USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
Part 1: Lesson Content
Title of Lesson Opinion Based Writing: Planning Sheet
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners The writing prompt is do decided whether or not dogs should be allowed on the beach. The students will
have a chance to express their opinion and come up with stories as a way to elaborate to support their
POV. This relates to students interests because they are all animal lovers, so they can relate to this and
use their own ideas in the writing.
How does this lesson connect to/reflect the local community?
Students will be able to take experiences or what they have seen in the community and apply it to their
writing. Since we live in Florida, there are plenty of beaches and some allow dogs. If these students have
been to these beaches then they know first-hand the experience of sharing the beach with dogs (good or
bad).
What Standards (national or
state) relate to this lesson? LAFS.4.W.1.2—write informative/explanatory texts to examine a topic and convey ideas and information
(You should include ALL applicable clearly.
standards.) a) Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b) Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic
c) Link ideas within categories of information using words and phrases (e.g., another, for example,
also, because)
d) Use precise language and domain-specific vocabulary to inform about or explain the topic
e) Provide a concluding statement or section related to the information or explanation presented
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?
LAFS.3.W.1.1—write opinion pieces on topics or texts, supporting a point of view with reasons
This standard begins to introduce opinion pieces to students. Students are supporting the point of view
with reasons; the standard does not specifically mention text evidence (which will be later). This
standard builds the students writing stamina and their ability to write an opinion piece which is easier
than informational (which uses multiple texts).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.5.W.1.1—write opinion pieces on topics or texts, supporting a point of view with reasons and
information
Students will be able to take what they learned from 4th grade standard and provide a point of view to
help support their writing. Students will also be expected to write more for this opinion piece because
they are going to be adding and elaborating on more information.
What misconceptions might Students might think the planning for an opinion-based writing is different than what they have done
students have about this Students might not take the sources into consideration when they are deciding which side to take
content?
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
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Today I will use the coded text to create my plan
Measure (HOW WELL they need to So that I can prepare to write my paper
do it) I know I will have it when my planning sheet has sources and elaboration
(Note: Degree of mastery does not
need to be a percentage.)
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? ____Analysis_____
Which level(s) of thinking is/are called for in your objective? ___synthesis_____
Why did you choose this level(s) of thinking?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
The standard and objective require both higher-order thinking skills. The standard is analysis because it
is asking examine a topic and convey ideas. This standard is requiring students to breakdown
information in both the prompt and text to create an opinion-based piece. The objective is asking the
students to create a planning sheet that has elaboration and sources to help them write. Students are
looking through the sources to find evidence that supports their view and coming with their own
elaboration.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered Students will be copying what I am writing from the doc camera. I will be assessing students throughout
your objectives? the lesson by asking them questions about the body paragraph.
What is the first thing to do? (unpack the prompt and review sources)
What do I include in my planning sheet? What is the template? (BMME or IMMC)
What do I include in the introduction? (prompt and 2 reasons for middles)
How do I cite sources in my planning? (ex. s1 p12)
What do I include after I cite a source in my planning that I need to include in my writing?
(elaboration or insight)
Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because I am gauging what the students know about the planning sheet
and its template. Based on this information, I can support students by discussing what needs to be in the
plan. I will also expect students to follow the planning sheet when they are writing the introduction and
middle 1 on their own. Hence, it is important to pay attention and know what each thing on the sheet
means.
How does it align with your objective?
This assessment aligns with the objectives because we will be discussing what needs to be included in
the planning sheet along with what is coded in the text. We will discuss what information belongs in the
planning such as our topics for the middle paragraphs.
Assessment Scoring/Rubric N/A
What are the criteria for how you I will be asking questions while I am modeling the writing
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your
step-by-step plan):
How will you arrange Students will be sitting at their desk during the lesson. I will be doing a whole group writing
yourself and the students lesson for our opinion-based essay. We will begin the planning sheet.
(location in the classroom,
seating)?
What processes & I will use attention getters to pull the students back to me (such as waterfall waterfall; shhh; give
procedures will you use? me 5). The students are already aware of these attention getters and are used throughout the
How and when will you day.
communicate those to
students?
What expectations will you I will modify the classroom CHAMPS for the writing lesson. I will go over the CHAMPS at the
have for the students? How beginning of the lesson. I will refer to the CHAMPS throughout the lesson if students are not
and when will you following the rules (my friends, what conversation level should we be at?)
communicate those to
students?
What strategies will you use I will use positive praise if students are not meeting my expectations. I will also reinforce
if students do not meet your classroom rules/CHAMPS to help guide the students and bring them back to the lesson. we also
expectations? Are there have a class money system, so I can give students bonuses for great participation or fines for
specific students who those who are not listening. There are no specific students who require an extensive
require a more extensive management plan
management plan? What
will that consist of?
What will students do if We will be writing together, so they should be following along (there is no way for them to get
they complete the task ahead). If there is time left in the writing block, then I will have the students begin planning for
quickly? their second body paragraph
Materials Blue Planning Sheet
(What materials will you use? Why Writing Packet (has both text, prompt, and paper for writing)
did you choose these materials? Marker
Include any resources you used. Doc Camera
This can also include people!)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
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:
There are three students who would benefit from differentiated instruction. I will work with
these students in a small group to plan their writing because they are using a lower-level text.
