Section Three A

Section Three: Teacher Candidate Artifacts
Introduction
Section three of my MSED Elementary portfolio project highlights my past and present
artifacts that illustrate my many works, skills and instructional capabilities throughout my
education at Medaille College. It also proves areas that I have experience in planning for
classroom teaching, instructions and assessing student achievements and understanding; abilities
to incorporate technology, accommodate children of a levels of learning as well as implementing
culturally responsive teaching in my classroom for the diversity in the educational system and
beliefs. In addition to demonstrate my knowledge of the practices and awareness of education, I
have included personal reflections, development and letters of recommendations that emphasize
my readiness and competence to become a professional teacher.
The relationship between my artifacts and the various curriculum and professional
standards are Interstate New Teacher Assessment Support Consortium Standards (INTASC
Standards), , P-12 NYS Common Core Learning for ELA, Math and Social Studies, NYS
Learning Standards and the Ontario Curriculum and how they are related to my MSED portfolio
and incorporated throughout the artifacts used; My certificate of completion in training in School
Violence Prevention and Intervention / a certificate of completion in coursework / training in
Identification and Reporting of Child Abuse and Maltreatment, a Pecha Kucha presentation
involving special needs, an annotated bibliography, a guided reading culturally responsive lesson
plan and reflection and unit plan with four lesson plans package in ELA, a math lesson plan and
a personal reference letter from a previous employer in the educational field.

Artifacts & Rational
Artifact #1 ELA Unit Plan
My first artifact is a Unit plan I created as a novel study for Grade 3 ELA Literacy
component according to NYS and Ontario Curriculum requirements. This unit plan is based on a
navel study for a classic book Charlottes Web. The unit plan includes 4 lesson plans,
materials needed to complete each lesson, the objectives, assessments, the procedures, the
accommodations, and conclusion on what was the purpose of the lesson included. The unit plan
also incorporated culturally responsive teaching, technology components, written and
collaborative activities and both formative and summative assessments to evaluate and check for
students understanding within their levels and their learning styles. Each lesson builds upon one
another to include previous knowledge and prepares the students for the following objectives and
goals of the unit plan while using the scaffolding teaching and learning methods in education.
InTasc standards used within this artifact of a unit plan is the Instructional Practice;
Standard #6 Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making. In addition to Standard #7: Planning for Instruction. The teacher plans
instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context. Both these standards are included into the
Unit plan as it demonstrates the assessment and planning for instruction aspects of my teaching
abilities and skills used.

Unit Plan: Charlottes Web Novel Study
Melanie Zarzycki
Medaille College
EDU 500: Curriculum Planning in Elementary Education
Dr. Susan Dunkle
April 8, 2017
Division of Education
Teacher Candidates First & Last Name: ____Melanie Zarzycki_______________
Evaluators Name: ____Dr. Dunkle________________________ Date: _____April 8, 2017_
Unit Plan Title: ___ Charlottes Web Novel Study___________
I. UNIT DATA:
1. Candidates First & Last Name: Melanie Zarzycki

2. Subject/Content Area: ELA
3. Grade Level (PK-12): 3rd (NYS)
4. Unit Topic: Novel Study
5. Unit Title: Charlottes Web Novel
6. Duration of Unit Plan: 3 weeks
Lesson Plan #1 Title: Charlottes Web Reading and vocabulary
Lesson Plan #2 Title: Charlottes Web Character Analysis
Lesson Plan #3 Title: Charlottes Web Setting
Lesson Plan #4 Title: Charlottes Web Comparison between the book and movie
7. Materials:
Large bulletin board in class, black yarn to make web, cue cards, colored pens, push
pins to attach cue cards, dictionaries and Charlottes Web Novel ,Smart board, web
site game http://www.scholastic.com/charlottesweb/perfectword.htm, large white
board, white board markers, 8 x 11 white paper, pencils and crayons, large chart paper,
colored markers, tape, graphic organizer (setting activity sheet), Charlottes Web
Movie, Venn diagram activity sheet.
H. Table of Contents:
Cover Page.1
Table of Contents...2
Introduction/Significance of the Unit3
Central Focus.3
General Objectives/Expectations...3
Assessment4
Anticipatory Set/Student Engagement..4
Classroom Management5
Reflection..5/6
Culturally Responsive Teaching...6
Accommodations...6
Pre-Requisite Skills...6
Anticipated Misconceptions..6
Academic Language..7
Lesson Plans..8
Appendixes26
Appendix A...26
Appendix B...2728
Appendix C...29/30
Appendix D... 31
Appendix E32
References. 33
II. UNIT DESCRIPTION:
A. Introduction/Significance of Unit:
This introduction will demonstrate how this unit is in alignment with the language expectations
outlined in the curriculum and will explain the reason why this specific unit and the subsequent
lessons were included. In the third grade, the focus of the curriculum is on four strands of
language including media literacy, oral communication, writing and reading. This unit includes
lessons that teach and assess in these four areas with the main focus on reading comprehension.
This unit focuses on a number of essential comprehension skills including comparison/contrast,
analyzing elements of the story including character traits, setting and plot, and a study of
vocabulary that is used to convey meaning and context in the story.
B. Central Focus:
Throughout this Novel Study Unit the students will be reading the book Charlottes Web.
The focus will be on teaching students reading strategies to increase their understanding of the
story.
The students will become more confident in demonstrating their understanding in a variety of
ways and will be become familiar with using graphic organizers to plan and present their
thinking in a visual display. They will also develop an appreciation of how these strategies can
increase not only their ability to comprehend what has been read, but will also increase their
enjoyment of reading.
C. General Objectives
1. Students will be able to understand the text being read and comprehend the story by reciting or
retelling.
2. Students will be able to find new vocabulary from the text and define the new vocabulary
terms.
3. Students will be able to understand the context of new words and how they are interpreted in
the text then create a new sentence for each new word.
4. Students will be able to describe and illustrate the characters traits from the novel
Charlottes Web.
5. Students will be able to identify and describe one setting in the novel using a graphic
organizer.
6. Students will be able to analyze the similarities and differences between the book and the
movie.
D. Assessment:
1. The teacher will formatively assess students by asking questions and form a group discussion
to retell what has happened in each chapter of the story.
2. The teacher will formatively assess students by stopping at the new vocabulary we read and
ask a student to write the word on a cue card and later look up the word in the dictionary and
write down the definition of the back of the cue card.
3. The teacher will formatively assess students with the cue cards with the new vocabulary
words.
4. The teacher will formatively assess the students pictures and description of the main
characters in the novel.
5. The teacher will use a graphic organizer to formatively assess the students knowledge of the
settings of the story.
6. The teacher will summatively assess the Venn diagram that they have completed to show their
knowledge of the book and the movie.
E. Anticipatory Set/Student Engagement:
As the students come into the class the teacher will greet the class by saying welcome to
Charlottes Web. The teacher will ask the students to sit in the circle and ask if anyone knows
of the story Charlottes Web. Students will answer with prior knowledge of the story and how
the web is going to be part of the class. The teacher will explain how they have used a word wall
before but this time we will have a web wall of words to help with the new vocabulary and to
use as a reference as they work through the story and novel study. The teacher will spend the
next 3 weeks on the novel study and teach the story of Charlottes Web. The teacher and the
students will spend approximately 7 days reading the book and discussing each chapter while
reviewing and describe the vocabulary words for each chapter as well. These words and review
of each chapter will help students to obtain knowledge and comprehension skills to complete the
skills needed for the following lessons and activities in this unit.
ENGAGEMENT USED THROUGHOUT UNIT
In each of the four lessons, students will be encouraged to be creative and choose elements of the
story that were interesting to them. Knowing that each student is unique and learns differently,
the lessons have been planned so that each of the multiple intelligences are embedded throughout
the unit. This will ensure that students will feel successful and motivated to try their best and
will be supported in taking risks if they choose to try a different approach to their learning.
The first lesson will include allow students to make personal connections to the book including
text to text, text to world and text to self. This will encourage personal reflection that will
increase engagement. Cue cards will be used to organize their definitions of new vocabulary
then they will use their knowledge of proper grammar and punctuation to create their own
sentences using new vocabulary words. Lesson 2 will include the use of technology and will
have students play an interactive game on the Smart board. This activity will instruct students on
the proper use of the parts of speech including nouns, adjective, verbs and adverbs. These will
be used to describe the traits of a number of characters in the book. During lesson 3, the students
will practice and demonstrate their reading comprehension strategies as they choose a setting of
the book, and describe it using a graphic organizer and vivid descriptive language. Lesson 4
will include the viewing of a video of Charlottes Web. This will expose the students to another
form of media and will allow them experience the similarities and differences between the book
and the movie.

