Artifact #1

Artifact: Varying Sentence Beginnings

Standard: Reflection and Continuous Growth

Standard in my own words: The teacher reflects on their practice to evaluate

their practice, the effectiveness of their practice,
and adapts practice to meet the needs of
students.

Indicator: (c) Independently, and in

Description of Artifact:
Rationale:
collaboration with colleagues, the
teacher uses a variety of data
(systematic observation, information
about learners, research) to evaluate
the outcomes of teaching and
learning to adapt planning and
practice.
This lesson was created because I noticed that
many students had lists when describing
people/places/things in their stories. Using
examples of lists from students actual stories
(with permission) I demonstrated how to turn a
list into a well written paragraph. Students then
did this as a class with another example of a list.
Lastly, students did this on their own with a list
and were able to share how the changed it.
This artifact demonstrates my understanding of
standard #9 because based on my evaluation of
my practice I realized a need for this lesson and
developed instruction through collaboration with
my mentor. After reading many lists in students
stories, I realized that I should have done a lesson
on varying sentence beginnings. When I went
back to the students pre-assessment narratives it
was very apparent then as well. My CFA taught
me that I had several students who struggle with
writing and for these students I made sure I
selected examples of lists from their story so they
could learn how to fix them. I also knew that
these students were going to need further
instruction so I gave them a lot of guidance
through individual comments on their stories
through Google documents.
 Example of Artifact #1 for Standard # 9
UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Course: EDU

Ethan Gouin Education 450

Lesson Topic / Title: Spooky Story Narrative- Varying Transitions

Lesson Date: 10/26 Lesson Length:30 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
Use a variety of transitional words, phrases, and
clauses to manage the sequence of events.
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 contributing to Reasoning
our examples of lists. Students will be formally assessed
again when the teacher reads the students stories.

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
Lists from students stories (with permission)

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 /

Launch (30 minutes) Reasoning
1. The teacher will inform the students that the target
of the lesson will be to eliminate lists using good
sentence beginnings.
2. The teacher will put the students examples of lists
on the board (with student permission).
3. The teacher will demonstrate an effective way of
getting rid of a list with the first example.
4. The next example will be done as a class.
5. The next example will be done in groups.
6. The lesson will conclude with students working on
their stories.
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. This
student may also need guidance while writing the
story.

Field Course Only Post lesson

Reflection
Before the lesson, a large majority of the class had many lists within their
stories. These lists primarily took place when describing a setting,
character, or event. My goal was to get students using better transition
words (or sentence beginnings) when describing a setting, character, or
event. After reading through the students stories, 17-22 of them have
transitional words, phrases, and clauses to manage the sequence of
events. For the remaining 5 students I highlighted in their story where there
was still a list. I wrote a comment regarding the list asking the students to
think of some better sentence beginnings and I provided a few examples
for some of the students who really struggle with writing. If I were to teach
this lesson again I would have targeted some of the lower writers to use as
an example up on the board. The reason for this is because if I did that,
these students then would have been able to use the examples that we did
as a class and would not have needed further instruction.
 Teaching Standards and Rationale
Standard #1: Learner Development 1(a)- This lesson was created after
reading through the students stories and seeing that many students were
having trouble with good sentence beginnings. Because I found this
through assessment and designed a lesson to address this need, this
standard was addressed.
Standard #7: Planning for Instruction 7(d)- This standard is addressed
because I created the lesson based on the lists I saw in the students
stories (formative assessment).
Standard #8: Instructional Strategies 8(b)- This lesson addresses this
standard because I monitored their stories after each lesson and found that
students were struggling with sentence beginnings. I went through their
stories and highlighted where there were lists and asked students to read
through it again and come up with better sentence beginnings.
Standard # 1. Collaboration 10(b)- Collaborating with my mentor about
how to effectively instruct students on their sentence 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 the student's sentence beginnings. This process helped students
develop their writing skills.

Edits done to lists:

His ripped up jeans covered some of his spiked boots and ripped socks. His big
belly was shaped like a squash. He was wearing a hat that said ghostbusters. He
was balder than a bald eagle.

Edited to:
He had raggedy old jeans that covered the tops of his spiked boots and
ripped smelly socks. I couldnt help but notice that his stomach was big and
shaped like a squash, which made me hope that it wasnt filled with other
unlucky people that had come across him. An old, vile looking hat on his
head had Ghostbusters written on it. I bet he wore that hat because he
was balder than a bald eagle.
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The bathroom was the same except for the huge mess it had become. The toilet
paper was scattered in little shreds on top of the sink, spiders in their webs waltzed
on the ceiling, and the corners of the room. The shower water was flooded.
Edit:
As I looked around the bathroom I noticed that everything was the same except for
the huge mess it had become. The toilet paper was scattered in little shreds on top
of the sink, spiders in their webs waltzed on the ceiling, and the corners of the
room. Shower water flooded the tile floors with contaminated water.

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We kept on walking. We felt ourselves getting deeper into the woods. We both
tripped over a tree root and fell into a cold dark house. We tried to open the door
but it was locked from the outside.

Edit:
As we kept on walking we felt ourselves getting deeper into the woods. While
walking, we stumbled over a ragged root. Looking around, we saw an ominous
looking black house. Before us stood a house with two cracked windows without a
frame. This house was gigantic. It stood four stories high with a front porch. On
this front porch there were some old, decrepit looking lawn chairs. A seven foot
tall door was the only entrance that we could see from where we stood. We
decided it was time to enter this terrifying house. When we walked through the
massive door and into the house it slammed shut behind us.
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the clown look is he has a purple suit. and white skin. and he has a large grin on his
face. And he has a great time capturing innocent people. And he has a skull face
on his purple suit. He has a green hair. He jokes a lot.
 Artifact #2
Artifact: Video Self-Analysis

Standard: Reflection and Continuous Growth

Standard in my own words: The teacher reflects on their practice to evaluate

their practice, the effectiveness of their practice,
and adapts practice to meet the needs of
students.

Indicator: (k) Knows how to build and

Description of Artifact:
Rationale:
implement a plan for professional
growth directly aligned with his/her
needs as a growing professional using
feedback from teacher evaluations
and observations, data on learner
performance, and school- and
systems-wide priorities.
This assignment required me to video tape myself
and analyze my teaching. I then had to grade
myself based on a list of standards.
The reason why this artifact shows my
understanding of standard #9 is because my
video analysis form forced me to reflect on my
own teaching. I had to go through and grade
myself in several different areas. My main
reasons for choosing this artifact is because on
the last page it asks me which ways I met the goal
of the lesson, what I would repeat if I taught the
lesson again, changes I would make, and goals I
would set for myself bases on my analysis. The
goals I set for myself were to smoothen
transitions, speak clearly, introduce the lesson
more creatively, and to include students more in
discussion. This artifact really forced me to reflect
my own practice and all of my goals are aligned
with the needs of students.
Example of Artifact #2 for Standard #9