This artifact is a lesson segment from a Spanish I class.

Included is the
written plan, the reflection I did after I performed this lesson segment, and the
mentor feedback. I performed this lesson segment during my second rotation at the
high school. This artifact demonstrates my proficiency in this standard because it
shows that I was able to connect what the students had previously learned and use
it in a way that engaged the students. The students were able to use creativity in
order to solve this task. The lesson segment also demonstrates my proficiency
because I was able to come up with a real world task where the students needed to
speak in the target language and use critical thinking skills. The students had many
phrases to use during this activity and they needed to figure out which phrase was
the best to use in the situation and why. Students were also encouraged to go above
and beyond and ask more questions to their peers than what needed to be asked.
This artifact relates to positive impact on student learning because it allows the
students to engage and speak with each other, which is necessary when learning a
foreign language. The students also had a real world task to solve proving that
learning a foreign language is useful to them. The students were also given the
opportunity to speak in a non-judgmental environment, which alleviates the
pressure of embarrassment when speaking a foreign language in front of their
peers. This artifact demonstrates part of the Planning-Teaching-Learning cycle
because I knew what the students were going to be learning that day, which I used
to plan the instruction. I was given the opportunity to teach the students and assess
what they had previously learned in the whole-class instruction. I was also able to

analyze what the students did during the activity and how they reacted to it, as well
as reflect on what went well and what could have been improved.