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Artifact #4 Assessing Student Literacy

The above artifact showcases my knowledge of different assessments applied to various

student work samples and in so doing describe appropriate instructional steps to implement and

follow-up to help these students with their English Language Arts common core curriculum

specifically the students narrative writing. A developmental writing continuum assisted in the

analysis of these particular scholars skills and through this writing continuum I was able to

identify which spelling and writing stage the student was working at. Specific standards and

objectives are provided in this analysis which is an imperative skill necessary for a teacher to

provide her pupils with which is why I selected this particular artifact to share on my portfolio.

INTASC Standards:

Standard #4: Content Knowledge: The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #6: Assessment: The teacher understands and uses multiple methods of assessment

to engage learners in their own growth, to monitor learner progress, and to guide the teachers

and learners decision making.

NYS Code of Ethics for Educators:

Principle 2: Educators create support and maintain challenging learning environment for all.

The Ontario Ethical Teacher Standards:


CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students potential. Members express their commitment to students well-being and

learning through positive influence, professional judgement and empathy in practice.

TEAC/CAEP Claims 1-3

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.

Claim 3: Medaille College graduates are caring educators.

NYSED CCL Standards for Writing and Language

New York State Standards: CCLS Grade One

W.1.3: Write narratives in which they recount two or more appropriately sequenced events,

include some details regarding what happened, use temporal words to signal even order and

provide some sense of closure.

L.1.2: Demonstrate command of the conventions of Standard English capitalization, punctuation

and spelling when writing.

a. Capitalize dates and names of people

b. Use end punctuation for sentences

c. Use commas in dates and to separate single words in a series

d. Use conventional spelling for words with common spelling patterns and for frequently

occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Ontario Curriculum Standards:


Organizing Ideas 1.4: Identify and order main ideas and supporting details, initially with support

and direction, using simple graphic organizers (e.g., a story ladder, sequence chart) and simple

organizational pattern (e.g., time order: first, then, next, finally; order of importance; beginning,

middle, and end

Punctuation 3.4: Use punctuation to help communicate their intended meaning, with a focus on

the use of: a capital letter at the beginning of a sentence; a period, question mark, or exclamation

mark at the end.

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Artifact #5: SMART board Certificate

The following artifact I have chosen is my SMART Certificate that certifies that I

participated in the SMART Notebook 17 Beginner and Intermediate Training for 30 hours as a

professional development instructional workshop. I chose this particular certificate as

technology is an area where I was in drastic need of instruction it actually gave me anxiety to

have things beyond my comprehension go awry. Being able to successfully complete a 30 hour

professional development course did wonders for my technical knowledge and alleviated my

anxiety immensely. There are many standards it addresses listed below.

INTASC Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate

his/her practice, particularly the effects of his/her choices and actions on others (learners,

families, other professionals, and the community), and adapts practice to meet the needs of each

learner.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice

Principle 6: Educators advance an intellectual and ethical foundation of the learning community

Ontario Ethical Teacher Standards

Integrity: Honesty, reliability and moral action are embodied in the ethical standard of

Integrity. Continual reflection assists members in exercising integrity in their professional

commitments and responsibilities.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in the certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educators

ISTE Standards Teachers

Faciliate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to

facilitate experiences that advance student learning, creativity, and innovation in both face-to-

face and virtual environments.

Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments

incorporating contemporary tools and resources to maximize content learning in context and to

develop the knowledge, skills, and attitudes identified in the Standards

Model digital age work and learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative

professional in a global and digital society

Promote and model digital citizenship and responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital

culture and exhibit legal and ethical behavior in their professional practices.

Engage in professional growth and leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit

leadership in their school and professional community by promoting and demonstrating the

effective use of digital tools and resources.


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Artifact #6: Worker Health and Safety Awareness

The following artifact is another professional development certificate I received from the

Canadian Ministry of Labor which was a requirement to obtain before beginning the practicum

portion of my Masters of Science in Education program. It is a necessity to have prior to

entering the Peel Board of Education public schools and an easily accessible workshop available

online at any time that is convenient for the individual.

