USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
26

Part 1: Lesson Content

Title of Lesson Poems, Plays, Prose Gallery Walk!

Meeting your students’ needs as people and as learners How does this lesson connect to the interests and cultural
(supervisors) backgrounds of your students?
The Poems, plays and short stories I choose are diverse and students
regardless of interest or cultural background should be familiar with
most of these concepts and ideas. I will understand my students
previous knowledge by asking them clarifying questions.

How does this lesson connect to/reflect the local community?

This will allow my students to be more educated and informed when
they are older and a part of every community conversation.

What Standards (national or state) relate to this lesson? LAFS.4.RL.2.5-Explain major differences between poems, drama, and
(You should include ALL applicable standards.) prose, and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.

Understanding the standards over time Trace the standard to the previous grade level. What have students
(CPALMS/instructional planning course) already learned or been exposed to related to this standard?
LAFS.3.RL.2.5-Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as chapter, scene,
and stanza; describe how each successive part builds on earlier
sections.

Trace the standard to the next grade level. What will students learn
next related to this standard?
LAFS.5.RL.1.2-Determine a theme of a story, drama, or poem from details
in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
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the text.

What misconceptions might students have about this content? Students may have misconceptions about the difference between
(talk to your CT) rhyme and rhythm. The students may also have misconceptions about
the difference between the speaker and the point of view from which
the poem is in. Students may have misconceptions regarding the word
“prose” as they have just been referring to them as short stories.
Objectives- What students will know or be able to do after the Some examples:
instruction – the learning outcomes --Students will be able to accurately (measure- how well) differentiate
Content (WHAT students are learning- look to the standard) (action- how) between potential and kinetic energy (content- what). 
Action (HOW students will show it- there might be clues in the --Based on what they read in the first half of a fiction story, students
standard) will be able to write (action- how) a reasonable (measure- how well)
Measure (HOW WELL they need to do it) prediction (also part of the action) for how the main character will
(Note: Degree of mastery does not need to be a percentage.) respond to a challenge in the second half (content- what).
------------------------------------------------------------------------------------------
-------------------------------------------
(connect back to 4504/CT Support/reinforced in instructional
planning)
Students will be able to accurately differentiate between poems, plays,
and prose.
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? Understand,
Apply, Analyze
Which level(s) of thinking is/are called for in your objective?
Understand, Analyze

Assessment Plan- How will you know students have mastered Describe your assessment plan:
your objectives? This assessment is summative and is completed while the students are
filling out the chart. This will be collected in order for me to see where
the students are, what misconceptions they may still have, and what
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
26

needs to be cleared up or retaught in the following lesson.

How does it align with your objective?
This aligns my objective because it helps me to ensure students have
successfully met and achieved the objective.

Is your assessment formative or summative? Why did you make that

assessment decision?
Summative, the students will be building on the material throughout
the lesson.
Assessment Scoring/Rubric Chart on PG. 327 ( 5 Points)
What are the criteria for how you will assess student learning/student Chart Comparing Literature (10 Points)
work? If you’re using a rubric, include your rubric here. Active Participation (5 Points)

Part 2: Lesson Implementation

Management & Environment ● How will you arrange yourself and the students (location in
(integrated throughout your step-by-step plan): the classroom, seating)?
Students will first be sitting with their partners at their table.
Students will then be assigned groups for the gallery walk
where they will be moving around the classroom. I will also be
walking around the classroom monitoring and engaging in
conversation with the students. Some students can be seen
sitting on what is called an “island” (alone), these students
may have had a rough start to the day.
● What processes & procedures will you use? How and when
will you communicate those to students? I will communicate
with the students how to conduct the gallery walk prior to
assigning them groups and sending them off to work. I will
also be moving around the classroom ensuring that all
students are on track and going in the right direction.
● What expectations will you have for the students? How and
when will you communicate those to students? I expect my
students to be on topic and activity engaged in the lesson. I
will communicate these expectations by encouraging active
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
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engagement through further questions or by creating content

rich conversation.
● What strategies will you use if students do not meet your
expectations? Are there specific students who require a more
extensive management plan? What will that consist of? If
students are not meeting expectations, I may refer to them to
answer more questions or refer to them by name when I am
speaking to try and draw them back into the lesson.
● What will students do if they complete the task quickly?
If students complete the task too quickly, they will be asked to
create a venn diagram comparing and contrasting the
differences between the pieces of literature they viewed today.

Materials Jack and the Beanstalk (Short Story)

(What materials will you use? Why did you choose these materials? If I were.. (Poem)
Include any resources you used. This can also include people!) When The World Turned Upside Down (Poem)
Danger in Space (Play)
The Lightning Tantrum (Play)
Student Response Sheets
(https://docs.google.com/document/d/1LDH9DvhQ2-
vx9CXngxTFIX2-GoyyKLrvcsLx4STuJ2E/edit?usp=sharing)

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
I will differentiate by having different activities for the students to complete during the lesson. First
students will work as a whole class, then as groups. The literature chosen is based on student interest
and background.

Which specific students will benefit, and why?

The students that will benefit from the lesson the most are the students who are actively engaged and
answering questions as well as listening and responding to their peers.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or I will adapt to the needs of students in this group by referring to them and asking them to answer certain
groups of students) questions pertaining to the lesson. For example, I will ask certain students to answer certain questions
based on the information I already have about their previous knowledge. The student who will also
benefit heavily from this lesson is my asset student, E.C.. This lesson was designed to incorporate the
research I have conducted this semester, and apply it to benefit my focus student. In this lesson, I include
many opportunities to respond which will not only keep my focus student engaged but will also keep the
rest of the class very engaged, I also allowed multiple opportunities for movement and had expectations
set for student behavior during these active rotations. During the different rotations, some of the
literature included images and some did not. This was also done purposefully to benefit my focus student
as images help him understand things, analyze things and even calm himself.

Accommodations 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 o Pre-Production Level: Used "Pre" Activities such as: total physical response (TPR), realia,
students (initials), and then explain demonstrations. Provided visual context clues, and checked comprehension throughout the lesson when
the accommodation(s) you will presenting material orally. Clarified directions and assisted him/her with assignments, the
implement for these unique syllabus, wrote assignments and page numbers on the board, wrote instructions and problems
learners.) using shorter and less complex sentence structure Explained special vocabulary terms in words known
to the English Language Learners, providing pictures, gestures and realia to illustrate new words and
*If you don’t have students who terms.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
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require these accommodations,

describe what you WOULD do if o Early Production Level: Provided visual context clues, and checked comprehension throughout the
you did have these students. lesson when presenting material orally. Clarified directions and assisted him/her with assignments, the
syllabus, wrote assignments and page numbers on the board, wrote instructions and problems
using shorter and less complex sentence structure Explained special vocabulary terms in words known
to the English Language Learners, providing pictures, gestures and realia to illustrate new words and
terms.

o Speech Emergence Level: Clarified directions and assisted him/her with assignments, the
syllabus, wrote assignments and page numbers on the board, wrote instructions and problems
using shorter and less complex sentence structure Explained special vocabulary terms in words known
to the English Language Learners, providing pictures, gestures and realia to illustrate new words and
terms

o Intermediate Fluency Level: Explained special vocabulary terms in words known to the English
Language Learners, providing pictures, gestures and realia to illustrate new words and terms

What accommodations will you make for students who have an IEP or 504 plan?
There are questions at the bottom of the page that students can refer to at the bottom of the page to help
guide their thinking into whether it is a play, poem, or prose.

What accommodations will you make for students identified as gifted and have an EP (education
plan)? Students with an EP, will be asked to share their analysis of each aloud.

References (Planning of This lesson was planned with my CT based on the current material my students are learning. This lesson
instruction should be guided by was also connected and tied to a lesson in their I-Ready textbook. The articles being used are pulled from
research-informed I-Ready and Teachers Pay Teachers.
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
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(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.) ______Level 2, CT/Supervisor cycle 2 =_Whole Group
____________________
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask? 3. Step-by-step plan:
◻ How will materials be Time: Action Steps:
distributed? 1. I will begin with explaining to the students that today they will be reading poetry, prose,
◻ Who will work together in and drama, and comparing and contrasting the 3 forms of literature. I will explain to the
groups and how will you
students that there are three major forms of literature which they have been learning
determine the grouping?
◻ How will students transition about: plays, poems, and prose, they all look different because they have distinct
between activities? structural elements. They have other differences too.
◻ What will you as the teacher 2. I will then have the students turn to page 327 in their I-Ready book. As a class, we will
do? discuss the information meant to be filled out on page 327 that helps the students to
◻ What will you, as the teacher identify the different elements that make up these different forms of literature. This will
say?
be projected on the board and students will be called on randomly. This provided many
◻ What will the students do?
◻ What student data will be opportunities to call and respond. This will benefit my focus student and many other
collected during each phase? students in the class as well because it will be them actively engaged and thinking.
◻ What are other adults in the 3. One we have finished viewing the elements that make up these different forms of
room doing? How are they literature. I will explain to the students that we will be doing a gallery walk to identify
supporting students’ learning? different forms of literature that we have been learning about. Around the classroom,
there will be five different forms of literature hanging on the wall for students to rotate
around. Students will be provided a chart that they will be filling out during the gallery
walk that asks them if the literature they are seeing is a poem, play, or prose and why
they think that. Students will be expected to read the literature and discuss with their
groups at each station. Students will have around 4-5 minutes at each station but this will
be adapted based on how the students are doing and how long it is taking. Group work

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Maloy Leggett

Grade Level Being Taught: 4th Subject/Content: ELA Group Size: Date of Lesson: 3-9-2021
26

benefits my student because he loves to work as a team and loves competition, he views
the other groups like his competition. This allows for ideas to be discussed amongst the
students and for discussions to be had where the students may be able to clear up each
other's misconceptions or explain something that makes more sense for that student than
before.
4. I will be rotating around the different groups, encouraging further thought, helping with
any questions, and clearing up any of the misconceptions students may have.
5. Once students have completed the gallery we will come back together as a whole class
and we will discuss the answers. Each group will be assigned one piece of literature to
report back to the whole class about. If there is a gifted student in the group, they will be
called on to share the analysis with the whole class. The chart will be projected on the
board for students to fill in on their own paper. This provided many opportunities to call
and respond. This will benefit my focus student and many other students in the class as
well because it will be them actively engaged and thinking.