Section Three

Section Three: Teacher Candidate Artifacts
Introduction
In this section, I present the artifacts which reflect my ability, skills and knowledge to be
an educator. These artifacts are the foundation of my portfolio, as they represent my
professional, academic and personal knowledge and experiences. The artifacts are diverse and
represent my ability to plan, instruct, assess, accommodate students, teach in a culturally
responsive manner, use technology in the classroom, apply classroom management, and
professional development and collaboration.
My unit plan which includes three lesson plans represents my ability to plan, instruct, and
assess curriculum material. My ELA lesson plan represents my ability to teach curriculum
material through a culturally responsively lesson. My Tagxedo assignment and iPad assignment
present my ability to incorporate technology into my teaching. My website assignment shows my
professional development through my interest in familiarizing myself with the board in which I
hope to teach in. The annotated bibliography is a representation of my ability to link professional
academic works with classroom experience, and apply theory and studies to my own knowledge
and experiences as a teacher. My newsletter and Student summer letter show my ability to create
tools to engage parent and community involvement in the classroom. Lastly, my theorist
biography shows my ability to incorporate theory into my practices, and what my teaching
philosophies and pedagogies are influenced by.
Through presenting these artifacts, I hope to present the tools and artifacts which
represent my passion, experience and knowledge for teaching. These artifacts represent the
different pieces and foundations of education and my ability to combine these aspects together
into my own ideas and practices.

Artifacts & Rationales
Artifact #1: Unit plan
My unit plan is an outline and four-part math lesson which introduces Grade 1 students to
Addition. This is an important unit topic as it is a foundational skill in mathematics, and crucial
for students to grasp within the Grade 1 curriculum. This is an important artifact as it represents
my ability to plan, instruct and assess. The lessons incorporate accommodations for my students
and culturally responsive ways of teaching. Furthermore, I incorporate technology and classroom
management into my lessons. This was an extensive assignment and shows the details that go
into planning such an academic core concept for Grade 1 students. The unit plan represents my
ability to create lessons which reflect the standards and curriculum, in both New York State and
Ontario. My lessons are very interactive and engaging, aimed to allow students to learn in an
environment which accommodates their diverse learning styles. The curriculum and professional
standards related to this artifact are provided below.
Connections to Standards
INTASC Standards
My unit plan and four supporting lesson plans incorporate and reflect the following
INTASC Standards within the structure and content of the unit plan.
INTASC Standard #1: Learner Development.
INTASC Standard #3: Learning Environments
INTASC Standard #6: Assessment
INTASC Standard #7: Planning for Instruction
INTASC Standard #8: Instructional Strategies

NYS Code of Ethics for Educators
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student. Educators promote growth in all students through the integration of intellectual,
physical, emotional, social and civic learning. They respect the inherent dignity and worth of
each individual. Educators help students to value their own identity, learn more about their
cultural heritage, and practice social and civic responsibilities. They help students to reflect on
their own learning and connect it to their life experience. They engage students in activities that
encourage diverse approaches and solutions to issues, while providing a range of ways for
students to demonstrate their abilities and learning. They foster the development of students who
can analyze, synthesize, evaluate and communicate information effectively.
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.
The Ontario Ethical Teacher Standards
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honor human
dignity, emotional wellness and cognitive development. In their professional practice, they
model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
TEAC/CAEP Claims 1-3
Claim 3: Medaille College graduates are caring educators and have effective teaching skills.
Common Core Learning Standards
NYS P-12 Common Core Learning Standards for Mathematics
Domain: Operations & Algebraic Thinking - 1.0A
Grade: 1
Cluster Heading: Represent and solve problems involving addition and subtraction.
Standard Number and Statement: 1. Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
Ontario Ministry of Education Curriculum Expectations
Ontario Curriculum Grade 1-8 Mathematics
Number Sense and Numeration

Overall Expectation: Solve problems involving the addition and subtraction of single-digit
whole numbers, using a variety of strategies.
Specific Expectation: Solve a variety of problems involving the addition and subtraction of
whole numbers to 20, using concrete materials and drawings.
Council for Exceptional Children (ECE) Special Education Professional Ethical Principles
B. Maintaining a high level of professional competence and integrity and exercising
professional judgment to benefit individuals with exceptionalities and their families.

Unit Plan: Calculating Addition
Jehan Rizvi
Medaille College
EDU 500: Curriculum Planning in Elementary Education
Dr. Susan Dunkle
April 8, 2017
Division of Education
Teacher Candidates First & Last Name: Jehan Rizvi

Evaluators Name: Dr. Dunkle Date: April 8, 2017
Unit Plan Title: Introduction to Addition!
I. UNIT DATA
A. Candidates First & Last Name: Jehan Rizvi
B. Subject/Content Area: Math
C. Grade Level (PK-12): Grade 1 (NYS) (ON)
D. Unit Topic: Number Sense and Numeration
E. Unit Title: Introduction to Addition: Vocabulary, Counting,
Number Lines, and Addition Equations.
F. Duration of Unit Plan: 4 days

Lesson Plan #1 Title: Introduction to Addition
Lesson Plan # 2 Title: Counting with Number Lines
Lesson Plan #3 Title: Addition Equations
Lesson Plan #4 Title: Addition Review and Games
G. Materials: Smartboard, white board, markers, YouTube video (Basic Math for Kids: Addition
and Subtraction and When You Add With Pirates), math manipulative toys, addition worksheets
(attached), anchor charts (attached), exit ticket (attached), plate of cookies, fish tank poster
(attached), 10 assorted clean, empty plastic water or soda bottles, White paper, Scissors, Clear
tape, Permanent marker, Lightweight ball, bowling point sheet, 24 lollipops.
H. Table of Contents:
Cover Page.1
Unit Data2
Table of Contents...3
Introduction/Significance of the Unit4
Central Focus.4
General Objectives/Expectations...4
Assessment5
Anticipatory Set/Student Engagement..5
Classroom Management6
Reflection..7
Culturally Responsive Teaching...7
Accommodations...7
Pre-Requisite Skills...8
Anticipated Misconceptions..8
Academic Language..9
Lesson Plans10
Appendixes..32
Appendix A..32
Appendix B..34
Appendix C..38
Appendix D..41
References43
II. UNIT DESCRIPTION:

A. Introduction/Significance of Unit:
Addition is a basic component of elementary mathematics and explored in various matters through
whole numbers, decimals, money amounts, and more complex equations over the years. However,
at the grade 1 level, students are expected to: represent and solve problems involving addition and
subtraction, Understand and apply properties of operations and the relationship between addition
and subtraction, Add and subtract within 20, Work with addition and subtraction equations.
Therefore, it is important to explore addition and the various techniques and strategies to adding
numbers together at the grade 1 level. This includes exploring mental math, counting on fingers,
number lines, and the parts of an addition equation to ultimately lead up to solving word problems
and real life scenarios where addition can be applied to solve the situation. This lesson segment
will focus on addition so that students master this concept before moving on to subtraction.
B. Central Focus:
Throughout this unit on Addition, the students will be focusing on the steps to constructing an
addition equation by converting images into numerical equations with appropriate terminology
and the appropriate parts of an equation. They will complete this task by familiarizing themselves
with mental addition, using tools such as visual aids and counting, number lines, and the correct
symbols (plus sign and equal sign) to construct an addition equation. Furthermore, students will
be able to apply their knowledge of addition to practical situations through word problems.
C. General Objectives:
Given a number of manipulatives, students will be able to identify numbers up to 20.
Given a worksheet on adding shapes, students will be able to demonstrate how to add
numbers to find the total amount.
Given two groups of numbers, students will be able to identify the correct answer by adding
them together.
Given a number line, students will be able to solve an addition problem.
Given groups of objects or numbers, students will be able to identify the steps to addition.
Given a situation, students will be able to construct addition equations.
Given an addition game, students will be able to construct addition equations

Given a worksheet, students will be able to apply knowledge of addition to practical
situations to solve addition problems.
D. Assessment:
1. The teacher will formatively assess the students knowledge of numbers up to 20 by
questioning and discussion of the number of manipulatives they are given.
2. The teacher will formatively assess the students ability to add numbers between 1-20 by
having them work with a partner to count manipulatives, and then complete a worksheet.
3. The teacher will formatively assess the students ability to add numbers between 1-20 by
having them contribute to class discussion to solve a problem on the board, think-pair-
share discussion, and group work on a worksheet.
4. The teacher will formatively assess the students ability to create addition equations by
checking their worksheets at the end of the lesson.
5. The teacher will formatively assess the students ability to add by providing real life
examples to solve together as a class through which students have to identify the plus sign,
equal sign, and correct answer.
6. The teacher will formatively assess the students ability to create addition equations by
providing discussion and group work where students have to use pictures, number lines,
and the parts of an equation to solve.
7. The teacher will formatively assess the students by providing a point sheet with the game,
to check if students can calculate their own scores by adding the numbers.
8. The teacher will formatively assess the students by providing an addition worksheet to
work on independently
E. Anticipatory Set/Student Engagement:
As the anticipatory set of the unit, the teacher used many techniques to engage the students and
involve them in their learning. For the first lesson, the teacher calls the students to the carpet while
a song playing on the SmartBoard titled, When You Add With Pirates. The song is slow and
repetitive with many visual aids, so the students can engage with it and start thinking about
addition. The song will be used again in lessons, but this is a fun way to captivate them and get
their attention. Furthermore, the teacher then plans a video titled: Basic Math For Kids: Addition
and Subtraction (1:00-3:45). This video uses addition in practical situations with many
explanations and visual aids. The teacher will allow students to interact with the video and answer
the examples from the video while it plays, to get an understanding of their familiarity with the
concept of addition. For students who have previously learned the concept of grouping objects or
counting them in kindergarten this is a good introduction to addition as it is also slow, repetitive,
and engaging. In this manner, before the teacher even begins the lesson, the students are interested
through the two videos they have watched, and the teacher has an understanding of how familiar
they are or are not with the concepts. Throughout the anticipatory set, the teacher encourages the
students to attempt to answer, and this collectively builds excitement for the lesson while allowing
all students to attempt it freely.
ENGAGEMENT USED THROUGHOUT UNIT
Each of the lessons use different strategies to engage the students and keep them focussed and
interested. The lessons incorporate different techniques appropriate for the diverse learning styles
and needs of the students. This includes songs, videos, games, scenarios and discussion.
Throughout the lessons, the teacher will keep open communication to keep checking in and asking
how the students are doing and assist them with any confusion or concerns.
In the first lesson, the teacher will show a video and song to the class, and then have them work
with manipulatives in group with and with a partner. The teacher will provide colourful visual
aids, and give the students a chance to share their own experiences and ideas. In the second lesson,
the students will work with manipulatives again to answer a problem as a class, discuss with a
partner, and then break up into groups to complete a worksheet. The teacher will use the video
again in class so the students can build on their previous knowledge and engage with the video
again. In the third lesson, the students will solve a scenario, and then work with groups using toys
and manipulatives to create their own equations. In the final lesson, the students will play a game
which is a competition and assist each other in keeping track of their points through the use of
addition. They will also help the teacher solve a problem so they can all get lollipops.
Throughout the lessons, the teacher will use anchor charts and visual aids to assist the students in
new vocabulary and concepts. The teacher will model all the examples before students attempt
them on their own, and the teacher will encourage group work, sharing ideas, and experiences to
apply their knowledge to practical situations. The teacher will allow opportunities to ask questions
and answer them, and encourage students to share their views.
The teacher will also give opportunities for the students to work on worksheets independently and
will walk around the class during activities to check their understanding of the concepts.
F. Classroom Management
There are certain rules and expectations which are laid out in the class, and these rules are expected
to be followed during these lessons and activities as well. Primarily, students are expected to
respect one another and participate in classroom discussion and activities. All students are
encouraged to share their experiences and to celebrate these unique connections and ideas.
Students are expected to respect the teacher and during classroom discussion, pay attention and
respect the person who is speaking. The classroom is diverse with many types of learners and
therefore if any student does not understand, they are encouraged to raise their hand and let the
teacher know.
The activities in these lesson require a lot of interactive work, such as working together as a class
to discuss an issue or concept, discussing with a partner, or working in groups. Throughout these
activities, students know that they must keep their voice level low, to take turns discussing, and to
raise their hands or follow instructions are directed by the teacher. Group work requires sharing
ideas, materials, and tasks- working effectively and respectfully.
For independent work, students know they must work at their appropriate desks, and when they
are done their work, they can review their work or take out a book. These are expectations for
every lesson and activity.
The breaking of these rules will not be tolerated and the teacher will have to step in if any students
are misbehaving, disrespecting each other or not following rules. If this continues, the student will
be sent to their desk and no longer can participate, or then the principal or/and parents will be
involved. These rules are in place to create a positive and effective learning environment, and
increase respect and inclusion within the class.
III. REFLECTION
Throughout the various lessons in this unit, different techniques and activities were introduced.
Some of the struggles of staying on task and accomplishing the objectives were, ensuring that all
students were participating and engaging with the material at all times, accommodating the
different learning styles and needs of the students, monitoring and assisting the ESL and IEP
students, and managing time constraints while attempting to complete all the tasks. Because this
is an introductory but foundational concept, it is crucial that all students understood and engaged
with the material.
Furthermore, as students were interacting with the material in numerous ways, ensuring that the
class remained on task, respectful of each others ideas, and incorporating class concepts and
vocabulary was necessary. Therefore, assessment and discussion was diverse and constant.
A. Culturally Responsive Teaching (CRT)

