USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: Writing
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: 2/22/23
23
Day 16 writing: Expand sentences with when, what, where. and why
How does this lesson connect to the interests and cultural
backgrounds of your students?
We are going to be using real life examples like a kid playing at the
beach, a soccer ball, animals, etc. These connect to the students
interest and will engage them within the lesson.
How does this lesson connect to/reflect the local community?
This lesson connects to the local community because students will be
asked to expand on their answers in real life. Like when they are
talking to their parents, a teacher, a superior, etc. It is getting them
ready to learn how to elaborate when speaking and adding more
details.
ELA.2.C.5.2: Use digital tools to produce and publish writing
individually or with peers and with support from adults.
ELA.2.C.5.1: Use one or more multimedia element(s) to enhance oral
or written tasks
Trace the standard to the previous grade level. What have
students already learned or been exposed to related to this
standard?
ELA.1.C.5.1: Use a multimedia element to enhance oral or written
tasks.
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: Writing
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: 2/22/23
23
ELA.1.C.5.2: Identify and use digital tools to produce and publish
writing individually or with peers and with support from adults.
Trace the standard to the next grade level. What will students
learn next related to this standard?
ELA.3.C.5.1: Use two or more multimedia elements to enhance oral or
written tasks.
ELA.3.C.5.2: Use digital writing tools individually or collaboratively to
plan, draft, and revise writing
The students might be confused on what “W” to use when expanding a
sentence and make a nonsense sentence.
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).
------------------------------------------------------------------------------------------
-----------------------------------------
Students will be able to use digital tools to produce and publish
writing individually or with peers and with support from adults.
Students will be able to use one or more multimedia element(s) to
2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

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

enhance oral or written tasks.

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?
Apply & Create
Which level(s) of thinking is/are called for in your objective?
Apply & Create
Why did you choose this level(s) of thinking?
I chose these levels of thinking because the students need to apply
what they learned about expanding a sentence to create their own
sentences at the end of the lesson as a form of assessment.

Assessment Plan- How will you know students have mastered Describe your assessment plan:
your objectives? I will have the students complete a writing worksheet after the lesson
to demonstrate their understanding of what was demonstrated in the
powerpoint slides.

Is your assessment formative or summative? Why did you make

that assessment decision?
My assessment is formative. I chose this assessment because it will
show me what the students understood from the writing lesson and if
they need a review on expanding sentences before continuing. It made
sense to do a formative vs summative assessment because this will not
be a high stake test.

How does it align with your objective?

This aligns with my objective because it is assessing the students
ability to use what they learned from the digital powerpoint to

3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk
Grade Level Being Taught: 2nd Subject/Content: Writing
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.
Part 2: Lesson Implementation
Management & Environment
(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?
Group Size: Date of Lesson: 2/22/23
23
enhance their writing .
If the students do not correctly expand their sentences I will pull a
small group and reteach the lesson to the group and provide more
support so that they are confident in expanding their sentences before
moving on to the next day of writing skills.
- 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 writing lesson, I will ask the
students to remind me of how they should be behaving
during the lesson (voice level 0, eyes forward, hands
out of desk. Listening ears on)
- I will give reminders throughout the lesson 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.
4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

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

Materials
(What materials will you use? Why did you choose these materials? - Day 16 writing lesson powerpoint
Include any resources you used. This can also include people!) - Expand a sentence worksheet x44
- Pencils
- Projector
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 this lesson by presenting it in powerpoint format and having students interact
throughout the lesson by helping me write sentences and fix my grammatical errors.

Which specific students will benefit, and why?

The students who struggle with writing will benefit from this because it will have them practice catching
grammar errors, punctuation errors, etc. It will reinforce and refresh their writing skills.

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.)
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

