Sup 3 Observation

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: Date of Lesson: 4/5/2023
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Part 1: Lesson Content

Title of Lesson Identifying rhyme patterns in poems
Meeting your students’ needs as people and as learners How does this lesson connect to the interests and cultural
backgrounds of your students?
My students have been enjoying our rhyming stories recently and will
enjoy the added component of finding out the rhyme pattern within
the poems in our story.
How does this lesson connect to/reflect the local community?

There are several animal poems that the students will be able to
connect to if they have ever seen the animals or learned about them
before. The students are also doing a writing project on animals in
their centers this week and they will be able to connect to the poems
this way as well.
What Standards (national or state) relate to this lesson?

(You should include ALL applicable standards.)
2.R.1.4: Identify rhyme schemes in poems.
Understanding the standards over time Trace the standard to the previous grade level. What have
students already learned or been exposed to related to this
standard?
1.R.1.4: Identify stanzas and line breaks in poems.
Trace the standard to the next grade level. What will students
learn next related to this standard?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
23
3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and
limerick.
What misconceptions might students have about this content?

Students might struggle with identifying rhyme patterns within the
poems.
Students might struggle identifying what letters to use when

identifying the rhyme patters.
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).
------------------------------------------------------------------------------------------
------------------------------------------- Students will be able to identify
rhyme schemes in poems.
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
and apply
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Which level(s) of thinking is/are called for in your objective?

understand and apply
Why did you choose this level(s) of thinking?

I chose the level of thinking understand because the students will
need to be able to explain the rhyme schemes that they identified in
their poems to their partners. I also chose the level of thinning apply
because the students will need to be able to identify the rhyme pattern
within a poem in order to share their information with their partners.
Assessment Plan- How will you know students have mastered Describe your assessment plan:
your objectives? I am going to be using formative assessment by monitoring the
students throughout the read aloud for engagement. I will also be
making stopping points throughout the read aloud to check for
comprehension and having students point out rhyme patterns within
the poems I am reading. I will also have the students go into their
mybooks and mark the poem that they choose with the rhyme pattern
that they are identifying. I will be walking around while they are
working and ensuring students are meeting the objective and do not
have any misunderstandings.
Is your assessment formative or summative? Why did you make

that assessment decision?
My assessment plan is formative because I feel like it is the best way
for me to assess my students' understanding of the objective for this
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lesson. Having them work in their mybooks is efficient and will be

helpful for the students to mark up the poems in front of them versus
writing on a separate piece of paper.
How does it align with your objective?

It aligns with my objective because I am assuring that my students can
efficiently identify rhyme patterns within a poem.
Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student I will be walking around and keeping notes of students that were
work? If you’re using a rubric, include your rubric here. understanding the objective and students that were struggling and
needed extra guidance to complete the objective. I will create a small
group for struggling students to revisit rhyme patterns in poems.
Part 2: Lesson Implementation

Management & Environment
(integrated throughout your step-by-step plan): - Students will remain seated in their table groups of 3-4
● How will you arrange yourself and the students (location in
- I will be located in the front of the classroom reading
the classroom, seating)? the read aloud for the students making stops to check
● What processes & procedures will you use? How and when for student engagement and comprehension
will you communicate those to students?
- Mrs. Conner will be in the back monitoring student
● What expectations will you have for the students? How and behaviors and engagement
when will you communicate those to students?
- Before I begin the after reading activity, I will ask the
● What strategies will you use if students do not meet your students to remind me of how they should be behaving
expectations? Are there specific students who require a more during the activity (voice level 2, Listening ears on)
extensive management plan? What will that consist of?
- I will give reminders throughout the lesson for
● What will students do if they complete the task quickly?
students
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- I will use positive praise and nonverbal interventions

to keep students on task
- If the students complete the tasks early, they will be

