Level III Us Formal 2

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Anna Bunyak
Grade Level Being Taught: 1st Subject/Content: ELA Group Size: Date of Lesson: 11/9/22
Whole Group
Part 1: Lesson Content

Title of Lesson Thankful Turkeys
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners My students really enjoy listening to read-alouds and craft-tivities. This lesson engages students in
(supervisors) listening to a fun story and then completing an art activity, while also practicing handwriting and other
ELA skills. My students also are animal lovers, so they will enjoy a story that features turkey characters.
My inquiry this semester focuses on This lesson also incorporates differentiated content and processes. The first part of the lesson will be a
limiting/managing challenging read aloud with planned pausing points/opportunities to respond so students can actively engage with
behaviors in the classroom. The the lesson.
students in my focus group all
display high-distractibility, lack of How does this lesson connect to/reflect the local community?
engagement during whole group The story that will be read to students is about a class field trip that takes an unexpected turn. My
lessons and other challenging students have been on class field trips in the past so they are aware that this is a common happening at
off-task behaviors such as excessive school. My students also have a strong sense of friendship and community within their classroom so they
talking/playing. Through my will recognize this theme in the book. The characters in the book represent a racially diverse classroom
literature review I found that which connects to the demographics in my class.
connecting lesson content to
students’ interests is a good
preventative strategy to take when
it comes to limiting challenging
behaviors and increasing
engagement (Archambault et. al.,
2020).
Opportunities to Respond (OTR) is

a recommended strategy to boost
engagement, therefore limiting
off-task challenging behaviors
(Stitcher, et. al., 2009). I plan to use
this strategy to specifically try and
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Anna Bunyak
Whole Group
re-engage N.B, L.S., H.S., F.L, H.L, and

S.R.
Seeing examples of themselves in

literature boosts student
engagement and interest (Bishop,
1990).
What Standards (national or

state) relate to this lesson? ELA.1.C.1.1: Print all upper- and lowercase letters.
(You should include ALL applicable
standards.) ELA.1.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.
Students in my focus group all are
currently struggling in this subject ELA.1.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
area. They need more practice using
capital letters and creating
complete sentences.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
(CPALMS/instructional planning
course) ELA.K.C.1.1: Print many upper and lowercase letters.
ELA.K.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling
ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Trace the standard to the next grade level. What will students learn next related to this standard?
ELA.2.C.1.1: Demonstrate legible printing skills.
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Whole Group
ELA.2.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling
ELA.2.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
What misconceptions might Students may not be aware of how to write a complete sentence using capitals and proper punctuation.
students have about this content?
(talk to your CT)
L.S, H.L, S.R, N.B all need practice

developing these skills.
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) Students will be able to start all sentences with a capital letter.
Measure (HOW WELL they need to
do it) Students will be able to place proper punctuation at the end of a sentence(s).
(Note: Degree of mastery does not
need to be a percentage.) Students will be able to write in complete sentence(s).
Students will be able to recognize mistakes in a sentence.

(connect back to 4504/CT
Support/reinforced in instructional
planning)
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Whole Group
My focus group students (N.B, L.S,

H.S, F.L, H.L, S.R) need support and
practice developing these skills
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? Remembering factual knowledge
Which level(s) of thinking is/are called for in your objective? Remembering factual knowledge
Why did you choose this level(s) of thinking? I chose this level of thinking because much of this lesson
focuses on remembering factual knowledge that pertains to English writing skills. Students will need to
remember that sentences always begin with a capital letter and end with either a period, question mark,
or exclamation point. Students also will need to understand what makes a sentence a ‘complete sentence’.
Assessment Plan- How will you Describe your assessment plan:

