Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Shauntae Fulgham Date: November 17, 2018

Context for Learning (edTPA)

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

Grade level: ______2__ Number of students in the class: ____24____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
IEP: for Reading 3 -List of tasks on the board
-Visual aides
-Clear oral instructions from teacher
-Work done in small group
-Target/guided instructions
-Level text
-Anchor Charts

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
2  Visual aids
English as a New Language  Modified test
 Hear instructions orally
 Frequent checks for understanding
 Allow additional time to complete assessment
 Strategic seating
 Allow use of calculator
 Provide modified assessment with less and/or more simple
problems

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  I PAD to help with translation

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson ___2___ of a __7____ Day Learning Segment

Subject and Lesson Topic: Math: Adding

Grade Level: 2nd Lesson Duration: 60 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 solve equations and word problems involving addition that require students to use a variety of mental strategies and
commutative property. Students will be able to solve problems requiring more than one step using numbers up to 100 and will be fluent in
addition up to 20.

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 teacher has done activities and assessments with the students to asses their knowledge on adding and seeing where students are struggling and what they know.

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

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Teacher will strive for 85% class passing rate when working with the students by doing the addition activity, the worksheet and addition assessment. Teacher will
modify and adapt activities and assessments to student needs.

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)

Students will know that addition is something that is used in everyday life. Teacher will explain to the students that we need addition when we share, play board games, to
count money and many other things in our daily lives. Teach will have communicated with students and learned that they have some knowledge with addition and know
when addition is used.

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

As the teacher when instructing the students I will give real life examples and ask students to maybe tell a time they might have used addition in their lives.

Curriculum Standards
1.OA.1-Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions.
2.OA.A.1- Using addition and subtraction within 100 to solve one- and two- step word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem
2.OA.B.2- Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two one-digit
numbers.
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 break down a whole number Teacher will asses by working with the class as a Students will be provided extended time
that is the sum from any number 1-20 being added with whole on a worksheet then allowing the student to do Directions will be simplified
fluency. an activity in pairs walking around checking for Student will be in a room with less
understanding. distractions
Objects to use for help as well as IPAD
Visual Cues with pictures of the words being
talked about
Student will be able to use their notes with

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Teacher will aim for 85% success when
correcting the test
Academic Language 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 be giving Appendix B to assess
their understanding and see their progress
Construct
Add, equal, addend, sum, whole,
part, plus
Students will use symbols in the
appropriate place and use what
they have previously learned to
break down a single number into 2
How well the students do on in-
class activities using vocabulary
words and language when reading
addition problems out loud.
the word bank and pictures
Students will be provided extended time
Directions will be simplified
Student will be in a room with less
distractions
Objects to use for help as well as IPAD
Visual Cues with pictures of the words being
talked about
Student will be able to use their notes with
the word bank and pictures
Instructional Supports
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Students will use what they have already learned about adding to
break down the sum from 1-9 being added into two.
From what he students have learned they should be able to tell or
figure out what number is missing from an addition problem if the
addend and the whole are present.
Students will first put new words in their notes and be able to refer
back to their notes and the teacher will continue to use the words
when instructing the children asking for understanding in during the
lesson.
Teacher will provide those students who need hands on materials
objects as well as one on one help for those students who may need
additional understanding
Teacher will provide a word bank with the symbols being used and
what they mean
Teacher will consistently ask questions and speak with students
individually to check for understanding
If needed students will be giving objects to help them. Teacher will
walk around the room looking to see for understanding and
intervening when needed giving clues and suggestions for students to
get the answer.
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 Teacher will simplify directions when needed and give one on one
time
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator Students will be provided extended time
Directions will be simplified
The purpose of this lesson is for students to be able to add numbers fluently up to 20. Student will be in a room with less
-Teacher will start the morning off by playing a game of “quick Flash”, in this game the teacher distractions
flashes addition cards and the students shout out the answer. Objects to use for help as well as IPAD
Teacher: “Okay students we are going to play a game of “Quick Flash” I am going to hold up an Visual Cues with pictures of the words being
addition card and you can just shout out the answer. We are just going to have some fun but learn at talked about
the same time.” Student will be able to use their notes with
Teacher: “if you shout out the wrong answer I will help you figure it out how to come up with correct the word bank and pictures
answer. This game is all about memorization it will let me see who has been practicing at home so
just try your best. Okay we will play for about 15 minutes.”
-As the students are playing the game the teacher will keep mental notes of the students who are not
answering or students that may have said the wrong answer. This will allow the teacher to know who
need one on one time or additional help.
-After the game of “quick flash” the teacher will introduce what the students will be learning for the
day.
Teacher: “Okay now that we have had a little bit of fun we are going talk about what we will be
learning about today.”
Instructional Procedures Students will be provided extended time
Directions will be simplified
-After the teacher has handed out the papers she will start talking about what the children will be Student will be in a room with less
doing today. distractions
Teacher- “First lets take a look at our notes and review our new vocabulary words. Lets look at the Objects to use for help as well as IPAD
first word, part. When we are talking about a “part” of an addition problem we are talking about the Visual Cues with pictures of the words being
two numbers that are being added together to make the sum. That means it has another number that talked about
goes with it. Lets take a look at the expression 8+2=10 (teacher writes the expression on the board) Student will be able to use their notes with
Who can tell me what they think may be the “Part” in the addition problem? the word bank and pictures
-The teacher will continue with these forms of questions, writing different addition problems on the
board and asking student to solve the problem and name the parts of the equation.
-As the teacher went over the definition she wrote the problem on the board and labeled each
number in the expression for the students notes.
-Teacher continues to review vocabulary going over the old ones asking for definitions and pointing
to the different parts of the expression.
Teacher: “make sure to put this in your notes so you may refer back to them later if need be. Now lets
take a look at the worksheet that was handed out.”
Teacher: “We have been working on addition problems from 1-20. Today we are going to look at

