The Showcase Portfolio for Student Teaching

Profile Student Teaching ClassroomName: Vicki Judge School: Perry Meridian Middle SchoolHometown: Speedway, Indiana City: Indianapolis, IndianaMajor: English Education Average Class Size: 25License: Secondary English Education Cooperating Teacher: Mrs. Lesley McDougalSchool: Ball State University Ball State Supervisor: Mrs. Becky GentryLocation: Muncie Indiana

II. Introduction

Welcome to my Showcase Portfolio for Student Teaching. This portfolio

documents my competence and accomplishments in the teaching field. It is a

continuum of work that demonstrates my growth, displays my

accomplishments and showcases my achievements as an educator. During

my time at Perry Meridian Middle School I have had opportunities and

experiences that have enriched my learning. I have participated in weekly

professional development “clusters”, taught large group and small group

instruction, performed classroom and non-instructional duties, and observed

in classrooms throughout the school. By interacting with other teaching

professionals, I have established my own beliefs and understanding of how

to be the most successful teacher. Also, during my experience I have had

the chance to design individual lessons, a unit, and rubrics utilizing different

instructional strategies.

This experience has also opened my eyes to the real-world challenges

that teachers and students face everyday. Some problems, such as weather

conditions and environmental factors, are out of the teacher’s control. For

example, this year’s unusually harsh winter forced an unprecedented

amount of snow days onto Perry Meridian Middle’s academic calendar. The

never ending rounds of high-stakes testing, both on the national and state

level, left parents, teachers and students wondering how they would make

up for all the lost instruction. The solution to this problem, adopted by the

Metropolitan School District of Perry Township, included an additional 38-

minutes tacked onto the end of every school day. This seemingly small

addition reeked havoc on teacher and student’s schedules. It also

represented a larger issue in education – the little things truly matter. I have

experienced the highest highs and the lowest lows associated with the

student teaching experience. However through all the highs and lows, I am

appreciative to have been afforded this opportunity. Share in this experience

by reading through my Portfolio Showcase, and allow me to demonstrate my

growth and achievements as an educator.

III. School Demographics and Classes Taught

Perry Meridian Middle School is apart of the Metropolitan School

District of Perry Township, which serves the southern part of the city of

Indianapolis, Indiana. According to the Indiana Department Of Education, the

Perry Township School Corporation educates over 14,000 K-12 students with

two high schools, two middle schools, two 6th grade academies, and 11

elementary schools.

Indianapolis, Indiana has a population of approximately 820,000

citizens. The city has many things to offer and it includes: The Children’s

Museum of Indianapolis; the Indianapolis Zoo; Indianapolis Motor Speedway;

White River State Park; Lucas Oil Stadium; Soldiers’ and Sailors’ Monument;

Victory Field; the NCAA Hall of Champions; Indianapolis International Airport;

High-end Restaurants; Indiana World War Memorial Park; Indiana Central

Canal; Bankers Life Fieldhouse; and many more tourist and residential

attractions. Indianapolis boasts itself as the 13th largest city in the United

States. Other School districts in the city of Indianapolis include Indianapolis

Public Schools, MSD Lawrence Township, MSD Pike Township, MSD Decatur

Township and MSD Wayne Township.

During the 2012-2013 school year, Perry Meridian Middle School’s

enrollment was at approximately 1,056 students. Included in that enrollment

are special education students, general ability students, high ability and

English language learner students. PMMS has a library, media center, fully

equipped lunchroom and kitchen, a clinic, a front office, a multipurpose room

and two gymnasiums.

The composition of the student population shows some variation in

ethnicity. 738 students, or approximately 69.9%, are Caucasian. The second

largest ethnicity is Hispanic, followed by Asian, African American, Multiracial,

and finally American Indian. Single and two parent homes are present in the

student population. The Free and Reduced Priced Meals are a reflection of

the socioeconomic levels of the students as well. 488 students qualify for

free meals, 82 receive reduced price meals, and the other 486 pay full price.

This indicates that although the school is slightly racially homogeneous, the

financial makeup of the students and their families varies greatly.

The staff of Perry Meridian Middle School includes one principle, one

assistant principle, an athletic director, two discipline advisors, multiple

guidance counselors, 56 general and special education teachers, a media

specialist, a resource officer, two librarians, three secretaries, instructional

assistants, interventionist assistants, custodians and cafeteria assistants.

The staff at PMMS is certified in CPR, AED, and Bloodborne Pathogens.

The PMMS learning community is one that is determined to give each

and every student the best educational experience possible. The staff,

administration, and aids that work there bring their best everyday, and the

student body rises to the high expectations set for them. It is an enjoyable

place to be employed, and to learn from.

Classes Taught

During the spring 2014 semester, my student teaching assignment

was at Perry Meridian Middle School working with grade 8 Advanced

Language Arts students. I taught a total of four advanced classes, one

advisory classroom and aided my cooperating teaching in two IDEA classes.

The average class size was 25 students. Students came from a variety of

backgrounds and experiences. Reading and analyzing literary and non-fiction

texts and writing were large focal points in all four Advanced Language Arts

classes.

The students in Advanced Language Arts are highly-capable learners.

This means they intrinsically have the capacity to perform the level of work

necessary for the advanced curriculum. However, the skill set varied widely

in their ability to read and analyze literary and non-fiction texts, ranging from

average to above average. Between all four classes, students universally

struggled in some degree with main idea identification, vocabulary

comprehension, and writing.

My duties included teaching four periods of Advanced Language Arts,

one advisory classroom, and aiding my cooperating teacher in two IDEA

classes. Along with instructional duties, I also participated in weekly

professional development “clusters”, hall monitoring and bus duty. Grading

assignments and assessments, attendance, and creating lesson plans were

also apart of my responsibilities as the classroom teacher.

IV. Philosophy of Education and Discipline

My desire to become an educator does not end with achieving the title;

in fact it just begins there. I aspire to be a facilitator of conversation, a

confidant to students, a cultivator of literate minds, and subsequently the

director to future literary discovery. I seek to demand the best out of all

students, and will provide the step to which they will place their foot upon;

therefore creating the foundation for future educational success. The

classroom provides me the opportunity to arm every student with the tools

to understand themselves as both learners, and empowered human beings.

Education is a continuum that begins and ends with the students, and I must

strive to diversify my approaches in order to best benefit their gain as the

learner. I will create an environment that will boost the confidence amongst

my students, but also create the stability for which great learning comes

from. Lastly I will always treat my students and coworkers with the same

professionalism that I would expect given to me. I am not only teaching my

students a content area, but also how to conduct themselves in a way that is

applicable to their real life.

To do all of these things above I must be an effective teacher.

Becoming a classroom teacher takes more than passion; it takes dedication

to perfect the craft of teaching. An effective educator utilizes the best

practices and strategies to create the best instruction; instruction based on

the interest and the needs of students. Also an effective educator does not

just create, but also provides the students with the tools to build the learning

environment they want to participate in. An environment where every

student has the resources and opportunities they need. An effective

educator incorporates many modes of formal and informal assessments.

These two types of assessments provide the effective educator with the

authentic data to accommodate future lessons.

Reading – literary and informational – texts, writing, speaking and

listening, and language are equally emphasized in the Language Arts

curriculum. The effective educator uses state and national standards to be

the format for which instruction is based. Standards-based education allows

the teacher to create an on-going learning cycle. This cycle ensures that all

students learn and master the grade-appropriate academic standards. An

effective educator frames the focus of instruction toward leading students to

engage in their learning and mastering grade-level expectations.

Philosophy of Discipline

Discipline and classroom management exist as an additional learning

experience for students. Good discipline should come from a desire to teach

students to self-assess and self-regulate their own learning and behavior. A

student who is well-disciplined in nature understands what is socially and

personally acceptable within their social community. Good discipline should

also be based upon mutual respect for the learning environment of those

around them. Students should feel responsible for creating and maintaining a

classroom environment conducive to learning. The well-disciplined student

understands that disruptions during learning is unfair and unproductive to

the classroom’s communal objectives. Effective classroom management

helps ensure student success in regulating their behavior by eliminating

many unnecessary problems within the classroom.

I find that for my philosophy of discipline and management to be

realized in the classroom, rules and guidelines must be made in collaboration

with the students for whom will be most affected. From an adolescent

standpoint, the secondary levels are a time of great personal discovery, as

well as dramatic physical and cognitive changes. Naturally curious and

rebellious, discipline and classroom management strategies for a secondary

classroom are best served with a helping of understanding to support their

presence. If students are able to realize why a certain action or reaction,

within the classroom, is inappropriate they are more likely to self-regulate

their behavior. If rules and guidelines are made in collaboration, students are

also more like to take ownership of themselves.

When a student misbehaves in the classroom, the reaction of the

teacher should match the behavior. Small problems, such as disruptive side

conversations or off-task behavior, can be dissolved by closing the proximity

between the teacher and student. More severe, or especially out-of-

character behavior, should be handled with care and consideration to

student and incident. It can be tempting to be placed in a situation where a

student misbehaves, verbally reprimand the student and move on. This

method of discipline lacks purpose and in fact does not fix the undesired

behavior. In fact, it tends to postpone the said behaviors’ inevitable return in

the future. If something severe enough occurs, the teacher should have a

private conversation with the student. In this conversation the teacher

should express interest in why the student behaved, and together the

student and teacher should come up with other possible reactions.

Ultimately rules and guidelines are for safety, ensuring all students

have a positive environment in which to learn from. Yelling, screaming, force,

and unnecessary tension do not need to occur for students to behave.

Students who are engaged in what they are learning are less likely to engage

in disruptive behavior. For those students who do misbehave, there is a

model for which teachers should approach discipline.

V. Weekly Goals and Reflections

January 13- 17, 2014#3 Understand how my students differ in their approaches to learning. #9 Establish a professional relationship with my colleagues at PMMS.#10 Begin to foster a relationship with my students and their parents.

