Sunteți pe pagina 1din 71

Running head: MSED ELEMENTARY PORTFOLIO PROJECT 1

Artifact # 1- Language Arts- Persuasive Writing Unit (Grade 4/5)

Overview

This artifact has been included in my Elementary Portfolio Project because it shows a

wide degree of evidence that I have mastered the skills required to teach at the elementary level.

I planned this unit of Persuasive writing for my student teaching placement for a grade 4/5 split

class. In my student teaching placement, I had a wide range of different abilities, making this a

challenging unit to plan for. Not only did I have students in two different grade levels; I had 5

students with an IEP, and one student who functioned at a grade 2 level. It was my responsibility

to plan a unit for literacy instruction that served to engage students from many different abilities.

I had to take into consideration the prior knowledge of students, as well as their past experiences.

Students were formally assessed throughout the unit by identifying the critical components of

sample advertisements and sharing them with the class. For this unit, I taught the students about

persuasive writing and how we can use advertisement to help persuade our audience. I came up

with a beautiful unit that really engaged my students, and, in the end, I had students create a

persuasive advertisement for their own roller coaster. In the first lesson, I learned that most

students have had experience in riding a roller coaster. I had the student complete a series of

comprehension questions after reading a short text on the history of a roller coaster. After the

students’ completed the questions, I had them complete a survey about roller coasters, where I

had the opportunity to further learn about their previous knowledge. In the second lesson, I

introduced the 5 critical components of advertising (Name, special features, persuasive

words/phrases, sense of urgency and uniqueness) and as a group we read a sample advertisement

about a roller coaster. As a class, we applied the 5 critical components to the information in the

sample text. In the third lesson, we reviewed the critical components and applied them to
MSED ELEMENTARY PORTFOLIO PROJECT 2

another sample advertisement about a roller coaster but this time, I asked the students to work

with their elbow partner. After this task was complete, I had the students work independently

and apply the 5 critical components to another text sample. In the fourth lesson, I had the

students complete their pre-writing to their advertisement using the critical components we

learned. The students could use the samples to help guide their writing. In the final lesson,

students completed their first draft and had their elbow partner pre-edit their work. In the final

lesson, students completed their final writing task.

Connection to Standards

INTASC Standards

After reading the INTASC Model Core Teaching Standards and Learning Progression for

Teachers, I have Chosen 2 standards that relate directly to creating of a unit plan for a diversity

of learners. In Standard #1-The Learner, The teacher understands how learners grow and

develop, recognizing that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences. In Standard #1-

Learner Development-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.” (INSTAC) This standard is directly connected to my planning of my unit plan, as

well as, standard 1(b), which states “The teacher creates developmentally appropriate instruction

that takes into account individual learners’ strengths, interests, and needs and that enables each

learner to advance and accelerate his/ her learning.” (INSTAC) and 1 (h) “The teacher respects

learners’ differing strengths and needs and is committed to using this information to further each
MSED ELEMENTARY PORTFOLIO PROJECT 3

learner’s development”. (INSTAC) As I was instructing my first lesson to the class, I could see

that identifying the critical components would be difficult for my student who functioned below

grade level. I modified the expectations that I had for this student. Instead of having this student

identify all 5 critical components, I allowed the student to identify only two, which he did very

well at.

I am connecting Standard 1(a) and (b) and (h) to Vygotsky’s Zone of Proximal

Development. According to the Zone of Proximal Development, it is the teacher’s responsibility

to determine what the student can do with and without help. (open) This is evident in my first

lesson as I determined in my instruction what my IEP students were capable of. I helped my

student with an IEP determine what the 2 critical components were, through example, and by

showing him how to identify the 2 critical components, he was able to do so on his own in the

following lessons. This example also cross connects with Vygotsky’s theory of scaffolding,

which refers to as “an adult guiding the child’s learning via focused questions and positive

interactions (open). Although I had to guide my student with an IEP by helping him identify the

critical components, he was able to do so with little guidance. This lesson also connects with

Standard #2: Learning Differences-“ The teacher uses understanding of individual differences

and diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.2(a) The teacher designs, adapts, and delivers instruction to

address each student’s diverse learning strengths and needs and creates opportunities for students

to demonstrate their learning in different ways and 2(h) The teacher understands students with

exceptional needs, including those associated with disabilities and giftedness, and knows how to

use strategies and resources to address these needs. Both of the standards listed above includes

the instruction that I have modified for my students with an IEP.


MSED ELEMENTARY PORTFOLIO PROJECT 4

NYS Code of Ethics for Educators

The next professional standard that I would like to connect to my literacy unit plan is the

NYS Code of Ethics for Educators. After reading the 5 principals in the NYS Code of Ethics for

educators, I believe that Principle 2 best fits my literacy unit on persuasive writing. This

principle states, “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” (highered). In this unit, I have

taught the students the critical components in advertising and have given them the opportunity to

work independently to find the critical components of a sample advertisement. Students were

then challenge to write their own advertisement using the critical components learned throughout

the unit.

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards can be viewed on the Ontario Teachers College

website and they are broken up into 4 standards. The unit that I have prepared for Persuasive
MSED ELEMENTARY PORTFOLIO PROJECT 5

writing for my Grade 4/5 class fits best with standard #3-Trust. Standard # 3 says 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. I

feel that this standards fit best with my persuasive writing unit because it embodies fairness,

openness and honesty. When I started this unit, I had my students complete a survey that helped

me determine their prior knowledge on riding a roller coaster. I asked students if anyone has

never been on a roller coaster to come talk to me as we would work together and create a roller

coaster based on the student’s imagination. I feel that a student would be embarrassed to tell the

whole class that they have not been on a roller coaster (Socioeconomic status or fear) and I

wanted to let the student know that he-she could trust in me in keeping their secret and in turn,

create a roller coaster based on their imagination. Luckily, no student was put in this position as

all students had rode on a roller coaster at some point in their lives.

P-12 NYS Common Core Learning Standards

These standards are extremely important while lesson planning because these are the

standards that will be used to plan a literacy lesson. I have included these standards at the grade

4 and 5 level as this is a split class.

Common Core State Standards

W.4.1

Text Types and Purposes

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which related

ideas are grouped to support the writer’s purpose.


MSED ELEMENTARY PORTFOLIO PROJECT 6

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance)

d. Provide a concluding statement or section related to the opinion presented.

W.5.1

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which related

ideas are grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link words and reasons using words, phrases and clauses (e.g., specifically)

d. Provide a concluding statement or section related to the opinion presented.

Students were expected to create an opinion piece that they were expected to use to persuade their

audience to come and ride on their roller coaster. In the beginning of their advertisement, the students

were expected to introduce their roller coaster by name and by theme park name. Next, they were asked

to organize their text by the critical components learned in the lesson. These critical components were

ordered by use of critical components and linking the components to create a persuasive advertisement.