INTASC Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate

his/her practice, particularly the effects of his/her choices and actions on others (learners,

families, other professionals, and the community), and adapts practice to meet the needs of each

learner.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice

Principle 6: Educators advance an intellectual and ethical foundation of the learning community

Ontario Ethical Teacher Standards

Integrity: Honesty, reliability and moral action are embodied in the ethical standard of

Integrity. Continual reflection assists members in exercising integrity in their professional

commitments and responsibilities.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in the certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educator


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Artifact #7: Ancient Egyptian Artifact Point of View with Technology Integration

This is an artifact that combines cross-curricular subjects including English language arts,

dramatic arts, ancient civilizations in social studies and Technology. It highlights Benjamin

Blooms higher order thinking, Harry Wongs classroom management and Howard Gardners

Multiple Intelligence through varied instructional best teaching practices as is evident in the

lesson plan detailed below. The standards met are as follows:

INTASC Standards:

Standard #4: Content Knowledge: The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #6: Assessment: The teacher understands and uses multiple methods of assessment

to engage learners in their own growth, to monitor learner progress, and to guide the teachers

and learners decision making.

NYS Code of Ethics for Educators:

Principle 2: Educators create support and maintain challenging learning environment for all.

The Ontario Ethical Teacher Standards:

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students potential. Members express their commitment to students well-being and

learning through positive influence, professional judgement and empathy in practice.

TEAC/CAEP Claims 1-3

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.


Claim 3: Medaille College graduates are caring educators.

ISTE Standards Teachers

Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to

facilitate experiences that advance student learning, creativity, and innovation in both face-to-

face and virtual environments.

Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments

incorporating contemporary tools and resources to maximize content learning in context and to

develop the knowledge, skills, and attitudes identified in the Standards

Model digital age work and learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative

professional in a global and digital society

Promote and model digital citizenship and responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital

culture and exhibit legal and ethical behavior in their professional practices.

Engage in professional growth and leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit

leadership in their school and professional community by promoting and demonstrating the

effective use of digital tools and resources.

A. NYS Common Core Learning Standards:

R.L.3.6: Distinguish their own point of view from that of the narrator or those of the

characters.
R.L.5.6: Describe how a narrators or speakers point of view influences how events are

described.

W.4: Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose and audience.

Ontario Curriculum Language:

Overall Expectations:

Generate, gather, and organize ideas and information to write for an intended purpose and

audience.

Draft and revise their writing, using a variety of informational, literary, and graphic forms

and stylistic elements appropriate for the purpose and audience.

Specific Expectations:

Identify their point of view and other possible points of view on the topic, and determine

whether their information sufficiently supports their own view.

B. Central Focus:

The central focus of this learning segment is that students will create, design and devise a

comic strip from the point of view of an Ancient Egyptian artifact.

ISTE Standards for Teachers

Facilitate and inspire student learning and creativity

1a) Promote, support, and model creative and innovative thinking and inventiveness

Design and develop digital age learning experiences and assessments

2a) Design or adapt relevant learning experiences that incorporate digital tools and resources to

promote student learning and creativity

Ontario Arts Overall Expectations


A1. Creating and Presenting: apply the creative process to the composition of movement

sequences and short dance pieces, using the elements of dance to communicate feelings and

ideas.

Ontario Science Standards

Relating science and technology to society and the environment

1.1 Analyze the positive and negative impacts of human interactions with natural habitats and

Communities (e.g., human dependence on natural materials), taking different perspectives into

Account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist)

NYS Learning Standards P-12

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in

the processes that constitute creation and performance in the arts (dance, music, theatre, and

visual arts) and participate in various roles in the arts.


