Artifact #4: Multicultural Lesson Plan for English Language Arts

This artifact is an original lesson plan focusing on a multicultural book. The central focus of this lesson plan is that students will be

able to identify the main idea by associating the vocabulary used that identifies immigration. Once the lesson plan was created, I had

to teach the lesson to the class. For this lesson the students will listen as I read the story aloud to the class, the students have already

been learning words associated with immigration prior to this lesson. So I as read the story aloud the students will be listening out for

“key” vocabulary words. During the instruction of this lesson the students will have an open discussion pertaining to the book as I ask

them open ended questions. Additional accommodations I included in this lesson were for those students that need enrichment.

Connection to Standards

INTASC Standards

1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet

learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of

development.

1(d) The teacher understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined

thinking processes--and knows how to use instructional strategies that promote student learning.
 1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make

language comprehensible and instruction relevant, accessible, and challenging.

New York State Code of Ethics Standards for Educators

Principle 2 Educators create, support, and maintain challenging learning environments for all. Educators apply

their professional knowledge to promote student learning. They know the curriculum and utilize a range of strategies and

assessments to address differences. Educators develop and implement programs based upon a strong understanding of human

development and learning theory. They support a challenging learning environment. They advocate for necessary resources to

teach to higher levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role

models, displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a

curiosity and enthusiasm for learning. They invite students to become active, inquisitive, and discerning individuals who

reflect upon and monitor their own learning.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching

practices.

Claim 3: Medaille College graduates are caring educators.

New York State Common Core Standard

 NYS Reading Standards for Informational Text K-5

 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

text

 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Na’Cole Hunley Date: 2/11/18

Context for Learning (edTPA)

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

Grade level: ___2_____ Number of students in the class: __24______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
1 Assigned seating close to teacher. Simple directions, frequent
ADHD checks for understanding, short breaks.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
 English as a New Language 2 Students will be taught vocabulary using visuals. Students
will be placed in groups with strong learners. Student
modeling, frequent checks for understanding.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Dyslexia ( Dyscalculia) 1 Dyslexic children are very visual, bring in visual components
to help assist with learning. Add colorful manipulatives to
help with counting. Frequent classroom monitoring to keep
students on task. Pairing with a partner.

Lesson ___1___ of a ___3___ Day Learning Segment

Subject and Lesson Topic: Main Idea / Immigration

Grade Level: 2 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is that students will be able to identify the main idea by associating the vocabulary used that identifies
immigration.
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a) Day 1:
Before the students read the book, they will look at the story and pick out unfamiliar vocabulary. The students will then list the unfamiliar words
on the chalkboard (K.W.L) chart. Day 2: The students will read the story and identify the main idea/theme (Immigration). The students will then
define the vocabulary.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The teacher will work with students to brainstorm a list of words that pertain to migrant farm workers. The teacher will help elicit students prior
knowledge, incorporate some of the vocabulary from the text, such as Shanties, Labor camps, Harvest and Crops.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task
1, Prompt 2b)
The students like to explore and ask questions at this age. The students will keep a journal as they read the story. The journal will help students
to personalize what they are reading.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The students will create a KWL chart based on the book.
Curriculum Standards
NYS Reading Standards for Informational Text K-5
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that identify
what students will be able to do by the end of the lesson
and are aligned to the standards identified above.
In this lesson, students will examine a set of
words in a category and determine what they
have to do with one another. The students will
then apply the understanding of the vocabulary
back to the passages from which the words
were drawn to deepen their understanding of
Amelia’s character or situation.
Using formal and/or informal assessment tools, how will
you evaluate and document your students’ progress on
each of the objectives?
Teacher will formatively assess through
teacher observation during class discussion.
If applicable, explain how you will adapt assessments
to allow students with specific needs to demonstrate
their learning.
(edTPA Task 1, Prompt 5b)
 Teacher will review vocabulary and
check for understanding frequently.
 Allow children to show knowledge
with hands on material (pictures).

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Identify Teacher will model how to identify words based on immigration.
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will organize
language (symbols, words, phrases) to
convey meaning.
Discourse
How members of a discipline talk, write, and
participate in knowledge construction and
communicate their understanding of the
concepts
Instructional Process
Harvest Vocabulary will be modified through the lesson and will be
Labor Camps defined.
Migrant
Crops
Travel
Stable
Students will use the vocabulary Teacher will guide the students in making complete sentences and
to make complete sentences to the correct way to format a letter.
describe themselves in their pen-
pal letters.
Students will have the Teacher will model listening, sharing, writing during the instruction
opportunity to generate ideas for and discussion portion of the lesson.
making a student feel at home
right away in a new school
Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator

The purpose for this lesson is……….

 The students will sit in a circle and have a group discussion. The teacher will stop and ask
the following questions.
 Amelia’s road is about a young girl who lives in a family that travels around the country
harvesting crops. The family rarely spends more than six weeks in one place. Would you
live such a life?
 What would you dislike about moving from place to place all the time? Is there anything
you would like about it?
 Amelia has a special place. Do you have a special place where you feel as though you
belong? What is it like? Why is it special?

Instructional Procedures Provide visual charts and pictures.

 The teacher will introduce the book.
 The teacher will then provide pictures of the items described in the book Teacher will model vocabulary for the
 Once the book is completed, the teacher will ask open ended questions pertaining to the students to use.
book and Amelia’s feelings.
 Using the vocabulary listed on the KWL chart the students will choose a topic to write Teacher will move around and review
about (checking for understanding). frequently. Checking for understanding.
 The students will pretend like they are Amelia. “You have gone with your family to a new
harvest, and you’re in a new school. Write a letter to Mrs. Ramos, telling her about your Provide extra time to ADHD and ENL
new location and telling her what you like or dislike about your new school. students.
 The students will some vocabulary given in the story.
Closure Provide extra time for ADHD and ENL
 Ask students to think of the special things they own that they would put in a box like students.
Amelia. The children will draw a picture of their special thing and upon exiting the
classroom, the students will place it in the teacher box. Verbal vs. Written response offered instead
 Art work will be placed on display along with book cover and title. of exit ticket response for ADHD and ENL
 (Lesson Extension)- a letter will be sent home during the teaching of the lesson. The letter learner.
will focus on immigration. Parents will be asked to send in any information relatable to
their family and immigration (if any).
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

 Worksheets with definitions for students to keep and refer back too.
 Pictures of Crops, Harvest, and Labor Camps.
 www.youtube.com/watch?v=9_TQTdnR0P0
 Feeling/ emotion cards