USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

Part 1: Lesson Content

Title of Lesson “The Days the Crayons Quit” story retell

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners
The students all love to color in the morning before class starts and while they are waiting for the bus.
While reading the book I can ask them to relate how the crayons are feeling to how their crayons or
other people might feel as well.

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

They have crayons at home so I could ask the student to think about their crayons at home and how they
treat them. I can ask if they think they treat them nicely or if they could do anything to treat them better.
I will tell them that it is important to treat everyone and everything with kindness so that everyone is
happy.

What Standards (national or

state) relate to this lesson? ELA.2.R.3.2: Retell a text to enhance comprehension:
(You should include ALL applicable a. Use main story elements in a logical sequence for a literary text;
standards.) b. Use the central idea and relevant details for an informational text.

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?

ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension:

a. Use main story elements at the beginning, middle, and end for a literary text; b. Use topic and

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

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

important details for an informational text.

Trace the standard to the next grade level. What will students learn next related to this standard?

ELA.3.R.3.2: Summarize a text to enhance comprehension:

a. Include plot and theme for a literary text;
b. Use the central idea and relevant details for an informational text.

What misconceptions might

students have about this They might be confused on the crayons having emotions in a fictional story. Students might have a
content? problem understanding the moral of the story.

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)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not The students will be able retell a text to enhance comprehension.
need to be a percentage.)

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

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

The students will be able to recall details from the text to show understanding of the story.

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?
Remember and understand
Which level(s) of thinking is/are called for in your objective?
Remember and understand
Why did you choose this level(s) of thinking?
I chose these levels of thinking because the students will need to remember detail from the text to
answer their worksheet on the crayon’s emotions. I also chose the level of understanding because they
will need to understand the moral of the story to answer the question at the end of their worksheet that
asks how Duncan resolved the issues with his crayons.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered My assessment plan is to observe the students while they are working to check for engagement. I also
your objectives? have planned a worksheet that I will have them do while the read aloud is playing so that they stay on
task and engaged throughout the lesson.

Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because I will be monitoring throughout the read aloud the student’s
engagement and participation on the worksheet. The worksheet will also prove as formative assessment
because we are not taking it for a grade but just to measure how much information the students retained
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

from read aloud.

How does it align with your objective?

The assessment aligns with my objective because it has them retell the story to enhance their
comprehension while also having them answer a question at the end to show understanding of the moral
of the story.

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  Students will remain seated in their table groups of 3-4
yourself and the students
(location in the classroom,  I will be located in the front of the classroom pausing the read aloud for the students to fill in
seating)? their worksheets
 What processes &
procedures will you use?
 Mrs. Conner will be in the back monitoring student behaviors and engagement
How and when will you
communicate those to
students?  When video is paused, I will walk around to offer support and monitor student work
 What expectations will you
have for the students? How  Before I begin the read aloud, I will ask the students to remind me of how they should be
and when will you behaving during the video (voice level 0, eyes forward, hands out of desk. Listening ears on)
communicate those to
students?  I will give reminders throughout the read aloud for students
 What strategies will you use
if students do not meet your  I will use positive praise and nonverbal interventions to keep students on task
expectations? Are there
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

specific students who  If the students complete the tasks early, they will be asked to wait for the rest of the students to
require a more extensive finish up before we resume the read aloud.
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?

Materials
(What materials will you use? Why  Read aloud YouTube video
did you choose these materials?  “The Day the Crayons Quit” worksheet x23
Include any resources you used.  Laptop
This can also include people!)  Projector
 Timer
 Mrs. Conner
 Pencil

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

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

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 because I will have a video read aloud of the story for the students to
follow along with. It will display the text larger for the students to follow along with and will be played at
a volume that all the students can hear easily. I also differentiated the process because I am having the
students answer the questions while watching the video versus after the video to make sure they stay
engaged. This also appeals to their learner interests because they all enjoy watching videos and the book
is about crayons and all the students love to color in the morning and during dismissal.

Which specific students will benefit, and why?

This will help students who struggle hearing and seeing the text while reading. This will also appeal to
most of the students learning styles and keep them engaged throughout the lesson.

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 ● Early Production Level: Ask yes and no questions, partner talk, class discussions
the accommodation(s) you will ● Speech Emergence Level: provide visuals, short answer questions
implement for these unique ● Intermediate Fluency Level: have them brainstorm and predict
learners.)

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

504: Oral presentation, repeated directions, extended time, human reader, verbal
encouragement, and other presentation accommodations.

