Artifact #1: Literacy Lesson Plan

Overview

I chose to include this artifact, my literacy lesson pan, because it showcases my ability to

plan and instruct a lesson in literacy, as well as to meet the needs of a variety of learners

(Gardner, 2002). I have chosen this artifact as evidence to my readiness for a career in education.

Through the planning stages of a lesson, it is important to include multiple learning aspects in

order to engage all students. It is also important to plan according to the students’ needs and

based on their interests. For this lesson I chose a familiar character to discuss which I felt most

students in this grade level would be able to relate to. Literacy is such an important aspect of

education and as a future educator I feel I have acquired the skills needed to effectively plan and

instruct a literacy lesson. Using the student’s prior knowledge, I was able to plan a lesson that

was suited for the age group and grade level curriculum expectations. This artifact will therefore

provide evidence to my readiness to teach literacy in an elementary classroom. I will now discuss

which standards this artifact aligns with in accordance with both NYS and Ontario curriculum

expectations.

Connections to Standards

INTASC Standards

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

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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.

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.

CAEP Standards

Standard 1: Content and Pedagogical Knowledge

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

appropriate progression level(s)1 in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning.

ILA International Literacy Association Professional Standards

Standard #2: Curriculum Instruction

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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.

Standard #3: Assessment and Evaluation

Candidates understand, select, and use valid, reliable, fair, and appropriate assessment

tools to screen, diagnose, and measure student literacy achievement; inform instruction and

evaluate interventions; participate in professional learning experiences; explain assessment

results and advocate for appropriate literacy practices to relevant stakeholders.

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards that align with this artifact are care and respect.

As a teacher it is important to both care for your students and their needs, but also to have respect

in the classroom. This is shown within the lesson I have provided as this artifact.

Ontario Ministry of Education Curriculum Expectations

Ontario Curriculum Standards E.L.A. Grade 1 – 1.7 Analyzing Texts: Identify the main

idea and a few elements of texts initially with support and direction (IE: Narration, Character,

Setting, Problem/Solution)

NYS Common Core Learning Standards

NY. NGLS. 1R3. Describe characters, settings and major events in a story, or pieces of

information in a text.

CEC Standards (Special Needs/ Accommodations)

Maintaining challenging expectations for individuals with exceptionalities to develop the

highest possible learning outcomes and quality of live potential in ways that respect their dignity,

culture, language and background.

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[Back to Table of Contents]

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Stephanie Sumsion

Date: March 8, 2020
Context for Learning (edTPA)
Where is the school where you are teaching located? City: __x_____ Suburb: _______ Town:_______ Rural: ______
Grade level: ___1_____ Number of students in the class: ___15_____
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, Modifications, Pertinent IEP Goals
Classifications/Needs Students
Visual Impairment 1 Handouts created with Tahoma Bold font size 18
Extended time on in class testing and exams
Directions read and clarified
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Visual with text
Level 4 ELL 1 Translator dictionary
Concept maps when appropriate
Clarify vocabulary
Language concepts in first language when possible.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __3____ of a __3____ Day Learning Segment

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Subject and Lesson Topic: ELA

Grade Level: Grade 1 Lesson Duration: 40 min

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 to identify story structure using key details from the text.

Knowing Your Learners

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

I know that in Kindergarten, my students covered 2.10 retell information from non-fiction materials that have been read by and with the EL–K team in a variety of contexts
(e.g., read-aloud, shared reading experiences), using pictures and/or props, so they are familiar with the structure of a story as well as how to identify what has happened after
something has been read to them.
Students are familiar with sense of a story and have been able to identify different parts of a story such as the tile, author and illustrator, as I have also gone over this with
them previously this year. As well as we have gone over characters, setting, problem and solution in lessons 1 and 2.

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

Because I know my students are familiar with the author, illustrator, characters and setting, problem and solution of a story, I will now have them connect this to finding the
beginning, middle and end, while teaching them how to use key details from the story. I will also use stories that are interesting to them in order to engage them in the lesson.

