l2 Supervisor Observation Plan 2

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Grace Davis
Grade Level Being Taught: 2 Subject/Content: Science Reading Group Size: ~20 Date of Lesson: 11/15/2022
Part 1: Lesson Content

Title of Lesson We are Water Protectors: How can we conserve water?
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners These students in this class love read aloud, and I have done an unofficial one before. They were very
(supervisors) excited, and they loved the attention that it gives them. It is possible that some of the students have
Native American ancestry, and so this book could appeal to them because of that.
How does this lesson connect to/reflect the local community?
Students most likely already conserve water at home either to save money or because it is a family
value or some other reason. This lesson is also connected to keeping the world safe, and since we live
on the world the students might be more willing to learn from This lesson.
What Standards (national or SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to retain water, and
state) relate to this lesson? the ability to support the growth of plants.
(You should include ALL
applicable standards.) ELA.2.R.2.3 Explain an author’s purpose in an informational text.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
(CPALMS/instructional planning SC.1.E.6.2 Describe the need for water and how to be safe around water.
course) SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans, need the
basic necessities of air, water, food, and space.
ELA.1.R.2.4Identify an author’s opinion(s) about the topic.

Trace the standard to the next grade level. What will students learn next related to this
standard?
SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling
by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
ELA.3.R.2.3 Explain the development of an author's purpose in an informational text.

