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Artifact 1 Inference Lesson Plan With A Reflection
Artifact 1 Inference Lesson Plan With A Reflection
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
Connections to Standards:
INTASC Standards:
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
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.
Standards:
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.
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
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
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
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)
Inferences/Interpreting Texts:
1.5. Make inferences about texts using stated and implied ideas from the texts as evidence
1.4. Sort ideas and information for their writing in a variety of ways (e.g., by using graphs,
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
Grade 3
Sharn Cheema
Medaille College
EDL 550
Lesson Plan
Where is the school where you are teaching located? City: __Suburb: __Town:__Rural: X
Subject and Lesson Topic: Language- Inference Date: March 10th, 2018
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”.
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)
- 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)
- 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.
Notes
Appendix C
I-pad
Appendix D
https://www.youtube.com/watch?v=6fy7gUIp8Ms
APPENDIX E