given the option to free read or write while waiting on
the others to finish up.
Materials
(What materials will you use? Why did you choose these materials? - HMH MyBook
Include any resources you used. This can also include people!) - Module 9 lesson 9-10 powerpoint
- pencil
- projector
- Dojo
- At Home In The Wild read aloud
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the process by first reading the story with the students and identifying the rhyme
pattern in 2 of the poems in the beginning of the story. Once we are done reading I will have them choose
a poem we did not do together and identify the rhyme pattern within it. After they have identified the
rhyme pattern I will have them turn to their shoulder partner and share what they found. I will also have
them turn to the person in front or behind them to share as well. This is also appealing to their learning
interest because they enjoy working in partners.
Which specific students will benefit, and why?
Students who work will with being shown how to do what is asked first and then doing it will benefit
from my examples on the board before they are released to do independently. Students who enjoy
working with others to support their learning will also benefit because they will be collaborating with 2
other classmates.
Accommodations (If needed) 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: Speak slowly, use gestures, emphasize listening
students (initials), and then explain
the accommodation(s) you will ● Early Production Level: Ask yes and no questions, partner talk, class discussions
implement for these unique
learners.) ● Speech Emergence Level: provide visuals, short answer questions
● Intermediate Fluency Level: have them brainstorm and predict
What accommodations will you make for students who have an IEP or 504 plan?
IEP: Oral presentation, repeated directions, Verbal encouragement, extended time, small group
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instruction, increased opportunity for movement, reduced stimuli, and check in for entering
answer choice correctly
504: Oral presentation, repeated directions, extended time, human reader, verbal
encouragement, and other presentation accommodations.
References (Planning of ● https://www.edutopia.org/discussion/9-tips-support-english-language-learners
instruction should be guided by ● https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
research-informed ● https://www.colorincolorado.org/article/language-acquisition-overview
approaches. Acknowledge ● https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf
references used to inspire lesson ● Module 9 lesson 9-10 powerpoint
ideas.)
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. )level 4 Supervisor Observation #3= gradual release
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
3. Step-by-step plan:
◻ Who will work together in
Time: Action Steps:
groups and how will you
determine the grouping?
Introduction 5-10 minutes 1:00-1:10
◻ How will students transition “Great work with our power words and phonic review friends. Now we are going to be working into our
between activities? read aloud. Today our story is called “At Home in the Wild”. This story is different then our usual stories
because it is composed of all different kinds of poems about different animals. While we are reading
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today we are going to identify different kinds of rhyme patterns within the poems.”
◻ What will you as the teacher
*Bring attention to Elements of Poetry anchor chart*
do? “This anchor chart goes over different parts of poetry that we will be focusing on. There is rhyme where
◻ What will you as the teacher words end in the same sound or sounds. This will be the main element that we are focusing on today.
Another element of poetry is rhythm which is when words in a poem have a beat, like in music. There is
say?
also repetition where words or lines in a poem are repeated over and over and over and over. The last
◻ What will the students do? element of poetry that we are learning about is describing words. This is when the poet uses words to
help the readers feel, see, hear, taste, etc what they are writing about.”
◻ What student data will be “Are there any questions before we begin the read aloud?”
collected during each phase? *answers any remaining questions*
“Just a reminder before we begin that while we are reading we will keep our voices at a level 0 and our
◻ What are other adults in the
listening ears on”
room doing? How are they
supporting students’ learning? *Pulls up At Home in the Wild*
Read aloud 15 minutes 1:10-1:25

*I will play the get to know the author for the students and then begin to read the first poem “Polar Bear
Family”*
*read Polar Bear Family*
“What words in this poem do we notice that rhyme?”
*Calls on students*
“Yes! the words grace/place, deep/sleep, fun/sun, and roam/home rhyme. When we see our first pair of
rhyming words at the end of the sentence we will label the 2 rows “A”. Then the next 2 rhyming words
that we see we will mark their rows with the letters “B”. What do you think we will label our 3rd and 4th
pair of rhyming words?”
*Calls on students*
“Yes! We will label them with the letters “C” and “D””
*Label them on the board so they can visually see the labeling of the rhyming words and help them
identify the rhyming pattern within the story.”
“This story has an AA,BB,CC,DD rhyme pattern. Let's see what our next poem's rhyming pattern will be!”
*Reads the poem Big Brown Moose*
“This poem is a little longer but we will pay close attention to all of our rhyming words!”
“Who can guess what we will label the first 2 rows since they both end in the word moose?”
*Calls on student*
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“Yes Moose Moose are the same words so we will label both rows “A””
“moving on to the next row we see that it ends in hide so we will label the row B”
“our third line ends in the word prance, what do you think we will label it?”
*calls on student*
“Yes, we will labe that row with the letter “C” because it does not rhyme with hide from row 2”
“Moving on to row four we see that it ends in dance, what do you think we should label it?”
“yes! we are going to label that row with the letter”C” because dance rhymes with prance”
“Now reading our last row and seeing that it ends inside, what do you think we should label it?”
*Calls on students*
“We can see that Side rhymes with the work in row 2 hide. This means we would label our last row with
the letter “B”.”
“The rhyme pattern of this poem would then be AA, B, CC, B”
“Are there any questions about identifying rhyme patterns?”
*Answers any lingering questions*
*Reads the remaining 3 poems to the class*
Partner activity 25 minutes 1:25-1:50

