Portfolio Exemplar Cover Sheet

Teacher Candidate Donovan Martinez Cohort # 414

Title of Exemplar DRAWING Inferences

Portfolio Category I II x III IV V


ACEI Standard Instruction

ACEI Standard Element(s):

3.1 Integrating and applying knowledge for instructionCandidates plan and implement
instruction based on knowledge of students, learning theory, connections across the curriculum,
curricular goals, and community

Semester Spring 2013 Date April 4, 2013

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Elements.

During my field placement at Kalihi Kai Elementary School, I created and taught this Reading
and Arts integrated lesson. My students were currently reading Sign of the Beaver and were learning
how to draw inferences from within the reading to learn about setting, characters, plot, etc. I felt that
this was the perfect opportunity to integrate the arts into reading. Before implementing this lesson with
my students, I discussed the importance of respect when creating pieces of art. Not all students like to
draw, they may be self-conscious of their ability, and so we must all respect each others creations.
That is a part of having a strong learning community in which attempting to do something outside of
ones comfort zone is embraced and not mocked.

My exemplar meets this standard element because it displays how I planned and implemented
instruction based on knowledge of students, learning theory, connections across the curriculum,
curricular goals, and community. I made a play of the words and integrated both visual and language
arts into my lesson to connect across the curriculum.


2. Reflection on my professional growth in knowledge, skills, and dispositions related to the ACEI
Standard and Element(s).

This lesson required me to collaborate with both my mentor teacher as well as my visual arts
instructor in order to create a lesson that would meet standards in both reading and art. Through
collaborating with these two parties, I learned different ways to reach the students as well as keep them
engaged in both the reading and arts aspects of the lesson. I also learned the skill of good pacing
techniques to keep throughout my lesson to make sure that students who do not enjoy the arts aspect of
the lesson did not fall behind.

Communication and organization were dispositions I gained from this experience. I had to
communicate with my mentor because I wanted my lesson to be streamlined with the current
curriculum going on in his classroom. I also had to organize my materials as well as my thoughts.


Teacher: Mr. (Donovan) Martinez
Title of Lesson: DRAWING Inferences
Grade Level: 5
Time: 1 hour, 15 minutes. 12:45-2:00pm.
Special Student Considerations: NA
Before Class: Remind students to bring markers, crayons, etc.
Standards & Benchmarks:
FA.5.1.1 Use the principles of art and design, emphasizing unity and harmony, in an original visual composition.
LA.5.2.2 Make inferences and draw conclusions about grade-appropriate texts.


Introduction
& Session
Instructions

Introductions & Greeting: (10 min) 12:45-12:55p
- Welcome students back to their Art Lesson.
- Thank students for their behavior during the Art Talk, by being well-behaved, you allow me
to continue with these fun activities. If you would like to continue doing these fun art
activities, show me by putting all your creativity into todays lesson.

Session Instructions:
- The Sign of the Beaver, Elizabeth George Speare
- Write rules on the board: (1. Stay seated quietly; 2. Listen carefully, follow directions; 3. Raise
your hand; 4. Respect each other.)

Mini-Lesson
& Create
Connect and cite one example (from previous class/knowledge):
- You all have been reading The Sign of the Beaver and have been creating a mental picture of
the story, today we will be putting that mental picture on paper.

Say what youre going to teach: (10 min) 12:55-1:05p
- Today you will learn how to create a scene by using inferences you have made and
conclusions you have drawn from your favorite part of the story that we have read so far.
- I will give you 5 minutes select your favorite part of the story that we have read so far.
- Once you have found your sentence, raise your hand, I will have you read it to me, then you
may start drawing.

Teach:
- Create a scene using inferences made from the story and be able to describe.

Active Engagement: (5 min) 1:05-1:10p
- You will have 5 minutes to Turn & Talk to your neighbor to share ideas.
- I chose this sentence/(s) because...I plan to draw...What do you think?
- e.g. Now whenever he went into the forest, the squirrels and the rabbits frisked about boldly,
knowing perfectly well he had no gun in his hands.
- (Note: Wander about the room, help, suggest, support as necessary.)

Create: (45 min) 1:10-1:55p
- 1) Use your own markers, crayons, etc. Paper will be passed out.
- 2) Students will create scenes from scenes in the book.
- 3) Your artwork should have:
~Your sentence written in BLACK on the front, bottom.
~A completely designed scene with markers, crayons, etc., using all open space.
~On the back, a paragraph describing your scene w/your name & date.

Closing Closing reflections on art creation: (10 min) 1:55-2:05p
- In groups of 4, you will explain your art piece and give compliments to one another. Talk
about why you chose this scene; explain the details that your scene is describing. Discuss
chronological order within your group, whos scene came first, second, third, last?


Reflection &
Notes
A good way to keep students on task and on pace is to continue giving them a set amount of time to
complete the drawing/coloring segment.



Based on the work of Teachers College Reading & Writing Project, Columbia University

Materials
Students copy of The Sign of the Beaver, White paper, misc. Art mediums.
Criteria:

Well Below
(WB)
Developing Proficiency
(DP)
Meets with Proficiency
(MP)
Meets with Excellence
(ME)
No sentence written on the
front.
A fragment of a sentence
depicting a scene from your
text written in black ink on
the front of your paper.
A complete sentence
depicting a scene from your
text written in black ink on
the front of your paper.
A complete sentence
depicting a scene from your
text written in black ink on
the front of your paper.
Little to no drawing,
coloring, pictures.
Scene has lots of open space;
drawings not colored in.
A completely designed scene
with markers, crayons, etc.,
not all open space used.
A completely designed scene
with markers, crayons, etc.,
using all open space.
No sentences describing your
scene w/your name & date
written on the back in pencil.
A sentence describing your
scene w/your name & date
written on the back in pencil.
Two sentences describing
your scene w/your name &
date written on the back in
pencil.
A paragraph describing your
scene w/your name & date
written on the back in pencil.