Artifact #3: Unit Plan Project

My third artifact is my Unit Plan Project. The focus of this Unit Plan was in English Language Arts. I
completed it in the course, The Core of Education at Medaille College. The Unit Plan consists of the
Significance of the Unit, Central Focus, Objectives, Assessment, Anticipatory Set, Classroom
Management and Reflection. Similar to a Lesson Plan, a Unit Plan covers an entire topic, and within that
topic comprises so many lessons that need to be taught. The Unit topic I chose to focus on for this
assignment was reading, and the Grade level is Grade One. The duration of the unit would be taught by
introducing a new lesson once a day over the course of one week.
Why did you include this artifact?
The reason I included this artifact is because it is important to be able to put together a unit plan. In
New York State with English Language Arts being a common core subject I felt it was necessary to
highlight this artifact. It is the first unit plan I completed during my studies at Medaille College. After
completing this unit plan I then went on to teach to my colleagues a lesson on Phonics and Word
Recognition. This lesson was a part of the unit plan project, and I felt that I was able to make connections
to the unit and lesson accordingly.
How does this artifact show evidence that you are prepared for a career in education?
This artifact shows evidence that I am prepared for a career in education because I am able to put
together a unit plan to cover a specific subject in the curriculum. It demonstrates that I am able to put a
plan into action, keep the students engaged and motivated, while keeping in mind the material that needs
to be covered in a specific time frame. The unit plan is a document that is expected, as a beginner teacher,
to be completed, and in view in the classroom. It is paperwork that principals expect to see, and know that
it is done and done well. This artifact shows evidence that I am prepared for a career in education because
as a future teacher I know it is important, and I want it to be in the portfolio project just because it is
something that I will continue to develop during my career in education.

What curriculum and professional standards were used?

InTASC:Interstate Teacher Assessment and Support Consortium
Standard#4ContentKnowledge:The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners to assure mastery of the content.
(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the
discipline, guide learners through learning progressions, and promote each learners achievement of
content standards.
(b) The teacher engages students in learning experiences in the discipline(s) that encourage learners to
understand, question, and analyze ideas from diverse perspectives so that they master the content.
New York State 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. 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.

ISTE Standards for Teachers (International Society for Technology in Education)

2. Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the Standards.
c. Customize and personalize learning activities to address students diverse learning styles, working
strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content
and technology standards, and use resulting data to inform learning and teaching

Unit Plan Project: Reading

Dr. Belete Mebratu
Miranda Laufman
10117888
Medaille College
EDU 500 Core of Education
April 11, 2015

I. Unit Data:

A. Teacher Candidates First & Last Name: Miranda Laufman

B. Subject/Content Area: English Language Arts
C. Grade Level: 1
D: Unit Topic: Reading
E. Unit Title: How Does Reading Happen?
F: Duration of the Unit Plan: 1 Lesson Plan each day, over the course of one week
Lesson Plan #1 Title: Re-read Re-read
Lesson Plan #2 Title: Show Some Expression
Lesson Plan #3 Title: Tap, Tap, Tap
Lesson Plan #4 Title: Listen for the Sounds
Lesson Plan #5 Title: Practice that Print

A. Introduction/Significance of Unit:
For this unit the focus will be surrounding how to effectively read in English Language Arts. The
topics that will support this are Comprehension, Fluency, Phonemic Awareness, Phonics & Word
Recognition and Print Concepts. When students begin to learn English, and how to read, it is important
for them to be able to look at the word, sound it out, and properly pronounce it. Before being able to write
a word, you need to be able to speak, and hear the word a loud.
The English language has been said to be the hardest language to learn. A word may sound the same,
but have three different meanings. An example of this is there, their and theyre. The unit will assist
students in exploring ways to read through routine conversation. An emphasis will be put on specific
letters, and how to position your mouth and tongue when pronouncing specific sounds. By being exposed
to comprehension, fluency, phonological awareness, phonics and word recognition, and vocabulary, it will
give students a variety that will assist them to achieve proper reading skills.

This learning is important because in order for students to understand how to effectively communicate
in the English language, they need to develop this knowledge and practice it. It is important for students to
recognize basic words in order for them to progress further. The goal for students is to understand, and
implement communication in the English language. Another reason why this unit is important is also for
the larger society. We are very technology driven with our text messages, and other accesses to the
Internet. It is important for students to be exposed to reading at a young age. Often in todays society
students cannot read a lengthy paragraph because technology is keeping things short and concise. We as
educators need to encourage our students to read every day in order to see improvements. Along with
being able to read something you need to understand what it is you are reading. Therefore, we need to
provide students with ample opportunities to look at reading from various perspectives.
B. Central Focus:
The central focus of this unit is for students to discuss their family and self by using comprehension,
fluency, phonological awareness, phonics and word recognition, and print concepts that relates to kinship.
The target will be the accuracy of recognizing that words have different meanings. The segment will focus
on the students development of communicative proficiency in the English language. They will develop
skills to be able to introduce and discuss about their family and themselves. They will have an opportunity
to explore this through the creation of family photos, biographical writing papers, props of an item of
interest, posters and drawings of their family, family trees and diagrams with labels. The idea is for
students to better understand what it is they are communicating through the use of print concepts,
phonological awareness, phonics and word recognition, fluency and metacognition. Students can bring
outside experiences to implement their ideas.
C. General Objectives:
By the end of the lesson, the students will be able to:

Explain the organization and basic features of print

Recognize spoken words, syllables, and sounds
Describe grade-level phonics and word analysis skills in decoding words
Implement sufficient accuracy and fluency to support comprehension

Reflect on a text during, before and after listening

D. Assessment:
The following methods and approaches will be used to assess the students progress on the lesson:

The students ability to explain the organization and basic features of print
The students ability to recognize spoken words, syllables and sounds
The students ability to describe grade-level phonics and word analysis skills in decoding words
The students ability to implement sufficient accuracy and fluency to support comprehension
The students ability to reflect on and identify important points in the text during, before and
afterwards

E. Anticipatory Set/Student Engagement:

To introduce the unit I will actively participate in reading a book to the students that I find they are
interested in, and that is age appropriate. I will read with enthusiasm, at different speeds, and pause to ask
questions about what is happening in the book. To continue on with the introduction of the unit, I will ask
the students if they have any prior knowledge on the topic as well as if they have read books similar to this
one. I will then get their feedback on what it is they like to read outside of the classroom and why this is.
Afterwards, I will ask open-ended questions about reading in general. Some questions could include:
Why is important to know how to read? What do you like about reading? What do you dislike about
reading? How do you think reading can assist you in other subjects?
F. Classroom Management:
Rules and Procedures
1. If you are doing independent reading you need to find a quiet place in the classroom on your own
2. The class will be divided into groups focusing on print concepts, phonological awareness, phonics
and word recognition, fluency and metacognition over the course of the unit
3. You may work in pairs if you are doing guided reading
4. At all times you must raise your hand if you have something to say
5. Only if instructed you are able to move onto a more difficult reading level
Teacher-Student Relationships
1. Always show patience and respect towards students

2. Raise your hand at all times if you want to be heard

3. Encourage students to ask questions

4. Recognize differences of students and their interests

5. Be professional but students need to know that you are in charge

III. Reflection:
1. Culturally Responsive Teaching (CRT): My lesson will account for culturally responsive teaching by
having all students involved in the lesson. Students may use words of their choice, and be able to explain
what the word means if it is in another language. I will also take into consideration that if a student does
not want to participate at any time during the lesson I will find an alternate way they can participate. This
would be through worksheets or just being focused while the lesson is going on. I will encourage the
students to ask questions, and will remind them to have fun with the lesson. This lesson respects the

cultures and various groups in the class because I have provided these students with options. If the
students are coming from another background when it is time to come up with a word to write on the
white board, they would be able to choose a word from their culture. If a child cannot participate during
this lesson I will have other worksheets for them to be able to get the knowledge from the lesson that they
would need.

2. Accommodations: For those students who have for example a learning disability or an Individual
Education Plan, I will allow them to be seated during the lesson instead of be standing if there is a
physical disability involved. They may use other aids such as a head set to hear the letters being repeated
which will allow them extra time to sound out the word along with the tape or CD player. If students are
not able to write on the white board, I will have them choose a partner to either go up to the board with
them or have another individual write the word on the board for them. Lastly, I will make any handouts
colorful and clear for all students because at this age level students are attracted to a lot of various colors.
The adaptations I would take within the lesson to meet the needs of diverse learners is to provide them
with headsets for sound tracks. This will provide the students with ample time to go over each individual
page, and to do the lesson at their own pace. I will monitor the speed of how I am initially delivering the
lesson, and take this into consideration for these students. Also, once a student has come up with a word,
they may find a partner to approach the white board with them or have their partner write the word on the
board for them. I will have extra fun worksheets that relate to the lesson such as word searches.

3. Prerequisite skills that the students would have to master to be successful in this lesson would be
knowing some basic information about the animals that are in the book.

4. Misconceptions that students may have with this lesson are the difficulty level of the words and how to
properly read them. For this lesson, I would be looking for a form of effort and involvement in some way.

If a student is going to make a mistake I would want them to do it during the lesson so, we could correct
the problem at the time. Some students may find it challenging to come up with a bigger word. Therefore,
keeping the lesson simple will be more adaptable for them.

5. The academic language that is central to the lesson is content vocabulary. Students will need to have
some sort of vocabulary to be able to discover and make predictions of the book. They will also need to be
able to re-read the text if necessary.