Division of Education
Lesson Plan Descriptor

Point of View

I. LESSON DATA:
A. Teacher Candidates First & Last Name: Amy Florence

B. Subject/Content Area: Literacy

C. Grade Level (PK-12): Grade 4

D. Unit Topic: Point of View

E. Lesson Topic: Describing the Point of View of an Inanimate Ancient Egyptian Artifact
Created in a Comic.
.
F. Duration of Lesson: 40 Minutes

G. Materials, including technology integration:

White Board
Dry Erase Markers
Pixton.com User Name and Passwords
Computer
Projector
Chrome Books
Checklist for student responses
Clip Board
Pencil
Pixton.com account
Ancient Egyptian Artifact Anchor Chart
Anchor Chart for Point of View
Anchor Chart for Sequencing Story Elements
Exit Ticket

II. INSTRUCTIONAL PROCESS:


C. NYS Common Core Learning Standards:
R.L.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
R.L.5.6: Describe how a narrators or speakers point of view influences how events are
described.
W.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose and audience.

Ontario Curriculum Language:


Overall Expectations:
Generate, gather, and organize ideas and information to write for an intended purpose and
audience.
Draft and revise their writing, using a variety of informational, literary, and graphic forms
and stylistic elements appropriate for the purpose and audience.
Specific Expectations:
Identify their point of view and other possible points of view on the topic, and determine
whether their information sufficiently supports their own view.
D. Central Focus:
The central focus of this learning segment is that students will create, design and devise a
comic strip from the point of view of an Ancient Egyptian artifact.

C & D. Objectives & Assessments:

Objective Assessment

Students will be able to recall, describe The teacher will use a checklist to
and discuss various Ancient Egyptian record the student responses and
Artifacts. participation in a group discussion
about Ancient Egyptian Artifacts.

Students will be able to demonstrate, The teacher will tabulate and write
dramatize and identify various objects students physical interpretation of
in a class game of I am a selected artifacts.

Students will be able to arrange, design The teacher will evaluate the students
and illustrate the point of view of an completed comic strip as a summative
object being the voice of that object in a assessment of the lesson.
self-created comic strip on Pixton.com

E. Opening/Anticipatory Set
The teacher will build the students background knowledge of Ancient Egyptian Artifacts
by asking questions about what they can recall regarding the unit on Ancient
Civilizations about Egypt engaging the class in a discussion through review allowing
students an opportunity to think pair share, before recording results.
The teacher will record a list from what the students recall on the white board pertaining
to Ancient Egyptian Artifacts.
The teacher will relate the discussion to a prior drama lesson game previously played and
she will demonstrate and describe through modelling how to play the game of I am a
incorporating Ancient Egypt Artifacts into the game.
Set a Purpose for Learning:
The teacher asks the students to turn to their elbow partner to recall what a first person
point of view perspective is and discuss what distinguishes that form of narrative pointing
to the Anchor Chart of First Person Point of View upon completion of discussion.
The teacher will remind the students that they are the voice of this Ancient Egyptian
Artifact and need to speak in the first person voice point of view about what is transpiring
in the comic strip text.
The teacher tells the students that they will be creating their own comic strip from the
point of view of an Ancient Egyptian Artifact of their choice.
The teacher models her comic strip.
The class co-creates a Success Criteria collaboratively enabling every student to achieve
Level 4 marks.

F. Main Body/Procedure:
i) During:
The teacher will then tell the students to log in to their pixton accounts and begin
creating their own individual comics independently on the chrome books. While the
students are illustrating and narrating their own unique point of view comics, the
teacher is circulating throughout the room, monitoring the students progress, readily
available to answer any questions if need be and making notes about the strategy use
of individual students thereby formatively assessing their learning.

ii) After:
The teacher will talk about what the students have created, which objects they chose
to be the voice of, thus inviting personal responses, assessing the pupils
understanding of what they have created through an engaging discussion. The
teacher invites a few class mates to share their comic strips.

iii) Extension Activity:


The teacher invites the class to gather around the carpet to play a game of Meet
Me! The students must enter the circle as the object they were describing depicting
characteristics of the artifact through physicality and sounds only, dialogue may only
be utilized to Meet Me. The two class mates in the middle interact which enables
each participant an opportunity to guess what the other person may be and finally
upon introducing themselves is the Egyptian Artifact revealed unless previously
recognized and identified during the initial guesses.
H. Closure/Ending:
The teacher will summarize the lesson by reviewing what was discussed using an
example of first person point of view as an inanimate Ancient Egyptian Artifact. The
teacher will remind the students to save their work on the chrome books to be able to
formally edit their work before handing it in. An exit ticket is distributed which requires
each student to write their object, setting and conflict on and then hand in to the teacher.

PART III: REFLECTION PROCESS:

1. Culturally Responsive Teaching (CRT):


Culturally responsive teaching was implemented throughout this lesson by:
Discussions amongst the students pertaining to events they have previously read
transpiring in Ancient Egypt and drawing parallels to each students life, using
open ended questions enabling discourse and active participation.
Incorporating relatable aspects of students' daily lives into the curriculum.
The students will be acknowledging the cultural heritage(s) of culturally different
groups.
The teacher will include discussions from students cultural backgrounds to show
the importance that all cultures have.
A range of instructional strategies that are connected to different learning styles,
preferences, and needs thus enhancing the learning of all students and respect
student learning differences as depicted in the accommodations and supports
section.
The students will know, respect, and appreciate their own cultural heritage and
the heritage(s) of others; specifically Ancient Egyptian and Canadian, the
students will be able to share information based on their authentic and
experiential knowledge.

2. Accommodations/Supports:
I will support and accommodate my students by:
Modeling expected behaviors
Modeling First Person Point of View
Modeling how to create a comic strip
Modeling how to properly discuss in groups
Model how to play the dramatic games I am a and Meet Me!
There is additional time, think time, wait time
Think, pair, share
Turn and talk with friends
Discussions in small groups
Gradual release of responsibility
Anchor Charts for first person Point of View
Anchor Chart for Ancient Egyptian Artifacts
Anchor Chart for Sequencing
Written and verbal instructions
Written or pictorial response options for students
Debriefing about what the students have learned

3. Prerequisite Skills:
The students must be able to:
Read Independently
Write Independently
Effectively engage in a discussion with peers
Effectively engage in drama games with class mates
Think Independently
Ask questions
Ask for assistance
Work in a small groups
Work independently
Work on chrome books in class
4. Anticipated Misconceptions & Your Plan to Address Them:

Misconception Supports

Students might struggle with The teacher will supply a list


Egyptian Artifacts of artifacts
Students may struggle with Anchor Chart with
multistep directions instructions written on it
Time constraints for creating Enabling extra time to finish
comic strip comic strip
Time constraints for responses Think, Pair, Share
Struggles with dramatic Model various ways to depict
interpretations objects

Confusion of expectations Gradual release of


Uncertainty of activity responsibility
Students may forget how to log Teacher Models everything
in to chrome books first
Teacher has a copy of every
students log in information
Identified Language Demand Instructional Support
Function:
Sequence Model how to sequence
events and processes
Anchor Chart on
Sequencing
Additional Time
Group discussions/group
work
Vocabulary:

Artifact Dictionary for all


Hieroglyphics languages available online
Ancient on classroom computer in
Civilizations room
Sequencing words Picture representation of
First, second, next, lastly, vocabulary words
finally Role playing certain words
Review it all together as a
class

Syntax:
Using correct grammar Anchor Chart
Arrangement of words and Teacher Models
phrases Guided Practice
Structured Short Responses Group Discussions
Sequencing Map
Discourse:

Group Discussions of Anchor Charts


Artifacts Guided Practice
Group Discussion of Teacher Models Examples
Ancient Egypt Think, Pair, Share
Group Discussion of Point Mind Maps
of View Group Work
Group Discussion Writing or Drawing