Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Sydney Dubber Date: October 4, 2019

Context for Learning (edTPA)

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

Grade level: __2______ Number of students in the class: __18______

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
2 1. Modified text support.
IEP student reading and writing skills 1 grade level behind. 2. Meeting with Learning Resource Teacher twice a week.
3. Extra time on assignments (double time).
4. Instructions in words on page followed along and read
aloud to entire class.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
1. Meeting with ELL teacher 3 times a week.
English Language Learner (ELL) 1 2. Extra time on assignments (double time).
3. Instructions in words on page followed along and read
aloud to entire class.
4. Illustrated dictionary
5. Text to voice technology

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

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 Gifted Student reads 3 levels above grade level 2 Text with increased difficulty.

Lesson 1 of a 3-Day Learning Segment

Subject and Lesson Topic: Building Sentences

Grade Level: 2 Lesson Duration: 40 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).
Students will learn how to make a sentence tell a complete thought with proper sentence punctuation (capital letter and period).

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)
In 1st grade, students have learned uppercase and lowercase letters and also, punctuation marks.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will review the names of punctuation marks and their function with the class. I will also have students identify if a letter is uppercase or lowercase in a class
discussion.

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)

I have several students with multicultural backgrounds; their sentence structure and punctuation can be different than that of the English language.

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

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I will have students ask at home how to write a sentence, question or exclamation with the punctuation of their mother tongue. We will review this structure as a
class and take up the differences.

Curriculum Standards
Ontario Curriculum Sentence Fluency: 2.4 use a variety of sentence types (e.g., questions, statements, exclamations)
New York State Next Generation ELA: 1RF1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs
the lesson and are aligned to the standards identified progress on each of the objectives? to demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Build a sentence worksheet/draw the sentence 1. Simplify language for ELL and
At the end of this lesson students will be able to: Unscramble sentences – group work struggling reader student.
write a sentence that includes a capital letter and 2. ELL and struggling reader complete 2
ending punctuation. of 4 sentences.
3. Gifted student reads words out loud for
group work
At the end of this lesson students will be able to: Sentences read out loud, thumbs up for 1. Simplify language for ELL and
write a sentence that tells a complete thought. complete sentence, thumbs down for struggling reader student.
incomplete. 2. Instructions are out loud for
struggling reader.
3. Students are asked to create a
complete or incomplete sentence for
the class out loud, with focus on
including participation from gifted
student.

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 Write 1. I will explain that a sentence begins with a capital letter and
Looking at your standards and objectives, ends with an ending punctuation.
choose the one Bloom’s word that best 2. I will model how to write a correct sentence with a subject
describes the active learning essential for and a predicate.
students to develop understanding of 3. I will provide examples of complete sentences and incomplete
concepts within your lesson.

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 sentences out loud and written on the board.
Vocabulary  Naming (subject) 1. I will define these words and use them in a sentence.
Key words and phrases students need to be  Telling (predicate) 2. I will create a complete sentence checklist that includes our
able to understand and use  Capital vocabulary words and hang it in our classroom on chart
 Lowercase paper.
 Punctuation mark 3. I will review vocabulary words as we continue this learning
 Period segment.

Syntax Sentence unscramble in groups I will support students by having them work in groups for peer
Describe ways in which students will reflection and offer help to groups of students as I circle the room
organize language (symbols, words, and observe their progress.
phrases) to convey meaning.

Discourse
How members of a discipline talk, write, Sentence building sheet with Students will use the unscrambled sentences from syntax and write
and participate in knowledge construction pictures them on a worksheet. Afterwards, they will illustrate the sentence in
and communicate their understanding of the box provided on the worksheet.
the concepts

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator No accommodations or modifications for the
ELL student. They will have access to their
I will engage my students by first showing a music video of what a complete sentence consists of. illustrated dictionaries for the syntax and
https://www.youtube.com/watch?v=Qh7hCqyfaPs discourse of the lesson.

I will then introduce to the class that we will be working on writing complete sentences. From here I No accommodations or modifications for the
will ask the class what important elements the video included and then define those elements. At this gifted students. They will have increased
point is where the lesson will begin. difficulty for the syntax and discourse of the
lesson.

Instructional Procedures  Gifted students will be grouped

 Define naming by identifying that component in a sentence written on the board. together in a smaller group with a
 Define telling by identifying that component in a sentence written on the board. more complex sentence that is at
 Define capital by identifying that component in a sentence written on the board. their reading level, to unscramble.

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  Define lowercase by identifying that component in a sentence written on the board.  ELL student and IEP student will be
 Define punctuation mark by identifying that component in a sentence written on the board. in separate groups but receive extra
 Define period by identifying that component in a sentence written on the board. support as I walk around observing
 Write a complete sentence on the board – ask the students if it is complete and why. groups.
 Write an incomplete sentence on the board – ask the students if it is incomplete and why.  Directions will be read out loud for
 Write a complete sentence on the board – ask the students if it is complete and why. the entire class and then repeated
 Write an incomplete sentence on the board – ask the students if it is incomplete and why. when the students have the
 Write a sentence without a capital letter on the board – ask the students what is missing and worksheets in their groups.
to come to the board and correct it.
 Write a sentence without a period – ask the students what is missing and to come to the
board and correct it.
 Write a sentence without a capital letter on the board – ask the students what is missing and
to come to the board and correct it.
 Write a sentence without a period – ask the students what is missing and to come to the
board and correct it.
 Create groups of 3 and hand out worksheets with coloured cutouts for each scrambled
sentence. (Students will have 10 minutes to unscramble)
 Students will use build a sentence worksheet and write unscrambled sentences down with
proper punctuation, and draw a picture of the sentence in the box on the worksheet.
(Students will have 15 minutes)
 Call groups back together and have a student from each group read one unscrambled
sentence.

IF ANY EXTRA TIME:

 “Sentences – under construction” on the board for students to participate to come and fix by
 Include a question or exclamation to
adding a capital or proper punctuation mark.
encourage participation from gifted
students.
 Use simple language for some
examples for encouraged
participation from ELL and IEP
student.

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Closure
 No accommodations or any
 Create a complete sentence checklist chart for future display to the class. modification as this is an oral
 Simply states at the top “does it have?” formative assessment.
 Review elements of what a complete sentence includes (vocabulary words) and write them
for the class on the chart paper to be hung in the classroom later

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.

https://www.youtube.com/watch?v=Qh7hCqyfaPs
 Building a sentence worksheet
 Scrambled sentences cutouts to unscramble – coloured to keep sentences organized
 Chart paper titled “does it have” for a complete sentence
 In case of extra time – sentences under construction PowerPoint compatible with smart board technology.

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 DOES IT HAVE A...?
(subheading to be completed by class participation)

Naming

Telling

Capital

Punctuation Mark

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