Artifact #1: We Are Family Lesson Plan

This lesson is directed at learning about other cultures, students own families and

different styles of families around the world. It demonstrates my ability to plan, accommodate a

variety of learners (hands on, listening, visual), monitoring the learning, providing clear

directions, scaffolding, and assessment. This lesson is individualized to each student, as they are

required to discover and share their Family Trees with the class. It connects with the New

York State Standards in Social Studies, NYS P-12 Common Core Standards for Social Studies:

3-. Study about the major social, political, economic, cultural, and religious developments in

New York State and United States history involves learning about the important roles and

contributions of individuals and groups. I began the lesson by activating prior knowledge, and

showing pictures of famous families they would recognize. This gets the students engaged and

excited about what this lesson might be about, therefore continuing the engagement through the

anticipatory set. I demonstrated my family tree for the students, so they could begin thinking

about what their tree may look like. I called on students that have a different family structure

compared to mine, so students were not nervous or uncomfortable sharing if there family was not

similar. I encourage students to be accepting of one another, making it a comfortable

environment for sharing. I thought this lesson was a great way for me as the teacher, to get to

know my students, as well as the students to get to know each other better.

This lesson on Family, connects to Lev Vygotskys Zone of Proximal

Development. The emphasis placed on the crucial importance of parents in Vygotskys theory, is

an interest of mine. Vygotsky believed that believed that everything a child learns is through the

interactions with knowledgeable partners (Brooks, 2011). As I am able to see my students

family structures, I am able to understand how to effectively communicate with them to ensure a
successful education. I find the communication between parents, teachers and students is very

important, and I would highly emphasize a communicative relationship within my future class.

Having an open communication policy and a level of comfort for parents, makes me feel more

comfortable, the students can see a positive adult relationship, and I can have a better

relationship with my students. I strongly believe that a positive relationship between the parents,

teachers and students, gives a better opportunity for a better learning environment.

Vygotskys theory includes an important theory called the zone of proximal

development, which looks at the range of actions a child can perform alone and how a person

with a better understanding of the world such as a parent or teacher, can guide and prompt what

the child already knows; helping the child to learn more about the world around

himself/herself.(Brooks, 2011). He also emphasizes on the importance of language, and

believes language develops in social interactionit influences others behaviorsand serves as

a guide as to what to do (Brooks, 2011). In an average classroom, there may be a variety of

languages spoken, dialect, and cultural values that may be unfamiliar. This lesson gives students

the opportunity to share their cultures, languages, or religious beliefs practiced at home. Being

able to learn about my students will give me a better idea of how to plan my communication to

families. Having that open communication with the families will allow the parents and students

to be comfortable coming to me, regardless of any barriers they may have. It is my job to be as

open and accepting of all learners, and this lesson demonstrates my abilities to do so, in a fun and

engaging way.
 We Are Family!
Learning About Cultures and Families Around the World

Miss DeFazio
Grade 1-Social Studies
Brittney DeFazio
Subject/Content: Social Studies
Grade Level: 1st Grade
Unit Topic: We Are Family! Learning about other cultures and family units around the world.
Lesson Topic: How To identify families, similarities, differences and their characteristics.
Duration: 45-60 mins

1. Lesson Data:
Materials:
Teacher Example of My Family Tree board
Student worksheet of My Family Tree
Bowls
Skittles
Mini packs of skittles
Teacher board of Similarities & Differences
Markers

2. Instructional Process
A. Standards:
NYS P-12 Common Core Standards for Social Studies:
3-. Study about the major social, political, economic, cultural, and religious developments in New York
State and United States history involves learning about the important roles and contributions of individuals
and groups.

B. Central Focus
Students will use their knowledge of identifying self, members of their families, and personal cultures, to
apply in learning about other traditions, cultures and families in the community and world.

C. Central Focus
Students will be able to self-identify themselves as a member of their family, learn and share how their
families began, traditions and cultures. Students will also be able to learn about their peers family
traditions and cultures, in order to see the differences and similarities among others in the classroom.
Students will be able to see and learn new things, as well as having respect and open minds when it comes
to different groups and families.

