USF Elementary Education Lesson Plan Template (rev.

F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

Part 1: Lesson Content

What Standards (national or state)
relate to this lesson? LAFS.5.L.3.4-
(You should include ALL applicable Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
standards.) grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key words
and phrases.

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential and
instruction – the learning outcomes kinetic energy (content- what).
Content (WHAT students are --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
learning- look to the standard) reasonable (measure- how well) prediction (also part of the action) for how the main character will respond to a
Action (HOW students will show it- challenge in the second half (content- what).
there might be clues in the standard) -------------------------------------------------------------------------------------------------------------------------------------
Measure (HOW WELL they need to
do it) Students will be able to accurately identify vocabulary terms by definition.
(Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

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? ___Level One- Bloom’s Taxonomy___________________________

Which level(s) of thinking is/are called for in your objective? Level 2: Basic Application of Skills & Concepts

Why did you choose this level(s) of thinking?

For an interactive review to better prepare my students for an upcoming summative assessment.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered your Formative checklist during “I have, who has”. This is check students’ progress throughout “I have, who has”
objectives? that supports individual and group understanding of the vocabulary terms.

Groups. Got it! Almost! Help! Notes

1.
2.
3.
4.

Is your assessment formative or summative? Why did you make that assessment decision?
Formative, because I will be floating and listening and observing groups problem solving skills to figure out the
terms.

How does it align with your objective?

Because it will mark progress on if they are able to identify terms by definition.
Assessment Scoring/Rubric N/A
What are the criteria for how you will
assess student learning/student work?
If you’re using a rubric, include your
rubric here.

Understanding the standards over Trace the standard to the previous grade level. What have students already learned or been exposed to related to
time this standard?
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

LAFS.4.L.3.4-
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation and determine or clarify the precise meaning of key words and
phrases.

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

LAFS.6.L.3.4-
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning or its part of
speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

What misconceptions might Any misconceptions may be from students being unsure or confused about what term is with what definition.
students have about this content?
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your step-
by-step plan):
 How will you arrange
yourself and the students  Teacher will be placed in the front of the classroom to record points and call out definitions.
(location in the classroom,  Students will be in two lines ODDS and EVENS.
seating)?
 What processes & procedures
will you use? How and when RULES FOR SLAP BOARD-
will you communicate those  Students have two teams.
to students?  Student stands behind the tap until the teacher reads the definition.
 What expectations will you  You rush to the board and slap the term that belongs to the definition.
have for the students? How  THERE IS NOT RUNNING, SHOVING, HURTING, PUSHING.
and when will you  GOOD SPORTSMANSHIP IS ALWAYS ENCOURAGED.
communicate those to (Communicated before and repeated after specials).
students?
 What strategies will you use
if students do not meet your  Reminders of expected behaviors if students are not on task.
expectations? Are there
specific students who require
a more extensive
management plan? What will
that consist of?
 What will students do it they
complete the task quickly?  Attention Getter: “Crystal, Clear”

Materials  Two fly swatters

(What materials will you use? Why  Vocabulary words on a paper
did you choose these materials?  Elmo or projector
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

Include any resources you used. This

can also include people!)

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Process- By being able to after 5 seconds of not knowing the word putting a Bulls symbol up for support from
their team members.

Learner Profile- Pre-determined partners that are on the same DRA level or academic levels to better
challenge one- another.
AGP-AGP
ELL-ELL
SLD-SLD
Which specific students will benefit, and why?
My AGP, IEP, and ELL student will all benefit because they have support if they need it, as well as being
paired with someone who is their same academic level which allows them time to participate without not
feeling confident as if they do not have a ‘chance’.
Accommodations (If needed) 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:
students (initials), and then explain 1. I would pair this student with a bilingual student to be able to translate and support.
the accommodation(s) you will  Early Production Level:
implement for these unique learners.) 1. I have, Who has, was a support for this level giving the students the time to participate in an
interactive activity with peers to listen and group the terms.
 Speech Emergence Level:
1. Repeating the sentence more than once, so that the student hears it and comprehends it.
 Intermediate Fluency Level:
1. If struggling students can use the Bulls sign and ask for help from their team.

What accommodations will you make for students who have an IEP or 504 plan?
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

 My students with IEPs would need support are getting it through;

1. ADD- Interactive activity as well as clear expectations of behaviors.
2. SLD- Bulls symbol for support if they are struggling.

What accommodations will you make for students identified as gifted and have an EP (education plan)?
 They have to wait until the full definition is read, as well as being paired with other gifted students on
the opposing teams.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners N/A

If applicable, how does this lesson connect to/reflect the local community?
N/A

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _ELA/ Greek and Latin/ Vocabulary_______
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? (5Es; guided/gradual release/etc.)
carry out the lesson for you.)
_____Whole-group__________________________
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? 7:45 Students will be instructed to get out their Word Study notebooks and begin
 How will materials be independently reviewing their terms.
distributed? 7:45- 7:50 Students will review their terms for five minutes.
 Who will work together in groups 7:50 1. Students will be instructed to close their notebooks and put them away
and how will you determine the 2. Teacher will hand out “I have, Who has?” bags for groups to begin studying.
grouping? 7:50-8:00 Students in their groups will review their terms going through a completed list two
 How will students transition times. (SUPPORT- They may use their notebooks as a tool if the whole group needs additional support)
between activities? 8:00- 8:05 Teacher reviews the terms whole group and uses the name sticks to call on student
 What will you as the teacher do? participants.
 What will you as the teacher say? 8:05- 8:10 BEGIN REVIEWING THE RULES AND PROCEDURES FOR SLAP BOARD.
 What will the students do? 8:10- 8:15 GRAB MUSIC FOLDERS FOR SPECIALS.
 What student data will be
collected during each phase? RULES FOR SLAP BOARD-
USF Elementary Education Lesson Plan Template (rev. F18) Name: ___Angelica Garcia___________________

Grade Level Being Taught:5th Subject/Content: ELA Group Size:20 Date of lesson:

 What are other adults in the room 1. Students have two teams.
doing? How are they supporting 2. Student stands behind the tap until the teacher reads the definition.
students’ learning? 3. You rush to the board and slap the term that belongs to the definition.
4. THERE IS NOT RUNNING, SHOVING, HURTING, PUSHING.
5. GOOD SPORTSMANSHIP IS ALWAYS ENCOURAGED.

8:45. Group returns to the classroom and sit back into our original seats.
8:45 Teacher reviews expectations one more time, asking students to repeat the rules.
8:45 Odd numbers go to line evens go to the other.
8:50- 9:00 Read through all terms twice so everyone has a turn to go.