USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

4th Grade ELA Reading/Science 12 2/02/2018

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.4.RI.4.1-Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
LAFS.4.RI.4.3-E events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
SC.4. E.6.2- Identify the physical properties of common earth-forming minerals, including
hardness, color, luster, cleavage, and streak color, and recognize the roles of minerals in the
formation of rocks.

Essential Understanding Essential Question:

(What is the big idea or essential  Explain the reasoning why mineralogists believe that some property tests are more
question that you want students to reliable than others when determining the identity of minerals. Use detailed examples
come away with? In other words, from the texts and your notes to support your discussion.
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 will be able to identify, explain, and compare the properties of minerals, record
students know and be able to do important details, and synthesize information to produce a written response.
after this lesson? Include the
ABCD’s 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.)."
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
Note: Degree of mastery does not
need to be a percentage.)
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?
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?
What Content Knowledge is
necessary for a teacher to teach
this material?
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science 12 2/02/2018
 I am teaching this objective because this lesson falls in between the ten-day LDC module
on rocks and minerals for fourth grade.
 This lesson fits within both science and ELA standards. This module will be taught within
a ten-day period both in the student’s science and ELA classrooms. This lesson will focus
on the properties of minerals, their descriptions, and how scientists use this information
to identify minerals. Students will use the information from the article to fill out and
complete a note taking guide.
 This lesson will fall towards the end of the module, so I will use this lesson to teach the
students how to pull information from a text and synthesize information to produce a
written response.
 It is important for students to learn this concept because each of the types of
rocks/minerals are used every day in many products, such as computers, jewelry, cars,
etc. and will help students to understand their purposes in our community/environment
and help them to connect with the idea that they use these rocks/minerals daily.
Formative:
Teacher will circulate classroom and take anecdotal notes on student discussions.
Summative:
Students will answer the EQ and turn into teacher to track student understanding.
The content knowledge necessary for a teacher to teach this material is...
 Identifying the properties of igneous, sedimentary, and metamorphic rocks.
 Understanding how each rock is formed.
 Understanding how each rock has similar and different characteristics and being able to
identify these properties.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading/Science 12 2/02/2018

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
readiness for this content?
 The background knowledge necessary for students to successfully meet the objectives
would be background information and characteristics on each rock and mineral. Students
will have previously learned about this concept over a four-day period, so they should
have some understanding of each rock and its properties, as they will be learning about
them both in their science and ELA class. My learners are a group of mixed ability leveled
learners, so I will plan this lesson each student can have discussions and interactions with
both their peers as well as the teacher to enhance their learning and understanding. I
know they will have previously learned this material so their readiness for this content is
fair.

What misconceptions might

students have about this content?
 Rocks are all formed the same way.
 Rocks and minerals are the same thing.
 Humans can fabricate rocks and minerals.
 Minerals are not important to life.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples  For this lesson I will use a guided release method, I will begin with a whole group
include guided release, 5 Es, direct instruction and then break students into groups to complete their notetaking guide.
instruction, lecture, demonstration, Students will then answer the EQ individually on a piece of notebook paper.
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
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?
 What model of co-teaching are
you using?
What will you do if…
What will you do if…
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science 12 2/02/2018
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
1. Teacher and students will read the performance task and Essential
question, reviewing key points.
2. Have students turn to the “Properties of Minerals” note taking guide in
student LDC booklet. Explain how the will be working to complete the
note taking guide to help them answer the EQ.
3. Have students turn to “Rocks and Minerals & Properties of Minerals” text.
4. Teacher will read the first section “Color” and model the first row in the
note taking guide.
5. Students will be split into two groups.
 Group 1 will work in pairs/groups to complete note
taking guide while Group 2 goes on iReady (20 min each then
switch).
6. Have students share their charts as examples for class. (@ 10:35am)
7. Reread EQ and have students independently answer on notebook paper.
(10:40am)
…a student struggles with the content?
 If a student struggles with this content, I will work with them individually or in a small
group setting to address any misconceptions the student might have. I will also scaffold
students and support their learning through questioning.
…a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
Meeting your students’ needs as
people and as learners
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science 12 2/02/2018
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
 This lesson connects to the interest and cultural backgrounds of the students in the sense
that each rock or mineral is formed in different environments and are used daily in many
products. For example, I know my students are interested in wearing jewelry and playing
video games on the computer. Each of these products contain metal and gold/diamonds,
which are formed from rocks and minerals.
If applicable, how does this lesson connect to/reflect the local community?
 This lesson connects with the local community in the sense that rocks and minerals can be
found in many places around them. For example, metal for heating pans, salt for cooking,
matches to light fires, metal for cellphones, etc. Students can also find rocks at their
homes, daycares, or parks and can use the information they learned to explore rocks they
find at these places.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
 For students who need additional challenge, I will allow them the option to complete their
work individually and/or provide them with additional summative questions.
How will you differentiate instruction for students who need additional language support?
 Students that need additional language support will be provided a dictionary as well as
index cards with visual examples of each rock and their properties to help them identify
their characteristics. Teacher will also collaborate with school ESE specialists if needed.
ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
complete work.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
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!)
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science 12 2/02/2018
TD: Student accommodations are frequent breaks during in class assignments, preferential
seating, provide additional space for student to stand and move around his desk while
completing task or assignments.
SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
 Student LDC packet/ note taking guide
 Pencils
 Elmo document camera
 Performance task (chart paper)
 Essential question (chart paper)
 Note book paper