I. Lesson Data:
A. Teacher Candidate: Miranda Laufman
B. Subject/Content Area: English Language Arts
C. Grade Level: 1
D. Unit Topic: Comprehension
E. Lesson Topic: Listening to Understand
F. Duration of Lesson: 30 minutes
G. Materials: Panda Bear, Panda Bear, What Do You See? Book, Cookie Sheet, Velcro Pieces of
Animals, Which type of bear do you like best? Worksheet, Pencils and Erasers

II. Instructional Process:

A. Standards:
New York State:
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Comprehension
Item Number and Statement: 4.c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Ontario:
1.3 Comprehension Strategies: identify a few listening comprehension strategies and use them before,
during, and after listening in order to under- stand and clarify the meaning of oral texts, initially with
support and direc- tion (e.g., use background knowledge, familiar word order, and context to make
predictions about content or vocabulary before listening to an oral text; think about what known words
might be related to the topic; ask questions to check under- standing during and after listening; create

mental pictures while listening to a read- aloud and draw or talk about what they visualized; retell the
important information presented in a class discussion or a think-pair-share activity).
B. Central Focus:
The central focus of this lesson is for students to understand meaning in a text before, during and after
reading. This lesson will provide students with the information on how to look for patterns in pictures and
repetitive text throughout the book. The students will need to be able to discuss with each other their
thoughts on the book before, during and after reading. The main goal will be to self-correct and reread as
necessary.
C. Objectives:
By the end of the lesson, the students will be able to:

Connect previous knowledge to new information

Develop an understanding of the message being portrayed
Determine what is important in the story
Compare present visuals and connect them to similar visuals

D. Assessment Plan:
The following methods and approaches will be used to assess the students progress on the lesson:

The students ability to build previous knowledge to new information through the use of questions
The students ability to have formed concepts of the actions happening in the story
The students ability to pick out the main points in the story
The students ability to visualize the main animal in the story and be familiar with similar animals

E. Opening/Anticipatory Set:
To introduce the lesson I will ask the students open-ended questions about what they see on the front
cover of the book. Since the front cover of the book has a panda bear on it, I will then ask them, What
other types of bears do you know? Where do these bears live? What might they eat? This is how I
would engage the students at the beginning of the lesson prior to starting to read the book.
F. Main Body/Procedure:

1. To begin the lesson I would start by reading the book, Panda Bear, Panda Bear, What Do You See?
2. Once I have read the story, I will have the students place the animals that were in the story on a cookie
sheet. The animal pieces will have velcro on them which will allow them to be placed onto the cookie
sheet.
3. The students will take turns placing the animals in the order they saw them appear in the book.
4. As a group, we will then pause after each animal and re-read the passage that we see on the cookie
sheet.
5. After going through the story again on the cookie sheet I would ask the students further questions about
the animals they saw in the book.
6. These questions would include, What animals live on land? What animals live in water? Which
animals like both land and water?
G. Closure/Ending:
To conclude the lesson, I would do a worksheet with the students. The worksheet would examine four
different types of bears. These bears would include grizzly bears, polar bears, black bears, and the bear
that was in the story, the panda bear. I would have the students name one of the bears that they like, and
they would then have to explain why it is their favorite bear. This would be an activity that would get them
to think about the main character in the story, which was the panda bear.

III. Reflection:
1. Culturally Responsive Teaching (CRT): My lesson will account for culturally responsive teaching by
having all students involved in the lesson. Students may use words of their choice, and be able to

explain what the word means if it is in another language. I will also take into consideration that if a
student does not want to participate at any time during the lesson I will find an alternate way they can
participate. This would be through worksheets or just being focused while the lesson is going on. I
will encourage the students to ask questions, and will remind them to have fun with the lesson. This
lesson respects the cultures and various groups in the class because I have provided these students
with options. If the students are coming from another background when it is time to come up with a
word to write on the white board, they would be able to choose a word from their culture. If a child
cannot participate during this lesson I will have other worksheets for them to be able to get the
knowledge from the lesson that they would need.
2. Accommodations: For those students who have for example a learning disability or an Individual
Education Plan, I will allow them to be seated during the lesson instead of be standing if there is a
physical disability involved. They may use other aids such as a head set to hear the letters being
repeated which will allow them extra time to sound out the word along with the tape or CD player. If
students are not able to write on the white board, I will have them choose a partner to either go up to
the board with them or have another individual write the word on the board for them. Lastly, I will
make any handouts colorful and clear for all students because at this age level are attracted to a lot of
various colors. The adaptations I would take within the lesson to meet the needs of diverse learners is
to provide them with headsets for sound tracks. This will provide the students with ample time to go
over each individual page, and to do the lesson at their own pace. I will monitor the speed of how I
am initially delivering the lesson, and take this into consideration for these students. Also, once a
student has come up with a word, they may find a partner to approach the white board with them or
have their partner write the word on the board for them. I will have extra fun worksheets that relate to
the lesson such as word searches.
3. Prerequisite skills that the students would have to master to be successful in this lesson would be
knowing some basic information about the animals that are in the book.