D. Assessment Plan
Students will work in small groups during class, to separate Skittles into their same color groups. (Reds,
greens, yellows, etc.)
Teacher will informally assess students in groups by watching and listening to students place the similar
skittles in their appropriate bowls.
Teacher will demonstrate My Family Tree on the board, and ask volunteers to share their family
structures.
Formal Assessment:
Students will be required to complete a My Family Tree worksheet for homework

E. Anticipatory Set
Teacher will begin the lesson by calling students by table number, to the circle rug
 Teacher will put up a display of different famous families, on the board and allow students to look
carefully.
Teacher will ask, Do you know who these people are?, Can you tell me who they are? Answers can
include yes, thats the Kardashians!
Teacher will ask , What do you think a Family is? and ask 3-5 volunteers for explanation

F. Main Body/Procedure
Teacher will introduce the lesson about Families, and how we will learn that they are similar and different.

Teacher will put up My Family Tree worksheet on the board, and begin to draw and
write the people in her family
Teacher will do guided practice of the family, and who belongs in a family.
Teacher will ask for student volunteers to come up to draw and write who is part of
their immediate family.
After a few examples, teacher will ask students if they understand who is in a family,
and quickly assess with a Thumbs up/Down
Students will be sent back to their tables, by table number
When all students are back to their seats, the teacher will begin to hand out 5 mini bowls to each table.
Teacher will then hand out a big bowl of Skittles to each table, and remind students to NOT touch them
until everyone has a bowl.
Teacher will tell students to separate the skittles by color, and put them into their similar bowls.
Duration of 5 minutes will be given.
Teacher will explain that there is a Red family, Yellow Family, Orange Family, etc.
As students are separating Skittles into families, teacher will walk around to watch and listen to the
students, to keep them on track.
When the 5 minutes ends, Teacher will walk around to each table to ensure accuracy of the Skittle
separations.
After checking students accuracy, teacher will then ask for a volunteer to explain why the red family is a
family? Why are they a family?
After a few responses, teacher will explain that families have many similarities, such as appearance, live
in the same house, speak the same language, hair color, skin color, and names
Teacher will ask for volunteers to give an example of a similarity in their family. Answers can include my
family has the same skin color, my brother and I both have blue eyes my mom has black hair like me.
Teacher will write responses on the Teacher Similarities and Differences chart.
Teacher will then ask What are some things that are not similar among the Red Family, and the Purple
Family skittles? answers can include color
Teacher will ask Can you think of an example of how your family might be different from a friend in our
classrooms family? Answers can include My family speaks English, and (Students) family speaks
Spanish, I have 2 Dads, and other people have a Mom and a Dad
Teacher will write responses on the Teacher Similarities and Differences Chart
Teacher will ask if anyone celebrates holidays or traditions in their families, and record responses on the
differences chart
Teacher will then explain that all of us are different from each other, and thats what makes us unique,
and that families are also different, which makes them unique.
Teacher will explain that all families love each other and like to spend time, and do things together, so
that is how we are all alike.
Teacher will reassure students that it is ok to be different, and that we are all accepted in the classroom as
individuals, no matter what our families and traditions are like.
 Teacher will ask students to give a Thumbs Up/Down if they understand how families are similar, and
different.
G. Closure/Ending:
Teacher will collect bowls of skittles
Students will be given mini packs of skittles to eat
Teacher will ask students what they know about families, how they are similar and how they are different
Word work: Similar, Different
Students will be given a My Family Tree worksheet for homework, to be completed for the next day

3. Reflection Process
A. Culturally Responsive teaching
Teacher will begin lesson with a group setting, sitting in close proximity to students. This will
accommodate all students, but especially be more helpful to responding to those who have a more difficult
time focusing, seeing the board and staying active in participation.
Teacher will model and share her individual Family Tree, showing students that all families are different
and have unique traditions and cultures.
The Family Tree is used as a visual guide for those who may have ENL requirements.
Teacher will model what she expects students to do for their Family Trees, which can accommodate those
who need additional practice.
The group Skittles activity is random selection by students tables. Mixing academic levels can help all
students learn from their peers.
Allowing students to share their Family Trees is giving all students the opportunity to learn about
different cultures and family structures. Teacher will emphasize respect for others, even if they are different
from their own families and traditions.

B. Accommodations:
Students may not understand or know much about their families, therefore having a relaxed and respectful
environment will help ease students who are uncomfortable.
Students may not want to share their family and cultures, therefore teacher will not cold call, or force any
student to share.
Teacher version of Family Tree is large and labeled big enough for all students to see. If ENL students
need additional attention, teacher will take time to answer questions or focus more on the words.
Teacher assigned Family Tree worksheets for an assessment, but it is also a fun way to share personal
stories, and make it something students are interested in.
Teacher can informally assess students by watching and listening during the Skittles group activity, in order
to assess their understanding of the lesson.

