USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Ashley Blaun

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

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

Please answer one question from at least one bullet in each category (ie: Learning objectives and goals) below for a total of 5 questions.
Use complete sentences and attend to writing mechanics. Include this sheet as the cover page for your formal lesson plan.

Learning Objectives and Goals

● How do you plan to communicate the learning objectives to students? Be specific, include teacher talk and exact language you
might use.
o Learning objectives will be stated at the beginning of the lesson before any lesson content is discussed.
▪ “Today we will be going over different types of text features. Our learning objective for today is that I will be able
to explain how text features contribute to the meaning of the text.”

Using Data (choose one)

● What sources of student data did you use to determine student performance levels for these learning objectives? **Be explicit –
what do you know about what your students know about these learning objectives? What did you learn from this data?
o During the first week of internship (when I was still observing) my CT taught a lesson on text features with a different text.
My students had a hard time remembering why they were important and even simply just remembering their names. The
more exposure that they get with the different text features the more familiar they become to them.
▪ When looking at the exit ticket from that lesson I saw, many students really struggled with the content. Most
students scored a 1 out of 3 when trying to explain a specific text feature (photograph/caption).

Assessment (choose one)

● How are the assessments you have chosen aligned with your learning objectives?

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun

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

o The formative assessment I chose aligns with my learning objectives because it focuses on the students being able to
explain the importance of a specific text feature and why it is important for a text. The ability to explain the purpose of a
text feature is the same as my objective of students being able to explain how a text feature contributes to a text.

Instruction (choose one)

● How will you create a true discussion rather than engaging only a limited number of students?
o To ensure that all of my students are participating in true discussion is implementing turn & talks into my lesson. While
not everyone may raise their hand when I ask questions, they may talk to their peers instead!

Observation Focus
● Using the actionable feedback from your most recent formal observations, how will you address those goals in this particular
lesson? In addition, which new FEAPs do you intend to demonstrate during this lesson?
o I completed my CT observation yesterday and one of my main goals is ensuring that while I am providing individual
support to my students, I am still managing behaviors and ensuring that all students in the classroom are still working.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
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:
Understanding Text Features
How does this lesson connect to the interests and cultural backgrounds of
your students? This lesson connects to the interest and cultural
backgrounds of my students because a lot of them like to read and/or read
aloud to others and this lesson helps them get a better understanding of
different elements of a book/text (text features).
How does this lesson connect to/reflect the local community? The ability
to understand text features will help them in the real world when they
encounter news articles that they need to decode.
Spotlight(s):
ELA.2.R.2.1 Explain how text features – including titles, headings,
captions, graphs, maps, glossaries, and/or illustrations – contribute to the
meaning of texts.
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.R.2.2 Identify the central idea and relevant details in a text
ELA.2.R.3.2b Use the central idea and relevant details for an informational
text
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts
proficiently
Trace the standard to the previous grade level. What have students
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
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.)
Level(s) of Thinking
Group Size: Date of Lesson:
already learned or been exposed to related to this standard? Students have
already been exposed to text features, with them having the same standard
in first grade
Trace the standard to the next grade level. What will students learn next
related to this standard? Students will continue to work with text features,
but be to use them to identify text structures (ELA.3.R.2.1 Explain how
text features contribute to meaning and identify the text structures of
chronology, comparison, and cause/effect in texts).
Students may get the different text features or their importance confused
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 explain how text features contribute to
the meaning of the text
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s)
of thinking is/are called for in the standard? Remember, understand, and
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun

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

apply

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

Why did you choose this level(s) of thinking? I chose this level of thinking
because, when working with text features previously in the year they had a
hard time connecting the text features to the text itself. During this lesson I
want them to start remembering and understanding the different types of
text features they may see and why they are so important for a text.

Assessment Plan- How will you know students have mastered your Describe your assessment plan: Students will complete an exit ticket with
objectives? two questions that go along with the text!

