Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: JAKE CRANS Date: April 1st 2018

Context for Learning (edTPA)

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

Grade level: THREE Number of students in the class: 23

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

Students IEP Goals
Classifications/Needs

504 1 -Flexible seating

-Frequent breaks to move
-Fidget tool
-List of tasks on board

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications

Students

ENL 2 -Visual aids to support language

-Frequent check for understanding
-Pre teach vocabulary
 Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications

Students

Struggling readers 5 -Use of leveled text

-Target guided instruction
-Small group instruction

Lesson ______ of a ______ Day Learning Segment

Subject and Lesson Topic: English Language Arts

Grade Level: 3rd Grade 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 to determine the main idea of the text; recount the key details and explain how they support
the main idea of the text.

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)
-Previous to this lesson the students have listened to a read aloud of the book The Lorax by Dr. Seuss for an English language arts lesson that we
discussed non-sense words.
-The students have read a text before and understand that there is a beginning, middle and end. They will build on this knowledge and understand that
each text has a main point.

-We will discover what distinctly a main point covers.

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

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)

Personal: Students are interested in wants, that’s all they talk about. They want phones, they want Jordan’s(shoes) , they want to win Fortnite (popular
video game). We need to use this as a teaching point to distinguish between needs and wants. We want to know what basic needs are that we need to
survive. I chose the book to make them think about the importance of needs compared to wants.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The teacher will go through the book aloud to the class for a second time. Before reading she will make mention to the students that they should be
actively thinking about what the main point of the story is.

The teacher will discuss with the students what wants are and what basic needs are.

Curriculum Standards

NYS Standards:

RI.3.2 – Key ideas and Details. Determine the main idea of a text: recount the key details and explain how they support the main ideas.

Ontario Curriculum standards:

Extending Understanding:
1.6-extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to
the world around them
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
the lesson and are aligned to the standards identified progress on each of the objectives? specific needs to demonstrate their
above. learning.
 (edTPA Task 1, Prompt 5b)

After the read aloud of The Lorax students will be able
to determine the main idea of the story and support it
with one or more point of reference in the text.
The students will fill out a worksheet and answer
three questions stemming from what was discussed
during class.
They will make a craft and point one of their
environmental friendly initiative or idea that they
choose.
Definition of main topic and the brain
storming thought web will be left on
the board as a resource for students
that may need some help.
Students that need help will be given
extra time or additional instruction one
on one to assist their understanding of
the lesson.
-Struggling readers can tell me out loud
or physically point out which parts
support the text in the book.

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 Use context cues Use context cues from the text to identify and summarize
the major event in a narrative.
Looking at your standards and objectives,
Teacher will engage the students in a brain storming/
choose the one Bloom’s word that best
thought web activity that will talk about what they think
describes the active learning essential for
students to develop understanding of
the main point of the story is.
concepts within your lesson.

Vocabulary Environment The students will quickly have a reminder of the non-
Eco-system sense words that they talked about in the previous lesson.
Key words and phrases students need to be
Pollution The new words will be discussed and written down on
able to understand and use
Smogulous smoke the board as vocab words to help further understand the
Gluppity Glup main point of the story.
Schloppity Schlopp

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
Instructional Process
Glumping
gummed
smeary
They will be given a worksheet at
the end of class that they will be
required to fill out
The small group discussion will be
guided for students that need to
work in a smaller group.
At the end of the activity the
students will have a chance to
share their work if they want to
with the other students
The teacher will be walking around the class willing to
help students who have any questions or need any help.
The students will complete the worksheet in class and use
the worksheet to assist them in completing the exercise
for earth day to be posted outside of our classroom in
conjunction with the school wide earth week activities.
The teacher will circulate during the activity period
checking in on students who may have difficulty with the
activity.
Accommodations and/or
Modifications and/or Supports
Anticipatory Set/Motivator -ADHD child is watched an may
remain seated if they cannot work
with certain other students.
The teacher asks the students to move the desks to the side and gives the student one rubber glove
each. They pour the garbage can on the ground and sets up the garbage can compost, and recycling
can beside each other. Ask the students to pick it up. See where they put the objects in the cans and
at the end ask them why and what was the reason for that. It was to be environmentally friendly.
What are other examples of that on a greater scale that they can think of outside of the classroom?

The teacher will read re engage the students with The Lorax by doing a read aloud to the class.
once that is done the teacher will ask the students what they think the main idea of any story would
be and how you would determine what a main idea of the story could potentially be. Work with the
students together in creating a thought web on the board with potential ideas.

Instructional Procedures Student with the 504 can work

on colouring and cutting out the
top of the head for The Lorax
After reading The Lorax a second time can anyone think of a main idea of the book? Teacher would during the activity.
then field answers from the students, not turning any options down, maybe even asking the students
to elaborate on some of the suggestions they come up with. Asking them to further explain
themselves.
If the enl students have a difficult
The teacher could remind the students time with the craft the book will
The students may answer with Truffla trees, the Thneeds, the Brown Bar-ba-loots, the last seed, the be out and in circulation for the
factory, greed, everyone leaving etc (never really going to guess what will actually be said). students to refer to for ideas or a
picture of The Lorax to aid with
Touch back on the idea of everyone leaving. Ask why everyone left. Work on getting the idea of the their activity.
destruction of the environment being the main idea of the book. The teacher will also have their
demonstration of the craft
Ask the children if they can recall any part of the book that the author uses examples of the eco- available for reference if they
system becoming damaged and how that is damaged. Brain storm ideas on this topic and explore the need it.
reasons why:
-The swomee Swans could no longer sing
-The Brown-Bar-Ba-Loots having no shade
-The Humming fish could no longer hum

Give the students Appendix A, the handout work sheet that is created that asks them three questions
that gives them the opportunity to make connections to the book and to the discussion we just had
and relate it back to their lives.

Once they are done the worksheet the students will have time to colour and cutout The Lorax head
and attached to it they will write one thing that they choose to make the earth environmentally
friendly place (can be from their worksheet) and they will be displayed outside our classroom on our
bulletin board for the school’s earth week display.

Closure

-In closure the students will present their Lorax to their elbow buddies (students sitting besde each
other) and discuss why they chose the activity. The teacher will review why it is important for each
student to do their part in earth day activities and remind them that it is not just one day a year we
should practice these things but as many days as they can. At the end of the day everyone’s Lorax
crafts will be posted on the board outside the classroom for the Earth Day Awareness week.

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.

Fidget toys, cut out toys

coloured paper
 glue
scissors
craft bin of coloured paper and stickers
Blackboard and markers
Appendix A handout
Cut out of Lorax

Appendix
Non sense Words
Vocabulary List
Smogulous smoke
Pollution Addition of contaminants into

a natural environment Gluppity Glup

Environment All living and non-living things Schloppity Schlopp

that are naturally occurring Glumping

Ecosystem Interacting organisms in a Smeary

natural physical environment gummed

Lorax Cut Out Craft

Demonstration Available to students for reference/idea