Medaille College Department of Education

Lesson Plan 1

Teacher Candidate’s Name: Crystal Setchell

Context for Learning (edTPA)

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

Grade level: ___3_____ Number of students in the class: __24______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Learning Disability 3  Instructions presented orally and repeated
ADHD – 504/IEP – 2 students  Responses may be given via computer
Hearing Impaired – right ear – 504/IEP – 1 Student  Frequent breaks – when required/needed
 Fidget chairs for desk work
 Seated closer to front of class
 Additional test preparation and review
 Student with hearing loss on one side – seated in proper
location so can adequately hear instruction
 Positive reinforcement and encouragement
 Shorter assignments (when required/needed)

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
2  Electronic device – help with translation if needed
English Language Learner  Visuals (or hands on) for all lessons
 Seated closer to front of class
 Extra time as required/needed
 Vocabulary handout
 Use of manipulatives (physical money they can handle)
 Use of nonverbal response (thumb up and thumb down)

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 Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __1____ of a ___4___ Day Learning Segment

Subject and Lesson Topic: Coding - Introduction

Grade Level: 3 Lesson Duration: 1 hour

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).

At the end of this lesson segment, the goal is for the students to have a preliminary idea as to how coding works.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have limited knowledge of what coding is, unless knowledge has been provided at home. Students have been exposed to coding, without understanding
what coding is. For instance, students may have played games like Minecraft and have been exposed to computer games/activities at school. This lesson will begin
at the very basic level of coding. Students do have exposure to using computers and should be able to use simple key functions.

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

Coding will be presented in various forms. If students show that they are struggling, there will be information/activities provided in a simpler format. The lesson
will start from a basic standpoint commands/coding will be presented in a few different formats so that students will have a better understanding.

Using Student Assets

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What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

The students will have had some exposure to computer based activities within previous grades and therefore will know about computers. As this is a basic
introductory lesson, students will be able to focus on their experiences with computers and obtain a depper understanding in what makes computers function and
how games/activities work. The students will have an understanding that certain methods need to happen in certain ways and how this links to coding. Further,
commands will be explained in various formats, such as physical movements, to have a better grasp of the commands behind computer coding.

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

I will try to provide examples in various ways so that students can understand commands and how they work. I will explain basic sequential events such as
preparing a cup of tea or hot chocolate and understanding that in order for it to work, it needs to be put together in a certain way. This will help students have
more understanding of coding and how computers work as technology has become an integral part of society.
Curriculum Standards
New York State – Grade 4

NY-4.OA 5
- Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not
explicit in the rule itself.

Ontario Curriculum – Grade 3

C3.1 

- solve problems and create computational representations of mathematical situations by writing and executing code, including code that
involves sequential, concurrent, and repeating events

C3.2 

- read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code
affect the outcomes

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of
the lesson and are aligned to the standards identified
above.
Students will be able to identify what a command
is
Students will be able to understand that
commands need to happen in a certain order
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
Commands will be explained in various formats
and students will complete activities where they
will physically perform them or apply their
knowledge in a grid type scenario
Students will apply codes in certain order to
create a code. When completing the dance
If applicable, explain how you will adapt
assessments to allow students with specific needs
to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Repetition will be completed if the sequential
order is not understood.
Check for understanding after giving
instruction

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Students will apply this knowledge to compile
commands in a certain order to create a code
movements, after placing them in a specific
order, will understand that they are in that
order for a specific code and to complete the
code in that manner
By understanding the grid activities and that
commands need to be completed in a certain
manner in order for the scenario to be
completed (dog reaches treat)
If grid is not comprehended, will have
students stand and complete the movements
that way (to ensure left and rights not
mistaken)
Simplified grids will be provided

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Understand Repeating the idea of coding through various activities/formats
Having the students stand and complete movements to understand the
right direction
Applying code to something known (like dancing) to understand how
certain commands (dance moves) put together make the code
Coding Handout with vocabulary explanation and visuals to help with
Command understanding
Sequential Events
Thorough explanation (and repeating it) to help students understand
the vocabulary.

Having students see the vocabulary from different viewpoints (not just
computers) to have an understanding of them.

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
Students will be able to put
commands in a certain way to
complete the code
As a class we will work through
various grid scenarios
Will work with students during the partner activities to help ensure
understanding
I will work with the ADHD students and provide simplified coding grids
when required to help with their understanding.
I will read directions twice to help ensure students understand
I will ensure that each transition between each part of the lesson is done
in a smooth manner
ensure students understand the concepts before moving on
I will provide different scenarios of a grid layout where students will be
able to make the necessary moves (commands) to complete the scenario
(creating the code)

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the concepts

Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator

To transition to the math portion/lesson of the day I will start with a joke:

Q: Why did the computer squeak?

A: Someone stepped on its mouse!

I will have the students bring their eyes to the front of the class and present the following
grid:

Will ensure students understand the grid before moving

forward.
If needed, will have students stand and complete the
steps physically as to understand their lefts from their
rights.

I will ask the class which squares the dog has to go to, one at a time, in order for the dog
to make it to the bone, without going through any of the fences.
After the student go through just the movement of the boxes, I will return the dog to the
start and advise that now we have to focus on the direction as well.

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Explaining that the dog is facing the right, we will go through moving the dog to the bone by
using the following movements:
 Move Forward For both hearing impaired student and ELL students will
 Turn Left ensure I use hand signals for turning left and right and
 Turn Right after completing the grid I will run through the grid again
completing the physical movements

Instructional Procedures

I will ask a general question to the class asking if anyone knows what coding is or has
heard of that terminology before. Visual aid (the original grid) will be posted at the front of
the class for students to refer to.
We will watch an introduction video to programming
Oral explanation and repetition if required
https://www.youtube.com/watch?v=XMZFUnAgOqs
Check for understanding see if students are able to refer
back to the original grid and by using examples be able to
After completing this with the class I will show my slide presentation on coding, first identify if it’s a command, code, or sequential event
focusing on what coding is:

- Learning Goal
o Learning about coding, which involves step-by-step instructions that tell a
computer or device what to do
o When we tell the computer to “do” something, this is called a command
o Each little piece is organized together to create the code If there is trouble understanding sequential events, I will
tie it to another example – putting a story together and
o This code tells the computer to complete a task for activity
putting it in the right order – beginning, middle, end
https://www.youtube.com/watch?v=qagnRXk0sfU
Following this slide/discussion, I will educate the students on what sequential events are
- I will advise that they are events that have to happen in a specific order

I will then draw the students to the white board and draw a picture of hot chocolate
I will inform steps of preparing the hot chocolate
- First you need to grab a cup
- Then you need to put in the cocoa/hot chocolate
- Then you need to add your liquid (milk, hot water)
- Then you need to stir it all together
I will inform the students that you cannot stir the contents before adding any of the

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ingredients and you can’t pour anything without grabbing a cup
- These events need to happen in a specific order

At this point, even if all students will not completely understand the vocabulary, we will
move to the next part where I will have all the students stand up with an appropriate
amount of space around them.
Together as a class come up with certain commands of dance moves to create a code.
There are several dance moves listed and as a class we will decide what order the dance
commands should be for our code. (See slide below)

If there is difficulty in understanding this I will ensure the

activity is completed again and we will come up with our
own dance moves, or even just complete movements (one
step right, one step back, etc…) to help the understanding
of this.

Check for understanding

Here is an example of an order and after completing the “code” I will ask the students to Positive reinforcement for students and help when they
rearrange the code and we will complete the code in the new sequence. are stuck on a grid.

After completing the code with a few variations (switching the code around) we will
move onto a larger grid of the dog trying to get to his bone.
In the first slide there will be more objects and specific moves to help the dog reach his
bone. For the first one, I will have the students stay standing to complete the code with
physical movement to understand the various steps and turns.
Two different grids will be completed, the second one will have more
commands/options for the dog.

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I will then pair the students up and have them complete a few grids on their own. While
they are completing the activities, I will walk around the room and answer any
questions.
If students get all the work done and there is time left,
will have students log onto Chromebooks provided in
classroom and complete some codes in pairs on the
following website:
https://www.mathplayground.com/follow_the_code.html

Additional time for students as required

Hands on activity to help students

Closure Teacher orally explaining answers to each question, and

re-review each grid to check for understanding
I will review the independent work to ensure that students understood the main
concepts while also reviewing the main vocabulary and concepts. I will engage the
students in a closing discussion on how anyone is able to learn to code no matter their
age and that it can be a lot of fun. I will also advise the students that there will be a fun
coding program we will do in lesson 3 where they will be able to code a dance and
Minecraft movements.

Students will be encouraged to think of something in their house that has to follow a
specific sequence of events that we can discuss the next day.

SWBAT: Understand the introduction to coding.

I will inform the class that the next lesson will focus on fixing mistakes, which is referred to
as debugging and create loops.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.
- projector for slides
- Handouts for the partnered activities
- Chromebooks if students are ahead – or need to watch videos of code simplified
- Handouts of simplified code
- Writing utensils if required

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Activity Sheets provided for paired work:

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