Throughout the unit students will have opportunities to work individually, with partners and in
small groups to accomplish objectives. The teacher will create an accepting and supportive
learning environment and students will be encouraged to participate in all lessons, to ask for help
when needed.
The graphic organizers will be used throughout the unit so that students are able to visually plan
and present their current level of knowledge and understanding of the material.
F. Classroom Management
All students will be expected to follow all of the classroom rules that were created
collaboratively on the first day of school. In our classroom community, students will treat each
other with respect and kindness, and will be encouraged to support each other and always try
their best. Using popsicle sticks to put student randomly into pairs and groups, students will
have the opportunity to practice appropriate and respectful social skills and problem solving
skills. Since the beginning of the year, students have been taught to share appropriately and to
use their words to explain what is needed. When working in pairs and small groups, students
will use a particular colour of marker when writing to ensure that each person is contributing
their fair share. At the beginning of the unit, the teacher will role model and teach respectful and
appropriate communication skills for effective group interactions including listening respectfully
to the ideas of others and encouraging everyone to participate. Students will be expected to
listen raise their hands when responding or asking questions and will be prompted and reminded
to work quietly and effectively so as to not distract others. Body breaks, redirection, verbal
prompting and reminders will be given to ensure a calm, productive and safe working
environment for all.

If a student is distracting others and requires assistance with self regulation, he/she will be
prompted to choose an effective strategy to get them into a calm and productive state of mind.
The choices were taught at the beginning of the year and include push ups, getting a drink, going
for a walk, doing jumping jacks in the hall and chair push ups. If the student continues to be
disruptive, the teacher will notify the principal and parents of the behaviour and the subsequent
consequences. Also, if class time was not used effectively, the work may be assigned for
homework.
III. REFLECTION
Throughout the various lessons included in this unit, students are introduced to a variety of
instructional methods that develop conceptual understanding of the content and language
necessary for understanding reading comprehension, and how it is relevant to their lives. The
methods used to introduce the concept of reading comprehension and its relevance included the
use of graphic organizers, conversations, teacher conferences, whole group, small group and
individual activities and a variety of ways to formatively assess for learning. Provide timely
constructive feedback will allow students to experience success and feel confident in their
abilities.
A. Culturally Responsive Teaching (CRT)
This lesson is culturally responsive because the novel Charlottes Web is a classic story that is
about the kindness and friendship that a spider and pig have for each other. The story explains
how everyone needs to be accepting of others no matter who they are or where they come from.
It helps students recognize differences and we can bring the positive out of everyone around us.
Students can relate and make personal connections within this story as we live in a diverse world
where we encourage each persons strength and weakness and learn to embrace the uniqueness.
Because the class is predominately lower socioeconomic community all the materials are
provided to the students.
As a culturally responsive class the students will volunteer if they choose to participate , be part
of the discussions and answer questions when they are comfortable doing so but also have them
involved by asking their thoughts opinions.
B. Accommodations
Within our class there are two ENL and IEP students that need extra time, support and
instruction to accommodate their learning needs. The use of anchor charts and visual aids will
allow students to easily follow instructions and allow them to re read the information if needed.
Pictures will be used, scribing when completing the graphic organizers, they can give oral
responses to questions and demonstrate their understanding of concepts during the interactive
Smart board lesson.
C. PREREQUISITES
Students should be able to work independently and collaboratively with a partner
Students should be able to follow directions and ask for help when needed
Students should be able to read and use a dictionary

D. ANTICIPATED MISCONCEPTIONS
Students may believe reading quickly makes them effective readers. They also might think that
it is not important to take time to decode and understand the meaning of new words when
reading new material. They might think that the book and the movie Charlottes Web are the
exact same content, so quickly highlighting different forms of media and perspective will help
them to understand this.
E. ACADEMIC LANGUAGE (content vocabulary, language function, discourse, syntax)
Academic Language: Throughout this unit the teacher used both content vocabulary and
discourse as academic language requirements.
Identified Language Demand Instructional Support

Function: Reading and comprehension of a The teacher will do read aloud with the class
story and teaching CRT and making personal and model different types of activities of
connections to the text. comprehension and make connections.
Vocabulary: vocabulary words from each Vocabulary will be modeled throughout each
chapter in book, (Appendix C), noun, verb, chapter and lesson. The teacher will check
adverb, adjective, setting, time, Venn for understanding by asking questions and
diagram, compare, contrast check the definition of the vocabulary from
the chapter vocabulary.
Syntax: The procedure of reading, The teacher will model examples of how to
comprehension and using to analyze text. use various types of graphic organizers to
comprehend and analyze text.
Discourse: Listening and Speaking The students will engage in verbal discourse
Reading and Writing by listening and speaking in a class
discussion on making personal connections
and describing characters and settings from
the book.
Students worked individually, with partners
and in small groups to complete assigned
tasks and to demonstrate their understanding.
II. Appendix
Appendix A: See attached handout
Appendix B: See attached handout
Appendix C: See attached handout
Appendix D: See attached handout
Appendix E: See attached handout

I. LESSON #1 DATA:
A. Candidates First & Last Name: Melanie Zarzycki

B. Subject/Content Area: ELA
C. Grade Level (PK-12): 3rd (NYS)
D. Unit Topic: Novel Study
E. Lesson Topic Charlottes Web Vocabulary
F. Duration of Lesson: 40 minutes
G. Materials:
Large bulletin board in class

black yarn to make web
cue cards
colored pens
push pins to attach cue cards
dictionaries
Charlottes Web Novel
A. INSTRUCTIONAL PROCESS:
NYS P-12 Common Core Learning Standards for English Language

Standard Strand: Reading for Informational Text /ELA Literacy RI. 3.4
Grade: 3
Topic: Craft & Structure:
Item Number and Statement: 4. Determine the meaning of general academic and domain-
specific words or phrase in a text relevant to a grade 3 topic or subject area. Interpret words and
phrases as they are used in a text, including determining technical, connotative and figurative
meanings, and analyze how specific word choices shape meaning and tone.
Ontario Curriculum Grades 1-8: Learning Standards for English Language Arts &
Literacy
Overall Expectation:
Listen in order to understand and respond appropriately in a variety of situations for a variety of
purposes;
Specific Expectation: Comprehension Strategies 1.3 identify a variety of listening