4. Misconceptions that students may have with this lesson are the difficulty level of the words and how
to properly read them. For this lesson, I would be looking for a form of effort and involvement in
some way. If a student is going to make a mistake I would want them to do it during the lesson so, we
could correct the problem at the time. Some students may find it challenging to come up with a bigger
word. Therefore, keeping the lesson simple will be more adaptable for them.

5. The academic language that is central to the lesson is content vocabulary. Students will need to have
some form of vocabulary to be able to discover and make predictions of the book. They will also need
to be able to re-read the text if necessary.

I. Lesson Data:
A. Teacher Candidates First & Last Name: Miranda Laufman
B. Subject/Content Area: English Language Arts
C. Grade Level: 1
D. Unit Topic: Reading
E. Lesson Topic: Fluency
F. Duration of Lesson: 30 minutes
G. Materials, including technology integration: Ants on a Log Book, White Board and White Board
Markers

II. Instructional Process:

A. Standards:
New York State:
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Fluency
Item number and statement: 4. b. Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Ontario:
3.3 Reading Fluently: Confirm spellings and word meanings or word choice using a few different types of
resources (e.g., locate words in alphabetical order by using first and second letters in a primary
dictionary, on a word wall, or in an online picture dictionary)
B. Central Focus:
The central focus of this lesson is to incorporate Fluency in the form of guiding the reading. This
lesson will provide students with the knowledge to focus on the above area. Students will come away from
the lesson able to identify the story Ants on a Log. Another focus will be on how they read both
individually and in small groups. This will be demonstrated over the course of the lesson.
C. Objectives:
By the end of the lesson, the students will be able to:

Read grade-level text with purpose and understanding

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings

Use context to confirm or self-correct word recognition and understanding, rereading as necessary

D. Assessment Plan:
The following methods and approaches will be used to assess the students progress on the lesson:

The students ability to read grade-level text with purpose and understanding

The students ability to read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings

The students ability to use context to confirm or self-correct word recognition and understanding,
rereading as necessary

E. Opening /Anticipatory Set:

To introduce the lesson I will begin by asking the students what they see on the front cover of the book,
and what they think the story might be about. I will give each student an opportunity to tell me their
thoughts, and see if they make connections with their peers regarding this information. From there, I will
ask the students what it is that makes them feel this way about the book. I will then ask the students to
open up their book to the first page of the story, and begin to follow along.
F. Main Body/Procedure:
1. To begin the lesson, I will start by first reading the story once through to the students. I will pause
throughout the book, to ask them open-ended questions for them to be able to engage and reflect on the
story.
2. Once we have read through the book, I will re-read through the book with all of the students. I will use
my finger, and have the students use their finger to follow-along with the sentences. I will be listening for

accuracy of pronunciation, and observing to see if the students are keeping up with the pace of my finger.
Lastly, I will be listening for expression and the tone of their voices while reading.
3. Afterwards, I will have each student read a page or two from the text, and be observing for accuracy,
speed and expression. If I find that a student is struggling in one or more of these areas I will kindly
remind them where it is they need to practice more for next time.
4. As a group, we will then observe real-life connections that we found through the text. I will ask the
students open-ended questions to have them recognize the importance of sharing for example. The
children will be able to make connections through open-ended questions about what is happening in the
story, and the items that are being used in the story. At this time, I will let them briefly add a personal
experience of their own.
5. I will then go through the text, and choose some words that students may spell incorrectly. I will write
the incorrect spelling of the word on the white board, and have the students come up, and spell the correct
version of the word. I will explain to them that sometimes words have letters that sound very similar to
other letters. That is why I will remind them to sound out every letter in a word first before spelling the
word.
6. Lastly, as a group we will observe words in the text that have long and short vowel sounds that are
represented in one-syllable words. I will demonstrate for the students first the sound that they should be
hearing. Next, I will ask them to say the vowel sounds out loud. If they need assistance, I will suggest that
they count on their fingers.
G. Closure/Ending:
I will conclude the lesson, by encouraging the students to provide feedback on one thing they liked
about the book, and one thing they maybe did not like about the book. I will ask them why they think I

chose this book, and if they would enjoy reading something similar in the future. I would then provide the
students with a worksheet that would engage them further in the story. I would give them a picture of the
main characters, and props in the story. They would have to label the characters and the props that they see
on the worksheet.

III. Reflection:
1. Culturally Responsive Teaching (CRT): My lesson will account for culturally responsive teaching by
having all students involved in the lesson. Students may use words of their choice, and be able to
explain what the word means if it is in another language. I will also take into consideration that if a
student does not want to participate at any time during the lesson I will find an alternate way they can
participate. This would be through worksheets or just being focused while the lesson is going on. I
will encourage the students to ask questions, and will remind them to have fun with the lesson. This
lesson respects the cultures and various groups in the class because I have provided these students
with options. If the students come from another background when it is time to come up with a word to
write on the white board, they would be able to choose a word from their culture. If a child cannot

