Section Three: Teacher Candidate Artifacts

Introduction

In this section, I will thoroughly explain and introduce several artifacts that I have

decided to include in this portfolio. These artifacts are a collection of resources, personal

projects, conducted research and lesson plans that I have encountered, created and used

throughout my educational/teaching experience thus far. These artifacts are in no way perfect,

but illustrate my development as a teacher. The artifacts also support my theories and

educational approach introduced in my philosophy education and throughout this portfolio that

expresses creativity in teaching instruction, encouraging culturally responsive teaching,

acknowledging diversity in students, encouraging student learning, demonstrating classroom

management skills and the use of a variety of instructional strategies.

The artifacts that I have chosen to include in this section is my survey from ECI 510,

where I conducted some research on whether or not tests and quizzes are the most effective

methods of assessment, my Pecha Kucha presentation on Intellectual Disability-Blindness, a

Guided Reading lesson plan, a lesson plan on verbs, a math unit plan on fractions, a writing

checklist/rubric, a book called Colors of Me by Karen Katz and my SAVE an Child Abuse

Workshop certificate. Throughout this section, I will explain the relevance of these artifacts to

my teaching development and how I can use this to illustrate my skills and professionalism as a

teacher.
Artifacts & Rationales

Artifact #1: Survey: Are Tests and Quizzes Effective Methods of Assessment?

This artifact is a survey that was developed in my ECI 510 course. This course was called

Research in Education. This course taught us how to conduct analyze and reflect on research.

Our tasks as students and teacher candidates was to create a survey on a topic our choice and the

analyze and reflect on the results retrieved. I really enjoyed my topic because it is a concept that

I constantly reflect upon. Principle 3 of the New York Ethical standards states that educators

should commit to their own learning and development (New York State Code of Ethics for

Educators, 1). One of the aspects of this principle is that teachers will draw on various forms of

research to improve their own practice (New York State Code of Ethics for Educators, 1).

Knowingly, this survey was very insightful because it allows teachers to reflect upon their

assessments to determine whether or not they are truly effective. Teachers can use this survey to

improve and alter their teaching instructions to enable students to be as successful as they can be.

As a result of this survey, it was discovered that although traditional tests and quizzes are the

most common forms of assessment, teachers had a lot of criticism on the subject. There were

many advantages and disadvantages on giving tests as the final assessments. Some of the pros

and feedback of tests and quizzes given were:

- Tests are a traditional way of assessing students

- Students themselves are used to always being tested formally on a topic or unit
- Teachers find tests to be a more simplified way of assessing students
- There are lots of resources available in regards to the tests/quizzes that should be given to
the students (tests from other teachers, tests used in previous years, etc.)
- Tests can clearly outline and display the students’ knowledge and understanding to topic,
it displays how they think critically and how they apply their knowledge to their
questions
- Majority of teachers feel that tests are the best way to go
As illustrated above, there was some positive feedback on the survey. Below are some cons and
more critical comments about traditional assessments:

- Tests do not necessarily engage students

- Teachers may tell students what they will be tested on, but they do not teach students
how to study
- May not be the most suitable for students with IEPs or 504s that require
accommodations/ modifications
- Does not correspond with the learning styles of many students
- Sometimes tests can make the learning experience for students less exciting

Teachers then went on to compare test and quizzes to other assessments. Here are the findings:

- Assessments that are more creative allow students to be more hands on

- Students become more engaged in other assessments
- Have the opportunity to be as creative as possible
- Teachers have to really think and plan the projects in which students can complete that
will demonstrate their knowledge and understanding of a topic, allow them to think
critically and allow them to apply their knowledge

The results yielded from this survey are significant to my teaching development and philosophy
because it displays my interest in developing student potential. One of the ethical standpoints for
the Ontario education system is for teachers to show that they care for their students. As
mentioned in my philosophy of education, I want to encourage student learning and I want all
students to know that they can achieve success. As a teacher, I am aware that learning is not a
one size fits all system. The INTASC states in standard 6 explain that teachers should
understand and use multiple methods of assessment to encourage learners (University of Hawaii
at Manoa, 1). Below is the survey I conducted and the background information that was planned
and developed prior to my research.
ECI 510 Educational Survey: Are Tests and Quizzes Effective Methods of Assessment?

Madelaine Yeboah

April 6, 2018

Dr. Virginia Batchelor

Thematic Concern

The purpose of this survey is to determine whether or not tests and quizzes are the most effective

methods for assessing students on units. Teachers constantly have to create assessments for

students to test their knowledge and understanding of a particular topic. The research conducted

will ensure that the students receive the most suitable assessment possible.

Target Population

The target population of this questionnaire is designed for teachers to reflect upon their

assessments used for their students in the classroom.

Introduction

Assessments are quite an important aspect of a teacher’s experience. A teacher has to think about

what type of assessment to provide the students, and the appropriateness of the assessment as

well. Teachers need to ensure that the assessment chosen is reflective upon the material taught,

that it is clear and concise and that the students’ knowledge on the topic can easily be translated

by retrieving results from the assessment. When the right assessment is not chosen for the

students, it can affect the students’ performance and give false data or representation of the

students academic capabilities.

Directions: The purpose of this questionnaire is to is to determine whether or not teachers

should carry on with tests and quizzes as their primary choice for assessing students on units.

Your responses to these questions are completely anonymous. It is important that you answer

these questions sincerely so that we can retrieve accurate results and help improve our
elementary classrooms. Please circle the number below that describes how much you agree with

each question. Be sure to only circle one answer per question.

1. Tests and Quizzes are mostly used in my classroom to assess my students on given topics.

1 2 3 4 5

2. The teacher thoroughly assists students with preparing for tests/quizzes.

1 2 3 4 5

3. The teacher teaches students how to study for tests and provides useful tips.

1 2 3 4 5

4. The teacher believes that the test marks obtained by all students are reflective of their in-class

work habits.

1 2 3 4 5

5. Creative projects are mostly used as assessments in the classroom.

1 2 3 4 5

6. The tests and quizzes are always completed within a timely manner.

1 2 3 4 5

7. Test and quizzes appear to be an enjoyable experience for students.

1 2 3 4 5
8. Test and quizzes are the easiest assessments to create.

