TCNJ Lesson Plan
Turkey Trouble
Student Name: Taylor Stier and Teresa Sandberg School Name: Ridgeway Elementary
Grade Level: 1st Host Teacher’s Name: Mrs. Connolly
Guiding and/or Essential Questions:
● What did you disguise your turkey as?
● What did the turkey disguise himself as?
Pre-lesson Assignments and/or Student Prior Knowledge
● Students should have basic writing skills.
● Students should have prior knowledge about storytelling and recognizing key details in a
story.
Standards:
RL.1.1. Ask and answer questions about key details in a text.
W.K.2. Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
0.1.3 Actively engage in activities and interactions with teachers and peers.
Learning Objectives and Assessments:
Learning Objectives Assessment
Students will be able to write informative text Teachers will assess students’ acquired
about their turkey disguise. knowledge by looking over their story on their
worksheets.
Students will be able to draw a disguised The teachers will assess students' acquired
turkey knowledge by looking at their turkey drawing
on their worksheets.
Resources:
● Turkey Trouble by Wendi Silvano
● Turkey disguise worksheet from https://www.teacherspayteachers.com/Product/Turkey-
in-Disguise-2-Different-Ways-Freebie-962969?st=efe5d41389c03212e7258bb3aeae4975
● Colored pencils/crayons/markers
● Pencil
● “Turkeys Can, Have, and Are” anchor chart on Miro
○ https://miro.com/app/board/o9J_kgS4DnM=/
● https://docs.google.com/document/d/1-fPTH5Lty1g-
QRCb_h217fGUBbPwj9yC6htc3wgenYA/edit
Plan for set-up/distribution/cleanup of materials:
The teachers will send out the worksheet to the students ahead of time so that they can print it
out before class and that way they are able to draw the disguise turkey activity during class. For
students that attend class in person, the worksheets will be handed out to them in class. The
teachers will design a turkey and a story of their own to provide an example to the class. The
teachers will need to pick up the book from the library to read to the class. The students will need
to have markers or crayons with them in order to draw their turkey.
Step by Step plan:
1. Lesson beginning: The teacher will begin the lesson by reminding students about the
theme of the week.
2. The teachers will get the kids excited by saying we are going to read about a turkey that
disguises himself.
a. “Can anyone tell me what the word ‘disguise’ means?”
3. The teacher will read Turkey Trouble by Wendi Silvano.
a. The teacher will ask comprehension questions throughout the book.
4. After the book, the teacher will discuss the disguises that turkey was.
5. The teachers will discuss the turkey disguise activity.
6. The students will brainstorm a list of ideas that they could disguise their turkey as.
7. The teacher will then show an example of a disguised turkey that she made, and she will
explain to write on the bottom what the students disguised their turkey as.
8. The teacher will inform the students that they have the weekend to work on this
worksheet. “You have all weekend to work on this activity. I want you to be as creative
as possible. You can use just markers if you want or you can use other materials found in
your house like Miss Stier used cotton balls for the beard and the hat. You can bring it on
Monday or Tuesday, whichever day you normally come into school.”
X. Closure:
The students will complete the “Turkeys Can, Have, and Are” anchor chart at the end of
the unit for comprehension of what the student learned. Each student will answer the three
sections which include “turkeys have,” “turkeys can,” and “turkeys are” by stating an
interesting fact that they learned throughout the unit. The teachers will write down the
responses on the anchor chart: https://miro.com/app/board/o9J_kgS4DnM=/.
Key Questions:
What did the turkey in the book use for a disguise?
Can anyone tell me what the word disguise means?
Key Vocabulary
● Disguise
Logistics:
Timing:
The introduction will take about 2 minutes.
Reading Turkey Trouble will take about 10-15 minutes.
The post reading discussion will take about 10 minutes.
Explaining the activity will take about 10 minutes
The anchor chart will take about 1o minutes
Transitions:
The teacher will not begin the lesson until the students are quiet and ready to learn.
The students will be led into a discussion after the read aloud.
In a virtual setting, microphones will be muted while instructions are being explained, with the
teacher force muting all microphones if necessary.
In a classroom setting, the teacher will gather the students’ attention between activities by
clapping, having them repeat a phrase like “1, 2, 3, eyes on me.”
Classroom Management:
For a virtual setting, students will be instructed at the beginning of the lesson to make sure their
video is turned on and they are muted while the lesson is being given.
In an in-person setting, students will be instructed to remain quiet and attentive during the lesson.
Students who refuse to follow directions will be separated from the class and/or the class will be
restricted from small discussion at their groups and they will work on assignments silently and
individually.
Differentiation Notes
Content: This lesson is more of a fun lesson after a week of nonfiction material. While focusing
on ELA skills, the students will be able to have a little more fun with the reading of a silly story
and a silly activity based on the story. The lesson includes a more subtle learning experience for
the students so they will feel they are having more fun than learning.
Process: The students will have the book read to them instead of having to read on their own.
They will also be asked to verbally point out key details of the story rather than writing them.
Product: The students will be writing the end of a sentence instead of a full sentence on their
own to help them develop their writing skills. They will get to draw their turkey and verbally
describe it as well to help them develop their storytelling skills.