Using Student Assets

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)

My students are a group of individuals who have been through experiences such as the ones we will discuss in this lesson. The students are starting to learn about storms in
science and have shown an interest in thunderstorms. Some of the students are new to the country while others struggle with learning needs that are addressed throughout the
lesson. My students also come from a variety of diverse backgrounds and I have taken this into consideration when choosing the appropriate books for this lesson.
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How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As a class we have previously been talking about thunderstorms in science class and what to do if we are scared or if we get stuck outside during a thunderstorm. The
Franklin books I have chosen for this learning segment will be relatable to the students as many of them are just learning about thunderstorms and what it means to be scared
of them. As well as the experiences Franklin faces with friends within the stories are similar to those, I have seen the students in my classroom engage in. I will use the
Franklin books for this learning segment because these are book’s my students have shown an interest in and also have lessons and stories the students can personally relate
to.

Curriculum Standards

Ontario Curriculum Standards E.L.A. Grade 1 – 1.7 Analyzing Texts: Identify the main idea and a few elements of texts initially with support and direction (IE: Narration,
Character, Setting, Problem/Solution)

NY. NGLS. 1R3. Describe characters, settings and major events in a story, or pieces of information in a text.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of the
lesson and are aligned to the standards identified above.
At the end of the lesson students will be able to identify
the beginning, middle and end using key details from the
text.
Using formal and/or informal assessment tools, how
will you evaluate and document your students’ progress
on each of the objectives?
The students will complete a graphic organizer to show
that they can identify the beginning, middle and end,
using key details from the provided text.
If applicable, explain how you will adapt
assessments to allow students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
The directions will be read aloud and clarified,
visuals will be provided during the lesson, a
translator dictionary provided and vocabulary will be
clarified for the ELL student.

The worksheet will also be provided in 18pt font for

the student with a visual impairment.
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Academic Language 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 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
concept
The language function the students will
use is identify.
The vocabulary words that my students
will need to understand and use are;
Beginning – identifies characters and
setting.
Middle – what is happening to the
characters (problem)
End – how did the characters solve the
problem (solution)
My students will use syntax by
structuring their responses for
beginning, middle and end, using the
graphic organizer provided.
My students will use discourse when
they completing the graphic organizer
and will fill in the beginning, middle and
end using key details from the text
provided.
Instructional Supports
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
I will support my students to use language function by providing a graphic
organizer and asking them to identify beginning, middle and end, using key
details from the text.
I will support my students to understand and use the vocabulary by providing a
translator dictionary for the ELL student.
I will also write the words on the word wall as a reference for the students to use
while completing their graphic organizer.
I will support my students to use syntax by providing them with a graphic
organizer, which will be clearly modelled and will be structured with the
appropriate headings (beginning, middle and end) to structure their answers and
guide them through the process.
I will also provide a translator dictionary for the ELL student.
I will also make sure the font on the graphic organizer activity is 18pt font for the
student with a visual impairment.
To support the students, I will model for them how to complete the graphic
organizer, as well as I will guide the students through the process as they are
completing it by giving them a choice of two sentences which I will write on the
board for them to choose which to copy on their graphic organizer. I will also be
walking around during the independent work time and making sure the students
are understanding how to complete the activity. If the students still do not
understand, I will model how to complete it again.
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I will also provide a translator dictionary for the ELL student and increase the
size on the graphic organizer to Tahoma Bold font size 18 for the student with a
visual impairment.

Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator

 The students will walk into the classroom and the Anchor Charts that were created in lesson 1 and 2 will
be hung on the easel where the students can see it from all over the classroom. An anchor chart will be used as a visual aid for the
 I will have the students sit on the carpet facing my chair and the anchor charts. I will prompt the students students to reference when remembering how to
by staying, “Everyone come to the carpet and sit facing me. We are going to read a story.” identify the beginning, middle and end in a text.
 I will go over the parts of the story that we read yesterday to refresh their memory (problem – being what
goes wrong in the story and solution – how the problem is fixed.) I will also keep the anchor charts from all 3 lessons
 I will then introduce the students to the concepts they are going to learn today and see if they have any available for the students to reference during this lesson
previous knowledge of what they mean. I will ask the students “Do you know what the beginning of a and in the future.
story is?” I will then ask the students “Do you know what the middle of the story is?” Lastly, I will ask
the students “Do you know what the end of the story is?”
 I will then flip over the anchor charts from yesterday to reveal to the students the new anchor chart which
will identify the beginning, middle and end of a text and what this means. (Beginning – identifies
characters and setting. Middle – what is happening to the characters (problem) End – how did the
characters solve the problem (solution)).
 I will give the students some examples that they should be familiar with from other books we have read as
a class. Some examples include (The three little pigs (Getting to know the characters is the beginning, the
middle would be when the pigs were building their houses and the end would be when they found the
perfect house the wolf could not blow down), Goldilocks, and the three bears (The beginning would be
meeting goldilocks and when she first enters the house, the second would be all the things she tries in the
bears house, and the end would be when the bears find her.) – the students may also come up with some
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other examples we have read about in class.

 I will then ask the students “Can you think of some examples of somewhere you would see beginning,
middle and end? Such as in tv shows, movies, books or other areas you have seen?” (They should be able
to come up with some examples from their favorite TV shows, books or movies.) – this will also give me
an understanding as to whether or not the students are understanding the concepts of beginning, middle
and end and how a story is laid out structurally.
 “Great job! Those are great examples of beginning, middle and end that you are all familiar with and have
seen in TV shows and movies you have watched.”
 I will then ask the students “Can you give me some examples of beginning, middle and end you have for
some situations at home or school?” – one example might be the beginning is when the students get to
school, the middle is lunch time and the end is when they get to go home.
 I will give the students the example of making a sandwich, the beginning would be getting the ingredients
together, the middle would be making the sandwich and the end would be eating the finished sandwich.
 I will also refer the students back to the concepts we learned yesterday about problem and solution and let
them know that the middle is also usually when the problem happens and the end is when the solution
happens.