“Now that we are all done reading our poems I am going to set a 5 minute timer and you will be work
independently to identify the rhyme pattern of one of these 3 poems ( The Ant, Over the Meadow, or The
Cricket) you will label the poems with the letters in your MyBooks”
“Once the timer goes off I will have you turn to your shoulder partner and share what poems you found
the rhyme pattern of. If you chose the same poems see if you found the same patterns, if not see where
you went wrong and problem solve together.”
“Are there any questions before we begin?”
*answers any lingering questions*
“Just a reindeer before we begin that when we are independently working our voice levels are at a level 0
and we are focusing on our own work”
*Set timer and walk around to monitor student work and help when needed*
*timer goes off*
“Okay, now that the timer has gone off please turn to your shoulder partner and share what poems you
chose and the rhyme pattern that you found.”
“What should our voice levels be at during partner work?”
*calls on student*
“Yes, our voice levels will be at level 2 and we will be talking about our poems and staying on task”
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“you may now turn to your shoulder partner and begin sharing”
*Will walk around and monitor partner work and help groups that need assistance.*
“Okay friends I saw some really awesome work here! Now that we have shared, let's go over the rhyme
patterns as a class for our remaining 3 poems.”
*Projects The Ant, The Cricket, and Over the Meadow on the board and call on students to tell me the
rhyme patterns that they found.*
Conclusion 5 mins 1:50-1:55

“Awesome work friends! I can really see that you guys are confident with identifying rhyme patterns
within poems. Are there any questions before we switch?”
*Calls on any students to answer remaining questions*
“Please put your MyBooks away and prepare to switch”
Pre Conference Questions
Learning Objectives and Goals
How do you plan to communicate the learning objectives to students? Be specific, include teacher talk and exact language you might use.
- I plan on communicating lesson objectives in the beginning and end of my lesson to the students.
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- “This story is different from our usual stories because it is composed of all different kinds of poems about different animals. While we
are reading today we are going to identify different kinds of rhyme patterns within the poems.”
- “This anchor chart goes over different parts of poetry that we will be focusing on. There is rhyme where words end in the same sound
or sounds. This will be the main element that we are focusing on today.”
- “Now that we are all done reading our poems I am going to set a 5 minute timer and you will be work independently to identify the
rhyme pattern of one of these 3 poems ( The Ant, Over the Meadow, or The Cricket) you will label the poems with the letters in your
MyBooks”
- “Awesome work friends! I can really see that you guys are confident with identifying rhyme patterns within poems. Are there any
questions before we switch?”
Using Data
How did you become familiar with students’ background knowledge, skill levels, experiences, and cultural resources? What did you
learn that you used in this lesson?
- I became familiar with student background knowledge of rhyme patterns because in module 7 we quickly went over rhyme patterns
with the students about a story we were reading. They seemed to pick up on the concept quickly, even though it was not one that
we were focusing on for that module. In this lesson I will connect to prior knowledge by asking if they remember doing this before. I will
also do 2 examples with the students identifying rhyme patterns in poems before letting them work independently. This will be for students
who are struggling with identifying the patterns still.
Assessment
How do you expect to assess students during the lesson? Why?
- I am going to be using formative assessment by monitoring the students throughout the read aloud for engagement. I will also be
making stopping points throughout the read aloud to check for comprehension and having students point out rhyme patterns within
the poems I am reading. I will also have the students go into their mybooks and mark the poem that they choose with the rhyme
pattern that they are identifying. I will be walking around while they are working and ensuring students are meeting the objective and
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do not have any misunderstandings. My assessment plan is formative because I feel like it is the best way for me to assess my students'
understanding of the objective for this lesson. Having them work in their mybooks is efficient and will be helpful for the students to
mark up the poems in front of them versus writing on a separate piece of paper.
Instruction
How will students be grouped for learning? How is the grouping related to social and
academic goals?
- Students will remain in their table groups that they sit in. The students are in table groups of 4 and are paired with students that they
can support and students that can support their learning.
Observation Focus
Using the actionable feedback from your most recent formal observations, how will you address those goals in this particular lesson?
In addition, which new FEAPs do you intend to demonstrate during this lesson?
- My actionable feedback from my last observation was to continue using my new behavior management skills with my class to see
if it increases engagement in the lesson with my students. My class becomes easily distracted so I am going to give constant reminders
about the expectations, using positive praise, rewarding dojos for on task groups, and using my nonverbal interventions. I will mainly
be focusing on FEAPS 2b and 2c this observation round.
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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Gabriella Harmatuk

Part 1: Lesson Content

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

What Standards (national or state) relate to this lesson?

1.R.1.4: Identify stanzas and line breaks in poems.

What misconceptions might students have about this content?

Students might struggle identifying what letters to use when

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which

Which level(s) of thinking is/are called for in your objective?

Why did you choose this level(s) of thinking?

Is your assessment formative or summative? Why did you make

lesson. Having them work in their mybooks is efficient and will be

How does it align with your objective?

Part 2: Lesson Implementation

- I will use positive praise and nonverbal interventions

- If the students complete the tasks early, they will be

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Which specific students will benefit, and why?

● Intermediate Fluency Level: have them brainstorm and predict

Read aloud 15 minutes 1:10-1:25

Partner activity 25 minutes 1:25-1:50

Conclusion 5 mins 1:50-1:55

Pre Conference Questions

Learning Objectives and Goals

How do you expect to assess students during the lesson? Why?

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