USF Elementary Education Lesson Plan Template (S 2014) Name: Hannah Knoke

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
LAFS.1.RI.1.1 Ask and answer questions about key details in a text.

LAFS.1.RI.2.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.

LAFS.1.RI.2.6 Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.


Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

How can you develop questions about a text and search through the book for the answers?
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Students will be able to
read with a question in mind and search the text to answer it.
read appropriate level text and create a graphic organizer identifying what they wondered and
learned.
relate background knowledge to new information.
expand thinking by developing questions from other questions.
identify different nonfiction features and what they learned from them.








USF Elementary Education Lesson Plan Template (S 2014) Name: Hannah Knoke

Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

These objectives will enhance the reading skills of students and allow them to improve
comprehension and learn from the texts they are reading.
Students will be able to add this skill to their knowledge to assist them in becoming better readers.
By creating graphic organizers and developing questions, they will think more about their reading.
Gradual release will allow a slow release of responsibility, helping students learn how to eventually
perform the tasks individually.
It is important for students to learn this so they can grow as readers and increase knowledge on how
to comprehend text.

Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Formative evidence will be taken in multiple ways. During the whole group lesson, students will take
notes in their RJs (reading journals) and an informal checklist will be used to note which students
grasped the concept and which are still struggling. After the whole group lesson, students will work
individually on worksheets that are to be turned in as additional formative evidence.
No summative evidence will be collected in this lesson, but the skills taught will be used in upcoming
reading assessments.
What Content Knowledge is
necessary for a teacher to teach
this material?
In order to teach this material, the teacher must be able to carry out all of the objectives herself. This
includes developing questions about a text and answering them while reading. She also must be able to
identify and define nonfiction features, as well as give examples of them and understand what can be
learned from them. It is also necessary for her to be able to create graphic organizers to display thinking
and relate background knowledge to new information.

What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
Students must be able to read grade-level texts and create T-charts. They must also be able to
formulate questions and identify nonfiction features.
Students have been taught and assessed in all of these areas in the first few weeks of school. They
have all shown progress and are ready to move on to this lesson.
The class is made up of seventeen first grade students, including eight boys and nine girls.
They are all learning how to become better readers and the various strategies being taught are
helping them with this.
The students have practiced similar strategies and are ready to move on to this new skill. They have
learned about nonfiction features, but this still needs to be reviewed. Even though we have to move
USF Elementary Education Lesson Plan Template (S 2014) Name: Hannah Knoke

readiness for this content? on, we will still go over the previous lesson regarding nonfiction features and how we can learn from
them.
What misconceptions might
students have about this content?
Students may repeat the questions straight from the text rather than develop their own questions about
the topic.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided release,
5 Es, direct instruction, lecture,
demonstration, partner word,
etc.)
This lesson will include guided release, whole group, and independent work.





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?
What will you as the teacher
do?
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
Time




<5 min


5 min










5-7 min





Who is
responsible
(Teacher or
Students)?

1. Teacher


2. Both










3. Teacher





Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

1. Before the lesson, the projector will be ready and an easel with the graphic
organizer will be in the front of the class. Students will each have a post-it
note on their desk to be used in the beginning of the lesson.
2. The lesson will begin by engaging students in the book. They will be asked to
start thinking about the pictures and developing questions about the topic.
The I wonder/I learned T-chart will be introduced and students will copy
the graphic organizer into their RJs. They will each write a question
regarding tornadoes on a post-it note. Post-its will be on each students desk
prior to the lesson. Some students will share out their questions and place
their post-it notes on the chart in the front of class. The students will be
sitting at their desks for whole group instruction. Lessons like this are
generally done on the carpet, but since the students do not all have a copy of
the book, it will be easier for them to see it if they are at their seats and the
book is projected onto the board.
3. After post-its are placed on the I wonder side of the T-chart, I will model
how to find the answer to one of the questions. I will show them how to skim
the table of contents and find information similar to what they are looking
for. Before finding the answer, students will turn and talk to discuss what
they think the answer will be. They are all seated at tables with peers, so they
can talk to the person across from or next to them. Answers will be written
USF Elementary Education Lesson Plan Template (S 2014) Name: Hannah Knoke

supporting students
learning?
What model of co-teaching
are you using?



5-7 min







<5 min



10 min



4. Both







5. Both



6. Students
on the I learned side of the chart and arrows will be drawn connecting the
two columns. The students will edit their own T-charts throughout the lesson
as I do.
4. After answering the first question, ask the students if they thought of any
other questions while finding the answer to the first one. This allows them to
expand their thinking (HOT). Once a student poses another question, look
through the text together to find the answer. I will read the table of contents
and have them stop me when I come to something that sounds like it will
answer their question. Turn to that page and read the answer to the
question. Write the answer on the graphic organizer and have the students
do the same.
5. If needed, a third question can be asked and answered as a class, if not,
students will move on to independent work. Before moving on to
independent work, I will circulate the class to see how well the students
grasped creating the chart and mark this down as data.
6. Independently (or in pairs) students will use their own nonfiction books to
create a new T-chart the same way, this will be collected to determine
whether or not they understood the lesson.

What will you do if a student struggles with the content?
Gradual release will help students better understand the concept. During independent work, if a student is
still struggling, (s)he will be assisted by me to come up with and answer the first question.

a student masters the content quickly?
They may grab a nonfiction book from their book baggies and practice on their own. These are leveled
books so it's differentiated.
Meeting your students needs
as people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The students will learn strategies that will help them analyze text pertaining to their individual interests.
This particular text relates to them because they have previous knowledge of various storms, although they
may not know much about tornadoes since they are not accustomed to them.

If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
After the whole group lesson, the lesson extension will be differentiated because students will examine
USF Elementary Education Lesson Plan Template (S 2014) Name: Hannah Knoke

books appropriate for their individual reading levels.
How will you differentiate instruction for students who need additional language support?
N/A

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.)
N/A
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
Wild Weather Tornado book
Elmo and projector screen
Post-it notes
Easel, chart paper, and markers
RJs and pencils