Section Three: Teacher Candidate Artifacts

Introduction
In this section, you will find several different artifacts, which demonstrate my abilities as
a teacher. They will prove beyond a shadow of a doubt that I can plan, instruct, assess, etc. for
any and all subjects. Throughout this section I have included lesson plans and other assignments
from my time at Medaille, as well as some certificates that I have received for my teaching
outside of the college. I will connect each of my artifacts back to the teacher competencies to
show that I am a great candidate to be a teacher in the field.
Artifacts and Rationales

Artifact 1: Annotated Bibliography

Article Reference:
Garcia-Ros, R., Talaya, I., & Perez-Gonzalez, F. (2012). The process of identifying gifted
children in elementary education: Teachers' evaluations of creativity. School Psychology
International, 33(6), 661-672.

Objective/Purpose:
In writing this article, the authors hoped to find a correlation between teachers identifying
gifted students and the students perceived creativity.

Target Population/Participant Number:

There were 41 teachers and 350 Spanish elementary school students involved in the study
(Garcia-Ros, Tayaya, & Perez-Gonzalez, 2012). All of the teachers involved in the study had the
students involved in their classes in order to ensure that the teachers truly knew the talents and
abilities of each student. All participants were from the Valencian Community in Spain (GarciaRos, 2012). There were a total of 13 elementary schools included in the study, fairly evenly
distributed between grades 1 through 6. Gender was also taken into account with the number of
males being 176 to 174 females. The study spread itself between public and semi-private schools
in the area and students involved were from low-middle to middle class socioeconomically.

Research Method:
This study was conducted through the use of quantitative research and descriptive
research. The given variables being the two different tests handed out to teachers and students in

an attempt to measure student creativity levels. In doing so, the authors had the ability to
describe the phenomenon of creativity as is correlates to being gifted and talented.

Article Summary:
Through their research, they found that most of their sources had creativity listed in their
list of attributes of a gifted and talented student. The researchers began by creating a method of
identifying those students who are gifted and talented and called it the Teachers Scale for Rating
Students Creativity (TRSC) (Garcia-Ros, 2012). This gave them a starting point to jump off of
in order to figure out which tests would properly assess the students involved. After this, the
researchers figured out that they would use two different tests, the Raven Progressive Matrices
Test and the Torrance Creativity Test (Garcia-Ros, 2012). After collecting and organizing their
data from these tests, they were able to attempt to answer their research question of whether or
not creativity was truly related to a student being gifted and talented.

Results/Outcomes:
As a result, the researchers found that the system they created, the TRSC, was
satisfactorily consistent with its results in being able to identify creativity as a component for
being able to identify those students who may be gifted and talented (Garcia-Ros, 2012). This is
important because this system can theoretically be used to identify those students who are gifted
and talented and get them the services they need to succeed.
Since this research was done in Spain, it would be interesting to see if the standings
would hold true in the United States or if a more complicated testing process would need to be
established prior to that kind of research. In order to broaden this limitation, one might try to

conduct this type of research in multiple countries or collaborate with someone else who is also
interested in this field of research and also happens to reside in another country.

Classroom Application:
This is extremely important to the field of education as a whole because those who are
gifted and talented tend to be looked over when it comes to those with special needs and those
who require accommodations. By identifying those students early on, teachers and counselors are
more readily able to provide those services that the students require to succeed. Theoretically, I
could use the information used in this article to help myself identify those students in my
classroom who may be gifted and talented. In doing so, I can properly address student needs with
my curriculum and lesson planning to help challenge them in the future as opposed to just
thinking that the student is doing well and leaving them to do their own thing.
Rationale for Annotated Bibliography
This artifact showcases my abilities as a researching teacher. Its very important to me
that I am able to keep up with new theories and advancements in the field of education in order
to do my job to the best of my ability. By showing that I am able to read a scholarly article and
break it down into simpler parts, I prove that I possess the ability to break down bigger concepts
in order to help my students more effectively.
This also shows that I am always looking for new ways to develop myself professionally.
I mentioned a quote in Section Two from a former professor, You are always a work in
progress, and this especially holds true here. As educators and as human beings in general there
is always something new that we can learn from each other and from the world around us. By

building upon our knowledge, and ourselves we are able to more efficiently help those around us
(and our students) to learn.

Artifact 2: Literacy Lesson Plan

I

LESSON DATA:
A Teacher Candidates First & Last Name: Taylor Rae Hess
B Subject/Content Area: English Language Arts
C Grade Level (PK-12): 3rd Grade
D Unit Topic: Character traits
E Lesson Topic: Character traits in Skippyjon Jones
F Duration of Lesson: Approximately 30 minutes
G Materials: Character Details worksheet, Student vs. Character worksheet, Favorite
Character worksheet, Skippyjon Jones, Character traits anchor chart, Inside traits/Outside
traits chart

II INSTRUCTIONAL PROCESS:
A. Standards: NYS P-12 Common Core Standards
1. NYS P-12 Common Core Standards for English Language Arts & Literacy
Category: Reading Standards for Literature K-5
Subcategory: Key Ideas and Details
Grade: 3rd Grade
Standard and Statement: RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
B. Central Focus:
The Central Focus of this learning segment is identifying character traits.
C. Objective:
After reading Skippyjon Jones, Students will be able to list 4 character traits citing
evidence from the text.
D. Assessment Plan:
Summative: Students will be formally assessed through the completion of their Student
vs. Character worksheet.
E. Opening/Anticipatory Set:
1. Teacher directed/Whole Group: The teacher will begin by asking students how they
would describe Elizabeth from The Paper Bag Princess. While doing so, students will be
helping the teacher to fill in spots of the Inside traits/Outside traits chart.
F. Main Body/Procedure:
1. Teacher directed/Whole Group: Once the chart is complete (approximately 4 traits
on each side), the teacher will bring out the Character Traits anchor chart and hang it on
the front board. The teacher will then ask the class if it is a visual trait or a personality
trait to reinforce the difference. Both anchor charts will remain on the front board for the

