Artifact #1

Artifact: TWS- Good beginnings

Standard: Learning Differences

Standard in my own words: The teachers understands learner differences and

creates an environment that allows each learner
to reach his or her full potential.

Indicator: (b) Makes appropriate and timely

Description of Artifact:
provisions (e.g. pacing for individual
rates of growth, task demands,
communication, assessment, and
response models) for individual
students with particular learning
differences or needs.
This artifact is a lesson that was taught during my
teacher work sample. Students were writing
spooky story narratives and this lesson focused
specifically on creating a good beginning.
Students learned about good beginning
techniques and were asked to find a novel in the
library and read the beginning. Students then had
to decide if it was a good beginning (they all
were) and which beginning technique they
learned about that the author used. Students
then shared their findings on a class google
document where they could see all of the other
examples of good beginnings that their
classmates made. Following the lesson, students
received a checklist with items their beginning
needed to include and had time to write.

Rationale: This artifact proves my understanding of standard

two in many ways. In this lesson students were
tasked with finding novels that had a good
beginning and then had to share them with the
class. This gave students who were struggling
with creating a good beginning many examples
from well written novels of how they could apply
the techniques within their own story. Before the
activity, instruction was given on how to write a
good beginning using a slideshow and continued
instruction independently through comments on
their stories in google documents. This was done
 because I knew that if I had just told students to
find novels and share examples that they
wouldnt pick up on the specific techniques that
the authors were using. Students also received a
checklist that they then used to edit their own
beginnings. This allowed students to reflect on
their own work and potentially find any areas
that they needed to work on. By giving
instruction, having students complete and
activity and create a collaborative document, and
having students use the checklist, I addressed
many learning needs and allowed students to
reach their full potential.

Example of Artifact #1 for Standard #2

UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Education Course: EDU 450

Ethan
Gouin

Lesson Topic / Title: Spooky Story Narrative- Good beginnings

Lesson Lesson Length:75 minutes Grade/Age: Grade 5

Date:
10/16

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.

Learning Objective(s) Instructional Decisions /

Students will be able to: Reasoning
Develop a beginning paragraph that introduces the main
character, story setting, and purpose for the story action.
Develop a beginning paragraph that that captures the
readers attention and uses one of the four beginning
techniques.
Content Standard(s) Instructional Decisions /
CCSS.ELA-LITERACY.W.5.3 Reasoning
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.

Assessment Instructional Decisions /

Students will be formally assessed when finding novels and Reasoning
sharing the beginning on a google doc with the class. The teacher
will be checking to make sure that students are able to identify
which beginning technique is used. Students will also be formally
assessed as the teacher walks around the room checking
students beginnings as they write to make sure the beginning
techniques are used.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.

Materials, Resources, and/or Technology Instructional Decisions /

Slideshow of what to include in a beginning of a narrative. Reasoning
Students will need computers
Classroom library
Check lists

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Part One: Launch (20 minutes) Reasoning
(1) The teacher will state the lesson objective. (2) The
teacher will present the slideshow on good beginnings.
Questions to ask students in part one: What are some
things that your introduction should have? How do some of
your favorite books start?

Part Two: Explore (30 minutes)

1. Students will be asked to select a novel from the
classroom library that they have read and enjoyed. (2)
Students will be asked to write the beginning of their book
on a shared google doc titles Good Beginnings.
Students should also include which technique the author
chose with rationale for why it is that technique. (3)
Students will then be instructed to read through all of the
beginnings that their classmates found.
Questions to ask during part two: What are some of your
favorite books? Did any of these books start with one sunny
day, one rainy afternoon, one dark night, this story is about, hi my
name is, I woke up got dressed and had breakfast?

Part three: Summary (20 minutes)

Part three will be when the students begin writing their story.

Meeting students needs (differentiation, extensions, Instructional Decisions /

modifications, accommodations) Reasoning
One student requires the teacher to wear a microphone so
they can hear.
One student will most likely need further instruction. For
this student going over the slideshow independently will
be needed.