January 20-24, 2014#6 Focus on activating prior knowledge in students by relating their previous experiences to ones within a pre-reading text. #9 Observe outside of my cooperating classroom and reflect on the educational strategies and methods being utilized by the cooperating teacher.

#8 Incorporate some different formal/informal assessment strategies beginning this week.

January 27-31, 2014#6 Continue to utilize the assessment date collected from last weeks’ home learning assignments. Use when differentiating future lesson plans. #4 Diversify my approach to student learning this week in a variety of activities. #7 Create purposeful learning activities based on the MOST attributes that students must address this week. Take into consideration factors outside of my control, such as weather conditions and environmental factors, when planning this weeks’ instruction.

February 3-7, 2014#5A Manage my transitions with more command and purpose. #5B Call on volunteers and non-volunteers this week during classroom discussions.#8 Work in some different forms of informal/formal assessments.

February 10-14, 2014#2 “Chunk” material in the pre-reading stage and better frontload complex texts. #4 Use better modeling technique when introducing, reviewing and instructing.#8 Use a rubric as a formal assessment model.

February 17-21, 2014#5A Learn to pace each day’s lessons correctly to maximize instruction time. #4 Allow students to apply their knowledge on a modeled reading comprehension strategy from last week -- “Story Notes”. #5A Utilize better transition techniques.

February 24-28, 2014#3 Select resources to meet a range of individual needs. #5A Gauge as to when to cut one activity off and to begin another by improving my pacing. #7 Integrate purposeful learning activities into short and long-term instructional plans

March 3-7, 2014#5A Preform all non-instructional duties with vigor and enthusiasm.#9 Be highly-reflective on the professional feedback I have been given.#7 Observe the administration of the ISTEP test.

March 10-14, 2014#9 Continue to be reflective on critiques and feedback I receive during the remainder of my placement. This only stands to make me a better teacher, inside and outside of the classroom. #7 Think critically about the activities used for the end of the novel unit.#9 Dedicate time and effort over the intermission break to completing my Portfolio and LAMP requirements.

March 17-21; March 31-April 4, 2014 (Intersession Break) #9 Professional Growth (includes student teaching requirements and portfolio). Complete my LAMP Project, complete my suicide prevention training and pass the PEARSON Pedagogy test. #3 Review materials, strategies, and activities to bring back to the classroom after Intersession Break.

April 7-11, 2014 #1 Demonstrate my knowledge of content during this week’s grammar review#4 Clearly explain the reflective writing exercise#5B Review appropriate behaviors for the IMC

April 21-25#9 Complete my final Video Analysis #9 Finish my student teaching showcase portfolio#9 Reflect on these last 16 weeks

VI. Observations

Date - February 12, 2014Mrs. Dever, 7th grade, IDEA Language Arts

INTASC Standards serving the purpose of the observation:

#2 The student teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

#5 The student teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom.

On Wednesday, February 12, 2014, I was able to sneak away from my advanced 8th

graders to observe some advanced 7th graders. Mrs. Dever, the Advanced and IDEA teacher, allowed me to sit in with her 7th grade IDEA class. One of the immediate challenges coming into my student teaching placement was learning how to curve instruction to advanced learners. Too easy and they’ll pass without much effort. Too hard and I take the risk of turning them off from something they are naturally talented at. Therefore Mrs. McDougal thought it best to gain some exposure with advanced students at a different point in their education.

Mrs. Dever was very receptive to having me come into her classroom and I was interested to see how this small peppy woman could command a classroom of 25+ rowdy adolescents. I also went into this observation with two things in mind: how does she use purposeful classroom management strategies to create the most productive learning environment and what sort of differentiation does she use to make the curriculum most useful to her students. As I walked in I observed the classroom’s SmartBoard and saw the agenda for the class period. First, students would work on their SAT word vocabulary sheet. Second, Mrs. Dever was going to talk to the students about their participation in an on-going journaling project. Lastly, students would be provided work time for their “Article of the Week”.

For these reasons, I chose to observe how Mrs. Dever demonstrates INTASC principles #2 and #5, which explains how she differentiates approaches to learning and understands both individual and group motivations towards learning.

Middle school has become a setting that I can see myself teaching in for a long while. Therefore it is my responsibility to know all that I can in order to be the best teacher to my students. Observing Mrs. Dever seemed like a good fit, and a smart choice. She has the natural ability to draw anyone into a conversation, student or adult. What I first observed was how easily she took command of the room. I have learned the hard way is that it is no small thing to be able to do that. It takes a mixture of time, skill and purposeful thinking.

Once the bell ceased, Mrs. Dever called the student’s attention. The small numbers of students still chattering were gathered by a simple nod from Mrs. Dever and they were off. Per the agenda, students pulled out their vocabulary sheets and began copying the SAT words to their running list. I was immediately impressed that students knew exactly what to do as soon as she said, “Go”. Mrs. Dever allowed a small amount of chatter to continue throughout the SmartStart, but never above a low roar. As the students copied, Mrs. Dever walked around to each cluster and talked to, what seemed like, a select group of students. This type of purposeful circulation is something I can take with me. This also demonstrates Mrs. Dever’s use of directions and procedures. Students knew exactly what to do and how to do it.

The physical layout of Mrs. Dever’s classroom also speaks to her purposeful use of classroom management. Speaking in terms of classroom size, hers is relatively

small. However, Mrs. Dever makes up for it in the way she lays out the 25+ desks into horseshoe clusters. These clusters, all numbered above off the ceiling tiles, are arranged in horseshoes of 8. This allows for Mrs. Dever to walk into any cluster and be faced to face with any student. It also keeps any student from ever having their back to the SmartBoard. I thought this was both clever, and a great use of space. I planned to take this with me into the future.

Where I saw differentiation of curriculum was in the second part of the class period. From what I could tell, this was a catch-up day. Students had the option of completing their “Article of the Week” or choose to do corrections on an earlier assignment Mrs. Dever passed out earlier in the week. This struck me as a great way to allow students to work at their own pace, and use their own critical thinking to correct work. Also, 7th grade students are fitted with personal 1:1 laptop devices. Mrs. Dever allowed them to work independently to find the resources they needed to complete their assignments. This demonstrated her setting gifted-level expectations out of her students, and allowing them to achieve this through independent study.

Many of the students however still needed direction on how to reword or correct their existing answers. The skill of revision can be very difficult for students. And even though these students are naturally gifted, this skill is complex and requires a large amount of critical thinking. As I continued to observe Mrs. Dever, I noticed that she spent time in each cluster to check the progress of each student. This demonstrated to me Mrs. Dever’s ability to provide individualized instructional opportunities.

This independent study also reaffirmed something I had previously noticed in my 8th grade classes. Advanced and gifted learners are actually excellent teachers. During work time, if Mrs. Dever was already occupied or otherwise unavailable, I observed several students able to turn to their neighbor and ask for help. In return, the neighbor was usually able to explain the question or concept in a way that was helpful. This demonstrated to me a classroom that was conducive to all types of learning.

Date - February 17, 2014Ms. Peyton, 7th and 8th grade, English Language Learners

INTASC Standards serving the purpose of the observation:

#3 The student teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners

#5 The student teacher uses an understanding of individual and group

motivations and behavior to create a learning environment that encourages positive social interaction in the classroom.

On Monday, February 17, 2014, I was given the opportunity to take a break from advanced learners in order to see how the other half live. Ms. Peyton allowed me to observed ½ of her 90-minute block of English Language Learners. This particular group of students featured ELL students on the lower end of the English Language spectrum. Ms. Peyton however is not just an ELL teacher; in fact the rest of her day is spent teaching general 7th and 8th Language Arts learners.

I was immediately greeted by a wave of smiles and questions from these students, “Who are you?”

“Where are you from?” And my personal favorite, “Are you our new teacher?”

Unlike my own students who are used to my presence in the classroom, it takes other students a few moments to adjust to me being in their space. Ms. Peyton seemed to allow their curiosity to flourish until the second bell rang, and class was signaled to begin. At the front of the room, the SmartBoard was pulled up to their Smart Start. On this day, students were exploring the use of Idioms in the English Language Vocabulary. It is not surprising that students on the lowest end of the English Language spectrum would struggle with idioms, and their place within out language.

Ms. Peyton began class with directions to pull out their Writing Journals and begin to decode the idiom within this sentence, “My car cost an arm and a leg”. The directions on the board told students to a) Determine what the idiom “an arm and a leg” meant and b) What it meant within the sentence.

Several students, still riled up from my presence in the back of the room, found it hard to focus. It seemed to that it was a combination of factors, but regardless Ms. Peyton did not allow the behavior to go for long. She sent one student to the hallway to calm down, and with directions to not return until she came out to get him. This demonstrated to me her ability to respond immediately to student misbehavior.

Even when students were instructed to work independently, I observed several who continued to talk during and after instructions. Ms. Peyton came back to speak with me and when she did she was able to clarify the “constant stream of translation”. Ms. Peyton explained that a handful of students in the classroom know a very limited amount of English, and those other more advanced students in the classroom work as translators. During large group discussions, there is always a low roar of students translating back and forth.

Stations were next up for the day’s agenda. There were three stations set up throughout the room for students to participate in. One station used a 1:1 vocabulary based activity to work on vocabulary comprehension. The second

station was a place for students to sit and read the Article of the Week. The last station was a ”popcorn” read aloud of Number the Stars led by Ms. Peyton.

Through the first cycle, I sat and listened as Ms. Peyton and the students read through Number the Stars. Ms. Peyton led the reading by modeling fluency for the students. She then passed the reading to the left. One by one, each student read a page or so of the novel. Most started off quietly, apprehensive to make a mistake in front of Ms. Peyton or their classmates. However, by the end of their turn, each student seemed to gain more and more confidence in their abilities.

I was able to witness Ms. Peyton’s ability to create instructional and learning opportunities for diverse learners. Ms. Peyton’s choice of book was age and level appropriate to her student’s needs. Also, even when reading along with her station, she was still able to maintain the behavior of every single student in the room. With early intervention, she stopped any small disruption.