ELA.3.R.2.4 Identify an author’s claim and explain how an author uses evidence to support the claim.
What misconceptions might Students may think that water is infinite, or that they do not need to worry about how much they use.
students have about this They might also be unaware of how low water quality is in certain areas. They may have trouble
content? (talk to your CT) figuring out what the author’s purpose might be.
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Grace Davis
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between
instruction – the learning potential and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action-
Content (WHAT students are how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
learning- look to the standard) will respond to a challenge in the second half (content- what).
Action (HOW students will show ---------------------------------------------------------------------------------------------------------------------------
it- there might be clues in the Students will be able to identify the author’s purpose accurately in We are Water Protectors as we
standard) need to protect the world’s water.
Measure (HOW WELL they need
to do it)
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? analyze
Which level(s) of thinking is/are called for in your objective? analyze
Why did you choose this level(s) of thinking?
I chose these levels of thinking because in order to find the authors purpose, students need to analyze
the text to see what the purpose is.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered The assessment plan is partially a discussion, where students talk about what the authors purpose is
your objectives? and then we come back together as a class. I will also walk around during the Think pair share portion
to get an idea of what students are saying. Students then have to respond to the authors purpose since
it is a call to action and come up with a way to help conserve water. They will write one way that they
can conserve water, and then draw a picture.
How does it align with your objective?
This assessment aligns with the objective because students determine what the author's purpose is and
then think about what they can do to respond to the purpose.
Is your assessment formative or summative? Why did you make that assessment decision?
The assessment is formative since it is based on a performance-based task and useful feedback can be
provided.
Assessment Scoring/Rubric Perfect Almost There Needs Improvement
What are the criteria for how you Identifying ways to Student identifies one Picture only Showing No response, incorrect
will assess student learning/student conserve water or more ways to a correct response (no response with no
2
work? If you’re using a rubric, conserve water and writing), correct picture
include your rubric here. draws a picture response with
no/incorrect picture
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your I will have the majority of students come down to the carpet and sit on carpet squares. The rest
step-by-step plan): of the students will remain at their desks because they are close to the front of the room. I will
be at the front of the room
● What processes & procedures will you use? How and when will you communicate those
to students?
I will ask students to come to the floor quietly. I will remind students to raise their hand if they
would like to answer a question. I will remind students to Be nice to their partner and let each
person talk. I will communicate these to students at the beginning of the lesson and remind
them as needed.
● What expectations will you have for the students? How and when will you communicate
those to students?
I will expect students to raise their hand or use symbols to go to the bathroom and not call out
or just get up. I will communicate these expectations to students at the beginning of the lesson
and remind them as needed. When we do the activity where students have to cross from one
side of the room to the other depending on how they answer the question, I will expect
students to remain calm and walk and not run.
● 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?
My focus student might have behavior issues so I might let her sit next to me if she can
promise to behave. If I get an extra copy of the book, I will ask her to help me show the
pictures to everyone. I will compliment students who are doing what I would like them to.
● What will students do if they complete the task quickly?
I will allow them to continue drawing on the paper or draw on the other side of the paper.
Many students like to draw but are not given many opportunities to at school.
Materials We Are Water Protectors by Carole Lindstrom and illustrated by Michaela Goade (maybe extra
(What materials will you use? copies if I can find some)
Why did you choose these Paper with writing lines and place to draw
3
materials? Include any resources Pencils, crayons/colored pencils/markers (students have these)
you used. This can also include Timer
people!)
4
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
 I will point to pictures, such as when the black snake is mentioned, I will point to the black
snake.
 If there are students who mostly speak Spanish in the class that I am doing the read aloud for, I
will pair them up with someone who speaks Spanish and English to discuss the book after we
are done during the next phase of the plan. I will also read slower so that they can process the
words more.
 I will write out vocabulary words on the board as I pre-teach the words.
 If I can, I might see if any public libraries or the school library has a copy of the book. I can
give these to students who would do better with a copy of the book to follow along with if they
need a visual support as well. If I can find something that will work, I will have pictures of the
book on the screen so all students can see it.
 I will ask questions that pertain to the book that students should be able to answer. I will write
these questions on sticky notes and place them in the book so I remember to ask them.
 Many students do not know how to write, or they cannot write well at this point, so the reading
response is done in two parts, one as a discussion and the other as a game with a short writing
response. For the writing portion, my CT and I can help students write what they want to if
they need help.
 I will have responsibilities for students who respond well to having responsibilities for
behavior management.
Which specific students will benefit, and why?
My focus student will hopefully benefit because I am planning for her. Students with IEPs and who
are learning English will benefit because I used strategies that are helpful for them to learn.
5
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset
needs of individual students or profile.
groups of students) In the asset profile, I note how my focus student responds well to individual attention and praise. She
likes having responsibilities. She also does not know how to read or write, but she can respond to
questions verbally with accuracy. She also loves to draw, and art is one of her favorite subjects.
These are the changes I will make for her.
 I will let her sit next to me and possibly hold a copy of the book if I can get one to help show
the pictures to other students.
 I will help her to write what she wants to say in response to the written reading response
portion. She will love doing the drawing portion of the written response, though.
 Depending on how she is doing the day of, she might find the read aloud especially engaging
since I am the one reading it and she likes me a lot.
 I will talk to her beforehand of what I expect from her if she's going to help me hold the book.
I will also promise that I will help her with an assignment later on in the day since she likes
individual attention but she has to be respectful when I'm reading the book.
 I will also make sure to give her a lot of specific praise, either by complimenting her helping
me or complimenting her not talking. So she doesn't feel like she's the only one being
complimented, I will also compliment other students.
From the literature as data assignment I learned about different ways to address misbehavior and how
to create an environment that she might do better in.
 I will ignore misbehaviors that are for attention that aren't too disruptive. For behaviors that
are more disruptive, I will remind her of what we talked about and how holding the book is a
responsibility. Hopefully, a lot of her disruptions will be prevented if I give specific praise.
 If this were my classroom, I would also have a behavior chart Or a chart that K can fill out on
her own with a silent cue.
 Since it is not my class, I have not contacted her parents about a behavior plan, but my CT has.
Parents can be very useful to get involved with the plans so that they can provide feedback of
what they think might work and things they might do at home that work better.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer
(What students need specific to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual I'm changing these levels to the ones that we learned in TSL 4080 since I cannot find any information
6
students (initials), and then explain on the levels previously listed