Finally, the students were asked to close their advertisement, with the suggestion of using a catchy phrase

to advertise their roller coaster.

NYS Learning Standards

These standards are important to refer to when planning a lesson for any subject in the classroom.

The standards are broken down into different content area and for my literacy lesson, I have chosen to use

the English Language |Arts section, standard 3, which states,


MSED ELEMENTARY PORTFOLIO PROJECT 7

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers,

students will analyze experiences, ideas, information, and issues presented by others using a variety of

established criteria. As speakers and writers, they will use oral and written language that follows the

accepted conventions of the English language to present, from a

variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

(nysed)

I have chosen this standard as students were expected to use an established criteria for this writing

assignment. Students were asked to use the 5 critical components to create a persuasive advertisement

using conventions of the English language.

The Ontario Curriculum Expectations

Literacy development is a very important component of the Ontario Curriculum. The teaching of

literacy skills is embedded across the curriculum, but it is the language curriculum that is dedication to

instruction in the areas of skill and knowledge, such as: listening and speaking, reading, writing, and

viewing and representing. According to the Ontario Curriculum, “Language development is central to

students’ intellectual, social, and emotional growth, and must be seen as a key element of the curriculum”

(edu.gov). For the purpose of this unit, I would like to attach the standards from the language arts

curriculum at the grade 4 and 5 level.

The Ontario Curriculum


Grade 4
1.2- generate ideas about a potential topic using a variety of strategies and resources (e.g.,
brainstorm; formulate and ask questions to identify personal experiences, prior knowledge, and
information needs.
MSED ELEMENTARY PORTFOLIO PROJECT 8

Grade 5
1.2- generate ideas about a potential topic and identify those most appropriate for the purpose

The reason that I have chosen these specific stands relates to the fact that I had the students

brainstorm using a graphic organizer for the purpose of pre-planning their writing. I believe that graphic

organizers are a very important tool to use in the preliminary writing stages as it helps students to

organize their thoughts through a structured worksheet. In the first lesson, I handed students out a booklet

that we used each day to help understand persuasive writing, advertisement and the critical components of

advertisement.

CAEP Standards (Council for the Accreditation of Educator Preparation)

The CAEP standards are standards for educator preparation programs that lead to the licensure and

certification to teacher candidates. (Caepnet) These standards are broken down into two principles:

 Solid evidence that the provider’s graduates are competent and caring educators, and

 There must be solid evidence that the provider’s educator staff have the capacity to create a

culture of evidence and use it to maintain and enhance the quality of the professional programs

they offer.

And flow into 5 standards. The standard that I have chosen for this artifact is:

Standard 1. Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical

concepts and principles of their discipline and, by completion, are able to use discipline-specific

practices flexibly to advance the learning of all students toward

Attainment of college- and career-readiness standards.


MSED ELEMENTARY PORTFOLIO PROJECT 9

Candidate Knowledge, Skills, and Professional Dispositions

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate

progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

The reason that I have chosen this particular standard is that it shows my knowledge of the

InTASC standards and how I used them to apply to my literacy unit plan.

ISTE (International Society for Technology in Education

These standards were created as a framework for implementing digital strategies in

education to positively impact the learning needs of students (ISTE). The ISTE standards are

broken down into 5 standards to deepen the learning of technology. For the purpose of this

assignment, I have chosen 1-Learner, which states:

Educators continually improve their practice by learning from and with others and exploring

proven and promising practices that leverage technology to improve student learning. I have

chosen this standard as I am constantly being introduced to new forms of technology, in

which I have and will use in my classroom.

ILA (International Literacy Association)

The International Literacy standards were created to help educators to create literacy

development in their classrooms. The standard that I have chosen for this literacy unit is

under the heading of Assessment and Evaluation, which states,

“Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools

to screen, diagnose, and measure student literacy achievement; inform instruction and
MSED ELEMENTARY PORTFOLIO PROJECT 10

evaluate interventions; participate in professional learning experiences; explain assessment

results and advocate for appropriate literacy practices to relevant stakeholders”. (Literacy) I

have chosen this standard as it relates directly to the assessment tool that I chose to use in this

unit. I had the students work as a group, with their partner and independently to list the

critical components of the sample advertisements and finally, as a summative assessment,

students had to create their own advertisement using the critical components learned in this

unit.

CEC (Council for Exceptional Children)

The Council for Exceptional Children put in place standards for professional policies in

ways that respect the diverse characteristics and needs of individuals with exceptionalities

and their families”(CEC). The policies are broken down into 12 standards and for the

purpose of this artifact, I will use #2, which states: “Maintaining a high level of professional

competence and integrity and exercising professional judgment to benefit individuals with

exceptionalities and their families” (CEC). I have chosen this standard as it is important to

use professional competence to know what is best for a child with an exceptionality. This is

evident throughout this artifact as I noticed that my student with an IEP needed his work to

be modified. I saw that the student was struggling with his expectations in lesson one, and I

modified his work to allow him to identify 2 critical components, instead of the 5 that was

originally expected.
Running head: MSED ELEMENTARY PORTFOLIO PROJECT 11

Medaille College Department of Education


Lesson Plan 1

Teacher Candidate’s Name: Holly Neil-Buchan Date: 03/28/2018

Context for Learning (edTPA)

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

Grade level: 4/5 Number of students in the class: 28

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
Classifications/Needs Students IEP Goals
1 - Allow for extra breaks
- Extended time limits
- Oral evaluations, prompts for attention
- Reduce written output
- Reduction in the number of tasks used to assess a
concept or skills
- Scribing
- Visual aids

Students with Specific Language Needs


Language Needs Number of Supports, Accommodations, Modifications
Students
MSED ELEMENTARY PORTFOLIO PROJECT 12

Students with Other Learning Needs


Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson 1 of a 4 Day Learning Segment

Subject and Lesson Topic: Persuasive Writing

Grade Level: 4/5 Lesson Duration: 90 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).
Students will be able to organize their writing to support their point with strong proof to persuade their readers. Students will also be able to find
the critical component in an advertisement to show how its audience can be persuaded by a single statement.

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)

Students have prior knowledge with W.3.1, where they were expected to write opinion pieces on topics or texts, supporting their point of view with reasons why.
Students also were introduced with the concept of using linking words (because, therefore) to connect their point of view with reasons why.
MSED ELEMENTARY PORTFOLIO PROJECT 13

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

This prior knowledge allows students to understand that it is imperative to support their opinion with fact/strong evidence of why they are taking a specific point of
view. This knowledge will help them with this unit, when they will be expected to identify the critical components of an advertisement, as well as, writing a persuasive
piece on why their audience should visit their roller coaster.

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)

Most students have had the opportunity to attend an amusement park with their family or friends. For students who may have a fear of roller coasters, they can provide
their opinion for this purpose of this unit in order to complete the writing task. In the first lesson, students will complete a survey where the teacher will learn about the
students and their experiences with riding a roller coaster.

