USF Elementary Education Lesson Plan Template (rev.
Fall 23) Name: Ashley Blaun
Grade Level Being Taught: 2nd Subject/Content: ELA
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: 19 Date of Lesson: 1/17/24
Determining Setting in a Text
How does this lesson connect to the interests and cultural backgrounds of
your students? With this lesson students will be able to gain skills that help
them determine the place and time (setting) of a text/story. As students
read books about things that interest them (basketball, video games, etc.)
they will be able to use these skills to determine where the story/text is
taking place and what it is trying to tell them.
How does this lesson connect to/reflect the local community? This lesson
reflects to the local community in the fact that it will teach students how to
use the clues around them to learn about what is going on in a text/story.
Spotlight(s):
ELA.2.R.1.1 Identify plot structure and describe main story elements in a
literacy text
Accompanying:
ELA.2.F.1.3 Use knowledge of grade-appropriate phonics and word-
analysis skills to decode words
ELA.2.F.1.4 Read grade-level texts with accuracy, automaticity, and
appropriate prosody or expression
ELA.2.V.1.3 Identify and use context clues, word relationships,
background knowledge, reference materials, and/or background
knowledge to determine the meaning of unknown words
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active
listening skills when engaging in discussions in a variety of situations.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard? In first grade
students have the same standard (ELA.1.R.1.1 Identify and describe the
main story elements in a story). They have been exposed to the different
story elements before, but it might nt be fresh in their minds.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
Grade Level Being Taught: 2nd Subject/Content: ELA
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.)
Level(s) of Thinking
Group Size: 19 Date of Lesson: 1/17/24
Trace the standard to the next grade level. What will students learn next
related to this standard? In third grade there more of a focus on theme
(ELA.3.R.1.2 Explain a theme and how it develops, using details, in a
literary text) and central idea (ELA.3.R.2.2 Identify the central idea and
explain how relevant details support that idea in a text) rather than just the
elements. So, at this point, students should be able to understand the
different story elements and see how they contribute to the theme and
central idea.
Students may not understand the details that help you identify the setting
in a text
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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Students will be able to accurately identify setting(s) in a text using
context clues
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s)
of thinking is/are called for in the standard? The levels of thinking needed
in the standard are: remember, understand, and apply.
Which level(s) of thinking is/are called for in your objective? The levels of
thinking that are called for in my objective are: remembering &
understanding.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 19 Date of Lesson: 1/17/24

Why did you choose this level(s) of thinking? I chose these levels of
thinking because my students have not been working on determining
setting in a while so I don’t think they would be able to
apply/analyyze/evalute/create at this point. Once we have worked on it for
a while then I can move up the levels of thinking.

Assessment Plan- How will you know students have mastered your Describe your assessment plan: Students will receive a paper that has a
objectives? chart with setting 1 and setting 2. I will be modeling setting 1 with my
students so they see how to complete setting 2. After, students will
complete setting 2 by themselves.

Place Time

Setting 1

Setting 2

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

assessment decision? The assessment is formative. The main goal of this
lesson is to have students understand one specific story element (setting) to
prepare them for the whole unit test (summative).

How does it align with your objective? This aligns with my objective in
the fact that I was students to understand how to find the setting of a text.

Assessment Scoring/Rubric Success Criteria:

What are the criteria for how you will assess student learning/student

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
Grade Level Being Taught: 2nd Subject/Content: ELA
work? If you’re using a rubric, include your rubric here.
Part 2: Lesson Implementation
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?
Group Size: 19 Date of Lesson: 1/17/24
4 – All three parts filled out correctly
3 – Two parts filled out correctly
2 – One part filled out correctly
1 – I tried
How will you arrange yourself and the students (location in the classroom,
seating)? In the beginning of the lesson I will be at the front of the
classroom, close to the projector/teacher laptop. For this part, I will be
playing/reading the text to the students and also modeling the assignment
to students. When students are working independently or in groups, I will
be walking around providing support wherever needed. Students will be in
their seats for the entirety of the lesson.
What processes & procedures will you use? How and when will you
communicate those to students? I will utilize callbacks (such as “flat tire”
“pssst”) to bring students back after they talk to their peers. In the
classroom, there is also a money system, where students can be rewarded
with “mustang money.” Students respond very well when money is
involved in their learning, so this will be utilized if needed! This will be
communicated throughout the lesson.
What expectations will you have for the students? How and when will you
communicate those to students? Students will be expected to listen/not talk
when I am talking (which may need to be reminded during the lesson to
students who are off task). When another student is talking they should
track the speaker. If they do not, I can say, “Make sure you guys are
tracking your speaker. Turn your bodies towards who is speaking.”
What strategies will you use if students do not meet your expectations?
Are there specific students who require a more extensive management
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 19 Date of Lesson: 1/17/24

plan? What will that consist of? If students do not meet expectations, I will
first use a callback to draw their attention. When everyone is focused on
me I will be able to correct behavior or remind them of the expectation I
have for them.

