USF Elementary Education Lesson Plan Template (S 2014) Name: _Angelica Garcia_____________

Grade Level Being Taught: 5th Subject/Content: Sequence of Group Size:4 Date of Lesson: 10/04/18
Events

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Lesson Content
LAFS.5.RL.2.4-Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
LAFS.5.RI.1.1- Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.

Objectives- What are you  Students will be able to identify sequence of events in informational text.
teaching?
(Student-centered: What will Student-centered-
students know and be able to do A. The students.
after this lesson? Include the
ABCD’s of objectives: action, B. Will be able to identify sequence of events.
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence C. When reading an informational text.
written in the past or present tense,
A: the student B: will be able to re- D. And be able to explain how the events support the objective.
write the sentence in future tense D:
with no errors in tense or tense While reading an informational text, the students will be able to identify sequence of events and be able to
contradiction (i.e., I will see her explain how the events support the objective.
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Evaluation Plan- How will you

know students have made
progress or mastered your
objectives?
Address the following:
 What formative evidence will
you use to document student
learning during this lesson?
 Mastery- The students will show mastery when they are able to explain their thoughts and
process to identify sequence of events in their informational text.
 Progress- The students will show progress by being able to write down relationships they believe
to be sequence of events in the informational text.
 Formative assessment-
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 5th Subject/Content: Sequence of
Events
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
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.)
**Management & Environment
(integrated into each section of
your step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will
Name: _Angelica Garcia_____________
Group Size:4 Date of Lesson: 10/04/18
 Think- pair- share
 “Highlighter” (entry ticket)
 While students are reading independently, I will be walking around and speaking to the individual
students independently with questions for them to explain their thought process, I will be note
taking some key points they are thinking and share to support their answers.
 During the lesson, students filling out their sequence of events that they find in the text on their
given worksheet.
 Exit slip
 Summative Evidence- Following this guided group I could give students a test that has passages
with different types of sequence of events identifiers, having them identify and then explain why
they selected those events.
Lesson Implementation
Time Who is
responsible a. Students will gather at the guided reading table in the back of
(Teacher or the classroom.
Students)? b. There will be a total of four students who are in this guided
reading group, they will have assigned seats based on their
DRA levels.
c. S.Y. DRA 70 and S.A. DRA 50
d. S.D DRA 60 and S.Z. DRA 70
Figurative language
e. Once students are seated the required materials for figurative
language review will be handed out.
f. Students will be instructed to remove the “terms” and
“definition” cards from their bags and independently match
the terms to the definitions, once students are finished they
will put a thumbs up.
g. Next, students will turn to their partners and go over their
definitions to self-check and review, once they have discussed
and checked the partners will put a thumbs up.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Angelica Garcia_____________
Grade Level Being Taught: 5th Subject/Content: Sequence of Group Size:4 Date of Lesson: 10/04/18
Events

you have for the h. As a pair they will pull out the remaining cards in the bag
students? How and when labeled “Examples” and as a pair match the examples to the
will you communicate correct terms.
those to students? i. Every term will have at least one example, but one term will
have two. (making for higher-order thinking)
 What strategies will you
use if students do not j. When groups have finished matching their examples to the
meet your expectations? terms, we will turn as a whole group to briefly discuss the
Are there specific answers both pairs got.
students who require a k. Students will alternate sharing by terms.
more extensive l. If students agree with the other pairs answer they will give a
management plan? What thumbs up and if they disagree they will give a thumbs down
will that consist of? and will be asked to explain their thinking.

Where applicable, be sure to Sequence of events

address the following: m. After the whole group discussion students will put away their
 How will materials be materials in their bags as the teachers begins to hand out the
distributed? following materials for sequence of events.
 How will students transition n. Title IX book and “Clue Words” slip.
between activities? o. We will begin with the introduction of Sequence of events?
 What will you as the teacher do? p. What is sequence of events?
 What will the students do? q. What are clue words that identify a sequence of events?
 What student data will be r. Student will then use a highlighter to go through the provided
collected during each phase? excerpt and highlight the clue words.
 What are other adults in the s. As a group we will discuss what words they had underlined.
room doing? How are they t. Question: What is another way you can identify sequence of
supporting students’ learning? events?
 What model of co-teaching are u. Introduction of the text: Title IX
you using? v. Certain parts of the text will be read.
w. Students are going to have sticky tabs to mark where to stop
and then start again in the book.
x. They are going to mark page 4 at the bottom to stop reading.
y. They are then going to skip to page 16 to start reading again.
z. Before students begin to read, the sequence worksheet will be
explained that they are going to read up to page 4 identifying
USF Elementary Education Lesson Plan Template (S 2014) Name: _Angelica Garcia_____________
Grade Level Being Taught: 5th Subject/Content: Sequence of Group Size:4 Date of Lesson: 10/04/18
Events

sequence of events in the text and writing them down in order

on their worksheets.
aa. Once students are done identifying the events they may move
on to start reading on page 16.
bb. I will allow students to go to a local desired reading area to
finish the rest of the reading until the group is completely
done doing their SOE chart.
cc. After whole group is finished, we will come back as a whole
group and discuss our identified sequence of events.
dd. We will revisit the objective to see students now
understanding of sequence of events.

Add and enrich activity if times permits or students need additional

activity.

 Students will be given an ‘exit slip’ that allows for a push of higher-order
thinking to end the lesson.

Meeting your students’ needs as N/A

people and as learners—how
might you integrate information
from your student profile &
assets collection tool? How does
this lesson connect to the
interests and/or cultural
backgrounds of your students?
Differentiation—based on the  There will be a total of four students who are in this guided reading group, they will have assigned
needs of your students how will seats based on their DRA levels.
you take individual and group ee. S.Y. DRA 70 and S.A. DRA 50
ff. S.D DRA 60 and S.Z. DRA 70
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 5th
learning differences into
account?
Which FEAPs do you anticipate
demonstrating during this
lesson? How will you
demonstrate them?
(Include all relevant FEAPs from
Domains 1-4)
Does this lesson connect to your
inquiry work/wondering? Are
you trying a strategy or
integrating something learned
from data collection/literature?
Are you collecting data during
this lesson that will contribute to
your inquiry work?
Name: _Angelica Garcia_____________
Subject/Content: Sequence of Group Size:4 Date of Lesson: 10/04/18
Events
 Back up sticky notes with provided dates for struggling student(s).
1. Instructional Design and Lesson Planning. Applying concepts from human development and
learning theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and
comprehensive knowledge of the subject taught to:
g. Apply varied instructional strategies and resources, including appropriate technology, to teach for
student understanding
This lesson plan relates to my inquiry work by supporting the differentiation aspect, by providing multi-
level questions to probe and support my AGP student’s needs for higher-level of thinking.
1. Content level
2. DRA levels of the books- 60