Artifact #1

Artifact: Main Event Lesson

Standard: Collaboration

Standard in my own words: The teacher takes responsibility for student

learning, collaborates with learners, colleagues,
families, other school professionals, and
community members to make sure students
grow and to better the profession of teaching.

Indicator: (b) Works with other school professionals

to plan and jointly facilitate learning on
how to meet the diverse needs of
learners.
Description of Artifact: The goals for this lesson were to describe the
main event using actions, descriptions,
thoughts/feelings, and dialogue, and to stretch
the main event using elaborative description.
Students received whole class instruction on
techniques for writing a main event and then
demonstrated their understanding in worksheets
and in their stories. Students also received a
checklist to help them ensure all elements of a
main event were included in their story.
Rationale: This lesson was created through collaborations
with my mentors. I had some issues with thinking
of ways to vary instruction outside of a slideshow
for this lesson so my mentor suggested the
worksheets and the checklist. We also had
discussed how to better guided the students who
really struggled with writing and we came to the
conclusion that I really needed to focus on those
students when I was reading students stories so
that I could provide them with a lot of individual
instruction.

Example of Artifact #1 for Standard #10

UMF Unit-Wide Lesson Plan Template
Name: Program: Elementary Course:
Ethan Gouin Education EDU 450

Lesson Topic / Title: Spooky Story Narrative- The Main Event

Lesson Date: 10/25 Lesson Length:45-60 minutes Grade/Age: Grade 5

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

Learning Objective(s) Instructional Decisions /

Students will be able to: Reasoning
Describe the main event using actions, descriptions,
thoughts/feelings, and dialogue.
Stretch the main event using elaborative description.

Content Standard(s) Instructional Decisions /

CCSS.ELA-LITERACY.W.5.3 Reasoning
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner
performance and determines best supports for continued learner growth.

Assessment Instructional Decisions /

Students will be formally assessed while highlighting the action, Reasoning
description, thoughts/feelings, and dialogue on Comparing
Summaries and Fully Elaborated Main Events worksheet.
Students will be formally assessed again when the teacher reads
students stories on their google doc.

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

Materials, Resources, and/or Technology Instructional Decisions /

Smart board Reasoning
Comparing Summaries and Fully Elaborated Main
Events worksheet
Students will need laptops
Slideshow introducing main event criteria
Checklists for students

Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Part One: Launch (15 minutes) Reasoning
1. The teacher will introduce the lesson objective.
2. The teacher will introduce criteria of the main event using
previously made slideshow.

Questions to ask students in part one: We have worked

on good beginnings, elaboration on the setting, and
elaboration on the characters. What do you think we will
work on today? When does the main event take place? In
comparison with the rest of your story, how much space
should your main event use? What is the main event in
Night Of the Twisters?

Part Two: Explore (20 minutes)

1. The teacher will handout the Comparing Summaries and
Fully Elaborated Main Events worksheet to every
student.
2. Students will highlight action, description,
thoughts/feelings, and dialogue.
Questions to ask during part two: What did you do? What
did you see, hear, feel, and smell? What did you say? What
did you think or feel, wonder or worry? What did you notice on
this handout after you were done highlighting? Did the author
use a list or a quick summary? Did the author use all of the
good writing tools?

Part three: Summary (20 minutes)

Part three will be time for the students to work on their stories.
Students will be asked to highlight components in their main
event so that the teacher can see that they are included.
Meeting students needs (differentiation, extensions, Instructional Decisions /
modifications, accommodations) Reasoning
One student requires the teacher to wear a microphone
so they can hear.
One student will most likely need further instruction. For
this student going over the slideshow independently will
be needed. This student may also need guidance while
writing the story.
Using a slideshow, worksheet, and checklist will provide
students with multiple resources while writing their
stories.

Field Course Only Post lesson

Reflection
After reading their stories following the lesson, I found that eight
students nailed the main event, eight students needed just a little more
guidance, and five students needed quite a bit of work. For the eight
students who needed just a little more, I provided suggestions on their
stories and that was all that was needed. Out of the five students that
needed a lot of work, three had missed the lesson on the main event
because of band. For these students I went through the lesson again in
a small group. The three students who missed because of band were
then able to apply and balance the techniques for the main event. For
the remaining two students I will continue to provide feedback and work
with them one on.
Teaching Standards and Rationale
Standard #2: Learning Differences 2(a)- Giving a presentation,
providing a checklist, and having students complete two worksheets
offered multiple ways for students to learn how to write a strong main
event. The two worksheets and the students stories provided them with
multiple ways to demonstrate their learning.
Standard #3: Learning Environments 3(q)- By giving students
respectful feedback on their stories and on their worksheets, this
standard is addressed.
Standard #4: Content knowledge 4 (a)- For representation and
explanation I used a presentation, worksheets, a checklist that we
discussed as a class, and suggestions on their stories. Students
received multiple representations and explanations that captured the
key ideas in writing a good narrative and that is why this standard is
addressed.
Standard #11: ISTE standard 11.2 (a)- By using my own computer to
create the lesson and give feedback and students using their Google
Chrome books, I was able to evaluate the effectiveness of this lesson
based on the student's main events. This process helped students
develop their writing skills.
 Artifact #2
Artifact: Elaboration on Setting

Standard: Collaboration

Standard in my own words: The teacher takes responsibility for student

learning, collaborates with learners, colleagues,
families, other school professionals, and
community members to make sure students
grow and to better the profession of teaching.

Indicator: (b) Works with other school professionals

Description of Artifact:
Rationale:
to plan and jointly facilitate learning on
how to meet the diverse needs of
learners.
This lesson took place during my teacher work
sample unit. Students had already completed a
narrative with no instruction as a form of pre-
assessment. This lesson focused on having
students really describe the setting using a lot of
strong details and sensory descriptions.
Instruction in this lesson was given mostly as
whole class where students saw an example of a
well written setting description, they then
created one as a class, and finished by creating
their own well-written setting description in their
own story. Three books were chosen specifically
because they had great setting descriptions and
these were read to the class as well.
This artifact demonstrates my understanding of
standard #10 because there was a lot of
collaboration with my mentor before this lesson
began. This lesson happened closer to the
beginning of student teaching so I had to bounce
a lot of ideas off my mentor before deciding how
I wanted to teach this lesson. We talked about
how simply showing the students examples of
well written settings wouldnt be enough and
that they would need some practice doing it
themselves. This is when I decided to model one,
 then have them do a setting description together,
and then do one on their own.

Example of Artifact #2 for Standard #10

Name: Program: Elementary Education Course: EDU

Ethan Gouin 450

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

Lesson Date: Lesson Length:30 minutes Grade/Age: Grade 5

10/18

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

Learning Objective(s) Instructional Decisions /

Students will be able to: Reasoning
Describe the setting using elaborative detail and
sensory description.
Content Standard(s) Instructional Decisions /
CCSS.ELA-LITERACY.W.5.3 Reasoning
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.

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

performance and determines best supports for continued learner growth.

Assessment Instructional Decisions /

Students will be formally assessed while contributing to Reasoning
the setting on the board. Students will also be formally
assessed while writing their stories.

Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
Materials, Resources, and/or Technology Instructional Decisions /
Smart board Reasoning
An example of a well written setting
Students will need laptops
Harry Potter And The Sorcerer's Stone, Cryptid
Hunters, The City Of Ember

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

Teaching and Learning Sequence Instructional Decisions /

Part One: Launch (10 minutes) Reasoning
1. The teacher will introduce the lesson objective.
2. The teacher will show the chosen examples of a
well written setting (one on a slideshow and three
book examples).

Questions to ask students in part one: Who has

a beginning that introduces the setting? (everyone
should) What do you notice about this example of
creating setting?

Part Two: Explore (20 minutes)

1. The teacher will write a setting on the board.
2. The teacher will then ask students to help
describe the setting using strong adjectives and
sensory descriptions.
Questions to ask during part two: Part three:
Summary
Part three will be time for the students to work on their
stories. Students are instructed to highlight
similes/metaphors and the setting details they used.
Meeting students needs (differentiation, extensions, Instructional Decisions /
modifications, accommodations) Reasoning
One student requires the teacher to wear a
microphone so they can hear.
One student will most likely need further
instruction. For this student going over the
slideshow independently will be needed. This
student may also need guidance while writing the
story.

Field Course Only Post lesson

Reflection
After look at their stories it appears that 18 out of 22 of the students did a
good job using sensory descriptions while elaborating on their setting. I
noticed that a lot of their descriptions seem like a list so a lesson on good
sentence beginnings will be needed. 4 students needed further guidance
with their setting so I commented on their google documents with some
suggestions. This helped two of those four students and the remaining two
need more time to work on theirs. This lesson went really well, if I were to
teach it again I would come up with an end result to guide me for when the
students helped write the setting as a class. It was a little difficult steering
them in the right direction because they all had different ideas. Not having a
finished product in mind made it difficult to organize their responses and
made the lesson go a little longer than planned.
Teaching Standards and Rationale
Standard #1: Learner Development 1(a)- After assessing their pre-
assessment narratives I knew that work needed to be done to improve their
setting descriptions. This is why a lesson on setting descriptions was
needed. I also was able to assess students again while they wrote their
setting descriptions and was able to give further instruction on a one to one
basis.
Standard #6: Assessment 6(d)- By providing students with several
examples of a well written setting students received several examples of
quality work. Commenting on their stories allowed me to give effective and
descriptive feedback on their settings.
Standard #7: Planning for Instruction (d)- After reading the students pre-
assessment narrative and their settings in their spooky stories, a need for
instruction on how to elaborate on the setting was apparent.
Standard #11: ISTE standard 11.2 (a)- By using my own computer to
create the lesson and give feedback and students using their Google
Chrome books, I was able to evaluate the effectiveness of this lesson based
on if they used strong elaborative details in their settings. This process
helped students develop their writing skills.