remainder of the lesson. Teacher will tell the students that we will be looking for different
character traits in the book Skippyjon Jones and call them to the carpet. Teacher will then
read the book to the class as a whole while showing pictures and stopping on marked
pages to ask questions about different traits. (Example: on page 6, there is a post-it asking
the students what character trait reminds them of Skippyjon, guide the students to
Brave.)
2. Small Group/Individual: After reading the book to the students, the teacher will
dismiss the students to their seats and hand out the Character Details worksheet. The
teacher will model how to come up with 1 character trait together on the Elmo, while also
referring back to the anchor charts. The students will then write four different character
traits of Skippyjon in the ovals provided and when they finish, they may draw a picture of
him in the center box. During this time, the teacher will be monitoring students, making
sure they are on the right track, and guiding students to use personality traits as well as
physical traits, referring back to the anchor charts.
3. Next, the teacher will display a sample Student vs. Character worksheet. On the model
sheet, there are personality traits included as well as physical traits. Ask the students to
refer back to the Character Traits anchor chart on the board if they get stuck. Explain that
where the boxes overlap is things that the student and the character have in common.
Also explain that the rest of each box is for traits that are different between the two. Add
that there is always something about a character that we can connect to, just like how we
can always find something in common with a friend. 4. Small Group/Individual:
Teacher will then hand out worksheets to the students. Lower students will have 1-2 traits
filled in for the character to help get them started. Higher students will begin from the
blank slate page. Teacher will circulate the room while the students work, offering up
different traits that could guide the students to find similarities if they need it. When
students are done, they may pull out a piece of blank white paper and draw a self-portrait
that is labeled with different character traits about themselves. (This should take no
longer than 5-7 minutes) Students will then meet with their elbow partner to discuss their
charts and illustrations before sharing with the class.
G. Closure
1. Save time at the end for students to share their charts with the class. If no one
volunteers, teacher will pick names using a Popsicle stick app.
2. Students will then share their work until the end of the lesson.
III REFLECTION PROCESS:
1. Culturally Responsive Teaching (CRT):
The teacher will focus mainly on positive character traits to help facilitate a safe environment for
all of my students. A few of my students are struggling with finding nice things to say about one
another. This lesson will help open the positive lines of communication between my students so
we can work on describing each other in a positive light. I have specifically picked the book
Skippyjon Jones because I have a few ENL students (Spanish) in my classroom who are

struggling with fitting in. This book sends the message that it is important to always be yourself
while also incorporating words in their native language to help them stay interested.
2. Accommodations:
My higher learners get a bit of a challenge by having a worksheet without any character traits,
and my lower students as well as ENL students get an added boost from having an adapted
worksheet to fit their needs. My struggling writers will also benefit from having an
accountability partner to help them go over their work. Worksheet translations will be available
as needed.
3. Prerequisite Skills:
Knowledge of what descriptive details are
4. Anticipated Misconceptions:
It is anticipated that some students may not fully understand how to describe themselves in a
positive light. Student A has issues at home and may need a little extra help brainstorming
positive traits. It is also anticipated that some students may only know how to describe someone
by using physical traits. This is accommodated for by reinforcing the idea of personality traits
with the anchor charts.
5. Academic Language:
Vocabulary:
Adjective
Descriptive
Personality trait
Physical trait
My vocabulary words are used throughout the entirety of the lesson and are verbally discussed
during the creation of the anchor chart at the beginning of the lesson.
Discourse: Students will be sharing knowledge with their elbow partners via the think/pair/share
method. They will also participate in a grand discussion at the beginning of the lesson.
Syntax: Students will be organizing their words in the form of a graphic organizer and a Venn
diagram.
Language function: The language function I am focusing on is describe. Students need to know
how to describe themselves, each other, and characters in a positive light.
Literacy Lesson Plan Rationale

I chose to include this lesson plan in particular in part because it shows my use of
Vygotskys gradual release model. When writing my lesson plans for Medaille College, I strive
to ensure that all of my plans include this model of I do/We do/You do in order to make sure that
my students truly have enough time and examples to absorb the information that they will be
using to construct their knowledge of the subject.
I also chose my literacy lesson plan because it showcases my ability to plan. For this
lesson, I probably would have actually over-planned for my 3rd graders, which is a good thing.
Running out of material with time left to go is a recipe for disaster in the classroom so I try to
over-plan, even if its just by a few minutes. I also have planned for accommodations for my
struggling and ENL students as well as my gifted students so they dont feel as though they have
been tossed by the wayside for those who may need extra help.
By differentiating between different learning styles and different levels of understanding, I
show that I possess the ability to teach a diverse group of students. This is especially helpful with
the ways in which classrooms are diverse in todays day and age. Any classroom I go into in the
future is going to be much more diverse than when I was in elementary school and this lesson
plan above shows that I am fully prepared for that fact.

Artifact 3: EDU500 Unit Plan

IV UNIT DATA:
H Teacher Candidates First & Last Name: Taylor Rae Hess
I Subject/Content Area: English Language Arts
J Grade Level (PK-12): 3rd Grade
K Unit Topic: Poetry
L Unit Title: The Spring and I: Through Poetry
M Duration of Unit Plan:
Lesson #1: Creating a Bio-poem
Lesson #2: Creating an Acrostic Poem
Lesson #3: Creating a Spring Colors Poem
N Materials:
Lesson #1: Sample bio-poem, bio-poem planning worksheet, bio-poem creation
worksheet
Lesson #2: Sample acrostic, Poem planning sheet, Final draft poem worksheet
Lesson #3: Sample of completed spring poem, rough draft worksheet, glue, scissors,
paper plates, spring colors brainstorming sheet, Its Spring by Laura Glaser, baggies
of flower cut outs, leaves, and flower centers. (All materials for craft will be put in
baggies with students names on them.)
II. UNIT DESCRIPTION:
A. Introduction/Significance of Unit:
This unit is all about an introduction of how to write poetry. In future grade levels, my
students will be expected to know basics of poetry like acrostics, bio-poems, and using
adjective to truly show the reader what they are writing about rather than telling. Students
will be working on using descriptive details as well as learning about and creating
different styles of composition for poems. This unit also helps to bridge the gap between
what we are learning now and our upcoming science unit on spring. According to the
New York State Standards, by the end of this unit, my students will be able to, produce
writing in which the development and organization are appropriate to task and purpose.
When this is done independently, my third graders will be ready for their next academic
year.
B. Central Focus:
Students will be able to use prior knowledge of using descriptive details to learn about
how to describe themselves as well as spring and compose different styles of poems.
C. General Objectives:
Lesson #1: Students will be able to use descriptive details to compose a bio-poem
about them.
Lesson #2:Students will be able to use descriptive details to compose acrostic
poems about themselves and the season of spring.

