Student Teaching edTPA Lesson Plan Template

Subject: Reading and Social Studies Central Focus: Identify the key details in Turkey Trouble and
connect to Thanksgiving.
Essential Standard/Common Core Objective:
2.C.1.2 Recognize the key historical figures and
events that are associated with various cultural
traditions.
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce
the topic or book they are writing about, state an
opinion, supply reasons that support the
opinion, use linking words Date submitted: Date taught:
(e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or
section.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations
and words in a print or digital text to
demonstrate understanding of its characters,
setting, or plot.
Daily Lesson Objective:
Students will understand characters, setting, and plot after the read aloud Turkey Trouble and complete a story
map. Students will connect prior knowledge of a traditional Thanksgiving to the Thanksgiving in the read aloud
and understand the importance of Thanksgiving. Students will individually write an opinion letter to convince
the farmer to not eat Turkey. Students should write complete sentences and give details that show they
comprehended the read aloud. Students should receive at least an 8 out of 10 on the exit ticket to show
comprehension of the book and knowledge of Thanksgiving.
21st Century Skills: Critical thinking, Academic Language Demand (Language Function and
collaboration, and problem solving Vocabulary): disguise, costume, grumbled, bleated, wailed,
and desperately

Prior Knowledge: vocabulary from previous lesson about Thanksgiving, comprehension skills, strong
vocabulary, knowledge on completing story maps and writing letters to persuade someone.

Activity Description of Activities and Setting Time

Students have been learning all about Thanksgiving such as the
Mayflower, pilgrims, and the first Thanksgiving dinner.
1. Focus and Review
Remind student students of the previous lessons and why we celebrate
Thanksgiving.
Tell students “Today we are going to continue learning about
2. Statement of Thanksgiving. We are going to read a book about a Turkey who could
Objective be in a bit of trouble. You will learn how Turkey try’s to problem solve
for Student during this Thanksgiving Day. You will complete a story map based off
this story and write a letter to persuade Farmer Jake to not eat Turkey!”
 10 mins
“We have been learning all about Thanksgiving; pilgrims, the
mayflower, food, Native Americans.”

“Yesterday we learned all about the Mayflower and even built our own
mayflower ship. Let’s think about all of the things we learned yesterday
about the Mayflower and the Pilgrims that were aboard the ship and add
it to our KWL chart.” (have students turn and talk with their partners
about the mayflower ship and the pilgrims)

Prior to learning about the Mayflower, teacher and students started to

fill out a KWL chart on a sticky poster of what they know about
thanksgiving and questions they have. We then started to learn about
the Mayflower and read a book “The story of Pilgrims.”

Teacher will review with the students and add to KWL chart of what
they learned about the Mayflower from the previous lesson.

“Thanksgiving is coming, what do you all eat for Thanksgiving? If you

do not celebrate Thanksgiving, then think of what we have learned so
far and think about things that people would eat if they did celebrate
Thanksgiving.”

“Does anyone know why we eat turkey for Thanksgiving?” Take a few
responses to this question.
3. Teacher Input
“Well today we are going to read a book about a turkey who knows
Thanksgiving is coming.”

Read title of the book

Have students make predictions about what they think is going to
happen.
Write students’ predictions on the board.
Connect their predictions to real life-experiences. (Do they eat turkey
for thanksgiving?)
“This book is called Turkey Trouble. Looking at the cover I definitely
see a turkey in trouble. Can anyone tell me how they think this turkey is
going to get out of trouble?”

“Those were all great ideas on ways to get out of trouble. Let’s go
ahead and read to find out if Turkey uses any of your ideas.”

“As I am reading the book make sure to pay attention to all of the
characters, setting, the problem, and the solution that takes place.”

As soon as Turkey puts on his first disguise, I ask the students, “What
has Turkey done and why did he do it?”

I select one or two students to respond to the question.

 “When you said he dressed up like a horse, there is a special word for
that. Does anyone think they know the special word which means I get
dressed up to look like something else, so no one will recognize me?”

“I put on a disguise or costume. Here turkey is using a disguise which

means I put something else on to look different. Both words could
possibly help turkey hide from danger.”

The reason I discuss the word "disguise" with the students is because I
want them to think about vocabulary as we are reading the book. This
discussion helps build the students vocabulary bank and they will be
able to use the words in the correct context when discussing animals in
science, characters in stories or people pretending to be something else.

As we read, I try to subtly point out the fact that we are given clues by
the illustrator as to what turkey is going to disguise himself as next.
“Does anyone else see any other animals on this page?”

“Since we see the pig on the page. What do you think may happen
next?”

“I think the illustrator is giving us clues to turkey’s next disguise. Let’s

keep our eyes open and check as we go.” This will help students stay
focused on the book.