VII. Videotape Analysis

Date – April 14, 2014

On Monday, April 14, 2014, I taped myself during first period. Monday’s overall goal was to continue to practice grammar, punctuation and convention skills, introduce the poetry portfolio, reflect on poetry, and visit the IMC (library). The INTASC principles I planned to demonstrate in this video were principles 1, 4, and 5B. More specifically, I planned to demonstrate my knowledge of content, a variety of instructional strategies, and establishment of behavior expectations. My first goal was to review and model the location and explanation of a pronoun/antecedent relationship. My second goal was to clearly explain the reflective writing exercise, and to establish appropriate behavior expectations for the IMC. A secondary goal to this lesson was to also monitor student behavior through the use of formal and informal modifications.

In this short video clip, I began instruction with the daily Smart Start. Over the last four weeks, the entire Perry Meridian Middle School has been explicitly preparing students for the second round of ISTEP. This day’s Smart Start focused on the identification and relationship between pronouns and antecedents. Per the procedure established by my cooperating teacher, I too begin the day’s instruction at the front of the room. However at the beginning of the video, I am out of view having a quick conversation with a student who was absent the previous day. Students can be seen sitting in their clusters and talking quietly. The lesson begins

with an informal introduction, “Okay guys so before we do our Smart Start we are going to talk about antecedents. Does anyone know what an antecedent is, without looking on the white board”? I then called on a volunteer who raised their hand. The volunteer did read the definition on the white board, which I half expected given my choice of introduction. Next, I review the definition of an antecedent and the example written on the adjacent whiteboard.

My next sets of instructions were to read through the pronoun/antecedent handout and determine the two’s relationship. I gave students a very small window of review, and allowed them to work independently. During the independent work time, I can be seen on and off-camera checking student work for accuracy. After the four minutes were up, I gathered student attention by going back to the front of the room. I modeled reading the first sentence aloud and gave students their three answer choices: antecedent, no antecedent or not clear. First, when I looked up, off-camera a student raised her hand and shook her head “no”. I chose to build off her recognition by calling on her. Second, I tried to encourage all learners to volunteer answers; whether they were unsure or not. Also, I used affirmative phrases such as “Perfect”, “YES!” “Good” and personal affirmations. Third, I modeled the thinking necessary to identify antecedents by referencing them within the sentence. For example, “The audience clapped its hands. Who’s the its? The audience.”

At the end of the exercise, I transition to the next activity. Students put their Smart Start away and pulled out their poetry from Friday. Students are instructed to take out their poetry and a writing utensil. As students are transiting, I walk around the classroom and assess how many students have their poems. Then as I go on to explain the assignment, I acknowledge those students who failed to bring in their poetry. I read the two reflective questions aloud and expand on what exactly I am asking students to do. I give them their two reflective questions, and a time limit. You can see me walking around, on and off-camera, monitoring student behavior and participation in the activity. In the video, you see one young student pass a pencil to another student. As I am off-camera, I notice this misbehavior. I then relocate myself for a moment to speak with the student quickly, and then place myself again at the front of the room. Then I take myself next to the second offending student. The video cuts out shortly before I collected the poetry and assigned the home learning assignment.

The degree to which I accomplished my goals was varied. First, I do believe I was able to explain the pronoun and antecedent relationship. Therefore demonstrating my competency of INTASC principle number one and my knowledge of content. However, what I believe I can improve on is my fluency of instruction. I witnessed possibly my world habit, “um”, “so” and “guys”. I wonder if I was nervous to the camera, or unprepared for student ability level. This was the first time they students and I had actually practiced pronoun/antecedent relationships, although I was assured they had practiced them before. Nonetheless I do thing that I accomplished my goal of demonstrating my knowledge of a content

objective.

The degree to which I accomplished the second and third goals was not fully captured on film. My recording device stopped a few minutes shy of the IMC instruction. However, the focal point of INTASC principle 4 is the use of a variety of instructional strategies. I was able to demonstrate a variety of instructional strategies such questioning strategies, modeling, use of technology, instructional handouts and visuals. The questioning strategy I used was the calling on volunteer and non-volunteers. I can improve on my use of this strategy by calling on a wider variety of students. The second instructional strategy, modeling the answer, can be seen throughout the short video clip. After calling on student volunteers and non-volunteers, I modeled the technique for identifying the antecedent’s relationship to a pronoun. The example I used earlier was, “The audience clapped its hands. Who’s the its? The audience.” This demonstrates my ability as an educator to model the metacoginitive processes needed to answer this question.

Lastly, had it been included in the video, I would have shown my ability to design behavior expectations for the IMC. However, the video does preview my ability to demonstrate transition expectations. In transition from the Smart Start to the poetry reflections, students knew exactly what was expected, “What I want you to get out right now is your poem from this weekend … All you need on your desk, right now, is your poem and a writing utensil.” These purposeful and specific directions gave students expectations, in preparation for the next activity.

An example of personal idiosyncrasy includes holding tangible products of work or instructional aids. In my video, and upon further reflection, I notice that instructional aids can often been found in my hands. These aids can either hinder or enhance instruction time. In this particular video clip, the instructional aid hindered the fluency of my speech. I notice that I often check back for accuracy in my answers and to provide feedback. Another idiosyncrasy of mine is the use of my hands during expression. I use my hands to express emotion and importance. My voice is another idiosyncrasy. During the early morning classes especially, I tend to influx my voice to the progression of the activity.

If I could do anything differently to set the mood or climate for learning I would establish a more authoritative attitude from the beginning. The introduction to the Smart Start would have gone along smoother with a more established script. If I would have had more time to prepare, I believe I could have narrated a more instructionally sound introduction. My questions were pre-determined with the instructional handout. However, I believe I was able to rephrase questions to alleviate confusion for students.

One weakness I observed during my video analysis is my use of non-essential “uhms”, “guys”, and “okay”. An effective teacher does not need to use vocabulary fillers in their instruction. The use of the vocabulary filler “guys” is something that I have struggled with. These non-essential vocabulary fillers

impede the clarity of my instruction and distract from my professional presence. In the future, I hope to be more conscious of vocabulary fillers, and be even more conscious on correctly this speech pattern. A strength I observed during my video analysis is my ability to transition between multiple learning activities. Today’s instruction had three major components: grammar and conventions practice, poetry reflection, and an IMC assignment. On IMC days, time in the classroom is cut short. Therefore instruction time in the classroom is precious. Effective transitions, and quick but purposeful pacing, allowed students to get through their entire daily agenda.

Going forward I hope to use this observation as a reflective learning experience. The take away message is to continue to steer away from vocabulary fillers, and demonstrate more of a command during instruction time. Maintaining pace was an advantage, while I still struggle with calling on a wider variety of students during question/answer time. Overall, this was a learning experience that I can take with me into the future. Date – April 15, 2014

On Tuesday, April 15, 2014, I taped myself again during first period. Tuesday’s overall goal was to continue with this idea of identify within poetry and reflect on its relevance to our lives. The INTASC principles I planned to demonstrate in this video were principles 1, 3, and 5A. More specifically, I planned to demonstrate my knowledge of content, my understanding of expectations for learning and achievement, and my management of pacing and transitions. My first goal was to demonstrate my ability to lead students in selecting the best grammatical option for a sentence. My second goal was to clearly state my expectations for learning and participation in the day’s activities, and lastly maintain a steady pace and rhythm during transitions. A secondary goal was to improve upon the things I wrote about in my previous observation.

In this short video clip, I began instruction with the daily Smart Start. Like the previous day’s Smart Start, the last four weeks have been in preparation for the second round of ISTEP testing. The coordinated effort by Perry Meridian Middle School has been to explicitly prepare students for both the grammar and multiple-choice assessment model found on the test. Today’s Smart Start focused on identifying the best correction to five grammatically incorrect sentences. Per the procedure established by my cooperating teacher, I too begin the day’s instruction at the front of the room. Today I am in view of the camera and begin the day’s instruction by corralling student attention immediately after the bell rings. I tell students that today’s Smart Start is connected with the previous days and review the steps for completing it. After students are done, they are given the expectation to read their IMC book.

After several minutes, and three passes around the room, I notice that most people are finished with their Smart Start and reading their IMC books. I do the “class clap” in order to gain student attention. But first, I mention in a soft voice,

“Okay take one more minute to finish up the page of your book and get ready to review your answers to the Smart Start.” After that moment had passed, I do the clap and we begin reviewing the material. Students struggle with one question in particular, but I am able to clear up confusion with little problem.

After the Smart Start, we transition towards the discussion of the poem “Identity”. We only spend a few moments reading the poem aloud and analyzing the two questions at the bottom of the handout. I then collect the poem by using a transition technique I have picked up from my cooperating teacher. I stand in the corner of a room and say, “Okay, the person with the longest hair please bring me your entire cluster’s handouts from last night.” Once all of the poems are collected we move towards the “The Little Boy” poem.

With this poem, I front load with the same questions we have been using for all of the poems we have previously looked at,

“What do you know about this poem?” “Does anything stand out about it?”

Students volunteer a variety of answers, but I focus on the person who says it is “long like a story”. I piggyback off this comment and tell students it is in fact a narrative poem because it tells a story about the character. I then read the poem aloud and as a series of four pre-determined questions by Mrs. M. The students and I move quickly towards the final activity, however my video shuts off.

The degree to which I accomplish my goals are varied. First, I do believe I was able to explain the relationship between the correct multiple-choice answer and its reason why. However, I still struggled today with the effectiveness of my communication. Those vocabulary-fillers still interrupted my speech every once in a while. I believe that I may be sensitive to this behavior because my previous observation was only last week, but it is something I will continue to watch out for.

The degree to which I accomplished by second and third goal was more positive. I believe I clearly maintained expectations for student learning and achievement through the use of the guided Smart Start and clear instructions for what students were to do when they finished. My last goal was my biggest success by far. Despite a packed agenda, I was able to maintain a steady pace and the class was able to complete all of the planned activities.

An example of personal idiosyncrasy in this video analysis includes relying on the wall clock to often to check my time. Effective pacing comes with an awareness of how long each activity needs to last before moving on to the next thing. I noticed myself several times breaking eye contact with students to look up at the clock behind me. This not only broke my concentration, but distracted from the learning environment. Granted it was first period and I was not the one planning instruction, but a better strategy for keeping track of time may be in order to curve this tendency.

If I could do anything different to the mood and climate for learning I would maintain a better sense of order between the time students enter the room and the tardy bell rings. The video in the back of the room caught some students off guard, and I was able to witness some of the little things they do when a teacher is not looking. Things such as poke another student walking by or taking their books off the desks can lead to a bad start to the instructional period.

Going forward I would like to continue to record and track my progress on all of the INTASC principles. By recording and critiquing my performance in the classroom I am performing my own evaluation of my professional development.

INTASC One: Understands Content

The student teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning

experiences that make these aspects of subject matter meaningful to students.

INTASC Principle OneArtifact #1: LAMP Resources List

During my LAMP unit, I made a list of resources that were used in the

classroom to help students better understand the content. All of the handouts that

I made were ones that I created, or were made in reference to handouts created

and cited on this resource list. I used books, Web sites, images and blogs to help

students better understand the content.

By creating a list filled with educational and interest-based texts and

resources, I learned a lot about what it means to build an entire unit. The

resources labeled for the teacher were all textbooks, websites, and blogs

dedicated to perfecting writing and vocabulary instruction. These resources not

only helped build this unit, but I can use these resources when crafting future

units. The resources labeled for students were short stories, articles and even a

movie trailer used to build student understanding of upcoming content. I learned

that students needs a variety of opportunities to apply their understanding, and to

activate their prior knowledge.

This artifact demonstrates my competence on the INTASC Principle because

it demonstrates my ability to seek out resources and materials that make for a

meaningful learning experience. The “Teacher Resources” offered me the tools of

inquiry to create the lesson plans, handouts and activities used within the

classroom. I was able to take these tools of inquiry and apply them to the student

resources. During my LAMP unit, students were going to read an article about the

site of a massive volcanic eruption and be asked to answer a series of short

answer questions about the article. As a pre-reading activity, my students and I

could have jumped right into a discussion about volcanoes and easily completed

the “K” of a “KWL” chart based on that information. Instead we watched a movie

trailer from the soon-to-be released movie “Pompeii” and used that to spark our

discussion about volcanoes and how much they know about the city of Pompeii.

The movie trailer peaked the interest of my students, activated their prior

knowledge and sparked a lively conversation about volcanoes. By understanding

the content of the article, I was able to reach out to alternate resources to

introduce the topic.

Teacher Resources

501 Writing Prompts. 1st. New York: Learning Express, Web. 2 Apr. 2014.

Burke, Jim. Tools for Thought: Graphic Organizers for Your Classroom. Heinmann Education Books, 2002. Print.

“Circles of Knowledge.” Smeckens Education Solutions, INC. 2014: n. page. Web. 2 April 2014.

Puckett, D. A to Z Literacy Strategies: 70 Best Practice Strategies for Teaching Reading and Writing Across Middle Grades Content Areas. 2008. Web. 2 Apr. 2014.

Writing Prompts. Tumblr, 12 2 2014. Web. 2 Apr. 2014.

Student Resources

Bastille. Pompeii. Bad Blood. Virgin Records, 2013.

Forsyth, Pamela. “From Pompeii to Yellowstone, There’s a Volcano in Everybody’s Future.”. Newsworks. Feb 3 2014: n. page. Web. 2 Apr. 2014.

Obama, Barack. Dreams From My Father. 2nd. New York: Three Rivers Press, 2004. Print.

Robb, Alice. "Why Are We Afraid Of Spiders? There Are Two Competing Theories." New Republic. Jan 14 2014: n. page. Web. 2 Apr. 2014.

Skelton, Renee. "Over The Top." National Geographic, 2008. Print.

Sony Pictures. “Pompeii – Official Trailer – Coming February 2014.” Online video clip. Youtube, 4 Dec 2013. Web. 2 April 2014.

Trivedi, Bijal. "The Spider Man Behind Spider-Man." National Geographic Online. 2 May 2002: n. page. Web. 2 Apr. 2014.

INTASC Principle OneArtifact #2: “The Monkey’s Paw” Research

One of the first lessons I solo-taught was over “The Monkey’s Paw” by W.W.

Jacobs. It is a short story written in 1902, and was recommended by the

cooperating teacher as a “big hit” with the students. I had never previously read or

analyzed the story and so over the weekend I conducted research in preparation

for instruction. The piece was written over 100 years ago, and so I knew there

would be language and content that would be foreign to students. I read the piece

several times, and each time identified vocabulary words and phrases that I knew

would be confusing for students. These words and phrases are circled in pink.

Other notes and references I found are made in black. I also did research on the

author, W.W. Jacobs, and looked for any biographical significance that would

compliment my student’s understanding of the short story. Lastly, as an after-

reading activity students were going to complete a handout to identify the most

important events from within the text. I completed this handout before leading

instruction.

Conducting research on any text I plan to introduce and teach in class has to

be thorough and done well in advance. With the recommendation from my

cooperating teacher, I felt confident that this piece was safe for students to read.

However, in the future I must be the utmost authority on any piece I teach.

Therefore thorough research must be conducted to ensure that all aspects of the

piece are appropriate for students. Also, I must be well-versed on a piece before I

introduce it to students in order to catch points of confusion, vocabulary outside of

student’s lexile levels and to create purposeful questions for discussion.

The artifact demonstrates my competence on the INTASC principle by

demonstrating my willingness to put in time outside of the classroom to build

instruction. The evidence features my handwritten notes on the teacher’s copy of

the text and the after-reading handout students were going to complete in class.

These elements demonstrate my ability and willingness to put in the time

necessary before instruction. I knew the content of the story, established pre-

determined stopping points to clear up confusion, and completed the supplemental

handout beforehand.

INTASC Two: Understanding DevelopmentThe student teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and

personal development.

INTASC Principle Two

Artifact #1: Get to Know You Survey

On my first day of student teaching I presented my students with a

Prezi all about my life. In this Prezi I showed aspects of myself that were

meaningful to me, such as my family, my favorite book, my friends etc. Then

I turned the tables on my students and asked them to share five things about

their lives. On a half-slip of paper, students wrote down 5 things based on a

list of questions at the end of my Prezi. I asked students to tell me 1) what

they did last Saturday night, 2) one thing they did over Winter Break, 3) if

they could listen to only one artist for the rest of their life who would it be, 4)

their favorite book, and 5) one thing they cannot live without. These five

things represented aspects of my student’s lives that could be important

when planning opportunities to build their whole development as learners.

Using a diagnostic survey to begin my placement told me a lot about

my students. The survey showed me some individual character and learning

traits. I learned about their interests outside of the classroom, such as their

afterschool activities. I learned about their musical and artistic tastes. The

surveys gave me a gauge as to which genres of books interest them, and

which students had avoidance to reading all together. I learned about their

extrinsic motivations, such as using technology and socializing. Also, I

noticed distinct differences in reading preferences between boys and girls,

and even individual classes. Some surveys were more telling than others, but

overall this diagnostic tool gave me an abundance of information to pull from

when designing learning opportunities.

This artifact demonstrates my competence on the INTASC principle

because it shows my ability to document student intellectual, social and

personal development as learners, and use it to shape future instruction.

This survey worked two-fold - as an icebreaker activity and as a personality

diagnostic tool. Working as a diagnostic tool, this survey showed me aspects

of each student’s individual personality and preferences. It also helped build

a basis of communication and familiarity between my students and I. Lastly,

it demonstrates my ability to use information to shape future instruction and

discussion topics. With this information I was able to tap into their interest

and reference situations and texts they were already familiar with.

INTASC Principle Two: Artifact #2: Dreams From My Father Prior Knowledge Activity

In order to prepare students for an upcoming reading assignment, I

created a pre-reading PowerPoint discussion activity about President Barack

Obama. For their home learning assignment, students were going to read an

excerpt from the President’s memoir Dreams From My Father. The

PowerPoint featured a picture of President Obama as a young boy growing

up in Hawaii and students were instructed to look at the image and try to

guess whom the little boy was. After identifying the young boy, I activated

their prior knowledge of President Obama before he was elected to the White

House through the use of images and facts.

Through this activity, I learned the value of building contexts before

releasing students to independently tackle a text. In each class, only three or

four students were able to raise their hands and correctly identify the little

boy in the PowerPoint. Even fewer were willing or able to elaborate on

aspects of President Obama’s life before moving into the White House. By

using a PowerPoint to visually show examples of President Obama before he

took office and to recall things they have heard in the media, I activated

their prior knowledge and laid a foundation for their reading.

This artifact demonstrates my competence on the INTASC principle by

demonstrating that I am always thinking about what challenges a text may

present to my students, and tackling it with pre-reading activities. Students

develop at a variety of different rates depending on their age and grade

level. By identifying the reference gap between my students and an

upcoming text, I was able to create an activity to bridge that gap and build

off of things they already knew. It demonstrates that I can pull from even the

smallest element of prior knowledge and create activities based on their

needs.

Class/Grade: McDougal – 8th Date to be Taught: February 11, 2014

Student Name: Vicki JudgeSubject/Topic: Language Arts/ Vocabulary

Common Core Standards: Social Studies: CCSS RH 8.7 – Integrate visual information (e.g. charts, graphs,

photographs, videos, or maps) with other information in print or digital texts. English Language Arts: CCSS RL 8.4 – Determine the meaning of words and

phrases as they are used in the text, including figurative and connotative meanings; analyze impact of specific words choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, and beautiful.

English Language Arts: CCSS W 8.10 – Write routinely over extended period time frames and short time frames for a range of discipline-specific tasks, purposes, and audiences.

Indiana Standards: Social Studies: SS. 8.3.3 – Identify and locate the major climate regions in the

United States and describe the characteristics of the region English Language Arts: EL 8.1.3 – Verify the meaning of a word in its context, even

if its meaning is not directly stated, through the use of definitions, restatement, examples, comparison, or contrast.