 Lesson #3:Students will be able to use descriptive details to compose a poem

about the season of spring.
D. Assessment:
Lesson #1: Creation of a bio-poem as well as an exit ticket with top 3 favorite adjectives
use by classmates.
I chose to use both assessments to make sure my students have fully grasped the
idea of using adjectives to describe themselves.
Lesson #2: Creation of 2 acrostic poems.
After doing the first acrostic poem with a partner, I chose to add a second poem to
reinforce the ideas presented.
Lesson #3: Creation of a spring colors poem.
I chose this assessment in particular so I could make a bridge between this unit
and our new science unit on spring and the different colors we see during this
time.
E. Anticipatory Set/Student Engagement:
I have activated prior knowledge through a variety of ways during this unit. In one
lesson, I have asked students about where they find poetry around them to spark a
discussion in the classroom. In another lesson, I have asked students to describe
themselves using some of the adjectives they learned in the previous lesson. In my third
and final lesson, I wanted to do something a little more fun so I chose to not only read a
book about spring to activate prior knowledge of where we find spring colors, but also I
have planned that the students will dance to a spring themed song to get them ready for
the task at hand.
F. Classroom Management:
In my classroom, we follow certain procedures as opposed to sets of rules. Rules seem to
have a bad connotation so we came up with a set of classroom procedures together as a
group. When my students deviate from our procedures, there are certain consequences in
place such as the taking back of wow tickets and not being able to participate when it
comes time to spend wow tickets at the end of the week. During this unit my students
will have the opportunity to earn tickets for shopping time for the end of the final
lesson. In doing this, my students tend to stay on task better while completing their work.
My body language during this unit would be very open and caring. I want my students to
feel as though they are in a safe space, especially when we will be learning personal facts.
III. REFLECTION:
A. Culturally Responsive Teaching (CRT):
This unit allows students to get to know each other on a deeper level. The students will be
able to understand their peers more effectively and strengthen the bonds made in the
classroom. They should feel open and safe enough in the classroom to share with each
other how they feel and how they describe themselves without feeling like they may be

ridiculed. The unit specifically states that only positive character traits and experiences
will be used in this assignment to help facilitate a safe environment for all of my students.
B. Accommodations:
Lesson #1: My higher learners get a bit of a challenge by having a worksheet
without the layout of the poem, and my lower students get an added boost from
having the layout included on their worksheet. My struggling writers will also
benefit from the group work and having an accountability partner to help them go
over their work.
Lesson #2: My higher learners get a bit of a challenge by trying to create an
acrostic using more than one word for each line, and my lower students get an
added challenge during the second poem by trying to work on it without their
tablemates. My struggling writers will also benefit from the group work and
having an accountability partner as well as the teacher to help them go over their
work.
Lesson #3: My higher learners get a bit of a challenge by having a worksheet
without the layout of the poem, and my lower students get an added boost from
having the layout included on their worksheet. My struggling writers will also
benefit from the group work and having an accountability partner to help them go
over their work.
C. Prerequisite Skills:
Knowledge of descriptive details
Basic knowledge of parts of speech (adjectives vs. nouns)
Knowledge of spring
D. Anticipated Misconceptions:
It is anticipated that some students may not fully understand how to come up with
positive experiences linked to each color or be able to come up with positive descriptive
words about themselves. Student A has issues at home and may need a little extra help
brainstorming positive ideas for their poem. It is also anticipated that some students may
think that all poems rhyme because that is the kind of poem that is most familiar to them.
To help accommodate for this, I would mention that poems only rhyme if we want them
to.
E. Academic Language:
Vocabulary:
Adjective
Noun
Descriptive
Poem
Spring
Enthusiastic
Compassionate
Porcelain
Optimistic

Discourse: Students will be sharing knowledge with their elbow partners via the
think/pair/share method. They will also participate in a grand discussion at the beginning
of the lesson.
Syntax: Students will be organizing their words in the form of a poem. The style may be
new to them.
Language function: The language function I am focusing on is describe. Students need
to know how to describe the seasons in a positive light

A.
B.
C.
D.
E.
F.
G.

LESSON DATA:
Teacher Candidates First & Last Name: Taylor Rae Hess
Subject/Content Area: English Language Arts
Grade Level (PK-12): 3rd Grade
Unit Topic: Poetry
Lesson Topic: Creating a bio-poem
Duration of Lesson: Approximately 40 minutes
Materials: Sample bio-poem, bio-poem planning worksheet, bio-poem creation
worksheet

I. INSTRUCTIONAL PROCESS:
B. Standards: NYS P-12 Common Core Standards
1. NYS P-12 Common Core Standards for English Language Arts & Literacy
Category: Writing
Subcategory: Production and Distribution of Writing
Grade: 3rd Grade
Standard and Statement: W.3.4 With guidance and support from adults, produce writing
in which the development and organization are appropriate to task and purpose.
B. Central Focus:
Students will be able to use prior knowledge of using descriptive details to learn about
how to describe themselves as well as spring and compose different styles of poems.
C. Objective:
Students will be able to use descriptive details to compose a bio-poem about them.
D. Assessment Plan:
Formative: Students will be informally assessed through observation, fist to five,
discussion, and questioning throughout the lesson.
Summative: Students will be formally assessed through the creation of their own biopoems as well as through an exit ticket.
E. Opening/Anticipatory Set:
1. Teacher directed/Whole Group: The teacher will begin by asking students where
students can find poetry in their world. Teacher will model how they can find poetry in
things like music. After a discussion, the teacher will ask if students think they can be
poetic themselves. The teacher will discuss how there are different kinds of poems like
bio-poems, acrostics, and nature poems. The teacher will then review a definition of
adjectives and descriptive details to the class via an anchor chart made previously to go
along with their favorite book, The Paper Bag Princess that tells the difference between
physical traits and personality traits. After discussion and a fist to five, the teacher will

display and read a model bio-poem and explain to the class that everyone will be making
one of their very own today.
F. Main Body/Procedure:
1.Teacher directed/Whole Group: Teacher will hand out brainstorming worksheet to
students. Then, the teacher will facilitate a discussion brainstorming positive character
traits with the class that could fit in the first box of the worksheet. The teacher will model
for the students one idea for each of the 7 boxes. Teacher will then ask students if they
think they could do the same for the rest of the 7 boxes on the worksheet, asking for one
or more examples for each. The teacher will go around assisting those who may be
struggling with the concept.
2.Small Group/Individual: After students have spent about 5-7 minutes brainstorming
with assistance, give students a chance to share with their elbow partner what they came
up with. Encourage the students to use and build upon each others ideas.
3. Next, the teacher will display the example bio-poem again and explain to the students
how each piece of the poem fits with the pieces of the brainstorming worksheet. Teacher
will then ask for another fist to five.
4.Small Group/Individual: Teacher will then hand out worksheets to the students.
Lower students will need the planning worksheet while higher students will use the
creation worksheet. Students should be able to put the lines in any order they want as
long as their name is at the top. After students have had enough time to complete their
poems (about 15 minutes) have students confer with each other to make sure there are no
spelling mistakes, basic grammatical errors, etc. Once students have completed this, they
are welcome to decorate their sheet if they wish.
G. Closure
1. Save time at the end for students to share their poems with the class. If no one
volunteers, teacher will pick names using a popsicle stick app. (After the lesson is over
and poems have been graded, they will be displayed on the class bulletin board outside
our classroom)
2. Teacher will close the lesson by asking students to write down their three favorite
descriptive words they heard from their peers on an exit ticket.
II. REFLECTION PROCESS:
1. Culturally Responsive Teaching (CRT):
This lesson allows students to get to know each other on a deeper level. The students will be able
to understand their peers more effectively and strengthen the bonds made in the classroom. They
should feel open and safe enough in the classroom to share with each other how they feel and
how they describe themselves without feeling like they may be ridiculed. The lesson specifically
states that only positive character traits will be used in this assignment to help facilitate a safe
environment for all of my students.
2. Accommodations:

This lesson follows Vygotskys model of I do/We do/You do. By following this model, several
different learning styles are addressed to cover all students. Students are able to work by
themselves as well as together to cover both interpersonal and intrapersonal learners. By creating
a poem, rhythmic learners get a chance to shine as well as those students who do well with
words. My higher learners get a bit of a challenge by having a worksheet without the layout of
the poem, and my lower students get an added boost from having the layout included on their
worksheet. My struggling writers will also benefit from the group work and having an
accountability partner to help them go over their work.
3. Prerequisite Skills:
Knowledge of descriptive details
Basic knowledge of parts of speech (adjectives vs. nouns)
4.Anticipated Misconceptions:
It is anticipated that some students may not fully understand how to describe themselves in a
positive light. Student A has issues at home and may need a little extra help brainstorming
positive ideas for their poem. It is also anticipated that some students may think that all poems
rhyme because that is the kind of poem that is most familiar to them. To help accommodate for
this, I would mention that poems only rhyme if we want them to.
5. Academic Language:
Vocabulary:
Adjective
Noun
Descriptive
Poem
Enthusiastic
Compassionate
Optimistic
Porcelain
Discourse: Students will be sharing knowledge with their elbow partners via the think/pair/share
method. They will also participate in a grand discussion at the beginning of the lesson.
Syntax: Students will be organizing their words in the form of a poem. The style may be new to
them.
Language function: The language function I am focusing on is describe. Students need to know
how to describe themselves and each other in a positive light.

I.
A.
B.
C.
D.
E.
F.
G.

LESSON DATA:
Teacher Candidates First & Last Name: Taylor Rae Hess
Subject/Content Area: English Language Arts
Grade Level (PK-12): 3rd Grade
Unit Topic: Poetry
Lesson Topic: Creating an acrostic poem
Duration of Lesson: Approximately 20 minutes
Materials: Sample acrostic, Poem planning sheet, Final draft poem worksheet

II. INSTRUCTIONAL PROCESS:

A. Standards: NYS P-12 Common Core Standards
1. NYS P-12 Common Core Standards for English Language Arts & Literacy
Category: Writing
Subcategory: Production and Distribution of Writing
Grade: 3rd Grade
Standard and Statement: W.3.4 With guidance and support from adults, produce writing
in which the development and organization are appropriate to task and purpose.
B. Central Focus:
Students will be able to use prior knowledge of using descriptive details to learn about
how to describe themselves as well as spring and compose different styles of poems.
C. Objective:
Students will be able to use descriptive details to compose an acrostic poem about
themselves and the season of spring.
D. Assessment Plan:
Formative: Students will be informally assessed through observation, fist to five,
discussion, and questioning throughout the lesson.
Summative: Students will be formally assessed through the creation of their own acrostic
poems, whether it is their name or spring.
E. Opening/Anticipatory Set:
1. Teacher directed/Whole Group: The teacher will begin by asking the students what
they think of when they think of their own names. Can they think of adjectives that
describe them that start with the same letter as their name? Teacher will then put the
model acrostic on the Elmo for viewing. (Attached is an acrostic about a frog.) Teacher
will ask the students if they can find what is special about this kind of poem. After
discussion and a fist to five, to tie in the previous days learning the teacher will explain
that we will be using our own names to make an acrostic poem today. Teacher will also

explain that if we can all stay on task, we can each make a bonus poem!
F. Main Body/Procedure:
1.Teacher directed/Whole Group: Teacher will hand out a sheet of lined white paper to
each student, while directing him or her to write their name going down the side so they
have a space to work. The teacher will then put a sample paper on the Elmo with the
word teacher written down the side so students can see where their names should go.
Teacher will model how to come up with words for their acrostic poems by asking
students, What words can describe a teacher using these letters? Once completed
together, students will be dismissed to their poems.
2.Small group/Individual: Students will work with table buddies to come up with words
to use that describe them that also fit in their name. Teacher will challenge higher
students to use more than one word for each line if they can. When students are finished,
they may decorate their sheet. Teacher will circulate the room to monitor student progress
and offer additional help when needed.
3.Small group/Individual: When students are finished, teacher will hand out the sheet
for the bonus poem. Since it is springtime, we will make our own acrostic poems about
spring. Higher students will have the same challenge and lower students will have the
challenge of creating the poem on their own. Teacher will continue to monitor student
progress and offering help to students who may be struggling with the challenge of
completing the poem on their own. Students who finish early are more than welcome to
decorate their sheets.
G. Closure
1. Save time at the end for students to share their poems with the class. If no one
volunteers, teacher will pick names using a popsicle stick app. (After the lesson is over
and poems have been graded, they will be displayed on the class bulletin board outside
our classroom)
III. REFLECTION PROCESS:
1. Culturally Responsive Teaching (CRT):
This lesson allows students to get to know each other on a deeper level. The students will be able
to understand their peers more effectively and strengthen the bonds made in the classroom. They
should feel open and safe enough in the classroom to share with each other how they feel and
how they describe themselves without feeling like they may be ridiculed. The teacher will stress
that only positive character traits will be used in this assignment to help facilitate a safe
environment for all of my students.
2. Accommodations:

This lesson follows Vygotskys model of I do/We do/You do. By following this model, several
different learning styles are addressed to cover all students. Students are able to work by
themselves as well as together to cover both interpersonal and intrapersonal learners. By creating
a poem, rhythmic learners get a chance to shine as well as those students who do well with
words. My higher learners get a bit of a challenge by trying to create an acrostic using more than
one word for each line, and my lower students get an added challenge during the second poem by
trying to work on it without their tablemates. My struggling writers will also benefit from the
group work and having an accountability partner as well as the teacher to help them go over their
work.
3. Prerequisite Skills:
Knowledge of descriptive details
Basic knowledge of parts of speech (adjectives vs. nouns)
4.Anticipated Misconceptions:
It is anticipated that some students may not fully understand how to describe themselves in a
positive light. Student A has issues at home and may need a little extra help brainstorming
positive ideas for their poem. It is also anticipated that some students may think that all poems
rhyme because that is the kind of poem that is most familiar to them. To help accommodate for
this, I would mention that poems only rhyme if we want them to.
5. Academic Language:
Vocabulary:
Adjective
Noun
Descriptive
Poem
Discourse: Students will be sharing knowledge with their elbow partners via the think/pair/share
method. They will also participate in a grand discussion at the beginning of the lesson.
Syntax: Students will be organizing their words in the form of a poem. The style may be new to
them.
Language function: The language function I am focusing on is describe. Students need to know
how to describe themselves and each other in a positive light.

