FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

Functional Unit: Using the edTPA Lesson Format

Fall
Sara Zapalowski
SPE 311-312
Fall 2014

Dr. Kurtzworth-Keen

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

Functional Unit: Using the edTPA Lesson Format

Fall
Unit 1
In this 6-1-2 self-contained classroom at the Heritage Center on Maryvale Drive, the children are
all 8 years old, so all of the students are in third grade. There are five boys and one girl, and all of the
students have a form of autism. The lead teacher, Miss Breanna, teaches all of the core subjects such as
reading and math in small groups. Miss Diana is a personal aide for one of the students while Mrs.
Cummings is the general aide for the classroom. Throughout the day, each student is pulled out of the
classroom at least twice for either physical, occupational, speech, or art therapy. Also, three times a week,
an occupational therapist pushes in to teach students cooking skills during the afternoon snack period.
Overall, the classroom has a very busy atmosphere where the students are always working and learning.
Unit 2
Central Focus- Essential Questions: What are indicators that reflect that the season is fall?
Connection (if appropriate): Since fall is the current season, there are indicators of the season in the
setting all around the students. Because fall is so prevalent, it connects all of the lessons in this unit.
State, Provincial Common Core and National Learning Standards:
Unit Title: Fall
Central Focus: Essential Question of the UNIT:
What are indicators that reflect that the season is fall?
Lesson 1 Title
Essential Question:
Functional Reading:
What are the stages of
Sequencing the
the pumpkin life cycle?
Pumpkin Life Cycle
In what stages do these
stages occur?

Common Core Standard Addressed:

NY New York State Common Core Standards
(2011)Subject: English Language Arts & Literacy
in History/Social Studies, Science, and Technical
Subjects
Grade: Grade 3 students:Content Area:
Informational Text K5
Strand: ReadingDomain: Key Ideas and Details
Standard:
3. Describe the relationship between a series of
historical events, scientific ideas or concepts, or

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

steps in technical procedures in a text, using

language that pertains to time, sequence, and
cause/effect.
Lesson 2 Title
Functional Math:
Single-Digit Addition
with Candy Corns

Essential Question:

NY New York State Common Core Standards

(2011) Subject: Mathematics

Can the student add

single digit numbers
with manipulatives?

Grade: Grade 1Domain: Operations and Algebraic

Thinking 1.OA
Area: Represent and solve problems involving
addition and subtraction.
Standard:
1. Use addition and subtraction within 20 to solve
word problems involving situations of adding to,
taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by
using objects, drawings, and equations with a
symbol for the unknown number to represent the
problem.2

Unit 3
Learning Targets (Objectives):
Lesson 1: Sequencing the Pumpkin Life Cycle
Essential Question: What are the stages of the pumpkin life cycle? In what order do these stages occur?

Content Objective: The student will be able to sequence the stages of the pumpkin life cycle by
referencing evidence in the text and gluing the stages in order with at least 90% accuracy.
Language Objective: The student will be able to orally state or point to all six stages of the pumpkin life
cycle in order with at least 90% accuracy.

Lesson 2: Single-Digit Addition with Candy Corns

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

Essential Question: Can the student add single digit numbers with manipulatives?
Content Objective: Given a singledigit addition problem and manipulatives, the student will add the
addends to determine the sum with 80% accuracy on at least 8 out of 10 problems.
Language Objective: Given a graphic organizer, the student will write the sum in the provided box.

Assessment Strategies
Lesson 1: Sequencing the Pumpkin Life Cycle
Formative: During the reading of The Pumpkin Book by Gail Gibbons, I will ask students to either
state or point to the different stages of the pumpkin life cycle in the book. Once another stage of the
pumpkin life cycle is added on, we will go back to the first stage and I will ask the student to either
point or state to each stage of the pumpkin life cycle. By doing this, I will be able to observe the
students knowledge or ability to identify the different stages of the pumpkin life cycle. Likewise,
once we finish reading the book, I will ask the student to either state or point to a picture card of a
stage of the pumpkin life cycle. Since the identification of the stages is the first step in sequencing, I
will observe the students ability to recognize the stages of the life cycle.
Summative: After we finish reading the informational text, the students will be asked to complete a
graphic organizer that will show the students ability to sequence the stages of a pumpkin life cycle.
Given picture/word cards, the students will be asked to place and glue them in order on the graphic
organizer. If the students order the stages properly from seed to orange pumpkin, then they have
mastered sequencing the pumpkin life cycle and have practiced sequencing skills. In this assessment,
I expect the students to place a least 5 out of 6 cards in proper order.

Below is a picture of the completed graphic organizer:

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

Lesson 2: Single-Digit Addition with Candy Corns

Formative: During the lesson, I will ask the student to count out the indicated number of
candy corns that the addend asks and to place them on the graphic organizer. By asking this, I
will observe that the student understands what an addend is and how to transfer the number to
a manipulative. Furthermore, I will ask the student to add the addends of candy corn to find
the sum or how many candy corns total. By asking him to do so, I will observe the students
knowledge of adding addends to find a sum.

Summative: The worksheet and the students sums will be the form of summative
assessment. By looking at his answers, I will be able to indicate the students ability to add
single-digit numbers using manipulatives. Since the lesson is guided and the student has been
working on single-digit addition for about 3 weeks, I expect the student to correctly answer at
least 8 out of 10 questions.
At the end of this document, a copy of the worksheet is shown.

Unit 4

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

Lesson 1: Sequencing the Pumpkin Life Cycle

Academic Language: sequence, stage, life cycle, grow
Key Vocabulary: seed, sprout, plant, vine, flower, green pumpkin, orange pumpkin
Lesson 2: Single-Digit Addition with Candy Corn
Academic Language: add, addends, sum, equals, total, graphic organizer
Key Vocabulary: candy corn

Unit 5
Class characteristics:
In this classroom, each student has individual needs that need to be addressed in order to teach
them successfully. Not one student in the classroom has the same personality or preferred learning style as
another student in the class; therefore, as a teacher candidate teaching in their classrooms, I must take into
consideration their individual needs and strengths in order to teach successfully. Within the classroom,
there is one student who is completely nonverbal who is learning basic sign language skills, one student
who can only say simple two-word sentences, one student with echolalia and a severe sensory disorder,
one student with poor fine and gross motor skills and auditory processing disorder, one student who
scripts movies and books and can be oppositional, and one student who has a severe sensory disorder and
can easily become defiant when frustrated. Although these students all have individual needs, all students
are enthusiastic to learn and are easily motivated by positive feedback and rewards.
For the students who are nonverbal or can only say a limited amount of two-word sentences, I
need to make certain that their needs are addressed in every lesson. In addition to being nonverbal, these
students are also below grade level in reading, so these students cannot write full sentences and can only
identify about 20 sight words. When teaching these students, I nearly always use labeled picture/word
cards to guide the students responses, for they can easily point to the correct answer. The labeled pictures
help the students to identify the concept and to guide their response. In the sequencing lesson, I use word
and picture cards to help the students to respond to the prompts. Because this is an easy way for these

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

students to communicate and they have been taught to point, this method of response is effective for these
two students.
In addition to the nonverbal students, one student has echolalia and a severe sensory disorder.
Due to her sensory disorder, the student is constantly stimulating herself either by shouting, walking,
swinging, or bouncing on her therapy chair. In order for her to sit for a lesson, I always choose to ask her
to sit in her therapy chair, for she can concentrate while fulfilling her sensory needs. However, I also try
to incorporate a physical aspect to her lessons so that she can get up and move during her lessons.
Although I allow for her to move throughout the lesson, I try to keep lessons short because she is easily
over stimulated, and I do not want her to become frustrated. In addition to allowing for the student to
move during the lessons, I also try to have a repetitious aspect in the lessons. Because she likes to repeat
sentences and words due to her echolalia, it is effective to have the student read or state a word or phrase
and repeat it. In the sequencing lesson, I constantly go back to the first stage and add on throughout the
lesson. By doing so, there is a repetition of the stages so that she can easily comprehend the concept of
sequencing. Also, such as in a math lesson, practice and repetition of skills are helpful for her because
they easily become habits for her.
In the class, there is also a student with fine and gross motor delays and auditory processing
disorder. When teaching lessons to this student, I always make certain to have appropriate supplies and
physical guidance available. For example, when asked to do any writing or coloring, I make certain that
larger pencils and crayons are available for his fine motor needs. Also, when doing any gross motor
activity, he needs a larger space and more time to complete the tasks, so it is given to him. In order to
address his auditory needs, I make certain to repeat directions many times verbally while pointing to
either picture cards, written words, or objects. This way, there is more than simply a verbal prompt for
him to respond to. For example, in the sequencing lesson, word and picture cards are used throughout the
lesson in order to help guide him throughout the lesson. By using pictures, words or objects, he can
comprehend the information more quickly and can respond more quickly.

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

When planning lessons for the student who likes to script movies and books and who can be
oppositional, I like to use a lot of positive praise for good behavior. Since he responds well to praise as
well as the reward of earning crayons and paper, I use a lot of reminders and positive feedback during
lessons. Furthermore, this student responds well to manipulatives and creative lessons, I try to incorporate
manipulatives or artistic supplies into each lesson of his. For example, in the single-digit addition lesson,
the candy corns are used as a manipulative because he learns best with manipulatives in math. Since this
keeps him interested and motivated, I use praise and creative aspects in many lessons with him.
Lastly, one student with a sensory disorder can become defiant when he becomes academically
frustrated. Therefore, I teach lessons using a lot of praise and rewards for positive behavior and teach
shorter lessons. Since the student is very interested in technology and playing educational videos and
games on the computer, the classroom teacher, aides, and I use the computer as a reward for positive
behaviors. If he completes a subject or task as an adult instructs, he receives a sticker. Once he receives
three stickers, he can play on the computer for 15 minutes. By using this consistent reward system, the
student is then motivated to work and concentrate on his assignments. Although this rewards system is in
place, I also keep the lessons short because he easily becomes frustrated when he needs to focus on a task
for a long amount of time or when the work challenges him. Overall, he successfully completes tasks
when there is a lot of praise and the work is properly leveled for him.
Although there are a lot of needs in this classroom, there are simple things that teachers such as
me can to do to accommodate their needs so that they can learn successfully. In nearly every lesson, a
teacher in this classroom needs to be equipped with picture cards, positive praise, and rewards. Likewise,
lessons need to be kept short in order to keep students engaged and learning successfully. In order to
effectively teach these students, the teacher must address their needs and teach using their strengths.

Unit 6
Rationale: Describe here and include references in section
Lesson 1: Sequencing the Pumpkin Life Cycle

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

According to Kim, Vaughn, Wanzek, and Wei (2004), the use of graphic organizers is an effective
strategy to use while teaching students with special needs. In this lesson, the students will be taught the
sequence of the pumpkin life cycle and will then complete a graphic organizer to display the sequence.
Since graphic organizers may be used to display connections among concepts (Kim et al., 2004, 105),
the use of the graphic organizer in my lesson will help to display the connection and order of a sequence.
Also, according to Kim et al. (2004), visual displays of information such as those provided by graphic
organizers enhance the reading comprehension of students with LD (114); therefore, by using the
graphic organizer in this lesson, it will help the students to create a visual display of the texts sequence,
enhancing their comprehension. Since graphic organizers are an effective strategy to use, I will use it in
my lesson plan.
Reference:
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effect on the reading
comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities,
37, 105-118.
Lesson 2: Single-Digit Addition with Candy Corns
According to Miller, Butler, and Lee (1998), the use of manipulatives in math has been proven as
an effective teaching method for students with disabilities. In one study, students with disabilities were
taught five addition lessons using concrete manipulatives; in his study group, "During the concrete stage,
three of the students with learning disabilities answered more problems correctly than incorrectly on the
1minute probes, indicating a "crossover effect," or ability to generalize from concrete instruction to
abstract problems" (Miller et al.,1998, 4). Therefore, since the student that I will be teaching is still
learning the concept of addition, the use of manipulatives can be effective and helpful for the student in
order to begin the process of generalization. Since manipulatives have been found as effective in teaching
addition, I will be using manipulatives in my math lesson.

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

Reference:
Miller, S. P., Butler, F. M., & Lee, K. (1998). Validated practices for teaching mathematics to students
with learning disabilities: A review of literature. Focus On Exceptional Children, 31(1), 124.

10

FUNCTIONAL UNIT: USING THE edTPA LESSON FORMAT

11

Name:________________________________________
Directions: Use the candy corn and graphic organizer to find the sums.
1.) 2+3= __________

2.) 4+5= __________

3.) 6+2= __________

4.) 3+8= __________

5.) 5+7= __________

6.) 6+4= __________

7.) 4+7= __________

8.) 1+9= __________

CHALLENGE QUESTION:
Directions: Add the addends without using the candy corns.
3+4= _________
CHALLENGE QUESTION:
Directions: Add the addends using the candy corns.
12+4= _________