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

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

References (Planning of
instruction should be guided by  https://www.youtube.com/watch?v=gPkrhIEoOJg
research-informed  https://www.edutopia.org/discussion/9-tips-support-english-language-learners
approaches. Acknowledge  https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
references used to inspire lesson  https://www.colorincolorado.org/article/language-acquisition-overview
ideas.)  https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? 2nd Grade ELA (reading and writing)
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 CT Observation #1=guided whole group
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? Introduction (5 min) 12:30-12:35
 Who will work together in “Hello friends! How are we doing today.”
groups and how will you *Allow students to respond*
determine the grouping? “For this part of today we are going to do a read aloud. I will play the read aloud on the board for
 How will students transition everyone to see. Today we are going to all be staying at our seats because we will be filling out a
between activities? worksheet throughout the book. Are there any questions before I hand out the worksheets?”
 What will you as the teacher *Allow for students to ask any remaining questions*
do? “Will the teacher helper please help me hand out the worksheet?”
 What will you as the teacher *Teacher helper will hand out worksheet*
say? “Before I play the read aloud can some friends remind me of what we should be doing while the video is
 What will the students do? playing?”
 What student data will be *Call on students to say what they should be doing*
collected during each phase? *I will be looking for answers like “voice level 0”, “Eyes forward”, “listening ears on”*
 What are other adults in the “Okay awesome job I will now begin the story for us! I will pause the video for every crayon color so that
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

room doing? How are they you can write down how each crayon is feeling, make sure you are writing the correct crayon emotions
supporting students’ learning? in the right box! I will be collecting this after our read aloud.”
*Starts read aloud*
Read Aloud Video and Worksheet (20 minutes) 12:35-1:00
*Video will play, and I will stop once it has read the whole page about the red crayon*
“Okay friends who can tell me how the red crayon was feeling in his letter to Duncan?”
*Calls on 1-2 students to answer question*
“Correct! We can tell from the letter that the red crayon is feeling overworked. Let’s go ahead and write
that on to our worksheet. Give me a thumbs up to show me you are all done and ready to resume the
story.”
*Waits for thumbs up from all students before resuming the video*
*Plays video*
*Pause video when it is done reading the letter from the purple crayon*
“Go ahead and think-pair-share with your group to decide how the purple crayon is feeling. I wil give you
15 seconds and then we will come back together.”
*15 second think-pair-share*
“Who would like to share what their group came up with?”
*Will call on 2-3 students*
“Yes, the purple crayon is feeling frustrated with Duncan because he is not coloring inside the lines with
her. Let’s go ahead and write that in our purple crayon box. Give me a thumbs up when you are all done.”
*Waits for thumbs up from all students before resuming the video*
*Plays video*
*Pause video when it is done reading the letter from the beige crayon*
“Okay friends who can tell me how the beige crayon is feeling?”
*Calls on 2-3 students*
“Yes correct! The Beige crayon is feeling left out which makes him feel sad. Go ahead and fill that in. We
are only going to talk about 2 more crayon feelings and after that I am just going to pause the video and
you guys will fill in the boxes for the rest of them.”
*Waits for thumbs up from all students before resuming the video*
*Plays video*
*Pause video when it is done reading the letter from the gray crayon*
“Okay friends go ahead and talk with your tables for 15 seconds and think about how the gray crayon
feels.”
*Allows 15 seconds for think-pair-share*
“Okay who can share what their group came up with”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Gabriella Harmatuk

Grade Level Being Taught: 3 Subject/Content: Reading / ELA Group Size: 23 Date of Lesson: 01/25/2023

*Calls on 2-3 students*

“Yes! The gray crayon is tired from how much he is used to color with. Go ahead and fill in that box and
then give me a thumb up when you are ready to resume our story.”
*Waits for thumbs up from all students before resuming the video*
*Plays video*
*Pause video when it is done reading the letter from the White crayon*
“Okay Friends this will be the last crayon that we talk about. The rest you will fill out independently until
the end of the story. So, who can tell me how the white crayon is feeling in his letter to Duncan?”
*Calls on 2-3 students*
“Yes, the white crayon is feeling empty because they cannot be seen. Once you have that written please
give me a thumbs up to show you are ready to resume the video.”
*Waits for all the students to have their thumbs up and then will resume the video*
*Resumes the video and will pause after each letter from the remaining crayons (black, green, yellow,
orange, blue, pink, and peach*
“Now that we have completed our read aloud, I am going to give you 5 minutes to write 1-3 sentences for
the last question on the worksheet. The question asks “What does Duncan decide to do at the end of the
story to make all of the crayons feel better? Make sure you include details from the story in your answer.
I am going to set a timer and you may begin!”
*Allow for 5 minutes for independent work to answer the final question*
“Once you are all done, please turn the paper into the pink bin and return to your seat while everyone is
finishing up. You may silently read until the timer goes off.”

Conclusion (5 minutes) 1:00-1:05

“Great job everyone! I love this story and I hope you all loved it as much as I do. We learned that it is
important to make sure everyone feels included and loved. Make sure to apply this in the classroom, at
home, in the lunchroom, etc.”