I.
A.
B.
C.
D.
E.
F.
G.

LESSON DATA:
Teacher Candidates First & Last Name: Taylor Rae Hess
Subject/Content Area: English Language Arts
Grade Level (PK-12): 3rd Grade
Unit Topic: Poetry
Lesson Topic: Creating a spring color poem
Duration of Lesson: Approximately 45 minutes- 1 hour
Materials: Sample of completed spring poem, rough draft worksheet, glue, scissors,
paper plates, spring colors brainstorming sheet, Its Spring by Laura Glaser, baggies of
flower cut outs, leaves, and flower centers. (All materials for craft will be put in baggies
with students names on them.)

II. INSTRUCTIONAL PROCESS:

A. Standards: NYS P-12 Common Core Standards
1. NYS P-12 Common Core Standards for English Language Arts & Literacy
Category: Writing
Subcategory: Production and Distribution of Writing
Grade: 3rd Grade
Standard and Statement: W.3.4 With guidance and support from adults, produce writing
in which the development and organization are appropriate to task and purpose.
B. Central Focus:
Students will be able to use prior knowledge of using descriptive details to learn about
how to describe themselves as well as spring and compose different styles of poems.
C. Objective:
Students will be able to use descriptive details to compose a poem about the season of
Spring.
D. Assessment Plan:
Formative: Students will be informally assessed through observation, fist to five,
discussion, and questioning throughout the lesson.
Summative: Students will be formally assessed through the creation of their own acrostic
poems, whether it is their name or spring.
E. Opening/Anticipatory Set:
1. Teacher directed/Whole Group: The teacher will begin by gathering students on the
carpet to read Its Spring. Teacher will stop on several pages to ask students if they see
any recurring colors used in the illustrations. When finished with the book, the teacher
will dismiss the students to stand by their seats. As a transition, the teacher will play
Spring is Here by the Learning Station to get some extra wiggles out. Teacher will have
2 helpers handing out all materials students will need for their project during the song.

Each students materials are in separate Ziploc bags; some have 1 main color while others
have 4 colors to work with. (The bags with 1 color are labeled for lower students while
the ones with 4 colors are for my higher students. If at any point a student is missing a
piece, there are extras in my desk in a separate bag.)
F. Main Body/Procedure:
1.Teacher directed/Whole Group: Teacher will instruct students to pull out the sheet
marked Spring Colors Brainstorming while having the example up on the Elmo so
students can follow along. Teacher will ask students where they can find each color
during springtime (bugs, flowers, leaves, etc.) Following a discussion there should be at
least 3-4 examples for each color on the sheet. At this point, the teacher will ask students
to find the rough draft half sheet in their bag. Students who have the single color poems
will have a slightly modified worksheet from those with the 4 color poems. The teacher
will model how to do one line (preferably a line for green since all of my students love
the color green) on the rough draft worksheet.
2.Small group/Individual: Students will begin working independently to complete their
rough drafts. Afterwards, students will work with table buddies to compare the things and
places they used for their poems. Teacher will circulate the room to monitor student
progress and offer additional help when needed while checking for understanding.
3.Small group/Individual: When students are finished, teacher will instruct students to
pull out the sheet for the final draft. My highest students have a circle with no lines, my
middle students have the lines for the 4 color poems, and my lower students have the
lines for the single color poem. Students will use their best handwriting and try to cut it
out as best they can. Some students may require help with cutting because they are
working on their fine motor skills. After the poem is done and cut out it may be put aside
until we need it. Students will then decorate their paper plates with leaves and flowers
around the edges, making sure to leave a space in the middle for their poem so it can be
in the middle of their wreath. It doesnt have to look exactly the same as the model
wreath, it is their work and they will make it look how the wish as long as it makes a
circle. When students are finished decorating, they will glue their poem in the center of
the plate and write their name on the back.
G. Closure
1. Save time at the end for students to share their creations with the class. If no one
volunteers, teacher will pick names using a number system. The 2 teacher helpers will
help to collect the projects before dismissal.
(After the lesson is over and poems have been graded, they will be displayed on the class
bulletin board outside our classroom as a decoration for spring.)

III. REFLECTION PROCESS:

1. Culturally Responsive Teaching (CRT):

This lesson allows students to get to know each other on a deeper level. The students will be able
to understand their peers more effectively and strengthen the bonds made in the classroom. They
should feel open and safe enough in the classroom to share with each other how they feel about
certain colors without feeling like they may be ridiculed. The teacher will stress that only
positive experiences for each color will be used in this assignment to help facilitate a safe
environment for all of my students.
2. Accommodations:
This lesson follows Vygotskys model of I do/We do/You do. By following this model, several
different learning styles are addressed to cover all students. Students are able to work by
themselves as well as together to cover both interpersonal and intrapersonal learners. By creating
a poem, rhythmic learners get a chance to shine as well as those students who do well with
words. My higher learners get a bit of a challenge by having a worksheet without the layout of
the poem, and my lower students get an added boost from having the layout included on their
worksheet. My struggling writers will also benefit from the group work and having an
accountability partner to help them go over their work.
3. Prerequisite Skills:
Knowledge of descriptive details
Basic knowledge of parts of speech (adjectives vs. nouns)
Knowledge of spring
4.Anticipated Misconceptions:
It is anticipated that some students may not fully understand how to come up with positive
experiences linked to each color. Student A has issues at home and may need a little extra help
brainstorming positive ideas for their poem. It is also anticipated that some students may think
that all poems rhyme because that is the kind of poem that is most familiar to them. To help
accommodate for this, I would mention that poems only rhyme if we want them to.
5. Academic Language:
Vocabulary:
Adjective
Noun
Descriptive
Poem
Spring
Discourse: Students will be sharing knowledge with their elbow partners via the think/pair/share
method. They will also participate in a grand discussion at the beginning of the lesson.
Syntax: Students will be organizing their words in the form of a poem. The style may be new to
them.

Language function: The language function I am focusing on is describe. Students need to know
how to describe the seasons in a positive light.
EDU500 Unit Plan Rationale
By including this unit plan I showcase my ability to plan a full unit as opposed to my
ability to pull a lesson about anything. By creating a full unit plan I can plan for the long term
and make sure I can hit more of Gardners styles of learning throughout the unit than I can with
one solitary lesson. By hitting on the different learning styles, Im able to reach my students
more effectively with the information Im trying to get across to them. I have also
accommodated for those students who may not have positive experiences linked to certain colors
that may be used in the third lesson. Some of my students may have very negative experiences
linked with the colors that we are using and its important for me to help them through to see the
good in things rather than always dwelling on the bad.
Throughout the unit I used various levels of Blooms taxonomy in the cognitive domain
going from the bottom with knowledge of descriptive words and verbs, all the way to the top
where they are creating their own poems using that prior knowledge. By doing this, I am
challenging my students brains to work at a higher level and create something new out of what
they have learned. This also helps with Deweys constructivist theory because the students are
constructing knowledge for themselves.