comprehension strategies and use them appropriately before, during, and after listening in order
to understand and clarify the meaning of oral texts (e.g., make notes to summarize what has been
heard; use graphic organizers, diagrams, or sketches to record information or ideas presented
orally; prepare for a visit to the theatre by activating prior knowledge of the structure of a play
and discussing the subject of the play with peers)
B. Central Focus:
The central focus for this lesson plan is that the students will be able to define new vocabulary
from the novel Charlottes Web that we are reading in class.
C & D. Objectives & Assessments:
Objective Assessment
1. Students will be able to understand the text 1. The teacher will formatively assess students
being read and comprehend the story by by asking questions and form a group
reciting or retelling. discussion to retell what has happened in each
chapter of the story.
2. Students will be able to find new vocabulary 2. The teacher will formatively asses students
from the text and define the new vocabulary by stopping at the new vocabulary we read and
terms. ask a student to write the word on a cue card
and later look up the word in the dictionary and
write down the definition of the back of the cue
card.
3. Students will be able to apply the new term 3. The teacher will summatively asses students
and how it is interpreted in the text, then form with the cue cards with the new vocabulary
a new sentence with the new word. words.
E. Opening/Anticipatory Set:
1. As the students come into class there will be a large web made of yarn on the main
bulletin board with the title Charlottes Web above and the class room will be
rearranged in a circle/web so we can have a group reading and discussion
environment. (See example attached)
2. The teacher will greet the class by saying welcome to Charlottess Web
3. The teacher will ask the students to sit in the circle and ask if anyone knows of the
story Charlottes Web
4. Students will answer with prior knowledge of the story and how the web is going to
be part of the class.
5. The teacher will explain how they have used a word wall before but this time we will
have a web wall of words to help with the new vocabulary and to use as a reference
as they work through the story and novel study.
F. Main Body/Procedure:
1. The teacher will ask the students to sit down in their web and the teacher will ask one of
the students to hand out the novel (Charlottes Web) they will be reading.
2. The teacher will ask a student to read the title and the authors name. The teacher will ask
if anyone has heard of this book or know what the story is about. The teacher will ask who
the characters are based on looking at the cover and any prior knowledge.
3. The students will respond and we will have a 5 minute discussion about the book and what
the story may be about. The teacher will expand the discussion by adding to their prior
knowledge and possible morals of the story.
4. The teacher will have the cue cards and colored pens and will tell them the students while
they are reading the chapters that we will be writing down new vocabulary words on the cue
cards and putting them in our word web on the bulletin board to back to at the end of the
book. The teacher will show an example of a cue card with the word runt on it and write
down the sentence it comes from in the story. The teacher will ask a student to look up the
word runt in the dictionary and the teacher will write the dictionary definition on the cue
card. Because the class is predominately lower socioeconomic community all the materials
are provided to the students.
5. The teacher will explain that while they read the chapters together as guided reading we
will point out the vocabulary word and they will have to think about its possible meaning and
the way it is used in the story. The teacher will stop at each word for chapter 1 and list the
words: ex) runt distribute, miserable, specimen, promptly, appetite, injustice, budge, bitterly,
absolutely, frolic, trough, endure and occasionally.
6. The teacher will also give the 2 ENL students and the 3 students with IEPs a page with
the new vocabulary words on it. Describe how they will work with their ENL and reading
teachers for additional assistance on learning these words, their meanings and how to use
them in context. (See attached page with vocabulary words)
7. The teacher will begin to read the first page after they are done reading she will ask about
possible new vocabulary words they have found while the teacher is reading.
8. The teacher will ask for a student to volunteer to read the next page and continue this
guided reading till the first chapter is finished and throughout the rest of the chapters.
9. After reading chapter 1 the teacher will begin with asking the students if they can
summarize chapter1 in their own words and begin a retell for chapter 1. The teacher will
formatively assess to check for understanding of the story.
10. The teacher will lead the students in a group discussion by asking questions about the
chapter and answer any questions about the chapter.
11. The teacher and students will do summarizing and discussions for all the chapters from 1
-22.
12. Once the new vocabulary words are all written on the cue cards at the end of the book,
the teacher will then tell each student to go and choose one word from the work wall one at a
time by alphabetical order starting with z and then go back to their desk and write down what
they think the meaning is of the word.
13. Once the students have written the meaning, the teacher will ask them to look it up in a
dictionary and use the word in a sentence different from the one from the story.
14. The students work on this for approximately 10-15 minutes as the teacher walks around
and check for understanding, proper use of the dictionary and if anyone (ENL/IEP students)
needs any further guidance.
15. The teacher will then collect the cards and go over them with the students and ask if any
students want to read aloud their new vocabulary word and the way they used it a sentence.
16. The teacher will then ask the students to put them back into our word web and inform
them that the words are there for them to use throughout their novel study and will be used
again to relate and apply again at a later date.
17. The teacher will then hand out the vocabulary sheet with all the words that the students
will be learning in each chapter. The students will have the vocabulary page to refer to as
they read the next chapters and to learn, describe and use again in a different context. (see
attached vocabulary words for each chapter.) IEP & ENL students will use the modified
version on the vocabulary words and continue to work on them with their ENL and reading
teachers as we read through the book.
B. Closure/Ending:
1. After the students have written down the new vocabulary words and placed them back
into the word web on the wall the teacher will explain to them how important these words
are going to be while we continue our novel study. The teacher will explain that these
words can also be used in future work and compositions to expand their vocabulary in
other aspects as well.
2. The teacher will continue to remind the students how important it is to use such words as
humble, radiant, and valuable with other class mates, like Charlotte did with Wilbur to
make people feel good and to be kind.
3. The teacher will sum up the lesson on what was taught and what was accomplished.
4. The teacher will let the students know that at the end of this novel study that they will
watch the movie of Charlottes Web
5. The teacher will also give a brief summary of what will be happening the next few weeks
in terms of lessons and other novel study activities that will be part this unit.
PART III: REFLECTION PROCESS:
1.Culturally Responsive Teaching (CRT):

This lesson is culturally responsive because the novel Charlotte Web is a classic story that
is about the kindness and friendship that a spider and pig have for each other. It explains
how to treat others no matter what they are or their differences with kind and encouraging
words to make them feel good about themselves. As the students may not have heard of this
novel before we could begin a discussion on how to treat others, how to help other who may
have difficulties or differences and how words can mean so much to someone who may need
some encouragement and a friend.
provided to the students. As a culturally responsive class the students will be allowed to
volunteer if they want to read, be part of the discussions and answer questions when they are
comfortable doing so but also have them involved by asking their thoughts or understanding
of the chapter that has been read.
1. Accommodations:
Accommodations were made for the ENL and EIP students to help them with the English
vocabulary. They were given a page with the vocabulary words and definitions before hand
to work with their reading teachers so they could help them understand and be familiar with
them before they saw them in the story. I checked for understanding with the entire class and
made a point to stop at the ENL and IEP students a few times to double check for
understanding and provide more support and guidance.
2. Prerequisite Skills:
In order to be able to understand this novel students should be able to be reading a 3rd or 4th
grade level (exception of IEP and ENL students) and have some knowledge of how to use a
dictionary.
4. Anticipated Misconceptions & How to Address Them:
Misconceptions Supports
Students may need more time to discuss the The teacher can find pictures of the words
vocabulary and need visuals for the words. and have the students find some as well on
Some students may find it difficult to rewrite a the internet.
sentence in a short period of time.
The teacher can give students more time to
write a new sentence and if not completed
have them buddy up with someone to help
with other ideas.
5. Academic Language
Function: Interpret and context The teacher will model many examples of
interpreting words and phrases and using them
in different contexts to model that aspect of the
function.
Vocabulary: These would be the words Vocabulary will be orally discussed, written on
from the story we are using as new cue cards, defined and available as a visual on
vocabulary words. the word web.
Syntax: Each day the students will read a chapter as

homework then come in to discuss the chapter,
The teacher will provide the students a their notes and any questions that they have
schedule of reading as well as vocabulary about the reading. The teacher will provide
and questions that the students are vocabulary ahead of time for each chapter so
responsible for. that the students will have a better
understanding of unfamiliar Tier II and III
vocabulary.
Discourse: Students will use receptive skills The teacher will evaluate the student on their
throughout the lesson as listening and knowledge and understanding of the
guided reading as a whole class. Students vocabulary words by the cue cards and their
will also use expressive skills to define and ability to define and use it again in a different
discuss the new words by explaining their sentence.
word with a definition and context in a
sentence.
I. LESSON #2 DATA:

E. Lesson Topic Charlottes Web character traits
G. Materials:
Smartboard
Game on Smartboard http://www.scholastic.com/charlottesweb/perfectword.htm
White Board
Dry erase markers
Novel Charlottes Web
8 x 11 white paper
Pencil and crayons
II. INSTRUCTIONAL PROCESS:
A. Standards:
1. NYS P-12 Common Core Learning Standards for English Language

Standard Strand: Reading Standards for Literature RL.3.3
Grade: 3
Topic: Key Ideas & Details

Item Number(s) and Statement(s): Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of
events.
Ontario Curriculum Grades 1-8: English Language Arts & Literacy
Overall Expectation: Recognize a variety of text forms, text features, and stylistic
elements and demonstrate understanding of how they help communicate meaning.
Specific Expectation: Reading: Analyzing Texts 1.7 Identify specific elements of texts
and explain how they contribute to the meaning of the texts (e.g., narrative: setting,
characters, plot, theme; explanation of a procedure: procedure to be explained, sequence
of steps)
B. Central Focus:
Students will be able to list and describe the characters from the story in the novel Charlottes
Web by outlining their characteristic traits.
C/D. Objective and Assessment Plan:
Objective Assessment Plan
1. Students will be able to describe and 1. The teacher will formatively assess the
illustrate the characters traits from the novel students pictures and description of the main
Charlottes Web characters in the novel.
1. Upon entrance the Smartboard will have the website;