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

When planning instruction for this unit, the teacher will be able to utilize this knowledge to help students who do not have a personal experience with riding a roller
coaster, due to fear or for other reasons. This will allow the teacher to work closely with the student to help them develop an imaginary design of a roller coaster, and
come up with opinion supported by reason. Students who have experience riding a roller coaster will have fun creating their own roller coaster.

Curriculum Standards

Common Core State Standards


W.4.1
Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
MSED ELEMENTARY PORTFOLIO PROJECT 14

a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which related ideas are grouped to support the writer’s
purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance)
d. Provide a concluding statement or section related to the opinion presented.
W.5.1
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which related ideas are grouped to support the writer’s
purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link words and reasons using words, phrases and clauses (e.g., specifically)
d. Provide a concluding statement or section related to the opinion presented.

The Ontario Curriculum


Grade 4
1.2- generate ideas about a potential topic using a variety of strategies and resources (e.g., brainstorm; formulate and ask questions to identify
personal experiences, prior knowledge, and information needs.
Grade 5
1.2- generate ideas about a potential topic and identify those most appropriate for the purpose

Objectives Assessment Modifications to Assessments


Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to understand that Teacher will ask questions to assess the student’s Student with IEP will be assessed for understanding
persuasive writing is an opinion piece that is prior knowledge of what persuasive writing is. throughout individual task.
backed up by support EA will assist student with individual work
Visual aids will be available for student

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)
MSED ELEMENTARY PORTFOLIO PROJECT 15

Function
Looking at your standards and objectives, Persuade The teacher will have students complete a series of advertisements
choose the one Bloom’s word that best where they are to identify the critical component of the ad. Students
describes the active learning essential for will work as a group at first and then gradually be able to identify the
students to develop understanding of critical concepts on their own. Students will complete their own
concepts within your lesson.
advertisement where they will be expected to create their own
advertisement using the critical components and language
Vocabulary
Key words and phrases students need to be Catapult, chain lift, kinetic energy, These words will be used in the roller coaster history activity. The
able to understand and use gravity, main character, persuade, text lists the vocabulary word, followed by a brief definition. The
facts, opinions, fiction or non- teacher will further explain definition to students who require
fiction, further clarification

Syntax
Describe ways in which students will Students will use catapult, chain Students will first have to understand the meaning of the words in
organize language (symbols, words, lift, gravity or kinetic energy as a order to use them in the correct context when writing.
phrases) to convey meaning. means to convey understanding to
the parts of a roller coaster/ how
they work

Discourse
How members of a discipline talk, write, Students will communicate their
and participate in knowledge construction understanding by using words
and communicate their understanding of required to show their knowledge
the concepts and what is expected of them.

Instructional Process Accommodations and/or Modifications


and/or Supports
MSED ELEMENTARY PORTFOLIO PROJECT 16

Anticipatory Set/Motivator

The teacher will start the unit by asking the students “Who has ever been to an amusement
park?”, “What amusement park have you been to?” followed by “Have you ever gone on a roller
coaster?”

Instructional Procedures

1. The teacher will start the unit by asking the students a series of questions (listed above) to For the student with an IEP, the teacher will
determine their prior knowledge and personal experience with roller coasters. do frequent checks for understanding.

2. The teacher will ask the students “what is your favorite roller coaster” and “why is this your A visual aid of persuasive writing will be
favorite roller coaster?” “If you had the opportunity to design your own roller coaster, how displayed at the front of the classroom for
would you describe it to persuade people to come and ride it?” The teacher will tell the students the duration of the lesson.
that for this unit “we are going to learn about how an author uses certain components to
persuade a person to use/buy their service/product. We will then design our own roller The teacher will assist the student with the
coaster and persuade our audience to come and ride our roller coaster!” worksheets by reading and answering one
question instead of all the questions.
3. Can anyone tell me “What an advertisement is?” The teacher is looking for a student to answer
by saying that it is a message used to promote or sell something.

5. The teacher will ask the students “Can somebody tell me what it means to be persuasive?” The
teacher is looking for a student to answer with “being persuasive means that you are trying to
convince someone of your opinion or belief.”

4. The teacher will ask “How do you think that being persuasive and creating an advertisement
are connected?” The teacher is looking for answers that show knowledge that an advertisement
must use a strong argumentative components to get the audience to believe them.
MSED ELEMENTARY PORTFOLIO PROJECT 17

5. The teacher will have a chart displayed at the front of the class that reviews the components of
persuasive writing. The teacher will go through all the points and discuss them with students.

6. After a brief discussion, the teacher will ask the helper to help handout a worksheet on the history
of roller coasters. The students will read the worksheet on the history of roller coasters and answer
a few comprehension questions. The teacher will allow 15 minutes for this task.

7. Once the students have completed the history of a roller coaster worksheet, they will complete a
quick survey about their experience riding a roller coaster. The students will have 5 minutes to
complete this survey.

8. Once the students have completed the worksheet and survey, they will be asked to included them
at the end of their language duo tang and hand them in.

Closure

The teacher will conclude the lesson by reviewing the components of persuasive writing as a group.
MSED ELEMENTARY PORTFOLIO PROJECT 18

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.

Course pack will be handed out at the beginning of this lesson. Students will use this course pack throughout the unit.
Document camera to project worksheets to be viewed as a class
White board
Pencils/highlighter
Chart on persuasive writing
Running head: MSED ELEMENTARY PORTFOLIO PROJECT
19

Roller Coaster History


The roller coasters that people ride and enjoy today
originated in 17th century Russia as ice slides. Ice slides
were built out of lumber and then covered with a sheet of
ice several inches thick along its surface. Stairs were
attached along the ice slide’s back. Riders would simply
climb the stairs and then plummet down the slides. It is
rumored that Catherine the Great was a huge fan of thrills
and even had a few ice slides built on her own property.

The first wheeled machines are also credited to Russian


inventors. In 1784 a wheeled roller coaster was built in the
Gardens of Orienbaum in St. Petersburg. It featured
carriages on wheels that traveled along grooved tracks
over hills. By 1817, two coasters were built in France.
These coasters were the first to lock the cars by having the
axles slide into a groove in the track.
MSED ELEMENTARY PORTFOLIO PROJECT 20

In the 1800s the first looping coaster was created. Its hill
was 43 feet high and had a 13 foot-wide loop. Before
humans took a ride on the looping coaster, it was heavily
tested. The ride ran for twenty seasons.

Early American Roller Coasters


The first roller coaster in the United States was the Mauch
Chunk
Switchback Railway. This coaster was built into the
mountains of Pennsylvania in the mid-1800s. Originally,
the track was built to send coal to a railway. Then, it was
reconfigured as a passenger, scenic tour. For one dollar,
tourists took a leisurely ride to the top of the mountain.
The ride down was less peaceful. It was full of bumps.