1 2 3 4 5

9. Test and quizzes are an effective assessment for students of various learning styles.

1 2 3 4 5

10. Tests and quizzes show students what their strengths are and what they need to improve on.

1 2 3 4 5

11. List other assessments a part from test and quizzes are given to the students? How effective

are these assessments?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12. What is your favorite way to assess students? Why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

13. Is creating assessments an area which you feel you could use some assistance on? How so?
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Thank you for taking the time to complete the survey. Your responses are greatly

appreciated and will be used to assist teachers, educators and administrators with

improving the students’ academic experience.

Artifact #2: Child and Maltreatment/ Violence Prevention and Intervention Workshop
Certificates

In this section, I have included two certificates. These certificates were retrieved after

completing two workshops that were a part of the EDU 506 course. This course was called

SAVE and Child Abuse Workshop. In this workshop, I learned that Schools Against Violence in

Education (SAVE) is a very important legislation. It is important for educators and all other

professionals who work in a school zone to ensure the safety of the students. Numerous children

across the world have unfortunately been victims of violence. The certificates I earned from this

course are a vital component to my portfolio because it demonstrates my knowledge on a very

sensitive yet relevant issue in the education system, it acknowledges that I have expertise on how

to recognize such situations and it reiterates that teachers have the ability to be leaders and

creates change and intervene in issues related to violence amongst children.

This workshop taught me what is child abuse, what is considered neglect, and what is

maltreatment? Abuse is when there is an infliction of physical, emotional or mental pain or when

one is of substantial risk of a physical or emotional injury or sexual offence. Neglect is treatment

harmful to the health development or well-being of a child. Maltreatment is when a child is

neglected, physically, mentally or emotionally impaired or in a danger of such. Maltreatment of a

child can also be inadequate support to basics or abandonment. Understanding these terms is

very important for the SAVE legislation. It is the first steps to bringing change to our schools. As

stated earlier, the understanding of the concepts taught me how to be able to recognize these

issues. Significantly, teachers should be able to recognize these issues to support our students

when in need. Instead of being unaware of these signs and symptoms we can save a child’s life

and prevent deadly situations with this knowledge.

 There are many clues that can instigate a potential case of child abuse. However, it is

important to keep in mind that these clues do not conclude that there is certainly a case of abuse

to be reported. When a child is being abused, often times there are specific characteristics that

are revealed in the way they act. For instance, students involved in such cases may demonstrate a

lack of self-esteem or self-worth, a lack of friendship or engages in irrational behavior. When a

child is physically abused, we may notice students dressing inappropriately for the weather, a

delay or failure to seek healthcare, be aggressive, become self-harming or students may be

frightened or very cautious of adults around them. Students may also have feelings of

withdrawal, have a fear of being touched or may even commit sexual acts against other children.

If we pay attention to these signs, we can seek help from authorities and be able to look into the

situation. The SAVE legislation provides us with guidelines to recognize the issues and how to

move forward with situations once we have evidence and proof.

One of our duties as teachers is to create a safe classroom environment. Marzano stresses

that a safe and orderly environment is critical to academic achievement (Marzano, 53). Children

should feel comfortable and be in a space that they can learn without worry and have someone to

speak to when needed. Schools need to enforce that teachers and principals have the ability to

remove disruptive and violent students from the classrooms or schools when necessary. This is

important because if such procedures are not in place, it will affect the students’ safety and

educational experience. I really liked the procedure that was Instruction in Civility, Citizenship

and Character Education. This procedure emphasizes specific character traits within the school to

encourage students to behave as such. For instance, honesty, personal responsibility, respect for

others, dignity and various other positive traits are praised and recognized when this is in place.

The INTASC standard 10 states that teachers should be leaders within our schools. Teachers
should step into that leadership role and promote positive behaviors and discourage negative

ones. Additionally, the School Violence Prevention Training could be beneficial for the school

staff. Every year, teachers and all applicable staff will attend a training that will inform staff on

child abuse and violence, how it affects academics and overall well-being and how we can assist

to prevent it. This is a training that should be enforced upon all staff members to increase the

safety of our students in schools. Overall this workshop was very beneficial. It encourages

teachers to be leaders who can bring positivity and change within the schools. The workshop also

provides teachers with the tools and methods to intervene in situations when necessary. Teachers

who have participated in this workshop like myself are given the confidence to shed light on

such situations and can reinforce the ethical foundations of our education system.
[Back to Table of Contents]
Artifact #3: Pecha Kucha Presentation- Multiple Disabilities- Intellectual Disability/
Blindness.

In this section, I have included my Pecha Kucha presentation on Multiple Disabilities:

Intellectual Disability/ Blindness. In this presentation, I explore what is a multiple

disability/intellectual disability-blindness, the challenges of being blind and having an

intellectual disability and tips for both teachers and parents on how they can assist in their

student’s/ child’s life so that they can achieve success. Multiple disabilities means that an

individual has a combination disabilities which add to the severity of his/her educational needs

for example, someone having and intellectual disability and being blind. Someone of this

diagnoses is both intellectually disabled due to the fact that they have significantly subaverage

general intellectual functioning existing with a lack of adaptive behavior in addition to being

legally blind. In the United States, only 2%. Of population of people with disabilities have

multiple disabilities. consequently, this disability is rarely spoken and informed about. However,

understanding how both of these disabilities affect a child’s learning as a teacher, parent or peer

can really aid in the child’s progress. This presentation is very insightful and beneficial for

various reasons. Firstly, teachers should take various educational approaches to provide their

student with the ability to achieve success. In the INTASC Standard 7, it states that teachers

should plan instruction that supports every student in meeting their learning goals. Furthermore,

as mentioned earlier int his portfolio, principle 3 of the New York State Ethics states that

educators should commit to their own learning and development. Accordingly, teachers should

educate themselves on this disability. For instance, there are different levels of braille from

Grade one (uncontracted braille which only refers to the alphabet and punctuation) to Grade

three (contracted braille which has a minimum of 189 contractions, includes whole words,

phrases, parts of a word, etc.) Teachers should be aware of how a student who has intellectual
disability-blindness would have a very difficult time learning contracted braille due to its

complexity because of the vast number of skills and rules to learn. A student who is intellectually

disabled will find this quite challenging. They should have an understanding of the causes,

effects, triggers and characteristics. This will assist with developing strategies, lessons and

providing appropriate instruction. Moreover, as teachers we need to get to know our students.

