Artifact #5: Literacy Game - BAM!

GAMES FOR KIDS: HOW TO PLAY BAM!

A game for 2+ players
You will need:
•    Craft/lollypop sticks
•    Marker pen
•    Small tin can or similar

To play;
• Use the marker to write a fact for revision on one end of
each craft stick – you can include multiplication facts for
revision, other maths facts such as doubles or sets of ten,
single sounds, phonic blends, sight words, spelling words or
CVC words. If you have children learning different facts,
write one fact on each side of the stick – we are currently
using sticks with multiplication problems on one side for Miss
9 and single sounds on the other for Miss 4.
• Write BAM! on an additional 2-4 sticks. Place all sticks into
the can so that the end with the fact on it is hidden inside the
can.
 Sight words are the foundation for reading and learning how to read. These words also

known as high frequency . During our first semester, we were asked to bring in a game that will

increase student literacy. I chose a versatile game that can actually be recreated for use in

different subject matters. But for the purpose of this assignment the game is called “BAM” a

sight word game that is done with the use of popsicle sticks. The target age group for this

assignment primary grades, and/or preschool. I chose these grade level because in the earlier

years of life are the most critical for learning new things, this is when the foundation is built and

spiralling as well as scaffolding begins.

Intasc Standards

Standard 2: The candidate understands how children learn and develop, and can provide

learning opportunities that support their intellectual, social, and personal development.

TEAC/CAEP Claims

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

NYS Ethics

Principle 2: Educator create support and maintain challenging learning environment for all.

The Ontario Ethics

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.

Artifact #6: Video of Drama Lesson
 Medaille College Department of Education Lesson Plan

Teacher Candidate’s Name: Deneshia Kent

Date: November 2018

Context for Learning (edTPA)

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

Grade level: ____6____ Number of students in the class: ___25_____

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,
Classifications/Needs Students Modifications, Pertinent IEP Goals
2 - Visuals - Anchor charts, vocabulary hand
IEP/504 out, anchor chart
- Preferable seating
- Additional time
- Check-Ins for understanding

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
ESL (Punjabi,Spanish) 2 - ENL pull daily for 40 minutes; AIS for
daily reading to supplement classroom
reading instruction
- Use of visuals lists keywords prior to
lessons
- Ipad with google translate

Students with Other Learning Needs

Other Learning Needs Numbers Supports, Accommodations,
of Students Modifications
 Lesson ___2___ of a ___3___ Day Learning Segment

Subject and Lesson Topic:

Grade Level: 6 Lesson

Duration: 45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important
identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment (Making Good Choices, 2016).

The central focus of this lesson is to introduce role play and have students plan and create play teen
issues and concerns with peers.

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)

The students have minimal prior knowledge when it relates to the central focus. They did have drama in the
previous years of school and the students have mentioned that they enjoyed their fifth grade play “The Grinch”
they put on for the school before the graduated.

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

I will use this information to inform my instruction, by choosing a character from the play they did in fifth
graders as a way to introduce the lesson, In the beginning of the lesson I will greet the class with in that
characters voice to trigger some familiarity and draw prior knowledge.
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 have been discussing the different YouTubers they watch and have often mentioned the ones that
are their favourite are the ones that speak with an accent or different voice; as well as those who discuss things
they can relate to.

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

The students will be creating a role play in groups based on concerns and issues for adolescence.

Curriculum Standards

Ontario Curriculum :

B1.1 engage actively in drama exploration and role play, with a focus on
identifying and examining a range of issues, themes, and ideas from a variety of
fiction and non-fiction sources and diverse communities, times, and places (e.g.,
adapt roles and develop improvised scenes based on human rights issues and/or
environmental issues such as species extinction; dramatize opinions about cultural
appropriation; role-play historical characters; prepare a presentation about peace for
Remembrance Day; use choral speaking and role playing to interpret poetry)

NYSS Common Core:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on others' ideas and expressing
their own clearly.