C. Prerequisite Skills:
Teacher will focus on students previous knowledge of gathering and organizing information about
traditions transmitted by various groups living in their
neighborhood and community, and recognizing how traditions and practices were passed from one
generation to the next.
Teacher will require students to create a Family Tree for an assessment, and allow as many students that
want to share them, do so with the class.
Sharing family trees will allow students to learn about their own families, as well as respect other new
cultures and families around them

D. Misconceptions
Students may not have traditional family structures
 Students may not want to share their cultures and traditions with others
Students may be sensitive to family related topics
Students may not grasp the concept of culture and tradition
Students may not be present, therefore missing out on the Skittles activity and creating family tree

E. Academic Language
Culture
Tradition
Family
Name:__ ____________________________________
 Artifact #2: Making A Poster :My Family Tree (Rubric)

This artifact goes along with the previously viewed Family Tree lesson plan.

As a formal assessment, I had each student create their own Family Tree, and present it to the

class if they desired. I did not force the element of sharing, in response to any students that were

uncomfortable. Therefore, there is no grade points for the presentation, eliminating the

penalization for opting out. Everyone was graded on their visual presentation of their Family

Tree. I gave students this rubric to take home with them as they worked on their posters, and to

ensure precise directions. I believe a rubric is helpful to set goals, and have children visually see

how to achieve them. Rubrics are important because they clarify for students the qualities their

work should have, and my ability to teach the learning targets. In conclusion, rubrics help

teachers teach, they help coordinate instruction and assessment, and they help students learn.

This artifact demonstrates my abilities to plan the instruction, teach the learning targets in a clear

and precise manner, and to assess student learning. It is helpful for the students to get feedback,

and I am able to focus on the learning targets, rather than just the task itself. I want students to

gain knowledge and retain information from this, rather than just produce an artifact.

This artifact can tie into Jean Piaget's Cognitive Theory, in relation to the childs

development and new learning. According to Piaget, cognitive development was a progressive

reorganization of mental processes as a result of biological maturation and environmental

experience. Children construct an understanding of the world around them, then experience

discrepancies between what they already know and what they discover in their environment.

My students are able to discover new things about their families, or possibly sharing what they

already know. By encouraging my students to share with one another, it gives them new

experiences and discoveries, similar to the Cognitive Theory. Piaget also believed that
intellectual growth as a process of adaptation (adjustment) to the world. This happens through

Assimilation: Which is using an existing schema to deal with a new object or situation.

(Wadsworth,2004) In relation to this artifact, students are able to discover new things about the

teacher, as well as each other, adding to their schemas. This rubric demonstrates my capabilities

in assessing the students, and being able to identify their new schemas as a result of sharing their

family trees with the class. It also gives the opportunity to be creative, use personal touches and

have a complete well rounded learning experience for all members of the class. This is one of my

favorite lesson plans that I have created. It accommodates all learners, allows them to get to

know each other better, and takes into account the diversity of the students
 Artifact #2: Family Tree Rubric

[Back to Table of Contents]

 Artifact #3: Oreo Opinion Writing

This artifact is taken from a Literacy Unit I created for 4th Grade ELA. The New York

State Common Core Standards require students to learn how to develop and write opinion pieces,

with proper supporting evidence to enhance the writers thoughts and feelings. I designed an

entire unit on this to take brainstorming, writing and developing processes slowly, to verify that

each student was learning the opinion writing process successfully.

To begin the unit, I allowed each student to pick a few topics that they felt

strongly about, and had a lot of information to support their thoughts or feelings about it. I

allowed students to choose their own topics so they would be more interested, engaged and able

to discover the proper way to form an opinion based on personal experiences, family or cultural

values, likes and dislikes. The freedom of choice for the topics was my way of demonstrating

culturally responsive teaching , and making it fun and interesting while learning a new literacy

skill. In the beginning, there was a lot of confusion between a fact and opinion. I chose to

re-visit the lesson and make an anchor chart of a Fact vs Opinion in this section ,so students

could see the difference and pick a better topic to write their opinion on. The NYS Common