participate during this lesson I will have other worksheets for them to be able to get the knowledge
from the lesson that they would need.
2. Accommodations: For those students who have for example a learning disability or an Individual
Education Plan, I will allow them to be seated during the story instead of be standing if there is a
physical disability involved. They may use other aids such as a head set to hear the book being
repeated which will allow them extra time to follow along with the book with the tape or CD player.
If students are not able to write on the white board, I will have them choose a partner to either go up
to the board with them or have another individual write the word on the board for them. Lastly, I will
make any handouts colorful and clear for all students because at this age level students are attracted to
a lot of various colors. The adaptations I would take within the lesson to meet the needs of diverse
learners is to provide them with headsets for the sound tracks. This will provide the students with
ample time to go over each individual page, and to do the lesson at their own pace. I will monitor the
speed of how I am initially delivering the lesson, and take this into consideration for these students.
Also, once a student has come up with a word, they may find a partner to approach the white board
with them or have their partner write the word on the board for them. I will have extra fun worksheets
that relate to the lesson such as word searches.
3. Prerequisite skills that the students would have to master to be successful in this lesson would be
knowing how to build connections throughout the story. The students would need to be able to make
small connections with books they have encountered in the past to real-life situations. Finally, a
prerequisite skill that the students would have to master to be successful in this lesson would be to
provide answers to open-ended questions about the story, and be able to ask questions if need be
about something they do not understand.

4. Misconceptions that students may have with this lesson are the difficulty level of the words and how
to properly read them. For this lesson, I would be looking for a form of effort and involvement in

some way. If a student is going to make a mistake I would want them to do it during the lesson so, we
could correct the problem at the time. Some students may find this story to be challenging. Therefore,
keeping the lesson simple will be more adaptable for them.

5. The academic language that is central to the lesson is content vocabulary. Students will need to have
some form of vocabulary to be able to discover and recognize the use of sounds, misspelled words,
and to make overall connections with the story and real-life situations.

I. Lesson Data:
A. Teacher Candidates First & Last Name: Miranda Laufman
B. Subject/Content Area: English Language Arts
C. Grade Level: 1
D: Unit Topic: Phonemic Awareness
E. Lesson Topic: Short and Long Vowel Sounds
F: Duration of the Lesson: 30 minutes
G. Materials, including technology integration: Our Global Community Families Book, White Board,
White Board Markers, Worksheets, Computer, You Tube Website

II. Instructional Process:

A. Standards:

New York State:

Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Phonemic Awareness
Item Number and Statement: 2. a. Distinguish long from short vowel sounds in spoken single-syllable
words
Ontario:
2.3 Clarity and Coherence: communicate ideas and information orally in a clear, coherent manner (e.g.,
use a logical framework such as a beginning, middle, and end sequence to retell a story read aloud by the
teacher)

B. Central Focus:
The central focus of this lesson is for students to understand long from short vowel sounds. This lesson
will provide students with the information on how to clearly recognize short and long vowel sounds. One
way I will demonstrate this is by reading a book to the students. By reading a text, and demonstrating the
important short and long vowel sounds spoken in the text the students will further their knowledge of
phonemic awareness. The students will need to properly be able to recognize long from short vowel
sounds. The main goal will be to introduce the students to a text that shows various short and long vowel
sounds. This will be in the form of a short story.
C. Objectives:
By the end of the lesson, the students will be able to:

Recognize words that demonstrate long vowel sounds such as a, e

Interpret words that demonstrate short vowel sounds such as i and o
Implement these actions by forming well thought out words with various vowels

D. Assessment Plan:

The following methods and approaches will be used to assess the students progress on the lesson:

The students ability to label words that start with long and short vowel sounds
The students ability to tap out each individual vowel as theyre reading a text
The students ability to demonstrate a few words on their own on their choice of text

E. Opening/Anticipatory Set:
To introduce the lesson I will begin by explaining the importance of families. I will ask the students
open-ended questions about their families. Some questions I will ask include, What does family mean to
you? Who is in your family? What do you like to do with your family? I will remind students that
our focus is reading, and in this particular lesson we are looking at phonemic awareness. For this lesson I
will motivate and engage the students by starting with a book Our Global Community: Families. The
book will demonstrate different families, and I will pause to reflect on what is happening in the book. I
will also be long and short vowel sounds in single-syllable words.
1.
2.
3.
4.

F. Main Body/Procedure:
To begin the lesson I will read the book, Our Global Community: Families.
After reading the book, I will address some of the long and short vowel sounds in the book.
I will write on the white board, words that have the vowels a, e, i. o and u.
The students will have an opportunity to tell me what words have the long vowel sounds and which words

5.
6.
7.
8.

have the short vowel sounds.

I will give the students the opportunity to go through the book to find some of these words.
As a group we will then tap out the letters on our fingers.
I will continue to do this action with the students.
Finally, I would have the students pick a text on their own to see if they could implement the lesson.
G. Closure/Ending:
I will conclude the lesson, and wrap it up by explaining a worksheet we would work on another day.
The worksheet would involve the students in looking at other familiar words they can sound out and hear
each of the letters. They will also be words they might come across in future lessons. As a group, we will
have a discussion on what it is the students learned about phonemic awareness. I would encourage the
students to give some feedback on what it was they liked about the lesson, and what it means to them now
that they have learned some background knowledge.

