USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: ____________________________________
Grade Level Being Taught: Subject/Content:
Part 1: Lesson Content
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
Group Size: Date of Lesson:
The Story of Jackie Robinson.
How does this lesson connect to the interests and cultural
backgrounds of your students?
The students are interested in learning about new people and like to
find connections between the ones they already know about.
How does this lesson connect to/reflect the local community?
This classroom likes to do partner work, so if I allow them to do this
during reading, they might be more engaged. I know my students like
when we do songs to learn about content which is why we will
incorporate a song into the lesson.
ELA.K.R.2.1:Use titles, headings, and illustrations to predict and confirm
the topic of texts.
ELA.K.R.2.2: Identify the topic of and multiple details in a text. Minor:
S.S.K.A.2.4: Listen to and retell stories about people in the past who
have shown character ideals and principles including honesty, courage,
and responsibility.
ELA.K.C.1.4: Using a combination of drawing, dictating, and/or writing,
provide factual information about a topic.
Diversity standard 8. Students will respectfully express curiosity
about the history and lived experiences of others and will
exchange ideas and beliefs in an open-minded way.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
Benchmark b.
Asks and answers appropriate questions about the story (e.g.,
“What just happened?” “What might happen next?” “What would
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________
Grade Level Being Taught: Subject/Content:
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.)
Group Size: Date of Lesson:
happen if…?” “What was so silly about…?” “How would you feel if
you…?”)
myon make questions talk about timeline do anchor chart turn and
talks writing is informative.
Trace the standard to the next grade level. What will students learn
next related to this standard?
ELA.1.R.2.1: Use text features including titles, headings, captions,
graphs, maps, glossaries, and/or illustrations to demonstrate
understanding of texts.
ELA.1.R.2.2: Identify the topic of and relevant details in a text.
S.S.1.A.2.4: Identify people from the past who have shown character
ideals and principles including honesty, courage, and responsibility.
ELA.1.C.1.4: Write expository texts about a topic, using a source,
providing facts and a sense of closure.
“He wasn’t the first black player it was someone else.”
This didn’t actually happen.
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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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________
Grade Level Being Taught:
Level(s) of Thinking
Assessment Plan- How will you know students have mastered
your objectives?
Subject/Content: Group Size: Date of Lesson:
Students will be able to accurately identify key details in a text.
Students will be able to accurately confirm the information in a text
using the title, captions, and illustration.
Students will be able to accurately write factual information about a
topic.
Students will be able to accurately retell stories of people from the
past.
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 chose this level because the students will need to be able to
understand what they are learning to be able to write about it. I decide
to take out the comparing standard because with this lesson I do not
expect them to be able to compare the figures we have learned about. I
expect them to identify and understand the information learned. Some
students might be on the level of analysis which I can prompt for the
comparison like asking “Have we learned about any other African
American people that were the first in something?” Then this could
lead to a discussion of comparison.
Describe your assessment plan:
The assessment will be the student’s writing. Since the standard is
writing something factual I will have and expect the students to write
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

something facial they learned.

Is your assessment formative or summative? Why did you make that

assessment decision?
This assessment is formative since we are continuously learning about
black history and factual information.

How does it align with your objective?

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.
The object is for the students to be able to write facial information so
making the assessment on that aligns with the objective.
I will start using a self assess rubric where the students will make sure
that they have the correct way to write a sentence.
The students will write on their paper what they think the “scored”
The areas are:
I have a capital letter at the beginning of my sentence.
I have spaces in between each word.
I have a period at the end of my sentence.
I have a detailed picture to match.

If the students think they did all 4 then they will put a smiley face, If
they only did 3 of them they will put a star, only 2 they will put a
check, and only 1 they will put a plus sign. And if they didn’t do it then
they will need to explain to me why they didn’t. Before the students
put away their work I will check and make sure they assessed
themselves correctly and ask them how they might improve next time
in writing.

Part 2: Lesson Implementation

Management & Environment
● How will you arrange yourself and the students (location in
(integrated throughout your step-by-step plan):
the classroom, seating)?
● How will you arrange yourself and the students (location in o The students will be on the carpet facing the white
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

the classroom, seating)? board with me standing at the computer in the front as
well. There I will go over the book with them and do
● What processes & procedures will you use? How and when
the anchor chart.
will you communicate those to students?
● What processes & procedures will you use? How and when
● What expectations will you have for the students? How and
will you communicate those to students?
when will you communicate those to students? o I will use the procedures of the class like having the
● What strategies will you use if students do not meet your students sit on their bottoms, keep their eyes on the
speaker, and mouths closed when not called on. I will
expectations? Are there specific students who require a more
briefly remind them by saying please come to the
extensive management plan? What will that consist of?
carpet crisscross and quietly. When students
● What will students do if they complete the task quickly? misbehave too often I will remind them of our class
agreements. If they continue to do it or it becomes a
distraction mention spark points or give them a
warning about moving their clip down or tell them to
sit in their seat but still need to do the assignment.
● What expectations will you have for the students? How and
when will you communicate those to students?
o I expect them to sit still and have their listening ears
on/ to follow procedures. I expect them to complete
this lesson and learn about history. I expect them to
write the information they learned.
o I will say the expectations before we start the lesson so
the students know what to accomplish for the lesson.
● 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?
o If students do not meet expectations for procedures
then I will remind them of the procedures or say their
name if the student isn’t paying attention.
▪ “I love how __ is seated crisscross with their
hands in their lap.”