the accommodation(s) you will ● Entering: students can just draw, or they can write in Spanish if needed.
implement for these unique ● Emerging: students can draw, write short sentences in English, or write in Spanish.
learners.) ● Developing: students can write basic sentences in English or write in Spanish but preferably
English, even if they write less.
*If you don’t have students who ● Expanding: students can write in English in detail with some error.
require these accommodations, Overall, I will try to use visual cues including having pictures, pointing, and posting vocabulary.
describe what you WOULD do if There are many Spanish- and English-speaking students in the class who can help students who do not
you did have these students. speak a lot of English yet to understand the content and what is expected of them.
I will pair ELs up with someone who speaks Spanish and English to discuss the book after we are
done during the next phase of the plan.
What accommodations will you make for students who have an IEP or 504 plan?
I will speak and read the book slowly, which is helpful for EL students, but it can also be helpful for
students with IEPs or 504 plans. I will provide extra assistance when students are working
individually or in partners. This includes explaining content in different ways and breaking the task
down into smaller steps to help students come to the right answer.
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
They can brainstorm different ways that we can conserve water that we did not talk about and write
about those.
7
References (Planning of Original lesson plan that I wrote:

instruction should be guided by https://docs.google.com/document/d/10Gmd_YoArZYFYR2qtkcRgOBBbIRhFsuJPdDiwmc42MA/
research-informed edit?usp=sharing
approaches. Acknowledge
references used to inspire lesson CPALMS website
ideas.) https://www.nea.org/professional-excellence/student-engagement/read-across-america/find-
your-book/we-are-water
https://www.goodreads.com/book/show/44581496-we-are-water-protectors?
ac=1&from_search=true&qid=GUXCy3LYwN&rank=1
https://www.youtube.com/watch?v=jqWTouyaQ-8
https://www.edutopia.org/discussion/9-tips-support-english-language-learners
https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
https://takecareoftexas.org/about-us/blog/shower-vs-bath-debate#:~:text=Generally%2C
%20taking%20a%20shower%20uses,to%2050%20gallons%20of%20water%20.
https://www.nrdc.org/stories/9-tricks-save-tons-water#:~:text=It%20may%20feel%20more
%20virtuous,dish%20before%20you%20load%20it.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Reading/science
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.) ______Level 2, Supervisor cycle 2 whole group
Where applicable, be sure to 3. Step-by-step plan:
address the following: Time: Action steps:
◻ What Higher Order Thinking 0:00 I will call students who sit in the back to come get carpet squares and set up their carpet
(H.O.T.) questions will you squares and quietly sit down.
ask? 0:01 I will then introduce the vocabulary words (nourish, courage, venom, and steward) that are
◻ How will materials be important to understanding the story. I will write them on the board and then I will say,
distributed? “Today, you might hear some new words. I’m going to share some of those now so you
◻ Who will work together in can listen to them.” I will describe words using child-friendly definitions.
groups and how will you 0:05 I will then introduce the book by saying, “We will be reading a book called, “We are
determine the grouping? Water Protectors,” written by Carole Lindstrom and illustrated by Michaela Goade. Can x
8
◻ How will students transition read the objective for this lesson (written on the board)?” I will choose a strong reader to
between activities? read the objective (which is: I will be able to explain why the author wrote this book, and
◻ What will you as the teacher learn about how to be responsible when using water)
do? 0:07 I will then introduce the genre of the book by saying, “Today’s book is a fiction book.
◻ What will you as the teacher Does anyone know what that means? That’s right! When we read this type of book, we
say? know that the events did not happen, but it can still be related to our lives, or talk about
◻ What will the students do? things in our lives in a way that changes them into something different than they are.”
◻ What student data will be 0:09 I will encourage students to think about the illustrations and the colors by saying, “As I
collected during each phase? think about the title and illustrations, I find that I am wondering about the colors and how
◻ What are other adults in the they might relate to the story. If the colors are much different on another page, will it
room doing? How are they change how I feel about the picture? Is there anything you are wondering about the title
supporting students’ learning? and cover?”
0:13 I introduce what I would like students to learn in relation to the objective by saying, “As I
read this book, think about why the author might have written it, and what the author
might want us to do now that we have read it.. We will talk about it after I am done
reading”
0:14 I will hand the extra copy of the book to my focus student and then I will then begin
reading the book and as I go on, I will point at the pictures as they relate to the text. For