After finishing the book, we will discuss the predictions that the
students made and see if anyone was correct.

Students will go back to their tables where they are in groups of 4. 15 mins
Students are in homogenous groups for differentiated instruction.
Students will work in their groups of 4 and complete a story map. The
story map includes: characters, setting, problem, solution, and plot.
Students will work together to complete the story map. As students are
working teacher will walk around and help students who are struggling.
Questions to ask: What do the illustrations tell you about the setting?
Can you find an illustration that tells you how a character is feeling?

Misconceptions may be trying to understand the problem and solution.

Teacher will walk student through the book. “Why was turkey trying to
4. Guided Practice
pretend to be different animals?” “Since he is a turkey why do you
think he was trying to dress up as other farm animals?” “When he was
dressing up as different animals did it seem to work?” “At the end of
the story what did the family do since they couldn’t find turkey?”
“Since the parents ended up ordering pizza do you think that solved
Turkey’s problem or would he still have to disguise himself?

After students are done, we will come together as a whole class and
discuss the story map. We will all compare answers and I will clear any
confusion from each category to make sure students understand before
moving forward.
 Ask: “How was the Thanksgiving in the book different then the
Thanksgiving some people celebrate?”
“How was the food different?”
“Did the family seem very upset to have pizza instead of turkey for
Thanksgiving?”
“Why do you think we eat turkey for Thanksgiving?”
Students have been working on writing letters. Students will write a 15 mins
letter to Farmer Jake persuading him to not eat Turkey. Students should
introduce themselves, add details and show knowledge from the book
of why Turkey should not be eaten, and conclude the letter by
explaining what they are thankful for and how it makes them thankful.
Teacher will facilitate while the students are completing their letters.
5. Independent Practice
(Write components of the letter on the board)
Introduce yourself
Add details and show knowledge of Thanksgiving. Why should we not
eat Turkey?
Conclude your letter by telling Farmer Jake what you are thankful for
and how you are thankful?
Students will complete an exit ticket with 2 questions.
1. What is the importance of Thanksgiving and why do we celebrate it? (4
pts)
6. Assessment Methods
2. What is the problem and solution in the book Turkey Trouble? (3 pts)
of
3. In your own words what does the word disguise mean? (3 pts)
all objectives/skills:
Teacher will ask students questions throughout the guided practice and
independent practice. For assessment results, students much answer the
questions in complete sentences and give details with at least one reason.
“I am very proud of all of you for listening and following directions. 5 mins
You all work very hard and used great comprehending and vocabulary
skills.”
Teacher will gather students together on the rug for circle time.
Teacher will have some students share what they enjoyed about the
book Turkey Trouble and what their favorite disguise was.
7. Closure
Ask: Why do you think we celebrate Thanksgiving?
“Why do you think we eat Turkey for thanksgiving?”
“If you celebrate Thanksgiving, what is your favorite part?”
“Do you remember where the pilgrims sailed from?”
“What hardships did the pilgrims go through?”
“Did the pilgrims have any help when they got to the new world?”

The students have been learning about Thanksgiving. The day before students built
their own mayflower ship and we tested the ship in a tub of water. I added pennies
to the ship which represented pilgrims. The students had a lot of prior knowledge
about Thanksgiving so 14 out of 16 students got question one correct, 14 out of 16
8. Assessment Results of
got questions two correct, and 15 out of 16 got question 3 correct. Some students
all objectives/skills:
struggled with writing complete sentences, so I think that is something that the
whole class needs to work on. I think the students are used to listing things and this
makes them struggle when trying to compose a detailed sentence. Overall, majority
of the students did good on the exit ticket.
 Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

For struggling students, the guided practice Students will be in small groups of 4. If I see students not
groups/partners are organized for struggling finishing or participating, then they will work alone
students to be in groups with higher level readers.during guided practice. If students choose to work alone
The teacher will facilitate and assist students whothen that is aloud. Teacher will work with 3-4 students
are still struggling. Students who finish early will
who need extra help. Teacher will assist the students when
start on their letter. thinking about the characters, setting, problem, and
solution in the book. Teacher will review with the
students and used guided questions to help them think
deeper into the story.
Materials/Technology: Pencil, notebook paper/writing journal, story map worksheet.

Reflection on lesson:

The lesson went very well but I wish I would have left the letter portion out and had them focus more on
comprehending the book. I think the letter through students off. For 2nd graders I thought that writing the letter
would have been fun but many of them asked why they had to write a letter to a pretend person. This was a
learning experience because I thought the students would enjoy writing the letter since they have been working
on letters, but I was wrong. Many students struggled with adding supporting details to their letters. Next time I
will have students create their own disguise and explain why that would be a good disguise for the story.

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______