention to the book. Verbal and nonverbal interventions will be used for
any disruptions.
- After reading the book, all students will be seated where the rest of the group is (if they have not
done so). We will then have a discussion on what the main idea is and why we think so (using key
details). During this discussion, students will be asked to raise their hands and be respectful while
other students are speaking.
- After this discussion, students will be instructed to return to their seats (with their sticky notes). I
will then reiterate the main idea and the key details. Students will be told that they will now write a
paragraph (at least three sentences) based on a personal connection they made to the text. If there
are any questions, I will clarify.
- Students will remain quiet during this time. If anyone speaks, I will ask if they are having trouble. I
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
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.)
5
Name: ____Analiz Ibarra-Villegas____
Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020
will be walking to make sure no one is having any trouble.
The book City Green by DyAnne DiSalvo-Ryan will be used.
The video Good Citizenship & Social Skills for Kids | Being a Good Citizen | Kids Academy will be shown
before reading the book.
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:
Content – Students will be given content in a visual/audio and text format.
Interest – Students will be able to do both group work (think-pair-share of civic virtues) and individual
work (writing a paragraph) since not all students will like group work or not all like individual work.
Learner Profile – Students will be given the choice to either sit with the group to read the book or watch
and listen to a recorded read-aloud. Accommodations will be provided to those that struggle with writing
and reading (such as extended time and one-on-one instruction). A video on civic virtue will also be
shown.
Which specific students will benefit, and why?
Students who need more time, get distracted easily, need one-on-one instruction, or have trouble with
reading and/or writing. Students will also benefit from having both group and individual work.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
Students who are ELL will be given a visual/audio representation with text provided (such as a recorded
video of a read-aloud). All students will also be provided with a written record of the criteria aside from
the prompt on the sheet of paper.
What accommodations will you make for students who have an IEP or 504 plan?
Students with an IEP or a 504 plan will be given more time on the writing assignment. They will also be
provided with individual attention and instruction to make sure they understand the directions.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3
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?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
6
Name: ____Analiz Ibarra-Villegas____
Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Students who are gifted and have an EP will be given another prompt, with the same writing standard,
about ideas on how they can exhibit civic virtues in the school.
Standards:  https://www.cpalms.org/Public/
Book: DiSalvo-Ryan, D. A. (1994). City Green. HarperCollins.
Video: Kids Academy. (2018, Oct. 26). Good Citizenship& Social Skills for Kids | Being a Good Citizen | Kids
Academy [Video]. YouTube. https://www.youtube.com/watch?v=LKCtzuvBZPc
1. What is the content area for this lesson? __Social Studies – Civic and Political Participation__
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.) _______________________________
3. Step-by-step plan:
- Students will be seated at their desks at the beginning of the lesson. During this time, students
will watch the video Good Citizenship & Social Skills for Kids as an introduction to civic virtues
such as civility, cooperation, and volunteerism.
- Students will be instructed to be quiet and pay attention to the video. If there is any disruptions
or misbehavior present, verbal and nonverbal interventions will be used. The teacher (me) will
be standing at the front of the classroom and keep an eye on the students while the video is
playing.
- After the video ends, I will tell students that we will be moving to an area with enough room to sit
as a group. Before we do so, I will address all students that we will be reading a book called City
Green, but only address those who need it if they would rather read it on the computer by
watching a read-aloud, they can do so.
- While I situate the students with accommodations, I will ask students to do a think-pair-share on
civic virtues. Students will already have a sticky note at their desks. I will instruct students to
write their names on the note and then think of three civic virtues they learned and/or some
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____Analiz Ibarra-Villegas____

Grade Level Being Taught: 3 Subject/Content: Civics/ELA Group Size: Date of Lesson: 12/4/2020

collected during each phase? examples and write them down. After a few moments, I will ask students to pair with someone
 What are other adults in the seated close to them and discuss what they thought of. Then I will ask students that if they would
room doing? How are they like to, they can add onto or change their answers on the sticky note. I will then ask students to
supporting students’ learning? move to the open area and to bring their sticky note. (Once students with accommodations are
finished, I will ask them to quietly come to where the rest of the group is and take a seat).
- After we move to the area, I will tell the students that we will now be sharing some of our
answers. I will remind everyone to listen to what the others have to say and to be polite. I will
also remind students to raise their hands. After students share, I will thank them. If there are any
disruptions during the sharing, I will use verbal and nonverbal interventions.
- Once students are finished sharing. I will introduce the book City Green once more and ask a
student to guess what the connection between our book (based on the cover and showing some
pages) and our discussion on civic virtue is. After the student speaks, I will thank them for their
answer and then explain what the book is about. I will instruct students to remain silent and to
pay attention to the book. Verbal and nonverbal interventions will be used for any disruptions.
- After reading the book, all students should be seated where the rest of the group is (if they have
not done so). We will then have a discussion on what the main idea is and why we think so (using
key details).
- After this discussion, students will be instructed to return to their seats (with their sticky notes).
I will then reiterate the main idea and the key details. Students will be told that they will now
write a paragraph (at least three sentences) based on a personal connection they made to the
text. If there are any questions, I will clarify. I will also give an example of what I mean. I will then
state the criteria on what I am looking for in their writing.
- I will then pass out a sheet of paper where the prompt and criteria is also listed.
- Students will remain quiet during this time. If anyone speaks, I will ask if they are having trouble.
I will be walking to make sure no one is having any trouble.
- Once students are finished, they can turn in the paper, along with the sticky note, to be graded.
The paper will be turned in to the teacher quietly. Students should then return to their seat and
work on another assignment or read.