What will students do if they complete the task quickly? If students

complete a task quickly they will go back in the text and reread. They can
complete the comprehension questions on the side of the text to help them
get a better understanding of it.

Materials
(What materials will you use? Why did you choose these materials? Materials needed are:
Include any resources you used. This can also include people!) ● Setting 1 & 2 Chart
● Pencil
● RWC Book

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
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.)
Subject/Content: ELA Group Size: 19 Date of Lesson: 1/17/24
What is informing your need to differentiate (mark those that apply & explain):
Readiness Interest Learner Profile
How will you differentiate instruction in this lesson? (mark those that apply):
Process Product Content
Describe what/how you will differentiate: I will be giving the same “lecture” and modeling to all of the
students the first setting in the chart they will get. However, there are some students who will need more
individual support to determine the different parts of the setting (time, place, and the clues). Even if I have to
give them more teacher support, but they still reach the same end result I will mark them as such. What’s
important is that they are learning how to find these different things (looking back in the text).
Which specific students will benefit, and why? My tier 2 & 3 students would benefit because they have a
harder time going back into the text and picking ou details that help them identify the setting (time/place).
These students might need more teacher support to complete it.
What accommodations will you make for students who are English Language Learners, using the WIDA
levels? (Refer to your ESOL Strategies checklist and list specific strategies)
Entering, Emerging, Developing, Expanding, Bridging
● Entering/Emerging: These students are still working on speaking and writing in English, so they might
not be able to complete this without teacher/partner assistance. I can model or help students sounds out
words/spell. As they are spelling words I can help them connect letters to different sounds. They will
also be buddied up with a student who speaks both English and Spanish so they can understand the
lesson.
● Developing/Expanding: Students will be buddied up with someone who speaks both English and
Spanish so they can understand the lesson. I will walk around and provide support whenever needed,
● Bridging: These students are more independent and can recognize letters/sounds. They would have a
better time at understandings texts and what is happening in them. They may need some support to
write complete sentences.
What accommodations will you make for students who have an IEP or 504 plan? For the student(s) who
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
Grade Level Being Taught: 2nd
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?
Subject/Content: ELA Group Size: 19 Date of Lesson: 1/17/24
have an IEP or 504 plan, I will first give them all of the necessary accommodations listed in their plan. I will
also provide more individual support/attention to ensure that they are focused on the lesson. They could move
to a different seat (table in the back/my table) if needed.
What accommodations will you make for students identified as gifted and have an EP (education plan)?
We do not have any gifted students in our classroom. However, if we did
1. What is the content area for this lesson? Setting (story elements)
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:
“Alright everyone, get out your Reading Writing Companion book (floppy book) and go to page 12.”
- Repeat directions as needed
“The text we are working with today is Happy New Year, which we also read yesterday!”
“While we are reading, you should focus on the place and time of the text. This is also known as the setting.
Our learning goal for today is I will be able to identify both of the settings in the text, as well as the clues the
author gives us.”
We will read the text Happy New Year together pp. 12-15
- Cloze read?
- Go over any unknown vocabulary
- Ask comprehension questions as needed to promote understanding
- What words in the text help us determine when or where this part of the story is happening?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: 19 Date of Lesson: 1/17/24

◻
- How do these words help you understand the setting in the story?
What will you as the teacher say?

◻ What will the students do? “Now that we finished reading, we are going to focus specifically on the two different settings we learn about
in this text.”
◻ What student data will be - I will model to students the first setting, showing them different strategies that they can use or how to
collected during each phase? go back to the text

◻ What are other adults in the room Pass out the chart. Students will them be released to work on the second setting with a partner
doing? How are they supporting - I will walk around the classroom and give support wherever needed
students’ learning?