Core standards state that 4th grade students should be able to CCSS ELA- Writing. W.4.1: Write

opinion pieces on topics or texts, supporting a point of view with reasons and information., NYS

Common Core: CCSS ELA- Writing. W.4.1.a: Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which related ideas are grouped to support the

writers purpose, NYS Common Core: CCSS ELA- Writing. W.4.1.b: Provide reasons that are

supported by facts and details, NYS Common Core: CCSS ELA-Writing. W.4.1.c.:Link opinion

and reasons using words and phrases, NYS Common Core: CCSS ELA- Writing. W.4.1.d:
Provide a concluding statement or section related to the opinion presented. I chose to make the

writing process more interesting and engaging by using the acronym OREO to help organize

their thoughts and ideas. It also connects with the NYS Common Core standard ELA- Writing.

W.4.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational

structure in which related ideas are grouped to support the writers purpose. I provided each

student with an OREO Graphic Organizer sheet to provide clear direction and organization to

the beginning process of their final product. I was able to check for understanding by

conferencing with students individually, and collecting the graphic organizers for informal

assessment. I was able to develop the re-engagement activity after the first graphic organizer was

not successful, and I quickly noticed the majority of students were not clear on the difference

between fact vs opinion. This lesson demonstrates my ability to plan, organize the material in a

clear format, assess student learning, re-engage when needed, and make sure the standards are

being followed as directed. I also prepared additional graphic organizers for students that needed

additional practice, or further organization structures. This demonstrates my abilities to prepare

for students of all learning abilities and to ensure I have extra materials for students in case of

misunderstandings or misconceptions. I also created the lesson by anticipating OREOs, as

students were more engaged and interested in what they were learning.

This lesson connects similarly to Vygotskys theory of Social Development.

Vygotsky believed that cognitive development stems from social interactions from guided

learning within the zone of proximal development as children and their partners co-construct

knowledge. He also believed the environment in which children grow up will influence how

they think and what they think about. (McLeod, 2014) This lesson gives the students the

opportunity to share what they have been influenced by, and what they think about certain topics.
Their opinions will be stemmed from cultural values, parental guidance, media and social

influences. I was interested in viewing my students choices and topics they felt strongly about,

and it gave me a better understanding of them as individuals. I was also able to get a better

understanding of my classroom after facilitating this lesson. I could see the dynamics of their

beliefs and thoughts, likes and dislikes, and better able to plan and instruct lessons to be fun and

engaging to their interests.

 Opinion Writing Lesson #2

O.R.E.O Opinion Writing

Lesson #2: Organizing our thoughts

I. Lesson Data:

A. Teacher Candidates First & Last Name: Brittney DeFazio

B. Subject/Content Area: Literacy
C. Grade Level: 4th Grade
D. Unit Topic: Opinion Writing
E. Lesson Topic: Using acronyms and graphic organizers to consolidate information, in order to
prepare for pre-writing of opinion essays.
F. Duration of Lesson: 30-40 minutes
G. Materials, including technology integration: Anchor Chart, White board, OREO
worksheet, extra graphic organizers, Oreo cookies.

II. Instructional Process:

A. Standards
a. NYS Common Core: CCSS ELA- Writing. W.4.1:
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
b. NYS Common Core: CCSS ELA- Writing. W.4.1.a:
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writers purpose.
c. NYS Common Core: CCSS ELA- Writing. W.4.1.b:
Provide reasons that are supported by facts and details
d. NYS Common Core: CCSS ELA-Writing. W.4.1.c.:
Link opinion and reasons using words and phrases
e. NYS Common Core: CCSS ELA- Writing. W.4.1.d:
Provide a concluding statement or section related to the opinion presented

B. Central Focus: Categorize information that supports the opinion with graphic organizers,
in order to begin preparation for persuasive writing.

C. Objectives: Students will be able to identify and explain an opinion.

Students will be able to fill in provided OREO graphic organizer to
begin consolidated their reasons and information used to support their
opinion writing topic.

D. Assessment:
Through class discussion, students will identify an opinion vs. fact, and reasons to support.
Students will be given their own OREO graphic organizer to work on in class, and teacher will
informally assess by walking around classroom and conferencing with students.
At the end of the lesson, students will turn in their OREO organizers for an assessment and a check for
understanding.