1) Why does the author include a map with this text?

a. To show us the colors of places around the world
b. Tampa is in Florida
c. To show us where countries are located
d. To show us which countries the games are from
2) “Tag is a common kind of game. Children all around the world
play tag games.” What does the word common mean in this
sentence?
a. Legendary
b. Shared
c. Fun
d. Easy

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

assessment decision? This assessment is formative. My PLC made this
assessment decision to see if students can 1) identify a text feature and 2)

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
Grade Level Being Taught: Subject/Content:
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.
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: Date of Lesson:
explain why it is important, which relates to the objective.
How does it align with your objective? This assessment aligns with my
objective in the fact that the exit ticket gets students to showcase their
understanding of text features and why they are important in a text.
With the exit ticket I can see if students are able to identify text features
and explain how they contribute to the text (the objective of the lesson).
Students will be graded on the accuracy of their exit ticket!
How will you arrange yourself and the students (location in the classroom,
seating)? For this lesson I will try to be all around the classroom, rather
than just in the front or at my desk. When students are released to read, I
may go to students who need extra help in reading. Then I will move
towards my desk and start asking about the different text features they
saw. When they are released for turn & talks I may move around the room
and talk to different groups of students.
What processes & procedures will you use? How and when will you
communicate those to students? Students are familiar with the transition
procedures but the teacher will remind students of these procedures (such
as: not talking when the teacher, or peers, are talking or answering/asking
a question, being respectful, etc.) before starting the lesson and when
students transition to groups. The teacher will also ask that students
maintain a professional and school appropriate attitude towards the lesson
What expectations will you have for the students? How and when will you
communicate those to students? Students will be expected to follow
directions and stay on-task. At the beginning of each lesson, and during
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun

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

the lesson is needed, students will be reminded of their expectations.

Students will be expected to follow directions, speak kindly to one
another, and all in all just pay attention to the lesson. Before we start any
of the lesson, I will just gently remind them to follow the whole group
expectations and procedures.

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? If students do not meet expectations there
are a variety of verbal and non-verbal interventions available to use such
as hand signals, reminders of expectations, etc. Plus, in the classroom, they
have a money system where students earn money for positive behavior . I
will utilize this strategy to enforce my expectations throughout the lesson

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

complete a task quickly they will go back to 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. If students complete a task early, they will
be given the exit ticket early. If they end up finishing the exit ticket early
they would move on to grab their laptops and start i-ready

Materials
(What materials will you use? Why did you choose these materials? ● Wonders Book (Games Around the World text)
Include any resources you used. This can also include people!) ● Exit ticket
● Pencil
● Projector

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
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:
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: When it comes to differentiation for this lesson I will first read out
the whole text (Games Around the World) to ensure that they understand what we are talking about for the rest
of the lesson. Another way is reading out the question/answers on the exit ticket for some students.
Which specific students will benefit, and why? My ELL or ESE students would benefit the most from this.
Some of them do not really know English or have worked with English for very long, but can mostly verbally
understand. Reading the question/answer to them can help lead them to the right answer.
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 understanding 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
have an IEP or 504 plan, I will first give them all of the necessary accommodations listed in their plan.These
accommodations include, but are not limited to: extra time, shortened assignments, translating/reading out
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
Grade Level Being Taught:
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?
Subject/Content: Group Size: Date of Lesson:
questions, etc. 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)?
While we do not have any gifted students in our classroom, accommodations I may have for my students are
extra text feature game where they connect the name of the text feature to its definition/use (ex- title: name of a
text).
● My CT/PLC
● Wonders Book
1. What is the content area for this lesson? ELA
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.)
Guided
3. Step-by-step plan:
Time: Action Steps:
“Today we will be going over different types of text features. Our learning objective for today is that I will be
able to explain how text features contribute to the meaning of the text.”
Have students get out their Wonders book and turn to the text Games Around the World on pg. 332-335.
- Give students 3-5 minutes to read the text independently
Ask students about different text features they saw in the text
- Talk about the ones they identify
- If none are identified, give them a few to see if they can find it. “Was there a title? Where?” “Was there
a heading? Where?”
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Ashley Blaun
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:
- “How do the photographs support the text?”
- “How do headlines help organize the text?”
Have students go to pg. 335
- “What does the caption below the photograph of a chalk snail explain?”
- Turn & talk
- ELLs will be paired with a Spanish speaker to help translate
- They are already usually next to one another anyway
Have students go to pg. 332
- “What information does the map give you?”
- Turn & talk
Wrapping Up: “What did you guys learn from the text about how kids around the world are different?”
Pass out exit ticket
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