Artifact #5: Literacy Lesson Plan.

I included a first grade ELA lesson plan as one of my artifacts to demonstrate my

competency in the area of literacy. The artifact reveals my ability to plan for instruction and

assessment as well as prepare for differentiation and varying form of instruction and assessment.

This lesson displays how hands-on the first-grade classroom should be as developmentally the

students need to be feeling and seeing in order to build those connections as Piaget would

describe in his theory on cognitive development. (Piaget, 1970). I have also included this artifact

to provide more of personal disposition towards younger children, as most of my experience has

been with older grades.

I connected this lesson plan with InTASC standards for instructional strategies, content

knowledge, and learning differences, which can be seen in how I prepare for students with

language differences. The lesson is supported by the NYS Code of Ethics’ first principle, that

educators nurture the intellectual, physical, emotional, social, and civic potential of each student,

as well as the OCT Ethical standards for care. The lesson demonstrates the CAEP standards for

content and pedagogical knowledge. The artifact meets both NYS and Ontario first grade

curriculum standards for use of parts of speech, particularly the use of adjectives. Finally, the

lesson plan meets the International Literacy Association Standards for curriculum and

instruction. Please find the individual standards and first grade ELA lesson plan below.

InTASC Standards

Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional

strategies to encourage learners to develop deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.

 8(n) The teacher knows how to use a wide variety of resources, including human and

technological, to engage students in learning.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he or she teaches and creates learning experiences that make

these aspects of the discipline accessible and meaningful for learners to assure mastery of the

content.

4(d) The teacher stimulates learner reflection on prior content knowledge, links new

concepts to familiar concepts, and makes connections to learners’ experiences.

4(g) The teacher uses supplementary resources and technologies effectively to ensure

accessibility and relevance for all learners.

Standard #2: Learning Differences The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

2(i) The teacher knows about second language acquisition processes and knows how to

incorporate instructional strategies and resources to support language acquisition.

NYS Code of Ethics

Principle 1 Educators nurture the intellectual, physical, emotional, social, and civic potential of

each student. Educators promote growth in all students through the integration of intellectual,

physical, emotional, social and civic learning. They respect the inherent dignity and worth of

each individual. Educators help students to value their own identity, learn more about their

cultural heritage, and practice social and civic responsibilities. They help students to reflect on

their own learning and connect it to their life experience. They engage students in activities that
encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

OCT Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

CAEP/TEAC Standards

Standard 1. Content and Pedagogical Knowledge The provider ensures that candidates develop a

deep understanding of the critical concepts and principles of their discipline and, by completion,

are able to use discipline-specific practices flexibly to advance the learning of all students toward

attainment of college- and career-readiness standards.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility.

Curriculum Standards

NYS Standard Grade 1:

L.1.1f: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking: Use frequently occurring adjectives.

Ontario Standard Grade 1:

3.5: Use parts of speech appropriately to communicate their meaning clearly, with a focus

on the use of: nouns for names of people, places, and things; the personal subject

pronouns I, you, he, she, it, we, they; verbs to tell what they do and feel; some adjectives;

and simple prepositions of place (e.g., in, on, at, to)

International Literacy Association Standards

2: Curriculum and Instruction

Candidates use foundational knowledge to critique and implement literacy curricula to

meet the needs of all learners and to design, implement, and evaluate evidence-based

literacy instruction for all learners.

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Mary Shaheen

Date: April 1, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ___X___
Town:_______ Rural: ______

Grade level: __1____ Number of students in the class: __23____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
-Flexible seating
504/ADHD 1 -Frequent breaks to move around

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
-Visual aides to support language
ENL 2 -Frequent check for understanding
-Pre-teach vocabulary

Students with Other Learning Needs

Other Learning Needs
Struggling Readers
Numbers of Supports, Accommodations, Modifications
Students
-Use of leveled texts
5 -Targeted guided instruction
-Small group instruction
 Lesson __1___ of a ___3__ Day Learning Segment

Subject and Lesson Topic: ELA: Adjectives

Grade Level: 1 Lesson Duration:

30 Mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important
identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment (Making Good Choices, 2016).

The central focus of this learning segment is using adjectives in speaking and writing.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

Regarding the parts of speech, the students have learned to identify nouns and verbs in prior lessons this year.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will scaffold on the students’ prior knowledge of nouns to expand on describing different nouns demonstrating
that the words we use to describe nouns are adjectives.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central
focus? (edTPA Handbook, Task 1, Prompt 2b)

I have noticed that my students are struggling to stay focused during our writing lessons, as they lose interest
quickly. They are very interested in playing with their toys. Our classroom conversations tend to result in them
talking about toys they love or different classroom items.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I have compiled a box of different toys they like and classroom items they love. that they will manipulate and
describe as an introduction to adjectives as words that describe nouns.

Curriculum Standards
NYS Standard: L.1.1f: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking: Use frequently occurring adjectives.