Field Course Only Post lesson

Reflection
After looking at the beginnings that students have started working
on, 18 out of 22 of the students incorporated one of the four
beginning techniques in their beginning paragraph. I realized
during my lesson that when I broke off into the activity that I
should have broken down each step separately. I lost a few
students between finding the book and what to do next. Next time
I will simply just ask the students to go find a book. After this, I
would then ask the students to find an example of one of the four
writing techniques before asking them to write the example on the
shared google doc. For the remaining 4 students that are still
struggling with their beginnings, I plan to meet with each of them
and walk them through how they could incorporate one of the
techniques.

Teaching Standards and Rationale

Standard #1: Learner Development 1(c)- Collaboration with
my mentor before the lesson was taught is why this standard is
addressed. We came up with the idea to have students look for a
novel to find the beginning techniques. This helped come up with
a way to give students real examples of the good beginning
techniques.
Standard #2: Learning Differences 2(c)- This standard is
addressed because I gave a presentation introducing the content,
students then got to find good beginnings in books and search for
the techniques that were used, students then shared the
examples they found on a google doc so that the whole class
could see their example. I knew that students wouldnt fully
understand how to use the techniques after just hearing my
presentation. This is why they got real life examples of the
techniques by finding them in books. Students got another
opportunity to learn the techniques when reading through the
class Google document. Students got to demonstrate their
learning by showing that they could match the correct technique
to the novel beginning that they selected. Students were able to
demonstrate learning again when they wrote their stories.
Standard #3: Learning Environments 3(b)- This standard is
addressed because the students were asked to make a
collaborative Google document with many examples of good
beginnings. This forced students to use self-directed and
collaborative learning.
Standard #4: Content knowledge 4(a)- By presenting the
content in a presentation to the class, then having the students
share good beginnings from novels on google docs, and also
giving students feedback on their story's beginning, students
received multiple representations and explanations that captured
the key ideas of a good beginnings.
Standard #5: Innovative application of content 5 (c)- Students
used novels to find good beginning examples, and Google
Chrome books to share their results and to write their beginnings.
Students also received direct feedback on their beginning through
comments on their google docs. These tools were used to
maximize their content learning.
Standard #6: Assessment 6 (c) - Students were instructed to
use the good beginning techniques in their own beginning.
Students received a checklist so that they could examine their
own beginning and make sure it fit the good beginning criteria.
Students then received direct feedback on their stories through
google document comments. This helped the students and me to
examine their stories. This also allowed me to see which students
were not understanding the content which then allowed me to
meet one on one and provide further instruction.
Standard #7: Planning for Instruction 7 (a)- Conversing with
my mentor about ways to introduce good beginnings lead me to
the idea of having students find the good beginnings and share
them as a class. This experience gave students concrete
examples of good beginnings. This allowed the students to meet
the goals of the lesson which were to: Develop a beginning
paragraph that introduces the main character, story setting, and
purpose for the story action. And to develop a beginning
paragraph that that captures the readers attention and uses one
of the four beginning techniques.
Standard # 8: Instructional Strategies 8 (a)- I knew that some
of my students are hands on learners so presenting the content in
whole class instruction would not be enough. Using the novels to
locate good beginning techniques and then having them share
their findings allowed those hands on learners to get the
experience they needed to understand the content and apply it to
their own story. Commenting directly on their stories with
suggestions provided students with another opportunity for
instruction.
Standard # 9: Reflection and Continuous Growth 9 (d)-
Collaborating with my mentor and using the Google chrome
books allowed me to analyze how effective my lessons were by
how well the students applied the content to their stories. The
checklists provided students with the opportunity to analyze and
reflect on their own stories before asking me to check their story.
Standard #10: Collaboration 10 (b)- Collaborating with my
mentor about how to effectively instruct students on their
beginnings created a joint effort to facilitate learning on how to
meet the diverse learning needs of our classroom.
 Standard #11: ISTE standard 11.2 (a)- By using my own
computer to create the lesson and give feedback and students
using their Google Chrome books, I was able to evaluate the
effectiveness of this lesson based on if they used the good
beginning techniques or not. This process helped students
develop their writing skills.
ISTE Standard 11.5 (c)- Prior to this lesson I researched online
how to effectively teach this lesson. This is where the idea of
sharing their findings in a Google Document came from because I
found that students would learn more if they took the initiative to
find the techniques being used in novels and heard saw more
examples their peers found. By having students write their stories
online it provided me with the powerful tool of being able to
comment on their stories at any given time.