III. Reflection:
1. Culturally Responsive Teaching (CRT): My lesson will account for culturally responsive teaching by
having all students involved in the lesson. Students may use words of their choice, and be able to
explain what the word means if it is in another language. I will also take into consideration that if a
student does not want to participate at any time during the lesson I will find an alternate way they can
participate. This would be through worksheets or just being focused while the lesson is going on. I
will encourage the students to ask questions, and will remind them to have fun with the lesson. This
lesson respects the cultures and various groups in the class because I have provided these students
with options. If the students are coming from another background when it is time to come up with a
word to write on the white board, they would be able to choose a word from their culture. If a child
cannot participate during this lesson I will have other worksheets for them to be able to get the
knowledge from the lesson that they would need.
2. Accommodations: For those students who have for example a learning disability or an Individual
Education Plan, I will allow them to be seated during the lesson instead of be standing if there is a
physical disability involved. They may use other aids such as a head set to hear the letters being
repeated which will allow them extra time to sound out the vowels along with the tape or CD player.
If students are not able to write on the white board, I will have them choose a partner to either go up
to the board with them or have another individual write the word on the board for them. Lastly, I will
make any handouts colorful and clear for all students because at this age level are attracted to a lot of
various colors. The adaptations I would take within the lesson to meet the needs of diverse learners is

to provide them with headsets and a sound track of the book. This will provide the students with
ample time to go over each individual page, and to do the lesson at their own pace. I will monitor the
speed of how I am initially delivering the lesson, and take this into consideration for these students.
Also, once a student has come up with a word, they may find a partner to approach the white board
with them or have their partner write the word on the board for them. I will have extra fun worksheets
that relate to the lesson such as word searches.

3. Prerequisite skills that the students would have to master to be successful in this lesson would be
knowing some basic two to three long or short one-syllable vowel sounds.

4. Misconceptions that students may have with this lesson are the difficulty level of the words and how
to properly read them. For this lesson, I would be looking for a form of effort and involvement in
some way. If a student is going to make a mistake I would want them to do it during the lesson so, we
could correct the problem at the time. Some students may find it challenging to come up with a bigger
word. Therefore, keeping the lesson simple will be more adaptable for them.

5. The academic language that is central to the lesson is content vocabulary. Students will need to have
some form of vocabulary to be able to discover and recognize the use of sounds in blended vowels
and words.

I. Lesson Data:
A. Teacher Candidates First & Last Name: Miranda Laufman
B. Subject/Content Area: English Language Arts
C. Grade Level: 1
D. Unit Topic: Phonics & Word Recognition
E. Lesson Topic: Consonant Sounds
F. Duration of the Lesson: 30 minutes
G. Materials, including technology integration: Jolly Phonics Song Book, Jolly Phonics CD, CD Player,
Jolly Phonics Handouts, Flash Cards, White Board, White Board Markers, Laminated Worksheet, Bee,
Mouse and Snake Props

II. Instructional Process:

A. Standards:
New York State:
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Phonics and Word Recognition
Item Number and Statement: 3.a. Know the spelling-sound correspondences for common consonant
digraphs.
Ontario:

25. Write simple messages (a grocery list or unlined paper; a greeting card made on a computer; labels
for a block or sand construction), using a combination of pictures, symbols, knowledge of the
correspondence between letters and sounds (phonics), and familiar words (initially: use pictures and
strings of random letters; eventually: use such familiar words as I, to and my and such spelling
approximations as I lv u mum or dunt tuch)
B. Central Focus:
The central focus of this lesson is for students to understand and recognize how letters form sounds.
This lesson will provide students with the information on what a digraph is. Digraphs will assist the
students giving them the opportunity to explore two letter sounds such as bl, ch, sn and th. They
will need to be able to sound out letters to make a word, and know the meaning of the word. The main
goal will be to introduce the students to sounds that are blended together. These can be a couple words or
words that are in a sentence.
C. Objectives:
By the end of the lesson, the students will be able to:

Recognize two letter consonant sounds

Interpret sounds of letters to form a word
Implement those letters to form a word

D. Assessment Plan:
The following methods and approaches will be used to assess the students progress on the lesson:

The students ability to label consonant sounds by using songs for group discussion
The students ability to list words to those sounds by using flash cards for independent work
The students ability to demonstrate other words by using work sheets for further learning

E. Opening/Anticipatory Set:
To introduce the lesson I will re-visit what the unit itself is on. I will remind students that our focus is
reading, and in this particular lesson we are looking at phonics and word recognition. For this lesson I will
motivate and engage the students by starting with a song. The students will have an opportunity to actively
participate and do actions. Staff will lead the lesson by demonstrating an example of a song. The students

will be focusing on phonics through Jolly Phonics. By singing a long, and doing the actions the books
suggests it will assist students in understanding sounds of a word, and what a word looks like.

