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
What misconceptions might students have about this content?
Group Size: 18 Date of Lesson: March 7, 2024
Argumentative Essay
How does this lesson connect to the interests and cultural backgrounds of
your students? All of my students love animals! We chose between a cat
or dog for the students because they are the most common types of pets
that they might be familiar with!
How does this lesson connect to/reflect the local community? This lesson
reflects to the local community the fact that students form their opinions
(and supporting reasons) all the time, but this time they are writing them
down! We are connecting something they have verbally mastered to know
master in writing.
ELA.2.C.1.3 Write opinions about a topic or text with reasons supported
by details from a source, use transitions, and provide a conclusion.
ELA.2.C.1.5 Improve writing as needed by planning, revising, and editing
with guidance and support from adults and feedback from peers.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard? In 1st grade
they begin to write about their opinions with at least one detail.
● ELA.1.C.1.3 Write opinions about a topic or text with at least one
supporting reason from a source and a sense of closure.
Trace the standard to the next grade level. What will students learn next
related to this standard? In third grade students will write their opinions
after reading articles and use evidence in their writing
● ELA.3.C.1.3 Write opinions about a topic or text, include reasons
supported by details from one or more sources, use transitions, and
provide a conclusion
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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: 18 Date of Lesson: March 7, 2024

Give details and not a counterclaim

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.)
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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I will be able to write an argumentative piece to tell which pet is better.

Choose between a cat or dog.
- Write main body 2

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? The levels of thinking called
for are: remember, understand, and apply. Students will use their
background knowledge about a cat or dog to help them create a piece
arguing which animal is better.

Which level(s) of thinking is/are called for in your objective? The levels of
thinking called for are: remember, understand, and apply. Students will use
their background knowledge about a cat or dog to help them create a piece
arguing which animal is better.

Why did you choose this level(s) of thinking? I chose these levels of

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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: 18 Date of Lesson: March 7, 2024

thinking because students are using their own thinking but writing it into a
new context (writing an essay about which is better).

Assessment Plan- How will you know students have mastered your Describe your assessment plan: On the writing anecdotal sheet, I will list
objectives? the students' score (3-2-1). Depending on the student I may also include
WS (with support) if there was heavy teacher support to complete the
assignment

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

assessment decision? I made this assessment decision because it was not
the final piece of the essay, but rather just a part of it so I kept it formative.

How does it align with your objective? This aligns with my objective
because students are focusing on their second main body (or second
reason).

Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student Students will be scored out of a 3-2-1 scale.
work? If you’re using a rubric, include your rubric here.

3 I indented, used a transition word, stated my second reason, used a con

body paragraph.

2 I missed a part in my second body paragraph.

1 I tried but have not mastered this skill…yet!

Part 2: Lesson Implementation

Management & Environment How will you arrange yourself and the students (location in the classroom,
(integrated throughout your step-by-step plan): seating)? Throughout the lesson I will be all around the classroom. While I
am introducing the lesson and giving instruction I will be in the front of
● How will you arrange yourself and the students (location in the
the classroom (by the projector at the teacher desk). While students are
classroom, seating)? working, I will be walking around the classroom or at my desk.
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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 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?
Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
Group Size: 18 Date of Lesson: March 7, 2024
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.
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
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 early they will be able to continue on to the next part of
their essay (conclusion).
● Projector
● SMART Board
● Essay Paper
● Pencil
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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: 18 Date of Lesson: March 7, 2024
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 pull my
ELLs to my small group table to help them complete the assignment. While I am circulating I will focus more
on my ESE students to make sure that they are getting the support needed to complete the assignment.
Which specific students will benefit, and why? Specific students that will benefit are my ELL and ESE
students.
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 sound 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. If needed, I may use google translate to help them understand the text.
● 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.
What accommodations will you make for students who have an IEP or 504 plan? For students who have
an IEP or 504 plan, students will be given their specific accommodations (reading questions aloud, extra time.
etc.). They will also be permitted to stand up by their table if they do not want to sit.
What accommodations will you make for students identified as gifted and have an EP (education plan)?
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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?
◻ During this time I will:
What will you as the teacher do?
◻ What will you as the teacher say?
◻ What will the students do?
Subject/Content: ELA Group Size: 18 Date of Lesson: March 7, 2024
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. 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.
● PLC
1. What is the content area for this lesson? Writing
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:
(10:00) I will model my second body paragraph (how to write it). I will bring attention to my second reason and
how I form my supporting details for that reason. I will also write (callout to students/explain the words it
stands for) another contraction in my writing. I will spend time explain how to create it. Questions I may ask
during this time:
- “How do we start and end a sentence?”
- “When I squish two words together, what is it called?”
- “So, what is my second reason for thinking birds are the better pet?”
(10:10-10:30) Students will begin their own writings, I will provide individualized support whenever needed.
- Pull my ELL students to my table
- Answer individual questions for writing
- Proofread students writing, aid with making corrections
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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: 18 Date of Lesson: March 7, 2024

◻ What student data will be

collected during each phase?
◻ What are other adults in the room
doing? How are they supporting
students’ learning?