Amanda BlakeEDS 6610

edTPA Unit Plan

Context for Learning

First Name: Jackson

Age: 10

Gender: Male

Grade Level: 4

Primary Language: English

Augmentative or Alternative Communication: None

Setting

The student is in a 4th grade self-contained classroom. The student

spends most of the day in a general education inclusive setting, but

receives pull out instruction in a resource room. The composition of

the groups includes 4 special education learners all with IEP's, and 20

general education learners.

Educator Role

My role in the focus learner's instructional program includes one on

one instruction relating to reading comprehension and reading fluency.

Schedule for Instructional Time

The schedule of instructional time with the focus learner will be

Monday and Wednesday from 12:00p.m. - 1:00p.m.

Primary Language

The primary language of the focus learner is English.

Textbook Resource/ Instructional Program

Amanda BlakeEDS 6610

Common Core Standards

Teacher Performance Assessment (edTPA)   

Student Consent FormDear Parent/Guardian:

As a student teacher in your child’s classroom, I will be evaluated using the Teacher Performance Assessment (edTPA), an instrument that is currently being developed for use in Ohio and other states.  The primary purpose of this assessment is to develop a valid and reliable assessment that can measure the performance of future teachers and lead to improvement of the programs that prepare them.

Although the purpose of the assessment is to evaluate my teaching, the project will include short video recordings of lessons taught to your child, as well as samples of student work. The video recordings will be used solely for purposes of evaluating my instruction and for improving teacher preparation programs.   The only people who see them will be teachers at the school and university faculty and supervisors. The recordings will not appear on the Internet or in other public settings. Any samples of student work that I collect for this assessment will not contain the student’s last name.

Sincerely,

Amanda Blake (Teacher Candidate Signature)

Amanda BlakeEDS 6610

Academic Learning Targets

Reading Comprehension

Reading Fluency

Lesson Objectives

1. After silently reading a passage, Jackson will identify 3 supporting

details 4/5 times with 80% accuracy.

2. After silently reading a passage, Jackson will identify the author’s

purpose 4/5 times with 90% accuracy.

3. Jackson will read aloud grade level material with 90% accuracy.

4. Jackson will use beginning and ending consonants, vowel patterns and

blends to predict unknown words 4/5 times with 80% accuracy.

5. Jackson will read aloud grade level material with appropriate

expression with 90% accuracy.

Baseline of Student Knowledge

Jackson is currently a fourth grade student, reading at a third grade

level. Based on the district wide reading comprehension test, Jackson’s

comprehension level is a 3.3/5.0. Jackson is diagnosed with an executive

functioning learning disorder and planning, organizing, strategizing,

remembering details and managing time and space remains difficult. He

enjoys swimming and playing basketball and enjoys learning about science,

specifically insects.

Amanda BlakeEDS 6610

Learning Segment #1 (15 minutes)

Standards

1. CCSS.ELA-LITERACY.RF.4.3: Know and apply grade-level phonics and

word analysis skills in decoding words.

2. CCSS.ELA-LITERACY.RF.4.4.C: Use context to confirm or self-correct

word recognition and understanding, rereading as necessary.

Objectives

1. Jackson will read aloud grade level material with appropriate

expression with 90% accuracy.

2. Jackson will use beginning and ending consonants, vowel patterns and

blends to predict unknown words 4/5 times with 80% accuracy.

Body of Lesson

Begin with the National Geographic My Shot Minute video about insects.

http://video.nationalgeographic.com/video/kids/my-shot-minute-kids/

myshotminute-insects-kids/

After the video, read aloud the book “The Magic School Bus Monster Bugs”.

Model appropriate oral fluency and expression while reading to the student.

Next, allow the student to read the book aloud and record the first trial. Play

Amanda BlakeEDS 6610

the recording back to the student. Have the student comment on his

performance and explain what he could do to improve his reading. Finally,

have the student read the story once more with the improvements in mind.

To end the lesson, the student will access the “Build your own Bug” activity

on an iPad. This interactive activity is an extension to material learned from

the video and book.

http://www.scholastic.com/magicschoolbus/games/bugs/index.htm

Learning Segment #2 (15 minutes)

Standards

1. CCSS.ELA-LITERACY.RF.4.4.A: Read grade-level text with purpose and

understanding.

2. CCSS.ELA-LITERACY.RL.4.1: Refer to details and examples in a text

when explaining what the text says explicitly and when drawing

inferences from the text.

Objectives

1. After silently reading a passage, Jackson will identify 3 supporting

details 4/5 times with 80% accuracy.

2. Jackson will read aloud grade level material with 90% accuracy.

Body of Lesson

Begin the lesson with the game “What Insect Am I?”. Read the flashcards

and have the student guess what type of insect the card is describing.