Instructional Procedures

 I will then go over again what I have written on the anchor chart and the definitions that I have provided Frequent checks for understanding – I will model how
being Beginning – identifies characters and setting. Middle – what is happening to the characters to complete the graphic organizer as well as I will write
(problem) End – how did the characters solve the problem (solution). two examples for each heading on the board the
 Based on the answers that the students have given to the questions in the opening I will get a summative students can use when filling in their graphic organizer.
assessment of whether or not the students understand how to identify the beginning, middle and end in a I will make sure the students are on task and that they
story using key details in the text, and in real life examples. are completing the activity correctly. I will also make
 “Today we are going to read a Franklin story and we are going to identify what the beginning, middle and sure they understand all directions clearly. If the
end of the story would be. After we have read the book, I will write the answers we have come up with on students are not understanding the activity, I will again
the board.” model for them the process of how to complete it.
 I will do an interactive read aloud with the book Franklin and the Thunderstorm - Paulette Bourgeois and
Brenda Clark. As I am reading the story to the class, I will ask the following questions to the students; Visuals are provided on the anchor chart for the ELL
 Stop after reading page 2 where Franklin is about to leave to go to Fox’s house. Ask the students “What student. I will also make sure the font on the chart is
do you think would be the beginning of the story based on what we have just read?” “Take 2 minutes to large enough (18pt) as to make sure the students with a
think about this and then discuss with your elbow buddy.” (I will give the students 2 minutes to discuss visual impairment will be able to read it.
this with their elbow buddy as a way of incorporating peer-assisted learning.)
 I will then get the attention by saying “one two three, eyes on me.” To bring the students back together. Working with their elbow buddies during the
 I will then refer the students back to the anchor chart and the definition of Beginning – identifies instructional process will incorporate peer-assisted
characters and setting. learning.
 The students should be able to successfully identify the beginning of the story and what the author is
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setting up for.
 “Great job on identifying the beginning of the story!” I will now continue to read the story to the students. The graphic organizer will be provided in 18pt font for
 Stop after page 5 where Franklin is outside Fox’s house with his friends. Ask the students “What do you the student with a visual impairment.
think the middle of the story is at this point?”
 Stop after page 6 where it starts to rain. Ask the students “Do you think this could also be a potential A translator dictionary will also be provided for the
middle of the story? Do you think this also might be considered the problem?” ELL student.
 Refer back to the anchor chart and the definition of the middle – what is happening to the characters (the
problem). I will read the directions aloud to accommodate the
 Stop after page 9 where Franklin is hiding in his shell inside Fox’s house. Ask the students “How do you students with the visual impairment as well as the ELL
think Franklin feels right now? Do you think this is part of the end of the story? student and any struggling readers in the class.
 Stop after page 12 where Franklin’s friends have gotten him to come out of his shell and ask the students
“What have we seen to be the solution to the problem Franklin was having, being scared of the
Thunderstorm?”
 Stop after page 13 where Franklin is out of his shell and sitting with his friends. And ask the students
“How do you think Franklin’s friends have helped him? Do you think this would be considered the end of
the story as it is the solution?”
 Refer back to the anchor chart and the definition for end – how did the characters solve the problem
(solution).
 I will also ask the students “Did you enjoy the book and what they have learned after having read the
story?” “Were we able to identify the beginning, middle and end?”
 After reading the story I will then introduce the students to the graphic organizer they are going to
complete. They are able to complete this activity individually. I will get the students to go back to their
desks where I will model for them how to complete the worksheet.
 I will ask the students as well as use my own judgement to determine two possible sentences for the
students to use for each the beginning, middle and end of the story we have just read.

 Beginning 1. Franklin was going to Fox’s house to play.

2. There was a storm coming and Franklin was afraid.
Middle 1. They played outside and the storm came.
2. They went inside and Franklin was hiding in his shell.
End 1. Franklin’s friends got him to come out of his shell.
2. The storm ended, they went outside and there was a rainbow.

 The students will have the option to choose one of the two sentences for each part of the story under the
appropriate heading. I will write the two choices for each category on the board for the students to be able
to see from their seats and to copy on their graphic organizer. I will then hand out one graphic organizer
to each student. I will also remind the students as to where they can find the pencil crayons that they can
use to draw their photos that go with the sentence they have chosen for beginning, middle and end of the
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story we have just read.

 I will walk around while the students are completing the graphic organizer to make sure they are
understanding and answer any questions they may have. I will give the students 20-30 min to complete
this activity, depending on how many of them are finished.

Closure

 I will then get the attention by saying “one two three, eyes on me.” To bring the students back together,
after they have completed the graphic organizer. From their desks. I will get the students to again orally
“identify what was is meant by beginning, middle and end by reading aloud as a group the definitions on
the anchor chart being Beginning – identifies characters and setting. Middle – what is happening to the
characters (problem) End – how did the characters solve the problem (solution).
 “Today we focused on beginning, middle and end. If anyone has not finished their worksheet, they will
have a chance to finish it tomorrow. I will leave the examples on the board for you to reference when we
come back to it!”
 I will ask the students one at a time as they are leaving the classroom to place their graphic organizers,
whether completed or not in the bin on my desk. I will also ask them “tell me one situation where there is
a beginning, middle and end” as they are leaving the classroom.

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.

Anchor Chart (From Lesson 1 – Characters and Setting)

Anchor Chart (From Lesson 2 Problem and Solution)
New Anchor Chart (Beginning, Middle, End)
Graphic Organizer (extras printed just in case – also one to use to model)
Pencil Crayons and other supplies for coloring (in the classroom)
Book Franklin and the Thunderstorm– Paulette Bourgeois and Brenda Clark
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