The grade 1 class had an even number of boys and girls, but is very diverse with students from
many cultural backgrounds, some with IEPS, and some ENL students. In order for the teacher to
remain culturally responsive, the teacher allowed many opportunities for students to share their
ideas and thoughts, drawing on their daily lives and experiences. Students were encouraged to
come up with situations where they would apply the knowledge they were learning, so that it was
understood beyond the classroom. This differs based on their cultural, social, and economic
background and norms. So that all students could engage with the material comfortably, all
materials were provided by the teacher to the students. Furthermore, to accommodate the various
learning styles and unique interests and backgrounds of the students, the teacher incorporated
visual aids, discussions, activities, group work, and think-pair-share opportunities, so that students
felt engaged, comfortable, and contributing to the lessons. In this manner, the teacher respected
the differences and diversities within the class, creating an engaging and respectful learning
environment.
B. Accommodations
Within our class there are many diverse learners. There are students with IEPs, two ENL learners,
and students who engage with material in different learning styles. The teacher attempted to
accommodate all these diversities so that students could engage with this new concept of addition
in a comfortable manner.
First, the teacher incorporated many visual and auditory aids such as videos, a song, games, anchor
charts, and picture examples on the board. The teacher also incorporated the use of manipulatives
repetitively through the lessons. The teacher provided models and examples for the students to
follow, and supervised their work. There were numerous opportunities for discussion, group work,
and think-pair-share work so that all students could engage with the material in forms that they
were comfortable with. The teacher picked the groups and pairs, so that there was an even
distribution of strong and struggling students, so that students could assist each other and learn
from one another. For one activity, the teacher put the struggling students together so that the
teacher could focus on them and assist their needs in grasping the new concept. Other than that,
the groups were distributed evenly. The teacher encouraged students to interact with each other
and share ideas constantly.
The video and song played on the SmartBoard allowed students to interact with various means of
technology, follow along, and answer the challenges presented in the video and song, as an
anticipatory set and way to engage the students in an interactive manner which applies their
knowledge of addition.
The teacher modelled all examples after introducing a new concept, allowed students to work in
groups and with a partner so that they could help each other practice the concept and get familiar
with it, before breaking up individually to attempt the task. This allowed the teacher to get an idea
of how comfortable the students were with the material, before they attempted it on their own.
This scaffolding process allowed students to be interactive and confident in addition with
assistance from the teacher and their peers.
C. PREREQUISITES
The students must be familiar with their numbers between 1-20.
The students must be able to count these numbers on their fingers, mentally, and be able to
recognize the number symbol that goes along with the verbal number.
Students must be able to work together in groups.
Student must be able to participate in discussion with classmates and with the teacher.
D. ANTICIPATED MISCONCEPTIONS
When introduced with a new concept, there are many misconceptions that can take place. Students
may not remember how the numbers up to 20, so it is crucial that the teacher gives many
opportunities for the students to review their numbers through discussion and activities.
As they come across new terminology, students may be confused what terms such as total, plus,
equal, sum, number line and equation may mean. In order to understand, the teacher must provide
many visual aids, reinforcement, and practice so that students dont only understand the concept
but are know when and how to apply them.
Students may not know how to construct an addition equation using plus sign, equal sign, and the
correct answer, as it is the first time they are constructing an equation. The teacher will give
numerous opportunities for students to practice the steps and symbols in an equation, before they
write out an entire equation. The teacher will model different scenarios in which students can use
equations, before they practice word problems.
Finally, students may not know how to add more than two numbers together. The teacher will
allow students to use many techniques for adding numbers depending on what they are comfortable
with such as number lines and manipulatives. The teacher will also provide numerous worksheets
for practice in both groups and independent work.
Throughout the lessons, the teacher will emphasize there are many strategies to addition and many
instances around us in which we have to add. The teacher will draw on these examples so students
think mathematically and begin to apply the equations to word problems to make them more
comfortable and confident with addition.
E. ACADEMIC LANGUAGE (content vocabulary, language function, discourse, syntax)

Throughout this unit, content vocabulary and academic language was crucial to the learning, in
order to understand and master addition.
1. Academic Language:
Identified Language Demand Instructional Support
Function: Calculating the areas of various The teacher will model strategies and
shapes using multiple operations and procedures to calculate the area of various
strategies, while developing a sense of the shapes using a variety of strategies.
relevance of the concept of area as it
pertains to their everyday lives.
Vocabulary: Vocabulary will be modelled throughout

Addition the lessons by the teacher through videos,
Adding anchor charts, and activities. The teacher
will check for understanding through
Put together
discussion of the definitions, asking
Total questions, and worksheets.
Equals
Plus
Sum
Number Line
Equation
Syntax: The process for creating an addition The teacher will model the steps to creating
equation. an addition equation and when to apply
addition equations to word problems.
Discourse: Listening, Speaking, Discussing, The students will engage in discourse by

Presenting engaging in class discussion through
listening, speaking, and sharing ideas.
Students will work independently, with a

partner, and in groups to solve problems
both verbally and on worksheets using
manipulatives and number lines. Students
will present their work and examples to the
class.
II. Appendix
Appendix A: See attached handout
Appendix B: See attached handout
Appendix C: See attached handout
Appendix D: See attached handout
Lesson Plan
Introduction to Addition
I. LESSON DATA:
A. Teacher Candidates First & Last Name: Jehan Rizvi
C. Grade Level (PK-12): Grade 1 (NYS) Grade 1 (Ontario)
E. Lesson Topic: Introduction to Addition
F. Duration of Lesson: 40 mins
G. Materials, including technology integration: YouTube video (Basic Math for Kids:
Addition and Subtraction and When You Add With Pirates), math manipulative
toys, markers, white paper, addition worksheets (attached).
II. INSTRUCTIONAL PROCESS

A. Standards:
Grade: 1

B. Central Focus: The central focus of this learning segment is to construct an addition
equation by converting manipulative images into numerical equations with appropriate
terminology and the parts of an equation.
C & D. Objectives and Assessment Plan:
Objectives Assessment Plan
Given a number of manipulatives, students The teacher will formatively assess the
will be able to identify numbers up to 20. students knowledge of numbers up to 20 by
questioning and discussion of the number of
manipulatives they are given.
Given a worksheet on adding shapes, students The teacher will formatively assess the
will be able to demonstrate how to add students ability to add numbers between 1-20
numbers to find the total amount. by having them work with a partner to count
manipulatives, and then complete a
worksheet.
E. Opening/Anticipatory Set:
1) The teacher will call the students to the carpet while a song plays in the background:
When You Add With Pirates https://www.youtube.com/watch?v=WT_wvvEvkw4.
2) The teacher will have the video playing on the SmartBoard while the students come to
the carpet.
3) Once the students are sitting, the teacher will play the Youtube video on the SmartBoard:
Basic Math For Kids: Addition and Subtraction from 1:00-3:45:
https://www.youtube.com/watch?v=N0_TWQTrJ-k
4) The teacher will allow students to interact with the video and answer the examples from
the video while it plays.
5) After the video is done, the teacher will explain, todays lesson is about adding or
joining different groups of things together to make a bigger group. This is called
addition.
F. Main Body/Procedure:
1) The students will be sitting on the carpet.
2) The teacher will hand each student a different number of manipulative toys in different
shapes and colors (less than 10 each).
3) The teacher will go around the class and ask a few students to count how many
manipulatives they have in their hand to review their numbers from 1-20.
4) The teacher will ask, what would happen if two students joined their manipulatives
together to make a larger pile? How many manipulatives would there now be if we
counted them together?
5) The teacher will call two students to come and stand up at the front of the class and ask,
how many manipulatives are you each holding?
6) The teacher will ask the class to count the manipulatives each of the two students are
holding.
7) The teacher will then ask the class, lets count the manipulatives together as one big
group of manipulatives (e.g. three and two together are five.)
8) The teacher will model the total amount on the board.
9) The teacher will provide anchor chart and say, students, this is an addition sign or plus
sign. It is used to add numbers together and will model how a plus sign is used between
two numbers to show we are adding them.
10) The teacher will ask, students, have any of you ever added two groups of things
together in your daily activities or lives, and have ever practiced addition before?
11) The teacher will allow students to share their experiences, and provide a few examples
of addition.
12) The teacher will divide the students into pairs and ask them, friends, now we will model
the total number of manipulatives you have on a paper using a paper and marker.
13) The teacher will explain, with your partner, draw how many manipulatives each of you
have on the poster, and then count them together and write the total amount. This is how
you add the two groups of manipulatives together.
14) The teacher will ask, do any of you have questions? and answer any questions.
15) The teacher will pair up ENL and IEP students to work with stronger writers.
16) The teacher will walk around and observe the groups to make sure that they understand
how to construct an addition equation, giving extra attention to the ENL students and
ESL students.
17) Teacher will monitor for completion of task.
18) The teacher will get the attention of the students and ask them to sit on the carpet again.
The teacher will ask, who would like to present their addition poster to the class? and
draw on some pairs to present to the class.
19) The teacher will then hand out a worksheet that has drawings of various groups of
objects and ask the students to add them together.
20) The teacher will review the handout with students, before sending them to their desks to
work independently.
21) The teacher will collect the handouts to check for understanding.
G. Closure/Ending:
1) The teacher will wrap up the lesson by asking the students, what did we learn today?
and allow the students to share their responses.
2) The teacher will then summarize that, today we learned about addition which is adding
numbers or groups of objects together to get a greater number
3) The teacher will review all the vocabulary from the lesson.
4) The teacher will explain that, we will practice addition more in the next few days, in
many different ways.
III: REFLECTION PROCESS:
1. Culturally Responsive Teaching (CRT):

