Rosa Parks Lesson Plan

USF Elementary Education Lesson Plan Template (S 2014)

Moser_________________
Grade Level Being
Subject/Content: Reading
Taught: 2nd

Name: _____Ashlyn
Group
Size:18

Date of Lesson: 1/20/16
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.)
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?)
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.)
LAFS.2.RI.1.3 - Describe the connection between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text.
LAFS.2.RI.2.6 - Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
-
Students will understand how to read a question and find it in the text to prove
their answers.
Given the worksheets, the student, will be able to answer the questions correctly, with no
errors.
E- Student understands assignment fully. Students will be able to answer 6 questions
correctly.
S- Students understands, but not completely. Students will be able to answer 3-4
questions correctly.
N- Students needs help. SWBAT answer 1-2 questions correctly.
U- Student did not try. SWBAT answer 0 questions correctly.
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?
I am teaching this objective to help students understand that the text is an important tool
to use to find answers to questions.
Students have been using texts to find their answers, or texts to write details in stories for
a few lessons.
I am teaching it this way so students are able to hear the text read aloud, and the work
independently to find their answers in the text and prove their answers.
This is important for students to learn because they will then be able to use any text to
take details and important information out of to better understand it.

Moser_________________
Grade Level Being
Taught: 2nd
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?
Name: _____Ashlyn
Group
Size:18
Formative:
Teacher will be listening and watching students during turn and talks.
Teacher will be walking around the classroom as students work on their worksheets.
Summative:
- Teacher will collect their worksheets to see how well they are understanding the lesson.
What Content Knowledge

is necessary for a teacher
to teach this material?
Teacher must understand who Rosa parks is.

Teacher must understand how to complete a read aloud, and get students aware
on what they are looking for.
What background knowledge is

necessary for a student to
successfully meet these objectives?
This topic has been taught in the last few lessons. Students are aware of what they
should do, and have the abilities to be able to find text evidence. My learners are
18 second graders.
Students might not understand to find the answers in the text, and use the text to
help.
Students can try to use background knowledge, or their opinions when answering
questions.
Lesson Implementation
Read aloud for Rosa Parks on Myon.

Partner sharing after completion of worksheet.
Independent work on worksheets.
Guided release, teacher will demonstrate and explain what is to be done.
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
readiness for this content?
What misconceptions might

students have about this
content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct

Moser_________________
Grade Level Being
Taught: 2nd
Name: _____Ashlyn
Group
Size:18
instruction, lecture,
demonstration, partner word,
etc.)
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 supporting students
learning?
Time
Who is
responsibl
e (Teacher
or
Students)?
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).
-
Teacher will call students to the ground.

Teacher understands the students previous knowledge of the
subject from the previous lessons.
When students are seated, teacher will ask students why it is
important to find text evidence to answer questions.
Students will turn and talk.
Teacher will pull two sticks out of the name cup and call on
students to share.
Teacher will then explain that we will be reading Rosa parks
together.
Teacher will read Rosa Parks, having kids talk about what
happened on that page, during random moments in the story.
Teacher will ask students to point out different things they
notice that the author included (caption, timeline, pictures).
They teacher will then explain how each student will have a
worksheet with the book typed out on it, as well as a
worksheet with questions on it that can be found from the
reading.
Teacher will dismiss students by table and pass out papers
with help of a student.
Students will receive either a worksheet with multiple choice
questions, or a worksheet with short response questions.

Moser_________________
Grade Level Being
Taught: 2nd
What model of co-teaching
are you using?
Name: _____Ashlyn
Group
Size:18
Students will work on their worksheets.

Students will partner check with pre-picked partners.
Teacher will be walking around looking and listening to
students answers.
Students will turn sheets into basket.
If student is to finish early, they can read from their book boxes.
What will you do if
a student struggles with the content?

- Students will be given a multiple choice worksheet, rather than a fill in
short answer worksheet.
- Students will be allow to ask for help from the teacher to help redirect
and guide then to what is being asked of them.
What will you do if
a student masters the content quickly?

- Student will be able to go back into the story and highlight where they
found their answers.
- Student will be given a worksheet with short response answers.
- Students will be allowed to read from their book boxes, if they finish
early.
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?
- Students of all cultures and interests will be able to use this lesson to
read and understand what different texts are trying to tell the readers.
What details are important and how to find the different details.
If applicable, how does this lesson connect to/reflect the local community?
-
As stated above, this lesson can help students understand how to find
out facts from different texts.

Moser_________________
Grade Level Being
Taught: 2nd
Name: _____Ashlyn
Group
Size:18
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-
Students will be given worksheet that are short response answers, rather
than multiple choice.
Students will be able to go back and prove where they found their
answer by highlighting the text.
How will you differentiate instruction for students who need additional
language support?
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.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Students will be given a worksheet with multiple choice questions.

Students will be allowed to raise their hand to get help from the teacher
to help read the questions or answer choices.
No specific accommodations needed for this lesson.
Myon.com (Rosa Parks)

Worksheet
Pencils
Projector
Highlighters.

Moser_________________
Grade Level Being
Taught: 2nd
Name: _____Ashlyn
Group
Size:18

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USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/20/16

LAFS.2.RI.1.3 - Describe the connection between a series of historical events, scientific

Address the following questions:

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/20/16

What Content Knowledge

Teacher must understand who Rosa parks is.

What background knowledge is

Read aloud for Rosa Parks on Myon.

How will you ensure students have

What misconceptions might

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/20/16

Each content area may require a different step-by-step format. Use

Teacher will call students to the ground.

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/20/16

Students will work on their worksheets.

What will you do if

a student struggles with the content?

What will you do if

a student masters the content quickly?

Meeting your students

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/20/16

Accommodations (If needed)

Students will be given a worksheet with multiple choice questions.

No specific accommodations needed for this lesson.

Myon.com (Rosa Parks)

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/20/16

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