http://www.scholastic.com/charlottesweb/perfectword.htm up for the students to see a
game that the class will be playing to review nouns, adjectives, verbs used in the novel to
describe the characters in the novel.
2. The teacher will ask the students to take their seat and the teacher will demonstrate how
the game will work when everyone is ready to begin.
1. After the anticipatory set the teacher will explain how the website has an amazing game
to learn and review some words they have seen in the novel.
2. The teacher will touch the Smartboard where the character Wilbur picture is and
demonstrate how when a character is touched it goes into the next page where Wilbur is
now at the barn with words inside the barn.
3. The teacher will continue to demonstrate how the game is played by explaining that on
this page the idea is to find the adjectives and drag them into the web. Once you think
you have all the adjectives you will touch done and see if you have them all and you can
move onto round two and read the directions for the next round.
4. The teacher will ask to see if everyone understands and then put the students into 4
groups of 5 and 1 group of 4 by how they are sitting at their desks in groups.
5. The teacher will ask the students from group 1 to come up to the Smartboard to come
play the first round.
6. The students from group 1 will come and choose the words that are adjectives and put
them into to the web. Once the students have chosen all the adjectives they will touch
done to see if they have them all. If not the students from group 1 will have another
chance to get them all correct.
7. The teacher will ask group one to sit back down and ask group 2 to come up and try
round 2.
8. The students from group 2 will come up and follow the directions to what words they
must find to drag into the web and continue till they pass round 2.
9. The teacher will continue to ask all the groups to come up to try different characters and
different word activities for approximately 10-15 so everyone can have a turn.
10. The teacher will stop this activity after everyone has had a turn and explain that she will
keep up this game for the day if anyone is completed their work that they can ask to play
later.
11. The teacher will ask everyone to get their seats and explain the next step to their character
description and traits for this lesson.
12. The teacher will model an example on the white board of a character (Wilbur) and draw
him on the white board.
13. The teacher will ask the students what words that they have previously learned from the
novel that they could use to describe Wilbur characteristics and traits.
14. The students will raise their hands and the teacher will write down the words the students
have chosen to use to describe Wilbur.
15. The teacher will continue to write down the words on the white board and explain that
she would like 5-8 words for each character to describe them and their traits.
16. The teacher will explain that she would like the students to choose 3-5 characters from
the novel to draw and describe.
17. The teacher will explain that the students must use their novel to find the words used in
the story to describe each character. The students can also use their vocabulary sheets and
the word web as ideas to describe the characters.
18. The teacher will ask a student to hand out the 8x11 white pieces of paper to use to draw
their characters.
19. The teacher will demonstrate on the white board how to divide the paper with line to have
each character have their own square or area to keep it neat and organized so the teacher
will be able to see each trait and description for each character.
20. The teacher will hand out a example of the different types of words to describe character
traits and the definition of each grammar word; verb, adverb, adjective, noun etc to the
ENL and IEP students to ensure they have a better understanding of what words they
need to use for this activity.
21. The teacher will also make sure the IEP/ENL students have their vocabulary sheets, the
adjectives/verb/nouns sheets and are using them as a reference as they work on their
setting.
22. The teacher will have the ENL/IEP students work with her for a few minutes to review
what is being asked of them and help them get started with some words for each character
they have chosen. The teacher will also expect them to do only the minimum of the 3
characters and 5 words to describe them and their traits.
23. The teacher will walk around and check for understanding and guidance to the students
with IEPs or simply those who may need redirecting or a second explanation.
G. Closing:
1. The teacher will review the expectations for the character analysis and description for each
character and the traits.
2. The teacher will explain that they will have till the end of class to complete as much as
they can but will also have the next class to complete the drawing, coloring and description.
3. Students will be instructed and reminded to hand in their work at the end of the next class
with their names, the title of the book and each name of the character they chose neatly on
the paper.
III. Reflection:
1. Culturally Responsive Teaching:

This lesson is culturally responsive because the novel Charlotte Web is a classic story that is
about the kindness and friendship that a spider and pig have for each other. The story explains
how everyone needs to be accepting of others no matter who they are or where they come from.
It helps students recognize differences and we can bring the positive out of everyone around us.
Students can relate and make personal connections within this story as we live in a diverse world
where we encourage each persons strength and weakness and learn to embrace the uniqueness.
As a culturally responsive class the students will volunteer if they choose to participate , be part
of the discussions and answer questions when they are comfortable doing so but also have them
involved by asking their thoughts opinions.
provided to the students. As a culturally responsive class the students can also volunteer to
answer the questions the teacher asks about the different settings being discussed.
2. Accommodations:
Accommodations were made for the ENL and EIP students to help them with the different
terms, grammatical terms and vocabulary. They were given a page with examples of the
different verbs, adverbs, adjectives and nouns that they could use for the activity before to
work with their reading teachers so they could help them understand and be familiar with
them before we did the Smart board activity and they could use it as a reference when they
sat down to do the seat work. I checked for understanding with the entire class and made a
point to stop at the ENL and IEP students a few times to double check for understanding,
provided more support and guidance and gave more time if necessary.
In order to be successful in this lesson:
Students should have prior knowledge of descriptive words.

Students should have prior knowledge of grammar such as verbs, nouns, adjectives and
adverbs.
4. Anticipated Misconceptions:
Misconception Supports
Students may struggle with understanding the The teacher would give examples of physical
meaning of character traits. traits and personality traits to give the
students a better understanding of the
expectations.
5. Academic Language:
Function: Descriptive language for the The teacher will model the use of descriptive
characters. words as the students create interesting and
descriptive sentence.
Vocabulary: Review vocabulary words from The teacher will use the vocabulary words
the word web, noun, verb, adverb, adjective. from each chapter from the previous lesson
and highlight any descriptive words.
Syntax: The order in which adjectives are The teacher will model the use of adjectives
used relative to the noun. and nouns in a sentence.
Discourse: Reading and writing The students will engage in reading the novel
and writing the description of the characters.
I. LESSON #3 DATA:

E. Lesson Topic Charlottes Web Setting
G. Materials:
Large chart paper

Colored markers 6 different colors
Tape
Graphic organizer (setting activity sheet)
A. Standards:

Standard Strand: Reading Standards for Literature RL.3.5
Grade: 3
Topic: Craft and Structure

Item Number(s) and Statement(s): Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as chapter, scene, and stanza; describe
how each successive part builds on earlier sections.
Ontario Curriculum Grades 1-8: English Language Arts & Literacy
Overall Expectation: Read and demonstrate an understanding of a variety of literary,

graphic, and informational texts, using a range of strategies to construct meaning.
Specific Expectation: Reading: Analyzing Texts 1.7 Analyze texts and explain how
specific elements in them contribute to meaning (e.g., narrative: characters, setting, main
idea, problem/challenge and resolution, plot development; review: statement of opinion,
reasons for opinion, concluding statement)
B. Central Focus:
Students will be able to demonstrate an understanding of the book by examining the various
setting throughout the story Charlottes Web.
Students will be able to identify one setting in The teacher will use a graphic organizer to
the novel using a graphic organizer. formatively assess the students knowledge of
the settings of the story.
E. Opening/Anticipatory Set
1. The students will come into the class and be divided into 4 groups by numbering them
off.
2. Each group will be given a piece of chart paper and different colored markers for each
student to use to show they have participated.
3. Each chart paper will have the specific setting of the story. ie. The Barn, Charlottes
Web, The Kitchen and The Fair.
4. The students will be given 5-10 minutes to describe the particular setting.
5. The students will be encouraged to describe the setting any way they chose.
1. After the anticipatory set has ended, the teacher will ask the students to come up and
present and describe their setting.
2. The teacher will have the students explain their ideas and they way they define the term
setting.
3. The teacher will continue to help each group as they come up to expand their description
by asking questions such as: What time of day do you think this part of the barn setting
took place?, What season do you think this part of the fair setting took place?, What
details can we add to show that this setting took place in the fall?, What details can we
add to show that this setting took place at night?
4. The teacher will continue to discuss the season or time of day and place of each setting
with each group and with the class and check for understanding by asking students who
understand and does not understand what each setting described.
5. The teacher will hang up the chart paper on the bulletin board where the Charlottes
Web is to add to the novel study area.
6. The teacher will hand out the graphic organizer sheet Setting the Scene and explain
what the students must do in each area of the work sheet.
7. The teacher will ask if there are any questions about what is expected of them throughout
this activity and answer the questions as needed.
8. The teacher will check in on the EIP/ENL students to make sure they understand the
worksheet and answer any questions they have.
9. The teacher will also make sure the IEP/ENL students have their vocabulary sheets, the
adjectives/verb/nouns sheets and are using them as a reference as they work on their
setting.
10. The teacher will have any of the stronger students that are completed to help the ENL
students to complete their work.
11. The teacher will walk around and check for understanding; continue to help those who
may need guidance, who may need redirecting or a second explanation. (ENL/IEP
students)
12. The teacher will give extra time to students who may need it.(ENL/IEP students)
G. Closing:
1. Once the students complete their own graphic organizer for the setting of the scene, the
teacher will ask the students to hand in their graphic organizer of the setting.
2. The teacher will assess their comprehension of the settings and identify the different
setting they have chosen.
III. Reflection:
is about the kindness and friendship that a spider and pig have for each other. The story
explains how everyone needs to be accepting of others no matter who they are or where they
come from. It helps students recognize differences and we can bring the positive out of
everyone around us. Students can relate and make personal connections within this story as
we live in a diverse world where we encourage each persons strength and weakness and learn
to embrace the uniqueness.
As a culturally responsive class the students will volunteer if they choose to participate , be
part of the discussions and answer questions when they are comfortable doing so but also
have them involved by asking their thoughts opinions.
2. Accommodations:
Accommodations were made for the ENL and EIP students to help them with the different
terms, grammatical terms and vocabulary. They were given a page with examples of the
settings that could be an option for this novel. I checked for understanding with the entire class
and made a point to stop at the ENL and IEP students a few times to double check for
understanding, provided more support and guidance and gave more time if necessary. Scribe if
needed and prompting for success.
Students should be able to understand the term setting.
C. Anticipated Misconceptions:
Students may believe that there is only one Give examples of different settings other
setting in the book books or movies students can identify or
relate to.
D. Academic Language:
Function: To visualize for improved The teacher will model and present of variety
comprehension. of settings and link them to the novel.
Vocabulary: Setting, time, place All of these terms will be explained

throughout the lesson and anticipatory set.
Syntax: The words chosen to describe the The teacher will model examples of how to
setting allows the students to visual the event solve various types of area problems.
in the story
Discourse: Reading and writing The teacher will have them read the ideas
from the story to support the description of
the settings.
I. LESSON DATA:

E. Lesson Topic Charlottes Web Comparisons between the movie
and the book
F. Duration of Lesson: 2-3 days of 40 minutes lessons (Watch movie)
G. Materials:
Charlottes Web novel

Charlottes Web movie
White Board
White Board marker
Venn diagram (activity sheet)
A. Standards:

Standard Strand: Reading Standards for Literature RI 3.9
Grade: 3
Topic: Integration of Knowledge and Ideas

Item Number(s) and Statement(s): 3.9 Compare and contrast the most important points
and key details presented in two texts on the same topic.
Ontario Curriculum Grades 1-8: English Language Arts & Literacy, Media
Literacy.
Overall Expectation: 1. Demonstrate an understanding of a variety of media texts;
Specific Expectation: 4.1 Identify, initially with support and direction, what strategies
they found most helpful in making sense of and creating media texts.
B. Central Focus:
Students will be able to compare the story components that will help them to focus on details that
cause certain actions and results after reading the novel and watching the movie of Charlottes
Web. This will give them a greater understanding of the text.
1. Students will be able to analyze the The teacher will summatively assess the Venn
similarities and differences between diagram that they have completed to show
the book and the movie. their knowledge of the book and the movie.
E. Opening/Anticipatory Set
1. The students will walk into the classroom and be asked to sit on the carpet in front the
Smart Board with the movie Charlottes Web ready to go.
2. The students will be prompted to look for similarities and differences of the first 5
minutes of the movie which will be shown.
3. Immediately following the segment of the movie the first 5 pages of the book will be
read.
1. After the anticipatory set has ended, the teacher will draw a Venn diagram on the
whiteboard and ask students to recall the similarities and differences of the movie.
2. The teacher will choose students with their hand up to get a few ideas from the class to
make a comparison and contrast from the movie and the book.
3. The teacher will model how to put the words and ideas into the Venn diagram.
4. The teacher will hand out the Venn diagram work sheet. (Appendix E )
5. The teacher will explain to use words, ideas or pictures into the Venn diagram to explain
things that are same from the movie and the book and then explain the things that are
different from them both.
6. The teacher will speak with the ENL/IEP students and have them draw things that were
the same or different or write key words from their vocabulary/reference handouts that
they were given in previous lessons.
7. The teacher will walk around and check for understanding; continue to help those who
may need guidance, who may need redirecting or a second explanation. (ENL/IEP
students)
8. The teacher will give extra time to students who may need it.(ENL/IEP students)
G. Closing:
1. Once the students complete their Venn diagram to compare and contrast the book to the
movie, the teacher will ask the students to hand it in.
2. The teacher will let the students know that they will be doing a written assignment with the
Venn in the upcoming days to complete their novel study unit on Charlottes Web
2. The teacher will assess their comprehension for compare and contrast so they can
successfully write a composition about which version of the story Charlottes Web they
preferred and why by using the Venn diagram as a reference.
III. Reflection:
is about the kindness and friendship that a spider and pig have for each other. The story
explains how everyone needs to be accepting of others no matter who they are or where they
come from. It helps students recognize differences and we can bring the positive out of
everyone around us. Students can relate and make personal connections within this story as
we live in a diverse world where we encourage each persons strength and weakness and
learn to embrace the uniqueness.
As a culturally responsive class the students will volunteer if they choose to participate , be
part of the discussions and answer questions when they are comfortable doing so but also
have them involved by asking their thoughts opinions.
2. Accommodations:
Accommodations were made for the ENL and EIP students as they could use drawings
and/or key words from their reference pages given to them from previous lessons. I checked
for understanding with the entire class and made a point to stop at the ENL and IEP students
a few times to double check for understanding, provided more support and guidance and
gave more time if necessary. Scribe if needed and prompting for success.
Students would have watched the movie.

Students would have read the book.
Students would have an understanding of how to use a Venn Diagram
4. Anticipated Misconceptions:
Students may not recall how the Venn The teacher will review and model the Venn
diagram is used. Diagram with the differences and
similarities.
5. Academic Language:
Function: Compare and contrast Model how to identify the differences and
similarities of a book and movie.
Vocabulary: Venn diagram, compare, All of these terms were demonstrated

contrast. multiple times throughout the lesson, and
students had many opportunities to
experiment with these concepts during
formative assessments. The assessments will
be conducted observing verbal discourse
during partner and whole class discussions.
Syntax: The procedure for comparing and Modeling a Venn diagram and using the
contrasting 2 types of media for better movie and stories to explain the two types of
knowledge of a story. comprehending a story.
Discourse: Reading and writing and The students will engage in reading and
listening. writing by creating a Venn diagram. The
students also engage in listening /watching
the movie and making comparisons and
contradictions about the 2 sources.
Appendix A
Appendix B
Example of vocabulary words for EIP and ENL students
Chapter 1 to 6 Vocabulary
1. runt--Wilbur is the runt of the litter. Runt is the smallest animal in the litter. It is often thought
the runt will not survive. But with special care and love, the runt can become normal-sized.
2. injustice--Fern is angry at the injustice of having to kill the runt of the litter, Wilbur. Injustice
means something that is not fair or something that is unjust. Fern feels this way because she
doesn't think just because something is small, it should not be given a chance to live and grow.
3. gosling--In the barnyard with Wilbur, there are goslings with their mother, the goose. Goslings
are young geese. Wilbur tries to be friends with the goslings.
4. salutations--When Charlotte greets Wilbur, she says, "Salutations." Salutations are a fancy
way of saying hello to someone. It shows that Charlotte has a good vocabulary.
5. glutton--Templeton is a glutton--he eats too much and he does not use his manners. Of course,
these are typical characteristics of a rat. Charlotte uses the fact that Templeton is a glutton to help
her save Wilbur.
1. spinnerets--Charlotte has spinnerets. They help her spin her web. Children can learn a lot
about spiders through the novel, Charlotte's Web.
2. campaign--Charlotte is on a campaign to save Wilbur's life. A campaign is a series of planned
actions to accomplish a goal of some sort.
3. radiant--Charlotte uses the word radiant in her web to describe Wilbur. Wilbur is radiant
because he shines with joy and life. Radiant can also mean something that shines brightly.
4. mercy--The Zuckermans show mercy to Wilbur by not selling him or slaughtering him once
Charlotte shows them how special he is. Mercy is showing compassion.
5. descended--Descended means to move down. In Charlotte's Web, Charlotte descended on her
silk string so she can talk to Wilbur, and he can see her better.
1. anxiety--Wilbur feels a lot of anxiety over his fate. He wonders if Charlotte will be able to
save him. Anxiety means feeling really worried over an event.
2. rummaging--Templeton is often rummaging through trash to try to find food. While he is
rummaging, he finds words for Charlotte to use in her web. Rummaging is searching and moving
things around during the search.
3. humble--Wilbur is a humble pig. Actually Charlotte is also quite humble. Humble means you
don't take a lot of credit for the wonderful things you do. You also don't brag or act better than
others due to success.
4. midway-- Once at the fair, Fern couldn't wait to go to the midway. The midway is the part of
the fair that has the carnival rides and often the sideshows and games.
5. stowaway--Templeton and Charlotte are stowaways when Wilbur goes to the fair. A
stowaway is someone who is on a trip, hiding on a ship, boat, bus, etc. Stowaways are secretly
taking the trip.
Chapter 19 to the End of the Novel