Artifact 4: ECI510 Survey Assignment

Introduction
Parents of Ms. Warsockis fourth grade class, I am Ms. Hess, a graduate
student at Medaille College studying elementary education. I am so excited
that youve agreed to be a part of this survey. This survey will be used for
educational purposes only and your responses are entirely confidential.

Target Audience
My target audience is parents of elementary age students. I chose
parents because who knows students better than their parents?

Thematic Concern
The purpose of this study is to determine whether or not classrooms
are calming enough to increase attendance to its maximum. How students
feel in the classroom helps to determine if they want to be there or not. If
students are feeling anxious or feeling unsafe in their environment, they no
longer want to be there. This study examines how your student is feeling in
their current classroom.

Survey Questions
Directions: In the following survey, you will be asked a series of questions
about how safe and relaxed your childs classroom is. Please mark on the
scale from 1-7 as to whether you agree or disagree. Again, your responses
are 100% anonymous.
Strongly disagree
1
2

4
5

Question
1
Overall, my child wants to attend
school on a daily basis.
My child rarely tells me about
how stressed out they are in the
classroom when they come
home.
I do not feel as though there is
too much going on in the
classroom in order for my child
to learn.
I believe there should be more
calming attributes added to the
classroom.
I feel as though yoga should be
incorporated into the school day
to help students calm
themselves.
I feel as though my child feels
comfortable enough in the
classroom to tell me if they were
stressed out at school.

Neither
4

Strongly
agree
6
7

My childs teacher
communicates openly and
honestly with me about how my
child is feeling at school.
8
I never have to convince my
child to go to school. They are
always genuinely excited to
leave in the morning.
9
My childs classroom is a place
of personal development for all
students.
10 My childs teacher is very intune with the feelings of students
in her classroom.
Comments:_______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________
Thank you again for participating in this survey. Your responses will
be entirely confidential and are extremely helpful with my studies in
the field of education. You have helped me to a great length and
your participation is greatly appreciated. This survey will only be
used for educational purposes.

Results
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

5,7,6,5,6,7,4,6,3,6
5,6,7,5,4,6,6,5,6,7
6,7,6,5,6,7,5,4,3,5
2,5,6,7,4,6,7,6,5,7
3,4,6,7,5,5,6,5,6,6
6,7,6,7,6,5,4,6,7,7
7,7,7,6,5,4,6,6,7,5
3,5,6,7,5,6,5,6,7,6
6,5,6,7,6,5,6,7,5,6
7,7,7,7,6,5,6,7,6,7

7
Series 1

Series 2

Series 3

Series 4

Series 5

Series 6

Series 7
Series 8

Series 9
Series 10

No comments were given.

Summary/Analysis
Most parents who completed the survey felt very strongly that the
classroom was a calm environment that was stress-free, but many also
claimed that improvements could be made to the classroom to help their
child. The parents feel as though Ms. Warsocki communicates with them very
openly about their childs socio-emotional needs and know that she will let
them know if there has been an issue with there childs stress levels.
However, they also state that it could be helpful to add yoga to their daily
activities. As relaxing as it is to have been placed in such an environment,
the parents still feel as though yoga could be a continued improvement.

Plan for Improvement

Although students seem to be quite relaxed in this particular classroom

environment, there is always room for improvement. Students will always
feel like they are under pressure at some point in the school day and there
needs to be a way for the teacher in the room to help with that. Of the many
different approaches that could be taken, I propose that the teacher could
introduce yoga into the classroom.
From the results, one can see that a majority of the parents thought
that there should be more calming elements brought into the classroom. The
parents know that the teacher is in-tune with students emotional and
psychological needs as shown by the results for question 10, and the
majority also believed in bringing yoga into the classroom as a way to help
students focus (question 5).
Instead of having students watch video clips or sit silently, yoga
engages both the body and the mind together. This engagement could really
help students who are feeling the pressures of school starting to get to them
to the point where it is going to impact their performance in the classroom. A
student would have to focus on their breathing and their movements while
also being able to let go of the worries they have about projects,
assignments, books, etc. Even adding yoga for 5-10 minutes a day could help
a student to be more relaxed throughout the day.
Also, since the students are relaxed in this environment and will be
more relaxed with the addition of yoga to the day, attendance levels should
continue to stay high throughout the year, if this does not prove to be true,

more reflection will occur to create a new action research plan and begin the
process all over again.

ECI510 Survey Assignment Rationale

By including my survey assignment I prove to be a reflective teacher. By handing out
these surveys to different parents, collecting the data from them, and creating a visual
representation of the results, I prove that I am able to reach out for feedback from parents and
that I welcome their input in my classroom. I prove that I can collect the data and in turn change
the way my classroom is run in order to make it more efficient and a better learning environment
for my students.
This assignment let me take on the role of a leader in a classroom by administering the
survey myself as opposed to having the teacher in the room administer it to the parents for me.
By taking on this role, I learned how important it is to make that connection with the parents in
your classroom and to truly make them feel as though they are a part of your classroom
environment. When I do this in my future classrooms, I hope that it will encourage parents to be
more involved and help them to feel more comfortable having their child in my class when they
know that their opinion matters to me.

Artifact 5: App Review Assignment

App Image:

App Title: News-O-Matic

App Price: $9.99
Subject Area: ELA Reading, Social Studies, Tech Skills, Critical Thinking
Rationale for Curriculum Use: This app can be used to help develop an interest in current events
at an early age. New news stories are added each day.
NYS Standards: READING INFORMATIONAL
RI.2: Integration of Knowledge and Ideas RI.2.7Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify a text. Range of Reading and Level of
Text Complexity RI.2.10By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 23 text complexity band
proficiently, with scaffolding as needed at the high end of the range.RI.3: Craft and
StructureRI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. Key Ideas and DetailsRI.3.1Ask and answer
questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers. Range of Reading and Level of Text ComplexityRI.3.10By the end of the year, read
and comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 23 text complexity band independently and proficiently.RI.4:
Integration of Knowledge and IdeasRI.4.7Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an understanding of the text in which
it appears. Key Ideas and DetailsRI.4.1Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.RI.4.3Explain events,
procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text. Range of Reading and Level of
Text ComplexityRI.4.10By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 45 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

App Image:

App Title: Spelling City

App Price: Free
Subject Area: ELA Writing
Rationale for Curriculum Use: Customizable word lists to save time for teachers when giving
out spelling words.

