Artifact #1

Artifact: Foreshadowing Lesson

Standard: Planning for Instruction

Standard in my own words: The teacher uses knowledge of content, learners,

cross-disciplinary skills, and community to plan
instruction that meets all students needs.

Indicator: (b) Plans how to achieve student learning

Description of Artifact:
Rationale:
goals, choosing appropriate strategies
and accommodations, resources and
materials to differentiate instruction for
individuals and groups of learners.
This lesson taught students about foreshadowing.
The lesson started with a brief discussion about
what foreshadowing is and why authors might
use it in their writing. Students then got to watch
a video demonstrating foreshadowing in
Despicable Me. Following the video and the
discussion about it, students had The Sweetest
Fig read to them. Throughout the reading I was
pausing to discuss any foreshadowing that the
author used. Following this activity, students
then had a discussion about foreshadowing in
The City of Ember which they read as a class.
I knew that I had several students who struggle
with maintaining their focus unless they were
excited about a topic or interested in what we
were learning about. For these students, I knew
that I had to select a video that they could relate
to and that I would need to be enthusiastic about
the book as I read it. Foreshadowing is a tough
concept to understand so I tried to select the
most concrete examples I could find. After
discussing with my mentor about whether I
should do a read aloud or not and which book
would be a good read aloud book for
demonstrating foreshadowing, she gave me the
idea of using The Sweetest Fig. This turned out to
be a great idea because it had concrete examples
of foreshadowing and the students got very
invested in the story and were upset with the
cliffhanger at the end. This demonstrated my
understanding of standard # 7 because I used my
knowledge of the content and knowledge of my
 students to decide on which resources I needed
and which strategies I was going to use.

Example of Artifact #1 for Standard #7

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 chrome books 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.
 Artifact #2
Artifact: Elaboration on Character

Standard: Planning for Instruction

Standard in my own words: The teacher uses knowledge of content, learners,

cross-disciplinary skills, and community to plan
instruction that meets all students needs.

Indicator: (a) Individually and collaboratively

Description of Artifact:
selects and creates learning
experiences that are appropriate for
curriculum goals and content
standards, and are relevant to
learners.
The goal of this lesson was to describe the main
characters using elaborative detail and sensory
description. Students were really struggling with
showing and not telling. They would tell you a
persons name but not show you what they
looked like using strong adjectives. Students
learned how to do this through a fun interactive
activity where they got put into groups and had
to create character descriptions based on the
image their group was given. I then brought the
class together in front of the board and hung the
pictures up on the board. Students then listened
to each groups character description and had to
pair the description with the character that was
being described.

Rationale: The idea for having students get in groups,

describe characters, and then have groups match
descriptions to pictures was created through
collaboration between my mentor and me. This
strategy really helped students see the need for
strong character descriptions. If students hadnt
effectively described their character the other
groups would have had issues matching the
description to the image. This related to the lack
of being able to create a mental image for their
stories characters. Based on my CFA, I knew
going into this lesson that I had a few of students
who had trouble with sitting still and listening to
instruction. This activity allowed students to
move around the room and get out of their seats
 while also allowing them to be interactive. This
artifact demonstrates my understand of standard
#7 because I used my knowledge of content and
my students to collaboratively created an
experience where all students could learn

Example of Artifact #2 for Standard #7

UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Course: EDU

Ethan Gouin Education 450

Lesson Topic / Title: Spooky Story Narrative- Elaborating on the main characters and using
sensory description

Lesson Date: 10/19 Lesson Length:35 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
Describe the main characters using elaborative detail
and sensory description.
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 while working in groups to Reasoning
come up with strong adjectives to describe their groups
image. Students will be formally assessed while matching
descriptions to pictures. Students will be formally assessed
again while they work on their character descriptions in their
story.

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 /
Smart board Reasoning
Students will need laptops
One paper for each group of four
Six characters for students to describe

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 (15 minutes) Reasoning
1. Students will be put in groups of four.
2. Students will be asked to work together to describe the
character that their group was assigned.
3. After students have had time to describe their
characters, each of the pictures will be placed on the
wall. Students will have to use other groups
descriptions to decide which character they were
describing.

Questions to ask students in part one: Who can tell

me what the five senses descriptions are? (sight, touch,
hear, smell, taste) What words might we avoid while
describing this character? How tall does he look? What
might he smell like? What might he sound like? What
might he feel like?

Part Two: Explore (20 minutes)

Part two will be time for students to work on 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.

Field Course Only Post lesson

Reflection
After reading the students stories, 20 out of 22 students in the class have
a good understanding of how to elaborate on their main characters. While
doing the lesson I realized that I should have been more specific with my
instruction. My goal was for the students to use the picture for their group
to write a paragraph describing the character. This is not what every group
did. Some groups just made a list of adjectives that described their
character. If I were to teach this lesson again I would make sure to state
that they need to develop a well written paragraph to describe their
characters. For the few students who seem to be struggling with their
character description, I have either commented on their google document
with suggestions for improvement. If additional help is needed with these
students an individual meeting will be needed to provide further guidance.
Teaching Standards and Rationale
Standard #1: Learner Development 1(a)- Assessment was done while
students were in their groups working on describing their characters and
when students were matching character descriptions with characters. I
assessed students ability to elaborate on a character in their stories as
well. This showed me which students needed further instruction and which
students were able to apply the lesson material.
Standard #2: Learning Differences 2(b)- Communicating on their stories
through comments on their Google Documents allowed me to give timely
feedback and suggestions was able to assess how strong their main event
was while doing this as well.
Standard #10: Collaboration 10 (b)- Through collaboration with my
mentor, I was able to come up with this lesson. Originally I planned to have
the students describe one character as a class but my mentor suggested
grouping the students and having each group describe a different
character. This allowed not only my mentor and me to collaborate but it
also gave students the opportunity to collaborate.