1. gorge--Templeton often gorges himself when he eats. He can't stuff enough food in his mouth,
and he eats even when his stomach is full. Gorge means to stuff yourself with food. It often has
to do with greed.
2. phenomenon--Charlotte's web is a phenomenon. It is not something you see every day. A
phenomenon is an unusual event that is usually spectacular--maybe even once-in-a-lifetime type
of events.
3. indigestion--Templeton has a lot of indigestion at the fair because he gorged himself on all the
delicious fair food. Indigestion is when your stomach hurts from the food that you have eaten.
4. triumph--Charlotte and Wilbur celebrated their triumph. Wilbur is not going to be slaughtered
thanks to Charlotte's quick thinking. A triumph is a victory or a win.
5. languishing--Wilbur was languishing when he thought that nothing could save him. He felt
hopeless and weak.
Appendix C
Example of Charlottes Web: Vocabulary
Chapter 1: Before breakfast
Injustice, runt, distribute, miserable, specimen, promptly, appetite
Chapter 2: Wilbur
Enchanted, relieved, vanished, amused, delightfully, manure
Chapter 3: Escape
Perspiration, patient, loft, scythes, orchard, commotion, dazed, hullabaloo, instructions, captivity,
appealing, reconsider, praise
Chapter 4: Loneliness
Steadily, gloomily, honestly, budge, mentioned, bitterly, absolutely, frolic, cautiously, trough,
certainly, endure, occasionally
Chapter 5: Charlotte
Gnawing, approximately, disgust, appropriate, salutations, expression, objectionable, blundered,

furiously, inheritance, innocent, excitement
Chapter 6: Summer day
Morals, scruples decency consideration, compunctions, ancient, untenable
Chapter 7: Bad news
Anesthetic, envy, conspiracy, hysterics
Chapter 8: A talk at home
Vaguely, gratified, unremitting
Chapter 9: Wilburs boast
sedentary
Chapter 10: An explosion

Gullible, crisis, scuttled
Chapter 11: The miracle
ordinary
Chapter 12: A meeting
Idiosyncrasy, sensational, adjourned
Chapter 13: Good progress
Aeronaut, radiant
Chapter 15: The Crickets
Monotonous, reputation, audience, distinguish, inconvenient, versatile
Chapter 16: Off to the fair
Smudge, cautiously, delicious, paradise, particles, veritable, fragments, loot, cargo, struggle,
bewitched, pummeled, fantastic
Chapter 17: Uncle
Enormous, personality, interview
Chapter 18: The cool of the evening
Humble, masterpiece
Chapter 19: The egg sac
magnus opus, languishing, carousing, indigestion, confetti
Chapter 20: The hour of triumph
Pompous, extraordinary, courage, distinguished, unique, valuable, appreciation, magnificent,

analysis, complimentary, revived
Chapter 21: Last day
Ceremony, tremendous, generous

Appendix D
Appendix E
References
https://www.pinterest.com/jenjones414/charlottes-web-one-book-one-school/
http://www.murrieta.k12.ca.us/alta/dfuller/charlotte/index.html
http://www.scholastic.com/charlottesweb
Artifact #2 ELA CRT Lesson Plan
My second artifact is a culturally responsive teaching lesson plan I created for a Grade 2
ELA Literacy component according to NYS and Ontario Curriculum requirements. This lesson
plan includes the materials needed to carry out the lesson, the objectives, assessments, the
procedures, the accommodations, and a conclusion. The main idea of this ELA lesson is to
incorporate culturally responsive teaching with a story about two girls, who are friends and how
they can teach each other about appreciating new cultures and things that make everyone unique
in the world. This lesson involves written and collaborative activities with both formative and
summative assessments to evaluate and check for students understanding within their levels and
their learning styles.
InTasc standards used within this artifact of a lesson plan is the Instructional Practice;
Standard #6 Assessment. The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making. In addition to Standard #7: Planning for Instruction. The teacher plans
instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context. Both these standards are included into the
CRT lesson plan as it demonstrates the assessment and planning for instruction aspects of my
teaching abilities and skills used.

Lesson Plan for The Sandwich Swap
Melanie Zarzycki
EDU 550
Medaille College
Professor Amoia
March 12, 2017

Division of Education
Lesson Plan
The Sandwich Swap ELA
1. LESSON DATA:
A. Teacher Candidate: Melanie Zarzycki
C. Grade Level (PK-12): 2
D. Unit Topic: The Sandwich Swap
E. Lesson Topic: To compare and contrast ideas in a multicultural book
Materials, including technology integration: The book The Sandwich Swap, White
Board, Dry erase markers, the students ELA books, white cue cards, colored sharpies, push
pins, fish cracker and teddy grahams.
INSTRUCTIONAL PROCESS:
NYS P-12 Common Core Learning Standards for English Language

Standard Strand: Reading Informational Text
Grade: 2
Topic: Integration of Knowledge and Ideas
Item Number and Statement: RL.2.9 Compare and contrast the most important points
presented by two texts on the same topic.
Ontario Curriculum Grades 1-8: Learning Standards for English Language Arts &
Literacy
Overall Expectation: Read and demonstrate an understanding of a variety of literary, graphic,

and informational texts, using a range of strategies to construct meaning;
Specific Expectation: Reading for Meaning. 1. Extending Understanding 1.6 extend