Scenic rides like the Mauch Chunk Switchback Railway


continued to be built for the next thirty years. At the same
MSED ELEMENTARY PORTFOLIO PROJECT 21

time they were joined by wooden roller coasters similar to


the ones people ride today.

By the 1920s roller coasters in America were thriving. As


popular attractions at amusement parks throughout the
United States, such as Kennywood Park in Pennsylvania
and Coney Island in New York, roller coasters were
favorite destinations. In the 1920s there were over 2,000
rides operating around the country.

Roller Coaster Boom


During the Great Depression and World War II, roller coaster
production significantly decreased, but a second boom in
the industry hit in the 1970s and early 1980s. This era brought
a slew of innovative tubular steel variations. In addition,
coaster creators developed the first roller coasters to go
upside down. Loops were the newest coaster craze. Then,
MSED ELEMENTARY PORTFOLIO PROJECT 22

rather than emphasizing loops, creators focused on making


coasters that could climb higher and go faster than any
other.

The last fifteen years have brought even greater


technological advancements in coaster designs. New
catapult launching techniques (where riders are rocketed
through the ride in only a matter of seconds) and hanging
train designs (like ski lifts) have expanded the coaster world.
Recently, designers have created coasters that have riders
lying flat against the car to give a flying sensation and
coasters that shoot riders down long spiraled tracks. “Fourth
Dimension” coasters rotate and spin riders’ seats as the
coaster twists, turns, and free-falls. The one thing that hasn’t
changed is that people still love the thrill of the ride!
MSED ELEMENTARY PORTFOLIO PROJECT 23

How Roller Coasters Work


Although a roller coaster may look like a train with its
connected cars moving on tracks, it is missing one major train
component: an engine. A roller coaster has no engine or
power source of its own. For the majority of the ride, the roller
coaster train is moved by gravity and momentum. That means
that in order to get a roller coaster moving and build its
momentum, you need to get the train to the top of the first hill.
This is generally done with the chain lift. The chain lift is a
traditional lifting mechanism made of a long chain (or chains)
that is fastened in a loop and is wound around gears at the top
and bottom of the hill. A simple motor that turns the gear at the
bottom of the hill moves the chain. The coaster cars grip the
chain as they are pulled up the hill. At the top, the chain is
released and the roller coaster starts its descent down the hill.
Then, the coaster will continue its run without an engine. It is not
propelled by a motor or pulled by a hitch. Instead, it’s the
conversion of potential energy to kinetic energy that drives the
roller coaster. In fact, all the kinetic energy it will need is
present once the coaster descends that first hill.
MSED ELEMENTARY PORTFOLIO PROJECT 24

Like any train, roller coasters have a


brake system. The brakes are designed to stop precisely at the
end of the ride or in an emergency. The brake system is fairly
simple. It is made up of a series of clamps that are closed by a
hydraulic system.

ROLLER COASTERS
BUILDING BACKGROUND
Roller Coaster History Early American Roller Coasters
When and where did How was the first American roller
roller coasters originate? coaster reconfigured? Why?

Describe one of the early What evidence is there that roller


roller coasters. coasters were thriving in the
1920s?

Roller Coaster Boom How Roller Coasters Work


MSED ELEMENTARY PORTFOLIO PROJECT 25

Why do you think roller coaster What is one difference between


production decreased during the roller coasters and trains?
Great Depression?

How does a roller coaster work?


What are some of the newest
technical advances in roller
coasters?
MSED ELEMENTARY PORTFOLIO PROJECT 26
MSED ELEMENTARY PORTFOLIO PROJECT 27

References

Course package and worksheets


2018 Brain Waves Instruction
www.teacherspayteacher.com
Running head: MSED ELEMENTARY PORTFOLIO PROJECT 28

Medaille College Department of Education


Lesson Plan 2

Teacher Candidate’s Name: Holly Neil-Buchan Date:04/05/2018

Context for Learning (edTPA)

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

Grade level: 4-5 Number of students in the class: 28

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
Classifications/Needs Students IEP Goals
- Allow for extra breaks
IEP 1 - Extended time limits
- Oral evaluations, prompts for attention
- Reduce written output
- Reduction in the number of tasks used to assess a
concept or skills
- Scribing
- Visual aids

Students with Specific Language Needs


Language Needs Number of Supports, Accommodations, Modifications
Students
MSED ELEMENTARY PORTFOLIO PROJECT 29

Students with Other Learning Needs


Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson 2 of a 5 Day Learning Segment

Subject and Lesson Topic: Language-Persuasive Writing

Grade Level: 4-5 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).
Students will be able to organize their writing to support their point with strong proof to persuade their readers. Students will also be able to find
the critical component in an advertisement to show how its audience can be persuaded by a single statement.

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)

Students have prior knowledge with W.3.1, where they were expected to write opinion pieces on topics or texts, supporting their point of view with reasons why.
Students also were introduced with the concept of using linking words (because, therefore) to connect their point of view with reasons why. Prior to the start of this
unit, the students completed an Ontario Writing Assessment where they were given the task to persuade their principal of the reasons why they should have an extended
recess. Students know what advertisement is through daily life. Advertisements are seen everywhere including: television, internet and in the community.
MSED ELEMENTARY PORTFOLIO PROJECT 30

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

This prior knowledge allows students to understand that it is imperative to support their opinion with evidence of why they are taking a specific point of view. This
knowledge will help them with this unit, where they will be expected to identify the critical components of an advertisement, as well as, writing a persuasive piece on
why their audience should visit their roller coaster.
Students will use their knowledge of what an advertisement is but look critically at the components of an ad. Students will learn the different features of an
advertisement, where they will learn how the author uses these features to create selling points for the roller coaster.

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)

In the first lesson, students completed a survey where the teacher learned about the students and their experiences with riding a roller coaster. Most students have had
the opportunity to attend an amusement park with their family or friends. For students who have a fear of roller coasters, they can come up with ideas to make the ride
safer; based on their fear. For example, if the student has a fear of heights, they can design a roller coaster that rides close to the ground or even underground.
Students know what an advertisement is through television, media and community experience. The students were able to identify that a commercial allows the author
to sell a product to their audience.

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

When planning instruction for this unit, the teacher will be able to utilize this knowledge to help students who do not enjoy riding a roller coaster, design a roller
coaster that will allow patrons with the same fear to enjoy the experience. This will allow the teacher to work closely with the student to help them develop a design of
a roller coaster and come up with opinion supported by reason. Students who have experience riding a roller coaster will have fun creating their own roller coaster as
well as, using the learning objectives to help persuade the audience to come ride their roller coaster.
The teacher will use the students’ knowledge of advertisement to teach them that advertisements are created with an intent to sell. Students will learn what
components are included in an advertisement to make it more appealing to the audience.
MSED ELEMENTARY PORTFOLIO PROJECT 31

Curriculum Standards
Common Core State Standards
Grade 4
SL.4.3
Speaking and Listening
Identify the reasons and evidence a speaker provides to support particular points
Grade 5
RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identify which reasons and evidence support which points

The Ontario Curriculum


Grade 4
ML.4.2
Describe, with prompting by the teacher, how their skills in listening, speaking, reading, viewing and representing help in their development as
writers
Grade 5
ML.4.2
Explain, with some support and direction, how their skills in listening, speaking, reading and writing help them to make sense of and produce media
texts.