E. Opening/Anticipatory Set:
I will call students to the carpet. (Girls first, Boys to follow)
I will put up an anchor chart on the white board, one side Fact the other side Opinion
 I will facilitate a discussion to review the elements of an opinion, and a fact, and write them in the
appropriate anchor chart boxes.
I will give examples such as fall is the best season and ask is that a fact? or Is that my opinion? and
why?
Student answers can vary, but should be similar to Its not everyones favorite season, you have reasons
and examples why you like it the best, people will disagree.
After the discussion is finished, I will ask for a Thumbs Up if everyone is comfortable distinguishing
what the differences between a Fact vs Opinion is.
Continuing on, I will put the acronym OREO on the white board.
I will ask students what they think it means, or stands for.
I will prompt students to listen carefully and work diligently, and there may be a related snack to follow
the lesson (Oreo cookies)

F. Main Body/Procedure:
I will explain that other than an Oreo cookie, it is a fun way to remember how to organize our thoughts.
Since we are beginning our opinion writing pieces soon, we need to make sure we have enough
information and reasons to support our points of view, and also to write a quality writing piece.
I will write out Opinion, Reason, Examples, Opinion on our OREO chart.
We will discuss that this is a graphic organizer, similar to the ones we previously use to write essays and
paragraphs. I will explain that the OREO way is a little different, because we are stating an opinion and
we need extra reasons and information to make it a complete statement.
I will model an example. My Opinion will be I think fall is the best season of all. I will ask if any
students agree/disagree, and to give me reasons why they think that.
Next, I will explain that it is ok to have an opinion, and for others not to agree. It is not a fact, it is a point
of view, or a personal thought that we have. No one is wrong or right when it comes to having an opinion
Next, I will give examples of Reasons. They will include, I like the weather, leaves changing, football,
pumpkin picking, Halloween, my birthday, my wedding
We will briefly discuss that these are some of the reasons I have to support my opinion of why I think Fall
is the best season.
Next, I will explain that when you give reasons, you have to give some examples to support the reasons.
My Examples will include; I have a lot of good memories from the fall. I go on vacation every October
with my family, we pick pumpkins, go to the Finger Lakes when all of the leaves are changing, I enjoy
cool weather because I get very tired and cranky when its too hot out, I picked fall for my wedding so I
am in a good mood and not overheated, I love Halloween because we get candy and get to dress up, etc.
After a brief discussion of how examples help support our reasons and opinions, we will move on to the
restating.
I will Restate my opinion, This is why I think Fall is the best season.
I will ask students if they can see how the opinion writing piece will come together when we put all of our
information, examples, and reasons together to make a quality opinion essay
I will ask if students have additional questions, or need another example modeled for them.
If there are no further questions, I will ask the boys to go back to their seats first, with the girls to follow
I will pass out OREO graphic organizer worksheets.
Students have already chosen a topic for their opinion essays. If students still need assistance or guidance
choosing, I will be conferencing with them at the very start of the task.
Students will be instructed to begin working on them independently, and if they are working well, I have a
special snack that might be similar to the worksheet. (Oreo cookies)
I will be walking around the classroom, quickly conferencing with each student to check for
understanding
I will tell students this is our pre-writing phase, and after these worksheets are completed, we will begin
writing, then typing our opinion pieces.

G. Closure/Ending
 I will prompt students to finish their OREO graphic organizers, and that I will be collecting them at the
end of the lesson
I will explain to students that we will be starting our written opinion writing drafts next lesson
I will ask for a volunteer to tell me what OREO stands for
I will ask for a few students to volunteer to tell me if opinions are wrong? Are they Right? Why/Why not?
Is it ok to disagree with someones opinion?
I will collect all students OREO graphic organizers
Once everyone is settled, and quiet, I will pass out Oreo cookies as a reward snack.

III. Reflection Process:

A. Culturally Responsive Teaching (CRT):
Learning how to form an opinion and support it is a life skill that students will use now and into adulthood.
Properly teaching them how to share opinions will help them to better express themselves without
arguments.
Students are able to choose their own topics for this lesson
Allowing personal choices for topics allows students to explore their identities and experiences
Many students in my classroom are involved in multiple extracurricular activities, such as sports, musical
instruments, and academic clubs. Their exposure to a wide variety of activities gives them more
information and experiences to help support their opinion topics
I allow students to share and talk to one another about their opinions, which allows them to learn more
about each other and different experiences
It allows the teacher to learn more about the students and what they are interested in
I am able to discover personal things about students and relate them to my future lessons and activities in
the classroom.
This lesson connects students experiences to language and writing as they explain to others why they feel
so strongly about their topics.