As this is an introductory lesson, the teacher asked the students if they have ever added two
groups of numbers or objects together before, drawing on their past knowledge to share with
their classmates. Students are given the opportunity to reflect on their own experiences
adding numbers or objects together. These unique and diverse situations are celebrated as
examples of addition which are around us in our daily lives and will be further touched on in
future lessons about applying addition to word problems and practical situations. Similarly,
the teacher used many examples in the anchor chart, video, worksheets and various
manipulative toys to show the students that they can add in various ways including objects
surrounding them in their class, home, and community environments. This lesson will have
students begin to think about situations in which they can add to ultimately express this
through appropriate vocabulary and equations.
2. Accommodations:
The teacher will pair ENL and students with IEPS with the stronger readers to work together,
and will overlook their progress. The gifted students will be asked to mentor their peers and
then continue practice adding different groups of numbers using their manipulatives.
Students will discuss with partners which will help them work together and grasp this
concept. For visual learners, the video and visual aid on the board with different colored
markers will help explain the concept. For learners who require physical guidelines, the
handouts will be good practice to understand the concept. In this way, the lesson
accommodates students with various needs and learning styles.
3. Prerequisite Skills:
The students must be able to count these numbers on their fingers, mentally, and be able
to recognize the number symbol that goes along with the verbal number.
They must also be able to differentiate between manipulatives to tell them apart and then
count them together: recognizing their differences and similarities.
Students must be able to work together with a partner.
4. Anticipated Misconceptions and How to Address Them:
Misconceptions Supports
Students may not remember all the numbers Teacher will ask students to count and share
up to 20. how many manipulatives they have, to review
numbers up to 20.
Students may not add the numbers correctly Teacher will show a video on how to add
or know the use of a plus sign. numbers, model how to add manipulatives on
the board, and allow group work and
discussion. Furthermore, the teacher will
provide a visual aid and anchor chart for
students to understand the use of the plus
sign.
Function: Identify, Demonstrate Create discussion to identify numbers from 1-

20 and demonstrate how to add manipulatives
on the board through an example.
Vocabulary: Students will learn the Teacher will show a video and use an example
vocabulary associated with addition: on the board to introduce new terminology
Addition and model how to add manipulatives on the
Adding board.
Put together
Total
Equals
Plus
Sum
Syntax: The steps to adding groups of objects. Model how to add manipulatives, show
interactive video example, allow group
discussion and working in pairs, and monitor
individual instruction.
Discourse: Students will be able to discuss Model equation on the board, allow class
how to add manipulatives, how they have discussion, working in pairs, and presenting to
added things together in their own lives, and the class.
share their posters with the class.
Lesson Plan
Addition with Number Lines
LESSON DATA:

E. Lesson Topic: Addition with Number Lines
G. Materials, including technology integration: Song: When You Add With Pirates
https://www.youtube.com/watch?v=WT_wvvEvkw4, anchor chart, colored markers,
worksheets, exit ticket
INSTRUCTIONAL PROCESS
A. Standards:
Grade: 1

Given two groups of numbers, students will The teacher will formatively assess the
be able to identify the correct answer by students ability to add numbers between 1-20
adding them together. by having them contribute to class discussion
to solve a problem on the board, think-pair-
share discussion, and group work on a
worksheet.
Given a number line, students will be able to The teacher will formatively assess the
solve an addition problem. students ability to create addition equations
by checking their worksheets at the end of the
lesson.
1. The teacher will call the students to the carpet while a song plays: When You Add With
Pirates https://www.youtube.com/watch?v=WT_wvvEvkw4.
2. The teacher will have the video playing so the students can follow along.
3. After the video is done, the teacher will ask, what was this video about?
4. The teacher will allow the students to answer the question using their previous
knowledge about addition from the previous lesson.
5. The teacher will ask, this video was about addition. Can someone remind me what
addition is?
6. The teacher will review concepts from previous lesson (adding groups of numbers
together).
7. The teacher will introduce that, today we will learn how to add groups together using
some math skills.
1. The teacher will ask the students to face the front of the class towards the board, and
draw two apple trees. One apple tree will have 5 apples on it and the second apple tree
will have 3 apples on it.
2. The teacher will ask the students to count how many apples are on each tree, to check for
understanding of counting numbers up to 20.
3. The teacher will explain that, if we want to see how many apples we have altogether?
How will we find out?
4. The teacher will allow the students to use strategies from the previous lesson, of counting
all the numbers on each tree and then together using their fingers or in their head.
5. The teacher will say, the answer is 8. But there are many ways we can add the number
of apples together. One way we can add numbers together is in our head or on our
fingers, but another way is using a number line.
6. The teacher will take out the anchor chart with the number line on it.
7. The teacher will demonstrate how the number line works, explaining that, number lines
are a way we can add numbers by hopping from one number to the next, like frogs. If we
want to know how many apples we have all together, we can count the apples on the first
tree which are five and hop five spots on the line.
8. The teacher will pause here and model how to jump five spots on the number line by
making a mark on the fifth line.
9. The teacher will then go on and explain, Once we know how many apples are on the
first tree, then we can look at the second tree which has three apples, and hop three more
spots from where we left off.
10. The teacher will model how to jump three more spots on the number line and make a
mark on the eighth line.
11. The teacher will ask, how many spots have we jumped all together?
12. The teacher will ask the students, please partner up with your elbow buddy and come up
with the answer
13. The teacher will walk around the pairs and ask them for the answer, to check for
understanding.
14. The teacher will get the students attention and say, the correct answer is eight. This is
because if we jump five lines on the number line and then jump three more lines, we
would have jumped eight lines all together or in total
15. The teacher will explain, in total means the number of all of the spots we have jumped,
or all of the numbers we have counted.
16. The teacher will explain that in addition, we use certain terminology to explain when we
are adding words together. The teacher will take out the anchor chart from the previous
lesson and review the plus sign.
17. The teacher will ask the students, How do you think we can use number lines in our
daily lives to count or add things together?
18. The teacher will allow the students to draw on their own experiences, and share their
ideas with the class.
19. The teacher will say, Thank you for sharing your ideas. There are many ways we can
use number lines. Now I will let you all practice using number lines to add numbers
together.
20. The teacher will distribute worksheets to each student.
21. The teacher will group up the students into groups of four and send them to their desks to
work together to find the answers on the worksheet. The teacher will say, Please go to
your assigned tables and complete the worksheet with your group. Once you are
complete, put your hands up and I will come around to check your work. If you are done,
you can check over your answers to make sure they are right, and you can read a book at
your desk.
22. The teacher will group up the ENL and ESL students together and supervise their work.
23. The teacher will walk around the classroom and check for understanding.
24. The teacher will review the worksheet with each group, once they are done their work.
G. Closure/Ending:
1. The teacher will wrap up the lesson by asking, students, can three of you remind us
what we learned today? and allow the students to share their responses.
2. The teacher will then summarize that, Today we learned about number lines and
using them to add numbers together or finding the total
3. The teacher will ask, Students, can you think of any situations when you could use a
number line to add two things together?
4. The teacher will allow students to answers based on their experiences and ideas.
5. The teacher will say, students, you all did a great job completing your worksheets as
a group and working together! Before we leave for recess, I would like you to
complete the exit ticket so I know that you are comfortable using number lines to add
numbers together.
6. The teacher will hand out an exit ticket to each student which will have four number
line situations for the students to solve.
7. The teacher will check the exit ticket, to make sure each student understands the
concept, and if there is confusion the teacher will prepare to review the concept in the
next lesson.
Upon modeling how number lines can be used for addition, the teacher asked the students
how they could use number lines in their daily lives. This allowed the students to reflect,
apply their knowledge, and share it with their classmates. These unique and diverse answers
and ideas are celebrated as examples of addition which are around us in our daily lives and
will be further touched on in future lessons about applying addition to word problems and
practical situations. Furthermore, the teacher used many examples of addition and number
lines through modelling and demonstrating, including a song, anchor charts, worksheets,
discussion, and a problem on the board provided with visual aid, to show the students that
they can add in various ways including objects surrounding them in their class, home, and
community environments. This lesson will allow students begin to think about situations in
which they can add to ultimately lead up to successfully applying addition in word problems
and practical situations. The lesson therefore allowed and encouraged students to contribute
and work together based on their prior knowledge and experiences, in numerous ways.
2. Accommodations:
The teacher will group up the ENL and IEP students in one focused group and supervise their
work during the group work activity. Students who are done their work early are encouraged
to check their work and then read independently. This is specifically for groups with gifted
students who may finish quickly. Students will discuss with partners which will help them
work together and grasp this concept. For visual and auditory learners, the song and music
video, as well as visual aid on the board of the two trees, and the colorful labelled anchor
charts, will assist in grasping the concept. For learners who require physical guidelines and
additional instruction, the worksheets will be good practice to understand the concept
following the class discussion and group work. The teacher will leave all anchor charts and
visual aids on the board for students to refer to throughout the lesson, and during their
independent practice. In this way, the teacher is accommodating different learning styles and
students from various backgrounds with specific needs.
The students must be able to count numbers on their fingers, mentally, and be able to
recognize the number symbol that goes along with the verbal number.
The students must also be able to identify numbers in district groups and how to combine
them into one bigger group.
Students must be able to work together with a partner and in small groups
Students must be able to understand the basic concept of adding different groups of
numbers or objects together.
Students must be familiar with terminology associated with addition such as: addition,
adding, together, total, number line.
Students may not remember all the numbers Teacher will ask students to count the apples
up to 20. on the tree to review their numbers up to 20.
Students may not understand that distinct Teacher will provide a video and song for
groups can be added together to make a bigger students to interact with, and model the use of
group. a number line so that students can add groups
together.
Students may confuse new terminology such Teacher will create visual aid through an
as total or number line. anchor chart which explains the terminology,
and model the use of a number line so that
students can apply the number line to their
worksheet and exit ticket.

