USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
Purple Highlight = Connection to literature
Blue Highlight = Connection to asset profile
Pink Highlight = Connection to demographics profile
Part 1: Lesson Content
Title of Lesson Identifying Relevant Details
Meeting your students’ needs as people and as learners How does this lesson connect to the interests and cultural backgrounds of
(supervisors) your students? This lesson connects to the interests and cultural
background of my students in the fact that there are a lot of my kids who
absolutely love animals (and learning about animals). Since this text is
about ants, which is an animal they can connect to seeing/hearing before,
they can learn more about animals!
How does this lesson connect to/reflect the local community? This lesson
connects/reflects the local community in the fact that students will need to
understand how to identify important details in texts they read in the real
world (such as: news articles, books, etc.).
What Standards (national or state) relate to this lesson? ELA.5.R.2.2 Explain how relevant details support the central idea(s),
(You should include ALL applicable standards.) implied or explicit.
[Link].1.1 Cite evidence to explain and justify reasoning.
[Link].1 English language learners communicate information,
ideas and concepts necessary for academic success in the content area of
Language Arts.
Understanding the standards over time Trace the standard to the previous grade level. What have students
(CPALMS/instructional planning course) already learned or been exposed to related to this standard? In 4th grade
students are working with the same standard, with texts that fit their grade
level (ELA.4.R.2.2 Explain how relevant details support the central idea,
implied or explicit.).
Trace the standard to the next grade level. What will students learn next
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
related to this standard? In 6th grade, students begin to look at different
sections of a text (ELA.6.R.2.1 Explain how individual text sections
and/or features convey meaning in texts) and identify which are more
important, rather than focusing on specific details.
What misconceptions might students have about this content? (talk to Students may not be able to identify which details are most important in a
your CT) text
Students may not be able to determine the central idea of the text
Objectives- What students will know or be able to do after the Some examples:
instruction – the learning outcomes --Students will be able to accurately (measure- how well) differentiate
Content (WHAT students are learning- look to the standard) (action- how) between potential and kinetic energy (content- what).
Action (HOW students will show it- there might be clues in the standard) --Based on what they read in the first half of a fiction story, students will
Measure (HOW WELL they need to do it) be able to write (action- how) a reasonable (measure- how well) prediction
(Note: Degree of mastery does not need to be a percentage.) (also part of the action) for how the main character will respond to a
challenge in the second half (content- what).
------------------------------------------------------------------------------------------
(connect back to 4504/CT Support/reinforced in instructional planning) -------------------------------------------
Students will be able to accurately identify relevant details in a text
Students will be able to accurately explain why a detail is relevant to the
text
Students will be able to accurately determine the central idea of a text
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? Remember & Understand
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 these levels of
thinking because the main goal of the lesson is to help students determine
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
which details are more relevant in a text
Assessment Plan- How will you know students have mastered your Describe your assessment plan: I will be using a checklist that I will utilize
objectives? throughout or after the lesson, and after, to check if students are
understanding the content and able to write it down/articulate it (following
the rubric below). If students seem to follow the rubric, I will check next
to their name accordingly.
How does it align with your objective? This assessment aligns with my
objective in the fact that this lesson is based off of being able to identify
and explain relevant details (and identifying them), so as I am walking
around the classroom I will be able to gauge their understanding based off
of one-on-one communication or through seeing the work they have
completed and having them explain it to me.
Is your assessment formative or summative? Why did you make that
assessment decision? I chose to have my assessment be more formative,
rather than summative. This is because this lesson is focusing on one or
two skills that they will apply on an actual test. The assessment for this
lesson is a check to ensure that they understand how to use that skill
(finding/explaining relevant details).
Assessment Scoring/Rubric Below is a rubric that I will use to assess student learning. During the
What are the criteria for how you will assess student learning/student lesson, I will have a list of student names where I can check off if students
work? If you’re using a rubric, include your rubric here. are participating and able to do the things listed on the rubric. I will give 1
check for needs improvement, 2 for proficient, and 3 for exemplary so I
know when I look at it again.
1 2
Needs Improvement Proficient
Student may be able to identify Student is able to identify two to Student is a
relevant details in the text three relevant details more
Student could only identify one or
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
less relevant details Student is able to explain why the
detail is relevant to the text
Student is unable to explain why
certain details are important to the Student is able to accurately
text identify a central idea
Student may not be able to Needed some teacher support
identify a central idea
Needed extensive teacher support
Student is a
detail is rele
Student is a
detail may b
another
Student is a
identify a c
their reason
Did not nee
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)? In the beginning of the lesson, I will most likely be at the front
of the classroom. I will be utilizing the projector to show the students the
two sheets I will be giving to them for the lesson. When I go through the
first paragraph with them together, I will still be at the front. However,
when I release them to work with their table group, I will primarily be
walking around the classroom providing support wherever needed.