Checklist students completed:

My beginning An Action- Put the main

paragraph introduces character in the setting
the main character, doing something interesting
story setting, and the and relevant.
purpose. Dialogue- Have the main
My beginning uses character say something
strong adjectives. that expresses a feeling,
My beginning has no creates worry, or raises the
spelling/grammatical readers interest or curiosity.
errors. It could be an
My beginning uses EXCLAMATION!
one of the four
 beginning techniques.
(To the right!) -->
My beginning uses
sensory description.
There are no more
than five characters in
my story
A thought/ Question- Show
what the main character is
thinking or worrying about.
A sound: A story-relevant
sound effect or description
of a sound is a great
attention getting technique.
--------------------------------------
---
Action: What would you
do?
Dialogue/Exclamation:
What would you say or
exclaim?
A Thought/Question: What
would you be thinking,
wondering, or worrying?
A Sound: What would you
hear?

Class Google Document:

Beginning Technique Example of Technique (include book title)

Dialogue (Mrs. They say all the magic is gone up out of this place, said Mama.
Gibson)

(M.T.) Thought Jack Rankin had a particularly sensitive nose.

(M.B.) A busy and crowded station. Full of people trying to go somewhere.

Amongst the hustle and bustle, two large cages on top of two laden
trolleys. They're being pushed by two boys james and albus potter.

(A.A)) The two men appeared out of nowhere, a few yards apart in the
action narrow, moonlit lane.

(K.B.) Thought Its a Tuesday morning in February.

(B.S.) Thought My nightmare started like this.

Thought/Feeling- That fool of a fairy Lucinda did not intend to lay a curse on
(M.S.) me. Thought/Feeling

Thought The whole cupcake thing started a couple of years ago on my tenth
B.P birthday.

M.R. {thought} I wanted a dog what is wrong with that ?

Action (M.M.) I won Dribble at Jimmy Fargos birthday party.

E.K. - action The floating sheets of the arctic ice were slowly freezing together,
threatening to crush the small sailing ship.

Thought The residents of the gleaming hilltop town of Asteri called their home
G.P. simply,the City.

S.F. - Action A flock of black birds soared, Gathered , then landed one after
another in the trees near maggie. She paused in her walk up the hill
blocked her eyes against the spring sun, and counted.

C.P. Action I used to be the littlest one in my family until I grew. Most kids grow up.
I didnt. I grew out my front and down my rear, in my chest and butt
and especially in my belly.

B.J. The Snake-Haired Ladies were starting to annoy Percy.

Thought/Question

Dialogue. S.W. Mella! Hurry and fetch the eggs! said mama

K.B. We only have a few hours

J.G. In fairy tales, witches always wear silly black hats and black cloaks,
Action and they ride on broomsticks.

THOUGHT Rebecca Roush has cooties. Im not making this up. Weve run tests.
E.O.

M.R. There were only about fifteen kids on the late bus because it was a
friday afternoon.

(A.G.) - action There were only about fifteen kids on the late bus because it was
Friday afternoon. I sat near the back with Stephen, and he kept
pestering me.

( T.M.) thought In boston, three men

 Artifact #2
Artifact: Foreshadowing

Standard: Learning Differences

Standard in my own words: The teachers understands learner differences and

creates an environment that allows each learner
to reach his or her full potential.

Indicator: (C) Designs instruction to build on

learners prior knowledge and
experiences, allowing learners to
accelerate as they demonstrate their
understandings.