Objectives Assessment Modifications to Assessments


Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to recognize the critical Students will identify the critical components through Student with an IEP will be exposed to the critical
components through a class generated discussion of an a class generated discussion components but will only be required to identify the
advertisement name of the roller coaster and one special feature.
MSED ELEMENTARY PORTFOLIO PROJECT 32

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 Students will be required to identify the critical components of the
Looking at your standards and objectives, advertisement
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 Critical components, special Students will have a chart with each critical component and a brief
able to understand and use features, persuasive, urgency, definition
uniqueness Students will have many examples of each component in their course
pack

Syntax
Describe ways in which students will Students will have a chart with Students have learned about the critical components in advertising.
organize language (symbols, words, each critical component and a brief Students will identify these components in advertisement samples as
phrases) to convey meaning. definition practice. Students will then organize these components to show the
Students will have many examples persuasive nature of the advertisement. Students have learned that
of each component in their course these components can be words or phrases meant to persuade an
pack audience to do something

Discourse
How members of a discipline talk, write, Students will be expected to The language will be displayed in the front of the classroom on chart
and participate in knowledge construction communicate using the academic paper.
and communicate their understanding of language that they have learned in
the concepts this unit thus far. Students will be
required to use the words
associated with the critical
MSED ELEMENTARY PORTFOLIO PROJECT 33

Instructional Process Accommodations and/or Modifications


and/or Supports
Anticipatory Set/Motivator

The teacher will engage the students with starting a discussion about roller coasters. The teacher
will ask, “What is your favorite roller coaster?” and “what was the special feature of that roller
coaster?”

Instructional Procedure

1. The teacher will review the previous lesson by asking students, “What is an advertisement”, “What Student with IEP will have 1:1 assistance
does an advertisement persuade people to do?” and “Why do authors try to persuade their readers?” with Educational Assistant
The teacher is looking for answers that are posted on charts around the class, as well as in their
student packet. Teacher will assess students’ progress with
identifying the critical components.
2. The teacher will introduce the critical components of an advertisement to the class. The teacher
will have a pre-made chart which will outline each critical component that we will look for in
advertisement. (Name, special features, persuasive words/phrases, sense of urgency and uniqueness.
The teacher will explain each critical component and give an example of how these are used to
advertise a roller coaster.

3. The teacher will explain that “Over the next few days, we will be looking at three advertisement
for a roller coaster at an amusement park. Each advertisement is written for three different roller
coasters. For the first advertisement, we are going to find the five critical components as a class.
Next, you will be responsible for finding the critical components with your partner and then
individually.”
MSED ELEMENTARY PORTFOLIO PROJECT 34

4. The teacher will create a web with the class on how people persuade others. After the class
completes this task, the teacher will ask students to turn to page 25 in their course packet. The
teacher will explain the expectations of the activity. “You will see three columns for three different
advertisements. On the top, the five critical components will be listed. Over the next two days, we
will work on filling up this chart of the critical components in each advertisement.”

5. The teacher will ask the students to turn to page 27 in their course pack. A volunteer will be asked
to read advertisement #1.

6. After the student reads the advertisement, the teacher will generate a discussion on the five
critical components of the ad. The teacher will ask for a volunteer to identify the first critical
component. The teacher will than ask if the class agrees. The teacher will continue this with the five
critical components, asking a new volunteer to read and identify each one.

7. After the class has worked together to fill up the five critical components for advertisement #1, the
teacher will ask the students to hand in their duo tang to the language bin at the back of the class.

8. Once the class has taken their seats, the teacher will close the lesson by asking saying “let’s review
what we have learned today.” The teacher will ask for a 5 volunteers to identify what each critical
component is, as well as give an example.
MSED ELEMENTARY PORTFOLIO PROJECT 35

Closure
Once the class has taken their seats, the teacher will close the lesson by asking saying “let’s review
what we have learned today.” The teacher will ask for a 5 volunteers to identify what each critical
component is, as well as give an example.

List all materials and/or technology tools required for the lesson.
Course packet worksheet (web organizer, critical components chart and sample advertisement 1)
Computer
Projector
Whiteboard
Running head: MSED ELEMENTARY PORTFOLIO PROJECT 36
Running head: MSED ELEMENTARY PORTFOLIO PROJECT
37

Work Cited
MSED ELEMENTARY PORTFOLIO PROJECT 38
MSED ELEMENTARY PORTFOLIO PROJECT 39

References

Course package and worksheets


2018 Brain Waves Instruction
www.teacherspayteacher.com
MSED ELEMENTARY PORTFOLIO PROJECT 40
Running head: MSED ELEMENTARY PORTFOLIO PROJECT 41

Medaille College Department of Education


Lesson Plan 3

Teacher Candidate’s Name: Holly Neil-Buchan Date:04/05/2018

Context for Learning (edTPA)

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

Grade level: 4/5 Number of students in the class: 28

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
Classifications/Needs Students IEP Goals
IEP 1 - Allow for extra breaks
- Extended time limits
- Oral evaluations prompts for attention
- Reduce written output
- Reduction in the number of tasks used to assess a
concept or skills
- Scribing
- Visual aids
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students

Students with Other Learning Needs


MSED ELEMENTARY PORTFOLIO PROJECT 42

Other Learning Needs Numbers of Supports, Accommodations, Modifications


Students

Lesson 3 of a 4 Day Learning Segment

Subject and Lesson Topic: Language Arts- Persuasive Writing

Grade Level: 4/5 Lesson Duration: 90 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).
Students will be able to organize their writing to support their point with strong proof to persuade their readers. Students will also be able to find
the critical components in an advertisement

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)

Students have prior knowledge with W.3.1, where they were expected to write opinion pieces on topics or texts, supporting their point of view with reasons why.
Students also were introduced with the concept of using linking words (because, therefore) to connect their point of view with reasons why. Prior to the start of this
unit, the students completed an Ontario Writing Assessment where they were given the task to persuade their principal of the reasons why they should have an extended
recess. Students have also learned the critical components to an advertisement and learned how to identify these critical components in sample advertisements.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
MSED ELEMENTARY PORTFOLIO PROJECT 43

This prior knowledge allows students to understand that it is imperative to support their opinion with evidence of why they are taking a specific point of view. This
knowledge will help them with this unit, where they will be expected to identify the critical components of an advertisement, as well as, writing a persuasive piece on
why their audience should visit their roller coaster.