F. Main Body/Procedure:
1. To begin the lesson I will start with the Jolly Phonics song. Both the students and myself will actively
participate in singing the songs, and acting out the actions that go along with the song. I will stress the
letter sound in each of the songs for example, we are clicking casonnets ck, ck, ck. The letters we will
be looking at in the lesson include, bl, ch, sn, th and ck.
2. After going over each of the tracks, I will ask the class if they can tell me the five letters that were
introduced in the songs.
3. Next, I will hand out flash cards to all of the students with these letters on them. Some of the students
will get letters that we have gone over in a previous lesson.
4. I will ask each student to come up to the white board, and write down a word that starts with the letter
of their flash card. On the white board I will have a list of the newly introduced letters, and of the letters
we looked over in a previous lesson.
5. As each student comes up to the board I will stress the sound of the letter, and each individual letter
following it. I will then have the students repeat it back to me.
6. Afterwards, I will say the entire word followed by the sound of the first letter.
7. Once all of the students have had an opportunity to approach the white board, we will read a loud each
of the words together expressing each individual letter and sound.
8. I will then explain a follow-up activity sheet that we will look at next class. The students will apply this
knowledge by me guiding the lesson through the use of the opening song, and going over the words and
sounds on the white board.
9. They will have independent practice by coming up with a word that begins with the corresponding
letter, printing and reading a loud their word to the class.

10. Throughout the lesson, I will pause to make sure that all students understand the content being
delivered. I will go at a steady pace, and allow questions during and after the lesson.

G: Closure/Ending:
I will conclude the lesson, and wrap it up by explaining a worksheet we would work on another day.
The worksheet would involve the students in looking at other familiar words they can sound out and hear
each of the letters. They will also be words they might come across in future lessons. As a group, we will
have a discussion on what it is the students learned about phonics and word recognition. I would
encourage the students to give some feedback on what it was they liked about the lesson, and what it
means to them now that they have learned some background knowledge.

III. Reflection:
1. Culturally Responsive Teaching (CRT): My lesson will account for culturally responsive teaching by
having all students involved in the lesson. Students may use words of their choice, and be able to
explain what the word means if it is in another language. I will also take into consideration that if a
student does not want to participate at any time during the lesson I will find an alternate way they can
participate. This would be through worksheets or just being focused while the lesson is going on. I
will encourage the students to ask questions, and will remind them to have fun with the lesson. This
lesson respects the cultures and various groups in the class because I have provided these students
with options. If the students are coming from another background when it is time to come up with a
word to write on the white board, they would be able to choose a word from their culture. If a child
cannot participate during this lesson I will have other worksheets for them to be able to get the
knowledge from the lesson that they would need.

2. Accommodations: For those students who have for example a learning disability or an Individual
Education Plan, I will allow them to be seated during the song instead of be standing if there is a
physical disability involved. They may use other aids such as a head set to hear the letters being
repeated which will allow them extra time to sound out the word along with the tape or CD player. If
students are not able to write on the white board, I will have them choose a partner to either go up to
the board with them or have another individual write the word on the board for them. Lastly, I will
make any handouts colorful and clear for all students because at this age level are attracted to a lot of
various colors. The adaptations I would take within the lesson to meet the needs of diverse learners is
to provide them with headsets for the sound tracks. This will provide the students with ample time to
go over each individual song, and to do the lesson at their own pace. I will monitor the speed of how I

am initially delivering the lesson, and take this into consideration for these students. Also, once a
student has come up with a word, they may find a partner to approach the white board with them or
have their partner write the word on the board for them. I will have extra fun worksheets that relate to
the lesson such as word searches.

3. Prerequisite skills that the students would have to master to be successful in this lesson would be
knowing some basic two to there letter words and their meaning.

4. Misconceptions that students may have with this lesson are the difficulty level of the words and how
to properly read them. For this lesson, I would be looking for a form of effort and involvement in
some way. If a student is going to make a mistake I would want them to do it during the lesson so, we
could correct the problem at the time. Some students may find it challenging to come up with a bigger
word. Therefore, keeping the lesson simple will be more adaptable for them.

5. The academic language that is central to the lesson is content vocabulary. Students will need to have
some form of vocabulary to be able to discover and recognize the use of sounds in blended
consonants and words.