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.
Using formal and/or informal
assessment tools, how will you
evaluate and document your
students’ progress on each of the
objectives?
If applicable, explain how you
will adapt assessments to allow
students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to play the role
of another character 80% of the
time, based on created play
Demands
(edTPA Task 1, Prompt 4c)
Function
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
- Students will use graphic -Teacher will walk around to
organizer to plan play and then assist with students reading and
perform. simplify language
- Teacher will have students
groups pre made
Academic Language Instructional Supports
Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Create -
- Create - Use of visuals lists keywords prior to lessons
- Organize
- Perform
- Students will use a
graphic organizer to
plan and perform play
- Students will take
turns discussing the
brainstormed list of
words created for
“role” and “play”
Instructional Process Accommodations and/or
Modifications and/or
Supports
Anticipatory Set/Motivator

- The purpose of the lesson today is to learn about role play ( where ,
what, when, how)
- Teacher will speak to students in _____ character as a way to
introduce the lesson “ Good day my prince and princess, my kings
and queens”
- Teacher will have the words “Role” and “Play” written on each
board separately
- Teacher will split students into groups and have them brainstorm
words that come to mind when they hear or see those words
Instructional Procedures - Preferable seating
- Additional time
- Teacher will have students share their ideas of what they came up - Check-Ins for understanding
with for “Role” and “Play”
- Teacher will then have the definition of each word ready to share, as
well as introduce the words together as “Role Play”
- Teacher will have students brainstorms as a class what comes to
mind they hear “role play”
- Teacher will then have a couple of students read out was written on
the board
- Teacher will explain defintion of role play examples ready for
students to act out
- Teacher will give an example of what role playing looks like, using
Appendix A
- Teacher will then pick from popsicle sticks container, 2- 3
volunteers to demonstrate role play using Appendix A
- Teacher will then explain to students that they will be creating a skit
in a group of 3- 4 students on pre-teen related concerns and issues.
- Teacher will then have students watch video related to pre- teen
issues or concern
- https://study.com/academy/lesson/life-situation-issues-in-
adolescence.html
- Teacher will have students reflect on video, by brainstorming as a
class, adolescent issue and have students write them on the board
- Teacher will then have students split into their pre-assigned groups,
written on the board
- Teacher will then have students pick an issue and construct there
skit/role play based on that skit using the provided graphic
organizer Appendix 2
- Teacher will have students use the remainder of the class to
organize there play, explaining to the students that each member of
the group has to play a role
Closure

- Teacher will…
- Have students return to their desk
- Have students bring put organizer in the drama bin for next class
- Discuss the instructions for next class and let students know the
plays will be recorded for their own reflection and for teacher
assessment.

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.
- https://study.com/academy/lesson/life-situation-issues-in-adolescence.html
- graphic organizer
- Markers
- Role play scenarios
Appendix 1

Throughout the elementary education program at Medaille College we have been gibing

the opportunity to write lesson plans for specific subjects. In previous semesters the focus has

been literacy, science, and or mathematics, I do believe that these are foundational for other

subjects such as those in the arts. When given the opportunity to explore other subject at jumped

at the challenge and created a lesson plan for dramatic arts. In my current job I do a lot of

extracurricular in the area the arts so I do believe this is an area I would want to explore more of.

I’ve realized that because the curriculum is so dense with content that has to be taught per grade,
intertwining some of the subject would be best in being able to hit the curriculum goals and

incorporate some of the arts. This video was taken in class with my classmates as part of the

course.

Intasc Standards

Standard 7 : The candidate plans instruction based on knowledge of subject matter, students, the

community, and curriculum goals.

TEAC/CAEP Standards

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.

NYS Code of Ethics for Educators

Principle 1: Educator nurture the intellectual, physical, emotional, social and civic

potential of every student.

Principle 2: Educator create support and maintain challenging learning environment for

all.

Ontario Ethics
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.

Trust - The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.