know students have mastered During a whole group activity, I will have several example sentences written on the board. These
your objectives? sentences will contain errors (no capitals, no periods, incomplete sentence). I will call students
displaying positive ‘whole body listening’ and engagement to come up to the whiteboard and correct the
Using positive reinforcement is mistakes in the example sentences (Good Behavior Game).
recommended to reinforce already
occurring positive behaviors as well My assessment plan is the “Thankful Turkey” activity. This is a writing activity that students will
as motivate other students to model complete through writing XXXXX sentences in response to the prompt: “I am thankful for…”
the desired behavior (Education I will be observing and monitoring students’ ability to write complete sentences and use capitalization
Week, 2014). I’ve used strategies and punctuation correctly.
such as this and observed positive I will know students have mastered the objectives by observing the sentences they write in response to
effects especially with my focus the “I am thankful for…” prompt.
students. My particular focus I will be looking for:
students are more likely to ● Capital letter at beginning of each sentence.
self-correct challenging behaviors ● Correct punctuation mark at end of each sentence.
whenever they hear there’s an ● Complete sentences.
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Whole Group
opportunity to be called on as a
volunteer. This also is supported by How does it align with your objective?
the concept of opportunities to ● Objectives:
respond (Stitcher, et. al., 2009). My ○ Students will be able to start all sentences with a capital letter.
students love the opportunity to be ○ Students will be able to place proper punctuation at the end of a sentence(s).
called on as a volunteer, they know ○ Students will be able to write in complete sentence(s).
the expectations for showing whole ○ Students will be able to recognize mistakes in a sentence.
body listening so this is a good way My objectives all relate to proper creation and formatting of a complete, grammatically correct sentence.
to re-engage them and help them Students also will need to be able to recognize mistakes in a sentence in order to be able to correctly
quickly reflect on if their current format their own.
behavior is meeting expectations.
My students enjoy hands-on craft

activities. I choose the “Thankful
Turkey” activity because it
incorporates art/coloring, while
still engaging students in practicing
skills aligned with ELA standards.
This will be a supervised
activity/assessment. Teacher
supervision of activities helps
create a structured environment
that supports learners' engagement
and interest in tasks (Archambault
et. al., 2020).
Is your assessment formative or summative? Why did you make that assessment decision?
My group of focus students are This is a formative assessment to monitor students' understanding of proper use of capitalization and
currently practicing developing other English language conventions.
mastery of these skills so this
assessment will be informal and
formative.
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Whole Group
Assessment Scoring/Rubric This is a formative assessment to monitor students’ understanding of proper use of capitalization and
What are the criteria for how you conventions. Students will not receive a grade/score on this activity.
will assess student I will be looking for:
learning/student work? If you’re ● Capital letter at beginning of each sentence.
using a rubric, include your rubric ● Correct punctuation mark at end of each sentence.
here. ● Complete sentences.
I know my focus students are still

developing this skill and this
activity/assessment serves as an
opportunity for them to continue
developing mastery. This will not be
a graded assessment.
As a whole my class needs practice

correctly using capital letters and
punctuation, so this activity
provides a fun way to practice these
skills.
Part 2: Lesson Implementation

Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your During the read aloud I will be seated at the front of the carpet. Students will be sitting on the
step-by-step plan): carpet. I will send students back to their tables to complete the turkey craft/writing exercise.
While they work on this I will circulate the room and provide assistance if needed.
● What processes & procedures will you use? How and when will you communicate those to
students?
I will call students to the carpet by table/team. I will also send them back to their tables by team
number. I will call on the paper passer to put the writing sheets at each seat before sending
students back to their table. I will have to re-arrange the way students are seated on the carpet
twice. They will need to rotate to face the big whiteboard where I will write example sentences,
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Whole Group
then they will have to rotate facing the rocking chair and smaller whiteboard to practice editing
the other sentences.
● What expectations will you have for the students? How and when will you communicate
those to students?
I expect students to display whole body listening. They know the expectations for this. I also
expect my students to be participating through raising their hand and trying to answer questions.
I may have to communicate this expectation through saying something like, “I want everyone to
be actively participating and trying to answer these questions”
● 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?
H.L, L.S, N.B, S.R, H.S may need additional reminders to stay quiet during whole group discussion.
These students may also need reminders and redirection to stay on task. Students may need
verbal reminders/redirection/hints to modify challenging behaviors.
● What will students do if they complete the task quickly? Continue encouraging students to
add more details because this work will be displayed outside on the wall for the principals and
parents to see. If students still finish quickly they can get their book bins and bring them to the
table to read.
Materials Materials for lesson implementation:

(What materials will you use? Why ● Twas the Night Before Thanksgiving Picture Book
did you choose these materials? ● Whiteboard
Include any resources you used. ● Markers
This can also include people!) ● Class set of Thankful Turkey Craft Templates
● Crayons (1 box per student)
● Gluesticks (1 per student)
● Scissors
● Pencils
Research Based Practices References:
● Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., & Pagani, L. S.
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Whole Group
(2020). The contribution of teacher structure, involvement, and autonomy support on student
engagement in low-income elementary schools.
● Classroom Management: "Effects of the Good Behavior Game on Challenging Behaviors in School
Settings". (2014). Education Week, 33(36), 5
● Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009).
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management
Strategies: Comparisons Among High- and Low-Risk Elementary Schools. Journal of Positive
Behavior Interventions, 11(2), 68–81.
● Bishop, R. (1990). Mirrors, Windows, and Sliding Glass Doors. Choosing and Using Books in the
Classroom, 6(3) 1-2.
Other References:
● CT Counseling
● USF Supervisor Counseling
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Whole Group
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 know my class as a whole gets
excited about the opportunity to Process: the processes through which I will teach this lesson are differentiated. I will begin with a
volunteer and come up to the read-aloud picture book to engage and interest students. During the read aloud students will have
whiteboard to ‘teach’ their peers. opportunities to respond and get involved in the story. Then we will practice proper sentence format as a
This will be a good way to engage whole group. During this activity students will have the opportunity to come up to the whiteboard and
students and remind students to practice correcting mistakes in a sentence. After these activities students will work independently on the
model ‘whole body listening’ thankful turkey activity/assessment.
behavior if they would like an
opportunity to come up to the Content: The content of my lesson is differentiated through the use of a picture book read aloud and whole
whiteboard. This is an example of group instruction. The picture book will serve as a good introduction activity to get students involved and
incorporating opportunities for my eager to learn. Then this will lead into the whole group lesson of proper sentence conventions, etc. After
students to respond and be active this students will return to their desks to practice using the ELA skills we discussed through the turkey
participants in their learning craft.
(Stitcher et. al., 2009).
Readiness: Some of my students will be able to write longer sentences while others will struggle to
complete a simple sentence. I will provide some sentences already written on the board that some
students may choose to copy, others will choose to come up with their own.
Which specific students will benefit, and why?
All students will benefit from differentiated process and content. My class has a high distractibility so
differentiating the processes and content will better engage my students.
H.S, L.S, N.B, H.L, S.R will all benefit from the differentiation based on readiness. The pre-written sentences
on the whiteboard will be very helpful for these students.
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Whole Group
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 know specific students will need more support during the independent activity. I will monitor and guide
groups of students) these students more closely (L.S, H.L, N.B, S.R, H.S). They also may need reminders to stay on task (stop
