Emma Veteto

Towson University

Professional Internship

Artifact Reflection: InTasc 2 – Learner Identity Lesson Plan

This artifact is a 15-minute lesson plan, covering the drill and hook activity of one 10th

grade English class period. During this lesson, students were asked to share how they felt an

effective presentation is delivered. Students were encouraged to think of a presentation in terms

of academics and professionalism. For this artifact, interns were asked to showcase a lesson that

included the gathering and/or implementation of one’s understanding of student culture and

diversity in a lesson. This lesson was a preface to a project that students completed wherein they

delivered presentations on a text.

The Learner Identity lesson plan aligns with InTasc Standard 2, “the teacher uses

understanding of individual differences and diverse cultures and communities to ensure inclusive

learning environments that enable each learner to meet high expectations.” This lesson plan

aligns with this standard, not in the content of the lesson itself, but in the information that it

provides the instructor. Student responses to the question “how is an effective presentation

delivered” are indicative of not only the students’ understanding of the subject, but of the culture

that influences their behavior and ideals. This lesson served to the mentor as one of data-

collection. The students were able to talk with one another about what appeared to be a drill on

the delivery of a presentation; however, at a deeper level, students were being analyzed for their

behaviors and values in the classroom.

 This artifact contributes to positive student learning because it emphasizes the importance

of cultural diversity’s effect on one’s academic performance. Students who experience cultural

acknowledgement by their instructor are more likely to perform with higher levels of

proficiency.

This artifact demonstrates the planning-teaching method of JPTAAR in a variety of ways.

Primarily, the planning, teaching and assessing portions of this method. I planned a lesson that

allowed students the opportunity to be authentic with one another, I then acknowledged the

authentic traits of my students and modified my teaching in order to best fit my needs, then I

assessed student achievement via the written portion of the drill.