B. Accommodations:
I will begin my lesson with a group setting, sitting close proximity to students
This will accommodate all students, but especially be more helpful to responding to those who have a more
difficult time focusing, seeing the board and staying active in participation
Students may not fully understand the difference between a fact and an opinion. I will do my best to create
a relaxed and respectful environment, so they feel comfortable asking questions, forming their own
opinions and being able to talk about them without feeling judgment
If students are confused by the OREO graphic organizer style, I have other varieties prepared for their use.
For those struggling to pick a topic, I will be conferencing with them at the start of the lesson to provide
more guidance towards picking a topic.
I have prepared questions for extra guidance in choosing a topic, that include What do you like to do after
school? What sports do you like? Do you participate in anything after school? do you have a favorite
subject, food, animal?, etc.
The OREO graphic organizers are helpful for those who struggle to write proper paragraphs.
I have additional paragraph organizers for those who are still struggling to write a proper essay.

C. Related Skills:
Students have been previously taught how to properly write a paragraph, and have written essays before
They will need to know and understand how to introduce a topic, write about it and conclude it in an essay,
before they begin writing their opinion.
Students should be aware of their preferences, but now we are building on their skills to discover and better
understand their thoughts, reasons and opinions toward choosing things they like.

D. Misconceptions:
Students may be confused on the differences between fact and opinion
 In the previous lesson, some students think that opinions are true or false statements, so I will have to
be conscious of explaining to them that opinions are just thought and preferences
Students may choose topics or opinions that dont have much information to support it. Example : My
favorite color is blue It doesnt really have much information or experiences to support the reasons why
that is their favorite. I will have to clarify to pick opinions that they have a lot of information to support, or
that they have experienced in order to give the reasons why they feel so strongly about their opinions.

E. Academic Language
Vocabulary: Opinion, fact, reason, examples.
All of the definitions were given in previous lessons to look back on
The anchor chart, OREO activity and graphic organizers will be posted throughout the learning so
students can refer to them for support

Function: Categorizing reasons and information

I will support my students in categorizing their opinions by modeling an example, and showing
them how to properly use the OREO graphic organizer. I will also conference with each student
during the organizing activity so I can offer support, redirection where needed and encouragement.

Discourse:
The students have many opportunities to use discourse in this lesson.
We will be having peer to peer interactions, teacher to student, and student to teacher interactions.
I will be modeling and asking questions during the lesson.
Students will have a chance to share their opinions with the class
Students will be asked if they agree/disagree with my opinion, and then give examples
Students will be told the proper ways to respond to someones opinion, and to be respectful of all
thoughts and feelings.
Name:____________________________________
Name:_________________________________________
 Artifact #4: Practice with Spelling Words (Re- Engagement Worksheet)

This artifact was created as a re-engagement lesson for 4th grade spelling. During my

student teaching placement, I facilitated weekly spelling tests with words from the Pearson

Education company. Students were given their word sheets on Mondays, and the spelling tests

were on Fridays. After two weeks of poor spelling test scores, I decided to re-evaluate my

teaching, and decided to come up with another activity for students to practice their spelling

words. Since the students wouldnt have a spelling activity during the week, I expected that

students were forgetting about their words until the test on Friday. In result, the majority of the

students were getting poor scores on their tests.

I came up with this Spelling Sentence worksheet, in which I gave to students on

Wednesdays. I took the words from the spelling worksheets and made up 10-12 sentences in

which the spelling words would be used. This activity demonstrates my ability to evaluate the

students efforts, and what I could do as a teacher to help improve scores. Students were able to

see their words multiple times throughout the week, and practice using the words in a sentence

for better retention. I took notice of what the students were interested in, such as soccer, hockey,

gymnastics and other extra-curricular activities, and made sentences that were relevant to the

students interests. It kept them engaged and excited about the learning, and certainly improved

the spelling scores as a result. I noticed an instant increase in the spelling scores, by having them

re-visit their words, say them out loud and practice using them in sentences. It was something

that I wasnt required to do, but I wanted to make sure that students knew their spelling words

without moving on to the next unit.

