Section Three:

Teacher Candidate Artifacts

Introduction
My artifacts section will showcase parts of my body of work to date that reflect my
understanding about effective pedagogy. This section further highlights my effectiveness and
creativity in planning, and implementing the lesson. This section will also allow the reader to
understand better the my belief in the importance of using only well tested modes of instruction
highlighting the influences of current and past theorists in my instruction. I believe it is also
important to reflect one the practices of other professionals in the field of education, subscribing
to professional journals and attending regular professional development workshops are but a
couple of ways to accomplish this. For the past seven years I have been affiliated with The
Council for Exceptional Children and received not only their monthly resources but daily
updates. This has been a valued resource in my work with students with dynamic needs. The
following artifacts range from reviews of scholarly articles, to unit and lesson plans as well as
examples of how I integrate technology in to my planning. These artifacts also demonstrate my
ability to use State and Provincial standards to drive my instruction with the overarching view of
the ethical standards that safe guard my students from ineffective planning, instruction and
evaluation. Professional and curriculum standards ensure that education is fair and equitable for
all regardless of social status or access to resources.

Artifacts & Rationales

Artifact One: Member of the Council for Exceptional Children.
As a member of the Council for Exceptional Children I can stay apprised of what other
professionals are doing in their work with exceptional students as well as review any new

research being done in the field. The articles showcase unique interventions being tried to
support students with exceptionalities in all areas but allows me to focus on interventions for
students who struggle with their behavior and this has affected their learning, or just the reverse
student who have learning issues and this has affected their behavior. The articles highlight
evidence based curriculum as best practices supporting and developing interventions for
exceptional students. Professional development addresses several professional standards laid out
by the Ontario College of teachers as well as Interstate Teacher Assessment and Support
Consortium (InTASC). For the Ontario College of teachers being a member of CEC fall under
two of their ethical standards RESPECT and INTEGRITY, these ensure that I am addressing the
individual needs of each student as well as maintaining the highest level of professionalism by
pursuing ongoing professional development. For the InTASC standards this falls under Standard
#9a. ) The teacher engages in ongoing learning opportunities to develop knowledge and skills in
order to provide all learners with engaging curriculum and learning experiences based on local
and state standards.

Artifact Two: The Brain Bulletin Board Learning Display.

The importance of including my brain bulletin board in my artifact section is that allows me to
show the reader how I will go about establishing a Growth Mindset culture within my classroom
among my students. It set the standards for learning in a 21 st century classroom. R. Keith Sawyer in
his article in The Cambridge Handbook of the Learning Sciences entitled The New Science of
Learning states that students need to participate in the deep conceptual understanding of complex
issues to be successful in the 21st century job market. To learn in this new way of learning students
must first understand how their brain works and what strategies work best for them personally

(Sawyer, 2014). The Curriculum Standards for this unit are cross curricular and fall under Reading,
Writing, Media Literacy, Science, and Physical Education. The professional standards are met using
InTASC standard #8-1 The teacher understands and uses a variety of instructional strategies and
makes learning accessible to all learners and meets TEAC Claim 1: Medaille College
graduates know the subject matter in their certification area(s)Claim 2: Medaille
College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
The purpose of the brain bulletin board is to encourage students to develop a growth
mindset in the quest for becoming lifelong learners. The bulletin board takes the students through
a process of thinking about the brain by introducing the students to the topic by accessing a video
that covers all concepts covered on the bulletin board. The major feature of the bulletin board is a
diagram of the brain covering three basic but important parts of the brain, the cerebrum,
cerebellum and brain stem, with highlights that cover what each does. The bulletin board then
walks the students through several activities which have them discover some of the functions in
their own bodies controlled by the brain. Exercises that have the students discover which their
dominant side is. The board then focuses the students attention on the boards ultimate purpose
which is focus on the brains ability to grow and change, its elastic nature. Lastly the board offers
the students an opportunity to sort the foods and habits which help the keep the brain healthy.
An array of appropriately leveled books will so be available for students to read and further
discover the messages the board is displaying.

Please start artifacts on a fresh page.

The board will be utilized throughout the year to continue to deliver a growth mindset
message. The students will be encouraged to adopt this growth mindset in all academic areas
Artifact Three: Unit Plan The Brain and Learning.
The Unit Plan and accompanying lesson plans for the Brain Unit are a year beginning segment
that introduces to the class to a Growth Mindset work ethic (Dweck, 2008). It establishes with
the students an ethic of being charge of their learning and the benefits of making mistakes to
strengthen content knowledge as well as the importance of working through several drafts of a
project getting critical feedback each time (Berger, 2003). These lessons are cross curricular in
nature and help students begin to establish a positive learning style that will benefit them

throughout their academic career. The curriculum standards are highlighted in each of the lesson
plans. The professional standards that are associated with this section include planning,
assessment and the application of critical content as laid out by InTASC. Standard #7- 7(a) The
teacher individually and collaboratively selects and creates learning experiences that are
appropriate for curriculum goals and content standards, and are relevant to learners. Standard #5
- 1. The teacher connects concepts, perspectives from varied disciplines, and interdisciplinary
themes to real world problems and issues. Standard #6 - 6(d) The teacher engages learners in
understanding and identifying quality work and provides them with effective descriptive
feedback to guide their progress toward that work.

A.
B.
C.
D.
E.

Unit Plan: Fantastic, Elastic Brain

English Language Arts / Language
Grade 2
The Brain and Learning
Fantastic, Elastic Brain
Lesson Plan #1 45 mins The Fantastic Elastic Brain, introduction to key terms and
Big Ideas
Lesson Plan #2 45 mins Healthy Brains, Healthy Bodies.
Lesson Plan #3- 45 mins X2 Stretch your Brain
Lesson Plan #4 30mins Activities for your Brain, Keep it Healthy
Lesson Plan #5 2.5hrs trip to the Brain Injury Association

F. Materials books on the brain, iPad,

Section 2: Unit Description

A. Introduction/Significance of Unit: The big idea of this unit is to introduce the

concept of a Growth Mindset to the students and the importance of having a
Growth Mindset in future academic success. The concept of the brains elasticity
and the importance of stretching your brain will be key themes that will be used in
all academic subjects and all year long. The unit revolves around the brain, how it
works, how students keep it healthy and how a healthy brain is connected to learning
and success. Students will be exposed to the basic functions of the brain, learn the
functions of key parts of the brain as well as brain health and safety. The unit will
cross several curriculum areas from ELA, the Ontario Language curriculum as well as
the science and technology areas. In cross-curricular learning, students are provided
with opportunities to learn and use related content and/or skills in two or more
subjects. All subjects, including science and technology can be related to the language
curriculum. In science and technology, students use a range of language skills: they
build subject specific vocabulary, interpret diagrams and charts, and read instructions
relating to investigations and procedures. Moreover, they communicate what they
have learned, orally, graphically, and in writing.
B. Central Focus: The central focus of this unit is to gain an understanding of what a
Growth Mindset is and how it relates to the students academic career. Students will
cover several key themes in relation to the brain.
- Parts of the brain; Students will demonstrate a knowledge of the brain, key parts
and their functions by reading several levelled books on the subject and they
-

communicate what they have learned, orally, graphically, and in writing.

