USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24

Part 1: Lesson Content

Title of Lesson Sarah and the Chickens

What Standards (national or ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a literary text?
state) relate to this lesson?
(You should include ALL applicable
standards.)

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.2.R.1.1: Identify plot structure and main story elements in a literary text.

Trace the standard to the next grade level. What will students learn next related to this standard?

ELA.4.R.1.1: Explain how setting, events, conflict, and character development contribute to the
plot in a literary text.
What misconceptions might stu- Students may have trouble understanding the changes that Sarah is experiencing.
dents have about this content?

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 3 Subject/Content: ELA
Objectives- What students will
know or be able to do after the in-
struction – the learning outcomes
Content (WHAT students are learn-
ing- look to the standard)
Action (HOW students will show it-
there might be clues in the stan-
dard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: ____Bennitt Barnes_______________
Group Size: 9 students Date of Lesson: 3/19/24
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 re-
spond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
After reading Sarah and the Chickens, students will be able to write reasonable responses for the
following questions: “How do Maggie’s actions affect Sarah? How would the story be different if
Sarah never met Maggie?”
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ______DOK 2 and DOK 3________________________________
Which level(s) of thinking is/are called for in your objective? ________DOK 2 and DOK
3__________________________________
Why did you choose this level(s) of thinking?
Students have already recalled information from the story.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? *First formative assessment, walk around as students answer bellwork
*Exit ticket, 2 questions

Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative because I want my students to continue answering open ended ques-
tions and using evidence from the text to determine how I can best support my students academic
needs.

How does it align with your objective?

Students will be writing their own thoughtful but reasonable responses to questions about Sarah
and the Chickens.
Assessment Scoring/Rubric If they answered each question with a reasonable response then they will earn credit.
What are the criteria for how you
will assess student learning/student
work? If you’re using a rubric, in-
clude your rubric here.

Part 2: Lesson Implementation

3
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24
Management & Environment I will be standing at the front of the room for most of this lesson. During the lesson, I expect my class
(integrated throughout your step- to listen and focus their attention on me. To maintain their focus, I’ll say, “Make sure you’re tracking
by-step plan): while I teach.” “Tracking” is their keyword which tells them to focus. During our choral reading, I ex-
● How will you arrange your- pect the class to be respectful of who is reading by listening, and trying their best to sound out a word
self and the students (loca- or ask for help if they get stuck. While working with partners, I expect my class to listen intently and
tion in the classroom, seat- give each of their partners one minute to discuss.
ing)?
● What processes & proce-
dures 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 commu-
nicate those to students?
● What strategies will you use
if students do not meet your
expectations? Are there spe-
cific students who require a
more extensive management
plan? What will that consist
of?
● What will students do if they
complete the task quickly?
Materials Story Web template
(What materials will you use? Why Sarah and the Chickens
did you choose these materials? In-
clude any resources you used. This
can also include people!)

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24
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:

My students will have opportunities to turn and talk with their neighbors. They will also have a menu of
options of things to do once they’re done.

Which specific students will benefit, and why?

These changes will benefit all of my students because they all enjoy having the decision to pick what to
work on.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific ac- WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies) Entering, Emerg-
commodation? List individual stu- ing, Developing, Expanding, Bridging
dents (initials), and then explain the ● Entering/Emerging:
accommodation(s) you will imple- ● Developing/Expanding:
ment for these unique learners.)
● Bridging:

Students will have opportunities to work with partners at their tables.

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

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For enrichment, students can pick any option from the choice board once they’ve finished.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24
References (Planning of instruc-
tion should be guided by research-
informed approaches. Acknowl-
edge references used to in-
spire lesson ideas.)

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 3 Subject/Content: ELA
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 ad-
dress the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be distrib-
uted?
◻ Who will work together in
groups and how will you deter-
mine the grouping?
◻ How will students transition be-
tween activities?
◻ What will you as the teacher do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be col-
lected during each phase?
◻ What are other adults in the
room doing? How are they sup-
porting students’ learning?
.
Name: ____Bennitt Barnes_______________
Group Size: 9 students Date of Lesson: 3/19/24
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.) _______Gradual release________________________
3. Step-by-step plan:
Time: Action Steps:
1. 8:35:
a. Review expectations for ELA
2. 8:40:
a. I’ll begin by going over the four questions my students answered for morning work. I’ll
call on four students; a new student for each question.
i. “Who are the important characters in the story?” Why are they important?
ii. “What is the setting of the story?” How do you know?
iii. “What is the problem in the story?”
iv. “What is the solution to the problem?”
3. 8:50:
a. Choral reading of Sarah and the Chickens
i. Remind students to follow along with their finger
ii. Remind students that everyone is reading as best they can and if they get stuck on
a word to listen to the teacher and their peers. Begin reading as soon as possible.
iii. Teacher will walk around room during choral reading to give visual affirmations of
positive work, e.g. thumbs up
4. 9:00:
a. After going over the first four, I’ll answer the question “In what ways are Maggie and
Sarah alike/different?”
i. I Do
1. Teacher uses Elmo to model think aloud and completion of Venn Diagram
2. Students copy comparisons and differences onto Venn Diagram (while at
seats)
5. 9:15:
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24
a. Together, with teacher support, students will answer the question “How do Maggie’s ac-
tions affect Sarah?
i. We Do
1. Review partner expectations
2. Inform students that one person from each group will report out
3. One minute per student to respond to the question (approximately 3 min-
utes)
4. Groups share and write responses on story web
5. As group members are sharing, teacher models a think aloud focused on
how Sarah is changing due to Maggie’s actions.
a. Think aloud questions:
i. I wonder
ii. What do you think this means for Sarah?
iii. How do you think Sarah feels now?

6. 9:35:
a. Exit ticket on back of story web
i. You Do
1. “How does Sarah change throughout the story?”
2. “How would the story be different if Sarah never met Maggie?”
3. Students should answer the questions completely on their own. Once
they’re done they will show me their answers and the teacher will check.
7. 9:40:
a. Tic-Tac-Toe menu
i. Students sit around room to complete their activities
ii. Students choose at least two items from menu board
iii. Mark their choices by writing initials or adding a smiley face to the box
iv. Students will spend at least 5 minutes on each of their choices but have the oppor-
tunity to focus on one menu item for the entire 20 minutes
8. 9:58:
a. Conclude ELA by asking students to turn in TIc-Tac-Toe menu and organize their space to
be dismissed for specials

Choice Board ELA.docx

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Bennitt Barnes_______________

Grade Level Being Taught: 3 Subject/Content: ELA Group Size: 9 students Date of Lesson: 3/19/24