playing/talking etc.). I also may need to call on these students specifically during whole group discussion
to try and get them more engaged. These students will likely need to refer to the example sentences that
are already written on the board for guidance when it comes time to write on their thankful turkeys.
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 ● Pre-Production Level: These students would work with me at a small group to complete the
students (initials), and then explain independent activity. I would give them an example of my completed turkey writing craft so they
the accommodation(s) you will could visually see how to glue the pieces together. These students would have a slightly modified
implement for these unique activity, instead of writing a sentence of what they’re thankful for, they could draw a picture(s).
learners.) ● Early Production Level: These students would also work with me at a small group to complete the
independent activity. I would give them an example of my completed turkey writing craft so they
*If you don’t have students who could visually see how to glue the pieces together. These students would have a slightly modified
require these accommodations, activity, instead of writing a sentence of what they’re thankful for, they could draw a picture(s).
describe what you WOULD do if you ● Speech Emergence Level: I would give them an example of my completed turkey writing craft so
did have these students. they could visually see how to glue the pieces together. These students would have a slightly
modified activity, instead of writing a sentence of what they’re thankful for, they could draw a
picture(s) accompanied by simple word to describe it.
● Intermediate Fluency Level: These students would only need to write one sentence stating
something they’re thankful for.
What accommodations will you make for students who have an IEP or 504 plan?
H.L, N.B: verbal reminders/redirection to complete tasks.
H.L will most likely need to copy the sentences from the whiteboard.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
E.B, A.D: students will have the freedom to write their own sentences instead of copying directly from the
board.
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Whole Group
References (Planning of Picturebook: Twas the Night Before Thanksgiving by Dav Pickey
instruction should be guided by Craft: Turkey Craft from My Study Buddy, Teachers Pay Teachers
research-informed
approaches. Acknowledge Research Based Practices References:
references used to inspire lesson ● Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., & Pagani, L. S. (2020).
ideas.) The contribution of teacher structure, involvement, and autonomy support on student engagement
in low-income elementary schools.
● Classroom Management: "Effects of the Good Behavior Game on Challenging Behaviors in School
Settings". (2014). Education Week, 33(36), 5
● Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N. W., & Trussell, R. P. (2009).
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management
Strategies: Comparisons Among High- and Low-Risk Elementary Schools. Journal of Positive
Behavior Interventions, 11(2), 68–81.
● Bishop, R. (1990). Mirrors, Windows, and Sliding Glass Doors. Choosing and Using Books in the
Classroom, 6(3) 1-2.
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.) Guided
Where applicable, be sure to
address the following: 3. Step-by-step plan:
◻ What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask?
◻ How will materials be Read Aloud (15 Minutes)
distributed?
Call students to the carpet by table/team. Monitor and call on/give verbal praise to students who came to
the carpet quietly and are showing whole body listening.
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Whole Group
◻ Who will work together in Before