Brain health and safety; Students will use a variety of media to understand the
importance of physical and brain health. Students will learning health eating and
living habits while developing for themselves practical daily regimes for their

own growth and health. Students will also discover the fragility of the brain and
the importance of protecting the brain. Students will act in brain safe ways while
engaging in sport and leisure activities.
C. General Objectives:
By the end of the unit it is expected the students will be able to:
- Create personal educational goals that ensure a Growth Mindset
- Choose among a varied list healthy brain foods and habits
- Act in ways that show an understanding of head and brain safety
- identify, initially with support and direction, how their skills as viewers,
-

presenters, readers, and writers help them improve their oral communication skills
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
- Determine the meaning of words and phrases in a text relevant to the brain
D. Assessment: Students will be assessed on an ongoing bases using a variety of
techniques. The teacher will provide continuous feedback throughout the unit, while
the student preform the required tasks in order to direction and correction to their
work. Students will be supported while they work cooperatively in groups using
cooperative partner talk and ensuring that all participants in the group have the
opportunity to contribute to the groups work. Group expectations will be reviewed
prior to group work begins and this is what students will assessed on. Assessment will
also occur when students brain storm about what they know about the unit as well as
use the I Wonder board to post question about the unit. Summative assessment will
occur in two ways. Through their group presentation and through the presentation of
their Healthy brain habits personal goals.
E. Anticipatory Set/Student Engagement: The day before the unit is introduced
students will have an opportunity to explore a bulletin board developed to create
interest in the topic of the brain. The bulletin board has a QR code that directs the
students to a short YouTube video about the brain its parts and functions. The bulletin

board also illustrates key areas of the brain and their functions as well as guiding
students through several activities to get the students thinking further about the brain.
Surrounding the bulletin board are as well several levelled books about the brain and
models of the brain which the students are able to manipulate. When the unit is
introduced the following will occur:
- A brain storming time will occur by asking the class To think about all the things
-

they know about the brain, and help create a list of their knowledge.
Thats is an impressive list lets see if we can add to the list after watching this

quick video , the class will add to the list

The students attention will then be drawn to the I wonder board and asked to write
I wonder statements on post it notes any wonders they have about the brain, the

wonders will be reviewed

Each of the students will receive a balloon and given the instruction to think
about something new they have learned about the brain and blow the balloon up
once, this will continue for several times then the students will be instructed to

think of something they want to know about the brain and blow twice
After this is completed a conversation will be had about a Growth Mindset and
the idea of stretching your brain. A connection will be made between the old and
new knowledge of the brain and how the wonder questions helped the brain

stretch twice as much.

F. Classroom Management: Classroom management is a yearlong process and has
everything to do about the relationship the teacher has with the students. The teacher
will each day greet each of the students at the door of the classroom before entering
and have a brief conversation with each student. The classroom will begin each day
by reviewing the classroom moto and actions that go along with it; We are all safe,
We are all happy, We are all learning. All classroom expectations will grow from this

moto. It is important that the teacher practices proximity with any students who may
find it difficult to attend or may become classroom distractions. These students will
sit in preferential seats close to the teacher so that their behaviour as well as triggers
can be monitored and addressed quickly when the need arises. Its important to do
this as subtlety and with as little attention drawn to the student as possible. If a
student needs to be addressed away from the classroom the teacher will have prepared
a classroom response which may include a student calling for support from the office,
alternative activities which can be started and monitored from the doorway or an
alternative setting to go to if they are no longer able to stay in the classroom.
Section 3
1. Culturally Responsive Teaching (CRT):
Cultural responsive teaching will occur throughout the process by;
- Providing visual examples of students from many diverse backgrounds
- Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the
-

topic to the best of their abilities

All projects and trips will have a minimal cost and ensure that all students know
that all materials for the assignments will be provided and if there is a cost for the

trip, subsides are available.

It is important to take into account all cultural concepts of human anatomy.
Conversations will be had about differing points of view and connections will be

2.

drawn to the main ideas

Accommodations: All lessons and assignments will be tailored to the individual
needs of the students. Assistive technologies will be made available for students who
require assistance reading information. Students will also be divided into multiskilled groups so that students will be able to support one another in the task. All

modifications or accommodations of student with IEPs will be taken into

consideration when planning assignments and assessments. Students may be given
extra time to complete an assignment or assessment or be allowed to show their
learning in a different way from the rest of the class.
3. Prerequisite skills:
a/ students will need to be able to work cooperatively in small groups
b/ students will need to be able to use technology to access and use a QR code reader
c/ students will need to be able to start and stop a video from YouTube
4. Anticipated misconceptions: a/ many students do not understand proper nutrition
and health when it comes to their own bodies and the choices that are age appropriate
in regards to this topic
b/ few students fully understand head and brain safety and often minimizes
consequences of not practicing good safety in this regards
c/ many students limit the brains control only to thinking
5. Academic language : Growth mindset, brain elasticity, cerebrum, cerebellum, brain
stem, brain health
Student Rubric
Skill/Competency

Able to explain the

Growth Mindset
concept and how it
relates to my
learning

Outline a clear plan

to of how I am
going to guide my
own learning with
two short term
goals.

Have a plan to
guide my own
learning with one
short term goal.

With assistance
develop a plan to
guide my learning.

Unable to develop a
plan for my own
learning

Explain how brain

health and safety is
important in my life
and develop a
detailed plan to stay

Using what I have

learned from the
unit have a plan to
stay brain healthy

With assistance
outline a plan to
take steps to be
brain safe and
healthy

Unable to outline a
plan to stay brain
healthy

Understand the key

themes of this unit

Work
collaboratively with
peers to create a
presentation

brain healthy.
I can work
collaboratively with
a small group and
create a brain health
presentation

I can create a
presentation but
need support to
work
collaboratively

I am able to work
with one other
person to create a
presentation

I was unable to
work
collaboratively

Lesson Plan One: The Fantastic Elastic Brain

A.
B.
C.
D.
E.
F.
G.

Greg Mitchell
Subject Reading
Grade Levels 1-2
Unit Topic The brain
Lesson topic - The Fantastic Elastic Brain, introduction to key terms and big ideas
Duration 45 minutes
Materials Bulletin board of the brain, YouTube video, iPad, Levelled books on the
brain, white board, balloons,

Instructional process
A. Standards - Reading Standards for Informational Text K5 Key Ideas and Details 1. Ask
and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text. 2. Identify the main topic of a multi-paragraph text
as well as the focus of specific paragraphs within the text.
Ontario - 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? Producing Media Texts 3.4

produce media texts for specific purposes and audiences, using a few simple media forms
and appropriate conventions and techniques (e.g., an advertisement for a healthy snack
food a board game based on the plot and characters of a favourite book or television
show a sequence of pictures and/or photographs telling the story of a class event or
celebration a story illustrated with diagrams and digital images a weather report with
illustrations and captions a selection of background music and sound effects to
accompany a picture book that will be read aloud to the class a role play of an interview
between a reporter and a fictional character in a movie)
B. Central Focus - The central of this lesson is for students to learn about the human brain,
key parts of the brain and their functions, and key terms. The central focus of this lesson
is to encourage students to engage in learning in a goal centred focused way and develop
a basic understanding of Growth Mindset student character qualities.
C. Objectives
Student will be the end of the lesson;
- be exposed to the concept of stretching their brain and discuss concepts of a Growth
Mindset
- will demonstrate a knowledge of three parts of the brain introduced and be able to label
their functions
- will have an understanding of how their brain habits effect learning
- will be able to list healthy and unhealthy habits for brain health
D. Assessment:
- Formative assessment students will brain storm all information they know about
the brain, teacher will monitor and correct small group discussion about
information being learned from YouTube video and levelled books, teacher will

assess understanding of the content by questions that are posted to the I Wonder
-

Board.
Summative assessment Students will demonstrate their knowledge of brain

health by completing a sort of healthy and unhealthy brain habits

E. Opening/ Anticipatory Set
- Teacher- Welcome to the Fantastic , Elastic Brain, We have all had enough time to
explore our Brain bulletin Board, lets brain storm about what we all know about
-

the brain
Excellent it looks like we have discovered many things about the brain
Lets review the short video about the brain to see if we can add anything to our

list
Great job watching the video we found out several more important aspects of the

brain
5-10 mins to read levelled brain books to explore the topic
Teacher while exploring information about the brain what I wonders did you

come across
Students will be working in groups to support each others progress in this

opening segment
Text to speech books will be made available to students who are not able to get

important information from

F. Main Body/ Procedure
- Teacher now that we have some understanding of the brain I want you describe
-

what I am holding in my hand teacher is holding, stretching examining an elastic

Teacher what is this, how does it work, when do you use it?
Excellent an elastic stretches, expands it requires some energy on your part to do

that well done

Teacher now everyone is going to get a balloon, but first listen to my instructions
1/ think of something you know about the brain, now blow one blow of air into
the balloon and dont let it out repeat this step two more times
2/ think of something you wonder about the brain Remember our wonder wall,
now blow two blows into the balloon,, repeat this two more times

Teacher excellent now which helped blow up the balloon the most things you

already knew or I Wonders

Right I wonders, now as you were blowing up the balloon what did you notice
about how much effort it took, as you blew up the balloon did it get harder or

easier,
Right the more you did it the easier it got
Teacher thats just like your brain , it stretches like an elastic or a balloon and the
more you stretch it or challenge yourself to learn more the fuller it gets or the

more knowledge to learn

Thats our challenge throughout this unit and on into the year to Stretch our

Brains
Teacher but in order to stretch our brains we need to keep them healthy. How do
we do that we already learned some things about this in the video we watched.
Lets use our elbow buddies and take five minutes to explore the brain books

some more and lets find out how we keep our brains healthy.
Teacher Ok great partner work lets show what we know by doing this sort
Students will be working in groups to support each others progress in this

opening segment
Text to speech books will be made available to students who are not able to get

important information from

- All diagrams will be labelled and students can use the labels or create their own
G. Closure/Ending
- Teacher , Ok Great work with the sort,
- Over the next few weeks we will be looking more closely at our brains and how
they can help us become more accomplished students. What are a few ideas you
-

have about improving your learning skills?

Learning is a lifelong job, how does that relate to what we know about stretching

your brain
Super your ticket out of here today is to tell me one thing you are going to do to
stretch your brain today?

Section 3 Reflection
1/

Cultural responsive teaching will occur throughout the process by;

-

Providing visual examples of students from many diverse backgrounds

Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the

topic to the best of their abilities

All projects and trips will have a minimal cost and ensure that all students know
that all materials for the assignments will be provided and if there is a cost for the

trip, subsides are available.

It is important to take into account all cultural concepts of human anatomy.
Conversations will be had about differing points of view and connections will be
drawn to the main ideas

2/ Accommodations: all lessons and assignments will be tailored to the individual

needs of the students. Assistive technologies will be made available for students who
require assistance reading information. Students will also be divided into multiskilled groups so that students will be able to support one another in the task. All
modifications or accommodations of student with IEPs will be taken into
consideration when planning assignments and assessments. Students may be given
extra time to complete an assignment or assessment or be allowed to show their
learning in a different way from the rest of the class.
3/ Prerequisite skills
a/ students will need to be able to work cooperatively in small groups
b/ students will need to be able to use technology to access and use a QR code reader
c/ students will need to be able to start and stop a video from YouTube
4/ Anticipated misconceptions

a/ many students do not understand proper nutrition and health when it comes

to

their own bodies and the choices that are age appropriate in regards to this topic
b/ few students fully understand head and brain safety and often minimizes
consequences of not practicing good safety in this regards
c/ many students limit the brains control only to thinking
5/ Academic language: Growth mindset, brain elasticity, cerebrum, cerebellum, brain
stem, brain health

Lesson Data: Healthy Brains, Healthy Bodies

A.
B.
C.
D.
E.
F.
G.

Greg Mitchell
Subject Reading
Grade Levels 2
Unit Topic The brain
Lesson topic - Healthy Brains, Healthy Bodies.
Duration 45 minutes
Materials Bulletin board of the brain, YouTube video, iPad, Levelled books on the
brain, white board, assorted food containers and activity pictures, movement music and
speakers

Section 2 Instructional Process

A/ New York Stata Standards:
Writing Standards K5 Text Types and Purposes 1. Write opinion pieces in which they
introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and
provide a concluding statement or section Standard 1Personal Health and Fitness 1. Students

will understand human growth and development and recognize the relationship between
behaviors and healthy development. They will understand ways to promote health and prevent
disease and will demonstrate and practice positive health behaviors.
Ontario Standards:
GRADE 2 | WRITING 1. Developing and Organizing Content Classifying Ideas 1.4 sort ideas
and information for their writing in a variety of ways, with support and direction (e.g., by using
simple graphic organizers such as webs or a Venn diagram) ACTIVE LIVING A1. Active
Participation By the end of Grade 2, students will: A1.3 identify reasons for participating in
physical activity every day (e.g., to have fun, learn through play, be with classmates who are
involved in after-school physical activities, pursue personal interests in certain kinds of activities,
enjoy a change from the classroom routine, emulate a role model, interact with family members,
improve health, follow cultural teachings)
B/ Central focus: The central focus of this lesson is to develop an understanding of Brain
Healthy Habits. Students will be able to categorize and sort healthy and unhealthy Brain Habits.
They will be able to produce a daily journal about healthy brain habits that they presently do and
others that wish to start. Students will participate in regularly schedules daily physical activities,
DPA, and be encouraged to take on leadership of these activities as the classes repertoire
increase.
C/ Objectives: The objectives of this lesson are to have students categorize healthy and
unhealthy brain habits and to have students perform a DPA activity after learning the actions to
the song
D/ Assessment: Assessment will occur throughout the lesson in several ways, students progress
on the task will be monitored and regular feedback will be given in order to correct any thinking

errors that may be occurring as well student will be asking for feedback from their peers in order
to challenge their thinking and expand their thoughts. The students implementation of this
feedback will also be assessed. During the DPA students will receive feedback from the teacher
regarding their participation in the activity as well as their willingness to take risks. Summative
assessment will occur when the students complete their sort of healthy and unhealthy brain
habits.
E/ Opening/Anticipatory Set: Several food containers and activity pictures will be placed in the
presentation area.
Teacher today class we are going to start our lesson with DPA < please find an open area where
you wont be bumped by others.
The class follows the actions in the song
Well done class today we are going to discover what health and unhealthy brain habits are lets
watch our brain video but this time we need to pay special attention to ways we can keep or brain
healthy.
F/ Main Body/ Procedure: Well done I really like how everyone was using a listening body
while the video was on.
Teacher prompt: What is this video telling us? Do you believe its messages?
T -What are the things that contribute to a healthy brain?
T- Excellent ideas what else do you know about healthy brain habits
T- Turn to your elbow partner and have a quick conversation about your healthy brain habits.
T- Ok Class eyes on me in 3-2-1-well done. Share with the class now what you and your elbow
partner know about healthy brain habits, lets make a list?

T- Great job, now I would like everyone to take a look here at my journal entry, it list all the
healthy brain habits that I am doing right now and below that is a list of things that I would like
to try and add to my list of healthy brain habits.
T- your job is to now create your own journal entry about the things you are already doing and
below that list the things that you want to add to your list, Ill leave my list and our
brainstorming list up so you can look at them if you need any idea help. (Some students will use
the lists to help with their own list, others will use the iPad and record the journal entries, as they
do on a daily basis).
G/ Closure/Ending: Great job with your journal entries. Today we learned about healthy brain
habits and their importance in being an important key in your ability to Stretch your brain. We
are going to finish off with more DPA get your bodies ready.
T- Well done class today your ticket out is to post an I wonder about healthy brain habits on the I
wonder board. (Some students will have peer scribers the teacher will also scribe for some
students)
Section 3: Reflection
1/ Culturally Responsive Teaching (CRT):
Cultural responsive teaching will occur throughout the process by;
-

Providing visual examples of students from many diverse backgrounds

Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the

topic to the best of their abilities

All projects and trips will have a minimal cost and ensure that all students know
that all materials for the assignments will be provided and if there is a cost for the
trip, subsides are available.

It is important to take into account all cultural concepts of human anatomy.

Conversations will be had about differing points of view and connections will be
drawn to the main ideas

2/ Accommodations : all lessons and assignments will be tailored to the individual

needs of the students. Assistive technologies will be made available for students who
require assistance reading information. Students will also be divided into multiskilled groups so that students will be able to support one another in the task. All
modifications or accommodations of student with IEPs will be taken into
consideration when planning assignments and assessments. Students may be given
extra time to complete an assignment or assessment or be allowed to show their
learning in a different way from the rest of the class.
3/ Prerequisite skills:
a/ students will need to be able to work cooperatively in small groups
b/ students will need to be able to use technology to access and use a QR code reader
c/ students will need to be able to start and stop a video from YouTube
4/ Anticipated misconceptions:
a/ many students do not understand proper nutrition and health when it comes to
their own bodies and the choices that are age appropriate in regards to this topic
b/ few students fully understand head and brain safety and often minimizes
consequences of not practicing good safety in this regards
c/ many students limit the brains control only to thinking
d/ students may not understand the connection between good health and nutrition and
healthy brain habits

5/ Academic language: Growth mindset, brain elasticity, cerebrum, cerebellum, brain

stem, brain health, healthy brain habits

Lesson Data 3: Stretch your Brain

A.
B.
C.
D.
E.
F.
G.

Greg Mitchell
Subject Reading
Grade Levels 2
Unit Topic The brain
Lesson topic - Stretch your Brain
Duration 45 minutes
Materials Bulletin board of the brain, YouTube video, iPad, Levelled books on the
brain, white board, assorted food containers and activity pictures, movement music and
speakers, access to the internet, craft and presentation paper, video camera, tape recorder
Section 2: Instructional Process
A/ Standards:
NYS- Reading Standards for Informational Text K5 Integration of Knowledge and Ideas
9. Compare and contrast the most important points presented by two texts on the same
topic
Ontario - GRADE 2 | MEDIA LITERACY 2. Understanding Media Forms, Conventions,
and Techniques Producing Media Texts 3.4 produce media texts for specific purposes and
audiences, using a few simple media forms and appropriate conventions and techniques
(e.g., an advertisement for a healthy snack food a board game based on the plot and
characters of a favourite book or television show a sequence of pictures and/or
photographs telling the story of a class event or celebration a story illustrated with
diagrams and digital images a weather report with illustrations and captions a selection

of background music and sound effects to accompany a picture book that will be read
aloud to the class a role play of an interview between a reporter and a fictional character
in a movie)
B/ Central Focus: The central focus of this lesson is for students to discover firsthand
the concept of Stretching their Brain by exploring answers to the questions posted on
the I Wonder wall. Students will use a variety of resources levelled Brain books, the
internet and videos to access the information needed. Students will create a presentation
for the rest of the class about what they have discovered. They can present this
presentation using a variety of media, from a poster presentation, role play, audio or
video presentation.
C/ Objectives: The objectives of the lesson is to have students create a 3-5 minute
presentation about stretching their brains by exploring the questions posted on the I
Wonder board. Students will work cooperatively in groups of 2-3 to accomplish this task.
Students will be required to use Partner Talk when working in the small group.
D/ Assessment Plan:
Students will be assessed formatively while they are working in groups. The teacher will
evaluated and provide feedback in the following areas; group work skills, ability to use
resources available effectively, correct any thinking errors prior to compiling information
for presentation. Students will also receive feedback from their classmates prior to
completing a final draft of their presentation
The summative assessment will be students presentation to the class.

E/ Opening/Anticipatory Set: T- Today is the day we are going to stretch our brains
more than we have done yet. Get your bodies ready for DPA, today is the Spiderman
song, here we go.
T- Well done way to warm your brains up
T- Now I want everyone to come back to the presentation area so we can look at what we
know already and what we still need to find out
T- So far we have learned about the brain and some of its important parts and what they
do. We have looked at the importance of stretching your brain and we have looked at
healthy and unhealthy brain habits.
T- Lets watch this short clip from the movie Meet the Robinsons to see if we have
missed anything
F/ Main Body/ Procedure: T- I just want to stop the clip here before we see the end, I
want you to turn to your elbow buddy and make a prediction about how this is going to
end
T- W have some interesting predictions lets find out
T- Well that caught me by surprise were any of the rest of you surprised. What was the
message? Right the mistake was celebrated, you need to make mistakes in order to stretch
your brain.
T- With that message in mind this is our job today, I have looked at the wonder board and
was able to divide the Wonders into 8 areas or themes. I want you to work in the small
groups that I have divided all of you in and explore and discover answers to you groups
wonder board theme, then present your finds to the group in one of the following ways,
poster, video, an audio report or a roll play /skit. You can use any of the books, use the

bookmarked information on the internet or watch any of the YouTube videos that you can
access with the QR codes on the board. We have 30 minutes to do this and then present
T- Any questions then lets get to it, remember to look at our partner talk charts if you
start to have any difficulties. (Students will be divided into multi ability groupings to
complete this task and be able to present their information using a variety of media)
G/ Closure/Ending: T- It looked like everyone did a great job working in groups and
discovering many exciting ways to stretch your brain and use healthy brain habits.
Your ticket out today is to tell me something new you learned from another groups
discoveries.

Section 3: Reflection
1/ Culturally Responsive Teaching (CRT):
Cultural responsive teaching will occur throughout the process by;
-

Providing visual examples of students from many diverse backgrounds

Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the

topic to the best of their abilities

All projects and trips will have a minimal cost and ensure that all students know
that all materials for the assignments will be provided and if there is a cost for the

trip, subsides are available.

It is important to take into account all cultural concepts of human anatomy.
Conversations will be had about differing points of view and connections will be
drawn to the main ideas

2/ Accommodations: all lessons and assignments will be tailored to the individual

needs of the students. Assistive technologies will be made available for students who

require assistance reading information. Students will also be divided into multiskilled groups so that students will be able to support one another in the task. All
modifications or accommodations of student with IEPs will be taken into
consideration when planning assignments and assessments. Students may be given
extra time to complete an assignment or assessment or be allowed to show their
learning in a different way from the rest of the class.
3/ Prerequisite skills:
a/ students will need to be able to work cooperatively in small groups
b/ students will need to be able to use technology to access and use a QR code reader
c/ students will need to be able to start and stop a video from YouTube
d/ students will need to have an understanding of what Partner Talk is and how they
will use it in a small group
4/ Anticipated misconceptions:
a/ many students do not understand proper nutrition and health when it comes

to

their own bodies and the choices that are age appropriate in regards to this topic
b/ few students fully understand head and brain safety and often minimizes
consequences of not practicing good safety in this regards
c/ many students limit the brains control only to thinking
d/ students may not understand the connection between good health and nutrition and
healthy brain habits
5/ Academic language: Growth mindset, brain elasticity, cerebrum, cerebellum, brain
stem, brain health, healthy brain habits

Lesson Data 4: Healthy Bodies, Healthy Minds

A.
B.
C.
D.
E.
F.
G.

Greg Mitchell
Subject Physical Education/Health
Grade Levels 2
Unit Topic The brain
Lesson topic - Activities for your Brain, Keep it Healthy
Duration 45 minutes
Materials Bulletin board of the brain, YouTube video, movement music and speakers,
exercise mats, activity cards, skipping ropes, cooperative activity materials ( nylon rope)

Section 2: Instructional Process

A/ Standards
NYS- Standard 1Personal Health and Fitness Elementary Physical Education 1.
Students will perform basic motor and manipulative skills. They will attain competency
in a variety of physical activities and proficiency in a few select complex motor and
sports activities. Students will design personal fitness programs to improve
cardiorespiratory endurance, flexibility, muscular strength, endurance, and body
composition. Students: participate in physical activities (games, sports, exercises) that
provide conditioning for each fitness area develop physical fitness skills through regular
practice, effort, and perseverance demonstrate mastery of fundamental motor,
nonlocomotor, and manipulative skills, and understand fundamental principles of
movement understand the effects of activity on the body, the risks associated with
inactivity, and the basic components of health-related fitness (cardiovascular, muscle
strength, muscle endurance, flexibility, and body composition) demonstrate and assess
their fitness by performing exercises or activities related to each health-related fitness

component, and establish personal goals to improve their fitness understand the
relationship between physical activity and individual well-being.
Ontario- A. ACTIVE LIVING A1.3 identify reasons for participating in physical activity
every day (e.g., to have fun, learn through play, be with classmates who are involved in
after-school physical activities, pursue personal interests in certain kinds of activities,
enjoy a change from the classroom routine, emulate a role model, interact with family
members, improve health, follow cultural teachings) [CT]
B/ Central Focus: The Central Focus of this lesson is for students to identify reasons for
participating in physical activity every day. To gain an awareness of several activities
they can perform in order to maintain an appropriate level of physical fitness. To
understand that too have a healthy mind requires a healthy body.
C/ Objectives: The objectives of this lesson are to have the students participate in a
variety of activities that encourage active minds and active bodies. Students will also be
required to work cooperatively and collaboratively to successfully complete a cooperative
activity task. Students will also participate in movement routine to music that they will be
expected to use during DPA in the classroom.
D/ Assessment Plan: Students will be assessed throughout the lesson and given
immediate feedback on their ability to work cooperatively with their peers, as well as
their ability to perform basic movement routines.
E/ Opening/Anticipatory Set: T- today in gym class we are going to learn some brain
healthy activities as well as work together to solve a group problem. To help stretch our
brains, remember making mistakes stretches our rain as well.

T- First What you will find eight stations around the gym with different activities at each
station, you will need to divide yourselves evenly between the stations you will get to do
each activity no matter where you start and do that activity until the music stops then
move to the next station. Any questions then lets get started.
T- Great effort folks keep it up!
F/ Main Body/ Procedure: T- Fact The Canadian Sedentary Behaviour Guidelines
recommend that children limit the amount of time that they spend sitting without being
active. The Canadian Physical Activity Guidelines for Children recommend that children
build physical activity into their daily routines to create a pattern that will stay with them
for the rest of their lives. The guidelines recommend that children gradually increase
active time and decrease non-active time, including screen time. Why is it important to be
active every day? Which activity out of the eight you just did do you like the best? Why
is that important?
T- Cooperative activity: Mat race: The group gets a box of tennis balls and one gym mat.
The object is for the group to move one person on the mat from one side of the gym to
the other using the tennis balls. The task will be timed.
Debrief, T- what went well, what would you do differently? Discussion.
G/ Closure/Ending: Ticket out today is, how does what we did today connect to
stretching your brain?

Section 3: Reflection
1/ Culturally Responsive Teaching (CRT):
Cultural responsive teaching will occur throughout the process by;

Providing visual examples of students from many diverse backgrounds

Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the

topic to the best of their abilities

All projects and trips will have a minimal cost and ensure that all students know
that all materials for the assignments will be provided and if there is a cost for the

trip, subsides are available.

It is important to take into account all cultural concepts of human anatomy.
Conversations will be had about differing points of view and connections will be
drawn to the main ideas

2/ Accommodations: all lessons and assignments will be tailored to the individual

needs of the students. Assistive technologies will be made available for students who
require assistance reading information. Students will also be divided into multiskilled groups so that students will be able to support one another in the task. All
modifications or accommodations of student with IEPs will be taken into
consideration when planning assignments and assessments. Students may be given
extra time to complete an assignment or assessment or be allowed to show their
learning in a different way from the rest of the class.
3/ Prerequisite skills:
a/ students will need to be able to work cooperatively in small groups
b/ students will need to be able to use technology to access and use a QR code reader
c/ students will need to be able to start and stop a video from YouTube
d/ students will need to have an understanding of what Partner Talk is and how they
will use it in a small group
4/ Anticipated misconceptions:

a/ many students do not understand proper nutrition and health when it comes

to

their own bodies and the choices that are age appropriate in regards to this topic
b/ few students fully understand head and brain safety and often minimizes
consequences of not practicing good safety in this regards
c/ many students limit the brains control only to thinking
d/ students may not understand the connection between good health and nutrition and
healthy brain habits
5/ Academic language: Growth mindset, brain elasticity, cerebrum, cerebellum, brain
stem, brain health, healthy brain habits

Lesson Data 5: Lids for Kids

A.
B.
C.
D.
E.
F.
G.

Greg Mitchell
Subject Physical Education/Health/ ELA
Grade Levels 2
Unit Topic The brain
Lesson topic walking trip to the Brain Injury Association
Duration 2.5 hrs
Materials Bulletin board of the brain, YouTube video, review questions for presenter,
permission forms, parent volunteers, clip boards and note paper, iPads

Section 2: Instructional Process

A/ Standards

NYS- Standard 2A Safe and Healthy Environment, Elementary Health Education Physical
Education 1. Students will demonstrate personally and socially responsible behaviors. They will
care for and respect themselves and others. They will recognize threats to the environment and
offer appropriate strategies to minimize them. 1. Students will demonstrate responsible personal
and social behavior while engaged in physical activity. They will understand that physical
activity provides the opportunity for enjoyment, challenge, self-expression, and communication.
Students will be able to identify safety hazards and react effectively to ensure a safe and positive
experience for all participants
Ontario - A. ACTIVE LIVING A3. Safety A3.2 identify ways of protecting themselves and
others, including those with medical conditions, from safety risks while participating in physical
activity (e.g., wearing a properly fitting helmet to protect the head, avoiding broken glass on the
field or on the playground and reporting it to the teacher, carrying an epinephrine autoinjector if
needed, reducing intensity of physical activity if poor air quality causes breathing difficulties,
bringing an inhaler if needed, tucking in the tubing of an insulin therapy pump to prevent it from
getting caught) [PS, CT]
B/ Central focus: The Central focus of this field trip is too expose students to the hazards of
Brain Injury. Students will be exposed to information and material about the brain and how to
best protect during all daily activities. Students will have the opportunity to meet with and learn
from individual who have an acquired brain injury and explore the many causes and preventions
of acquired brain injury.
C/Objectives: Students will ask a variety of questions about brain structure and brain injuries.
They will identify potential risk and describes methods of protection. Students will listen to the
presenters and ask relevant appropriate questions

D/ Assessment plan: Students will be given immediate feedback on their behaviour during the
outing as well as be guided around the selection of appropriate questions to ask the presenter.
Students will demonstrate their knowledge of the content by developing a person safety plan.
E/Opening/Anticipatory set: T- Before we go on our trip today lets take a look at what we
learned about the brain so far
T- Take a look at the bulletin board, the presentations and our videos. What have we learned
about the brain, its parts and what they do? Brain healthy habits? Safety? Lastly what does all
that have to do with stretching you brain?
T- While we are looking at these start to think of any I wonder questions for the people at the
Brain Injury Association.
T- Class now I need you to start thinking about Partner Talk and how that is going to help us on
this field trip with the presenters today?
F/ Main Body/ Procedure: T- Welcome to the Brain Injury Association office as we move
through the different stations today we need to be taking notes and thinking about the your own
personal healthy habits plan and what it is going to look like.
T- Now before we leave lets take ten minutes and complete our healthy brain habits plan on the
sheet you have on you clip board (Students who need extra support can dictate their plan into an
iPad or have it scribed by the teacher or one of the volunteers)
T- Class please give a huge round of applause to our wonderful presenters as thanks
G/ Closing: T- What a very interesting trip, I learned a lot about brain injury and ways to prevent
it. As you leave today please post your healthy brain plans in the presentation area and we will
look at them more closely tomorrow and use them as the year goes on to check our progress.

Section 3: Reflection
1/ Culturally Responsive Teaching (CRT):
Cultural responsive teaching will occur throughout the process by;
-

Providing visual examples of students from many diverse backgrounds

Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the

topic to the best of their abilities

All projects and trips will have a minimal cost and ensure that all students know
that all materials for the assignments will be provided and if there is a cost for the

trip, subsides are available.

It is important to take into account all cultural concepts of human anatomy.
Conversations will be had about differing points of view and connections will be
drawn to the main ideas

2/ Accommodations: all lessons and assignments will be tailored to the individual

needs of the students. Assistive technologies will be made available for students who
require assistance reading information. Students will also be divided into multiskilled groups so that students will be able to support one another in the task. All
modifications or accommodations of student with IEPs will be taken into
consideration when planning assignments and assessments. Students may be given
extra time to complete an assignment or assessment or be allowed to show their
learning in a different way from the rest of the class.
3/ Prerequisite skills:
a/ students will need to be able to work cooperatively in small groups
b/ students will need to be able to use technology to access and use a QR code reader
c/ students will need to be able to start and stop a video from YouTube

d/ students will need to have an understanding of what Partner Talk is and how they
will use it in a small group
4/Anticipated Misconceptions:
a/ many students do not understand proper nutrition and health when it comes

to

their own bodies and the choices that are age appropriate in regards to this topic
b/ few students fully understand head and brain safety and often minimizes
consequences of not practicing good safety in this regards
c/ many students limit the brains control only to thinking
d/ students may not understand the connection between good health and nutrition and
healthy brain habits
5/ Academic Language: Growth mindset, brain elasticity, cerebrum, cerebellum, brain
stem, brain health, healthy brain habits, Acquired Brain Injury

Artifact Five: Guided Reading Lesson :

The Guided Reading artifact integrates current best practices in reading instruction with
evidence based curriculum to provide students with a high quality reading lesson. In Richard L.
Allingtons (2013) article What Really Matters When Working with Struggling Readers he
emphasizes the importance of providing guided reading instruction with few interruptions but
providing explicit instruction when correction is required. He also goes on to underline the
importance of having struggling readers read more fosters reading independence in future
grades (Allington, 2013). Kathleen Palmer Cleveland (2011) also argues that connecting
reading to the students everyday life is essential in engaging and motivating boys to read. The
professional standards for literacy as outlined by the International Literacy Association have

been used to uphold the standards for this lesson citing Standard #1 Foundational Knowledge as
the base standard for this lesson.

Section 1: Lesson Data

Guided Reading
Three Little Pigs and the Big Bad Wolf
A.
B.
C.
D.
E.
F.
G.

Greg Mitchell
ELA/ Language
Grade 2
Reading
Guided Reading
Duration: 45 min
Materials: Levelled reading books X2 Pictures of Hugs & Three Little Pigs and the Big
Bad Wolf , white boards, writing books

Section 2: Instructional Process

A. NYS Reading Standards: Foundational Skills (K5) Fluency 4. Read with sufficient
accuracy and fluency to support comprehension. a. Read grade-level text with purpose
and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings. c. Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
Ontario GRADE 2 | READING 3. Reading With Fluency, Reading Fluently 3.3 read
appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the
text to the reader and to an audience (e.g., make oral reading sound like spoken language,
with the appropriate pauses, stops, and starts indicated by the punctuation)
B. Central Focus:

During this guided reading lesson the central focus will be reading dialogue with
expression and fluency. During the lesson the following areas will be touched on,
phonemic awareness sight words, phonics word ending (ed, ing), vocabulary review
and comprehension of read text
C. Objectives: By the end of the lesson, students will be able to use appropriate expression
when reading dialogue in a text. Students will also be able to recognize and pronounce
correctly words ending in (ed. and ing.)
D. Teacher will formatively asses students through observation and listening to students
oral reading. Students will be assessed throughout the lesson and given immediate
feedback to correct any errors in pronunciation, fluency and comprehension. Students
will be assessed on their understanding and use of the review words during the review
time and while reading the text. Students will also be assessed in their ability to read and
discuss any life lessons learned for the story.
E. Anticipatory Set:
T- Who can tell me the most exciting thing that has ever happened to you before? Wow
thats amazing! I loved the excitement in your voice when you were telling the story.
T- Now who can tell me a time you were totally bored? I could really tell you were bored
by the way you sounded when you told the story, Great Job!
T- Who can tell me what we call the feeling someone uses to tell a story?
T- Expression, right!
T- We also use expression when we are reading a story out loud as well, it makes it more
interesting for both the reader and the listener. It helps the reader explain the dialogue to
the listener.
T- Who can remind us what dialogue is? Right its when someone is talking in the story.

T- Lets take a quick look at Pictures of Hugs the story we read last day. Everyone turn
to page 3. Lets read this page and see if we can add expression to the dialogue, last day
some of us were having a tough time reading with expression.
T- Well done that time everyone was very expressive.
F. Main Body/Procedure
Familiar Writing: (3 min.)

Word Building (3 min.)

T- When we read Pictures of Hugs these are some of the words we struggled with, lets
take a look at them to see if there are some strategies to use to help read them.
T- Lets look at the pictures too maybe they can help us with the words
T- What other strategies can we use?

1. picture

4. said

Endings , ed, ing,

2. paper

5. saw

look, work, play, sleep

3. puzzle

T- Now lets look at these word endings and practice how to say them when we read them

Before Reading: (5-7 min.)

Book Introduction:

Im sure everyone has heard of the story of the three little pigs. Allow for conversation.
Who is the other character in the story? Our story today is a little different lets see if its

different then the story you have known. Once there was three pigs who needed a a place to
live. They all had different ideas so they each made their own home. They each used different
materials to build their homes and some lasted better than others, when put to the test. Watch
their conversation with the wolf. Does their expression fit the situation? The characters are the
three pigs 2 brothers 1 sister and the wolf

Difficult Words/Vocabulary/ picture walk leave the end of the story , make a prediction

house p4, straw p4, wolf p7, huff and puff p8, their p10,

Suggested Teaching Point:

Readers need to read dialogue differently than the rest of text, reading it with expressionModel a dialogue sentence using expression

prompt look at the picture and think about how you would say the word, get your mouth
ready

Readers may know the story so it is important to follow along with their finger

During Reading: (5-10 min.) *Revisit the teaching point as needed. Lets find out what
happened to the wolf
Prompts to Support readers:

Does it match?

Does it sound right?

After Reading: (5-7 min.)

Discuss the story

What are some things that made the house different?

Why do you think they each built different homes?
What do you think about the each of the pigs?

Does it make sense?

How would you have built your house?

What happened to the wolf?
Is he going to come back? Why not?

Return to Teaching Point

Readers need to read dialogue differently than the rest of text, reading it with expression-

demonstrate again a dialogue sentence using expression

Comprehension Strategy Focus: connections, questions, inferences, visualizing,

summarizing, synthesizing, determining importance

Does anyone have any connections?

What did you see in your head as you read?
Writing Connection: (5 min.)
What kind of house do you live in? We have tornado drills at school, where would you go in
case of an emergency/ tornado at home?
Think about the words we practiced to when you are writing connection.
G. Closure/Ending
Great job reading today! As your ticket to free time, you need to tell me what your plan is
to stay safe in your house?
Section 3: Reflection
6. Cultural responsive teaching will occur throughout the process by;
- Providing visual examples of students from many diverse backgrounds
- Allowing all students the opportunity to participate fully sharing with the class
their own expertise of the topic area while challenging all students to explore the
topic to the best of their abilities
- Provide stories that represent many different homes and family groups
7. Accommodations:

Students will be divided in ability groups

Each student will be able to show what they know by us various methods to

document their learning ( writing, pictures , record their ideas)

8. Prerequisite Skills:
- Understand how guided reading groups work
- Know the routines of guided reading groups
- Understand the reading process
9. Misconceptions:
- Errors in reading
- Generalizing all facts
10. Language:
- Dialogue, conversation, expression
Artifact Six: Math- Fractions Lesson Plan
The concepts included in this lesson are critical thinking concepts that students need to
attain in order to build their skill as problem solvers, understanding that the problem has many
answers as part of the journey of thinking critically. Scientific studies have shown that when
students gain a deeper conceptual understanding, they learn facts and procedures in a much more
useful and profound way that transfers to real-world settings (Sawyer, 2014). The professional
standards from InTASC Standard #1- 1. The teacher uses understanding of how learners grow
and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and
implement developmentally appropriate and challenging learning experiences. This standard is
crucial in laying the foundation for future skill development. Standard #4: Content Knowledge
4(a) The teacher effectively uses multiple representations and explanations that capture key ideas
in the discipline, guide learners through learning progressions, and promote each learners
achievement of content standards
I. LESSON DATA:
A
B
C
D

Fractions

Greg Mitchell
Mathematics/ numbers and operations/ Number Sense
Grade Level: 3
Fractions

E Lesson Topic: Develop an understanding of fractions as numbers

F Materials: an apple, knife, five strips of colored paper for each student 2 by 10,
scissors, markers, dice
Section II: Instructional Process
A. Standards:
New York: Number & OperationsFractions 3.NF
Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the
quantity formed by a parts of size 1/b.
Ontario: Grade 3: Number Sense and Numeration
Overall Expectations By the end of Grade 3,students will: read ,represent ,compare, and order
whole divide whole objects and sets of objects into equal parts ,and identify the parts using
fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers
in standard fractional notation;

B. Central Focus: Students will divide whole objects and sets of objects into equal parts and
identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters)

C. Objectives: Students will by the end of the lesson be able to divide whole objects into equal
parts , use fraction strips of various sizes , ,1/8 , 1/16 to create a whole, students will
demonstrate that fractions are part of a whole

D. Assessment Plan: Students will be formatively assessed throughout the lesson by creating
equal fractions strips and given feedback on their effectiveness to make a whole. Student

summative assessment will occur while they are playing the fraction game and demonstrating
their ability to synthesize whole fractions using multiple fraction sizes.

E. Opening/Anticipatory Set: Teacher led conversation bout fractions being equal parts of the
whole.
T- Mrs. Mitchell and I went to the market on the weekend and found the most delicious apples I
have ever tasted and I wanted to bring them back to share with the class but I ate the all and only
have one left. How am I going to give everyone some?
T- Would it be fair if I gave Steph this much and everyone whats left?
T- Oh the pieces need to be equal
T- How can I do that I only have one apple?
T- Oh make equal parts from the one apple, Oh divide them into equal parts
T- Cutting the apple into quarters is called what?
T- Excellent Fractions.
T- Who can show me from what we learned last day what fractions look like as numbers?
T- Right, the two numbers over each other with a line in between
T- The top number is the number of pieces you have and the bottom number is the number of
pieces you divided the object into Great!
F. Main Body/ Procedure: T Ok we already know some much about fractions. Well done.
T- Today we are going to make our own game, The Fraction Game.
T- Everyone will receive 5 strips of paper the black is going to be our whole. Next we are going
to take the yellow piece (hold it up and demonstrate) and fold it into two equal pieces, right in
half, How do we show half as a number? Great 1 over 2 well done. Now lets cut out the two

parts evenly and put on each. Next we will take the orange piece (hold it up and demonstrate)
fold it in half the fold it in half again. Open it and how many pieces do we have? Right 4. How
do we show we show fourths or quarters as a number Great 1 over 4 now lets cut out the four
pieces evenly and put on each? Awesome great job cutting evenly. Next lets take the red piece
(Hold it up and demonstrate) fold it in half , then half again then half again, how many pieces do
we have now 8 great. How do we show eighths as a number? Right 1 over 8 great. Next lets cut
them into eight even parts and mark 1/8 on each. Well don I like the care each of you is taking in
making your game pieces. Lastly we are going to take the pink strip (hold it up and demonstrate)
fold it half , in half again, in half again and in half again, how many pieces do we have now? 16
right how do we show sixteenths as numbers? Right 1 over 16, lets cut the strip evenly into
sixteen and put 1/16 on each great job now we are ready to play.
T- Ok Here is how we play, the goal is to be the first to cover your whole piece without going
over wins, you roll the dice and match the roll to the chart and add the fraction = 1 , = 2 ,
1/8 = 3 and 4 , 1/16 = 5 and 6.
Great job here we go!
G. Closure/Ending: Today we learned some more about fractions, who can tell me what you
Know about Fractions? Great equal parts of a whole, divide equally, well done next day well
play the fraction game again but instead of making a whole we will be taking away from the
whole, well done everyone.

Section III: Reflection

1. Culturally Responsive Teaching (CRT): Everyone is included in the game regardless of
ability, support and feedback are given to assist. The first person to go in the game is modelled

by using several different learned strategies, in this game the youngest person will go first then
the game will proceed clock wise. (Other strategies to decide who goes first are; rock paper
scissors, pick a number, highest dice roll)
2. Accommodations: All students will have access to the movement chart, step by step
instructions are given and demonstrated for making fraction pieces, and scribing assistance is
given as well as cutting assistance for those who need it by mentor buddies.
3. Name 2-3 prerequisite skills: Students will need to be able to fold and cut with scissors,
follow step by step instructions, understand conventions of game play
4. Discuss any anticipated misconceptions: students may think that they can cover more than the
whole to win, not understand that fractions are equal parts of the whole
5. What academic language: divide, equal parts, whole, fractions