Supervisor Observation 1 - Perspective

USF Elementary Education Lesson Plan Template (rev.
Fall 23) Name: Riley Hamilton
Grade Level Being Taught: 2 Subject/Content: Group Date of Lesson: February 6th, 2024
ELA/Perspective Size:17
Part 1: Lesson Content

Title of Lesson Perspective is a Walk in the Park
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to the interests of my students as everyone has a different perspective and will
How does this lesson connect to/reflect the local community?

This lesson connects to the local community because everyone has a perspective in life, and most are
different from their peers.
What Standards (national or

state) relate to this lesson? ELA.2.R.1.3: Identify different characters’ perspectives in a literary text.
(You should include ALL applicable
standards.) ELA.2.R.3.2: Retell a text to enhance comprehension.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
ELA.1.R.1.3: Explain who is telling the story using context clues.
ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.3.R.1.3: Explain different characters perspectives in a literary text.
ELA.3.R.3.2: Summarize a text to enhance comprehension.
What misconceptions might Students may think that identifying characters' perspectives only involves recognizing their emotions or
students have about this actions, rather than understanding the underlying reasons and motivations.
content? Students might mistakenly assume that a character's perspective always aligns with the author's
viewpoint. They may not recognize that authors often create characters with diverse perspectives to
explore different ideas and themes.
1
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Riley Hamilton
Objectives- What students will Students will be able to accurately identify different charcters’ perspectives in a text.
know or be able to do after the
instruction – the learning Students will be able to accurately retell a story mentioning the main story elements.
outcomes
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? Apply: Application in this context involves the ability to apply the understanding of
characters' perspectives in the given literary text. Students may need to relate characters' perspectives
to specific events or situations in the story.
Evaluate: Evaluative thinking may be involved as students compare the perspectives of different
characters. They might assess the impact of these perspectives on the overall narrative or themes.
Which level(s) of thinking is/are called for in your objective? In my objective, apply is called for in my
objective as they will have to use the knowledge learned to identify perspectives and retell a story.
Why did you choose this level(s) of thinking? I explained above.
Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will check their work written on their sheets after they have completed to ensure understanding of the
your objectives? topic.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because we are just now introducing this topic and need to see how we will continue
educating.
How does it align with your objective?

It aligns with my objective because they will be able to identify the charcters perspective on their sheet
which I will check. They will also have to retell the story on the sheet and I will check for
comprehension.
Assessment Scoring/Rubric
2
What are the criteria for how you I will be giving students a Graphic Organizer to fill out after the read-aloud. This will help me
will assess student understand where they are at with perspective and knowing that other people have different
learning/student work? If you’re perspectives and why.
using a rubric, include your rubric This document is attached below.
here.
Seven Blind Mice

Retelling.pdf
Part 2: Lesson Implementation

Management & Environment
(integrated throughout your I will be in the front of the classroom and the students will join me on the rug for the lesson. For the
step-by-step plan): activity, the students will be roaming around the room going to each table station. I will be roaming as
• How will you arrange well to guide as needed. During independent work time the students will be at their desks, and I will be
yourself and the students roaming to understand their thinking.
(location in the classroom,
seating)?
• What processes & I will use falcon dollars for positive praise as needed. I do not need to communicate this to them, they
procedures will you use? will know with the non-verbal cues.
How and when will you
communicate those to I expect my students to be engaged and answering my questions when prompted to. Students shouldn’t
students? have the problem of not meeting my expectation. Usually after I give Falcon Dollars to the students who
• What expectations will you are doing the correct thing, they act appropriately.
have for the students? How
and when will you If they complete the task quickly, they will be able to work on IReady or Read theory.
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
3
will that consist of?

• What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why - Seven Blind Mice by Ed Young
did you choose these materials? - Seven Blind Mice Retelling sheet
Include any resources you used. - Doc. Camera
This can also include people!) - Activpanel
- Shoe box of items
- Mrs. Collins😊
4
Differentiating Instruction 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 differentiate the lesson based on how we do each activity. I have arranged the process to gain
interest by having the students up and moving often. I will also not hold them on the carpet or at their
seats for more than 20 minutes at a time before moving on to a new part.
The class is a gifted/advanced class. The entire lesson and teaching style is accommodated for them.
Which specific students will benefit, and why?
I will also monitor Anabella a bit extra to ensure she is grasping the content.
Every student in the class will benefit because it is easy to lose interest when sitting still too long.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual Entering, Emerging, Developing, Expanding, Bridging
students (initials), and then explain • Entering/Emerging: I would provide visual supports, pair the students up with a buddy during
the accommodation(s) you will the graphic organizer section, and pair them with a translator during the read aloud if necessary.
implement for these unique • Developing/Expanding: I would provide sentence frames in the graphic organizer and encourage
learners.) peer collaboration.
• Bridging: I would closely monitor and assist as needed with verbal sentence stems.
What accommodations will you make for students who have an IEP or 504 plan? N/A
5
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
I will ensure all students have recorded their thoughts onto the paper. This entire lesson is
accommodated for an advanced class.
6
References (Planning of
instruction should be guided by CPALMS
research-informed IReady Diagnostic
approaches. Acknowledge
references used to inspire lesson
ideas.)
7
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Characters’ Perspective
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.) Gradual Release
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? 11:45-12:00pm UFLI Lesson 113 Day 2
 How will materials be
distributed? 12:00pm “Okay class, today we are going to talk more about characters’ perspective. Before
 Who will work together in we start our activity for the day, why is it important to consider that different people have different
groups and how will you perspectives?” *Discuss* “Why do people who are in the same place see things differently?” *Discuss*
determine the grouping?
 How will students transition 12:08pm: “On each desk, I have a shoe box. Each box has a different item inside. In a
between activities? moment, you are going to have a chance to blindy reach your hand inside and guess what the item is. You
 What will you as the teacher will write on the piece of paper at each table what you think it is and keep your paper for the end. DO not
do? share your guesses with anyone yet. Everyone will have a chance to guess at each table. Numbers #1-3,
 What will you as the teacher please go to box #1, numbers #4-6 go to box #2, numbers #7-10 go to box #3, numbers 11-13 go to box
say? #4, and numbers 14-17 go to box #5. Make your way around to every box, collect your papers you filled
 What will the students do? out, and join my on the rug when you are done.
 What student data will be 12:18pm: *I will have a few share their guesses and reveal each item*
collected during each phase?
 What are other adults in the 12:25pm: *Read Seven Blind Mice*
room doing? How are they
supporting students’ learning? 12:35pm: “Wow, seven different mice had seven different perspectives on the same thing.
Perspective is what we are thinking or feeling about something. Not all people have the same
perspective even though we may be experiencing the same thing. Even though the seven mice were all
investigating the elephant, their perspective on the elephant were very different.
“If you were the blind mice, how would you feel?”
Now that we have read the story, I want you to stand up and with a partner or by yourself, complete the
retelling sheet. *Give students about 15 minutes*
8
12:50pm: *Review a few questions on the assigned IXL. Then release them to finish on
their own.
9
10

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USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Riley Hamilton

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

What Standards (national or

ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension.

ELA.3.R.3.2: Summarize a text to enhance comprehension.

Assessment Plan- How will you Describe your assessment plan:

How does it align with your objective?

Seven Blind Mice

Part 2: Lesson Implementation

will that consist of?

Readiness Interest Learner Profile

Process Product Content

Describe what/how you will differentiate:

Which specific students will benefit, and why?

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