We need to discover our students’ strengths which will assist which will help guide them to

progress. Do they like sensory? Are they good with technology? We also need to understand

their weaknesses and ask ourselves in what way can I assist my student that will accommodate

intellectual disability and blindness? As we continue to educate ourselves on the subject, it will

aid our ability to advocate for our students’ growth as mentioned in principle six of the new York

State Ethics Standards. In relation to the Ontario Ethical Standards of Education, our eagerness

to learn about the disability and wanting to improve our teaching instruction will show display

our interest for the subject, demonstrate our acceptance for all students and our strive for creating

a fair learning environment.

The Pecha Kucha presentation also touches. on getting to know our students to assist with

developing an effective and accurate Individualized Education Plan (IEP) for students with

special needs such as Intellectual Disability-Blindness. Principle five in the New York State

Ethical Standards expresses the importance of collaborating with parents and colleagues.

Alongside parents, us teachers need to be involved in student’s progress. We need to connect

with other associates and parents to develop an adequate Individualized Education Plan (IEP).

Since we have gotten to know our students, we need to attend the meetings, provide thorough

feedback and address the student’s needs. As noted, the presentation is more than just an

informational blurb on what Intellectual Disability- Blindness is. It demonstrates the issues
surrounding the subject, educational approaches to help the student have a better learning

experiences and strategies to implement to aid in executing effective teaching instruction.

Pecha Kucha Presentation Transcript:
Multiple Disabilities: Intellectual Disability-Blindness

Madelaine Yeboah

November 12, 2018

Hello class,

The topic I have chosen to research and present is Multiple Disabilities, specifically Intellectual
Disability -Blindness. I have worked with students with several disabilities but never multiple
disabilities. I wanted to expand my knowledge on the topic. In this presentation you will learn
what is a multiple disability/intellectual disability-blindness, the challenges of being blind and
having an intellectual disability and tips for both teachers and parents on how they can assist in
their student’s/ child’s life so that they can achieve success.

So let’s start from the beginning. First of all, what is considered multiple disabilities? Multiple
disabilities means that an individual has a combination disabilities which add to the severity of
his/her educational needs for example, someone having and intellectual disability and being
blind. Someone of this diagnoses is both intellectually disabled due to the fact that they have
significantly subaverage general intellectual functioning existing with a lack of adaptive
behaviour in addition to being legally blind. If an an individual is unable to see at 6 meters what
a child with normal vision can see at 60 meters, they are considered legally blind.

The details of this diagnosis varies from person to person. There can be multiple factors that
result in intellectual-blindness such as traumatic brain injuries, chromosomal abnormalities,
genetics and so forth.

In the United States, only 2%. Of population of people with disabilities have multiple
disabilities. consequently, this disability is rarely spoken about and informed about which I find
to be quite disturbing. It is important to understand that an individual with intellectual disability
and blindness will encounter a tremendous amount of obstacles due to their conditions.
Understanding how both of these disabilities affect a child’s learning as a teacher, parent or peer
can really aid in the child’s progress.

As teachers, we need to be able to detect and understand the learning and behavioral
characteristics that our students may demonstrate in the classroom. Acknowledgement of these
characteristics will aid in us developing appropriate instructions so that the student has the
necessary educational accommodations.

Students with intellectual disability-blindness can display clumsiness, have misaligned eyes,
inappropriate social behavior and a lack of communication skills. In addition, these students may
have the inability to problem solve and think logically, have a lack of adaptive skills (which are
the basic skills needed to live, work and play in the community) and may unfortunately have
regular seizures.

In spite of these characteristics, teachers should put into perspective how such attributes can
affect student learning. With such information teachers should develop an educational approach
that will accommodate the student’s needs. Teachers should acknowledge that the combination
of being blind and intellectually disabled increases the severity of the student’s educational
accommodations.

What approaches should be taken?

Educate yourself!

Teachers should take various educational approaches to provide their student with the ability to
achieve success. First of all, teachers should educate themselves on the disability. They should
have an understanding of the causes, effects, triggers and characteristics. This will assist with
developing strategies, lessons and providing appropriate instruction.

For example, braille is the internationally commonly used language for people who are visually
impaired or blind. Braille corresponds with the Roman Alphabet. It is composed of a cell of six
raised dots in a two by three pattern. The dots are raised or left flat to create letters, phrases,
punctuation, etc.

There are different levels of braille from Grade one (uncontracted braille which only refers to the
alphabet and punctuation) to Grade three (contracted braille which has a minimum of 189
contractions, includes whole words, phrases, parts of a word, etc.) Teachers should be aware of
how a student who has intellectual disability-blindness would have a very difficult time learning
contracted braille due to its complexity because of the vast number of skills and rules to learn. A
student who is intellectually disabled will find this quite challenging.

Get to know your student! Know their IEP, know how to place them.
Furthermore, as teachers we need to get to know our students. We need to discover our students
strengths which will assist which will help guide them to progress. Do they like sensory? Are
they good with technology? We also need to understand their weaknesses and ask ourselves in
what way can I assist my student that will accommodate intellectual disability and blindness?

Get involved!
We need to get involved. Alongside parents, we need to be involved in our student’s progress.
We need to connect with other associates and parents to develop an adequate Individualized
Education Plan (IEP). Since we have gotten to know our students need to attend the meetings,
provide thorough feedback and address the student’s needs.

Know what strategies to implement.

Knowing your student and getting involved will prepare you for proper instruction. You will find
ways to teach your student using techniques that take into account intellectual disability and
blindness. You may realize that the student has to complete tasks in steps. The student may need
numerous breaks in between tasks. Your student may also benefit from Assistive Technology
(AT). Educating yourself and familiarizing yourself on ATs is very beneficial. For instance,
learning braille and being able to provide instructions in a clear manner will really assist your
student. This way they are not fully dependent on a teacher who specializes on working with
students who have intellectual disability-blindness. Text to speech programs and devices may
also assist with reading comprehension due to the fact that many students with intellectual
disability-blindness have difficulty grasping in depth concepts and making connections.

