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This artifact is an original lesson plan focusing on a multicultural book. The central focus of this lesson plan is that students will be
able to identify the main idea by associating the vocabulary used that identifies immigration. Once the lesson plan was created, I had
to teach the lesson to the class. For this lesson the students will listen as I read the story aloud to the class, the students have already
been learning words associated with immigration prior to this lesson. So I as read the story aloud the students will be listening out for
“key” vocabulary words. During the instruction of this lesson the students will have an open discussion pertaining to the book as I ask
them open ended questions. Additional accommodations I included in this lesson were for those students that need enrichment.
Connection to Standards
INTASC Standards
1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet
learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of
development.
1(d) The teacher understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined
thinking processes--and knows how to use instructional strategies that promote student learning.
1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make
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
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching
practices.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Where is the school where you are teaching located? City: _x______ Suburb: _______ Town:_______ Rural: ______
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a) Day 1:
Before the students read the book, they will look at the story and pick out unfamiliar vocabulary. The students will then list the unfamiliar words
on the chalkboard (K.W.L) chart. Day 2: The students will read the story and identify the main idea/theme (Immigration). The students will then
define the vocabulary.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The teacher will work with students to brainstorm a list of words that pertain to migrant farm workers. The teacher will help elicit students prior
knowledge, incorporate some of the vocabulary from the text, such as Shanties, Labor camps, Harvest and Crops.
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)
The students like to explore and ask questions at this age. The students will keep a journal as they read the story. The journal will help students
to personalize what they are reading.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The students will create a KWL chart based on the book.
Curriculum Standards
NYS Reading Standards for Informational Text K-5
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
Syntax Students will use the vocabulary Teacher will guide the students in making complete sentences and
Describe ways in which students will organize to make complete sentences to the correct way to format a letter.
language (symbols, words, phrases) to describe themselves in their pen-
convey meaning. pal letters.
Discourse Students will have the Teacher will model listening, sharing, writing during the instruction
How members of a discipline talk, write, and opportunity to generate ideas for and discussion portion of the lesson.
participate in knowledge construction and making a student feel at home
communicate their understanding of the right away in a new school
concepts
The students will sit in a circle and have a group discussion. The teacher will stop and ask
the following questions.
Amelia’s road is about a young girl who lives in a family that travels around the country
harvesting crops. The family rarely spends more than six weeks in one place. Would you
live such a life?
What would you dislike about moving from place to place all the time? Is there anything
you would like about it?
Amelia has a special place. Do you have a special place where you feel as though you
belong? What is it like? Why is it special?
Worksheets with definitions for students to keep and refer back too.
Pictures of Crops, Harvest, and Labor Camps.
www.youtube.com/watch?v=9_TQTdnR0P0
Feeling/ emotion cards