I. Lesson Data:
A. Teacher Candidates First & Last Name: Miranda Laufman
B. Subject/Content Area: English Language Arts
C. Grade Level: 1
D: Unit Topic: Print Concepts
E. Lesson Topic: Distinguishing features in a sentence
F: Duration of the Lesson: 30 minutes
G. Materials, including technology integration: The Colors of Us Book, White Board, White Board
Markers, Worksheets, Computer, You Tube Website

II. Instructional Process:

A. Standards:
New York State:
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Print Concepts
Item Number and Statement: 1. a. Recognize the distinguishing features of a sentence
Ontario:
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 or
oral and written language)
B. Central Focus:

The central focus of this lesson is for students to understand specific features of a sentence. This
lesson will provide students with the information on how to solve specific features in a sentence. Some
examples might include, what the first word is in a sentence, when to use a capital letter, and the
importance of punctuation at the end of a sentence such as a period. By reading a text, and demonstrating
the important points in a sentence the students will further their knowledge of print concepts. They will
need to be able to properly recognize when to use capitalization and punctuation, and be able to apply this.
The main goal will be to introduce the students to a text that shows various features of a sentence. This
will be in the form of a short story.
C. Objectives:
By the end of the lesson, the students will be able to:
Recognize words that start with capitals or proper names that need capitals
Interpret where punctuation in a sentence should be, such as a period
Implement these actions by forming a well thought, printed sentence
D. Assessment Plan:
The following methods and approaches will be used to assess the students progress on the lesson:

The students ability to label words that start with capitals by re-visiting a text for group discussion
The students ability to add proper punctuation to a sentence on the white board for independent

work
The students ability to demonstrate a few sentences on their own for further learning
E. Opening/Anticipatory Set:
To introduce the lesson I will begin by explaining the importance of multiculturalism. I will have setup props of different dolls, and artifacts from other places around the world. I will remind students that
our focus is reading, and in this particular lesson we are looking at print concepts. For this lesson I will
motivate and engage the students by starting with a book . The book will demonstrate individuals of
different ethnicities, and I will pause to reflect on what is happening in the book. I will also be pointing
out punctuation over the course of reading the book.

F.
1.
2.
3.
4.
5.
6.
7.
8.

Main Body/Procedure:
To begin the lesson I will read the book, The Colors of Us.
After reading the book, I will address some of the sentences in the book.
I will write on the white board, a sentence from the book, and purposefully make mistakes.
The students will have an opportunity to tell me what words should be capitalized or have punctuation.
I will highlight these areas in different colors for the students so it stands out.
We will continue to do this action with the students.
Next, I will allow the students to go through the book, and write their own sentences.
Lastly, I will have the students come up to the white board to write out these sentences.

G. Closure/Ending:
I will conclude the lesson, and wrap it up by explaining a worksheet we would work on another day.
The worksheet would involve the students in looking at other familiar words they can sound out and hear
each of the letters. They will also be words they might come across in future lessons. As a group, we will
have a discussion on what it is the students learned about phonics and word recognition. I would
encourage the students to give some feedback on what it was they liked about the lesson, and what it
means to them now that they have learned some background knowledge.

III. Reflection:
1. Culturally Responsive Teaching (CRT): My lesson will account for culturally responsive teaching by
having all students involved in the lesson. Students may use words of their choice, and be able to

explain what the word means if it is in another language. I will also take into consideration that if a
student does not want to participate at any time during the lesson I will find an alternate way they can
participate. This would be through worksheets or just being focused while the lesson is going on. I
will encourage the students to ask questions, and will remind them to have fun with the lesson. This
lesson respects the cultures and various groups in the class because I have provided these students
with options. If the students are coming from another background when it is time to come up with a
word to write on the white board, they would be able to choose a word from their culture. If a child
cannot participate during this lesson I will have other worksheets for them to be able to get the
knowledge from the lesson that they would need.
2. Accommodations: For those students who have for example a learning disability or an Individual
Education Plan, I will allow them to be seated during the song instead of be standing if there is a
physical disability involved. They may use other aids such as a head set to hear the letters being
repeated which will allow them extra time to sound out the word along with the tape or CD player. If
students are not able to write on the white board, I will have them choose a partner to either go up to
the board with them or have another individual write the word on the board for them. Lastly, I will
make any handouts colorful and clear for all students because at this age level are attracted to a lot of
various colors. The adaptations I would take within the lesson to meet the needs of diverse learners is
to provide them with headsets for the sound tracks. This will provide the students with ample time to
go over each individual page, and to do the lesson at their own pace. I will monitor the speed of how I
am initially delivering the lesson, and take this into consideration for these students. Also, once a
student has come up with a word, they may find a partner to approach the white board with them or
have their partner write the word on the board for them. I will have extra fun worksheets that relate to
the lesson such as word searches.
3. Prerequisite skills that the students would have to master to be successful in this lesson would be
knowing some basic two to three letter words and their meaning.

4. Misconceptions that students may have with this lesson are the difficulty level of the words and how
to properly read them. For this lesson, I would be looking for a form of effort and involvement in
some way. If a student is going to make a mistake I would want them to do it during the lesson so, we
could correct the problem at the time. Some students may find it challenging to come up with a bigger
word. Therefore, keeping the lesson simple will be more adaptable for them.

5. The academic language that is central to the lesson is content vocabulary. Students will need to have
some form of vocabulary to be able to discover and recognize the use of properly identifying where
capital letters and punctuation should be in a sentence.