groups and how will you
determine the grouping? Tell students today they will be hearing a Thanksgiving story. Activate background knowledge by asking
◻ How will students transition students:
between activities?
◻ What will you as the teacher “What does that mean to be thankful?” WT (15-20 seconds)You appreciate something/you’re glad to have
it.)
do?
◻ What will you as the teacher “What is the holiday called that celebrates being thankful?” WT (15-20 seconds (Thanksgiving)
say?
◻ What will the students do? “What’re some things people usually do to celebrate thanksgiving?” WT (15-20 seconds (Tell students that
◻ What student data will be not everyone celebrates Thanksgiving, but the people that do sometimes have a family dinner and
collected during each phase? celebrate what they’re thankful for. Sometimes people have a big family feast where they eat turkey and
◻ What are other adults in the stuffing, maybe pumpkin pie. So usually turkeys are a part of the thanksgiving feast that people have, but
room doing? How are they the Thanksgiving story that we’re going to read today is a little different than the usual thanksgiving story.
supporting students’ learning? Let’s listen closely to find out what happens when a classroom of children just like yours goes on a
fieldtrip to a turkey farm.)
The Good Behavior Game involved
positive reinforcement to reinforce During
positive behavior and encourage it Read the story Twas the Night Before Thanksgiving to students.
in others (Education Week, 2014). ● Pausing Points
“Does it look like the children are making friends with the turkeys?” WT (15-20 seconds (Yes,
I’ve included three simple questions they’re playing, having fun!)
to activate background knowledge. I “Do you think the children will want these turkeys to be thanksgiving feast?” (No! They’re
included these as questions instead becoming friends with the turkeys they don’t want them for thanksgiving feast)
of just telling my students all this “Hmmm… what does it look like the children did? Where did the turkeys go?” WT (15-20 seconds
information because increased (It looks like the children stuffed the turkeys up in their shirt!)
opportunities to respond should Point out the turkey silhouettes in the window.
increase engagement and decrease
time for off-task challenging After
behaviors (Stitcher et. al., 2009). Discussion Questions
● Why do you think the turkeys were the most thankful on this thanksgiving? WT (15-20 seconds
(They got to be thanksgiving guests not thanksgiving dinners.)
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Whole Group
Pausing points during the story are ● Why were the turkeys so thankful to be guests on this thanksgiving? WT (15-20 seconds (Because
additional opportunities for they’re normally dinner!)
students to respond and be involved
(Stitcher et. al., 2009). ● “What are some things you’re thankful for?” WT (15-20 seconds (Write these on the
whiteboard/look for about 5 examples:
Wait time is an additional
recommended strategy to increase o I am thankful for my family.
engagement (Stitcher et. al., 2009). o I am thankful for my pets.
o I am thankful for my teacher.
The discussion questions are o I am thankful to have people I love.
opportunities to respond with wait
time included. Explicit Instruction: Correct sentence structure and format (7 Minutes)
Using non-examples so students see Have example sentences on the board with specific mistakes.
and edit what NOT to do. ( i am thankful for my family. 1 incomplete, 1 missing period )
i am thankful for my family.
Having students come up to the I am thankful for good food
board to read and correct the pets, friends, and family
sentences is another way to
incorporate more opportunities to Tell the students they will be practicing editing some sentences that have mistakes.
respond/actively participate.
Call on student volunteers to come up to the board and just read the sentences. After student reads the
Motivate position behavior by sentence, ask:
saying the expectations and ● What do you notice about this sentence?
complimenting the good behaviors ● What is missing in this sentence?
(Education Week, 2014).
Call on a student to come up and use the marker to correct the mistake.
Repeat for all the sentences. Explicitly teaching what’s missing in each sentence.
Review and Instructions (3 minutes)
Prompt. “I’m looking for someone showing me whole body listening to tell me….”
“What are two things I need to make sure my sentence has?” WT (15-20 seconds) (Capital and period)
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Whole Group
Give Instructions:
“Today we are going to be making these thankful turkeys. Remember in the story we read about how the
turkeys were thankful that they got to be thanksgiving guests instead of thanksgiving dinner. Today you’re
going to make your own turkey and write what you’re thankful for on it.” (show example)
“First you’re going to write your sentences on this part (show). You need to write 3 complete sentences
telling Ms. Williams and I what you’re thankful for. You can use some of the examples from the whiteboard
or you can make up your own”
“After you write your sentence, raise your hand so I can come check your sentences to make sure they’re
complete sentences with a capital and a period. After I check your sentence I’ll give you these two pieces to
cut out and glue down.”
Turkey Craft (10 minutes)
Circulate the classroom and monitor to make sure students are writing complete sentences.
Encourage students to add details because these will be hung on the wall for the principals to see. If
students still finish early they can get their book bins and bring them to the table.
14

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Anna Bunyak

Part 1: Lesson Content

Opportunities to Respond (OTR) is

re-engage N.B, L.S., H.S., F.L, H.L, and

Seeing examples of themselves in

What Standards (national or

ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

ELA.2.C.1.1: Demonstrate legible printing skills.

ELA.2.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

L.S, H.L, S.R, N.B all need practice

Objectives- What students will Some examples:

Students will be able to recognize mistakes in a sentence.

My focus group students (N.B, L.S,

Assessment Plan- How will you Describe your assessment plan:

My students enjoy hands-on craft

I know my focus students are still

As a whole my class needs practice

Part 2: Lesson Implementation

Materials Materials for lesson implementation:

Research Based Practices References:

Which specific students will benefit, and why?

◻ Who will work together in Before

Review and Instructions (3 minutes)

Turkey Craft (10 minutes)

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