Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Sheena Glousher Date: November 28, 2020

Context for Learning (edTPA)

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

Grade level: ___1____ Number of students in the class: ____20____

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
Classifications/Needs Students IEP Goals
1  Student is provided with fidget tools during class
IEP - ADHD time to help student focus.
 Student is provided with quiet area to complete
their work and/or tests.
 Extra time is given to complete readings and/or
assignments.
 Wobble chair and standing desk and/or floor
pillow for independent work.
 Student is given small group instruction and peer
support.
IEP – Visual Impairment 1  Student has assigned seating at the front of the
desk to support visual impairment.
 Student is provided with audio tech support to
access work, readings, and assignments.
 Extra time is given to complete readings and/or
assignments.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ELL Student 1  The ELL student has been attending the school for

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 10 months and has moved from a large city to a
small town.
 Student was born in Canada, but has strong ties to
native culture.
 Both parents speak bits of English; however native
language is the dominant spoken language at home.
 Student’s native language is Arabic.
 Use auditory tools (Google on iPad) to
translate/define words.
 Visuals and native language terms and definitions
in addition to English terms/definitions are used as
supports for student’s comprehension.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
0
N/A

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 Lesson __1____ of a __3____ Day Learning Segment

Subject and Lesson Topic: Shared Reading Lesson on butterflies using the book Animals: Butterflies By: Nick Rebman

Grade Level: 1 Lesson Duration: 35-45 minutes

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 lesson is for students to learn how to make connections and predictions to a certain topic by using visuals in the
text, strategies to help decode new words and assist in reading comprehension.
Students have shown an interest in learning about insects. We have been sharing what we know about insects and reading books about
different kinds of insects and their habitats. We will ask, “How do caterpillars grow, what do they become, and where do they live?” to
further our interest and exploration of insects. The book Animals: Butterflies has been chosen for this lesson because it provides factual
information about butterflies and their life cycle that we have not yet explored. This is a non-fiction text. Through the following lesson
students will be introduced to text, visuals, and audio that will answer our questions about a butterfly’s life cycle and where they live.
The following will connect to our text/topic.

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)

Students have been taught the following reading strategies:

 Students are able to read from left to right.
 Students are able to connect images to text.
 Students are able to recognize site words.
 Students can use repetition patterns and can read without pointing.
Today students will be making predictions prior to reading the story by looking at pictures. After reading the text students will be
making text-to-self and text-to-world connections.

IR6: Describe how illustrations and details support the point of view or purpose of the text.

1.6: extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts,
including print and visual text; and to the world around them.

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

I will use this knowledge to inform my instruction because students will be able to build off of previous knowledge. They will review
reading strategies that will assist them in making predictions, connections and discussing events that happened in a text.

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)

Last year, students were taken on nature walks every Friday when they were in Kindergarten. I have learned that my students love to
learn about insects and their habitats.

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

In our anticipatory set I will have students choose between drawing a picture and writing about what insects they remember seeing on
their nature walks from last year. We will then do a think-pair-share and discuss what student’s remember from their nature walks.

Curriculum Standards
New York Standards: IR6: Describe how illustrations and details support the point of view or purpose of the text.
1RF1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Ontario Standards: 3.2: predict the meaning of and solve unfamiliar words using different types of cues, including: • semantic
(meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language) ; •
syntactic (language structure) cues (e.g., predictable word order, predictable language patterns, punctuation); • graphophonic
(phonological and graphic) cues (e.g., blending and segmenting of individual sounds in words; visual features of words such as shape
and orientation; sound-letter relationships for initial, final, and medial sounds; onset and rime; common spelling patterns; words within
words).
3.4: use punctuation to help communicate their intended meaning, with a focus on the use of: a capital letter at the beginning of a
sentence; a period, question mark, or exclamation mark at the end.
1.6: extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts,
including print and visual text; and to the world around them.