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different parts of a whole number. If you look at the worksheet (appendix A) you can see that there
are two boxes with different amounts of dots in them. Each box represents a different part to a whole
number. If you count the dots in each box you will get the different parts. We are going to do the
worksheet together.
-Start of the worksheet
Teacher: “Lets looks at the first two boxes. Can someone count how many dots are in the first box?
-a student will then raise their hand to be called on and do the first problem.
-The Teacher will continue with the questioning and helping students through out the whole
worksheet.
-Through out the learning process the teacher will explain and simplify how to do the problems with
the students who may need the extra clarification.
-Once the class has finished the worksheet the teacher is going to inform the students they will be
working in pairs to complete an activity.
Teacher: “Now that we have finished this worksheet I have an activity for you to work on with a
friend. You will be working in twos.”
-Teacher will explain activity to the students and read directions out loud.
Teacher- “I am going to pass out each pair of students an activity sheet (Appendix C) and a pair of
dice. What you have to do is take turns rolling the dice. Every time you roll the dice you record what
you rolled under the correct column. Once one of the columns is completed to the top you can stop
and review your notes and addition factors or continue until everyone is done
-Teacher will walk around the room and watch the students. She will stop at each pair of students
giving additional help to those who may need it.
-Once the students have finished the activity the teacher will ask the students who would like to
share their findings of what whole number (sum) they rolled the most and what two parts (addends)
was rolled to make up the whole number.
-Students who would like to share what they came up with will be able to share with the class.
-After the students have finished the activity and shared what they came up with the teacher will
inform the students to clear their desk for the assessment test.

1st appendix A- Done as a class together

2nd-dice game- students will play in pairs and take turns rolling two dice and record their findings on
the paper provided. Game will continue until one row is filled to top. (Appendix C)
3rd- Appendix b- assessment test.

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Closure Student will be able to use IPad and objects to
-At the end of the lesson the teacher will asses the children by giving them an assessment test. complete the test
-Teacher will give the students appendix B and allow them ample amount of time to complete the Students will be provided extended time
assessment. Directions will be simplified
-Teacher will strive for 85% accuracy on the test from the students Student will be in a room with less
- Students who need extra time and to be in a less distraction environment will be taking in another distractions
room to take the test. Visual Cues with pictures of the words being
talked about
Student will be able to use their notes with
the word bank and pictures

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.

Dice
Appendix A
Appendix B
Appendix C
Board and marker for teacher to write on

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Appendix A

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Appendix B
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Appendix C

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