Complete 5-10 flashcards.

Amanda BlakeEDS 6610

Next, have the student listen to the book, “Insect Detective”. Next, have the

student read the book aloud. Have the student complete the Supporting

Details graphic organizer below:

Learning Segment #3 (15 minutes)

Standards

1. CCSS.ELA-LITERACY.L.4.3: Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

2. CCSS.ELA-LITERACY.RL.4.2: Determine a theme of a story, drama, or

poem from details in the text; summarize the text.

Objectives

1. Jackson will read aloud grade level material displaying appropriate

expression with 90% accuracy.

2. After silently reading a passage, Jackson will identify the author’s

purpose 4/5 times with 90% accuracy.

Amanda BlakeEDS 6610

Body of Lesson

Begin the lesson with a 5-minute insect search on the school playground.

Give the student an insect log to record the different types of insects found.

Once the 5 minutes is up, return to the classroom and read aloud the book

“Leo the Lightning Bug”. Next, have the student read the book. Finally,

have the student fill out the Author’s Purpose graphic organizer below:

Communication Demands

The student has no communication needs. The student should become

familiar with vocabulary relating to insects. This includes, but is not

limited to insect, larvae, butterfly, gnat, mosquito, bee, ant, etc.…

Assessments

The student will be informally assessed on oral reading fluency and

expression. The student’s comprehension will be assessed through

performance on the graphic organizers.

Instructional Strategies

Amanda BlakeEDS 6610

1. Technological Integration- Cooperative learning is a method of

instruction that has students working together in groups, usually with

the goal of completing a specific task.

2. Graphic Organizers- helps teachers and students "map out" their

ideas in a visual manner.

3. Presentation Modes- multiple modes of presentation are used to

enhance and cover all learning styles including auditory, visual, and

kinesthetic.

Generalization

If I were to continue working with this student, I would continue work

on fluency and comprehension. I would give the student an interest

evaluation to determine additional topics that interest the student.

Resources and Materials

Lesson Segment #1: My Short Minute Insect Video, “The Magic School

Bus Monster Bugs” book, and Build Your Own Bug activity on the iPad.

Lesson Segment #2: What Insect Am I? Flashcards, “Insect Detective”

book, and Supporting Details Graphic Organizer.

Lesson Segment #3: Insect Log, “Leo the Lightning Bug” book, and

Author’s Purpose Graphic Organizer.

Amanda BlakeEDS 6610

Focus Learner’s Information

Identify the two learning targets selected for the learning segment.

1. Reading Fluency

2. Reading Comprehension

Describe the focus learner’s exceptionality (strengths and challenges) and

it’s potential impact on instruction for the learning targets.

Amanda BlakeEDS 6610

Jackson is currently a fourth grade student, reading at a third grade

level. Based on the district wide reading comprehension test,

Jackson’s comprehension level is a 3.3/5.0. Jackson is diagnosed with

an executive functioning learning disorder and planning, organizing,

strategizing, remembering details and managing time and space

remains difficult. He enjoys swimming and playing basketball and

enjoys learning about science, specifically insects.

List the goals and benchmarks in each focus learner’s individual education

plan relevant to achieving the learning targets.

CCSS.ELA-LITERACY.RL.4.10: By the end of the year, read and

comprehend literature, including stories, dramas, and poetry, in the

grades 4-5 text complexity band proficiently, with scaffolding as

needed at the high end of the range.

For each focus learner, list any special accommodations or modifications in

the learning environment, instruction, or assessment required by the IEP and

relevant to the learning targets.

Graphic organizers are provided.

Describe any behavior management plans.

Jackson often becomes angry when he faces academic challenges.

When this behavior occurs, Jackson takes a mental time out and does

something soothing (i.e. takes a walk in the hallway, reads a short

story in a quiet area, practices moves in the yoga center).

Amanda BlakeEDS 6610

Knowledge of Focus Learner to Inform Teaching of the Lesson

Segment

For each of the categories listed below, describe what you know about each

focus learner as related to the lesson objectives of the learning segment in

relation to BOTH of their learning targets.

What does each learner know?

Jackson is currently a fourth grade student, reading at a third grade

level. Based on the district wide reading comprehension test,

Jackson’s comprehension level is a 3.3/5.0.

What can each learner do?

Jackson can read third grade reading material. He is able to answer

three out of five comprehension questions regarding a reading

passage.

And, what is s/he learning to do?

Jackson is learning to increase his reading fluency and comprehension

accuracy.

Prior learning and experiences, including prerequisite knowledge and skills

related to the lesson objectives. When relevant to lesson objectives, refer to

baseline data obtained prior to the beginning of the learning segment.