In addition to implementing strategies within the classroom, we also need to think about the
appropriate educational placement for our students. I feel that students with intellectual
disability-blindness would highly benefit from being in a resource program as well as being
partially-integrated into mainstream classrooms for certain classes/subjects. Working in a
resource/ special ed classroom will assist the student with developing the necessary skills to
complete the curriculum, as well as support the IEP. For instance, the special ed classroom may
strategically work on advancing the student’s braille skills, developing life and social skills (i.e.
communication skills, hygiene, problem solving skills or being a part of a community) or being
other needs that cannot be met in a general education classroom.

However, being in a mainstream classroom is necessary because it allows the student to build on
and practice the social skills that they have been working on in the special ed classroom. It also
decreases the chances of the student feeling segregated or different or having low confidence in
themselves because of their disabilities. The student can participate in classes such as art and
music and enjoy such sensory activities as well as engage with the students. It also helps the
other students in the class and school learn how to interact with the student who has intellectual
disability-blindness and not feel awkward, disturbed or the need to pull away.

Input example of being in spec ed, benefits of integration

Create a safe and welcoming classroom environment! (Book)

One of the most important approaches a teacher can take when having a student with intellectual
disability-blindness in their class is raise awareness. Shedding light on the subject will make
students more sensitive and accepting of the matter as well as create a very welcoming and safe
learning environment. The book “Don’t Call Me Special: A First Look at Disability” by Pat
Thomas is an amazing book that can be read to the class to discuss students with disabilities. It
discusses how we can interact with students or peers with disabilities, how we can help them and
how they have their differences but so do we. It also limits the idea of creating assumptions
about people and how we actually have our similarities.
Websites for parents and co-teachers

There are many resources out there that are very beneficial to both parents and co-teachers. The
websites that I found to be quite informative were:

[Link]/multiple-disabilities, [Link]
[Link]

These websites define intellectual disability-blindness, provide facts that you may have been
unfamiliar with, provide strategies and techniques to assist your child/student with their
education and daily lives as well as provide tips on how to overcome various challenges. The
websites also provide resources for families and teachers as to where to seek of further assistance
if necessary.
Artifact #4: Verbs Lesson Plan

This section includes a literacy lesson that I developed for a Kindergarten class. This lesson is

informative, enjoyable, interactive and engaging. This lesson supports my philosophy that

education should be an enjoyable experience. As described in my early educational experiences

and inspirations, I always remember the teachers who made learning fun and memorable. I

believe that it is important to incorporate concepts as such when delivering teaching instructions.

This lesson includes an array of activities, a variety of informal assessments, and it caters to

different learners. The central focus of the lesson is for the students to identify verbs as actions.

The objectives are that by the end of the lesson, with 80% accuracy, students will be able to

identify verbs in texts and recognize verbs used on a daily basis. The INTASC Standard Four

mentions that teachers should create learning experiences that make the discipline accessible and

meaningful for learners (At a Glance INTASC Standards, 1). The lesson starts off with the

teacher asking students about recess. The teacher lets students know that playing, throwing,

running, etc. are all actions words. This a great connection for students to real life. Knowingly,

this makes the lesson more meaningful and relatable. In addition, the lesson includes a read

aloud of a book called Hop into Bed. This book is very relatable because it tells a story about a

frog who stays up all night and avoids going to bed. This is not only another meaningful aspect

of the lesson, but it also once again is a connection to life experiences as stated in principle one

of the New York Ethical Standards. The lesson also demonstrates my ability to use a variety of

instructional strategies (i.e. read aloud, charades, group discussion and independent worksheet). I

am truly proud of how this lesson address all learners as well as provides modifications and

accommodations to support all learners.

Subject and Lesson Topic: Literacy: Introduction to Verbs

Grade Level: Kindergarten Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question,
or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is for students to identify verbs as words of action.
Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students are familiar with the concept of actions. Students are exposed to action words during gym class. After several learning segments, students have
been asked to throw and kick a ball, jog, run, jump and skip. These are all action words that they are fairly familiar with. Teacher will let students know
that what they do or the actions they commit are referred to as verbs.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because students already have the knowledge of action words, introducing the concept of verbs will be quite simple.
The teacher will remind students that verbs are simply actions and that they are a part of our everyday lives. Students will be asked to work in pairs and
discuss what they do in the morning before school. These actions will be recognized by students and they will recognize that these action words are
verbs.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)

The students always discuss in class how they dislike their bed times. The students always share with their friends the activities they partake in to avoid
going to bed.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Teacher will read the book Hop into Bed so that students can relate to Bob the frog participating in other activities instead of going to bed when asked by
his parents. The students will have to identify the verbs found in the story or recognize the actions Bob partakes in and write in on the word web as a
class.

Curriculum Standards
NYS Common Core: Grade 1: L.1.1.B- Use frequently occurring nouns and verbs

Ontario Curriculum Grade 1- 3.5 (specific): use parts of speech appropriately to communicate their meaning clearly, with a focus on
the use of: verbs to tell what they do and feel
Objectives Assessment Modifications to Assessments
Using formal and/or informal assessment tools, If applicable, explain how you will adapt
how will you evaluate and document your assessments to allow students with specific needs
students’ progress on each of the objectives? to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
By the end of the lesson, with 80% accuracy, After reading, Hop into Bed, teacher will ask As students list the verbs found in the story, the
students will be able to recognize verbs in texts. students to name/list the verbs found in the teacher will provide ENL students with an
story. This will show the teacher that the additional copy of the book to look at the pictures
students know what a verb is. Students will also and assist with vocabulary.
be able to identify the verbs in each sentence as
they complete the worksheet in Appendix A. The pictures will also assist struggling readers
with their understanding of the story.

During charades, teacher will provide flash cards

of the verb which will include a picture to show
the ENL students for better understanding. This
guided practice will also help struggling readers
understand the concept of verbs.

By the end of the lesson, with 80% Students will be asked to work in partners Teacher will frequently check on student
accuracy, students will be able to recognize and share three things that they did this with 504 plan for understanding. The lists
verbs used on a daily basis. morning before coming to school. They of tasks will be written on the board to
have to recognize the verbs their partner ensure that they remain on task.
used to describe their morning.
ENL students will work with teacher.
Teacher will repeat instructions and engage
in conversation with the students.
Academic Language Demands Instructional Supports
(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)

Function Identify Teacher will support students to identify verbs in texts by

Looking at your standards and completing the worksheet from Appendix A.
objectives, choose the one Bloom’s
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.