Function: Identify, Solve Model how to identify the use of addition to
add two groups of numbers with the example
on the board of the two apple trees and
provide an example of how to use a number
line before grouping students to work on the
task together.
Vocabulary: Students will learn the Teacher will play a song and use anchor
vocabulary associated with addition: charts to introduce and define new
Addition terminology. Furthermore, the teacher will
Adding model the use of terminology through
Put together examples before allowing students to practice
Total on their own.
Equals
Plus
Sum
Number Line
Syntax: Using a number line to add groups of Provide anchor chart to define number line,
numbers. model the use of number line, allow
discussion in pairs, group work, and monitor
individual instruction.
Discourse: Students will be able to how to Allow class discussion, solving a problem
find the answer using the number line, share with a partner, and group work to complete
their ideas on how number lines can be used, the tasks.
and work in groups to complete the
worksheet.
Lesson Plan
Writing Addition Equations
LESSON DATA:
E. Lesson Topic: Writing Addition Equations
G. Materials, including technology integration: plate of cookies, fish tank poster,
anchor chart with number line, anchor chart with parts of a math equation,
white board, colored markers, worksheets.
A. Standards:
Grade: 1
Cluster Heading: Work with addition and subtraction equations.
Standard Number and Statement: 7. Understand the meaning of the equal sign, and determine
if equations involving addition and subtraction are true or false.

Specific Expectation: Solve problems involving the addition and subtraction of single-digit
whole numbers, using a variety of mental strategies
Given a group of objects or numbers, students The teacher will formatively assess the
will be able to identify the steps to addition. students ability to add by providing real life
examples to solve together as a class through
which students have to identify the plus sign,
equal sign, and correct answer.
Given a situation, students will be able to The teacher will formatively assess the
construct addition equations. students ability to create addition equations
by providing discussion and group work
where students have to use pictures, number
lines, and the parts of an equation to solve.
1. The teacher will say, Good Morning, boys and girls! I made some cookies last night. Do
any of you like cookies?
2. The teacher will allow for student responses.
3. The teacher will say, I knew how much you like cookies, so I brought some to class with
me, and will show the students the cookies.
4. The teacher will say, There is only one problem! I know that we have twelve boys and
twelve girls in our class, but I dont know how many cookies in total I need so that I can
give each one of you one cookie. How can I fix my problem?
5. The teacher will allow for responses; the correct answer is: adding together, 12 plus 12 is
24.
6. The teacher will say, We can use addition to find out how many cookies we need for the
class. Today we will learn about how we can use addition in our daily lives, like how we
just did right now!
(from: http://lessonplanspage.com/mathbeginning2plus2addition1-htm/)
1. The teacher will take out a poster of a fish tank with different colored fish in them.
2. The teacher will say, students. We have lots of different types of fish in this fish tank.
We have red fish, yellow fish, and green fish
3. The teacher will ask the students, students, if I wanted to find out how many red fish and
green fish we have in total, can someone tell me how we would do that?
4. The teacher will allow students to answer using different strategies: counting on their
fingers, in their head, number line.
5. The teacher will ask, students, how many red and green fish do we have together?
6. The teacher will allow students to answer: correct answer is 4.
7. The teacher will explain; this fish tank has a few fish in it so we can easily count the
addition in our heads. However, if we had a lot of fish in our tank it would be harder to
count with our fingers or in our heads, so an easier way is by using a number line or
adding the groups together
8. The teacher will model this on the board by explaining, if my fish tank had twenty fish
and we knew that five were green and three were red, how many fish were green and
red?
9. The teacher will draw the fish on the board, and ask the students to count and give the
correct answer.
10. The teacher will ask, can someone come up to the board and model how we would find
the answer using a number line?
11. The teacher will take out an anchor chart with a number line and ask a student to use a
colored marker to fill it in (correct answer is 8).
12. Teacher will explain, Students, in addition we use certain words to explain when we are
adding numbers together.
13. The teacher will bring up the anchor chart and explain the parts of a math equation.
a. Plus sign
b. Equal sign
c. Terminology
d. What an equation looks like
e. Picture example to support equation
14. The teacher will model the previous example of the colored fish using the parts of an
equation: 5 + 3 = 8.
15. The teacher will then say, lets practice the different ways we can do addition!
16. The teacher will give a worksheet with a situation, space to draw, and a number line, and
ask the students to draw the groups of numbers, add the two numbers together on the
number line to find the total amount, and write it on the worksheet.
17. The teacher will go over the worksheet with the class, and answer any questions.
18. The teacher will ask the students to return to their desks and work with their elbow
partner on this activity.
19. The teacher will ask ENL students to work with the ENL teacher on this activity.
20. The teacher will allow the student with the iPad use to digitally work on the handout on
the iPad, provided electronically.
21. The teacher will walk around the class to check for understanding.
22. The teacher will then call everyone back to the carpet with their worksheets, and review
the answer to the worksheet.
23. The teacher will say, now that we know the parts of a math equation, I will put you in
groups and have you come up with a math equation of your own. I will give you
manipulatives, toys, poster paper, and markers that you can use to come up with a math
equation
24. The teacher will put students into groups of 4, with an even distribution of strong and
weak learners, evenly distributing ESL and IEP students with strong readers and writers.
25. The teacher will walk around the class and supervise the work, to check for
understanding. When groups are done, teacher will tell them to decorate their poster.
26. After 15 minutes the teacher will ask the students to come back to the carpet.
27. The teacher will ask students to present their posters to the class, to check for
understanding.
28. The teacher will then say, all of you did an amazing job with your posters and showing
different ways we can do addition in our everyday lives.
G. Closure/Ending:
1. The teacher will wrap up the lesson by asking the students, what did we learn today?
and allow the students to share their responses: how to add different groups, how to use
pictures and number lines to find out addition problems, the parts of an addition equation,
new terminology.
2. The teacher will say, now that we know how to do addition, we will review next class
and play some fun games!
3. The teacher will pass around the cookies from the start of the lesson.
The teacher will allow students to work together and come up with a situation for creating an
addition equation. This allows students to share experiences, ideas, and draws on their past
knowledge to share with their classmates. Students are given the opportunity to reflect on
their own experiences adding numbers or objects together. The different posters as examples
of addition which are shared with the class and celebrated as unique examples and situations.
Similarly, the teacher used many examples in the anchor chart, scenarios, worksheets and
various manipulative toys to show the students that they can add in various ways including
objects surrounding them in their class, home, and community environments. This lesson
will have students begin to think about situations in which they can add to ultimately express
this through appropriate vocabulary and equations. The lesson will encourage students to
share their ideas, and create a learning environment through which students can learn from
one another.
2. Accommodations:
The teacher will distribute ENL and IEP students in groups with stronger readers and writers,
and supervise their work during the group work activity. Students who are done their work
early are encouraged to check their work and decorate their posters. This is specifically for
groups with gifted students who may finish quickly. Students will discuss with their groups
which will help them work together and grasp this concept. For visual and auditory learners,
creating the poster as well as the anchor charts provided will assist in grasping the concept.
For learners who require physical guidelines and additional instruction, the creation of a
physical poster will be good practice to understand the concept following the class discussion
and group work. The teacher will leave all anchor charts and visual aids on the board for
students to refer to throughout the lesson, and during the group exercise. The teacher will
allow students to present their ideas, to assist in understanding the concept. In this way, the
teacher is accommodating the different learning styles in the class and the unique students
from various backgrounds, with specific needs.
The students must also be to count up to 20.
Students must be able to work together with a partner.
Students must be able to understand the steps to adding numbers together.
Students must be familiar with the use of number lines
Students must be able to create visual representations of their work (know the value of
numbers in images).
Students may not know how to construct an Teacher will provide examples and model the
addition equation using plus sign, equal sign, parts of an equation using anchor charts.
and correct answer.
Students may confuse use of new terminology Teacher will create visual aid and provide
such as plus, equal, sum, equation. examples for students to refer to when
creating their own equations.
Function: Identify, Construct Model how to identify and recognize the

components of an equation and demonstrate
how to construct an equation.
Vocabulary: Students will learn the Teacher will provide scenarios, play a video,
vocabulary associated with addition: and use an anchor charts and discussion to
Addition introduce new terminology and model an
Adding equation for the class.
Put together
Total
Equals
Plus
Sum
Number Line
Equation
Syntax: Constructing an addition equation. Model equation, play video which
demonstrates addition, allow group
discussion, and monitor group work.
Discourse: Students will be able to discuss Class discussion, allow group work and
situations for using addition equations, and sharing of ideas, class presentation of posters.
how to properly create an addition equation.
Lesson Plan
Addition Review and Games
LESSON DATA:
E. Lesson Topic: Addition Review and Games
G. Materials, including technology integration: 10 assorted clean, empty plastic water or
soda bottles, White paper, Scissors, Clear tape, Permanent marker, Lightweight ball,
Notepad and pen, Worksheet 24 lollipops.
A. Standards:
Grade: 1
Standard Number and Statement: 2. Solve word problems that call for addition of three whole
numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.

Given an addition game, students will be able The teacher will formatively assess the
to construct addition equations. students by providing a point sheet with the
game, to check if students can calculate their
own scores by adding the numbers.
Given a worksheet, students will be able to The teacher will formatively assess the
apply knowledge of addition to practical students by providing an addition worksheet to
situations to solve addition problems. work on independently
1) The teacher will set up the water bottles to resemble bowling alleys in two sides of
the classroom, in a triangular shape. When students enter the class, the teacher will
allow them to observe the set up before sitting on the carpet.
2) The teacher will ask, has anyone ever played bowling before?
3) The teacher will allow students to respond
4) The teacher will ask, can someone explain how we play bowling? (knock over the
pins to get points)
5) The teacher will ask, has anyone played addition bowling before? Thats what we
will be doing today!!
1) The teacher will explain each bottle has a number on it with a different value from 1-
10.
2) The teacher will explain, Today we are playing addition bowling! this is how we
will play! We will all take turns rolling the ball towards the pins and see how many
you can knock over in one try! Then, count up the numbers on each pin that gets
knocked over and add the points together to find out how many points you got. At the
end of each round, whoever has the most points wins!
3) The teacher will model an example by calling the students to one bowling alley and
will attempt to bowl, then count the points, and show the students how to write the
equation on the paper
4) The teacher will divide students into groups of 6. One group will have the IEP and
ESL students within it. The teach will give each student a piece of paper where they
record their names and keep track of the points.
5) The teacher will walk around the class to check for understanding, but will stay with
the group of IEP and ESL students to assist them specifically.
6) Based on how long the game takes, the teacher will have the students do 2-3 rounds.
7) The teacher will say, students, if you are done playing please come to the carpet with
your score sheet
8) The teacher will ask, how did we find the game? was it easy to create the addition
equations, and did you count your points properly?
9) The teacher will ask, who had the highest points from each group? and will
determine who was the overall winner in the class.
10) The teacher will say, students, you have all done an excellent job practicing
addition! We will all return to our desks now, and complete a final addition review to
check how comfortable you are with adding numbers
11) The teacher will review the worksheet with the students, and the steps to completing
the worksheet. The teacher will explain, you can use the number line at the top of the
sheet to help you find the answer. The worksheet has three numbers which you will
be adding, but it requires the same steps as adding two numbers of any number of
numbers like you did with the bowling game
12) The teacher will assist IEP students and have the ESL students work with the ESL
teacher.
13) The teacher will collect the worksheets to check for understanding.
G. Closure/Ending:
1) The teacher will ask, students, the last few days we have learned many ways to do
addition. Can someone remind me some of the ways we have learned to add numbers?
2) Teacher will allow students to answer: mental math, number lines, counting on fingers,
word problems, games.
3) Teacher will ask, can someone please add how many boys and how many girls we have
in our class so I can give a treat to each of you
4) Teacher will allow a student to answer: 12 + 12 = 24
5) Teacher will hand out 24 lollipops.
Throughout the lesson, the teacher asked the students to share ideas based on their
experiences and to work together to solve problems. This requires students to share their
views, ideas, and prior knowledge to solve the task. The teacher picked a basic game which
all students can complete regardless of intellectual or academic ability, so that all students
regardless of their culture or background can enjoy. Furthermore, the teacher used many
examples through the use of games, worksheets, and discussion to show the students that
they can add in various ways including objects surrounding them in their class, home, and
community environments. This lesson was interactive, but all materials were provided by the
teacher so that regardless of socio-economic background, students could enjoy the classroom
activities without missing out.
2. Accommodations:
The teacher selected an activity which all students could enjoy regardless of their academic
abilities. The game allowed students to work in groups and assist each other. ENL and IEP
students were put in one group so that the teacher could focus on them, while other students
also completed the task. The teacher was therefore able to move around the room and
supervise. Students who are done their work early were encouraged to do another round, so
that they could practice the concept more. This is specifically for groups with gifted students
who may finish quickly. The teacher will leave all anchor charts and visual aids from the
previous lessons on the board for students to refer to throughout the lesson, and during their
independent practice. In this way, the teacher is accommodating different learning styles and
students from various backgrounds with specific needs.

