Teacher Education Lesson Plan Template

Teacher: ​Mrs. Clay Date: ​11/27/19

Title of Lesson: ​Turkey Trouble Grade: ​2nd

Core Components
Subject, Content Area, or Topic
Reading and Writing
Virginia Essential Knowledge and Skills (SOL)
SOL 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm
predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read.
d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and
poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with a
beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. j) Read and reread
familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.
Lesson objectives
The students should be able to put the events of a story in the correct sequence and understand the importance
of a sequence.
Materials/Resources
“Turkey Trouble” read aloud, “Turkey Trouble” sequencing cut and paste, turkey disguise, writing page,
document camera
Safety ​(if applicable)

Time
(min.)
Process Components
2 min. *Anticipatory Set
TTW ask students what they have been going over for the past week in reading (sequencing). TTW
have students reiterate the importance of sequencing and how we can see sequences in action.

*State the Objectives (grade-level terms). The student should be able to say:
1 to 2 I can…put events in the correct sequence
min. I can…identify the main idea
I can…identify the problem and solution

*Instructional Input or Procedure

7 min. TTW read “Turkey Trouble” aloud to the students as a whole group on the carpet. TTW remind
students to be mindful of the sequence of this book.

10 *Guided Practice
min. TTW cute all the sequencing strips out for “Turkey Trouble” prior to the lesson. TTW show all of
the strips on the document camera and read them all out of order. TSW guide the teacher to fix the
story and put it back in the correct sequence as a class.
15 *Independent Practice
min. TSW create their own disguise for Turkey. TSW write about the disguise they chose for turkey and
how it will keep him from being the main course on Thanksgiving day.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
7 min. *Closure
The class will meet back on the carpet and share their writing with the class as well as their picture
of the disguise they created

Differentiation Strategies ​(enrichment, accommodations, remediation, or by learning style).

How will you extend or revise your lesson strategies to meet the needs of all learners. In this section, you will
write down what specifically you will do for advanced learners, struggling learners, and those with
accommodations (think about changes to Content, Process, or Product). Then, tell how does this particular
lesson addresses the various learning styles.
Classroom Management Issues ​(optional)
TTW walk around the classroom during independent practice to ensure students are on task.
Lesson Critique. ​To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
This lesson went well. The students were a little rowdy due to it being the half day before Thanksgiving. Due
to copier malfunctions the students had to draw their own turkey and just write in their writing notebook
which was unfortunate, because the worksheets made it more presentable and easier for them.
*​Denotes Madeline Hunter lesson plan elements.

This will be used during practicum and student teaching. Leave blank for this assignment.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015