Objectives Assessment Modifications to Assessments

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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.
Students will be able to identify the stages of
a butterfly’s life cycle through the use of key
terms, description and/or visuals.
At the end of this lesson, the students will be
able to identify and create sentences that are
correctly punctuated with a capital letter at
the beginning of the sentence and an end
mark at the end of the sentence.
Students will be able to compare and
contrast the life cycle of a butterfly to other
life cycles of insects and other living things in
their everyday lives.
Academic Language Demands
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
“Life Cycle of a Butterfly” Worksheet
“Fix and Create Completed Sentences”
worksheet.
After reading students will be asked to
share their text to world connections.
Students will talk with their peers about
different things in our world that have a
cycle (for example: days of the week,
seasons, human beings, other animals, etc.).
Instructional Supports
If applicable, explain how you will adapt
assessments to allow students with specific needs
to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
- The ELL student will have an iPad
to use for auditory translation.
The ELL teacher will provide
additional support if needed.
- Students will be able to work in
small groups or with a peer who
can better support the IEP
students learning.
- Student diagnosed with ADHD will
receive preferred seating so that
there are no distractions in
addition to a choice of using his
standing desk or wobble chair.
- The ELL teacher will provide
additional support if needed.
- Student diagnosed with ADHD will
receive preferred seating so that
there are no distractions in
addition to a choice of using his
standing desk or wobble chair.
- Student with visual impairment
will have the option to complete
the worksheet with their iPad as
well have an enlarged version of
the worksheet for visual support.
- The ELL teacher will provide
additional support if needed.
- Students will be able to work in
small groups or with a peer who
can better support learning for
both students with an IEP.
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 (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 concepts
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Identify/Connect - I will provide both visual and descriptive clues to help
students solve unfamiliar words.
- I will help students make connections from text-to-self
and text-to-world by giving them the right tools.
- I will also identify with students correct punctuations
(capital letters and end marks) by going through the
sentences within the book.
Genre - Each term will be discussed and defined as a group. I
Non-fiction will share my expectations and give examples for each.
Text-to-world Additionally, I will provide auditory translation for
Text-to-self potential unfamiliar words in English to Arabic with an
Life-cycle iPad. I will point to the pictures in the book and translate
Prediction the word from English to Arabic.
- The ELL teacher will provide additional support to ELL
student when necessary.
- ELL teacher will work on-on-one with ELL student. The
Students will display syntax by ELL student will be provided with an auditory translator
completing a fill-in-the-blank on the IPad. The ELL teacher will translate the word
worksheet (“All about from Arabic to English and point to the picture that
Butterflies”) and demonstrate matches the word (if necessary).
connections from text-to-selves - I will work with student with ADHD to help keep the
and to the world. student focused and on track. I will have students follow
along to written instructions while I read the
instructions out loud to the class. I will repeat
instructions two times.
Think-pair-share-write about - I will engage students in peer and group discussions
different things in our lives that where they will identify and connect the text to their
have a life cycle. lives and/or connect text-to-world.
- Students will demonstrate their understanding of what
they have learned by choosing to write a short
paragraph or create a recording discussing the
connections they have made.
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Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator - Students will be given time to
discuss the different insects they
- Class, I have noticed that you have been discussing insects with your peers and that remember talking about and/or
last year in kindergarten; you guys went on nature walks every Friday. seeing on their nature walks from
- What are some insects you guys remember seeing or talking about on your nature last year.
walks? - Students will be given time to talk
- Turn and talk with your elbow partner about the different insects you remember about different life cycles and
from your nature walks. make predictions about the
- OK time is up! What are some insects you remember? Where on your nature walks do butterfly life cycle.
you remember seeing them? (I will record on chart paper) - ELL student will be provided with
- Great! I have noticed that a few of you have brought up remembering butterflies. iPad for auditory translation of
What can you guys tell me about butterflies? (Record butterfly ideas on chart paper). words from English to Arabic to
- These are some great ideas! help understand images of
- Does anybody know what a butterfly starts out as? insects he can recall from last
- Yes that is correct, butterflies start out as caterpillars and then they grow into a year. The student will be shown
butterfly. the images.
- We are going to read the following book about butterflies so that we can learn more - “This is a ______ in English. Is there
about their life cycle. a word for ______ in Arabic?”
- Can anybody tell me what a life cycle is? (Write down students’ ideas on chart paper) - The student with ADHD can
- These are all great ideas! We are going to make some predictions of what we believe choose to stand at standing desk
happens in the life cycle of the butterfly. Tomorrow, we will read the following book or sit on the wobble chair.
about butterflies so that we can learn more about their life cycle. When we are
finished reading the book we will talk about how the butterfly life cycle is similar to
other life cycles that are all around us!