Vocabulary Verb(s), action words Teacher will discuss the definition of these terms. Teacher will
Key words and phrases students need re-teach vocabulary words to ENL student when working with
to be able to understand and use them as a group. Teacher will also use visual aids for the ENL
students to ensure that they are understanding the vocabulary.
Teacher will let students know that the words listed will be
added to the word wall so that they can refer back to it.
Syntax The teacher will write down Teacher will guide students as they name list verbs from the
Describe ways in which students will verbs found in the book on the story. Teacher will prompt students to write down examples of
organize language (symbols, words, web/ whiteboard. Students will verbs on their word web.
phrases) to convey meaning. be asked to fill out the web as
well as a class.
Discourse Students will have the Teacher will support students by having them work in pairs to
How members of a discipline talk, opportunity to use some of the discuss their mornings. Students will be asked to recognize the
write, and participate in knowledge vocabulary learned during the verbs used while sharing their story to illustrate how verbs are
construction and communicate their lesson while working in partners used everyday.
understanding of the concepts
and have a discussion to
recognize verbs as apart of our
everyday lives.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator • Building and activating prior
knowledge

Teacher will engage in a discussion with students and activate prior knowledge by asking • visual aids for ENL students to
questions such as:
grasp understanding of
a. Raise you hand if you are someone who enjoys recess. (the majority of the class vocabulary used
if not all will raise their hand)
b. What are some of the things that make recess so much fun? (Teacher will write • write the activities/action
student responses on the whiteboard). words mentioned on the
whiteboard so that student with
c. Teacher will then explain to students that all these activities are things ‘they do’ or 504 plan can follow along and
action words. remain focused
• Writing on the board will also
assist struggling readers as
well
Instructional Procedures • ADHD student will be aloud to
have fidget tool in hand from
c. After activating prior knowledge on action words, teacher will ask students to classroom management box to
gather on the carpet as the the book Hop into Bed is read aloud to the class. stay focused and release
Teacher will tell students “While I am reading this story, keep in mind some anxiety.
examples of verbs that appear in the book.”
• Teacher will provide ENL
f. Teacher will read the book with great expression and act out the action words. students an additional copy of
the book so that they can use
g. After reading the book, the teacher will then reiterate to students that Bob did not want the pictures to help with
to go to bed and decided to engage in so much activity until he felt very sleepy. Teacher vocabulary
will then ask “Can anyone name some verbs that were mentioned in this story?”
• teacher will draw web on board
h. After students finish giving their responses to the anticipatory questions, the teacher to assist struggling readers
will provide each student with an empty word web found in Appendix A. The teacher will with their understanding of the
re-create the same web on the whiteboard called ‘Verbs’ which will be written in the centre book and concept of verbs
of the web. The teacher will write the verbs of the students in the web to model what the
students will do and ask the students to write the verbs mention as answers. Teacher will • ADHD student can choose to
then ask students to write the words in the word web. take a break when needed

j. Teacher will draw/ model on the board what the students’ page in their notebooks should
look like (i.e. date, title ‘Verbs’ followed by a list below the title). • pictures will be on flash cards
to assist ENL students and
struggling readers
k. After students have finished writing their words, teacher will introduce the next activity,
• Teachers will also help
Charades. Teacher will split the student into groups of three (one group
struggling readers and ENL
will have 7 members while the rest will have 8).
students read the words from
the cards.
l. The teacher will explain that within each group there should be two teams. Nine verb
flash cards (that include the verb in writing and a corresponding picture) will be given to
each group. The cards will be kept faced down. Each team will take turns volunteering one
team member to take a card and act out the verb on the flash card to both teams. Words
cannot be used, however sound effects are permitted. Each team should also have a team • ENL students will work wit
captain to keep track of the score. First team to call out the correct verb gets a point. Each teacher for clarity and better
student should get the opportunity to act out a verb. The game is over when all verbs have understanding
been acted out. The team with the most points wins.

m. After the students are finished playing Charades, teacher will have students discuss in
pairs what they did this morning. Each student will have to keep in mind one verb that their • ENL students will continue to
partner used while sharing their story. Students will be given 5 minutes for discussion. work with teacher
• Visual aids will be provided
n. After students finish their discussion, one student from each pair will be asked to write for the words included in the
the two verbs their group came up with on the board. When everyone has written their worksheet
verbs, teacher will ask students to take a look at all the verbs that are a part of their lives. • ADHD student will be asked to
Teacher will explain that this shows how relevant verbs are to our everyday lives. complete only four questions.
A break can we taken when
o. After the morning discussion activity, teacher will hand out the worksheet in Appendix task is completed.
A. Students will then be asked to work in pairs to complete the worksheet. • Frequent checks on ADHD
student and struggling readers
p. Teacher will ask ENL students to work with him/her to assist them with the vocabulary for understanding
and understanding of the task.

q. Teacher will find time to circulate in between working with ENL students to offer
answers to questions or to ensure that everyone is on task.
To close the lesson, teacher will take up the answers of the worksheet with the class. • Frequent checks for
Teacher will then ask students to give a thumbs up or thumbs down so teacher knows if understanding
the students get it or if they are still confused.
• Teacher will have a copy of
worksheet on the smart board
and will circle answers to
assist struggling readers,
ADHD student and act as a
visual aid for ENL students

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.
- Hop into Bed book by Nicholas Oldland
-whiteboard
-whiteboard markers
-Verb flash cards (for charades and visual aids)
-literacy notebooks
-pencils
-erasers
• 23 copies of worksheet in Appendix B.
• 23 copies of word web sheet in Appendix A

Appendix A

Verbs, Verbs, Verbs!

Circle the verb in each sentence.

She ran.

I walked.

I ate lunch.

He kicked the ball.

Bob hops.

I skip.

We play.
Appendix B
Artifact #5: Colors of Us by Karen Katz

This is a book that I came across during this program that I found to be absolutely amazing. This

book illustrates how people come in all different colors. Interestingly, the author Karen Katz

describes each skin color in relation to food. Foods such as chocolate, cinnamon, caramel, etc.

are some of the foods/ingredients mentioned in this book. This is an awesome book that can be

used for a range of grade groups and for many different reasons. One way this book can be used

is at the beginning of the school year to set expectations for the class. The teacher can read the

book to the class and have the students discuss what was read. The students can compare

themselves to characters in the book and see if someone else in the class shares the same

thoughts. Marzano explains that it is important to set expectations for the classroom. Teachers

need to encourage students to have respect for one another. As one of the ethical standards for

Ontario, respecting one another and creating a fair learning environment is vital. In addition,

caring for one another and acceptance of one’s difference is significant as well. Students should

be taught that although on the outside we may look different and have different skin colors, on

the inside we are all the same. This book can be used to address the diversity of our country

(America/ Canada). The New York Common Core Standard 1.1c Awareness of America’s rich

diversity fosters intercultural understanding. This book can be used to aid in explaining the

concept of diversity in our classrooms. Lastly, this book can be used for Black History Month.
Students can understand that individual differences should not separate us and that we should

always include one another to ensure that our classrooms are an inclusive learning environment

as acknowledge in standard two of the INTASC.

 Artifact #6: Videotaped Lesson: Voice in Text

This videotaped lesson is the lesson I plan to use for my EdTPA. This is a lesson I am

very proud of. I delivered this lesson near the end of my first teaching practicum. By this time in

my practicum, I had become more confident in delivering a teaching instruction, I built a rapport

with the students and I had gained some knowledge on how to execute an effective lesson

(Marzano, 78). This video would be awesome to include in my portfolio because I could

demonstrate to employers the skills I have acquired throughout my teaching development. In the

video I reveal my use of tone, the clarity in my voice, my classroom management skills, my

ability to deliver a creative lesson, how I engage the students and how I connect my lessons to

my activity. The video also reveals how I create a discussion and encourage students to express

their knowledge rather than me simply giving them the answer. The videotape is a good

representation of my understanding of how to use a variety of instructional strategies and how to

informally assess students’ knowledge in multiple ways (At a Glance INTASC Standards, 1).

This videotaped lesson does not only enable me to showcase my strengths, but it also enables me

to pinpoint my areas of weakness and things that I can still improve on as an educator.

Knowingly, as stated in the New York States Ethical Standards in principle three, I continue to

commit to my own learning and development and seek growth (New York State Code of Ethics

for Educators).
 Voice in Text

Ontario Curriculum Standards:

2.2 establish an appropriate voice in their writing, with a focus on modifying language and
tone to suit different circumstances or audiences (ex. excited, sad, angry, nervous,
scared, etc.)
-Students will recognize different emotions in text

Objective: By the end of the lesson, students will be able to recognize different emotions in text.

Lesson Procedures

Step 1: Explain to students that writing is more interesting and fun to read when it has what is

called voice: personality, color, and emotion.

Step 2: Ask students to tell you what they think it means for writing to have voice.

Step 3: Make a list of the characteristics of writing that indicate strong voice. I tell my students

that you can tell if writing has voice if:

• it shows the writer's personality

• it contains feelings and emotions
• the words come to life
Step 4: Emphasize the idea that words can be used to capture strong emotion. Explain that there

are many emotions that are captured in the story, and that you want students to listen for these

emotions as you read the book.

Step 5: Pass out the Mood Signs you prepared ahead of time with the names of different

emotions that are captured in the story. Ask students to hold up their assigned emotion if they

hear it expressed in the story as you read aloud.

Step 6: Read the story aloud, pausing at times to talk about why students have held up different

Mood Signs and what part of the story captured the emotion.

Emotions/Voices will be recorded on chart paper. At the end of the read aloud, students will be
asked “Are there any other voices or emotions that were not used in the story but can be found in
other texts?” (add examples such as funny/humor, shy, proud, sick, confused)

Materials:

-Mood signs
- 50 Cents and a Dream: Young Booker T. Washington by Jabari Asim
- Chart Paper
- Markers
 Artifact #7: Fractions Lesson Plan

Here is one of three Math lessons from my Grade 3 Fractions Unit Plan. This lesson plan

was constructed early on in my teaching development. However, I believe that this lesson

displays great qualities as a teacher candidate. This lesson exemplifies my ability to be creative

and teach concepts in a new and innovative way. In this lesson, I introduce fractions with not just

a read aloud, but by storytelling. Over the years I have discovered that storytelling captivates an

audience’ especially children. My story of sharing the last delicious cookie with my brother does

not only personalize the story, but it helps students realize that fractions is connected to our
everyday lives. Moreover, the activity worksheet is something that can be completed in groups

so that students can work with each other. This gives opportunities for students who work better

in groups to be successful. The last step after completing the worksheet is to eat the M&Ms

given. This becomes a positive reinforcement or reward for students who complete their work

accordingly (Madden, 100). Knowing that there is a reward at the end can regulate the students

work ethics during this period and ensure that they are not only learning, but having fun. The

New York Standard Ethical Standard principle 1 encourages teachers to engage students by

incorporating diverse approaches to learning. This lesson includes a read aloud, storytelling,

group work/ discussion, support from the teacher and accommodations for students with special

needs. This lesson truly showcases a range of teaching and learning styles.

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Madelaine Yeboah

Date: March 10, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: ___X___ Suburb: _______ Town:_______ Rural: ______

Grade level: ____3____ Number of students in the class: __21______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
1 - Provide students with breaks while they complete the
Attention Deficit Disorder worksheet in Appendix 1
- Allow student to sit on an exercise ball
- Frequent breaks in between tasks to relieve stress, anxiety,
and to sustain attention

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ESL 1 - Use visual aids to support language
- Frequent checks for understanding

Students with Other Learning Needs

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 Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __1____ of a __3____ Day Learning Segment

Subject and Lesson Topic: Math: Identifying Fractions

Grade Level: 3 Le sson Duration: 40 mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic
within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to be able to define fractions and identify fractions and produce fractions to represent
parts of a whole. The students will hear a story that will be read a loud by the teacher about fractions to assist students with learning and
understanding the definition of a fraction. The students will also engage in several fraction questions as an entire class to assess their ability to
define fractions. The students will then participate in a fun activity involving M&Ms which allow them to produce fractions to represents
specific parts of a whole (the entire package).
Knowing Your Learners

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What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Teacher has not yet taught any lessons that incorporate fractions. This concept will be a fairly new concept to the students. To gain further insight on what the
students know from previous educational experience, a diagnostic of three questions was given to each student at the end of the previous math class to assess
the students’ prior knowledge about identifying fractions and producing fractions.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

After the teacher received the results of the diagnostic, the teacher begins a discussion with the class to prepare students for the introduction of fractions.
Teacher will begin the class by asking students if they know what a fraction is. The teacher will then listen to the responses of the students and give feedback
such as “Good try” or “That’s a pretty good guess” to encourage the students’ learning. The discussion will also allow for students to build on each other’s
knowledge and will get the students thinking.

