Artifact # 1: Inference Lesson Plan with a Reflection:

The first artifact included in my Elementary Portfolio Project is my English Language

Inference Lesson Plan with a Reflection. This lesson plan will highlight my knowledge of the

English Language Arts curriculum as well as my ability to plan extensively. Anticipatory sets

have been included in the lesson in order to engage students. The lesson also contains a hands-

on activity and the use of technology to encourage learning, but also to appeal to a wide variety

of learners. This lesson was videotaped as a practice for our learning and it was a great tool to

teach the students about the aspect of reflection. This practice teaches students to build prior

knowledge and this falls in line with Jerome Bruner’s constructivist theory. Bruner felt that

students bring prior knowledge to a situation and build on that knowledge (Bruner, 1960). By

developing interactive lessons, I have ensured that students remain engaged, while making

accommodations for various learning styles. The lesson plan has been developed for a variety of

learners where modifications in the assessments were made to meet the various learning levels

within the classroom.

Connections to Standards:

INTASC Standards:

Standard #4: Content Knowledge:

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he/she teaches and creates learning experiences that make these aspects of the

discipline(s) accessible and meaningful for learners to assure mastery of the content.

4(a): The teacher effectively uses multiple representations and explanations that capture

key ideas in the discipline, guide learners through learning progressions, and promote each

learner’s achievement of content standards.

NYS Code of Ethics for Educators:

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

for all:

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. They establish and

maintain clear standards of behavior and civility. Educators are role models, displaying the

habits of mind and work necessary to develop and apply knowledge while simultaneously

displaying a curiosity and enthusiasm for learning. They invite students to become active,

inquisitive, and discerning individuals who reflect upon and monitor their own learning.

The Ontario Curriculum: Foundations of Professional Practice – Your Professional

Standards:

Ethical Standards for the Teaching Profession:

The Ethical Standards for the Teaching Profession represent a vision of professional practice. At

the heart of a strong and effective teaching profession is a commitment to students and their

learning.

Commitment to Students and Student Learning:

Members are dedicated in their care and commitment to students. They treat students equitably

and with respect and are sensitive to factors that influence individual student learning. Members

facilitate the development of students as contributing citizens of Canadian society.

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

NY SL.3.1d. Explain their own ideas and understanding in light of the discussion

NY W.3.3b. Use dialogue and descriptions of actions, thoughts, and feelings to develop

experiences and events or show the response of characters to situations.

NY RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed

by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

TEAC/CAEP Claims:

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Ontario Ministry of Education; Ontario Curriculum Standard: Grades 3: Making

Inferences/Interpreting Texts:

1.5. Make inferences about texts using stated and implied ideas from the texts as evidence

Ontario Curriculum Standard Grade 3: Writing, Classifying Ideas:

1.4. Sort ideas and information for their writing in a variety of ways (e.g., by using graphs,

charts, webs, outlines, or lists).

Ontario Curriculum Standard Grade 3: Oral Communication, Extending Understanding

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 texts; and to the world around

them (e.g., brainstorm to connect a topic to their background knowledge of the topic; compare

oral texts with similar themes from different cultures; connect messages in oral texts to social

issues of relevance to the class).

 Literacy Lesson on Inference

Grade 3

Sharn Cheema

Medaille College

EDL 550

Developmental Literacy Emergence to Fluency

March 10th, 2018

 Medaille College Department of
Education

Lesson Plan

Teacher Candidate’s Name: Sharn Cheema Date: March 10th, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: __Suburb: __Town:__Rural: X

Grade level: 3 Number of students in the class: 24/12 boys/12girls

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 Supports, Accommodations, Modifications,
Classifications/Needs of Pertinent IEP Goals
Students
ADHD 1 -Student with ADHD: Preferential seating to be allocated
to student diagnosed with ADHD. Accommodations to be
made to meet the student’s needs , e.g. extra time in class
to complete tasks, simplify directions for tasks, create
checklists, make modification of tasks into manageable
loads, review assignments frequently to ensure
understanding, and to provide short breaks as and when
necessary.

Asperger’s 2 -They will be provided with headphones because they are

Syndrome sensitive to noise. They will be given enough space to do
their work and can work with the TA and another student
so it is inclusive and helpful. Work will be modified as
needed.