The students must be able to count these numbers on their fingers, mentally, and be able
to recognize the number symbol that goes along with the verbal number.
Students must be able to work together in groups.
Students must be able to understand the basic concept of adding different groups of
numbers together.
Students must know how to use a number line.
Students may not know how to use a number Teacher will model use of number line for
line for more than two numbers. solving addition equations, and leave the
number line anchor chart up on the board for
students to refer to, which is also provided on
worksheet.
Students may not add up more than two Teacher will provide a game for adding
numbers correctly. numbers together through bowling, allow
students to assist in each other in their groups
to do the addition, and check answers upon
completion of the game. Furthermore, teacher
will provide a worksheet for students to work
on but with the use of a number line as
support.
Function: Construct, Apply Model how to construct addition equation for

the purpose of the game, and leave anchor
charts from previous lessons up on the board.
Apply knowledge from previous lessons to
complete the worksheet by completing the
addition equations.
Vocabulary: Students will practice and review Teacher will provide an addition game,
the vocabulary associated with addition: model the steps to completing the addition
Addition equations, and review previous vocabulary
through independent worksheet at the end of
Adding the lesson.
Put together
Total
Equals
Plus
Sum
Number Line
Equation
Syntax: Using more than two numbers to Model equation for the game, allow group
complete addition equation. discussion and group work during the game,
and monitor individual instruction.
Discourse: Students will be able to discuss Provide point sheet and model how to add the
how to add more than two numbers during the points through use of addition equation which
game and check each others work to add up students will do in groups, assisting each
the points. other.
APPENDIX A
INTRODUCTION TO ADDITION WORKSHEET
APPENDIX A
INTRODUCTION TO ADDITION ANCHOR CHART
APPENDIX B
NUMBER LINE ANCHOR CHART
APPENDIX B
ADDITION PLUS SIGN ANCHOR CHART
APPENDIX B
NUMBER LINE WORKSHEET
APPENDIX B
NUMBER LINE EXIT TICKET
APPENDIX C
NUMBER LINE ANCHOR CHART
APPENDIX C
EQUATION WORKSHEET
APPENDIX C
EQUATION ANCHOR CHART
APPENDIX D
ADDITION BOWLING SCORE SHEET
APPENDIX D
REVIEW HANDOUT
REFERENCES
Addition Worksheet: preschoolmath.info
Addition Anchor Chart: http://2.bp.blogspot.com/-

5WgGNl6LfrE/UI8wokHvjWI/AAAAAAAABuU/qq5NtVUaM5s/s1600/addition+anchor+chart
.JPG
Number Line Anchor Chart: HTTPS://GOO.GL/IMAGES/I8YMJ6
Number Line Exit Ticket: HTTPS://GOO.GL/IMAGES/7RUH4A

Equation Worksheet: HTTPS://GOO.GL/IMAGES/JK3PKP
Equation Anchor Chart: HTTPS://GOO.GL/IMAGES/W4WXCU
Bowling Score Sheet: https://goo.gl/images/GAOOC8
Review Handout: https://goo.gl/images/FOqCkB
Cookie Activity: http://lessonplanspage.com/mathbeginning2plus2addition1-htm/
Youtube Video: : https://www.youtube.com/watch?v=N0_TWQTrJ-k
Youtube Song: https://www.youtube.com/watch?v=WT_wvvEvkw4

Artifact #2: ELA lesson plan
The ELA lesson plan is a 40-minute lesson teaching vocabulary and a literacy skill
through the use of a piece of literature which is culturally responsive. This artifact presents my
ability to plan, instruct and assess through the creation of this lesson plan. The lesson plan
incorporates important parts of teaching, such as accommodating my students needs and
classroom management tools for creating an organized and effective learning environment. This
lesson is fun and engaging, but also reflects a basic literary skill and important vocabulary for
grade level- all in one 40-minute lesson. This lesson plan represents my ability to create an ELA
lesson which reflect the standards and curriculum, in both New York State and Ontario as well as
is culturally responsive for my students. The lesson is interactive and engaging which focusses
on allowing students to learn in an environment which accommodates their diverse learning
styles. The curriculum and professional standards related to this artifact are provided below.
INTASC Standards
My unit plan and four supporting lesson plans incorporate and reflect the following
INTASC Standards within the structure and content of the artifact:
INTASC Standard #1: Learner Development.
INTASC Standard #6: Assessment
INTASC Standard #7: Planning for Instruction


Care
Respect
NYS P-12 Common Core Learning Standards for English Language Arts and Literacy
Standard Strand: Writing Standards K-5
Grade Level: 1
Topic: Text Types and Purposes
Item Number and Statement: 1.3 Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what happened, use temporal
words to signal event order, and provide some sense of closure.
Ontario Curriculum Grades 1-8 English Language Arts and Literacy: Writing
Overall Expectation:
1.Generate, gather, and organize ideas and information to write for an intended purpose and
audience.
Specific Expectation:
1.5 identify and order main ideas and supporting details, initially with support and direction,
using simple graphic organizers (e.g., a story ladder, sequence chart) and simple organizational
patterns (e.g., time order: first, then, next, finally; order of importance; beginning, middle, and
end).

Lesson Plan: Retelling Events in My First Ramadan
Jehan Rizvi
Medaille College
EDL550 Developmental Literacy: Emergence to Fluency
Professor Michele Amoia

Lesson Plan
Retelling/Recounting Events in My First Ramadan
I. LESSON DATA:
H. Teacher Candidate: Jehan Rizvi
I. Subject/Content Area: English Language Arts and Literacy
J. Grade Level (PK-12): 1
K. Unit Topic: Constructing a Recount
L. Lesson Topic: My First Ramadan and Retelling Events
M. Duration of Lesson: 40 minutes
N. Materials, including technology integration: Speakers playing music, My First
Ramadan book by Karen Katz, white board, colored markers, worksheet
(attached), plate of dates.
II. INSTRUCTIONAL PROCESS:
A. Standards:
NYS P-12 Common Core Learning Standards for English Language Arts and Literacy
Standard Strand: Writing Standards K-5
Grade Level: 1
Topic: Text Types and Purposes
Item Number and Statement: 1.3 Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what happened, use temporal
words to signal event order, and provide some sense of closure.
Ontario Curriculum Grades 1-8 English Language Arts and Literacy: Writing
Overall Expectation:
1.Generate, gather, and organize ideas and information to write for an intended purpose and
audience.
Specific Expectation:
1.5 identify and order main ideas and supporting details, initially with support and direction,
using simple graphic organizers (e.g., a story ladder, sequence chart) and simple organizational
patterns (e.g., time order: first, then, next, finally; order of importance; beginning, middle, and
end).
B. Central Focus:
The central focus of this lesson is to construct a recount with the use of time order words such as
First, Then, Next and Finally.
C & D. Objectives & Assessments:
Objective Assessment
Students will be able to construct a recount The teacher will formatively assess the
about a personal experience. students through discussion and summatively
assess the students through allowing them to
write their own recount.
Students will be able to utilize time order The teacher will formatively assess the
words such as First, Then, Next and Last. students through constructing a class recount,
and allowing for think-pair-share.
1. The teacher will begin the lesson by playing Middle Eastern music and asking
students to come to the carpet. (https://www.youtube.com/watch?v=cr8AvI16sG8)
2. The teacher will show the class a plate of dates and ask them if they have ever tried
dates before?
3. The teacher will explain that dates are sweet fruits that come from dry, hot countries
such as Saudi Arabia or Egypt.
4. The teacher will explain that dates are a special food for Muslims, especially in the
month of Ramadan where Muslims fast, or stay away from food and drink from
morning until night.
5. The teacher will explain that todays lesson will begin with a book about a little boy
who fasts for the first time in Ramadan.
Before Reading
1. The teacher will explain that, today we will learn how to recount, or retell a story.
Retelling a story is when you explain to someone the events that have already happened
or taken place. This is important if someone wants to know about something which has
already happened
2. Todays story is about a little boy who experiences his first Ramadan. The teacher
explains Ramadan is an important month for Muslims, who fast. Muslims are people who
practice the religion of Islam. Fasting means to stay away from eating and drinking from
morning until night. Muslims fast so they can experience what poor people without food
and water in many parts of the world feel like, and can donate money and say special
prayers in this month.
3. The teacher explains that Muslims have a meal in the morning called suhur, and a meal at
sunset called iftar. At the end of the month, Muslims celebrate the month of fasting with a
special holiday called Eid where people dress up in nice clothes, eat yummy food, and
see their family and friends?
4. The teacher asks students if they celebrate any holidays with their families?
During Reading
5. The teacher will tell the students to pay close attention to the events that happen in the
story as they will write a recount of the story when it is done.
6. The teacher will explain that a recount is a way of explaining events or a story that has
happened. Therefore, the students have to listen to what happens in the story so that they
can come up with a recount.
7. The teacher will read the book, My First Ramadan
8. The teacher will emphasize cultural and religious vocabulary words which are further
explained in the story.
9. The teacher will stop after each event in the story and ask the students to repeat or
summarize the event, to check for understanding.
10. The teacher will ask students to retell what were the main events that happened in the
month of Ramadan, in the story.
After Reading
11. The teacher will explain that they will come up with a recount together, about My First
Ramadan.
12. The teacher will model the recount description using the key time order words: First,
Then, Next, Last, underlining the words on the board:
First,________________
Then,________________
Next,________________
Last,_______________
13. The class will construct a recount of the story with the assistance of the teacher.
14. The teacher will write the recount on the board, as they come up with it.
15. The teacher will have the class read the recount out loud together.
16. The teacher will then explain that we can write recounts about anything that has
happened to us, and model examples such as: recounts can be used to tell what we did
today, what we did last week, what we did last holidays, or what we read, watched,
played, or learned.
17. The teacher will ask the students to think about something they did over the weekend and
share it with the person sitting beside them using the recount words in a think-pair-
share discussion.
18. The teacher will pair up ENL students with stronger writers in the class and gifted
students.
19. The teacher will ask the students what they came up with and write a few ideas on the
board.
20. The teacher will allow the students to go back to their desks and write their recount on
the handout, letting the students know that the recount words are highlighted.
21. The student will allow the student who requires an iPad to write their recount on the iPad.
22. The teacher will leave the recount about the story on the board, as well as recount ideas
for students to refer to for their worksheet activity.
23. The teacher will walk around the class and check for understanding, answer questions,
and assist weaker students.
24. The teachers will collect the worksheets to check for understanding.
O. Closure/Ending:
1. After the students have completed the handout, the teacher will ask the class, what did
we learn today? and ask them to share their ideas.
2. The teacher will summarize that, we learned about a little boy who fasts in Ramadan,
about the holiday at the end of Ramadan called Eid, about retelling a story using recount
words which are First, Then, Next and Finally, and then we wrote our own recounts.
3. The teacher will explain that they will write more recounts and practice it further in the
upcoming days.
4. The teacher will walk around the class and hand them dates to try, explaining these are
the same dates that the little boy broke his fast with.
PART III: REFLECTION PROCESS