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)

In the first lesson, students completed a survey where the teacher learned about the students and their experiences with riding a roller coaster. Most students have had
the opportunity to attend an amusement park with their family or friends. For students who have a fear of roller coasters, they can come up with ideas to make the ride
safer; based on their fear. For example, if the student has a fear of heights, they can design a roller coaster that rides close to the ground or even underground.

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

When planning instruction for this unit, the teacher will be able to utilize this knowledge to help students who do not enjoy riding a roller coaster, design a roller
coaster that will allow patrons with the same fear to enjoy the experience. This will allow the teacher to work closely with the student to help them develop a design of
a roller coaster and come up with opinion supported by reason. Students who have experience riding a roller coaster will have fun creating their own roller coaster as
well as, using the learning objectives to help persuade the audience to come ride their roller coaster.

Curriculum Standards
Common Core State Standards
Grade 4
SL.4.3
Speaking and Listening
Identify the reasons and evidence a speaker provides to support particular points
Grade 5
MSED ELEMENTARY PORTFOLIO PROJECT 44

RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identify which reasons and evidence support which points

The Ontario Curriculum


Grade 4
ML.4.2
Describe, with prompting by the teacher, how their skills in listening, speaking, reading, viewing and representing help in their development as
writers
Grade 5
ML.4.2
Explain, with some support and direction, how their skills in listening, speaking, reading and writing help them to make sense of and produce media
texts.

Objectives Assessment Modifications to Assessments


Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)

Students will be able to determine what the critical Students will be assessed on finding the critical Student with an IEP will have assistance identifying
components of an advertisement are (name, special components of two advertisements, first by working in 2 critical components of the advertisement (name
features, persuasive words, sense of urgency and pairs and then they will be expected to work and a persuasive word)
uniqueness) independently

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
Looking at your standards and objectives, Identify Students will be expected to identify the 5 critical components of
choose the one Bloom’s word that best each advertisement. Students have been pre-taught these
describes the active learning essential for components and are now required to find them both in pairs and
independently.
MSED ELEMENTARY PORTFOLIO PROJECT 45

students to develop understanding of


concepts within your lesson.
Vocabulary
Key words and phrases students need to be Critical components, special Students will have a chart with each critical component and a brief
able to understand and use features, persuasive, urgency, definition
uniqueness Students will have many examples of each component in their course
pack

Syntax
Describe ways in which students will Students will have a chart with Students have learned about the critical components in advertising.
organize language (symbols, words, each critical component and a brief Students will identify these components in advertisement samples as
phrases) to convey meaning. definition practice. Students will then organize these components to show the
Students will have many examples persuasive nature of the advertisement. Students have learned that
of each component in their course these components can be words or phrases meant to persuade an
pack audience to do something

Discourse
How members of a discipline talk, write, Students will be expected to The language will be displayed in the front of the classroom on chart
and participate in knowledge construction communicate using the academic paper. Students have already reviewed this language in lesson 2.
and communicate their understanding of language that they have learned in
the concepts this unit thus far. Students will be
required to use the words
associated with the critical
components when addressing
these components

Instructional Process Accommodations and/or Modifications


and/or Supports
MSED ELEMENTARY PORTFOLIO PROJECT 46

Anticipatory Set/Motivator
Remind the class that we are constantly thinking of ways that we can design our roller coaster to be
unique and one of a kind

The teacher will play a video from YouTube of a roller coaster to engage the students

Instructional Procedures The teacher will have a chart created that


1. The teacher will do a review with students about what advertisements persuade people to do. list the 5 critical components that need to be
included in an advertisement
2. The teacher will ask “Can anyone tell me one thing that an advertisement can persuade someone
to do?” The students will be asked to refer to our class generated web that we created last class. The The teacher will refer to the chart
teacher is looking for students to say, “An advertisement can persuade someone to buy something.” throughout the unit. The chart will be
displayed at the front of the classroom
3. The teacher will ask the students for an example of an advertisement that asks someone to buy
something. The teacher will then ask what persuasive techniques/ critical components are in the
advertisement.

4. The teacher will then review the 5 critical components from last class by asking the students,
“What are the 5 critical components that are included in an advertisement that helps persuade the
person to come buy or use their product?

5. The teacher is looking for a student to list one of the 5 critical components that we learned in last
class. (name of the roller coaster and/or amusement park, special features, persuasive
words/phrases, sense of urgency, and uniqueness)
Special features- features that make your roller coaster special and/or different from the next.
Sense of urgency- a statement that the author uses to make the rider want to ride the roller coaster
sooner than later
Uniqueness- what makes your roller coaster unique? What makes it different?
MSED ELEMENTARY PORTFOLIO PROJECT 47

6. The teacher will ask for a volunteer to name another critical component. The teacher will do this
until all 5 critical components have been named. The teacher will bring out the chart and stick on the
whiteboard for reference.

7. Once all the critical components have been identified and reviewed, the teacher will ask the
students to turn to page 25 and 27 in their course packs. The teacher will ask the students if they
remember last class when they read the advertisement as a group and found the critical components
together.

8. We are going to look at another advertisement, but I would like you to work with your elbow
partners. The teacher will say “I want everyone to read Advertisement #2 and highlight the critical
components with their partner. “The teacher will display Advertisement #2 on the document camera.
“Once you have located the critical components, I would like you to write them down on the
worksheet page 25”

9. After students have completed Advertisement #2, the teacher will ask for a volunteer to read
Advertisement #2. After students have completed writing down their critical components, they will
be asked to discuss them with the class. Students will have the opportunity to compare their findings
with their classmates.

10. Once the students have completed Advertisement # 2 and the critical components have been
identified, students will be asked to read Advertisement #3 and highlight the 5 critical components.
The teacher will display Advertisement #3 on the document camera. The students will be asked to
write their highlighted answers under Advertisement # 3 on page 25 independently.

11. After completing advertisement #3 independently the teacher will ask for a volunteer to read
Advertisement #3. The teacher will then ask for volunteers to share the critical components with the
class.

12. Once students have completed their work, they are to work on organizing their critical
components for their persuasive advertisement, as well as continue their sketch for their roller
coaster.
MSED ELEMENTARY PORTFOLIO PROJECT 48

Closure

The teacher will close the lesson with reminding the students to pay attention to advertisement all
the time. The teacher will say “Advertisement is all around us; try to be aware of the critical
components that companies use to sell a product”.

