USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: ELA
Part 1: Lesson Content
Title of Lesson
Meeting your students’ needs as people and as learners
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards.)
Understanding the standards over time
Group Size: Date of Lesson: 02/12/22
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Create your own Love Monster
How does this lesson connect to the interests and cultural
backgrounds of your students?
The students will connect to this story because they it will be
valentines day and they will have a fin activity to follow. It also
includes read alouds which they love as well as coloring and cutting.
How does this lesson connect to/reflect the local community?
This story talks about feeling like you do not fit in. Children in my class
can feel this way and connect to this story and know that it is okay to
not fit in one place but flourish in another.
ELA.2.R.2.3: Explain an author’s purpose in an informational
text.
MA.2.M.2.2: Solve one- and two-step addition and subtraction
real-world problems involving either dollar bills within $100 or
coins within 100¢ using $ and ¢ symbols appropriately.
Trace the standard to the previous grade level. What have
students already learned or been exposed to related to this
standard?
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: ELA
What misconceptions might students have about this content?
Objectives- What students will know or be able to do after the
instruction – the learning outcomes
Content (WHAT students are learning- look to the standard)
Action (HOW students will show it- there might be clues in the
standard)
Measure (HOW WELL they need to do it)
(Note: Degree of mastery does not need to be a percentage.)
Group Size: Date of Lesson: 02/12/22
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ELA.1.R.2.3: Explain similarities and differences between information
provided in visuals and words in an informational text.
MA.1.M.2.2: Identify pennies, nickels, dimes and quarters, and
express their values using the ¢ symbol. State how many of each
coin equal a dollar.
Trace the standard to the next grade level. What will students
learn next related to this standard?
ELA.3.R.2.3: Explain the development of an author's purpose in an
informational text.
MA.3.M.2.2: Solve one- and two-step real-world problems
involving elapsed time.
They might be confused on whether the author's purpose is to inform
or entertain
Some examples:
--Students will be able to accurately (measure- how well) differentiate
(action- how) between potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students
will be able to write (action- how) a reasonable (measure- how well)
prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: Date of Lesson: 02/12/22
23

Students will be able to explain an author’s purpose in an

informational text.

Students will be able to Solve one- and two-step addition and

subtraction real-world problems involving either dollar bills
within $100 or coins within 100¢ using $ and ¢ symbols
appropriately.

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?
ELA- Understand
MA- Apply

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

ELA- Understand
MA- Apply

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

I chose understand for the ELA objective because it has the students
connect what they learned from the story to understand the author's
purpose of writing “love Monster”. I chose apply for the MA objective
because it has the students execute and solve a math problem to
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: Date of Lesson: 02/12/22
23

create their own love monster.

Assessment Plan- How will you know students have mastered
your objectives?
Describe your assessment plan:
I will monitor the students during the read aloud to make sure they
are paying attention. I will make frequent stopping points to ask
questions to check for comprehension. When we move on to the
worksheet they will not be able to get their body parts for their
monster unless they correctly added all the totals correctly. Each body
part (body, eyes, arms, legs, hair, etc) costs a different amount and the
students are responsible for choosing the parts they want and adding
them up.

Is your assessment formative or summative? Why did you make

that assessment decision?
This assessment is formative because I will be monitoring the
students during the read aloud. I will also make note of what students
get the math correct for their love monsters on the 1st, 2nd, 3rd, ets.
try.

How does it align with your objective?

This aligns with my objectives because I am monitoring the students'
understanding of the author's purpose for writing the story and
making sure the students are adding money correctly.

Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student
work? If you’re using a rubric, include your rubric here.
I will monitor students' attention throughout the read aloud. I will also
make note of how many tries it takes for a student to get the correct
total of their love monster. Students who take 3+ guesses will be
pulled for a small group to focus on adding money.