These students will not have as much information from their sources like the rest of the class.
Hence, their planning sheet will look different and so will their writing.
Which specific students will benefit, and why?
There are three students that will benefit from this; EN, AW, and NA. These students are ESE and
are severely below level. Hence, the 4th grade leveled text will hinder them from understanding
the text which is used to plan. These students are still getting exposed to the same 4 th grade
writing standards but it is in an instructional leveled text.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual Pre-Production Level: use visuals to help students understand what needs to be the planning
students (initials), and then explain sheet (BMME Strip)
the accommodation(s) you will Early Production Level: allow students to answer (short responses/phrases) when we are
implement for these unique discussing what needs to be in the writing
learners.) Speech Emergence Level: expand vocabulary (middle=body paragraph, main idea=topic
sentence, source, elaboration/insight)
Intermediate Fluency Level: develop academic language and use graphic organizers (body
paragraph, planning sheet, coding text)
What accommodations will you make for students who have an IEP or 504 plan?
For those with IEPs and 504s, I will speak loud and clear so they can follow along/copy. This will
benefit our VI student, I will also provide a copy of the writing to his aid incase he falls behind
while brailing.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For those who are identified as gifted, I will push them to find the text evidence I need and
practice citing evidence from the text. I will also give students a copy of my planning sheet when I
am done, if they are behind. I can also work with them during small group to make sure they
understand the prompt and the planning sheet.
References (Planning of 4th Grade ELA Teacher (writing packet)
instruction should be guided by CT
research-informed Reading Coach
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ____ELA________________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ___Whole Group Guided Writing_________
Where applicable, be sure to
address the following:
What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
How will materials be 2 mins Students will take out their writing packet and planning sheet. They will also have
distributed? a pencil out. I will go over the CHAMPS expectations and goal for the whole group lesson. I will
Who will work together in also incorporate the CHAMPS
groups and how will you “Today we will begin planning for our opinion-based writing”
determine the grouping? “CHAMPS: we will be at a conversation level 0, you will raise your hand to speak, we are
How will students transition working in whole group, and we are all participating for success!”
between activities? 10 mins We will unpack the prompt to review what we are writing about. Unpacking the
What will you as the teacher prompt is addressing what needs to be answered to make sure we are including everything. After
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
do? unpacking the prompt, we will review the information we organized into two categories, which
What will you as the teacher would be our two middles.
say? “Today we are going begin the planning sheet. But before we do that, we are going to
What will the students do? unpack the prompt. Who can tell me who our audience is? (teachers) What is the purpose
What student data will be of our writing? (to persuade) Lastly, what is our task? (explain should dogs be banned
collected during each phase? from the beach). Yesterday, we looked through our sources and organized information
What are other adults in the into two categories. What were our categories and why? What did we decide, to allow
room doing? How are they dogs or ban them?”
supporting students’ learning? Then we review what is included in a planning sheet and why this information helps us:
o I need to talk about the main idea/topic at the beginning of middles
o I need to use text evidence to support my writing (what does that look like?)
o I need to elaborate/explain
20 mins Now that we reviewed the prompt and coded information, we will begin the
planning sheet. During this time, I will be asking probing questions to get the students thinking
about what we should write. It is important that we review our sources throughout to make sure
we are including accurate information to help us.
Here are some probing questions:
o How should I start my introduction? Should it be boring or should I reel in the
reader and make them want to read more? So what can we say? I can tell story
about being at a beach explain something bad that happened because a dog was
there. Remember, you will be writing the introduction so you come with
something that will keep the reader wanting to know more.
o After I tell a story, I need to mention the prompt and our view. What can I write
on the planning sheet? Remember, we are using caveman talk so it is easy to write
and read. When you are doing this for the FSA, you are not going to spend the
whole-time planning, it is important to get all your information out as quick as
possible
o Now that I mentioned the POV, I’m going to transition the reader and let them
know what the two middles will be about. What I will include? Yes, the two
categories we discussed yesterday. I know this because we coded the sources and
talked about the information that would best support our writing.
o Now, we are going to start middle 1. What did we say middle 1 was going to be
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
about? Yes, lets write that at the top of middle 1, so I know the topic
o Next, I will discuss with the students what they want to talk about and find
information from the sources that will best support the points. I will quiz students
and see who can find the correct source and paragraph the fastest, to make it
more engaging (also I am able to see who is following along). I will also work on
providing insight and elaboration in the planning for middle 1. Since students will
be writing this on their own, it is important for them to understand that they will
need to come up with it on their own. I will put a little note on the planning sheet
but I will not write down an example because they will be doing that.
2 mins We will stop where we are at and go to specials. I will have the students put their
writing away when we get back. During that time, I will also review what we did and how this
will help us with our writing—reviewing the objectives.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Amber Scott__________
Grade Level Being Taught: 4th Subject/Content: ELA/Writing Group Size: Whole Date of Lesson: 11/16/2020
Class
