FINALSupervisorOBCycle#1
Grade Level Being Taught: 2nd
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
What misconceptions might
students have about this
content?
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small
Part 1: Lesson Content
Character responses/ Letter writing plan
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson reflects the interests of my students by stressing the importance of inclusion and how
everyone should be included within and out of the classroom. It connects to their background because all
of the students are familiar with crayons.
How does this lesson connect to/reflect the local community?
This lesson reflects the community because it is also teaching the students the importance of overcoming
struggles in life and responding to situations appropriately.
LAFS.2.RL.1.3
Describe how characters in a story respond to major events and challenges.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
LAFS.1.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.3.RL.1.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
 Who the main character is; crayons/Duncan
 Letter Writing (changing perspective) – Pretending to be Duncan
 Inferring the solution
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FINALSupervisorOBCycle#1
Grade Level Being Taught: 2nd
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)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small
Students will be able accurately identify how the main character responds to a
challenge in The Day the Crayons Quit.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Understand
Which level(s) of thinking is/are called for in your objective? Understand & apply
Why did you choose this level(s) of thinking? Students are understanding what the main character’s
challenge was and how they overcame it, but then they have to infer the solution and apply it into their
letter writing.
Describe your assessment plan:
I will be formatively assessing the students writing plans. Those plans will be differentiated to fit the
needs of my students. They will be tiered in 3 different ways. Some students will have to plan their
writing, some will have sentence starters, and others will have fill in the blanks. I will be assessing them
based on their “solution” box during planning. I will walking around the room and assessing them on a
(+,=,-) scale.
+ means they inferred correctly the solution to the challenge
= means they were almost there, maybe they missed 1-2 things
_ means they need more practice, and did not get the solution
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because when they turn in their completed letter that will be their summative assessment.
How does it align with your objective?
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FINALSupervisorOBCycle#1
Grade Level Being Taught: 2nd
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.
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
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small
The objective is the students being able to identify how the main character responds to a challenge in the
story, therefore I am assessing them on their planning box to see if they accurately identified how
Duncan responded to the challenge.
(+,=,-) scale.
+ means they inferred correctly the solution to the challenge
= means they were almost there, maybe they missed 1-2 things
_ means they need more practice, and did not get the solution
Part 2: Lesson Implementation
 I will arrange myself and the students in multiple places around the room. We will begin the
lesson on the carpet, we will move into group work around the room, then come back to the
carpet, and end at our seats doing individual work. I will rotate around the class to reach the
students based on the location of them.
 I will use procedures that we use every day such as; table points, behavior sticks, bobcat bucks,
and positive reinforcement. For example, “I love how _______ is sitting quietly” to promote the
other students to follow their lead. I will communicate these procedures throughout the lesson as
needed and typically use them during transitions to get students to move faster.
 I will set very high expectations for the students at the beginning of the lesson. They will be
expected to use appropriate voice levels, follow cues on when to direct their attention to me, and
will be expected to be working hard when they are doing their planning and writing. These
students will be receiving reminders during the lesson when needed, as well as before they are
directed to move into a transition.
 I will use positive reinforcement strategies to redirect students, and I will use bobcat bucks for
those on task. I will use table points to reward full tables on task and create competition in the
classroom for students to try and out do their peers in a positive way. I will also have students
move to a quiet table if they are not meeting my expectations in their crayon group. If the
students are not meeting my expectations on the carpet, I will ask them to sit in their seats then
invite them back after they “control their bodies”
 Some students are on a management plan, and if they do not follow my expectations they will be
asked to put their binder on my desk.
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Grade Level Being Taught: 2nd
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!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small
 If students complete their plan quickly I will ask them to continue onto writing their letter. Many
of my high students often complete their work sooner so I will give them directions to move on if
the time comes.
 Pencils
 Planning sheets
 Color image of ending picture
 Copies of crayons letters
 New letter sheets
 Comprehension questions
 CT
 Elmo/Projector
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 letters that are given to each student based on the easiness of the letter
and how much it needs to be decoded.
 I will differentiate the writing plans given to the students. The lower students will receive plans
that have fill in the blanks, the medium students will have sentence starters, and the high
students will have blank boxes from them to create their own plans.
 I also am differentiating the entire lesson for my Spanish only students to be able to point to
pictures that are associated with the story. They are comprehension questions that have pictures
along with each word.
Which specific students will benefit, and why?
All my students will benefit because my lower students are getting accommodations in their learning, my
medium students are getting what they need, and my high students are getting challenged in their
learning.
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: For my Pre-production level students I will have images that match my
questions and they will be asked comprehension questions verbally to assess understanding.
 Early Production Level: These students will be using the comprehension questions with images
to guide them in writing what their favorite crayon is.
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FINALSupervisorOBCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small