 I believe that spelling directly influences and effects a childs reading habits. To become

a fluent reader, you must be able to spell words and know what they mean. Using this sentence

worksheet helped my students understand more about the words and how to properly use them in

a sentence, as well as correctly spell it. Constructivist theorists believe that students bring with

them their prior knowledge ,to assist in new learning situations and that students construct their

own knowledge based upon this prior knowledge. I facilitated this lesson based on their prior

knowledge and interests, so they would be more apt to solve the fill in the blanks. I

demonstrated my ability to be culturally responsive to my students hobbies and cultures,

therefore keeping them engaged on a weekly basis as they anticipated their new sentences.

Constructivists also believe When learning to spell, students are required to call upon their

vocabulary and their understanding of the rules and sounds involved within their verbal language

before they are able to construct a written language. (Williams, 2014). Since my students were

of age where they speak, write and read rather fluently, it was my job to give them the ambition

to learn new words, and definitions. This lesson ties in with Blooms Taxonomy, as the students

learn new knowledge, and then repetitively return to their words in order to comprehend. As

students learn the words (Create), I evaluated their scores and needs for improvement. I created

this lesson for students to apply the knowledge they have about their interests and hobbies, and

to share their new spelling words to create a memory. In result of the spelling sentences, they

were better able to comprehend the learning and spelling words, therefore gaining the knowledge

and retention from the learning.

This lesson was very successful in helping my students improve on their spelling scores.

It was enjoyable, engaging, academically appropriate and created a fun memory for students!
Name:__________________________________

Fill in the blanks, using your spelling words, to complete the sentence.

Build Fruit Prune Crust Trust Suit

Juice Tooth Smooth Bloom Mood

1. In order to maintain good health, you should exercise, drink a lot of water, eat lots of

vegetables and ________________________.

2. Many flowers begin to ________________________ in the Spring.

3. I was relaxing in the bathtub for a very long time. My hands started to

_________________________, so I knew it was time to get out.

4. After a long day at the hair salon, I finally got to run my fingers through my

silky,________________ hair. It felt like butter!

5. My Mom said she was not in the __________________ to listen to me complain.

6. We all got dressed up for the wedding. The boys each wore a blue ___________________,

and the girls wore long dresses.

7. The slap shot hit the hockey player right in the mouth! He looked down in pain, and saw

his_________________ on the ice.

8. He returned from the kitchen with a large glass of refreshing orange ___________________.

9. I only like to eat sandwiches if the ______________________ is cut off.

10. Since he lied to me so many times, it is hard for me to ___________________ him with

anything. He will have to learn ways to ______________ up my _____________________

again.
 Artifact #5: American Revolution Unit Test

This artifact demonstrates my ability to assess student learning, as well as prepare

appropriate assessments for the material taught. I created a Unit test, following my lessons for

the American Revolution. Throughout the unit, I created many different informal assessments to

check for understanding. In the event of an unsuccessful lesson, or informal assessment, I am

able to re-visit the learning, and modify it differently to help students improve comprehension.

I believe students need to be tested to serve many purposes throughout education. Besides

testing for the basis of a grade, testing can be used to measure successful memorization of facts,

and also effective application of critical thinking skills. As a student with test anxiety myself, I

understand the emotions that can come with testing. I set up my teaching environment to be very

open and communicative, therefore students can feel more comfortable sharing their fears so I

can aid in relieving them. In many cases, I have seen testing be motivation for students to learn

and know the material. When the classroom tests are tied to effectively written lesson objectives,

it is a great tool for analyzing the results to see where the majority of students did well or need

more work. These tests are also important when discussing student progress at parent-teacher

conferences.

This American Revolution Unit was based on the Engage NY module, in which was also

used for an ELA module. New York State has five specific content areas for Studies Social

standards: History of the United States and New York, World History, Geography,

Economics, Civics, Citizenship, and Government. This unit was strictly American History, and

the Revolution. Students study reasons why the 13 American colonies decided to declare

independence, how colonists opinions differed on this decision, and how the perspectives of free

and enslaved blacks were both similar and different from the perspective of the white colonists.
After a study of these various perspectives, students construct an opinion piece proclaiming

reasons to be a Loyalist or a Patriot. I connected my Unit Test to all of the material students

learned, and developed multiple different questions in a variety of formats.

This artifact can tie in with Howard Gardners Multiple Intelligence Theory. Intelligence

is often defined as our intellectual potential; something we are born with, something that can be

measured and a capacity that is difficult to change(Cherry, 2017) . A different style of

intelligence, as proposed by Gardner, suggests that people do not have just an intellectual

capacity, but have many intelligences including musical, interpersonal, spatial-visual and

linguistic intelligences. (Cherry,2017) Although this specific artifact was a standard written test,

it is important to understand that this is not the only way to collect and analyze data as a result of

the teaching. Creating this test is one of the many ways I analyze data and assess the learning.

As a teacher, I understand the responsibilities to be accommodating to all learners and abilities.

Testing is something that we must do, and I chose this written test to collect the data for this unit.

I had many different learners in my class, and a majority of them enjoyed the testing method,

over a hands-on project or verbal discussion. I demonstrates my abilities to be responsive to my

students needs, and create appropriate testing methods throughout each learning segment to

ensure all learners are accommodated. It was certainly a challenge to create my first test and

administer to students for a formal grade. I was proud of my work and students results were very

successful. I was able to see how my teaching was effective and continue my efforts.
Name:________________________________
Unit Test Chapter 5

Each question is followed by four choices, labeled (A)-(D).

Read each question carefully. Decide which choice is the correct answer.

1. How did Colonists react to new British taxes?

(A) They did not want to pay them but felt powerless
(B) They protested against them
(C) At first they agreed to pay them to help Britain
(D) They agreed to pay some of them but refused to pay others

2. What was the difference between a Patriot and a Loyalist?

(A) A Patriot paid British taxes while a Loyalist did not
(B) A Patriot wanted freedom from Britain, while a Loyalist supported British rule
(C) A Patriot was a British soldier, while a Loyalist was a member of the Continental Army
(D) A Patriot supported British rule, while a Loyalist wanted freedom from Britain.

3. What was the purpose of the Declaration of Independence?

(A) to make a detailed plan for a new government
(B) to select George Washington as leader of the army
(C) to declare the colonies free and independent
(D) to declare an end to the war

4. Why did both the British and the Americans want to control New York?
(A) It had rich farmland that could provide soldiers with food
(B) It was near the middle of the 13 colonies, and it had many waterways
(C) It had the best roadways of any of the colonies
(D) There were legends that told of great riches buried beneath the soil in certain areas of New
York

5. Who was the first President of United States, and where was he sworn in?
(A) John Jay in Saratoga
(B) George Washington in New York City
(C) Alexander Hamilton in Philadelphia
(D) George Clinton in Kingston

6. To surrender means:
(A) fight
(B) give up
(C) wait
(D) pay taxes
7. Why did the Patriots want to form their own government?
(A) They wanted more land
(B) They wanted to join the French
(C) They wanted to make their own laws
(D) They wanted money from the British

Choose True or False for the following questions.

8. The Stamp Act allowed colonists to design their own stamps when they sent letters.
(A) True (B) False

9. To protest taxes on tea, Loyalists dumped tea into harbors in Boston and New York.
(A) True (B) False

10. The American victory at Saratoga was the turning point in the Revolution.
(A) True (B) False

Match each vocabulary word, from the word bank, to its definition.
A. Militia B. Revolution C. Delegates D. Patriots E. Loyalists
F. Stamp Act G. Surrender H. Treaty I. Traitor J. Retreat

11. _________ A formal agreement between nations

12. _________ A colonist who was opposed to British rule

13. __________ the colonial fight for freedom

14. __________ give up ground.

15. __________ Someone who acts against his own country

16. __________ to give up

17.__________ People chosen to represent a group

18. __________ a Law that placed a tax on paper sold in the colonies

19.___________ The Colonists that remained loyal to Britain

20. ___________ citizen armies, that included farmers, business owners, and both free &
enslaved Africans.
Fill in the Blanks.

21. On July 4, 1776, the ________________________________________was approved by the

Continental Congress.

22. The Americans lost the Battle of Long Island, and Washingtons Army was trapped in
Brooklyn. They escaped by ________________________________. The British couldnt believe
they had escaped!

23. _____________________________________ was the turning point in the Revolution.

Write a short answer to complete the questions.

24. How do you think the British felt when they realized the American Army had escaped?
_______________________________________________________________________

25. How do you think the American Army felt while they were escaping across the river?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

26. What holiday do we celebrate to remember the new beginning of the United States & its
adoption of the Declaration of Independence?
______________________________________________________________________________