This lesson is culturally responsive because it teaches students about a religious practice of
fasting, the Islamic month of Ramadan and Eid, and then asks students to reflect on important
holidays they practice with their families (religious and secular). This allows students to share
their personal holidays, make connections with how they celebrate these holidays through festive
food, clothing, socializing, and gifts. This will show students that we all celebrate unique
holidays which are special to us and our families.
Furthermore, the teacher will provide all materials being sensitive to students from low socio-
economic backgrounds, so that all students have access to the supplies for this lesson.
2. Accommodations:
For students who may need repeated instructions, the teacher will address this in many ways,
mainly through modelling a recount collectively as a class, allowing students to discuss and
share ideas, and then attempt a recount of their own using the model on the board as a guideline.
The teacher will provide the time order words on the worksheet for students to apply for their
own reference, which will be helpful for students who need visual aids.
For the student who needs iPad use, the teacher will allow this student to write their recount on
the iPad.
For ENL students, the teacher will pair them for the discussion with stronger readers, and check
over their work when they are working independently.
The teacher will walk around the classroom and assist the students. Gifted students who may
finish their worksheet writing quickly will be told to draw and color in their picture on the
worksheet.
In order to meet the objectives of this lesson, students should:
Be able to recognize key events in a story
Be able to write sentences, sufficient for a journal entry.
Know the parts of a journal entry: date, title, neat writing, proper punctuation.
Be able to work in groups and have class discussion.
Be able to listen to and follow instructions.
4. Anticipated Misconceptions & How to Address Them:
Students may not know what topic to write The teacher will have think-pair-share discussion to
their recount about. brainstorm ideas, and then write those ideas on the
board for reference.
Students may not know where to place the The teacher will model a recount on the board, where
recount words (e.g. put them all in one recount words are underlined and specifically placed
sentence). at the start of each sentence.
5. Academic Language
Function: Construct and Utilize Model how to construct a recount through the use of
time order words for students to utilize.
Vocabulary: Students will be learning words The teacher will explain the vocabulary before the
associated with the book: story, and further explain through the events in the
Ramadan story.
Muslims
Fasting
Suhoor
Iftaar Modelling a recount with the class based on the text
Date and discussion with a partner.
Koran
Eid
Students will also be learning retelling or time

order words: First, Then, Next, Last
Syntax: The steps to writing a recount. Create a recount based on the story, write the
recount for students to refer to, allow brainstorming,
and provide recount words on the handout for
reference.
Discourse: Students will be able to discuss Model an example of an event which can be retold
their ideas with the class, and brainstorm with and have think-pair-share discussion to brainstorm
a partner. ideas to write about.
References
Katz, K. (2015). My First Ramadan. New York: Square Fish/Henry Holt and Company.
Worksheet from Pinterest: https://docs.google.com/file/d/0B835YHQii-

aWdzc4cVJHdDdidVk/edit?pli=1
Music from: https://www.youtube.com/watch?v=cr8AvI16sG8
Artifact #3: Tagxedo Assignment
My Tagxedo assignment may be a small artifact, but it represents a greater ability to
infuse technology into my lessons. This assignment represents one online app, which can be used
in countless ways within the classroom. The Tagxedo creates a word wall allowing teachers to
present themes, vocabulary words, unit outlines, and important terms in a creative and visually
effective manner. It is accommodating to students who need a visual aid, and engages students
attention. I found the Tagxedo to be incredibly useful as it could use it for any subject area or
grade level. This makes it an incredibly versatile and valuable tool, and important artifact to
include in my portfolio. Attached is my Tagxedo, which I created as a unit outline for important
terms relating to the subject material.
INTASC Standards
My Tagxedo assignment incorporate and reflect the following INTASC Standards:
INTASC Standard #1: Learner Development
Care
Respect
2.1 1. The study of world history requires an understanding of world cultures and civilizations,
including an analysis of important ideas, social and cultural values, beliefs, and traditions. This
study also examines the human condition and the connections and interactions of people across
time and space and the ways different people view the same event or issue from a variety of
perspectives.
A3.3 identify countries of personal or familial significance, and locate them on a globe and/or
print, digital, or interactive map
ISTE Standards for Teachers
1. Facilitate and inspire student learning and creativity
2. Design and develop digital age learning experiences and assessments

3. Model digital age work and learning
Tagxedo Assignment
Tagxedo can definitely be used in many ways within the classroom. I find it
especially useful for introducing new themes or vocabulary. The Tagxedo I made
above lists the different continents, but as the students scan the image (of the globe)
and read the words over and over, it can help them learn them! I would use this in
an elementary classroom.
Artifact #4: iPad Assignment
The iPad assignment allowed me to explore various educational apps for children which
teachers can integrate into their learning and teaching practices. There are countless
technological resources available to teachers and as the shift towards including these resources
into the classroom grows, it is important for teachers to be aware of the tools available to them.
This assignment helped me explore these resources and find specific uses for iPad apps into my
own teaching, across various subject areas and grade levels. The assignment allowed me to
explore resources which align with New York State and Ontario standards, and then link it to
curriculum content. As someone who is not very technologically advanced or aware, I found this
very informative and feel that the correct use of technology can be immensely beneficial in
creating lessons and activities which are engaging and accommodating for various needs and
styles of students.
INTASC Standards
My iPad assignment incorporates and reflects the following INTASC Standards within
the artifact:
INTASC Standard #2: Learning Differences
ITASC Standard #5: Application of Content


Care
Respect
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices (TEAC QP 1.2).
My iPad assignment links with general Common Core learning standards for Grade 1-8 ELA
reading, writing, math, and science.
Grade 1 Reading: 2.2 recognize simple organizational patterns in texts of different types and explain,
initially with support and direction, how the patterns help readers understand the texts.
Grade 3 Writing: 2.1 Write short texts using a variety of forms.
Grade 8 Data Management: collect and organize categorical, discrete, or continuous primary data and
secondary data (e.g., electronic data from websites such as E-Stat or Census At Schools), and display the
data in charts, tables, and graphs (including histograms and scatter plots) that have appropriate titles,
labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit
the range and distribution of the data, using a variety of tools (e.g., graph paper, spreadsheets, dynamic
statistical software).
Grade 2 Science: Identify and describe major physical characteristics of different types of animals (e.g.,
insects, mammals, reptiles)
Grade 2 Science: 3.4 identify sources of water in the natural and built environment (e.g., natural: oceans,
lakes, ponds, streams, springs, water tables; human-made: wells, sewers, water-
supply systems, reservoirs, water towers).
Grade 4 Reading: 2.4 identify various elements of style including alliteration, descriptive adjectives and
adverbs, and sentences of different types, lengths, and structures and explain how they help
communicate meaning.
Grade 1 Number Sense and Numeration: represent, compare, and order whole numbers to 50, using a
variety of tools (e.g., connecting cubes, ten frames, base ten materials, number lines, hundreds charts) and
contexts (e.g., real-life experiences, number stories).
My iPad assignment includes an app for students with disabilities which accommodates students,
under the following principle:

B. Maintaining a high level of professional competence and integrity and exercising professional
judgment to benefit individuals with exceptionalities and their families.
ISTE Standards for Teachers
4. Facilitate and inspire student learning and creativity
5. Model digital age work and learning

Theres An App for That Assignment (80 points) (2016-2017)
Name: Jehan Rizvi
ELA Reading
App Image:
App Title: StarFall
App Price: FREE
Subject Area: English Language Arts/Literacy
Rationale for Curriculum Use: Allows students to practice reading and vocabulary through games and
activities.
Ontario Curriculum Expectations: Grade 1 Reading: 2.2 recognize simple organizational patterns in texts
of different types and explain, initially with support and direction, how the patterns help readers
understand the texts.
ELA Writing
App Image:
App Title: Writing Prompts for Kids
App Price: $1.99
Subject Area: ELA Writing: Creative Writing
Rationale for Curriculum Use: Provides students with a foundation for story writing through combining
situations, characters, setting, object to inspire creative writing.
Ontario Curriculum Expectations: Grade 3 Writing: 2.1 Write short texts using a variety of forms.
English as New Language Learners (ENL/ELL)