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.
Course pack
Worksheets include 2 advertisements, a worksheet organizing the critical components, worksheet to help them organize their advertisement and sketch
Whiteboard
Whiteboard markers
Highlighter
Document camera
YouTube
laptop
MSED ELEMENTARY PORTFOLIO PROJECT 49
MSED ELEMENTARY PORTFOLIO PROJECT 50
MSED ELEMENTARY PORTFOLIO PROJECT 51

References

Course package and worksheets


MSED ELEMENTARY PORTFOLIO PROJECT 52

2018 Brain Waves Instruction


www.teacherspayteacher.com

Medaille College Department of Education


Lesson Plan 4

Teacher Candidate’s Name: Holly Neil-Buchan

Context for Learning (edTPA)

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

Grade level: 4/5 Number of students in the class: 28


MSED ELEMENTARY PORTFOLIO PROJECT 53

Students with IEPs/504 Plans


Complete the charts below to summarize required or needed supports, accommodations, or modifications for your stud
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations
Classifications/Needs Students IEP Goa
IEP 1 - Allow for extra breaks
- Extended time limits
- Oral evaluations prompts fo
- Reduce written output
- Reduction in the number of
concept or skills
- Scribing
- Visual aids

Students with Specific Language Needs


Language Needs Number of Supports, Accommodatio
Students

Students with Other Learning Needs


Other Learning Needs Numbers of Supports, Accommodatio
Students

Lesson 4 of a 5 Day Learning Segment

Subject and Lesson Topic: Language Arts-Persuasive Writing

Grade Level: 4/5 Lesson Duration: 90 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, esse
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

Students will be able to organize their writing to support their point with strong proof to persuade their readers. Studen
the critical component in an advertisement to show how its audience can be persuaded by a single statement.
MSED ELEMENTARY PORTFOLIO PROJECT 54

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

Students have prior knowledge with W.3.1, where they were expected to write opinion pieces on topics or texts, supporting their point of
Students also were introduced with the concept of using linking words (because, therefore) to connect their point of view with reasons w
unit, the students completed an Ontario Writing Assessment where they were given the task to persuade their principal of the reasons w
recess. Students have also learned the critical components to an advertisement and learned how to identify these critical components in
together as a class, in group work and independently.

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

Students will use this knowledge to begin the pre-writing of their own advertisement. They will use the critical components learned in le
own advertisement to persuade an audience to come ride their roller coaster.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbo

In the first lesson, students completed a survey where the teacher learned about the students and their experiences with riding a roller c
the opportunity to attend an amusement park with their family or friends. For students who have a fear of roller coasters, they can com
safer; based on their fear. For example, if the student has a fear of heights, they can design a roller coaster that rides close to the ground
students have written many different persuasive arguments, and they know what elements need to be included to persuade their audien

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

When planning instruction for this unit, the teacher will be able to utilize this knowledge to help students who do not enjoy riding a rolle
coaster that will allow patrons with the same fear to enjoy the experience. This will allow the teacher to work closely with the student to
a roller coaster and come up with opinion supported by reason. Students who have experience riding a roller coaster will have fun creat
well as, using the learning objectives to help persuade the audience to come ride their roller coaster.

Curriculum Standards
Common Core State Standards
Grade 4
W.4.2
Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

Grade 5
W.5.2
MSED ELEMENTARY PORTFOLIO PROJECT 55

Writing
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

The Ontario Curriculum


Grade 4
Writing 1.5
Identify and order main ideas and supporting details and group them into units that could be used to develop a summar
organizers and organizational patterns.

Grade 5
Writing 1.5
Identify and order main ideas and supporting details and group them into units that could be used to develop several lin
variety of strategies and organizing patterns.

Objectives Assessment Modifications to


Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explai
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their l
above. (edTPA Task 1, Pro
Students will be expected to use the critical components Students will complete a pre-writing chart of the Student with an IEP
learned in previous lessons to do their pre-writing using critical components to organize their writing for their complete their pre-
a graphic organizer advertisement. The teacher will assess these charts 2 critical componen
before the students are allowed to do write their final
advertisement.

Academic Language Demands Instructional Sup


(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners un
concepts (edTPA Task 1, Prompt 4d)
Function Plan Students will plan their pre writing using
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 Critical components, special Students will have a chart with each critic
Key words and phrases students need to be features, persuasive, urgency, definition
able to understand and use uniqueness Students will have many examples of each
pack

Syntax
Describe ways in which students will Students will use the vocabulary Students will plan their pre writing using
organize language (symbols, words, listed above to complete a per
phrases) to convey meaning. writing graphic organizer to
MSED ELEMENTARY PORTFOLIO PROJECT 56

organize their writing to convey


meaning

Discourse Students will be expected to The language will be displayed in the fron
How members of a discipline talk, write, communicate using the academic paper. Students have already reviewed th
and participate in knowledge construction language that they have learned in lessons.
and communicate their understanding of this unit thus far. Students will be
the concepts required to use the words
associated with the critical
components when addressing
these components

Instructional Process Accommodatio


and/or Suppor
Anticipatory Set/Motivator

The students have been really excited to start their own advertisement. They have all these fantastic
ideas of what their roller coaster will be.

The teacher will inform the class that today will begin our writing for our own roller coaster.

Instructional Procedures

1. The teacher will inform the class that today, we will beginning writing and organizing our Student with an
thoughts for our very own roller coaster! with completing
the advertiseme
2. First, the teacher will review the content for persuasive writing. The teacher will ask the class to
turn to page 24 in their course packet. The teacher will ask the students to complete this work sheet
as we review it as a class. The teacher will go through the top portion and fill in the blanks with the
class. Next, the teacher will review the planning your advertisement page (34) and have students
complete for the end of class.

3. Next the students will be given 15 minutes to complete the bottom portion and once completed,
bring up to the teacher for review.

4. Once the teacher has reviewed the critical components (brainstorm) the teacher will ask the
students to go ahead and complete page 34 in the course pack.

5. Students will be given the duration of the class to complete their pre-writing graphic organizer.
MSED ELEMENTARY PORTFOLIO PROJECT 57

6. If students complete the pre-writing and have it approved by the teacher, they will be given the go
ahead to start working on their first draft.

7. The teacher will let the students know that they are not to go ahead to the next planning
worksheet until the teacher has approved each pre-writing page. Next class, we will begin our first
draft.

Closure

The teacher will close the lesson by asking students to share their answers to the top portion of page
24. What is persuasive writing?

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, slid
board images.

Course packet
Whiteboard
Markers
MSED ELEMENTARY PORTFOLIO PROJECT 58
MSED ELEMENTARY PORTFOLIO PROJECT 59
MSED ELEMENTARY PORTFOLIO PROJECT 60
MSED ELEMENTARY PORTFOLIO PROJECT 61

References

Course package and worksheets


2018 Brain Waves Instruction
www.teacherspayteacher.com
MSED ELEMENTARY PORTFOLIO PROJECT 62

Medaille College Department of Education


Lesson Plan 5

Teacher Candidate’s Name: Holly Neil-Buchan

Context for Learning (edTPA)

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

Grade level: 4/5 Number of students in the class: 28

Students with IEPs/504 Plans


Complete the charts below to summarize required or needed supports, accommodations, or modifications for your stud
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations
Classifications/Needs Students IEP Goa
- Allow for extra breaks
IEP 1 - Extended time limits
- Oral evaluations prompt for
- Reduce written output
- Reduction in the number of
concept or skills
- Scribing
- Visual aids

Students with Specific Language Needs


Language Needs Number of Supports, Accommodatio
Students

Students with Other Learning Needs


Other Learning Needs Numbers of Supports, Accommodatio
Students
MSED ELEMENTARY PORTFOLIO PROJECT 63

Lesson 5 of a 5 Day Learning Segment

Subject and Lesson Topic: Language- Persuasive Writing

Grade Level: 4/5 Lesson Duration: 90 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, esse
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

Students will be able to organize their writing to support their point with strong proof to persuade their readers. Studen
the critical component in an advertisement to show how its audience can be persuaded by a single statement.