Description of Artifact: This artifact is a lesson on foreshadowing.

Students began the lesson by having a short
discussion about foreshadowing and what it is
and by watching a video that demonstrated
foreshadowing. Following the video, I read The
Sweetest Fig to the students and we discussed
several examples of foreshadowing. A discussion
about The City of Ember and the many examples
of foreshadowing found within it took place
following the reading of the book. Following the
lesson students then completed an exit ticket.

Rationale: This artifact shows my understanding of teaching

standard #2 because it forces students to activate
prior knowledge and includes varied instruction
to hit students learning needs. I knew that if I
gave students the definition of foreshadowing
and thats it that they wouldnt understand what
it is or be able to recognize it in literature. In this
lesson I really tried to build on prior knowledge
by using examples of foreshadowing from
Despicable Me (which most students had
watched) and from The City of Ember (read as a
class). This allowed students to think of
foreshadowing examples from the movie and
book. Stopping while I read The Sweetest Fig to
discuss foreshadowing gave students many
examples of foreshadowing and gave them time
to ask questions and to show understanding. The
book discussion was also great because some of
 the responses students gave were very useful for
the students who were still struggling with
understanding foreshadowing. This gave students
the opportunity to learn from each other as well
as from me.

Example of Artifact #2 for Standard #2

UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Education Course: EDU

Ethan Gouin 450

Lesson Topic / Title: Foreshadowing

Lesson Date: 11/16 Lesson Length: 45 minutes Grade/Age: Grade 5

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.

Learning Objective(s) Instructional Decisions /

Students will be able to: Reasoning
Recognize and understand the use of foreshadowing in
literature.
Content Standard(s) Instructional Decisions /
RL.5.1 Reasoning
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner

performance and determines best supports for continued learner growth.

Assessment Instructional Decisions /

Students will be formally assessed through contribution to Reasoning
discussions throughout the lesson. Students will be assessed
(summative) based on their responses on the exit ticket
(google form).

Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
Materials, Resources, and/or Technology Instructional Decisions /
Despicable Me foreshadowing Reasoning
The Sweetest Fig
Students will need computers to do exit ticket (google
forms)
The teacher will need to create an exit ticket using
google forms. Questions to include: What is
foreshadowing? (Short answer) and what is an example
of foreshadowing?

Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instructional Decisions /

Part One: Launch (10 minutes) Reasoning
1. The teacher will begin the lesson by stating that the
goal of the lesson which is to be able to understand and
recognize foreshadowing in literature.
2. The teacher will ask if anyone know what
foreshadowing is.
3. The teacher will ask if anyone knows what
foreshadowing is used for.

Questions/ comments for part one:

Who knows what foreshadowing is? Does anyone know why
an author would use foreshadowing? Explain to students that
many authors use foreshadowing to provide clues to future
events in a story. Tell students that often foreshadowing comes
at the beginning of a text. Note that details in both the writing
and illustrations can foreshadow events to come.

Part Two: Explore (30 minutes)

1. The teacher will show the clip from Despicable Me that
has examples of foreshadowing.
2. The class will have a short discussion about the video
and why it was a good example of foreshadowing.
3. The teacher will alert the class to be looking for
examples of foreshadowing as the teacher reads The
Sweetest Fig.
4. The class will discuss examples of foreshadowing from
The Sweetest Fig.
Questions/ Comments for part two:
How does Despicable Me demonstrate foreshadowing? When
vector tries to catch up to Grus spaceship taking off. This
foreshadows when Gru has to try to catch Vectors ship. What
foreshadowing examples from The Sweetest Fig did you
observe?
Part Three: (15 minutes)
1. The teacher will instruct students to think about
examples of foreshadowing from The City of Ember,
Night of the Twisters, Peak, or any other books we have
read in class.
2. Students will be asked to share their examples of
foreshadowing.
3. Students will be asked to log onto google classroom and
complete the google form that has been shared with
them.
Questions/Comments for part three:
What are some of your examples that you thought of? Did
anyone think of at the beginning of The City Of Ember it says
that no one can leave for 200 years? Please log into google
classroom and complete the google form that has been shared
with you.
Meeting students needs (differentiation, extensions, Instructional Decisions /
modifications, accommodations) Reasoning
One student needs the teacher to wear a microphone.
By providing visual and auditory examples, discussing
foreshadowing, having students discuss, and having
students think of examples of foreshadowing on their
own, multiple learning styles are being incorporated into
this lesson.

Field Course Only Post lesson

Reflection

I think this lesson was by far my best one yet. Students maintained high levels of engagement
throughout the lesson and seemed very excited. The exit ticket backed up my feeling that
students really understood foreshadowing. 19-22 students answered all questions on the exit
ticket correctly. The remaining students had some minor errors in their answers. These
students will have many more opportunities to strengthen their understanding of
foreshadowing as we discuss this in our reading groups very often. If I were to teach this
lesson again I would instruct students not to have their hand raised while other students were
called on to discuss examples of foreshadowing in The City of Ember. I noticed that many
students were so eager to share their example that they were frantically raising their hand and
they were not listening to their classmates examples.

Teaching Standards and Rationale

Standard #1: Learner Development 1(h)- This standard is addressed because knowing that
not all of my students have the same learning styles, instruction is given through many
methods. By introducing foreshadowing in a video, having discussions, reading examples
from a book, and having students think of their own examples, many learning styles are being
addressed.
Standard #2: Learning Differences 2 (c)- By asking students to think of and share examples
of foreshadowing in books they have already read, I am asking students to activate prior
knowledge and apply it to a new concept.
Standard #3: Learning Environments 3 (0)- By involving students in discussions and
having students share examples of foreshadowing that they have come up with, I am allowing
students to promote each others learning.
Standard #4: Content knowledge 4(a)- Using a video, book, and discussion, this lesson
incorporates multiple representations and explanations of foreshadowing.
Standard #5: Innovative Applications of Content 5(l)- I have used an online video to
represent foreshadowing. As an exit ticket, students are using their google chromebooks to
answer questions in order to demonstrate their understanding of foreshadowing.
Standard #6: Assessment 6(j)- Formative assessment is used throughout this lesson.
Students cannot complete the summative assessment (google form) at the end of the lesson
until they have learned about foreshadowing. I incorporate several opportunities to formatively
assess students on their understanding of foreshadowing by way of discussion and student
responses. Students participation or lack thereof throughout the lesson will provide
information on who is understanding foreshadowing and who is not.
Standard #7: Planning for Instruction 7(a)- This lesson was created through collaboration
with my mentor. Collaboration allowed me to use the most effective ways to teach
foreshadowing.
Standard # 8: Instructional Strategies 8(n)- This standard is being addressed because to
engage learners, I use a video, book, and discussions. This allows students to have several
forms of instruction and will help students with their focus throughout the lesson.
Standard # 9: Reflection and Continuous Growth 9(c)- This standard is being addressed
because both my mentor and I will be observing students responses in order to gauge their
understanding of foreshadowing. Using information in my CFA, I knew that I had many
different types of learners in my classroom. For this reason, I tried to incorporate multiple
methods of instruction. I also researched effective ways to teach foreshadowing. My mentor
and I will follow up the lesson by discussing the exit tickets and deciding if further instruction
needs to take place.
Standard #10: Collaboration 10(b)- Through collaboration with my mentor, I found a way to
teach this lesson and address the learning needs of my students. We discussed potential
ways to teach the lesson and which methods would be effective or ineffective.
Standard #11: ISTE standard 11.2 (a)- By including a video to show to the class on the
smart board and having students complete an online exit ticket, this standard is being
addressed.
ISTE Standard 11.5 (c)- Prior to this lesson I researched online how to effectively teach
foreshadowing. I also researched ways to incorporate technology into the lesson which is how
the video was discovered and why I decided to do an online exit ticket.