Instructional Procedures - Students will have time to discuss

(During literacy time) and share their predictions of the
- Last class we talked about the different insects you guys noticed on your nature walks butterfly life cycle first with their
from grade 1. We also specifically talked about butterflies and how they have a partner and then as a whole
different life cycle compared to other insects because they first start off as a group.
caterpillar and then grow into a butterfly. - Students will be given time to
- You guys had great predictions about how a caterpillar turns into a butterfly. Today watch a video about the butterfly
we are going to read a book called “Animals: Butterflies” by Nick Rebman. I chose this life cycle.
book because it tells us all about the life cycle of a butterfly as well as other cool - Students will be given time to

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 things about butterflies. Can anyone show me where the title of the book is and who think about text-to-world
the author is/the illustrator is? What is their job? connections.
- Now, is this a story, or is this book about something that is true?” (Have the - Students will be given time with
discussion about ‘genre’ and ‘non-fiction.’) an elbow partner to think-pair-
- Great job! Now before we begin reading, I want you guys to remember the reading share about things in our world
strategies we have gone over during independent and group reading. We will be that also have a life cycle.
practicing our reading as well as our writing strategies a bit later. - Students will have time to share
- Good job everyone. Now, yesterday I got you guys to predict what would happen in their ideas as a whole group and
the life cycle of a butterfly. Today we are going to predict what we think is going to have time to begin writing a
happen in this book. When we make predictions we look at the pictures closely on paragraph about their thoughts
each page to help us figure out what is going to happen next (We will discuss each and ideas.
picture before reading each page to see if we can predict what we will learn about the - Student with visual impairment
life cycle). I’m going to record some of your predictions on this chart paper and then will have the option to complete
we are going to see if we were right at the end of the book. the worksheet with their iPad as
(After reading the text) well have an enlarged version of
- Class, what did you think about this book? the worksheet for visual support.
- Now that we have read all about butterflies, do you think our predictions were close? - Student diagnosed with ADHD
Let’s check. (Show butterfly video about the life cycle). will receive preferred seating so
- These are very good predictions everyone! Now that we have read the book and that there are no distractions in
watched the video about the butterfly life cycle, we are going to work with our elbow addition to a choice of using his
partners and complete a worksheet all about the butterfly life cycle. standing desk or wobble chair as
- We are now going to make a text-to-world connection. Can anybody guess what this well as a floor cushion when in
means? What would be an example of a text-to-world connection? small group discussion and
- Yes, that is right. A text-to-world connection means we are taking what we have worksheet completion with their
learned in the story and connecting it to something in the real world. elbow partner.
- With your elbow partners we are going to think-pair-share. I want you to think about - The ELL teacher is in the group
different things in our lives that go through a cycle or that have a life cycle. When you with the ELL student. She will
are done we will share our ideas with the class. (I will write down text-to-world provide support for the ELL
connections students make on chart paper) student when necessary.
- Now that we have discussed this with our partners and as a class, I would like you to The ELL student will have an iPad
write a paragraph about a life cycle in our world that you can connect with from the to use as an auditory translator.
book we just read.

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Closure - We will discuss what we will be
- When my hands goes up! (*students reply* - That means stop!). Good work today doing next class.
class! You guys did a lot of great work using your brains to make predictions and - Provide feedback about what
create connections. went well and how students can
- Please put your worksheets away, we will continue to work on them tomorrow. extend their connections.
- Now, we are going to take a body break and dance to a song all about butterflies.
- Tomorrow we will see how much you remember from today by completing a fill-in-
the-blank worksheet, “All about butterflies.”
- We will also continue to practice our reading and writing strategies by getting
together in small groups to practice fixing and creating completed sentences.
- Let’s pack up and line up to wash our hands for home time.

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.
- Chart paper
- Animals: Butterflies by Nick Rebman https://www.getepic.com/app/read/60125
- Connection poster for students to refer to posted in class (self-to-world and world-to-text)
- Reading and writing strategies posted in class
- Worksheet: “Fix and Create Completed Sentences”
- Worksheet: “Life Cycle of a Butterfly”
- Fill-in-the-blank worksheet: “All about Butterflies”
- YouTube video “Butterfly, Butterfly!”: https://www.youtube.com/watch?v=8rvGUevGxDk
- Body break video “Butterfly Wings”: https://www.youtube.com/watch?v=Lkza_tRlNRE
- Pencil

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Name: _________________________

The Life Cycle of a Butterfly

Instructions: Using the word bank below, label the stages in the life cycle of a butterfly.

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Name: ____________________

Fix and Create Completed Sentences

Instructions: Oh no! The sentences below are missing their end marks. Fix the sentences below and re-write them
on the lines below to create completed sentences.

1. Butterflies live all over the world Some live in a field and some live in forests

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2. A butterfly starts life as a caterpillar It forms a shell It changes in the shell and becomes a butterfly

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3. Butterflies are colorful Some are blue red and yellow

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Name: _______________________
All about Butterflies

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Instructions: Using the word bank below, complete each sentence by filling in the blanks.

Name:

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Think-Pair-Share-Write

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Instructions: Talk with your partner and share your ideas. What are things in the world that have a cycle? Write
down one idea you talked about.

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