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

Students have prior knowledge with W.3.1, where they were expected to write opinion pieces on topics or texts, supporting their point of
Students also were introduced with the concept of using linking words (because, therefore) to connect their point of view with reasons w
unit, the students completed an Ontario Writing Assessment where they were given the task to persuade their principal of the reasons w
recess. Students have completed 3 lessons prior to this one in the learning segment where they were expected to look at an advertisemen
critical components were (name of roller coaster, special features, persuasive words/phrases, sense of urgency and uniqueness) The stud
components of 3 different advertisements by working as a class, with partners and individually. The students learned how these critical c
writing a strong advertisement. These lessons have prepared them for the final task of writing their own advertisement, where they will
come ride their roller coaster.

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

Prior to starting this lesson, the teacher will review these critical components with the students. The teacher will remind the students to
we reviewed in class in mind when writing their own advertisement. The students will complete a success criteria with the class to help
difference is between a level 4 sentence and a level one sentence is.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbo
MSED ELEMENTARY PORTFOLIO PROJECT 64

Students have completed a success criteria for many different topics in this class since September. The students have a good understand
succeed, as well as the difference between a level 4 sentences from a level one sentence.

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

This knowledge will be used to create a success criteria so the students know their expectations prior to beginning their final draft. The
displayed on chart paper for the duration of the unit.

Curriculum Standards
Common Core State Standards
Grade 4
W.4.5
Writing
Production and distribution of Writing
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising an

Grade 5
W.5.5
Writing
Production and Disruption of Writing
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, ed
new approach.

The Ontario Curriculum


Grade 4
Writing
Producing Drafts
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to the content,or
conventions.

Grade 5
Writing
Producing Drafts
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to the content,or
conventions

Objectives Assessment Modifications to


Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explai
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their l
above. (edTPA Task 1, Pro
MSED ELEMENTARY PORTFOLIO PROJECT 65

Students will be expected to use their pre writing The teacher will assess the final copies once complete
graphic organizer to complete their final and grade using a rubric.
advertisement.

Academic Language Demands Instructional Sup


(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners un
concepts (edTPA Task 1, Prompt 4d)
Function Produce Students will use their pre writing graphi
Looking at your standards and objectives, their final advertisement.
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Critical components, special Students will have a chart with each critic
Key words and phrases students need to be features, persuasive, urgency, definition
able to understand and use uniqueness Students will have many examples of each
pack

Syntax
Describe ways in which students will The students will be expected to The students will use their completed gra
organize language (symbols, words, organize the critical components their first draft.
phrases) to convey meaning. in their pre-writing to write their
first draft.

Discourse Students will be expected to The language will be displayed in the fron
How members of a discipline talk, write, communicate using the academic paper. Students have already reviewed th
and participate in knowledge construction language that they have learned in lessons.
and communicate their understanding of this unit thus far. Students will be
the concepts required to use the words
associated with the critical
components when addressing
these components

Instructional Process Accommodatio


and/or Suppor
MSED ELEMENTARY PORTFOLIO PROJECT 66

Anticipatory Set/Motivator

The teacher will tell the class that today we are going to create a success criteria so you know what is
expected of you for this assignment.

Instructional Procedures Student with an


from Educationa
assess students
1. The teacher will begin the class with a review of last class, where we started our pre-writing for independent wo
our roller coaster advertisements.

2. The teacher will remind students that they must have the teacher assess their pre-writing graphic
organizer before they can start their first draft for their advertisement.

3. The teacher will ask the students to turn to page 30, where they had to come up with one
descriptive word to describe their organizer. The teacher will inform students that we are going to
build a success criteria to show the difference between a level 1 sentence and a level 4 sentence.

4. The teacher will write on the whiteboard as students raise their hands to help build a level 4
sentence. The teacher will write, This roller coaster is terrifying. The teacher will ask, “what level of
sentence do you think this is”? The teacher is looking for the students to say “This is a level 1
sentence”. “Now let’s build this sentence up”. The teacher will then ask the students to help make
this sentence a level two sentence”. The teacher is expecting students to add detail to make this a
level two sentence. The teacher will continue this task until the class has created a level 4 sentence.
The teacher will remind students, “Level 3 is where you want to be, give me more, its level 4”.

5. Next the teacher will ask the students if they remember building a success criteria. “We are going
to build a success criteria so we all know what is expected from us while writing our advertisement”.
The teacher will allow students to come up with the points, but will direct the students to make sure
that all expectations are covered. The teacher will say “What do you think our first expectation
should be? The teacher is looking for students to answer “The advertisement should include all 5
critical components”. The teacher will ask “What do you think the next expectation is”? The teacher
is looking for the students to answer with “We should use full sentences”. The teacher will add “I
want your advertisement to include 2-3 paragraphs (one page in length”. The teacher will ask “What
do you think the next expectation should be?” The teacher is looking for students to say that “our
work must be neat, using proper spelling, punctuation and grammar.” The teacher will remind the
class to be creative. As the students are working on their writing, the teacher will transfer these
expectations from the whiteboard to chart paper. The expectations will be displayed for the duration
of the unit.

6. Next, the teacher will ask the students to complete their pre writing organizer. If you have
completed your organizer, and had approval from the teacher, you may begin your first draft. The
MSED ELEMENTARY PORTFOLIO PROJECT 67

teacher will remind students to use the information from their pre writing graphic organizer to
complete their first draft.

7. Once your first draft is completed, have your elbow partner peer edit your work before you start
your final copy.

8. Students will be given the duration of the class to complete these tasks.

9. The teacher will close the lesson by asking the students “Why is it important to follow the success
criteria?” The teacher is looking for the students to say, “We must follow the expectations to make
sure that we are successful at our advertisement.”

Closure

The teacher will close the lesson by asking the students “Why is it important to follow the success
criteria?” The teacher is looking for the students to say, “We must follow the expectations to make
sure that we are successful at our advertisement.”

List all materials and/or technology tools required for the lesson.
Couse packet
Whiteboard
Chart paper
Markers
MSED ELEMENTARY PORTFOLIO PROJECT 68
MSED ELEMENTARY PORTFOLIO PROJECT 69
MSED ELEMENTARY PORTFOLIO PROJECT 70
MSED ELEMENTARY PORTFOLIO PROJECT 71

References

Course package and worksheets


2018 Brain Waves Instruction
www.teacherspayteacher.com

S-ar putea să vă placă și