example, when the text says black snake, I will point to the black snake if it is on the page.
I will also ask questions which I have marked in the book, so I know when to ask them. As
I read the pages, I will make sure that my focus student is also turning to the right pages so
everybody can see the same page that I'm reading.
The questions I will be asking are:
 “Let’s look at the picture. What do you think this black area is? What are the
animals doing? What do you think the black snake might be?”
 “The old woman in the picture said that the black snake was foretold. Does anyone
know what it means to foretell something?”
 “The color has completely changed on these pages! Does it make you feel
different? Why do you think the illustrator did this?”
 “Here is one of the words we talked about earlier, steward. In what way is the
person here being a steward to the earth? They are helping that turtle, and there are
many other ways to be a steward to the Earth. I felt like a steward to the Earth
9
when I rescued and raised a baby squirrel, or when I recycle, or buy used clothes
and books. What are some things you have done to be a steward to the Earth?”
Students will respond to this question out loud when I pull their name stick out of a
cup.
0:28 After I finish reading and asking questions, I will start to introduce reading response which
also includes the assessment. “Now that we have finished this book, what do you think the
author is trying to tell us? Think about the color of the pages and being a steward. Turn
and talk to a partner and talk about what we think she wanted us to know.” turn and talks
can help increase comprehension and introduce students to new ideas. “Let’s come back
together now. I want a few people to tell me what they talked about with their partner.” To
help see what the students talked about, I will ask the groups to share something that their
partner said or that they found interesting. “You guys had some great discussions! Now
that we have discussed why she wrote it, what do you think she wants us to do now? Let’s
do an activity to figure out some ways we can use less water and help protect the Earth”
0:34 I will then give students instructions on the first part of the reading response which
involves students going from one side of the room to the other based on their water usage
by saying “Now we are going to do something a bit different. On the count of three, I
need everyone to stand up where they are and stay there quietly. 1, 2, 3. We are going to
do a game about how much water we use. I want everyone to remember to walk across the
room, we are not racing, and it is not a competition, and we should not start talking while
doing this. I will say one side of the room is one thing, and the other side is another, and
you will go to the side that you fit in with. I want everyone to go to this side of the room if
you take a bath, and on this side of the room if you take a shower. Now go to this side of
the room if you turn off the sink when you brush your teeth and go to this side if you do
not. Now go to this side of the room if you or your family recycle and go to this side if
you do not. Now let’s walk back to our desks.” I will also participate in this game so
students will be more engaged because I am. It is important to remind students of the
expectations since this is a kinesthetic and very active way to get students to answer
questions.
0:44- I will then introduce the written part of the reading response which is also the assessment
0:55 by saying, “There are many different ways to save water, and some of them are surprising.
Do we think baths or showers use less water? That's right, baths use more! We should
10
probably turn off the sink when we are brushing our teeth, or when we are not using it. It
may be surprising but recycling actually saves water. There are many ways to save water,
let's see if we can come up with some other ones. Those are really great ideas! x can you
help me pass out these papers? We are going to write about at least one or more ways that
we can use less water in our lives. Write at least one sentence about ways we can use less
water in our day to day lives. Try your best to write, but if you need help, raise your hand
and Ms. Rodgers or I will be around to help you. Once you are done writing, raise your
hand to let us know you are done and we will check your work, and then you can start
drawing and then coloring a picture of what you wrote about.” I will offer to help my focus
student and other students who cannot write yet to write what they would like to say.
11

l2 Supervisor Observation Plan 2

Uploaded by

Copyright:

Available Formats

You might also like

l2 Supervisor Observation Plan 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

l2 Supervisor Observation Plan 2

Uploaded by

Copyright:

Available Formats

USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Grace Davis

Part 1: Lesson Content

ELA.1.R.2.4Identify an author’s opinion(s) about the topic.

ELA.3.R.2.3 Explain the development of an author's purpose in an informational text.

Objectives- What students will Some examples:

students (initials), and then explain on the levels previously listed

References (Planning of Original lesson plan that I wrote:

You might also like