understanding of texts by connecting the ideas in them to their own knowledge and experience,
to other familiar texts, and to the world around them Teacher prompts: How is this story like the
one we read last week? How is our school like the one we are reading about?
B. Central Focus:
The central focus for this lesson plan is that the students will learn how to compare and contrast
words and ideas using a Venn diagram to find similarities and differences of things we eat and
extending their understanding of these ideas.
C & D. Objectives & Assessments:
Objective Assessment
1.Students will be able to define 5 new 1. The teacher will formatively assess students
vocabulary words. by writing these 5 vocabulary words on the
white board and ask students if they know what
Hummis, blurted, ashamed, misunderstood, the word is, create a discussion and then ask 5
scowled. students if they can look up the word in the
dictionary to find its meaning so we can add it
to our word wall.
2. Students will be able to compare and 2. The teacher will summatively assess students
contrast words and ideas from the text. by asking them to create a Venn diagram to
compare and contrast the 2 girls, Salma and
Lily from the story.
3. Students will be able to retell parts of the The teacher will read The sandwich swap to
story from a teacher led guided reading the students and check for understanding by
lesson. asking questions throughout the story about the
similarities and differences the girls have.
6. As the students come into class there will be a bowl of fish crackers and a bowl of teddy
grahams on the front table of the class room. (Checked for allergies so all students may enjoy
the snack)
7. The teacher will ask the students to sit at their seats and ask a student to hand out 3 fish
crackers and 3 teddy grahams to each student.
8. The teacher will ask the students if they have things they love to eat and things they
would never want to try because it looks different.
9. The teacher will ask students to look at the fish crackers and teddy grahams and think
about which one they have tried and liked or maybe never tried and if they would or would
not want to try it.
10. The teacher will explain how we all have differences of what we like and dont like but
we also have similarities.
11. The teacher will then tell the students to go ahead and eat the fish cracker and teddy
graham as we get ready for todays lesson.
Before Reading
1. The teacher will show the book The Sandwich Swap by Her Majesty
Queen Rania Al Abdullah and ask the question what they think the book
is about by looking at the cover. Using prior knowledge of predictions.
2. The teacher will begin a discussion by asking if there are any students
have a good friend that they share similarities with and do the same
activities with them each day.
3. The teacher will ask how they feel about certain similarities they have and
why its important to them to have things they can share with a friend.
4. The teacher will then ask what if you have things that are different or
dont like the same things, what do you do or how does that make you
feel.
5. The teacher will then go to the white board and model a Venn diagram
and explain the Venn diagram is the same idea of when we made two lists
to describe what was the same and what was different when we talked
about cars and trucks in a math lesson.
6. After the teacher has drawn a Venn diagram on the white board, she will
write compare and contrast, and write down fish cracker on one side of
the diagram and teddy grahams on the other. Then the teacher will ask the
students to think about the fish crackers and the teddy grahams they had at
the beginning of class.
7. The teacher will ask the students to compare and contrast the snack
by explaining that compare is when things are the same and contrast
is when things are different.
8. The teacher will put the describing words from the students and make a
Venn diagram on the white board to model compare and contrast of the
fish crackers and the teddy grahams. The teacher will model all the
comparisons in the middle of the Venn diagram and the contrasts on
either side of the diagram according to the side of fish crackers and teddy
grahams (See attached example below)
9. The teacher will then introduce the new vocabulary words to the students.
The words hummis, blurted, ashamed, misunderstood and scowled are
already written on the cue cards and the teacher will read them aloud and
then ask for 5 volunteers to get a dictionary. (The teacher gave the
vocabulary sheet to the students with IEPs and ENL ahead of time to
review with their reading teacher so they had the definition before the
lesson.)
10. The 5 chosen students will look each look up the words in the dictionary
and write down the definition on the back of the cue cards. While the 5
students are looking and writing down the definitions the teacher will ask
the other students to make predictions with their shoulder partner what
these words may mean.
11. Once they are finished the words and definitions the teacher will ask what
the students think the words mean and then have the 5 students read aloud
the definitions and see if they understood the new words introduced to
them.
12. The teacher will ask the students to put up the words on our word wall for
them to use again to increase their vocabulary.
During Reading
13. The teacher will read The Sandwich Swap and pause when we get to a
vocabulary word.
14. The teacher will stop after the first 8 pages to ask the students if they have
heard/seen anything that the girls like that are the same so we can
compare them.
15. The teacher will write Lilys name on one side of the Venn diagram and
then write Salmas name on the other side of the Venn diagram.
16. The teacher will then ask what the girls do that is the same, what is the
comparison.
17. The teacher will continue reading the rest of the book and tell the students
to think about differences, what is the contrast of the girls while the
teacher finishes reading.
18. The teacher will stop at the second to last page to discuss the contrast of
the girls relationship.
19. The teacher will then ask again about the students relationship with their
friends and if they can compare and contrast some of the things they do
together or dont do, or like or dislike.
20. The teacher will finish reading the story and then ask the questions:
Why did Lila and Salma get into a fight?
What is the best way that we can help in a situation like this?
Is it okay to be different from everyone else? Why?
What would you do if you saw a friend eating something you have never
tried?
How the girls end up enjoying the same things?
(This is where CRT would be address to have everyone involved in
the discussion of different likes/dislikes, foods, cultures and
preferences of all kind.)
After Reading
21. After reading the entire book and going over the vocabulary words and
modeling the Venn diagram of compare and contrast, the teacher will
summatively assess the students by asking them to get out their ELA
books and draw a Venn diagram as shown on the board.
22. The teacher will instruct the students to write down the girls names on
each side of the diagram as I modeled earlier during the reading of the
book.
23. The teacher will continue to explain what is expected of them with
creating of Venn diagram to compare and contrast the girls in the book.
24. The teacher will walk around while the students are working on their
Venn diagrams to check for understanding and to ensure the students are
on the right track.
25. The teacher will work with IEP/ENL students and those who may need a
little more guidance and redirection to complete the task efficiently.
G. Closure/Ending:
1. After the students have completed the Venn diagram the teacher will go over the
vocabulary used from the book.
2. The teacher will ask the students what they have learned about comparing and
contrasting by giving a different example.
3. The teacher will explain what the students will be working on for the next week
with this story and that at the end of the week each student can bring in their
favorite food from their own culture or simply a favorite snack to share with the
class. CRT is incorporated to the lesson to demonstrate the diversity of the class.
The teacher will also state that it is not a necessity to bring anything but if
students want to share they are welcome to.
4. The teacher will sum up the lesson and ask students to write down 3 things they
have learned, 2 things they still need some explanation and 1 thing they need
more explanation on as they leave the class.
PART III: REFLECTION PROCESS:
1. Culturally Responsive Teaching (CRT):
This lesson is culturally responsive because I made sure to check with the students records and
see if anyone had any allergies or sensitivities to foods. I choose a peanut free snack so everyone
could eat the snack. The snack was purchased for everyone so no one was left out. I included
discussions on other students food preferences as per their culture, family dynamic or socio-
economic status. When the students bring in their snack to share with their classmates, I will
remind the students that not everyone had to bring one in because it was their choice to want to
share with everyone or not. (Some may be unable to afford to bring in a class snack or may even
forget.)
2. Accommodations:
Accommodations were made for the ENL and EIP students to help them with the English
vocabulary. They were given a page with the vocabulary words and definitions before hand to
work with their reading teachers so they could help them understand and be familiar with them
before they saw them in the story. I checked for understanding with the entire class and made a
point to stop at the ENL and IEP students a few times to double check for understanding and
provide more support and guidance.
The students will have some knowledge of how to use a dictionary.

The students will have some knowledge of how we use the word wall.
The students will have some knowledge what differences and similarities are and how
to describe it.
The students will have previous experience with Venn diagrams.
4. Anticipated Misconceptions & How to Address Them:
Misconceptions Supports
Students may need more time to discuss the The teacher can find pictures of the words
vocabulary and need visuals for the words. and have the students find some as well on
the internet.
Students may need more time to finish the
Venn diagram or need more examples of The teacher can give students more time to
compare and contrast. complete or have them buddy up with
someone to help.
The teacher can give more examples of

compare and contrast by using different
terms such as same and different.
5. Academic Language
Function: Compare and contrast The teacher will model examples of comparing
and contrasting with the snacks that the teacher
brought in.
Vocabulary: The words from the story we Vocabulary will be orally discussed, written on
are using as new vocabulary words; hummis, cue cards, defined and available as a visual on
blurted, ashamed, misunderstood, scowled the word wall.
Syntax: The teacher will lead the guided The teacher will check in with students
reading, discuss the vocabulary words, understanding of the story and the differences
model the Venn diagram to compare and of the characters in the story. The teacher will
contrast and then have the students compose work with students to comprehend the task that
one of their own. is asked of them.
Discourse: Students will use listening skills The teacher will evaluate the student on their
throughout the lesson during the guided knowledge and understanding of the story and
reading as a whole class. Students will have how they compared and contrast the girls in
the opportunity to discuss their preferences the story.
of food with their peers in a group
discussion.
Vocabulary words for EIP and ELA students
Hummis: a thick paste or spread made from ground chickpeas and sesame seeds, olive oil,
lemon, and garlic, made originally in the Middle East.
Blurted:to utter suddenly or inadvertently; divulge impulsivelyor unadvisedly (usually followed

by out):
Ashamed: feeling shame; distressed or embarrassed by feelingsof guilt, foolishness, or disgrace:
Misunderstood: improperly understood or interpreted.
Scowled: to draw down or contract the brows in a sullen, displeased, or angry manner;
to have a gloomy or threatening look. Verb (used with object);
scowling expression, look, or aspect.
Artifact #3 Math Lesson
A third artifact I included is a math lesson on measurement and data. This lesson
demonstrates my knowledge of the math curriculum and my ability to interpret and apply the
math standards for Grade 2. This artifact complies with and incorporates Standards #1 Learner
Development, Standard #4 Content Knowledge, Standard #5 Application of Content, #6
Assessment, #7 Planning for Instruction, and Standard #8 Instructional Strategies. It implies
many standards that are needed for students to understand and apply math concepts and to
comprehend the different styles and ways of learning a subject that many find difficult.
Medaille College Department of Education
Lesson Plan
Teacher Candidates Name: Melanie Zarzycki Date: June

23/2017
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

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.
Students with IEPs/504 Plans
IEPs/504 Plans: Number Supports, Accommodations,
Classifications/Needs of Students Modifications, Pertinent IEP Goals
504/IEP 3 -Extra time
Reading accommodations -Teacher reads instructions and
reviews expectations
-work with other students for
support
Students with Specific Language Needs

Language Needs Number Supports, Accommodations,
of Students Modifications
ENL 2 -Visual aides to support language
-Frequent check for understanding
- Academic Intervention Services
for reading daily for 30 minutes to
supplement classroom reading
instruction
Students with Other Learning Needs
Other Learning Needs # of Students Supports, Accommodations,
Modifications
Struggling Readers 3 - Academic Intervention Services
(AIS) for reading daily for 30
minutes to supplement classroom
reading instruction.
Lesson__2____ of a _5_____ Day Learning Segment
Teacher Candidates Name: Melanie Zarzycki Date: June 23, 2017
Subject and Lesson Topic: Math/ Measurement
Grade Level: 2 Lesson Duration: 40 Minutes

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the
important identifiable theme, essential question, or topic within the curriculum that is the purpose of the
instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to be able to estimate and measure length using
standard units and non-standard units.
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 are familiar with using non-standard units for measurements.

Students are familiar with using a ruler to measure and that a ruler has centimeters.
Students are familiar with numbers and can add to find measurements.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Because students have already used blocks, books and others classroom objects for measurements,
students will use standard units such a rulers to see how long objects are we are going to use this
knowledge to measure objects around the classroom using non-standard as well as standard units of
measurement.
The teacher will remind students of past experiences when they used blocks to measure the height of
objects around the class.
Curriculum Standards
NYS Common Core: CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
Ontario Curriculum Standard: Overall Standard 1; estimate, measure, and record length, perimeter, area,
mass, capacity, time, and temperature, using non-standard units and standard units
Objectives Assessment Modifications

Using Blooms Taxonomy, includes statements Using formal and informal assessment to
that identify what students will be able to do tools, how will you evaluate and document Assessments
by the end of the lesson and are aligned to the your students progress on each of the If applicable,
standards identified above. objectives? explain how
you will adapt
assessments to
allow students
with specific
needs to
demonstrate
their learning.
(edTPA Task 1,
Prompt 5b)
Students will be able to measure objects Students will pair/share to find objects Teacher will
around the classroom using non-standard around the classroom to measure using pair students
units of measurement their fingers, hands and feet and record it that may need
the object and how many (fingers, hands extra guidance
or feet) it was. or help with
writing with
students that
can are able to
record the
results
without any
teacher
guidance.
Students will be able to measure objects Students will be given a work Teacher will
around the classroom using standard units of sheet/homework to complete have students
measurements measurement using a ruler to measure who need
each object on the worksheet. extra help sit
in a group and
go over the
lesson and
expectations
and give extra
time to
complete
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 Estimating , measuring I will support ENL, IEP students be
Looking at your standards and re-teaching and modeling how to
objectives, choose the one Blooms measure using non-standard and
word that best describes the active standard units of measuring.
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary Measure, estimate, ruler, I will pre-teach vocabulary words to
Key words and phrases students length, centimeters, non- ENL , IEP and students that may
need to be able to understand and standard, standard units of need extra instruction.
use measurement I will have the vocabulary words
along with visuals to explain them.
Syntax Students will use their parts of I will demonstrate how we can
Describe ways in which students will their body to understand that measure objects with our body
organize language (symbols, words, you can estimate a parts to estimate a length and ask
phrases) to convey meaning. measurement of anything students to do it as well.
around you.
Discourse The students will have the To support the students, I will have
How members of a discipline talk, opportunity to use their them work with a partner during
write, and participate in knowledge fingers, hands and feet to pair/share to help understand the
construction and communicate their estimate the length of an different ways of measurement.
understanding of the concepts. object they chose and count
how many compared to using
a ruler
Instructional Process Accommodations
and/or Modifications
and/or Supports
Anticipatory Set/Motivator
The teacher will have the students sit on the carpet and the teacher will have a -Building & activating
pencil, poster and also the carpet they are sitting on as objects they will use to background knowledge
measure.
The teacher will ask the student if they know how we see how long or big -incorporating objects
something by measuring these objects. around the classroom
The teacher will ask a student to demonstrate how they would measure the and having students
pencil using only their fingers. visually see how they
Then a student can try to measure the poster using their hands and finally have a can measure as well and
student measure the length of the carpet using their feet. allow them to practice
measuring a book with
their hands or fingers.
Instructional Procedures
a. The teacher will remind students when we took out the -Preparing struggling
connector blocks from the previous math lesson to estimate the students to get their
length of the carpet, the desks and the books. math books out to
b. The teacher will explain and model how we can use other non- follow along from the
standards units of measurement to estimate the length of objects. previous lesson.
c. The teacher will use her fingers to measure the length of the
pencil and count aloud with the students help how many fingers
tips is the length of the pencil? -Frequent checks for
d. The teacher will record on the board how many finger tips the understanding
pencil is.
e. The teacher will model how to measure the length of the poster
with her hands. - If they cant remember,
f. The teacher will count aloud with the students help how many we will revisit the
hands is the length of the poster? activity and worksheets.
g. The teacher will record on the board how many hands the poster
it. -pair up ENL students
h. The teacher will model how to measure the length of the carpet with stronger students
with her feet and count aloud with the students help how many to guide them through
feet is the length of the carpet? the activity and
i. The teacher will record on the board how many feet is the carpet. recording the results.
j. The teacher will start a discussion about measuring and what
other thing can we measure with our fingers? With our hands?
With our feet?
k. The teacher will explain smaller objects can be measured with
our fingers, bigger objects can be measured with our hands and
much bigger things can be measure with our feet.
l. The teacher will give examples of objects around the classroom
and then give instructions on the activity they will be doing.
m. The teacher will ask to students to pair up with their elbow
buddy and choose 2 objects around the classroom and decide if it -the teacher will check
should be measured with your finger, hand, or foot. Then record in on the students
their object and the length of it in whatever non-standards unit of individually to give an
measurement they used on the board as the teacher modeled extra help or revision
earlier. - the teacher will read
n. The teacher will walk around to check for understanding and the directions over for
keeping order in the class while the students are measuring and the ENL/IEP students.
recording their results. - the teacher will allow
o. The teacher will give the students 5-10 minutes to do the activity extra time
and then ask the students to return to the carpet.
p. The teacher will continue the discussion and ask volunteers to
explain their results and how they decided what means of non-
standard units of measurements to use to measure their object.
q. The teacher will explain the standard unit of measurement using
a ruler to measure objects as well around the class.
r. The teacher will model how to use the ruler starting at 0 then
counting to the 1, 2, 3 and so on depending on the length of the
object.
s. The teacher will explain the centimeters on the ruler (previous
knowledge of using a ruler with cm)
t. The teacher will hand out the work math measuring work sheet,
show that there is a ruler on the edge of the paper that the
students must cut out and use as a ruler to measure the objects
on the page. ( see appendix A)
u. The teacher will explain the questions and expectations of the
worksheet.
v. The teacher will explain that she will allow some time in class to
work on it and answer any questions about it but it will be
homework if it is not complete at the end of class.
Closure -Frequent checks for

To close the lesson, the teacher will review results of the students estimating understanding
length of the objects around the class and then follow with handing out the
worksheets to complete during the rest of the class time and if not completed in
class it will be done for homework and handed it the following day for
assessment.
Materials/ tech tools:
Pencils, books, poster size paper, carpet, ruler, paper, blocks, desks, chairs, bulletin board, other objects
around the class that students can choose to measure, white board, white board markers, scissors.

Section Three A

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Section Three A

Diunggah oleh

Hak Cipta:

Format Tersedia

Section Three: Teacher Candidate Artifacts

to incorporate technology, accommodate children of a levels of learning as well as implementing

beliefs. In addition to demonstrate my knowledge of the practices and awareness of education, I

my readiness and competence to become a professional teacher.

Violence Prevention and Intervention / a certificate of completion in coursework / training in

a personal reference letter from a previous employer in the educational field.

Artifact #1 ELA Unit Plan

also incorporated culturally responsive teaching, technology components, written and

knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as

abilities and skills used.

EDU 500: Curriculum Planning in Elementary Education

Dr. Susan Dunkle

Teacher Candidates First & Last Name: ____Melanie Zarzycki_______________

Evaluators Name: ____Dr. Dunkle________________________ Date: _____April 8, 2017_

Unit Plan Title: ___ Charlottes Web Novel Study___________

1. Candidates First & Last Name: Melanie Zarzycki

Introduction/Significance of the Unit3

Anticipatory Set/Student Engagement..4

Culturally Responsive Teaching...6

II. UNIT DESCRIPTION:

This unit focuses on a number of essential comprehension skills including comparison/contrast,

vocabulary that is used to convey meaning and context in the story.

E. Anticipatory Set/Student Engagement:

ENGAGEMENT USED THROUGHOUT UNIT

and the movie.

environment for all.

A. Culturally Responsive Teaching (CRT)

provided to the students.

involved by asking their thoughts opinions.

Smart board lesson.

Students should be able to work independently and collaboratively with a partner

Students should be able to read and use a dictionary

them to understand this.

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

Identified Language Demand Instructional Support

Appendix A: See attached handout

Appendix B: See attached handout

Appendix C: See attached handout

Appendix D: See attached handout

Appendix E: See attached handout

A. Candidates First & Last Name: Melanie Zarzycki

Large bulletin board in class

NYS P-12 Common Core Learning Standards for English Language

Topic: Craft & Structure:

Specific Expectation: Comprehension Strategies 1.3 identify a variety of listening

C & D. Objectives & Assessments:

PART III: REFLECTION PROCESS:

1.Culturally Responsive Teaching (CRT):

4. Anticipated Misconceptions & How to Address Them:

Identified Language Demand Instructional Support

Syntax: Each day the students will read a chapter as

A. Candidates First & Last Name: Melanie Zarzycki

II. INSTRUCTIONAL PROCESS:

1. NYS P-12 Common Core Learning Standards for English Language

Topic: Key Ideas & Details

C/D. Objective and Assessment Plan:

Objective Assessment Plan

1. Upon entrance the Smartboard will have the website;

1. Culturally Responsive Teaching:

In order to be successful in this lesson:

Students should have prior knowledge of descriptive words.

Identified Language Demand Instructional Support

A. Candidates First & Last Name: Melanie Zarzycki

Teacher Candidates First & Last Name: Melanie Zarzycki___________

Evaluators Name: Dr. Dunkle________________ Date: _April 8, 2017_

Unit Plan Title: _ Charlottes Web Novel Study_________