App Image:
App Title: Duolingo
App Price: FREE
Subject Area: English Language Learning
Rationale for Curriculum Use: This app has lessons that integrate conversation, vocabulary, speaking and
listening skills. At the end of each section, the user is tested on their skills, and then the results show what
parts the user is excelling in and where they could use more practice.
Ontario Curriculum Expectations: Grade 3 Writing: 3.1 spell familiar words correctly (e.g., words from
their oral vocabulary, anchor charts, the class word wall, and shared-, guided-, and independent-reading
texts)
Students with Disabilities (SWD)
App Image:
App Title: Modmath
App Price: FREE
Subject Area: Math
Rationale for Curriculum Use: Created for students with dysgraphia, allows students to answer problems
without using a pencil but through virtual graph paper and can be saved, emailed, and printed.
Ontario Curriculum Expectations: Grade 8 Data Management: collect and organize categorical, discrete,
or continuous primary data and secondary data (e.g., electronic data from websites such as E-Stat or
Census At Schools), and display the data in charts, tables, and graphs (including histograms and scatter
plots) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with
appropriate increments) that suit the range and distribution of the data, using a variety of tools (e.g., graph
paper, spreadsheets, dynamic statistical software).
Content Area 1
App Image:
App Title: Toca Nature
App Price: $2.99
Subject Area: Science: Habitats
Rationale for Curriculum Use: Allows students to learn about natural environments through virtually
moving around the environment and the animals that live there. Kids learn from doing and seeing.
Ontario Curriculum Expectations: Grade 2 Science: Identify and describe major physical characteristics
of different types of animals (e.g., insects, mammals, reptiles)
Content Area 2
App Image:
App Title: The Magic School Bus: Oceans by Scholastic
App Price: $3.99
Subject Area: Science: Habitats
Rationale for Curriculum Use: An interactive storybook which features science facts, pictures, games,
and videos.
Ontario Curriculum Expectations: Grade 2 Science: 3.4 identify sources of water in the natural and built
environment (e.g., natural: oceans, lakes, ponds, streams, springs, water tables; human-made: wells,
sewers, water-supply systems, reservoirs, water towers).
Free Choice 1
App Image:
App Title: Homophones Free
App Price: FREE
Subject Area: English Language Arts: Grammar- Homophones
Rationale for Curriculum Use: Allows students to practice using and coming up with homophones with
two levels. The user is offered a sentence with a blank in it and two words homophones as options
to fill in the blank. Pictures and an audio of the sentence are a part of level one and disappear by level
two.
Ontario Curriculum Expectations: Grade 4 Reading: 2.4 identify various elements of style including
alliteration, descriptive adjectives and adverbs, and sentences of different types, lengths, and structures
and explain how they help communicate meaning.
Free Choice 2
App Image:
App Title: Dexteria Dots
App Price: $2.99
Subject Area: Math
Rationale for Curriculum Use: Allows kids to practice their motor skills and math through adding or
separating dots.
Ontario Curriculum Expectations: Grade 1 Number Sense and Numeration: represent, compare, and
order whole numbers to 50, using a variety of tools (e.g., connecting cubes, ten frames, base ten materials,
number lines, hundreds charts) and contexts (e.g., real-life experiences, number stories).
Artifact #5: Cultural Awareness, Responsive Teaching and Learning Experience
Assignment
The culturally responsive teaching assignment I created, incorporated culturally responsive
teaching into an ELA lesson. The activity I created was with a Grade 6 classroom, in which
students would read and answer questions about various influential figures during black history
month. In doing so, the students would draw on their own experiences and histories to
acknowledge the contributions of influential individuals in history- while practicing their reading
and writing. As a teacher, it is important to create engaging and reflective lessons which not only
accommodate students, but make them more culturally aware. This was my objective through
this lesson, and something I hope to implement throughout my teaching regardless of grade level
and subject area. The assignment also incorporates what I have learned through the DASA
training, and reflects my professional development as I continue to increase my professional
knowledge and incorporate those teachings and skills into my own lessons and practices.
INTASC Standards
My iPad assignment incorporates and reflects the following INTASC Standards within
the artifact:

individuals who reflect upon and mo
nitor their own learning.

Care
Respect
ELA W.6.3.b: Using narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters

Grade 6 Reading in Analyzing Texts: 1.7 analyze increasingly complex texts and explain how
the different elements in them contribute to meaning (e.g., narrative: contribution of characters,
setting, and plot to the theme; persuasive argument: the role of the summing-up paragraph in
highlighting the most compelling points in the argument)
Responding to and Evaluating Texts: 1.8 make judgements and draw conclusions about ideas in
texts and cite stated or implied evidence from the text to support their views.

ECI535 Cultural Awareness, Responsive Teaching and Learning Experience Assignment
Jehan Rizvi
The learning activity I have selected to do with my Grade 6 class at Urban City School
#100 is centered around Black History Month, which occurs in Ontario schools in February.
Black History Month honors the history and contributions of Black Canadians and Americans,
and this year marks the 20th year of this celebration. Therefore, I have decided to incorporate
Black History Month into my classroom, lessons, and activities.
This learning activity will begin with discussing the significance of Black History Month
and the themes and figures who are studied and appreciated in this month. In a discussion format,
the class will brainstorm influential figures of the past and present. The teacher will then make a
list on the board of the possible questions or facts that we can ask when studying the biographies
of these individuals (10 minutes). These questions should include:
Full name
Date of birth and death (if they have passed away)
What are they most known for?
Why are they influential to us today?
A fact you found interesting about them
Next, I will introduce a group activity. The class will be divided into eight groups of four
students, where each group is assigned one influential person. These individuals are from the
past and the present, including Barack Obama, Malcolm X, Martin Luther King Jr., Harriet
Tubman, Mohammad Ali, Oprah Winfrey and Maya Angelou and Serena Williams. The students
will be provided a short written biography of their influential figure, and on chart paper should
answer the questions which were brainstormed as a class (20 minutes).
The class will then come back together and form a circle for discussion. The teacher will
explain that in the days to come, each group will take ten to fifteen minutes to present what they
learned about the influential figure. However, we will go around the circle and share one thing
we would like to discuss with that person or one question we would ask them if we met them
today. In this manner, the students and teacher will make connections between the different
ideas, curiosities and interests of the students (15 minutes).
This learning activity meets the New York State (NYS) P-12 Common Core Learning
Standards, ELA W.6.3.b. which is: using narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters. It also falls under the Ontario
Curriculum Standards for Grade 6 Reading in Analyzing Texts: 1.7 analyze increasingly
complex texts and explain how the different elements in them contribute to meaning (e.g., narra-
tive: contribution of characters, setting, and plot to the theme; persuasive argument: the role of
the summing-up paragraph in highlighting the most compelling points in the argument) and
Responding to and Evaluating Texts: 1.8 make judgements and draw conclusions about ideas in
texts and cite stated or implied evidence from the text to support their views.
I have decided to do this learning activity to focus on the diversity and needs within my
classroom. Amongst the 32 students in my class, 26 are African American, many are from high
poverty areas, most are reading below grade level, and majority come from single parent or
guardian homes. I focused on these diversities when constructing my lesson plan. First, I
understand that most of the students in my class are African American, and therefore studying
Black History Month is something relevant to their shared histories and experiences. However,
these discussions are not only race based and therefore there are lessons for all my students in the
experiences and struggles of these individuals.
Next, I understand that many of my students are weak in reading, which is why I divided
them into groups so that they can work together and assist each other in getting through the
material. Each group will have one reader, one note taker, and two presenters- to accommodate
the variety of learning styles in the class and allow the students to focus on what they are
comfortable in. The teacher will move around the class and help/facilitate the groups which are
struggling.
Finally, in addressing the various struggles and experiences of my students- considering
most come from low income areas and live with single parents or guardians- I will encourage my
students to reflect on these figures as symbols of strength in adversity and hardship. To do so, in
the upcoming presentations, I intend on giving the class small slips of paper containing questions
to ask to the group when they are presenting. These questions are:
1) What are some of the hardships this individual faced?
2) How did this individual overcome these hardships?
3) What lessons can we learn from this persons life and achievements?
I will then allow the class to reflect on these traits and how we can incorporate them into our
own lives and experiences. In doing so, I hope to inspire my students and view their diversities
as what makes them unique, instead of different or other.

My learning activity will keep in mind the principles of the Dignity for All Students Act
which aims to create a safe and inviting learning environment which is free from any form of
discrimination, intimidation, taunting, harassment, and/or bullying on any form of school
property. The discussions will encourage students to share not only the differences of the
influential figures but also their own unique traits and histories, and discuss how hardship can
lead to strength and success. In this manner, themes of DASA including making connections,
developing a sense of purpose, employing student centered instruction and creating flexible
space within the classroom will be addressed and incorporated in the lesson plan.
Furthermore, the learning activity will encompass Culturally Responsive Teaching as it
will draw on the students unique cultures and differences- whether it is racial, religious, ethnic,
or personal hobbies and traits- which lead to their unique identities and which allow them to
relate to these influential figures and role models. It encourages Active Teaching Methods by
requiring all students to play an active role in the group work and developing the learning
activity through their contributions. Cultural Sensitivity is also a large part of this learning
activity, by maximizing the learning experiences of the students by acknowledging the cultures
within the classroom and incorporating them into the activity. Finally, the structure of this
activity is Small Group Instruction and Academically-Related Discourse, which allows the
students to control part of the learning and teaching process.
This activity can take up more than one lesson but I hope it will allow students to
improve on reading and critical writing skills, and feel proud of their unique characteristics,
struggles, and seek inspiration in the lives of figures who may have faced similar circumstances.
Artifact #6: Consciousness Raising Reflection Essay
The consciousness raising reflection essay is a significant and valuable contribution to
my portfolio as it reflects my pedagogies regarding inclusivity and equity within the classroom.
The assignment allowed me to reflect on my own experiences and how they impact my teaching
ideologies and practices. Through this artifact, I share a very personal experience which has
shaped the ways in which I teach and the classroom I hope to create. As someone who has
battled numerous health issues, it is crucial for myself to become a teacher who is
accommodating and respectful of all students and their diversities and differences; not only to
tolerate them, but to celebrate them. This artifact reflects my ability to be culturally responsive
and accommodating as an educator, and someone who hopes to cater to the diverse needs of my
students.
INTASC Standards
My consciousness raising reflection essay incorporates and reflects the following
INTASC Standards within the artifact:


Care
Respect

Consciousness Raising Reflection Essay
Peggy McIntoshs essay titled, White Privilege: Unpacking the Invisible Knapsack
sheds awareness on the privileges we often internalize and ignore which in turn shape our quality
of life and opportunities. One of these privileges is health and physical ability. Regardless of
gender, race, religion, or culture- most individuals are able bodied. This is a quality which many,
including myself, take for granted. However, due to a recent experience my outlooks on the
privilege of being able bodied has drastically changed and has made me realize influences my
entire life chances and choices.
When thinking about privileges, one does not often consider health and ability as a factor.
However, an individuals health is one of the primary factors which influences their quality of life,
opportunities, social interactions, and success. A few weeks ago when returning from a trip
overseas, I became severely ill and was diagnosed with pneumonia. I was instantly hospitalized
and spent one week in the hospital, in isolation. This was a first time experience and was life
changing. All of a sudden, all of my norms were stripped from my day to day routine. Due to
treatment I had IVs in my arm and could only use one arm; I also did not have the strength to move
around and did not leave the room for many days. Only one or two individuals could enter the
room at a time. This experience facing a life threatening illness taught me about how much we
take physical ability for granted. For individuals who struggle to eat, go to the washroom, or
socialize due to health illnesses, their careers, education, and social life are instantly effected. This
has an instant effect on their quality of life as well as mental health, limiting access to resources
and opportunities.
McIntoshs essay included a list of daily experiences and effects of white privilege in her
life. In regard to health, there are many activities and encounters we face on a day to day basis
which we take for granted because of our physical ability and health. Ableism is the discrimination
in favor of able bodied individuals, which privileges able bodied individual as normal or ideal and
can manifest in structural and social inequalities. Those who are facing health illnesses are often
at a disadvantage and consequently struggle with daily tasks such as opening doors, moving up
and down, and accessing services such as public transportation. These individuals may in turn feel
alienated, uncomfortable and unconfident (McIntosh, 1988, p. 5). What we do not realize is that
these norms can be taken for granted and can be luxuries for individuals who not have the same
quality of life. One of the daily effects of privilege described by McIntosh is, I will feel welcomed
and "normal" in the usual walks of public life, institutional and social (McIntosh, 1988, p. 5). My
lived experience which fortunately only affected me for one week (and a few weeks of recovery)
is a lived reality of thousands who face life threatening illnesses and disabilities which stops them
from feeling normal in the usual walks of life; a world which is mainly constructed for the able
bodied.
References
Peggy McIntosh (1988). White Privilege: Unpacking the Invisible Knapsack. Retrieved from
"White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences
through Work in Women's Studies"