English Language Arts: EL 8.4.1 – Discusses ideas of writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

MaterialsK.I.M Strategy Handout Writing Prompt ExamplesDreams From My Father PowerPointDreams From My Father Excerpt

TechnologyELMO ProjectorSmart BoardPhotocopier

Objective o Students will be able to define a word using context clues and

memory cues.o Students will be able to categorize a writing prompt based on its

cue words and intended purpose.o Students will be able to activate prior knowledge in preparation for

an upcoming text.

Motivation/EngagementStudents will create an appropriate titles based on an image featured within the excerpt of Dream From My Father, which they will be introduced to later in the lesson.

Goal for LearnerToday we are going to look at an example of literary non-fiction. Literary non-fiction is a distinct genre of writing in that it describes events as they actually happened, much like a dry biography, but uses tone and mood to set the narrative up more like a story. We are also going to look at a list of vocabulary works and create definitions and memory cues so that we can use these words in our own writing.

Content and Procedure1. Smart Start (8 minutes)

a. Generate possible titles for an image2. Writing Prompt Practice (6 minutes)

a. Purpose: Persuasive, Expository, Narrativeb. Decode

i. Whole class Individual Group Share3. K.I.M (12 minutes)

a. Preview K.I.M wordsb. Review K.I.M Procedure

i. Keywordii. Informationiii. Memory Clue

c. Complete K.I.M handout together on whiteboard4. Introduce Dreams From My Father (12 minutes)

a. Show image of young Baracki. Who can tell me who this young man is?ii. Have you see this picture before? If so where?

b. President Barack Obamai. Raised primarily by his mother and maternal grandparentsii. Father is from Kenya; has several half-siblings all over the

world1. Parents divorced when he was very young

iii. Born in Hawaii + lived in a variety of place (i.e. Philippines).

iv. Studied at Harvard Law, became Junior Senator, elected President of the United States in 2008

v. Cover of the memoirs features pictures of his collective family

vi. Written before he was president; reflects on his heritage and how it focused his future.

5. Home learning: Read and annotate the excerpt; Make 20 annotations

INTASC Three: Understands DifferencesThe student teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse

learners.

INTASC Principle ThreeArtifact #1: Episodic Notes

In the days leading up to this lesson, students read Flowers for

Algernon by Daniel Keyes and completed a Flowers for Algernon packet as a

home learning assignment. The following school day, I collected their

packets and checked for understanding by reviewing their answers. Then we

focused our attention to the development of the main character, Charlie.

Students received an envelope with a celebrity or pop icon inside. They then

had to collaborate with their group and identify three points of character

development within this person and/or character. This activity activated their

prior knowledge and modeled the next activity they’d be completing. My

evidence for this INTASC principle is the episodic note activity. Using the

celebrity/pop icon activity to guide their focus, students worked in groups of

three to identify three sequential elements of character development in

Charlie. Each person had their own half-slip note with instructions to

determine the three most important stages of character development,

illustrate one of those moments into the provided box, and write a short

analysis of which stage shown.

By choosing to incorporate small group opportunities and elements of

illustration and art, I reinforced the idea that students benefit when given a

chance to show and discuss their learning. Although nervous that students

would focus more on the social element of this activity rather than the task, I

was impressed that when given the chance students could perform both. I

also learned that some students flourish when given the opportunity to

produce elements of art in their learning. The time in class given to complete

this activity was limited; this did not deter some students from getting right

to work and completing their elements of illustration and art.

This artifact demonstrates my ability to utilize a variety of learning and

instructional strategies to benefit all learners. The first part of the lesson was

a discussion led by me, and then students had a chance in the celebrity

activity to interact and rely on their partner’s knowledge. This shift from

whole to small group demonstrates my understanding of how students best

apply their knowledge. Students were given several opportunities to create

learning through an array of individual, small group and whole class

discussions. It also demonstrates my ability to pull from a variety of

resources to create a learning experience with real-life applicability. The

celebrity character development activity showed students that a literary skill,

such as character development, extends outside the pages of a book and

applies to the celebrities they gossip about in the hallways. Lastly, I

demonstrate that I understand the students need to practice and apply

content skills in a variety of formats, such as episodic notes.

Class/Grade: McDougal – 8th Date to be Taught: January 29, 2014

Student Name: Vicki JudgeSubject/Topic: Language Arts/Character Development

Common Core Standards: English Language Arts: CCSS RL 8.4 – Determine the meaning of words and phrases

as they are used in the text, including figurative and connotative meanings; analyze impact of specific words choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, and beautiful.

MaterialsFlowers for Algernon textFlowers for Algernon packetDry erase marker/ WhiteboardCelebrity envelopsEpisodic Notes

TechnologySmartBoardPhotocopier

Objective o Students will be able to analyze a literary text for elements of

character development and main ideao Students will be able to identify points of character development o Students will be able to sequence main events

Motivation/EngagementStudents will participate in a small group activity with celebrity examples and connect literary elements to their daily lives.

Goal for LearnerToday we will review Flowers for Algernon and identify elements of character development within the main character, Charlie. But first,

we will identify character development in some of our favorite celebrities and well-known Disney characters.

Content and Procedure1. Smart Start (6 minutes)

a. Multiple-choice practice2. Collect Flowers for Algernon Packets

a. Make sure students have their names on their packets!b. Collect annotated text as well

3. Review answers to questions on Flowers for Algernon Packets (10 minutes)

4. Character Development (5 minutes) a. The change in characterization of a dynamic character,

who changes over the course of a narrative. b. Reference Katniss Everdeen How does Katniss change over

the course of “The Hunger Games”?c. Name three examples of her changing over the book

i. Beginning: girl living in District 12; Smart, but has little power to change her surroundings and those of her friends/family; Loyal and firm in her convictions.

ii. Middle: Volunteers for the Games; Sent to the Capital; questions the necessity of such much inequality between the Districts; Goes into the Games; sees Rue die

iii. End: Defies the Capital to save Peeta and herself; knowingly/unknowingly becomes a symbol for the resistance.

5. Celebrity Activity (10 minutes)a. Pass out sealed envelope with a “surprise” celebrity exampleb. Students identify three elements of character development in

their celebrity examplei. Brainstorm a list; collaborate

c. Recite their list to the classd. Class determine the three MOST important developments

6. Episodic Notesa. Explain the use of episodic notesb. Allow students to choose their own groups

i. No more than 3 per group c. Review instructions:

i. Students have the rest of class to determine three points of character development; sequence them chronologically; assign one to each group member; complete the episodic note

7. HL: Bring back completed episodic notes

Episodic NotesPurpose: Identify most important moments; show cause-effect and organization (Sequence)

1. Determine the three most crucial stages, scenes, or moments in the story.2. Draw in the box what happens and what you “see” in the text. Be as specific as possible.3. Remember: These are notes not works of art: Try to capture the action and important details of the moment.4. Explain (in the notes section) what is happening and why it is important

INTASC Principle 3Artifact #2: Differentiated Curriculum

Solely based on the nature of advanced learners, almost their entire

Caption

curriculum is differentiated to meet their unique needs. However just like any

general Language Arts classroom, there is a necessitate to accommodate

students at their various level of readiness, interest and learning profiles.

Characteristics of a differentiated curriculum include instruction that is

focused on providing an opportunity for every student to explore their

learning and to apply the key concepts of the subject being studied. My

evidence for INTASC principle three is a final text-feature activity students

completed with the aid of their shoulder partner. For several days, students

had been working towards identifying text features within non-fiction

articles. The final activity was more complex that the previous two activities.

It required them to identify text features and make predictions based on

their relevance to a newspaper article. This type of readiness-based

differentiation to student learning demonstrates my ability to make

accommodations based on student skill.

What I learned is that differentiation can take on many forms, and that it

is not a one-size-fit-all instructional strategy. Differentiation ranges from

providing accommodations for students with physical and cognitive

handicaps, to scaffolding student learning towards more and more complex

texts and activities. I learned that differentiation is an instructional strategy

that takes place over a period time. Data and observations of student

learning must be collected before implementing purposeful plans for

accommodation. I also learned that my students innately require plans that

have a capacity for their brightness.

This artifact demonstrates my competence of the INTASC principle by

showing my ability to increase the complexity of activities overtime. I am

able to identify the point where students can be slowly released from my

undivided instruction. It also demonstrates my ability to shape instruction

and accommodate for shifting needs within the classroom. My artifact was

originally not in my instruction plans, however I noticed that students could

use an activity that creates an opportunity them to explore their own

understanding.

Student Name: Vicki JudgeSubject/Topic: Language Arts/ Text Features

Indiana Standards: English Language Arts: EL.8.2.3 – Find

similarities and differences between texts in the treatment, amount of coverage, or

Class/Grade: McDougal – 8th Date to be Taught: February 21, 2014

Common Core Standards: English Language Arts: CCSS RI 8.1 – Cite the

textual evidence that most strongly supports an analysis of what the text says explicitly as well

organization of ideas. English Language Arts: EL.8.2.9 – Make

reasonable statements and draw conclusions about a text, supporting them with accurate examples.

as inferences drawn from the text. English Language Arts: CCSS RI 8.4 – Determine

the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze impact of specific words choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, and beautiful.

Speaking and Listening: CCSS SL 8.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

MaterialsImages for Smart StartText Features Part Two Handout Newspaper Articles

Technology Smart BoardELMO ProjectorPhotocopier

Objectiveo Students will be able to analyze tools for reading nonfiction articles (i.e. text features). o Students will be able to identify text features and understand the importance real life

applicable texts.o Students will be able to generate an appropriate title based on an image’s content.

Motivation/EngagementToday is a day where we are going to apply all of the knowledge we have learned about text features and non-fiction texts. We are going to look at newspaper clippings and by only the text features you are going to begin to make predictions about the content of the article. You’ll be able to test those predictions by reading the actual articles, and creating a summary. Today will also primarily be a partner-work day. I will take a step back and you can collaborate with your cluster mates. Before we begin we will do some review of pre-writing exercises and title generation. Let’s get started!

Goal For Learner

We last left off on Tuesday with the “The Spider Man Behind Spider-Man” and a graphic organizer to explore the usefulness of the text features. We are going to put your knowledge of the different kinds of text features and their uses to the test using newspaper clippings. Today we will make predictions, identify different text features, and read timely newspaper articles.

Content and Procedures1. Smart Start: Generate titles (8 minutes)

a. Flash image on SmartBoard b. Brainstorm possible titles

2. Transition into the newspaper modeling activitya. Pass out “Identifying Text Features: Part Two” handouts

3. Model Newspaper Clipping activity (12 minutes)a. Cover up everything BUT the main heading

i. Ask for student volunteer to read the title aloudii. Make a prediction about the article based on the title

b. Release the subheading and repeatc. Release the main picture

i. Record these predictions along with students on their handoutd. Read the short article aloud; evaluate predictions for accuracy aloud with

students4. Use the remaining class time to complete the backside of the handout

a. With their shoulder partner students should:i. Record the title of the article

ii. Identify the text features usediii. Generate a prediction BASED on the text featuresiv. Read and write a summary of the articlev. Create a reflection; evaluating on the accuracy of their predictions

5. Turn in the handout at the bell

Practice/Application Model the steps to the text feature’s activity Explain to students their role in today’s activities, and how also to be an effective

partner-duo Monitor their engagement and ability to apply their knowledge to the task

Evaluation of Student Learning Collaborate with student’s to determine appropriate titles Informally Monitor student behavior during partner-work time Informally Collect their activity handout at the end of class Formally

ClosureHopefully, today’s activity showed you the applicability of text features to your everyday life. Text features are not only included in non-fiction articles to look nice and draw your attention to a story, but also to help a reader skim and pull out the story’s main idea. They are used so

frequently in almost every media format: from Facebook to the Indianapolis Star. Next week we will look at two final non-fiction articles. Your task is to remember all that you have learned and apply it without me explicitly pointing them out.

Name(s) Date Period

Identifying Text Features: Part Two

Standards: CCSS RI 8.1, 8.2, W 8.4, 8.4,8.9, SL 8.1

Directions:

First, skim the text feature(s) of an article: Heading, subheadings, bullet points, sidebars, and/or pictures.

Secondly, predict what the article may be about based ONLY on the text features. Then, READ the article. Next, summarize the article into AT LEAST three sentences. Finally, INDEPENDENTLY reflect and expand on one of these four questions: Were your

predictions right? How do the text features used in the article help you know what the main idea is? Where in this text could the author add a chart, graph, table, and/or diagram? What text features does the author use most effectively?

Title of the Article

Text Feature(s) Used

Prediction Based on Text Feature(s)

Summary

Reflection

INTASC Four: Designs Instructional StrategiesThe student teacher understands and uses a variety of instructional

strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

INTASC Principle FourArtifact #1: Evaluations from University Supervisor

My evidence for INTASC principle four is an evaluation done on February

6, 2014. My University Supervisor, Becky Gentry, did this evaluation of a

single teaching experience while visiting my classroom. On this day,

students and I were wrapping up our reading of “The Monkey’s Paw” by W.W.

Jacobs. My supervisor watched me lead the daily smart start, a small group

and large group discussion about superstitions, and a vocabulary activity.

What I learned through this experience is that evaluations are a chance

to promote professional development. Teacher evaluations typically serve a

developmental purpose by solidifying a teacher’s commitment to

professional learning. My professional development came after reading the

marks and comments left by university supervisor. What I lacked in skillful

questioning techniques and invidual modifications, I made up for in my use

of several instruction strategies, such as small and large group discussions,

brainstorming and a vocabulary activity.

This artifact demonstrates the INTASC principle by documenting my first

evaluation as a success. My university supervisor gave me high marks for

including “nice classroom involvement” in the brain storming activity and my

“effective” and “respectful” manner for handing student comments and

opinions. I also received high marks for relating information to an authentic

and relatable topic for my students. Overall, this artifact demonstrates my

ability to incorporate and implement several best practices within

instruction.

INTASC Five: Manages and MotivatesThe stud

ent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social

interaction in the classroom.

INTASC Principle FiveArtifact #1: Seating Chart

Sometime during the 3rd nine-week grading period, it became all too

clear that new seating arrangements were necessary. Frequently interrupted

by small chatter and off-task behavior, attention was becoming increasingly

difficult to maintain during instruction. In line with my philosophy of

discipline, I decided to make a change to the assigned seating arrangements

in hopes that it would make a major difference in appropriate classroom

behavior. My artifact is an example of the new seating chart created for my

1st period. Normally my quietest and most well behaved class, 1st period was

seeing an increase in out of turn answers, distracted conversations and lax

classroom procedures. In fact, students were eager to ask when their next

seating arrangement would be ready to use.

I learned something valuable in creating the new seating arrangements

for my four classes of Advanced Language Arts. One, it is no easy task to

arrange each individual student in a way that promotes the best possible

learning environment for all. I also took the approach to divide and conquer

several students who seemed to disrupt class together the most. Two,

sometimes it is best to place certain students in close proximity to someone

they feel most comfortable sharing ideas with. This makes for a more

productive and effective classroom environment for all, even those shy or

less likely to engage students. Lastly, I learned that seating arrangements

should be flexible. Making a seating chart on paper is only the first step.

Seeing how the actual layout of the classroom looks after students have

taken their new seats will determine how effective the new assignments will

be.

My artifact demonstrates my ability to monitor and respond to student

misbehavior. The new seating chart produced as evidence shows the new

seats arranged for students. I observed the disruptions occurring in the

classroom and developed a new seating arrangement as a result of these

minor, yet troublesome, episodes. Care was also given to special

circumstances, such as an influx of students from the IDEA Language Arts

classes into Advanced Language Arts. This influx of students dramatically

changed the entire atmosphere of certain classes’ overnight; especially my

fifth period, the class presented as my artifact. The addition of just three

students completely altered the dynamics and forced me to make decisions

in regards to seating and where these students would best fit the established

environment. It also demonstrates my ability to evaluate specific learners

needs and differentiate the classroom environment to create the best

learning environment for them. For example, two students were purposefully

seated next to each other after I observed their obvious friendship and the

need for one of them to be seated in close proximity to someone they could

freely open up to. This student in particular struggles to communicate in

whole group discussion, and yet completes assignments that demonstrate

that he is in fact learning. I was able to create an environment that was best

for everyone, and for all.

INTASC Principle FiveArtifact #2: Philosophy of Discipline

The artifact is my personal philosophy of discipline. The development of

this philosophy is in combination with four years working and learning at the

secondary level, and also with my previous six years working at a daycare

facility. Many would think that working with small children has no correlation

to working with young adolescents, but there is a significant advantage to

experiencing discipline and behavior management at the youngest level.

Children learn behavior modification and classroom procedures at a very

young age in a pre-school setting. My years spent teaching these simple, yet

effective, procedures to young children taught me a lot about what behaviors

warrant a specific response. My philosophy is based on mutual respect

between teacher and student, performing small modifications along the way,

and maintaining an environment where discipline is not to the detriment of

instruction.

I have learned that discipline is an on-going evolution of ideas and

reality. When put into certain situations I believe I succeeded to a moderate

degree to uphold all of the principles of my discipline philosophy. I learned

that it is harder that I anticipated catching every misbehaving incident in

class, but that it is important to respond consistently when I do. Management

is best served in advanced. By eliminating the opportunity for students to

misbehave, I will save myself instruction time later on down the line. Most

importantly I learned that students will do what I allow them to. If I am firm

on my convictions, and true to my word I am less likely to encounter the

same misbehavior twice.

The artifact demonstrates my ability to create an action plan for student

misbehavior. When I completed this philosophy I tried to imagine every possible

disruptive scenario I was likely to encounter. Of course, this was impossible, but I

believe this philosophy statement covers the major platforms for which I believe in.

Early intervention, quick and consistent response, and mutual respect cover these

essential platforms to discipline.

Philosophy of Discipline

Discipline and classroom management exist as an additional learning

experience for students. Good discipline should come from a desire to teach

students to self-assess and self-regulate their own learning and behavior. A

student who is well-disciplined in nature understands what is socially and

personally acceptable within their social community. Good discipline should

also be based upon mutual respect for the learning environment of those

around them. Students should feel responsible for creating and maintaining a

classroom environment conducive to learning. The well-disciplined student

understands that disruptions during learning is unfair and unproductive to

the classroom’s communal objectives. Effective classroom management

helps ensure student success in regulating their behavior by eliminating

many unnecessary problems within the classroom.

I find that for my philosophy of discipline and management to be

realized in the classroom, rules and guidelines must be made in collaboration

with the students for whom will be most affected. From an adolescent

standpoint, the secondary levels are a time of great personal discovery, as

well as dramatic physical and cognitive changes. Naturally curious and

rebellious, discipline and classroom management strategies for a secondary

classroom are best served with a helping of understanding to support their

presence. If students are able to realize why a certain action or reaction,

within the classroom, is inappropriate they are more likely to self-regulate

their behavior. If rules and guidelines are made in collaboration, students are

also more like to take ownership of themselves.

When a student misbehaves in the classroom, the reaction of the

teacher should match the behavior. Small problems, such as disruptive side

conversations or off-task behavior, can be dissolved by closing the proximity

between the teacher and student. More severe, or especially out-of-character

behavior, should be handled with care and consideration to student and

incident. It can be tempting to be placed in a situation where a student

misbehaves, verbally reprimand the student and move on. This method of

discipline lacks purpose and in fact does not fix the undesired behavior. In

fact, it tends to postpone the said behaviors’ inevitable return in the future. If

something severe enough occurs, the teacher should have a private

conversation with the student. In this conversation the teacher should

express interest in why the student behaved, and together the student and

teacher should come up with other possible reactions.

Ultimately rules and guidelines are for the safety of everyone, ensuring

all students have a positive environment in which to learn from. Yelling,

screaming, force, and unnecessary tension do not need to occur for students

to behave. Students who are engaged in what they are learning are less

likely to engage in disruptive behavior. For those students who do

misbehave, there is a model for which teachers should approach discipline.

INTASC Six: CommunicatesThe student teacher has knowledge of effective verbal, nonverbal, and

media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

INTASC Principle Six

Artifact #1: Samples of Student-Generated Prediction Questions

Week 6 of cluster focused on the D-step Part 2. In D-step Part 2 teachers

were supposed to begin to model the process of creating a prediction

question. I took this assignment from cluster and applied it to an upcoming

frontloading activity for the non-fiction article, “Over the Top”. First, students

previewed the cover photo and the article’s title. Then, students were given

a half-slip of paper and asked to make two predictions about the article and

one prediction question. The evidence provided for this INTASC principle

shows the prediction questions generated by students, as well as the

instruction plan from my LAMP unit in which this lesson was taught.

In preparation for this frontloading activity, I generated my own

prediction questions with the anticipation for the level I thought students

would perform. Students far outreached my expectations, and genuinely

surprised me. The level of generated questions ranged from surface level to

abstract, with many students relying on their previous predictions to guide

their questioning. This is the result I wanted to occur. Using the idea from

cluster to build the foundation for this activity, I learned that my students

would often exceed each week’s goals and expectations. What I also learned

is that students benefit from collaborating their questions with their

classmates. When I had students turn to their neighbors and exchange their

questions I heard the collaborative enthusiasm that teachers look for.

This artifact demonstrates my competence on the INTASC principle

because it shows my ability to not only communicate strategies between

professional workshops to the classroom, but also to stimulate curiosity and

conversation through the use of a student-generated question. The

instruction plan accompanying the handout as evidence also shows my

ability to insight conversations and activate student prior knowledge.

Class/Grade: McDougal – 8th Date to be Taught: February 25, 2014

Student Name: Vicki JudgeSubject/Topic: Language Arts/ Prediction/ “Over the Top”

Common Core Standards: English Language Arts: CCSS RI 8.4 – Determine the meaning of words and

phrases as they are used in a text, including figurative language, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone. Including analogies or allusions to other texts.

Indiana Standards: English Language Arts: EL.8.1.3 – Verify the meaning of a word in its context,

even when its meaning is not directly stated, through the use of definition, restatement, example, comparison or contrast.

English Language Arts: EL.8.2.9 – Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

Materials“From Pompeii to Yellowstone” extended response HL assignment

Vocabulary in Context handoutsPrediction handouts “Over the Top” article

Technology SmartBoardELMO ProjectorPhotocopierWhite Board

Objectiveso Students will be able to define vocabulary using context clues. o Students will be able to make predictions based on text features. o Students will be able to evaluate predictions using evidence presented

in the text.

Motivation/EngagementIf you were a volcanologist entering a live volcano, what kinds of things would you want to know before your descent?  What kinds of things do you predict you would need to bring?  Think of the danger! Write me a small narrative telling me what you would do, what you would bring and how you would feel.

Goal for LearnerYesterday we learned about a very famous and powerful volcanic eruption at Pompeii. Today we are going to look at the people who dedicate their lives to understanding volcanoes, and those who choose to interact with them on a daily basis.

Content and Procedure1. Smart Start (8 minutes)

a. If you were a volcanologist entering a live volcano, what kinds of things would you want to know before your descent?  What kinds of things do you predict you would need to bring?  Think of the danger! Write me a small narrative telling me what you would do, what you would bring and how you would feel.

2. Review Smart Start (4 minutes)a. Allow volunteers to share their short narratives

3. Turn in HL assignment from yesterday and REVIEW (10 minutes)a. Review the answers

i. Call on volunteers and non-volunteers4. Vocabulary in Context Practice (10 minutes)

a. Model example for the word “scale”

b. Release students to complete the handout in classc. Advise students to keep the handout

5. Pass out a Prediction Handout (remainder)a. Flash title

i. Students should make first predictionb. Flash cover photo

i. Students should make second predictionc. Generate ONE Prediction question

i. Model the example on the half-slipii. Allow students to collaborate their question with a shoulder

partner6. Preview the night’s reading on the ELMO projector7. HL: Read “Over the Top”

Name Date Period

Making Predictions

Based on the title, I can predict today’s reading will be about . I came up with this prediction because

The photograph of Carsten Peter suggests that his job is to . I came up with this prediction because

Generate ONE prediction question for tonight’s reading! (I.e. Why would Goldilocks go into a house full of bears?)

INTASC Principle SixArtifact #2: LAMP Technology Narrative + Images

The use of the available technology provided me with an

immense advantage in the classroom. It was essential to the running of

everyday instruction and my LAMP unit. My evidence for INTASC

principle 6 is the use of technology within my LAMP and documented

examples of technology being used to provide non-verbal interaction

within the classroom. The technology resources available in the

classroom include one SmartBoard, an ELMO Projector, a desktop

computer, and two white boards. These resources provided the

opportunity for engaging activities and meaningful learning

experiences to be shared with students. The two most heavily used

technology resources were the SmartBoard and desktop computer. An

up-to-date agenda was kept up on the SmartBoard for students to

view. The SmartBoard/desktop computer combination also provided

the resource for showing online images, Tumblr writing prompts,

YouTube videos and other supplementary learning resources. The front

white boards provided the space to display the daily learning

objectives referenced throughout instruction. The other white board

was used to foster active inquiry of a text, collaborate and brainstorm

ideas.

What I learned is that technology is not limited to the things that

can be plugged into the wall. Educational technology can refer to a

broad spectrum of tools and material objects that provide educational

opportunities to all learners. Whether it be the SmartBoard against the

wall or simple chalk, technology provides the communication tool

between teacher and student. Second, I realized the importance of

technology as a classroom management tool. The SmartBoard stands

in the middle of the room and I often used its proximity to focus

student attention. This type of non-verbal communication

demonstrates my ability to use technology as a supportive interactive

tool. The constant reliability of the agenda being projected up on the

SmartBoard also gave students a procedure when looking for what to

do next.

This artifact demonstrates my competence on the INTASC

principle by showing that I understand how to apply the available

technology to a variety of purposes. Shown above is my use of

technology as a procedural tool. Every day, students could count of the

agenda being up-to-date, the objectives being displayed and a quote

on the white board. Students could also count on technology to provide

a supportive interaction between themselves and their learning.

Videos, images and models were displayed on the SmartBoard via the

ELMO Projector and provided the visual example that appealed to all

learners. Lastly, my LAMP Technology narrative explains how

technology was implemented throughout the entirety of my LAMP unit.

Mostly notably, technology provided the tools for learning in my LAMP

unit to occur.

Technology

Technology is an essential component to any classroom. It provides engaging activities

and meaningful learning experiences when used correctly. For the purpose of my LAMP project

I chose to use technology in a way that students were already familiar with. The unit itself used

such resources so that they would not be distracted from their learning environment. This unit

required a photocopier, SmartBoard, ELMO Projector, desktop computer and the two large

white boards on the walls.

Photocopier – The PMMS photocopier was used to make copies of instructional handouts,

excerpts of novels and short stories, Smart Starts, and newspaper clippings.

SmartBoard - There is a SmartBoard within every classroom of the PMMS community, and it

was absolutely essential to the running of my LAMP project. The SmartBoard is an interactive,

wall-mounted white board that merges the desktop computer and its own application abilities

to make a technology friendly classroom environment. I used the SmartBoard to display the

daily agenda, embed multimedia resources into my lesson plans, corral student attention, and

differentiate instruction to spatial, auditory and kinesthetic learners.

ELMO Projector- The ELMO Projector served as a resource when I needed to model my thinking

onto paper. The ELMO also has the availability of color, which allowed me to use multi-colored

pens and paper, and display images for the entire class to see. I used the ELMO multiple times

to display new seating charts, images, and excerpts from the textbook.

Desktop Computer – The Windows Desktop computer was utilized as a resource for crowd

sourcing information to the SmartBoard, ELMO Projector, World Wide Web and students.

White Board- The two large white boards on either side of the classroom served as a display

board for the daily objectives, collaborative notes, Smart Starts and student-led learning.

INTASC Seven: Plans and IntegratesThe student teacher plans instruction based upon knowledge of the subject

matter, students, the community, and curriculum goals.

INTASC Principle SevenArtifact #1: LAMP Pre-Test

I gave my students a pre-test before beginning my LAMP unit. The pre-

test assessed for specific criteria and content mastery levels. As a part of the

LAMP unit requirements my pre-test featured a variety of questions including

multiple choice, fill in the blank and a short answer response. There were

seven questions assessing vocabulary comprehension, three questions

assessing main idea identification and one short answer writing assessment.

By completing a pre-test, I had the authentic data to perform

accommodations to future instructional plans. This pre-test also assessed

student knowledge of content. I did not want to cover material that students

already mastered previous to my LAMP unit. The pre-test would become

invaluable to the planning and implementation of the content to my LAMP

unit.

I learned many things by creating this pre-test. I learned that creating

authentic questions geared to students exact understanding is more difficult than

it appears. My pre-test results were skewed due to errors in the question

complexity level. However I did learn that it is important to know exactly where

students are at before beginning a new unit. Despite the skew of student results, I

found some useful information embedded in the pre-test’s raw data. I also found

this pre-test assessment useful when compare to the result of the LAMP post-test.

Adjustments were made to the LAMP unit plan after reviewing the pre-test results,

and it made for more engaging and challenging instructional plans.

My evidence demonstrates my competence on the INTASC principle by

displaying my ability to pre-assess student understanding of content and

knowledge, and apply it to future instructional plans. It shows that I can

evaluate raw data collected through a pre-test and determine the best

course of action based on the needs of my students. My evidence

demonstrates my understanding of my individual student’s needs as

advanced learners.