Teacher will read the book If You Were a Fraction by Trisha Speed Shasken to assist with knowing the definition of a fraction since it is most likely a fairly
new concept. This will creatively introduce fractions to the students and relate to the lesson topic.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

The teacher acknowledges that fractions are apart of everyone’s daily life. We often refer to fractions when you share food (i.e. pizza, candy, cake) and divide
items such as toys. Students will be able to relate to this topic as they engage in this lesson and also apply it to their everyday lives. Students at this age also do
not have a long attention span and will need an exciting activity that will keep them engaged and remind them the significance of this topic.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Listening to a story such as “If You Were a Fraction” will help with the students’ understanding and will illustrate to the students that fractions are
everywhere. . Visual cues and manipulates are also very important with primary grades . Showing pictures in the book to represent fractions will provide a
visual of the topic being taught and will assist with understanding the lesson. In addition, incorporating candy into the lesson for the M&Ms worksheet (refer
to Appendix A) will engage the students and keep them excited about the topic.

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Curriculum Standards
NYS Common Core: 3.N.F. 1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b.
Ontario Curriculum: Grade 1: Number Sense and Numeration
Specific: divide whole objects into parts and identify and describe, through investigation, equal-sized parts of the whole, using fractional names
(e.g., halves; fourths or quarters).
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs
the lesson and are aligned to the standards identified progress on each of the objectives? to demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
By the end of the lesson, with 80% accuracy, Students will be informally assessed as the students - ADD students will be given a 5 minute break
students will able to define and identify a fraction, give responses to modelled examples given during after the first modelled example to help sustain
numerator and denominator. the lesson. attention
By the end of the lesson, with 80% accuracy, Students will be informally assess while they - ADD students will complete fewer questions on
students will be able to produce a fraction to complete they’re M&Ms worksheet from Appendix the M&M worksheet
represent parts of a whole. A. Teacher will circulate the classroom to analyze - ESL student will work with ESL teacher or
students’work. Once students complete the Special Education Assistant to assist with the
worksheet they will call students over and the language barrier
teacher will quickly glance over their work for any - Visual cues will be given to ESL students to
errors. better understand the language

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice
the concepts (edTPA Task 1, Prompt 4d)

Function Explain Teacher will explain the concept of fractions being parts of a set/
Looking at your standards and objectives, whole at the beginning of the lesson. Students will also be able to
choose the one Bloom’s word that best explain the parts of a whole after the lesson provided by the teacher.
describes the active learning essential for Students will also also be able to identify how the parts of a whole
students to develop understanding of can be interpreted into a fraction.
concepts within your lesson.

Vocabulary Fractions, Numerator, Teacher will discuss the meanings of these words as the teacher
Key words and phrases students need to Denominator, Parts, Whole provides pictures and examples on the board. The understanding of
be able to understand and use the words will help for the M&Ms activity in Appendix A.

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Syntax Students will draw a cookie in Teacher will draw a cookie on the board and split it in two. One half
Describe ways in which students will their notebooks that represent the of the cookie will be shaded and the teacher will write on the board
organize language (symbols, words, fraction 1/2. that the image equals 1/2 and explain that the the 1 is the numerator
phrases) to convey meaning. and the 2 is the denominator.
Discourse Students will have the opportunity To assist students, teacher will have students work in pairs during
How members of a discipline talk, write, to apply the vocabulary learned in the activity. Students will have to use the vocabulary and language
and participate in knowledge the lesson to the M&Ms activity learned when communicating answers with their partners. New
construction and communicate their worksheet while working in pairs. vocabulary will be written on the board as a reminder.
understanding of the concepts

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator - Building and activating students’
background knowledge
The teacher will begin class with a discussion to prepare students for the introduction of fractions.
Teacher will begin by asking students if they know what a fraction is. There may only be a few hands up.
Teacher will wait patiently while students think. The teacher will then select students to provide an answer.
Teacher will listen to the responses of the students. If students state an incorrect answer, teacher will give the
students positive feedback such as “Good try” or “That’s a pretty good guess” or “Very close!” to encourage
the students’ learning. This discussion will also allow for students to build on each other’s knowledge and
will get the students thinking. The teacher will then state that a fraction shows equal parts of a whole. The
teacher will say “And fractions are all around us. Here is a story about fractions.”

Teacher will then read the book If You Were a Fraction by Trisha Speed Shasken to assist with knowing the - The picture book will provide visual aid
definition of a fraction since it is most likely a fairly new concept. This will creatively introduce fractions to for the ESL learners
the students and relate to the lesson topic.