Ontario Standard: Grade 1: 3.5: Use parts of speech appropriately to communicate their meaning
clearly, with a focus on the use of: nouns for names of people, places, and things; the personal subject
pronouns I, you, he, she, it, we, they; verbs to tell what they do and feel; some adjectives; and simple
prepositions of place (e.g., in, on, at, to)

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include Using formal and/or informal
statements that identify what assessment tools, how will you
students will be able to do by the end evaluate and document your
of the lesson and are aligned to the students’ progress on each of the
standards identified above. objectives?
Students will describe different In a circle time activity, the
nouns orally with prompting teacher will prompt the
from the teacher. students to describe nouns by
asking questions about the
size, appearance, feeling, and
sounds or different items. The
teacher will informally assess
their abilities.
Upon completion of this lesson This will be informally
student will be able to assessed by the teacher while
describe a noun using a the class is completing their
minimum of 2 different mind map of adjectives.
adjectives.
Assessments
If applicable, explain how you will
adapt assessments to allow
students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
The ENL students may describe
the objects in their own language.
The ENL students will have
the teacher or another
classmate’s help describing
their noun or may describe
it differently such as
through charades, gestures,
pointing to something, or
drawing.

Academic Language Instructional Supports

Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards
and objectives, choose the
one Bloom’s word that best
describes the active learning
essential for students to
Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Describe -Teacher will facilitate group discussion
prompting students to describe different
objects
-Teacher will model how to describe a noun
and complete the mind map activity on the
develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases
students need to be able to
understand and use
Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the
concepts
Instructional Process
board before the students are expected to
complete their own mind map.
Noun
Adjective -The teacher will use these words many
Describe times throughout the lesson
-The words will be written on a flower chart
at the front of the classroom and
thoroughly explained
Students will -The teacher will model the activity at the
complete a mind map front of the room before the students
of adjectives receive their activity page
branching off from a
noun given to them.
Student will -The teacher will ask prompting questions
participate in a class to have the students describe the different
circle discussion, objects, for example, “Is it big or small?
describing different What color is it? How does it feel? How
items they may have does it smell?”
seen around the
classroom.
Students will also
share their mind map
adjectives with the
students next to
them.
Accommodations and/or
Modifications and/or
Supports
Anticipatory Set/Motivator
-The IEP student may sit on
-Ask students to sit in a circle on the carpet and join them with a a wiggle cushion
box of toys and things from the classroom
-The ENL students will sit by
-Pull each item out of a box and ask the students what the item the teacher and the teacher
is and if they can describe it. For example, if I were to pull out a will use the physical items
ball, I would ask the students to describe if it is big or small, and to help them learn the new
to describe the color of the ball, I would ask how the ball feels adjectives, comparing
and what it looks like. things like hard and soft,
big and small, and will give
-Repeat this a multiple of times with different items, passing the them the words in their
items to the students, directing the students to describe the native language.
items, having them describe what they see and feel.
Instructional Procedures

-Once the students are back at their tables, explain why they
were practicing describing different items, that they are going to
be introduced to adjectives today.

-Teacher will remind the students what nouns are, referring

back to previous lessons, as well as the items that we described
at the beginning of the period. The teacher will explain that
adjectives are describing words; that adjectives are words that
describe a noun, like we did as a group on the carpet. -The teacher will point to
things in the classroom to
-Teacher will create an adjectives flower on chart paper at the explain the type of
front of the class, writing “adjectives” in the center of the flower description for the ENL
and “describe” and “nouns” on each of leaf. The petals will be students.
labelled with prompts for describing the noun, such as: size,
color, number, shape, looks like, feels like, and sounds like. This
will help the students understand how you can describe a noun
using adjectives.

-Next the teacher will model for the class on the board using
adjectives to complete a mind map with a noun in the center. -The noun at the center of
From the noun in the center, the teacher and students will the mind map will be a
branch off from there to create a mind map of adjectives picture with the writing
describing the noun. included to help the
struggling readers and ENL
-The teacher will hand out the activity work sheet of a mind map students understand
and give each of the students a picture of a noun to glue in the
center of their mind maps. (Appendix 1 and 2)
-The student will complete their graphic organizer with -The teacher with help the
adjectives to describe the noun glued in the middle of their ENL students and struggling
mind map. They may add extra adjectives to their map if they readers write their
like. adjectives in the mind map
or by asking prompting
-While the students are working, the teacher will circulate the questions to get the
class checking for understanding and assisting any students who student to describe the
may be struggling with the writing or coming up with adjectives, noun
the teacher can use prompting questions.

Closure

-The teacher will ask the students to share their adjectives from
their mind map with the student next to them to give the
activity a sense of closure. -The teacher will provide
clarification to any student
-The teacher will ask if any of the students would like to share who seems to be struggling
their adjectives with the class and take a couple of student with their descriptions.
volunteers.

-The teacher will informally assess the students by circulating

the classroom and checking their mind maps.

-The teacher will recap the purpose of an adjective and refer

back to the flower chart at the front of the room.

-The teacher will explain that in the near future the students
would be working some more with adjectives, looking for them
in sentences and in our literature circles.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as
class handouts, assignments, slides, and interactive white-board images.

-Box of toys and things from the classroom (Ex. Ball, stuffed animal, pencil, scarf, ukulele)
-Chart paper
-Colored Markers
-Mind Map Worksheet (Appendix 1)
-Noun pictures (Appendix 2)
 Appendix 1
DATE:
NAME:

Appendix 2