Artifact #7: Biography of Theorist
The theorist biography I chose to include in my portfolio is an important artifact as it
presents and incorporates the influential theorists who have shaped my own philosophies and
pedagogies of education. The theorist I have chosen to include in this portfolio is Friedrich
Froebel as he fundamentally influenced and changed the perspective towards young children at
the time, and consequently a worldview towards children and their elementary schooling. As a
future elementary teacher and studying elementary education, it is important to learn these
theories as their contributions shape the ways in which we teach today, both directly and
indirectly. By including the theorist biography, I share my knowledge and personal reflection of
the important theories and theorists who have contributed to the field of education.
INTASC Standards


Care
Respect
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities

ECI610 Biography of Theorist
Jehan Rizvi
Medaille College
Biography and Contribution of Friedrich Froebel
Friedrich Wilhelm August Froebel (1782-1952) was a German educator who is
appreciated and accredited for founding the kindergarten system, an early childhood education
school system for four-and five-year-old children that has been adopted worldwide (State
University, p. 1). Froebel is recognized and valued as one of the most influential educational
reformers of the 19th century (Curtis, 2006, p. 1).
Froebel was born on April 21, 1782 in Oberweissbach, Germany and spent his life in
Germany. He died on June 21, 1852 in Marienthal, Germany (Curtis, 2006, p. 1). Froebel was
the youngest of five sons. His mother died when he was nine months old and when he was four
years old, his father remarried. Feeling neglected by his stepmother and father, Froebel
experienced a profoundly unhappy childhood until his uncle took him in and sent him to the local
town school (State University, p. 1). After apprenticeship to a forester, he pursued informal
university courses at the University of Jena, trying various employment and educational pursuits
including architecture, language, sciences, and minerology until he took a teaching appointment
at a progressive model school in Frankfurt (Curtis, 2006, p. 1). The school was run by Anton
Gruner and advocated by the Swiss educator Johann Heinrich Pestalozzi (Curtis, 2006, p. 1).
Froebel was greatly influenced by Pestalozzi and this sparked his interest in teaching and
education. Froebel agreed with Pestalozzi's ideologies of, respect for the dignity of children and
creation of a learning environment of emotional security which were highly significant
educational elements that he wanted to incorporate in his own teaching (State University, p. 1).
He also was intrigued by Pestalozzi's form, number, and name lessons, which would form a
basis for his later design of the kindergarten gifts (State University, p. 1).
In 1816, Froebel established the Universal German Educational Institute and in 1831 he
established an institute in Switzerland and then relocated the school to Willisau (State
University). Next, he founded and operated an orphanage and boarding school at Burgdorf (State
University). Froebel returned to Germany and his previous experience and involvement in the
education system led to the establishment of a new early childhood school in 1837; a child's
garden, or kindergarten, for three-and four-year-old children (State University). Using play,
songs, stories, and activities, the kindergarten was designed as an educational environment in
which children, through their own self-activity, could develop in the right direction. The right
direction meant that, in their development, children would follow the divinely established laws
of human growth through their own activity (State University). Froebel also founded a
publishing firm for play and educational materials, and created a collection of Mother-Play and
Nursery Songs, with lengthy explanations of their meaning and use, which was translated into
many languages and distributed around the world (Curtis, 2006, p. 1). Froebel's reputation as an
early childhood educator increased and kindergartens were established throughout Germany
(Curtis, 2006, p. 1). Froebel insisted that improvement of infant education was a vital
preliminary to comprehensive educational and social reform (Curtis, 2006, p. 1) Though facing
some political objection and a temporary ban of his Kindergarten, by the end of the nineteenth
century, this new school movement and approach had spread and been adopted throughout
Europe and North America.
The magnitude of Froebels influence in the education system is immense not only with
the society he came from but on an international level, to this day. Froebel faced much criticism
as, his views and ideologies contrasted with the traditional view prevalent during the nineteenth
century that play, a form of idleness and disorder, was an unworthy element of human life
(State University, p. 1). However, the influence of his radical ideologies caught the interest of
other educators and kindergartens were adopted and spread across the nations. In this manner,
not only did he impact the structural system by introducing a new early childhood educational
school system, but he changed societal views towards young children and the significance of
play. His most important contribution to educational theory was his belief in self-activity and
play as two essential factors in the education and nurturing of a child. The teachers role was
not to drill or indoctrinate the children but rather to encourage their self-expression through play,
both individually and in group activities (Curtis, 2006, p. 1). To facilitate this, Froebel devised
circles, spheres, and other toysall of which he referred to as gifts or occupationsthat
were designed to stimulate learning through play activities accompanied by songs and music
(Curtis, 2006, p. 1).
Modern educational techniques practiced in kindergarten and preschools around the
world are indebted to Froebels ideologies and many schools, educational organizations and
resources are named after him and in honor of his contributions. As someone who hopes to teach
in an elementary classroom, Froebels contributions to the education movement are inspiring as
they emphasize the uniqueness and innocence of children and the importance of play and
creativity in educational development.
References
Friedrich Froebel (17821852). In Biography, State University Froebel's Kindergarten
Philosophy, The Kindergarten Curriculum, Diffusion of the Kindergarten. Retrieved from
http://education.stateuniversity.com/pages/1999/Froebel-Friedrich-1782-1852.html
Friedrich Froebel. (2016). In Encyclopdia Britannica. Retrieved from
https://www.britannica.com/biography/Friedrich-Froebel
Artifact #8: Class Newsletter
The class newsletter is a monthly newsletter which is sent out to parents from the
classroom teacher, including ELA spelling and instructions. This artifact represents the ways in
which teachers can involve parent and community involvement into their teaching practices. It is
crucial as a teacher to bridge the gap between the classroom and home environments, and this is
possible through resources such as the newsletter. The newsletter is therefore an important tool
that teachers can use, as alongside their time in the classroom, children spend the most time at
home. This artifact represents my ability as a teacher, to open communication with parents and
have them involved in their childs learning and development. This is important to me as a
teacher and something I hope to implement and practice in my own teaching practices as it will
benefit the childs learning, having a strong team to support them, made up of support from both
school and home.
INTASC Standards
My consciousness raising reflection essay incorporates and reflects the following
INTASC Standards within the structure and content of the unit plan.
INTASC Standard #10: Leadership and Collaboration

encourage diverse approaches and solutions to issues, while providing a range of ways for
Principle 5 Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to enhance
school programs and to promote student learning. They also recognize how cultural and
linguistic heritage, gender, family and community shape experience and learning. Educators
respect the private nature of the special knowledge they have about students and their families
and use that knowledge only in the students best interests. They advocate for fair opportunity for
all children.
Care
Respect
Conclusion
Section 3 of the capstone contains the artifacts which reflect the skills and tools I have
accumulated throughout my studies at Medaille College to complete my Master of Science in
Elementary Education. Following my years of work and volunteer experience, the academic
knowledge I have acquired from Medaille have provided me with an appropriate foundation and
pedagogies of education. The eight artifacts included in this section reflect my ability to create a
learning environment which is culturally responsive, accommodating for students with diverse
needs, technologically friendly, and one which encourages parent and community involvement
and support. The artifacts also present my ability to plan, instruct, and assess, and the theorists
which have shaped my teaching practices. Overall, these artifacts reflect my all-roundedness and
ability to be an effective teacher who is respectful, caring, creative, and fair.

Section Three

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Section Three

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Section Three: Teacher Candidate Artifacts

an educator. These artifacts are the foundation of my portfolio, as they represent my

represent my ability to plan, instruct, assess, accommodate students, teach in a culturally

professional development and collaboration.

present my ability to incorporate technology into my teaching. My website assignment shows my

philosophies and pedagogies are influenced by.

into my own ideas and practices.

Artifact #1: Unit plan

standards related to this artifact are provided below.

INTASC Standard #1: Learner Development.

INTASC Standard #3: Learning Environments

INTASC Standard #6: Assessment

INTASC Standard #7: Planning for Instruction

INTASC Standard #8: Instructional Strategies

can analyze, synthesize, evaluate and communicate information effectively.

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards

learning through positive influence, professional judgment and empathy in practice.

democracy and the environment.

TEAC/CAEP Claims 1-3

Common Core Learning Standards

NYS P-12 Common Core Learning Standards for Mathematics

Domain: Operations & Algebraic Thinking - 1.0A

Ontario Ministry of Education Curriculum Expectations

Ontario Curriculum Grade 1-8 Mathematics

Number Sense and Numeration

B. Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

EDU 500: Curriculum Planning in Elementary Education

Dr. Susan Dunkle

Teacher Candidates First & Last Name: Jehan Rizvi

F. Duration of Unit Plan: 4 days

Introduction/Significance of the Unit4

Anticipatory Set/Student Engagement..5

Culturally Responsive Teaching...7

II. UNIT DESCRIPTION:

Given a number line, students will be able to solve an addition problem.

Given a situation, students will be able to construct addition equations.

Given an addition game, students will be able to construct addition equations

E. Anticipatory Set/Student Engagement:

A. Culturally Responsive Teaching (CRT)

E. ACADEMIC LANGUAGE (content vocabulary, language function, discourse, syntax)

Identified Language Demand Instructional Support

Vocabulary: Vocabulary will be modelled throughout

Discourse: Listening, Speaking, Discussing, The students will engage in discourse by

Students will work independently, with a

II. INSTRUCTIONAL PROCESS

Ontario Curriculum Grade 1-8 Mathematics

C & D. Objectives and Assessment Plan:

Objectives Assessment Plan

III: REFLECTION PROCESS:

1. Culturally Responsive Teaching (CRT):

4. Anticipated Misconceptions and How to Address Them:

Identified Language Demand Instructional Support

Function: Identify, Demonstrate Create discussion to identify numbers from 1-

A. Teacher Candidates First & Last Name: Jehan Rizvi

Ontario Curriculum Grade 1-8 Mathematics

C & D. Objectives and Assessment Plan:

Objectives Assessment Plan

III: REFLECTION PROCESS:

1. Culturally Responsive Teaching (CRT):

4. Anticipated Misconceptions and How to Address Them: