Professional Documents
Culture Documents
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
Principle 2: Educators create support and maintain challenging learning environment for all.
developing students potential. Members express their commitment to students well-being and
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
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
d. Use conventional spelling for words with common spelling patterns and for frequently
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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,
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
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
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
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.
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
Integrity: Honesty, reliability and moral action are embodied in the ethical standard of
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
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-
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the
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
entering the Peel Board of Education public schools and an easily accessible workshop available
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.
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
Integrity: Honesty, reliability and moral action are embodied in the ethical standard of
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
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
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
Principle 2: Educators create support and maintain challenging learning environment for all.
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
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
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-
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the
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
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
Specific Expectations:
Identify their point of view and other possible points of view on the topic, and determine
B. Central Focus:
The central focus of this learning segment is that students will create, design and devise a
1a) Promote, support, and model creative and innovative thinking and inventiveness
2a) Design or adapt relevant learning experiences that incorporate digital tools and resources to
sequences and short dance pieces, using the elements of dance to communicate feelings and
ideas.
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)
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
Point of View
I. LESSON DATA:
A. Teacher Candidates First & Last Name: Amy Florence
E. Lesson Topic: Describing the Point of View of an Inanimate Ancient Egyptian Artifact
Created in a Comic.
.
F. Duration of Lesson: 40 Minutes
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
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.
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
Syntax:
Using correct grammar Anchor Chart
Arrangement of words and Teacher Models
phrases Guided Practice
Structured Short Responses Group Discussions
Sequencing Map
Discourse: