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: Fact and Opinion 15 4/11/2018

Lesson Content
What Standards (national or
state) relate to this lesson?  LAFS.4.RI.1.1- refer to details and examples in a text when explaining what the text says
(You should include ALL applicable explicitly and when drawing inferences.
standards. Rarely do teachers use  LAFS.4.RI.3.8- explain how an author uses reasons and evidence to support particular
just one: they’d never get through
points in a text.
them all.)
Essential Understanding
(What is the big idea or essential  How do animals and people benefit each other?
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?  Students will be able to identify if a statement from the text is fact or opinion.
(Student-centered: What will
students know and be able to do  Students will be able to gather relevant information or details from a text to answer fact
after this lesson? Include the
and opinion questions.
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.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
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?
What background knowledge is
necessary for a student to
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading: Fact and Opinion 15 4/11/2018
 I am teaching this objective because this lesson falls under week 31 in the planning
support tool, target skill: fact and opinion for the text The Right Dog for The Job.
 This lesson fits within multiple ELA standards on main idea, text structure, and sequence.
This lesson will be day three of five, so throughout the week students will focus on
different skills from the text to determine the big idea.
 I am teaching this lesson where students will be able to have whole-group and small-
group discussions to help them understand if something is a fact or an opinion, based on
the details in the text.
 It is important for students to learn this concept because students should understand that
a fact is proven or supported by evidence, whereas an opinion is a statement that
expresses a thought or belief. Everyone has their own opinions and it is important to
distinguish between the two.
Formative Evidence:
 As students read the text, they will identify one fact or one opinion and write it on a post-
it note provided. Each student will then place their fact or opinion on a T-Chart displayed
on the white board.
 Exit ticket: text dependent question
Summative Evidence:
 Students will complete fact or opinion questions from the text in their ELA notebooks,
using text evidence.
The content knowledge necessary for a teacher to teach this material is...
 Fact -can be proven by checking in a reference book
 Opinion- statement that expresses a thought or belief
 The responsibilities/skills of a service dog
 Students have worked with fact and opinion in the beginning of the year, so they will have
some background knowledge. My learners are a group of mixed ability leveled learners, so
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: Fact and Opinion 15 4/11/2018

successfully meet these I will plan this lesson where each student can have discussions and interactions with both
objectives? their peers as well as the teacher to enhance their learning and understanding. I know
they have previously learned this material so their readiness for this content is fair.
 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?
 A misconception a student might have is that an opinion can be proven, making it a fact,
confusing the two.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you  For this lesson I will use a guided release method, I will begin with a whole group
use during this lesson? Examples instruction and then release students to work independently and with peers to complete
include guided release, 5 Es, direct the remainder of the lesson.
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan 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,
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: Fact and Opinion 15 4/11/2018

(What exactly do you plan to do in (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
teaching this lesson? Be thorough. Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Act as if you needed a substitute to
carry out the lesson for you.) 12:20p Teacher/stu  To begin the lesson, Teacher will review fact and opinion by creating an
m dent anchor chart with the class.
Where applicable, be sure to o Fact: can be proven
address the following: o Opinion: statement that expresses a thought or belief
12:27
 What Higher Order Thinking Teacher/stu  Facilitate whole group discussion on The Right Dog for The Job
(H.O.T.) questions will you ask? dent o Share service dog vest/card with class
 How will materials be 12:37- Student  Read pgs. 508-510
distributed? 12:57p Teacher  Pass out one post-it notes to each student.
 Who will work together in m Student  Write one fact or opinion from the text on post-it note and place it on the
groups and how will you chart located on the board.
determine the grouping? o Fact Opinion
 How will students transition
between activities?
 What will you as the teacher do?
 What will the students do?
 What student data will be 1pm Student  Complete Fact and Opinion worksheet
collected during each phase? o Students will be allowed to work in table groups to complete
 What are other adults in the 1:15 Teacher/Stu  Rotations: iReady/Small guided groups
room doing? How are they 1:50 dent  Exit Ticket
supporting students’ learning? Student o Pass out slips once finished with worksheet
 What model of co-teaching are
you using?

What will you do if… …a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
What will you do if…
Meeting your students’ needs as
people and as learners
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading: Fact and Opinion 15 4/11/2018
 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?
 If a student masters the content quickly, I will allow them to assist their peers during
small group instruction. I will also allow the student to research organizations that
support service animals in the community and explain how the animals support people.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
 This lesson connects to the interest and cultural background of the students because this
text/lesson will teach students about the responsibilities and skills of a service dog.
Service dogs support people in need and are trained to stay calm and do many tasks that
their owner is unable to do. Students might also learn to like dogs or want to train them
after this lesson.
If applicable, how does this lesson connect to/reflect the local community?
 This lesson connects to the local community in the sense that service dogs are used locally
and can be rescued from local shelters, such as the humane society, for people with
disabilities. This lesson will help students learn that service dogs should not be petted or
distracted when in public and that they are working animals that are trained to help and
support people.
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 allow them the option to use the laptop to research local animal
shelters that train service dogs or learn how one could become a trainer.
How will you differentiate instruction for students who need additional language support?
 Students that need additional language support will be provided a dictionary to define
unknown words in the text. If applicable, students will be given index cards with
examples of fact vs. opinion in both English and their native language. Teacher will also
collaborate with school ESE specialists if needed.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
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!)
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading: Fact and Opinion 15 4/11/2018
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.
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.
 Pencils
 ELA notebooks
 Journeys student book
 Post-it notes
 Whiteboard/Markers
 Fact and opinion worksheet
 Exit ticket
 Chart paper