- During instruction, to ensure that all students (No matter their
academic level) understand the teacher may need to apply various
levels of support throughout the lesson. I will be able to do this
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
when I release students to work with their table groups
- (Westman, 2021)
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
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 chip system where students earn or lose chips for behavior (or
really, anything). 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, there is an early finishers worksheet that students
can complete so they are consistently working and not bored. The
worksheet gives students the opportunity to work on other fifth grade
skills.
- (Hertberg-Davis, 2009).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
Materials
(What materials will you use? Why did you choose these materials? ● Activity worksheet
Include any resources you used. This can also include people!) ● Activity text
● Early finisher worksheet
● Pencil
● Projector
● Computer, if needed
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or groups Process Product Content Readiness Interest Learner Profile
of students)
Describe what/how you will differentiate: There are a few students in the classroom who may need more
individual support/encouragement to complete the tasks. To do this, while I release the class to finish the
worksheet, I will walk around the classroom to the few students who need the extra level of support to ensure
that they are understanding what is happening and working well/keeping up with the rest of the group.
- To ensure that everyone is understanding the lesson itself (during a whole group setting), I will be able
to give more support to students who may need it (and less to students who won’t need it) after I
release them to work on the worksheet
- (Tomlinson, 2017)
Which specific students will benefit, and why? The students who will most benefit are: E.S., J.S., K.T., A.C.,
M.M., Z.G., J.S.. These are the students who fall under tier 2 & 3. These students need extra levels of support
to navigate some assignments, therefore it will be provided to them. For example, K.T. may need more verbal
redirection and encouragement to actually read the text and answer the questions. The students above all may
require extra attention to help work through the questions, however, they are also allowed to work in groups so
that will also help them.
- (Watts-Taffe, 2012)
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students? (content?
(adapting instruction to meet the materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or groups - There are students (E.S., J.S., K.T., A.C., M.M., Z.G., J.S..) who may need more support to
of students) complete/understand assignments. During the lesson, when students begin to work with their tables, I
will be able to walk around and give those students more levels of support if needed.
- I also have a student (K.T.) who cannot always stay seated, so of course, she would be allowed to stand
up and move if she needs throughout the entirety of the lesson
- (Watts-Taffe, 2012)
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to your
(What students need specific ESOL Strategies checklist and list specific strategies)
accommodation? List individual
● Pre-Production Level: Provide the text in their home language (and the copy in English) for students to
students (initials), and then explain
the accommodation(s) you will go back and forth with. This allows for the students to connect the English words to their home
language.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
implement for these unique learners.)
● Early Production Level: Ask who, what, where, and either/or questions to keep the student engaged
*If you don’t have students who with the text, allowing them to have a better understanding of it.
require these accommodations, ● Speech Emergence Level: Provide mor scaffolding on what a detail is and how to determine if a detail
describe what you WOULD do if you
is important to a text
did have these students.
● Intermediate Fluency Level: Doing everything above, if needed, while asking more higher-order
thinking questions that they can understand at this level. This student will also be given more support
during instruction to ensure they understand & allows them to work with peers to get their
understanding as well. (Watts-Taffe, 2012)
What accommodations will you make for students who have an IEP or 504 plan? Students who have an
IEP and 504 Plan (such as: A.C., Z.G., M.M., J.S.D., K.T.) have specific accommodations (such as: verbal
encouragement, redirection, etc.) that will be implemented throughout the entirety of the lesson to
ensure they are understandings and learning. (Watts-Taffe, 2012)
What accommodations will you make for students identified as gifted and have an EP (education plan)?
Most of my students are AGP (gifted) students. Usually, from what I have seen, this causes lessons to be more
fast paced. For these students, I have an early finishers worksheet that is still based off of the text but may be
difficult by having them access other types of learning. (Hertberg-Davis, 2009)
References (Planning of instruction - Watts-Taffe, S., et. al. (2012). Differentiated Instruction: Making Informed Teacher Decisions. The
should be guided by research- Reading Teacher, 66(4), 303–314.
informed approaches. Acknowledge - Hertberg-Davis, H. (2009). Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted
references used to inspire lesson Programs and Is Sufficient: Classroom Teachers Have the Time, the Skill, and the Will to Differentiate
ideas.) Adequately. The Gifted Child Quarterly, 53(4), 251–253.