Jackson loves to learn about insects. He enjoys telling stories about

insects to his peers and teachers. He has sufficient background

knowledge regarding insects and does not need an introductory lesson

on concepts or vocabulary about insects.

Amanda BlakeEDS 6610

Social and emotional development (e.g., impulse control, ability to interact

and express themselves and their feelings in constructive ways, ability to

engage and persist in individual and collaborative learning, social

connectedness). When relevant to lesson objectives, refer to baseline data

obtained prior to the beginning of the learning segment.

Jackson is diagnosed with an executive functioning learning disorder

and planning, organizing, strategizing, remembering details and

managing time and space remains difficult.

Personal, family, community, and cultural assets (e.g., each focus learner’s

interests and strengths, relevant lived experiences, and self-management

skills; family supports or resources; cultural expectations; community

supports or resources)

Jackson has a strong family support system. His mother is a teacher

and work with him daily. His father takes him to the Boonshoft

Museum of Discovery to extend his academic exposure.

If relevant, any other information about the focus learner that will influence

your instructional planning (e.g., other needs and strengths in areas such as

motor skills or language/communication). When relevant to lesson

objectives, refer to baseline data obtained prior to the learning segment.

Not applicable.

Amanda BlakeEDS 6610

Supporting Learning

Respond to prompts 4a–e below. As needed, refer to the instructional

materials you have included to support your explanations. Your explanation

should address both learning targets for your focus learner. Use principles

from research and theory to support your explanations, that is, explain why

your plans will support learning for each focus learner and describe how they

provide challenge that is appropriate for each learner. Explain how the

following guided your choice of the lesson objectives, learning tasks,

materials, and supports, including any adaptations, modifications, or

accommodations.

The focus learner(s)’ prior learning and experiences.

John has always been most interested in science. When learning,

Jackson is much more engaged when the topic includes science or

sports.

The focus learner(s)’ interests and personal/family/cultural/community assets

Jackson has a strong interest in insects. He also enjoys sports. When

possible, he spends a lot of time outdoors exploring nature or playing

sports.

The focus learner(s)’ individual education goals and benchmarks. If you

selected an objective that addresses a support skill not reflected in the

individual education plan, justify why it is appropriate for the focus learner(s)

at this time. (If academic, you can use a state standard here)

Amanda BlakeEDS 6610

CCSS.ELA-LITERACY.RL.4.10: By the end of the year, read and

comprehend literature, including stories, dramas, and poetry, in the

grades 4-5 text complexity band proficiently, with scaffolding as

needed at the high end of the range.

If there is not at least one learning target linked to the general education or

early childhood curriculum, justify why that is not appropriate for the focus

learner(s), given the learning needs.

Not applicable.

Explain how your choices provide your focus learner with the appropriate

level of support and challenge needed to access and engage with the

curriculum and instruction.

Jackson is currently reading independently at a third grade level.

When we a reading more advanced material, I provide modeling and

help Jackson sound out the words. He becomes frustrated with

advanced reading, but we start with short passages and build on that.

Explain how the plans for instruction are sequenced in the learning segment

to build connections between each focus learner’s prior learning and

experiences and new learning.

Each lesson segment begins with an engaging activity such as a game,

or video. Next is a guided practice activity with the teacher. Finally,

the student completes an independent assignment to assess learning.

Amanda BlakeEDS 6610

Explain how, throughout the learning segment, you will help the focus

learner(s) to generalize, maintain, or self-manage the knowledge, skills, and

supports, as appropriate.

The student will maintain knowledge, skills, and supports with

modeling from the teacher and graphic organizers provided.

Amanda BlakeEDS 6610

Monitoring Learning

Explain how the assessments and the daily assessment record for each focus

learner will provide evidence of:

Progress toward the lesson objectives

For oral reading fluency and expression you should look at anecdotal

notes taken while the student was reading. The student’s

comprehension will be assessed through performance on the graphic

organizers.

Generalization and maintenance, or self-directed use of learned skills

Generalization and maintenance will be maintained by provided

multiple types of text (i.e. literature, information, etc.)

The conditions under which each focus learner was or was not successful

If the student cannot:

Read and comprehend literature, including stories, dramas, and

poetry, in the grades 4-5 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

Read a passage and identify 3 supporting details 4/5 times with 80%

accuracy.

Read a passage and identify the author’s purpose 4/5 times with 90%

accuracy.

Use beginning and ending consonants, vowel patterns and blends to

predict unknown words 4/5 times with 80% accuracy.

Amanda BlakeEDS 6610

Read aloud grade level material with appropriate expression with 90%

accuracy.

Instruction Commentary

Write the Instruction Commentary after watching your video clip by providing

your response to each of the prompts below.