NYS Standards: READING FOUNDATIONAL SKILLS

RF.K: Print ConceptsRF.K.1Demonstrate understanding of the organization and basic features of
print.RF.K.1aFollow words from left to right, top to bottom, and page by
page.RF.K.1bRecognize that spoken words are represented in written language by specific
sequences of letters.RF.K.1cUnderstand that words are separated by spaces in
print.RF.K.1dRecognize and name all upper- and lowercase letters of the alphabet. Phonological
awarenessRF.K.2Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).RF.K.2a Recognize and produce rhyming words.RF.K.2bCount, pronounce, blend,
and segment syllables in spoken words.RF.K.2cBlend and segment onsets and rimes of singlesyllable spoken words.RF.K.2dIsolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not
include CVCs ending with /l/, /r/, or /x/.)RF.K.2e Add or substitute individual sounds
(phonemes) in simple, one-syllable words to make new words. Phonics and Word
recognitionRF.K.3Know and apply grade-level phonics and word analysis skills in decoding
words.RF.K.3dDistinguish between similarly spelled words by identifying the sounds of the
letters that differ.
App Image:

App Title: Flocabulary

App Price: Free
Subject Area: ENL Learners
Rationale for Curriculum Use: Flocabulary combines the subject of vocabulary acquisition with
hip-hop to help students gain interest.
NYS Standards:
LANGUAGE
L.K: Conventions of Standard English
L.K.
2

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Vocabulary Acquisition and Use

L.K.
4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on kindergarten reading and content.

L.K.
5

With guidance and support from adults, explore word relationships and nuances in
word meanings.

L.K.
6

Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.

L.1: Conventions of Standard English

L.1.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.2: Conventions of Standard English

L.2.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.3: Conventions of Standard English

L.3.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Vocabulary Acquisition and Use

L.3.5

Demonstrate understanding of figurative language, word relationships and nuances

in word meanings.

L.4: Conventions of Standard English

L.4.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Vocabulary Acquisition and Use

L.4.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.5: Conventions of Standard English

L.5.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Vocabulary acquisition and Use

L.5.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.6: Knowledge of Language

L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

Vocabulary Acquisition and Use

L.6.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.7: Knowledge of Language

L.7.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

Vocabulary Acquisition and Use

L.7.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.8: Knowledge of Language

L.8.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

Vocabulary Acquisition and Use

L.8.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

AND MORE.
App Image:

App Title: Zeal

App Price: Free
Subject Area: SWD and Math
Rationale for Curriculum Use: This app offers targeted assessments and instruction options,
which can help teachers to accommodate those with disabilities.
NYS Standards: Can be modified to fit any Math standards for NYS Common Core.
App Image:

App Title: iTooch 6th grade ELA

App Price: Free
Subject Area: ELA
Rationale for curriculum use: Offers targeted practice in ELA.
NYS Standards:
LANGUAGE
L.K: Conventions of Standard English
L.K.
2

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Vocabulary Acquisition and Use

L.K.
4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on kindergarten reading and content.

L.K.
5

With guidance and support from adults, explore word relationships and nuances in
word meanings.

L.K.
6

Use words and phrases acquired through conversations, reading and being read to,
and responding to texts.

L.1: Conventions of Standard English

L.1.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.2: Conventions of Standard English

L.2.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.3: Conventions of Standard English

L.3.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Vocabulary Acquisition and Use

L.3.5

Demonstrate understanding of figurative language, word relationships and nuances

in word meanings.

L.4: Conventions of Standard English

L.4.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Vocabulary Acquisition and Use

L.4.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.5: Conventions of Standard English

L.5.1

Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

Vocabulary acquisition and Use

L.5.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.6: Knowledge of Language

L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

Vocabulary Acquisition and Use

L.6.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.7: Knowledge of Language

L.7.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

Vocabulary Acquisition and Use

L.7.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

L.8: Knowledge of Language

L.8.3

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

Vocabulary Acquisition and Use

L.8.5

Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

App Image:

App Title: Subtext

App Price: Free
Subject Area: ELA Critical Thinking
Rationale for Curriculum Use: Helps kids to find meaning behind text
NYS Standards:
READING INFORMATIONAL
RI.4: Craft and Structure
RI.4.4
Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI.4.6

Compare and contrast a firsthand and secondhand account of the same event or

topic; describe the differences in focus and the information provided.

Key Ideas and Details
RI.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Range of Reading and Level of Text Complexity
RI.4.10
By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 45 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
RI.5: Craft and Structure
RI.5.4
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.6

Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent.
Key Ideas and Details
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
Range of Reading and Level of Text Complexity
RI.5.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades
45 text complexity band independently and proficiently.
RI.6: Craft and Structure
RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
RI.6.6

Determine an authors point of view or purpose in a text and explain how it is

conveyed in the text.
Key Ideas and Details
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 68
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
RI.7: Craft and Structure
RI.7.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific
word choice on meaning and tone.

RI.7.6

Determine an authors point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.
Key Ideas and Details
RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RI.7.10
By the end of the year, read and comprehend literary nonfiction in the grades 68
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
RI.8: Craft and Structure
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
RI.8.6

Determine an authors point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
Key Ideas and Details
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RI.8.10
By the end of the year, read and comprehend literary nonfiction at the high end of
the grades 68 text complexity band independently and proficiently.
RI.9-10: Craft and Structure
RI.9Determine the meaning of words and phrases as they are used in a text, including
10.4
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court
opinion differs from that of a newspaper).
RI.9Determine an authors point of view or purpose in a text and analyze how an
10.6
author uses rhetoric to advance that point of view or purpose.
Key Ideas and Details
RI.9Cite strong and thorough textual evidence to support analysis of what the text
10.1
says explicitly as well as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RI.9By the end of grade 9, read and comprehend literary nonfiction in the grades 9
10.10
10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
READING LITERATURE

RL.4: Key Ideas and Details

RL.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Range of Reading and Complexity of Text
RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, in the grades 45 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
RL.5: Key Ideas and Details
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
Range of Reading and Complexity of Text
RL.5.10
By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 45 text complexity band independently
and proficiently.
RL.6: Key Ideas and Details
RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas,
and poems, in the grades 68 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
RL.7: Key Ideas and Details
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RL.7.10
By the end of the year, read and comprehend literature, including stories, dramas,
and poems, in the grades 68 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
RL.8: Key Ideas and Details
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas,
and poems, at the high end of grades 68 text complexity band independently and
proficiently.
RL.9-10: Key Ideas and Details
RL.9Cite strong and thorough textual evidence to support analysis of what the text

10.1
says explicitly as well as inferences drawn from the text.
Range of Reading and Level of Text Complexity
RL.9By the end of grade 9, read and comprehend literature, including stories, dramas,
10.10
and poems, in the grades 910 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
RL.11-12: Key Ideas and Details
RL.11Cite strong and thorough textual evidence to support analysis of what the text
12.1
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
Range of Reading and Level of Text Complexity
RL.11By the end of grade 11, read and comprehend literature, including stories,
12.10
dramas, and poems, in the grades 11CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
App Image:

App Title: Science Buddies

App Price: Free
Rationale for Curriculum Use: Assists students with science projects, helps to engage their minds
in science.