implement for these unique  Speech Emergence Level: These students will be given fill in the blank sentence templates, they
learners.) will be required to fill in the missing blanks to create a fully written plan. Vocabulary will be
given to the students.
 Intermediate Fluency Level: These students will be given sentence starters for their planning
so they do not have to create those beginnings and they can focus on just filling in what is
required.
What accommodations will you make for students who have an IEP or 504 plan?
My student with an IEP, has vision and hearing problems. I will be wearing a microphone for her to hear
me clearly, and then I will be allowing her to move closer to me or the front when needed to see better.
What accommodations will you make for students identified as gifted and have an EP (education
plan)? These students will be getting a blank planning template and they will be writing their letters and
planning them according to beginning middle and end. They will also be required to use a “craft” in their
writing. Such as; commas in a series, onomatopoeias, or voice.

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FINALSupervisorOBCycle#1
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?
 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?
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small
 Cpalms- Standard/trace to previous and future standards
 Hillsborough County Public Schools Guideline for teaching the standards
 CT help
 Kagan strategies
1. What is the content area for this lesson? Shared Reading/ 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.) Whole Group, Gradual Release, & Small Group- Guided
3. Step-by-step plan:
Time: Action Steps:
0min-1min- I will ask students to clean up their tables, get out their crayon papers from the previous
day-LEAVE THEM AT THEIR SEATS, and make their way to the front carpet, I will be giving bobcat bucks
to the students that come to the carpet quickly and quietly without having to repeat the instructions to
the students.
1min-3min- I will ask the students to raise a quiet hand and remind me what we did the previous day
with the day the crayons quit. I will be looking for answers such as; the crayons letters with their
problems, Duncan’s challenges he’s experiencing, or even giving a specific detail from the story so far.
3min-4min- I will ask the students “Are you ready to read the ending of the story and figure out how
Duncan overcomes the challenges in the story?” Because remember we are focused on decoding how
main characters overcome their struggles.
4min-7min- I will read the ending of the story, and I will place the ending photo of the book under the
ELMO. I will ask the students to turn and talk “How do you think Duncan overcame the problem in the
story?” Look at this picture and discuss with a partner next to you.
-I will direct students that are not finding partners fast enough, I will tell them who to discuss with. I will
give them 20-30seconds to discuss, and then count down from 5 to regain their attention. \
-I will listen to a few students while they are discussing so I can gauge when they are finished talking.
7min-8min – I will ask the students to raise a quiet hand to tell me what their PARTNER shared. I will
repeat the question to ensure they were discussing the appropriate thing. I will call on 2-3 students to
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FINALSupervisorOBCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small