- Westman, L. (2021). What Differentiated Instruction REALLY MEANS. In Educational Leadership
(Vol. 79, Issue 1, p. 71–). Association for Supervision and Curriculum Development.
- Tomlinson, C. A. (2008). The goals of differentiation. In Educational Leadership (Vol. 66, Issue 3, pp.
26–30). Assoc Supervision Curriculum Development.
- Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd
edition.). ASCD. 35, 63-65
Step-by-Step Plan
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
(What exactly do you plan to do in 1. What is the content area for this lesson? Relevant Details
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other words, what
Act as if you needed a substitute to lesson structure is appropriate for teaching within this content area? Gradual Release
carry out the lesson for you.)
Where applicable, be sure to address 3. Step-by-step plan:
the following: Time: Action Steps:
◻ What Higher Order Thinking “Before we get started with today’s lesson, I am going to pass out these two papers that we are going to work
(H.O.T.) questions will you ask? on today! The first paper is the text we are going to read and the other is a chart where we are going to write
◻ How will materials be down relevant details we find in the text!”
distributed? “Let’s turn our attention to the text. The title of this text is called Amazing Ant’s! So, we can infer that this text
◻ Who will work together in groups is about…. Yep! Ants!”
and how will you determine the
“What do you guys already know about ants?” (Watts-Taffe, 2012)
grouping?
- Allows for students to connect learning to students' life experiences (Watts-Taffe, et. al., 2012)
◻ How will students transition - Implement wait time to give students more time to think about what they know about ants
between activities?
“As I read the text to you, I want you to focus on the central idea. Can somebody raise their hand and tell me
◻ What will you as the teacher do? what the central idea is?”
- Implement wait time
◻ What will you as the teacher say?
- Students should answer: Can also be referred to as main idea, is a statement about what the text is
◻ What will the students do? mainly about
“Yep! The central idea, or main idea, is a statement that shows what the text is mainly about. Alright, so I am
◻ What student data will be going to read the text to you first and as I am reading I want you to listen and try to find the central idea.”
collected during each phase? - I will then read the text in its entirety
◻ What are other adults in the room “Awesome! Now that I have read the text to you, what did you guys find as the central idea? Turn and talk to a
doing? How are they supporting partner.”
students’ learning?
“What did you guys find?”
- Implement wait time
- Ask multiple students
“Awesome! When I read this article, I feel like the central idea is Ants live in colonies and all have different
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
responsibilities”
“Awesome! So, as we are reading the text, I want you to write down any relevant or details you find in the text
and explain why you think that the detail is important. How do we know if a detail is more important or not?”
- Implement wait time
- Turn and talk (Tomlinson, 2017)
“Exactly! We are able to tell if a detail is more important than another by seeing if it helps us understand or
visualize the central idea what the text is going to be about. There are some details in the text that are more
important because it really helps us understand the main topic or idea more than others. A detail can be
considered relevant if it helps us understand the central idea (main idea) more.”
“I am going to read the first two paragraphs to you and I want to see if you guys can find any relevant details.”
- My text and worksheet will be displayed on the projector
- This helps students visualize what I am describing
“After these two paragraphs, what detail do you think is the most important?”
- Student should answer: “Ants live in communities called colonies” or something about what a colony is
OR differentiating between worker ants and the queen in a colony
“In these two paragraphs, I feel like the most important detail that really helps us understand ants is the fact that
they live in colonies! We should put this as an important detail that we found. What could we put in the second
column ‘Why is this detail important?’”
- Implement wait time
“Yep! I feel like this detail is important because it helps us understand how ants live. We learn that they live in
colonies. What could we put for the third column ‘What helped you to determine that it was important?’”
- Implement wait time
“Exactly! We could write that it helps us understand how ants live.”
“Now that I showed you, I want you to work with your table to fill out the rest of the chart. If you would prefer
to work alone, that’s okay! I will give you guys about fifteen minutes and we’ll check to see where we are at!”
- If needed, I may shorten or give more time to complete the worksheet
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Ashley Blaun
Grade Level Being Taught: 5th Subject/Content: ELA Group Size: 23 Date of Lesson:
Once the time is us and most students filled out the worksheet, I will then have students share what details they
found to be most important in the text
- I will try to get at least one student from the table to tell us what they found.
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