NYS Standards: MAKING INFERENCES AND JUSTIFYING CONCLUSIONS

HSS.IC: Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And
Observational StudiesHSS.IC.4Use data from a sample survey to estimate a population mean or
proportion; develop a margin of error through the use of simulation models for random
sampling.HSS.IC.5Use data from a randomized experiment to compare two treatments; use
simulations to decide if differences between parameters are significant.
MEASUREMENT AND DATA

5.MD: Represent And Interpret Data.5.MD.2Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to
solve problems involving information presented in line plots. For example, given different
measurements of liquid in identical beakers, find the amount of liquid each beaker would contain
if the total amount in all the beakers were redistributed equally.
App Image:

App Title: Math Evolve

App Price: Free to try
Rationale for Curriculum Use: Combines arcade style gaming with math concepts for grades 1-7

NYS Standards: NUMBER AND OPERATIONS IN BASE TEN

3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit
Arithmetic.43.NBT.2Fluently add and subtract within 1000 using strategies and algorithms based
on place value, properties of operations, and/or the relationship between addition and
subtraction.3.NBT.3Multiply one-digit whole numbers by multiples of 10 in the range 1090
(e.g., 9 80, 5 60) using strategies based on place value and properties of operations.4.NBT:
Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit
Arithmetic.4.NBT.4Fluently add and subtract multi-digit whole numbers using the standard
algorithm.4.NBT.5Multiply a whole number of up to four digits by a one-digit whole number,
and multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.4.NBT.6Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
OPERATIONS AND ALGEBRAIC THINKING
1.OA: Add And Subtract Within 20.1.OA.6Add and subtract within 20, demonstrating fluency
for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6

= 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10

1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12,
one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Work With Addition And Subtraction
Equations.1.OA.7Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 +
2.1.OA.8Determine the unknown whole number in an addition or subtraction equation relating
three whole numbers. For example, determine the unknown number that makes the equation true
in each of the equations 8 + ? = 11, 5 = 3, 6 + 6 = .2.OA: Add And Subtract Within
20.2.OA.2Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit numbers.3.OA: Multiply And Divide Within
100.3.OA.7Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.

App Review Assignment Rationale

Including the app review assignment from EDU571 seemed like a no brainer to me. By
including this, I showcase my ability to find things for my students to use as tools to assist us in
the classroom through the use of technology. Weve entered that era of the digital natives and
there is a large chance that most if not all of my students will know even more about technology
than I do no matter how hard I try to keep up with it.
This app review shows that I am able to find age appropriate technological materials for
my classroom as well as shows that I am able to connect those materials back to the Common
Core Learning Standards. By doing this, I show that I can find outside materials that work with
the standards to help my students connect to the material in a different way. With the way
technology has sky-rocketed in my lifetime, I wouldnt be surprised if more of our students came
to us with a technology based learning style.

Artifact 6: DASA Certificate

DASA Certificate Rationale

My inclusion of my DASA certificate was another no brainer. My DASA certificate
shows that I have received training on how to help my students when they are feeling victimized.
The Dignity for All Students Act was put in place to help students who, like myself during my
schooling, are the victims of bullying and things of the like. This certificate shows that I am able
to help my students in a professional and compassionate manner to get them the help that they
may need. It shows that I will treat all of my students equally no matter their race, gender, sexual
orientation, gender identification, socioeconomic status, etc. All of my students need to have
access to the same materials as their classmates so the concept of equity that I learned while
earning this certificate will certainly be in use in my future classrooms.

This certificate shows all of that and so much more. It shows that I can be a culturally
responsive teacher. Not only will I be multi-cultural in my instructional approaches, I will also
bring everything we do back to my students. If Im working at an inner-city school in Detroit,
they may have never seen the ocean. They may not be able to picture the animals that live in it
quite as clearly as I can, so I would have to change up my instructional approach to help my
students to connect with material. I could turn my classroom into an ocean wonderland for a few
weeks to help them fully understand the concepts that we are learning about in class.

Artifact 7: Brand Integrity Certificate

Brand Integrity Certificate Rationale

In earlier sections as well as this section I have brought up the idea of Brand Integrity
certificates. The childcare center franchise I work for is run through a corporate office and about
a year ago, we were asked what we wish to see done about employee recognition. Prior to this,
the only recognition we ever saw was the employee of the month, which was for the whole
company as opposed to a different employee from each center. From the survey we were given,
corporate came up with the idea of going through a company called Brand Integrity online to
help us feel more appreciated as a staff. We can go on the site and post about our coworkers and
the wonderful things that they have done at work and then our posts have to be approved by the

center directors. The greatest part about it for me was finding out just how many of my
coworkers truly loved working with me as a teacher.
Of all of the posts I have received, this post is one of my favorites. It showcases how I am
able to be there for a childs needs as well as their education. It reads, Miss Taylor spent the day
in C11 (pre-k) at Lancaster on Friday. She was full of energy and really focused on the kids
needs. The girls loved playing hairdresser in the dramatic play center with Miss Taylor! It was a
blast! We ended the day together with an awesome dance party with the kids including some
bubbles! Thank you Miss Taylor for truly caring about the kids and their needs! Thinking back
to that day, I can very vividly remember that a couple of the girls were having a particularly
tough day. They were newer to the classroom and needed a helping hand to feel like they were
fitting in. I went out of my way to ensure that these little girls had someone to play and learn
with and by the end of the day; they had made friends with everyone in the classroom!

Artifact 8: Smart Board Presentation

Smart Board Presentation Rationale

I wanted to include my Smart Board presentation for a multitude of reasons. The first of
which is to showcase my own talents with technology and how I can use those talents in the
classroom. As I previously mentioned for my App Review Assignment, we live in the digital age
and there is no escaping technology at this point. Our students are bound to know more about it
than us so why not incorporate it into our classrooms in a way that is beneficial to the students
and links to their prior knowledge of technology.
Secondly, my presentation shows that I can come up with various activities for my
students to engage in that reinforce the same topic. By doing this, Im also following the I do/We
do/You do method from Vygotskys gradual release model that I like to use in all of my lessons.
My students would watch me model what a hero is vs. a villain in the dragon matching activity,
and then we would go over the flashcards together. If my students needed it, we could continue
with the basketball activity to spell out the story elements and define them together. To conclude
the lesson, my students would work independently in their journals to write an alternative ending

to their favorite fairy tale of the titles provided. I have an entire lesson planned out for them, but
I activate their prior knowledge of technology to keep them actively engaged throughout the
whole lesson.

Conclusion
All of the artifacts that I have chosen to include in this section were picked meticulously
from a multitude of different assignments and certificates that I have gathered during my time in
this program. I picked these particular items because I wanted to showcase myself in the best
possible light with the teacher competencies as well as the standards. All of the qualities that I
have discussed in this section make up what I believe to be a good teacher with a potential to be
better and grow as the years progress. Ive mentioned twice now, You are always a work in
progress, and I truly believe and live by that statement.