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Instructional Procedures
1. The teacher will begin class with a discussion to prepare students for the introduction of fractions.
2. Teacher will begin by asking students if they know what a fraction is. There may only be a few hands up. 3. Teacher will wait patiently while
students think. The teacher will then select students to provide an
answer.
4. Teacher will listen to the responses of the students. If students state an incorrect answer, teacher will give
the students positive feedback such as “Good try” or “That’s a pretty good guess” or “Very close!” to
encourage the students’ learning. This discussion will also allow for students to build on each other’s - positive/ encouraging statements great
knowledge and will get the students thinking.
5. Once the all the students have stated their answers (or once the teacher feels that the discussion is
especially when the students with ADD
stretching), the teacher will then state that a fraction shows equal parts of a whole. respond or if the ESL students respond to
6. The teacher will say “I’m going to read you a story about fractions to help you understand what they encourage learning and growth
are.”
7. Teacher will ask students to gather on the carpet for Read Aloud.
8. Teacher will then read the book If You Were a Fraction by Trisha Speed Shasken to assist with knowing
the definition of a fraction since it is most likely a fairly new concept. This will creatively introduce - teacher will ensure that everyone is able to
fractions to the students and relate to the lesson topic.
8. Students will then be asked to return to their seats. view pictures in the book (especially ESL
9. Teacher will then as students “ After listening to this book, you c an tell that fractions are apart of our students to help with understanding of the
everyday life.”
10. Students at this point may interrupt the lesson to raise their hands to give examples of how fractions are
story
apart of their lives. Most likely students will make reference to sharing something (i.e food).
11. Teacher will provide class with an example of sharing the last chocolate chip cookie with younger - ADD students will sit on an exercise ball
brother by breaking the cookie into two equal parts.
11. Teacher will tell the story saying, “On Wednesday, I baked the best chocolate chip cookies ever! after they take a 5 minute break if needed
12. Teacher will draw a giant cookie on the board. during the lesson
13. Teacher will then continue the story. “They were so good that I stuffed my face with so many of them. I
decided to stop and save some for my brothers even though it was really hard because sharing is caring.
So the next morning, for breakfast guess what I wanted to eat? “
14. The students will most likely shout out “COOKIES!” Teacher will say “YES! OF COURSE! But
unfort unately when I got to the kitchen my brother was holding the very last cookie. And I said
NOOOOO. And then my brother seeing how dramatic I was decides to break the cookie in half and gives
me one half of the cookie to eat. - Dramatic story will help sustain attention of
15. Teacher will then draw a line horizontally down the middle of the cookie on the board and label each half students with ADD and keep them engaged
Ms. Y and Josh. The teacher will create a visual to assist the ESL student and visual learners.
16. Teacher will explain re-state that a fraction shows equal parts of a whole. The teacher will
explain that the cookie was divided into two equal parts creating one half. - Drawing the cookie on the board assists
17. Teacher will write one half (1/2) beside the diagram. visual learners with better understanding
18. Teacher will then explain that Ms. Y has 1 out of 2 parts of the cookie.
19. The teacher will then label the fraction as numerator (for the 1/ top number) and denominator - This visual also assists ESL students to better
(for the 2/ bottom number) understand the story being told
20. Teacher will explain that the denominator (in this case, 2) represents the total number of equal
parts in the whole. (Teacher will make reference to the cookie being divided in half/ 2 pieces).
21. Teacher will then explain that the numerator represents the number of parts counted or separated (Teacher will reiterate that in this
case we are creating a fraction to represent the teacher’s share of the cookie). Teacher will encourage students to draw this diagram - Student with ADD will be asked to only
quickly into their math workbooks
22. Teacher will then show an example on the board of the cookie being divided into four parts and explain that it is called “one- complete Steps 1-4 and then receive a break
fourths”.
23. Teacher will call on a student to write out the fraction on the board. Students will be selected as they raise their hands. Teacher will
then call on another student to label the numerator and denominator of the fraction (using N and D for short form)
24. Teacher will then do another example of the cookie being divided in 3 (Follow steps from #23) - ESL student will be paired with the EA or
25. Teacher will then introduce theM&Ms worksheet from Appendix A. Students will be give a bag of M&Ms and will have to follow ESL teacher to assist with the language
the instructions of the worksheet. Step 1 and 2 will be done as a class. The remainder of the questions will be done in pairs.
26. Teacher will ask students to work with their neighbor.
27. The ESL student will work with the EA or ESL teacher (in a separate room for better concentration) for language support and
clarification.
28. Teacher will circulate the classroom as students work to provide students with extra assistance. Teacher will remind students to look at the board
(with definitions and diagrams) for extra help if needed.
29. Teacher will remind students to show teacher their work so that they could look over it and provide the necessary feedback.

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Closure

Once students have completed their worksheets, students will show teacher their finished work.
Once teacher says the work is completed successfully, students can indulge in their M&Ms.

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List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

- Pencil
- Eraser
- Student’s Math notebook (to take draw example of fraction)
- Dry Erase Markers to write on white board
- Read- Aloud book, If You Were a Fraction
- 21 M&M worksheet in Appendix A. for each student
- 21 packs of M&Ms for each student to use for their activity

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Appendix A.

Name________________________ Date____________

Fun Fractions With

DO NOT EAT YOUR M&Ms UNTIL YOU COMPLETE THE LESSON!!!

Step 1: Before you open your bag of M&M candies, guess the total number of M&Ms in the package.

Best Guess: _______________________

Step 2: Open your package and count the total number of M&Ms. Total Number of M&Ms: ____________________

Step 3: What fraction represents the number of each color candy in your pack?

RED __________________ G REEN __________________ YELLOW __________________

NON BLUE OR GREEN ___________
BLUE __________________
ORANGE ________________ BRO WN ________________
NON BROWN OR RED ___________

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Step 8: Eat all of your M&Ms.

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 Artifact #8: My Writing Checklist

Students learn to become good writers early on in their educational experience. Students

are taught various rules to being an effective writer, how to proofread and how to ensure that we

are handing in our best work. Often times, teachers like to make most of the corrections for their

students and do not allow them to first recognize their mistakes for themselves. I believe that as

young writers, a checklist should be easily accessible so that whenever applicable, the students

can first revise their own work before going to the teacher (At a Glance INTASC Standards, 1).

Students can exhibit scaffolding; building upon their knowledge that they have acquired in the

school year to assist with their development as a writer. This checklist is beneficial because it

encourages the students to make writing meaningful for themselves. Furthermore, the writing

checklist promotes student growth (New York State Code of Ethics for Educators.) Student will

first properly assess their own writing before seeking further assistance from the teacher or

another educator. Additionally, the checklist gives students’ a sense of responsibility for their

own work (Marzano, 76). Students will not just complete assignments because they have to, but

they will take pride in their work and admire their success when the teacher provides them with

results. According the INTASC standard 8, the checklist is also another instructional strategy

teachers can use to encourage learners. Also according to the INTASC standard six, this

checklist monitor’s student progress through self-assessment.

Conclusion

My artifacts are not limited to these eight, however this is a glimpse at some of my achievements

and developments throughout my teaching experience thus far. I believe that the artifacts discuss

and mentioned reveal great work ethics, creativity, inspiration and determination as a teacher. I

know that I will continue to collect and inherit new artifacts that can be used to add to my

teaching experience and id in my growth