Which lesson or lessons are shown in the clip(s)? Identify the lesson(s) by

lesson plan number.

Lesson Segment #2

If applicable, provide any additional information needed to understand the

learning environment or interactions seen in each clip.

This video was taken on a Friday before lunch.

1. Promoting a Positive Learning Environment: Refer to scenes in the video

clip(s) where you provided a positive learning environment.

How did you demonstrate mutual respect for, rapport with, and

responsiveness to enhance self-determination and support engagement in

learning for each focus learner, individually and/or as part of the group?

Because I have worked with this student before, I already have teacher

student rapport. During this unit, talking with the student about his

interest with insects developed additional rapport. To enhance self-

Amanda BlakeEDS 6610

determination and support engagement for learning, I used a token

system.

2. Engaging and Motivating the Focus Learner(s): Refer to examples from

the clip(s) in your explanations.

Explain how your strategies engaged and motivated each focus learner to

develop and apply the targeted knowledge and skills.

By beginning each lesson with a “hook”, Jackson was immediately

engaged. I also created the lesson segments around a topic that

interests him. The token system was another motivating factor during

the lesson segment. Once the student received so many tokens, he

was allowed to pick a prize out of the prize box.

Describe how your instruction linked each focus learner’s prior learning and

personal, family, cultural, and/or community assets with new learning.

Because Jackson expressed an interest in insects, he was able to

connect his new learning to his previous knowledge about insects. His

father also takes him to the museum and he was able to recall

activities and connect them to the lesson segments.

3. Deepening Learning during Instruction: Refer to examples from the

clip(s) in your explanations.

Explain how you elicited and responded to each focus learner’s performance

to promote application of learning.

Amanda BlakeEDS 6610

When reading for oral fluency or expression I would comment, “Great

job reading that passage! Lets read another passage at the next

level!” When completing comprehension activities, I would comment,

“You are doing a wonderful job filling out the graphic organizers!

When you are finished let’s create a summary from what you just

wrote!”

Describe opportunities provided to each focus learner to apply feedback to

improve performance.

Opportunities to provide feedback were constant. Feedback occurred

before an activity, during an activity, and after an activity.

4. Supporting Teaching and Learning: Refer to examples from the clip(s) in

your explanations.

For each focus learner, explain how your materials, supports, and

instructional strategies support his/her learning in relation to the lesson

objectives and how they reflect the learner’s development, age, and needs.

The materials used were engaging and interesting to the student. The

strategies allowed the student to keep him work organized and neat.

Dividing up each task into short increments of time allowed him to

focus throughout each lesson segment.

For each focus learner, describe how your instructional materials and

instructional and support strategies facilitate the development or application

of a self-directed learning strategy.

Amanda BlakeEDS 6610

Teacher modeling and the audiotape allowed Jackson to become

familiar with the reading material before he read it on his own. He also

was able to listen to himself read, which allowed for self- evaluation.

5. Analyzing Teaching: Refer to examples from the clips in your

explanations.

What changes would you make to your instruction to better support learning

of each focus learner? Support your explanation with evidence of your focus

learner’s performance and principles from theory and/or research as

appropriate.

If I could make any changes, I would change the insect search to an

indoor activity. It was hard to predict weather and there was not

enough time. The student also wanted to spend more time outside

than allotted. In the future I would either show a video or bring in a

mock habitat with plastic insects.

Amanda BlakeEDS 6610

Data: Include any charts are anecdotal records you took during the

lesson.

What were the results of your lesson segments?

By the third lesson segment, on the third fluency drill, Jackson was

reading with much more expression, but continued to struggle with

fluency due to a lack in vocabulary. For comprehension, Jackson was

able to identify three or more details within a passage. Jackson

identified the author’s purpose 3/5 times and struggled with this

objective. Jackson also struggled when predicting unknown words,

which decreased his reading fluency. He scored a 3/5 with 60%

accuracy.

What are the continuing needs of this learner?

Jackson would benefit from reviewing unknown words within the

passage before reading it. He would also benefit from determining the

story elements while reading (i.e. characters, setting, plot). This

information could be organized in a graphic organizer.

What feedback did you give the student? (Verbal, written, etc.)

While the student was listening to his reading, we discussed the

mistakes he made and corrected them. I also gave positive praise for

good oral reading and comprehension answers. We went over the

graphic organizers and made any corrections necessary. This was in

the form of both verbal and written feedback.

Amanda BlakeEDS 6610

How do you know the student understood the academic language of the

lesson?

In order to ensure that Jackson understood the academic language

within the lesson segments, I created a list of academic words. I

revised this list prior to the lesson segments and made sure that

Jackson was familiar with them.

Amanda BlakeEDS 6610