share their partner’s thoughts then I will tell them we are going to decode the image using my red crayon
as a model. I will ask the students to sit up straight because we are going to reread the red crayons letter.
8min-10min – We will reread the red crayon letter together, and I will ask them “what was the red
crayon feeling?” overworked, I will ask “what does the red crayon want?” not to work holidays, and to have
a break Then I will ask the students “what they notice in the final image that matches the crayons wants”
10min-11min – I will place the image under the ELMO again and ask the students to turn and talk
discussing what they notice that matches the red crayon. I will tell them to discuss with the same partner
as before. Then we will discuss as a whole group, with me actually pointing to images in the photo.
11min-12min- I will then tell the students they are going to have a chance to discuss their crayons
solution with their crayon groups. I will tell them they are going to have 5 minutes in their crayon group
to re-read the letter and compare the picture to see if the crayon got his wants in the final image. I will
remind them they will have a voice level of zero because they are discussing with their partners that are
right next to them.
12min-13min – I will be calling the crayon groups individually and handing them a colored image, their
exit ticket from the day before, and their crayons letter. I will tell them to find a “smart space” in the
room to work and decode the image.
13min-18min- They will have 5 minutes in their crayon group to decode the image and I will be
circulating throughout that time ensuring all groups are on task. I will set a timer so the students know
when their time is up. Once the timer goes off I will ask students to return to the carpet with their crayon
groups, sit next to their group, and bring their pictures with them.
18min-20min- once the students return to the carpet I will ask them “How did Duncan respond to your
crayons problem?” I will display the final image through the ELMO and I will call crayon colors for
students to go to the board and point at what Duncan did in the picture to respond the crayons wants
and feelings.
20min-21min – I will start with the Black Crayon and I will ask students to raise their hands if they are
in the black crayon group. I will have one of those students come to the board and point at the black
images and why that was Duncan’s way of responding to the problem.
21min-22min- I will ask the purple crayon group to raise their hand and I will repeat the process with
one of the students pointing to how the purple crayon got its wants and feelings addressed.
22min-23min- I will end with the gray crayon group. I will repeat this process but this time I will ask
them to “infer how Duncan met the wants of the crayon by coloring images different colors other than
gray?” Then one student will go and point to images on the board.
23min-25min – I will then explain to them we will be writing letters back to our crayons from DUNCAN.
Which means we will have to pretend to be DUNCAN I will explain they will be writing a letter to their

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FINALSupervisorOBCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Writing Group Size: Date of Lesson: 9/19/19
Whole/Small

crayon they have been working with and I will ask them “what do we have to do before we can begin
writing?” plan
25min-27min - Show them Medium level planning sheet. I will tell them they will all be receiving
different planning sheets. Some friends will plan in empty boxes, some will be filling in blanks, and others
will be using the sheet that I use to plan. All are great plans but Ms. Bishop wants to test what planning
sheets work better. I will place planning sheet under ELMO and start with box #1
27min-30min- I will be asking students to help me plan based on my red crayon. I will ask “what crayon
did I have again?” Then write red. Ask them “What was my crayon feeling, and why?” I will write
overworked because always used. I will ask them “What did my crayon want?” Then write, not work on
holidays, not color strawberries, and to have a rest. Last, I will ask “How did Duncan respond to my red
crayons want?” “What did he do in the picture?” We will look at the image again write; he wasn’t used for
everything and strawberries and hearts are green now.
30min-32min- I will explain to the students they are going to be doing their individual planning for their
crayon and they can use the letter, their exit ticket, and the color image to fill in their plan. I will dismiss
the students back to their seats based on the crayon color. I will tell the purple crayon group to go back
to Mrs. Kraft’s desk to work with her on their plan. I will them they will have 10min to work on their
plans
I will ask the students if they have any questions on what they will be doing?
-I will release them by crayon color back to their seats.
32min-42min- I will give students 10 minutes to be working on their crayon plans. I will set a timer for
the time. The During this time, I will be rotating around the class checking on the student’s work. I will
also be formatively assessing them during this time using the (+,=,-) scale. Once a student is finished with
their plan I will assess them based on their solution box. This is how I am going to know if they met the
objective “I can identify how a main character responds to a problem in the story.” I will be recording the
data on my ipad. (if students finish during this time I will ask them to check over their plan, and then I
will give them a letter paper from them to begin their writing. I will tell them to leave the FROM blank. )
42-44min – I will have the students turn their plans into me so I can assure I assessed all of them and I
will bring them back down to the carpet. I will remind them of our objective of the day and tell them
tomorrow we will be working on our letters to our crayon. I will ask “is there any questions from today
?”
44min-45min – I will dismiss them by tables back to their seats to pack up and get in line for Spanish. If
students begin talking on the way back to their tables I will ask them to sit back down and I will release
another table.