Students with Specific Language Needs

Language Needs Number Supports, Accommodations, Modifications
of
Students
English Language 2 Provide instruction on important vocabulary using visuals,
Learners strategic grouping and interactive groups to write together
by utilizing visual aids, graphic organizers, and concrete
examples/models. Frequently review assignments to
check for understanding.
 Students with Other Learning Needs

Other Learning Numbers Supports, Accommodations, Modifications

Needs of
Students
Struggling Readers 3 Provide instruction on important vocabulary and concepts
before learning segment. Make accommodations for extra
time to read and review material. Provide classroom
monitoring while student is on task by pairing with a
partner for completion of assignments.

Day Learning Segment

Subject and Lesson Topic: Language- Inference Date: March 10th, 2018

Grade Level: 3 Lesson Duration: 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 learning segment is for students to learn how to inference by relating
their own experiences to the book “Understanding Sam and Asperger’s Syndrome”.

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)
During the last lesson, students were demonstrating understanding through different books and
vocabulary that was introduced through another special needs book, and have general knowledge
about disabilities in general. Also, students have been learning about multiculturalism, diversity
and how can we be inclusive. Students had made mind maps about themselves and their culture.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1,
Prompt 3a)
Students will learn the skill of inference by relating their own life experiences to the book
“SAM’s character and to the world around them. Through this students, will learn the skill of
inference better and also use their prior knowledge of making mind maps on paper and make
mind maps by using technology.
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)

Students in this age group and developmental stage are usually very inquisitive. Students learn
through exploring and asking questions about the differences they notice in others, which they
then compare to themselves. Our class has three students with disabilities, 2 ELL students and a
few struggling readers. It’s a multicultural classroom with different cultures; some students are
new to Canada and view students with disabilities differently than students in Canada do. This
lesson is a great way to realize how many similarities we all have weather we have a disability or
are from a different culture.

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

The teacher will discuss what inference means and ask students how they can share feelings and
experiences and relate them to “Sam” in the book. This will be done by making a mind map on
paper and then re-creating it on a technological APP called “picolage”. Teacher will share the
mind maps in class and on (seasaw) so that our families can view our mind maps as well.

Curriculum Standards
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.

NY SL.3.1d. Explain their own ideas and understanding in light of the discussion

NY W.3.3b. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.

NY RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Ontario Ministry of Education; Ontario Curriculum Standard: Grades 3 Making

Inferences/Interpreting Texts 1.5 make inferences about texts using stated and implied ideas from
the texts as evidence

Ontario Curriculum Standard Grade 3: Writing, Classifying Ideas

1.4 Sort ideas and information for their writing in a variety of ways (e.g., by using graphs, charts,
webs, outlines, or lists)

Ontario Curriculum Standard Grade 3: Oral Communication, Extending Understanding

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 texts; and to the world around
them (e.g., brainstorm to connect a topic to their background knowledge of the topic; compare
oral texts with similar themes from different cultures; connect messages in oral texts to social
issues of relevance to the class).
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, Using formal and/or If applicable, explain how you
include statements that identify informal assessment tools, will adapt assessments to allow
what students will be able to do how will you evaluate and students with specific needs to
by the end of the lesson and are document your students’ demonstrate their learning.
aligned to the standards progress on each of the (edTPA Task 1, Prompt 5b)
identified above. objectives?

- Students will listen to the -Teacher will formatively -Teacher will review concepts
teacher read “Understanding assess through observation and check for understanding of
Sam and Asperger Syndrome”, and class discussion. inference recognition.
and identify what “Sam” is -The teacher will determine -A modification is that the
feeling. if students can relate to Sam teacher will spend extra time
-Student will also see if they can and form an understanding with her ELL students to
relate to any of his experiences that Sam is more similar ensure that they understand the
and identify what types of than dissimilar to them. Do word and help them develop
feelings they were feeling students understand the their rough draft of their mind
during their similar experience meaning behind inference? map and work as a group on
like Sam had. Through observations of the side together.
their mind maps on paper -Students with disabilities will
this will establish an work in smaller groups with a
understanding of their smaller workload.
knowledge. -Students will also be given
extra time to complete their
assignments as needed.
-Students will be shown an
example of a picolage first
mind map since they do not do
well with change always.
-Vocabulary words will be
written on the board and we
will practice the words.

-Students will correctly use -Teacher will formatively -Allow extra time in class to
domain specific vocabulary assess through their mind complete assignments
when creating the mind map and maps they develop on the -Provide key concepts and
through class discussion picolage APP. vocabulary in advance to
establish what is expected
-Provide verbal and written
cues and directions as
necessary.
-Allow students to show
knowledge with hands-on
materials and/or pictures.
Academic Language Demands Instructional Supports
(edTPA Task 1, Prompt 4c) Strategies teachers provide to
help learners understand, use,
and practice the concepts
(edTPA Task 1, Prompt 4d)

Function Inference– Students are -Teacher will model her mind

Looking at your standards and identifying their experiences map on the board and
objectives, choose the one and relating it to the text and “picolage”, and then use new
Bloom’s word that best learning what inference vocabulary when introducing
describes the active learning means. this lesson.
essential for students to develop
understanding of concepts
within your lesson.

Vocabulary -Inference -Vocabulary will be modeled

Key words and phrases students -Disability throughout the lesson, the
need to be able to understand -Inclusive learning segment, and will be
and use -Empathy provided in an anchor chart
-Diversity with pictures representing the
-Picolage meaning of each vocabulary
-Asperger’s Syndrome word for students’ reference.
-Autism

Syntax -Students will use complete -Prior to students performing

Describe ways in which students sentences incorporating the assignment independently,
will organize language vocabulary terms into their the teacher will model and
(symbols, words, phrases) to work to describe their guide them on the process
convey meaning. feelings, and thoughts about
their experiences relating to
the book.

Discourse -Through a discussion, after -Teacher will model listening,

How members of a discipline all students have completed sharing, writing of the lesson
talk, write, and participate in their mind maps, the when delivering the
knowledge construction and students will have the instructions, and during
communicate their opportunity to listen, share classroom discussion sessions.
understanding of the concepts their answers and ideas with
the class.
-Students will brainstorm
concepts with the class.
-The Teacher will write
down the students’
responses and make a class
mind map on the board at
the end of class to see if
 their view of inference has
changed. This will assess
their learning.
Accommodations and/or
Instructional Process Modifications and/or
Supports
Anticipatory Set/Motivator:

- Ask students what does a disability mean? Play video on -Students with ADHD will be
disabilities/autism and how we are all equal seated on exercise balls or sit
https://www.youtube.com/watch?v=6fy7gUIp8Ms n’ move cushions for their
comfort and be allowed to use
- Read “Understanding Sam and Asperger’s Syndrome” and tools in the classroom
how Asperger’s is a form of autism management box when needed.
-Strategic seating to be
-Ask students have you ever been through experiences that provided for students with
“Sam” has been through? Let them know they just used the ADHD, Asperger’s Syndrome
concept of inference. Discussion will follow. and ELL students.
-Provide breaks as and when
- Students will go to their desks and make mind maps on plain necessary when students are
white paper provided by their teacher and pencils. Students struggling and getting
will have a picture of themselves drawn in the middle and overwhelmed.
points on experiences from their lives that are similar to Sam -Teacher will do a walk-around
on their mind map with pictures as well. frequently to review and check
for understanding.
-Explain the concept of inference further. Make some notes on -Provide vocabulary handouts
the board for the students if needed. with visual symbols when
needed.
-Explain how to make mind maps on picolage APP -Scaffold and work with
students’ one step at a time
while they cut and sort
pictures.
Instructional Procedures: -Visual timer to create a
Discuss vocabulary related to the book timeline for completing the
task
- Define inference. -Handout with simple language
-Model the mind map on the board, which we will make as a and visuals will be provided to
class. struggling readers and ELL
- Go over the picolage APP instructions. students
- Students will complete rough mind map on paper with words -Scaffold and work with
and pictures related to the book and then complete a mind students one step at a time
map collage on I-pad. -Gradual release of
responsibility
-Teacher will circulate and
review frequently to determine
understanding
 -Offer break to students with
ADHD before completing the
writing task
-Provide extra time to ADHD
and ELL students
Closure:
- Once the class is done their work activity, we will get -Offer verbal and/or written
together to discuss and share their work. A discussion will be options for ADHD, Autism,
held on how we all have similarities that were discovered in struggling readers, and ELL
today’s book by using the concept of inference. students
-Provide extra time to ADHD,
Autism, struggling readers and
ELL students
-Struggling students will be
provided one-on-one
opportunities to assist with
understanding. However, the
philosophy of my teaching is
for an all-inclusive
environment
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.

 Book “Understanding Sam and Asperger’s Syndrome” (Appendix A)

 Plain white Paper and pencils (Appendix B)
 I-pads – Picolage APP (Appendix C)
 Video on disabilities (autism) (Appendix D)
 Mind maps (Appendix E)
Appendix A
Appendix B

Notes
Appendix C

I-pad
 Appendix D

YouTube Video on Disabilities (Autism)

https://www.youtube.com/watch?v=6fy7gUIp8Ms
 APPENDIX E

Examples of Mind Maps