Part 2: Lesson Implementation

Management & Environment

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: ELA
(integrated throughout your step-by-step plan):
● How will you arrange yourself and the students (location in
the classroom, seating)?
● What processes & procedures will you use? How and when
will you communicate those to students?
● What expectations will you have for the students? How and
when will you communicate those to students?
● 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?
● What will students do if they complete the task quickly?
Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
Group Size: Date of Lesson: 02/12/22
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- Students will remain seated in their table groups of 3-4
- I will be located in the front of the classroom reading
the read aloud for the students making stops to check
for student engagement and comprehension
- Mrs. Conner will be in the back monitoring student
behaviors and engagement
- Before I begin the read aloud, I will ask the students to
remind me of how they should be behaving during the
read aloud (voice level 0, eyes forward, hands out of
desk. Listening ears on)
- I will give reminders throughout the read aloud for
students
- 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.
- Love Monster by: Rachel Bright
- Love monster body parts (body, eyes, arms, legs, hair, etc.)
- Crayons
- Pencils
- Markers
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd
Differentiating Instruction
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.)
Subject/Content: ELA Group Size: Date of Lesson: 02/12/22
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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:
The students are not used to doing reading and math at the same time. Since we are not switching on
Valentines day I am going to start with a read aloud that will interest the students because it is a fun one
versus one of the usual HMH books we read. After the read aloud the students will be able to make their
own love monster once they have completed a math equation they are given Love Monsters body parts to
create their own and color it in which is something they will love to do.
Which specific students will benefit, and why?
All the students will benefit from this activity because it is different then what we usually do and will
engage all the students.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level: Speak slowly, use gestures, emphasize listening
● Early Production Level: Ask yes and no questions, partner talk, class discussions
● 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
instruction, increased opportunity for movement, reduced stimuli, and check in for entering
answer choice correctly
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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?
Subject/Content: ELA Group Size: Date of Lesson: 02/12/22
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504: Oral presentation, repeated directions, extended time, human reader, verbal
encouragement, and other presentation accommodations.
● https://www.edutopia.org/discussion/9-tips-support-english-language-learners
● https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
● https://www.colorincolorado.org/article/language-acquisition-overview
● https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf
1. What is the content area for this lesson? ELA and Math
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) 1. level 4 CT Observation #2=guided whole group
3. Step-by-step plan:
Time: Action Steps:
Introduction (5mins)
“Hi friends!Happy Valentine's Day!”
*students reply*
“Awesome! Today we are going to do some fun activities.”
“We are going to start with a story called “Love Monster” and then do a fun activity where you can build
your own love monster! But there is a hitch! You have to add up all the parts for your love monster
before you can create him! I will tell you more after the read aloud.”
Read aloud (10-15 minutes)
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ 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?
Subject/Content: ELA Group Size: Date of Lesson: 02/12/22
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“Today during our story I want you to focus on the authors purpose. Who can tell ne what P.I.E stands
for?”
*Calls on students until one says what P.I.E stands for. Persuade, Inform, Entertain*
“Yes! So while we are reading today we need to keep PIE in mind to know what Rachel Bright wrote Love
monster for.”
“Are there any questions before we begin the story?”
*answers any questions students have*
*begins read aloud*
*will have stopping points to ask:
“How do you think the Love Monster feels at this point in the story?”
“Do you think the Love monster will find someone? Turn and talk with your table”
“How do you think the Love monster is feeling”
“How has the love monster's feelings changed from the beginning to end? turn and talk with your table”
*end read aloud”
“Now that we have read the story of the Love Monster, what do we think the author's purpose was for
writing this story and why do you believe that? Turn and talk with your table groups for 1 minute”
“Okay now that you have talked with your group what do we think the author’s purpose was?”
*Calls on table groups to tell me the story was written for entertainment and to tell me why they think
this. Will call on several students for evidence*
“Awesome job friends! I am so proud of you guys for figuring out the author’s purpose of this story. Now
it is time to move on to a fun math activity so that YOU can build you’re very own Love Monster!”
Love Monster Math Activity (20-25 minutes)
“For this activity I am going to give you a worksheet that allows you to pick parts for your very own love
monsters. Once you have chosen all your parts you have to add them all up and write the total in the
bottom right hand corner. You can only get your body parts to build your monster when your total is
correct. When you have everything added up come to me or Mrs. Conner and we will check to make sure
it is correct before we give you all the parts.”
“Are there any questions before I hand out the worksheets?”
*Answers any questions before handing out the worksheet*
“Okay now that you have your worksheets start choosing your monsters body parts and adding them all
up! Mrs. Conner and I will be walking around if you have any questions or need help”
*Walks around and monitors student work and help any students that need assistance. Will also be
checking the students answers before giving them their monsters body parts.*
*Conclude Love Monster Activity*
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 2nd Subject/Content: ELA Group Size: Date of Lesson: 02/12/22
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Conclusion (5 minutes)
“Great job friends! I am so proud of all your hard work today. We know what the author’s purpose for
writing Love Monster was to entertain us and we also worked on adding money. You guys can take your
Love Monsters home and show your parents if you want!”