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

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

▪ “I am going to call on __ because they have been

sitting quietly with a raised hand.”
▪ “Why do I hear talking on the carpet when
I/someone is speaking?”
▪ “Show me how to sit correctly”

▪ “I see that __ rose their hand quietly to speak

and not got up on their knees.”
▪ “Thank you for raising your hand___”

▪ “I can see you moving around too much __. Can

you show me where you should be?”
▪ “___ I notice that you are not doing your work
and following directions. I will give you a
choice you may sit in your chair and do your
work or up at the front table. Please move to
where you want to work and finish.”

o We have started using the clipchart which I can tell

students to move them down but a good way that has
been working is if I ask someone to move their clip up
then the others will become better behaved.
o If they are becoming a distraction on the carpet then I
will ask them to move to their chair or a chair that they
are able to see the board.
o I have the SPARK point system where I can take points
away from them. If students are misbehaving I will
work with them and if they are not focusing I’ll call on
them to answer so they can become engaged in the
lesson again.

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

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

● 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!)
o We will be reading and doing the anchor chart together
but if they finish their writing before everyone else
then they may move right into our literacy centers.
Myon Jackie Robinson book
Jackie Robinson picture for anchor chart

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________
Grade Level Being Taught:
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.)
Subject/Content: Group Size: Date of Lesson:
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:
Some students struggle with writing on their own still and if left alone they will not do work. To
differentiate for them and show me they know the information I will come up to them and ask them what
they want to say. They can verbally tell me the information so I know they know the topic. I will then give
them a sticky note with what they said and they can write it.
I will first circle around to make sure everyone understood what to do and give time to the lower
students the opportunity to figure out information and if they are capable of writing. I will then go to the
red table and speak with A.A and A.G. and verify if they need extra help. Then I will go to the yellow table
and speak with L.B., U.M, and ER. Then the Blue table for AV and A.L. then the green table for M.V and J.
Depending on the time I might go to the green table first to make sure they aren’t running low on time to
write.
Which specific students will benefit, and why?
This will help the students that are struggling more in writing because they don’t know their letter
sounds or have confidence in writing.
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 use starting sentences like “point to what you learned” or “show
me..” so that they are not limited to language but they can use signals to tell me what they know.
● Early Production Level: I would ask yes or no questions. I could also provide a sentence starter
for them in writing.
● Speech Emergence Level: Start asking “why” questions. Integrate higher vocabulary.
● Intermediate Fluency Level: Give them the chance to share their work and share what they know.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

What accommodations will you make for students who have an IEP or 504 plan? NA

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

References (Planning of https://www.flocabulary.com/unit/jackie-robinson/video/ I found this fun song on him that I

instruction should be guided by think will engage the students and also shows real pictures and videos of him.
research-informed I used myon to help guide the lesson with the book.
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _______reading/writing_______________________________
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.) ___Writing/reading workshop___________
Where applicable, be sure to
address the following:
3. Step-by-step plan:
◻ What Higher Order Thinking
Time: Action Steps:
(H.O.T.) questions will you ask?
◻ How will materials be
distributed? 11:20 “Everyone please come to the carpet for reading. You should be facing the
◻ Who will work together in whiteboard because we are doing a myon book. Show me being principled with a
level 0. Who can I see followed directions correctly?”
groups and how will you
determine the grouping? “Today we will be learning about an important African American figure from the
◻ How will students transition past which you will be writing about later. You will write a fact about this person
between activities?

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________
Grade Level Being Taught:
◻ 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?
Subject/Content: Group Size: Date of Lesson:
we learn today and be able to identify key details in his life.”
“Raise your hand if you like baseball or softball.” “Oh I see some hands. Now today we
are going to be learning about Jackie Robinson. He was the first African American to
play in the major league baseball.”
11: 22 “Alright let's start reading this book. As we read think the information you hear.”
After reading page 6
11:23 “ What is something that we see at the bottom of the page? What is that called? And
what is the start of this timeline?”
11:24 After page 10 “What is something that was added to his timeline?”
After page 12 “So at the start of his baseball career he joined the Kansas City
Monarches which was only for black people since they were not allowed on the major
11:25 teams during this time”
After page 14 “What was something that happened in his timeline that became apart
11:26 of history?”
After page 16 “After reading this page why do you think Jackie Robinson’s story is so
11:28 important? Let’s have a turn and talk with the person right next to you.
“5-4-3-2-1 we should be back what did some pairs talk about?” I expect students to
say he was the first black major baseball player or that he didn’t let people put him
11:30 down. If students don’t say these I will say them.
11:31 Page 18 “He became the first African American in baseball hall of fame”
“So when a number is retired that means that no other person can wear that number
in major league baseball.”
*While reading I will be writing the facts and information the students say about
Jackie Robinson.*
11:33
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

“As a way to retell Jackie Robinson’s life I found a song about him. This is a way to
retell a story through song.”

11:37
“Okay so that was another important African-American figure in history. So for
writing I want you to write a fact you learned about Jackie.”
11:37
“I will model first please stay on the carpet paying attention so you know what to do.”
I will model using the fact that he played his first major league game in 1947.
11:41
“So today we are going to grade our own papers I want you all to use these phrases:
I have a capital letter at the beginning of my sentence.
I have spaces in between each word.
I have a period at the end of my sentence.
I have a detailed picture to match.
11:43
If the students think they did all 4 then they will put a smiley face, If they only did 3 of
them they will put a star, only 2 they will put a check, and only 1 they will put a plus
sign.
11:45
So for my paper, I see that I have all 4 of these so I am going to give myself a smiley
face.

“Now it is your turn to write your fact about Jackie Robinson”

11:50
*I will be walking around helping students*

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

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

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