5
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: Writing Group Size: Date of Lesson: 2/22/23
23
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.
● 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
● https://docs.google.com/presentation/d/1XkfFyhyI8y_0kKH4gJVrRRtEqxaV-
r8JljYzPeHfyyw/edit?usp=sharing
1. What is the content area for this lesson? Writing
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.) level 4 Supervisor Observation #2=guided whole group
3. Step-by-step plan:
Time: Action Steps:
Introduction 12:30-12:35 (5min)
“Hello friends! Is everyone doing awesome so far today?”
*students reply*
“Today we are going to get started on day 16 of our writing! It is going to focus on ways that we can
expand our sentences. It will show us 4 different ways that we as writers can expand our sentences!”
“Before we begin I am going to ask that everyone clears their desks, even your pencil boxes. We will just
need our listening ears and eyes forward for the powerpoint today.”
“Are there any questions before we get into day 16 of our writing?”
*Answer any questions before we begin*
Day 16 writing powerpoint and writing worksheet 12:35-1:10 (35 minutes)
6
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: Writing Group Size: Date of Lesson: 2/22/23
23
*Projects Day 16 writing on the board*
“With a raise of a hand, who would like to read our essential question?”
*calls on a students*
“I will expand sentences with when, where, what, and why”
“After todays lesson we will be able to do that friends!”
*goes to next slide*
“Close your eyes and listen to me read a sentence. Try to picture in your mind what’s happening.
Then I’ll ask some questions. Ready… close your eyes. The ball rolled. Open your eyes. What did
you see in your mind?”
*Calls on students*
“Now it’s time for the questions, I’ll draw a star if we can answer the question. If we can't, I'll leave the
space blank.”
*goes through questions*
“Because our sentence doesn’t tell us much about what’s happening, we couldn’t check off any of the
boxes. Moving forward we are going to learn to add more details so that we can check off all the
boxes!”
*goes to next slide*
“Now I am going to read another sentence about the same ball. Close your eyes and try to picture
what happens. Ready… Early in the morning, Waynes orange ball rolled into the pool with a big
splash. Open your eyes. Could you see a clearer picture in your mind? What new details about the
ball did we learn?”
*Calls on students*
*goes to next slide*
“Let's fill out the chart again and put your thumb up if you think we have enough details to answer the
questions we couldn’t before. Put your thumb down if you don’t.”
*reads questions and fills out chart*
“ See what a difference it makes when we add more details to our sentences! Good writing is all
about the details!”
*goes to next slide*
“Now we are going to learn how to add details to make a sentence longer and stronger! This is called
expanding a sentence. The details make the sentence more interesting and helps the reader
understand what is happening. We are going to use these 4 question words (where, what, when, and
why) to help us expand a sentence.”
*Will read the where, when, why, and what slides to the students*
7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

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

*goes to next slide*

“I am going to show you how to expand a sentence by adding details that answer a question a reader
might have. Our base sentence states “A kangaroo hops.” So that might leave a reader wondering
where the Kangaroo is hopping at. To expand this sentence I can write instead “A kangaroo hops
across the grass.” But wait! We can expand it more. How about we add when the kangaroo is
hopping. This could look like “A kangaroo hops across the grass early in the morning.”. Now let's try
to expand a sentence together before you get to try by yourselves!”
*I will make errors in the sentence to have students correct*
*goes to next slide*
“Now it is our turn! So our base sentence is “a bird splashed” This leaves us the readers wondering
where the bird was splashing. With a raise of a hand, who can give me an idea of where the bird was
splashing?”
*calls on students*
“Perfect! We can say “A bird splashed in the water.”
*make errors for students to correct*
“Now that we know where the bird splashed, who can tell me why the bird was splashing in the
water?”
*calls on students*
“Good Idea! We can write “A bird splashed in the water to cool off because it was hot.”
*make errors for students to correct*
*goes to next slide*
“Now it is your turn to show me that you can expand sentences using where, when, why, and what
questions! I am going to hand out today's writing worksheet and have you guys complete them
independently. Once you are all done please turn your papers into the pink bin. If you finish early you
may free read or write while waiting for everyone to finish up.”
*Hands out papers*
*Monitors students work and help struggling students*

Conclusion 1:10-1:11 (1 min)

“Awesome work today friends! I look forward to seeing all of your expanded sentences in your future
writing!”

8
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

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

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 will communicate the learning objective to the students in the beginning of the lesson and restate at the end of the lesson.
- “Today we are going to get started on day 16 of our writing! It is going to focus on ways that we can expand our sentences. It will show
us 4 different ways that we as writers can expand our sentences!”
- “I will expand sentences with when, where, what, and why”
- “Awesome work today friends! I look forward to seeing all of your expanded sentences in your future writing!”

Using Data (choose one)

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?

- Most of the students struggle weekly in the excited writing center when it comes to forming complete sentences and using
correct punctuations. My CT and I decided to start from Day 1 when it comes to writing and do a daily writing lesson with
the students that keeps building on the already learned skills. We are on day 16 now and have been seeing an increase in
our students' writing, Day 16 focuses on expanding sentences using what, where, why, and when questions. This will
benefit all of our students' writing skills.

Assessment (choose one)

How are the assessments you have chosen aligned with your learning objectives?

9
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

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

- This aligns with my objective because it is assessing the students ability to use what they learned from the digital powerpoint to
enhance their writing .

Instruction (choose one)

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?

- For this observation I used a better form of assessment to assess my students' learning. I am addressing this in my lesson by having the
students do a worksheet and monitoring students behavior throughout the written lesson as forms of assessment. The new FEAPS I
intend to demonstrate in this lesson are 4a, 4b, and 4c.

10