Pre-Test Student Version

HELP MISS JUDGE OUT Name _____________________________ Date _________________________ Period ________________________

For each item below, underline the examples that suggest the meaning of the italicized term. Then circle the letter of the meaning of that term. 1. Today I had to deal with one mishap after another. I couldn’t find my car keys, I dropped a bowl of soup at lunchtime, and my computer crashed twice.

Mishap means

A. Unlucky accident B. Event C. Unexpected occurrence

2. Some mentally ill people have bizarre ideas. For instance, they may think the TV is talking to them or that others can steal their thoughts.

Bizarre means

A. Funny B. Ordinary C. Odd

3. Some animals have remarkable longevity. For example, the giant land tortoise can live several hundred years.

Longevity means

A. Appearances B. length of life C. Endurance

Using the context clues for help, select the definition for each italicized words from the options provided. Then write the letter of the definition in the space provided. Each definition will be used once.

4. I would not just be glad if I won the lottery; I’d be ecstatic.

Ecstatic means _______________________

5. Nature has endowed hummingbirds with the ability to fly backward.

Endowed means _______________________

6. Opponents of the death penalty say it has never actually deterred anyone from committing murder.

Deterred means ______________________

Use context clues to figure out the meaning of the italicized word in the following textbook passage. Write your definition in the spaces provided.

1Although mysteries and science fiction may seem like very different kinds of writing, the two forms share some basic similarities. 2First of all, both are action- directed, emphasizing plot at the expense of character development. 3Possibly for this reason, both types of literature have been scorned by critics as being merely

A. Discouraged B. Overjoyed C. Provided

“entertainment” rather than “literature.” 4But this attack is unjustified, for both mysteries and science fiction share a concern with moral issues. 5Science fiction often raises the question of whether or not scientific advances are of benefit to humanity. 6And a mystery story rarely ends without the culpable person being brought to justice.

7. Scorned means __________________________________________________________.

Read this paragraph. Then answer questions 13-14 below.

Southern California is known for its tourist attractions and its theme parks. People come from all over the world to get a look at Hollywood, and such things as the "Walk of Fame" where many celebrities’ names are found on gold stars on Hollywood Boulevard. Tourists are also attracted to the area with hopes of catching sight of the movie stars who live in the hills surrounding Los Angeles. Many visitors come to shop in the glamorous shops on Rodeo Drive in Beverly Hills. Among the theme parks that attract visitors are Disneyland in Anaheim, Knott’s Berry Farm, Magic Mountain Amusement Park, and Raging Waters park. Folks who want to combine tourist attractions and theme parks can visit Universal Studios which offers both.

8. Identify the sentence where the main idea is located.

A. In the first sentenceB. In the last sentenceC. In the middle of the paragraphD. In two sentences of the paragraphE. Not stated in the paragraph directly (implied)

9. Which of the following statements best states the main idea of this passage?

A. Disneyland is famous all over the world. B. Have you ever been to Southern California?C. Most tourists enjoy Southern California.D. Southern California has both tourist attractions and theme parks for visitors. E. Many movie starts live in the Southern California area.

10. Which of the following would be the best title for this passage?

A. “Disneyland: Southern California’s Hottest Attraction”B. “Southern California -- Paradise”C. “Come Sail Away To California”D. “Southern California: California’s Largest Tourist Attraction”

You have been chosen to give a talk to sixth grade students from the Perry Meridian 6th Grade Academy. You have to explain how life at Perry Meridian Middle School is different than the Academy. Write a short answer response explaining to sixth graders what you find more fun. Explain what you find more difficult. What can they do to prepare themselves for middle school. Before you begin, identify which genre of writing this prompt is intending for you to write: persuasive, expository, or a narrative. Then, underline the cue words. Finally, organize your short answer response based on the genre. (Your response should be NO LESS than 6 sentences!)

Mastery 90% or better

Pre-Test Teacher Version

Name ______________________ Date _________________________ Period ________________________

For each item below, underline the examples that suggest the meaning of the italicized term. Then circle the letter of the meaning of that term. 1. Today I had to deal with one mishap after another. I couldn’t find my car keys, I dropped a bowl of soup at lunchtime, and my computer crashed twice. (CCSS RI 8.4)

Mishap means

A. Unlucky accident B. Event C. Unexpected question

2. Some mentally ill people have bizarre ideas. For instance, they may think the TV is talking to them or that others can steal their thoughts. (CCSS RI 8.4)

Bizarre means

A. Limited B. Ordinary C. Odd

3. Some animals have remarkable longevity. For example, the giant land tortoise can live several hundred years. (CCSS RI 8.4)

Longevity means

A. Appearances B. length of life C. Habits

Using the context clues for help, writing the definition for each italicized words. Then write the letter of the definition in the space provided. Choose from the definitions in the box below. Each definition will be used once.

4. I would not just be glad if I won the lottery; I’d be ecstatic. (CCSS RI 8.4)

Ecstatic means ________ B _______________

5. Nature has endowed hummingbirds with the ability to fly backward. (CCSS RI 8.4)

Endowed means _______C________________

6. Opponents of the death penalty say it has never actually deterred anyone from committing murder. (CCSS RI 8.4)

Deterred means _______A________________

Use context clues to figure out the meanings of the italicized words in the following textbook passages. Write your definitions in the spaces provided. (CCSS RI 8.4)

Although mysteries and science fiction may seem like very different kinds of writing, the two forms share some basic similarities. First of all, both are action- directed, emphasizing plot at the expense of character development. Possibly for this reason,

A. Discouraged B. Overjoyed C. Provided

both types of literature have been scorned by critics as being merely “entertainment” rather than “literature.” But this attack is unjustified, for both mysteries and science fiction share a concern with moral issues. Science fiction often raises the question of whether or not scientific advances are of benefit to humanity. And a mystery story rarely ends without the culpable person being brought to justice.

7. Scorned means ________________________Ridiculed_________________________.

Read this paragraph. Then answer questions 13-14 below.

Southern California is known for its tourist attractions and its theme parks.

People come from all over the world to get a look at Hollywood, and such things as

the "Walk of Fame" where many celebrities’ names are found on gold stars on

Hollywood Boulevard. Tourists are also attracted to the area with hopes of catching

sight of the movie stars who live in the hills surrounding Los Angeles. Many visitors

come to shop in the glamorous shops on Rodeo Drive in Beverly Hills. Among the

theme parks that attract visitors are Disneyland in Anaheim, Knott’s Berry Farm,

Magic Mountain Amusement Park, and Raging Waters park. Folks who want to

combine tourist attractions and theme parks can visit Universal Studios which offers

both.

8. Identify the sentence where the main idea is located. (CCSS RI 8.2)

F. In the first sentenceG. In the last sentenceH. In the middle of the paragraphI. In two sentences of the paragraphJ. Not stated in the paragraph directly (implied)

9. Which of the following statements best states the main idea of this passage?(CCSS RI 8.2)

F. Disneyland is famous all over the world.

G. Have you ever been to Southern California?H. Most tourists enjoy Southern California.I. Southern California has both tourist attractions and theme parks for visitors. J. Many movie starts live in the Southern California area.

10. Which of the following would be the best title for this passage?(CCSS RI 8.2)

E. “Disneyland: Southern California’s Hottest Attraction”F. “Southern California -- Paradise”G. “Come Sail Away To California”H. “Southern California: California’s Largest Tourist Attraction”

You have been chosen to give a talk to sixth grade students from the Perry Meridian 6th Grade Academy. You have to explain how life at Perry Meridian Middle School is different than the Academy. Write a short answer response explaining to sixth graders what you find more fun. Explain what you find more difficult. What can they do to prepare themselves for middle school. Before you begin, identify which genre of writing this prompt is intending for you to write: persuasive, expository, or a narrative. Then, underline the cue words. Finally, organize your short answer response based on the genre. (Your response should be NO LESS than 6 sentences!)

Mastery 90% or better

INTASC Principle SevenArtifact #2: LAMP Timeline

In preparation for my LAMP unit, I create a LAMP timeline to track

curriculum goals. My LAMP unit was being completed in conjunction with

curriculum being planned by my cooperating teacher. Therefore my LAMP

unit had to be meticulously planned out in order to meet the LAMP unit

requirements and integrate with already existing plans. I planned out the

texts in advanced and mapped out the pre, during, and after activities

accordingly.

In the weeks leading up to ISTEP testing, every day of instruction is

critical to the success of students. I had to pre-plan this unit for it to fit into

the other plans in store. I learned that a timeline with short and long-term

goals are important for the keeping the track of instruction on course. I also

learned that although instructional plans and activities may change, a short

and long-term timeline can help keep curriculum goals in mind. Adjusting

plans is easier when you know exactly where an activity is leading. The use

of a timeline is a perfect way to keep track of all of the variety of elements

that go into creating and implementing a unit.

This artifact demonstrates my competence on the INTASC principle by

showing my ability to track curriculum goals. The principle asks for a student

teacher to demonstrate their ability to plan and integrate instruction. This

timeline kept all of the so-called balls in the air while juggling the LAMP

requirements and another writing-instruction unit going on at the same time.

Gaps in the timeline indicate days where other instruction was taking place

away from my LAMP unit. The timeline kept daily and weekly goals in mind,

allowing me to shift activities throughout the weeks.

Monday Tuesday Wednesday Thursday FridayWeek 1

February 3-7, 2014

February 7, 2014

LAMP Pre-Test

Week 2

February 10-14, 2014

February 10, 2014

February 11, 2014 *

K.I.M. Dream From My

Father

February 12, 2014 *

Story Notes Dream From My

Father

February 13, 2014

February 14, 2014 *

Synonym/ Antonym Practice Dreams

From My Father

Week 3

February 17-21, 2014

February 17. 2014 *

Main Idea Practice

February 18, 2014 *

K.I.M. The Spider Man

behind Spiderman

February 19, 2014 *

Synonym/Antonym Practice

The Spider man Behind Spiderman

February 20, 2014

February 21, 2014 *

Text Features Various

Articles/ Indy Star

Week 4

February 23-28, 2014

February 24, 2014 *

Pompeii Extended Response Questions

February 25, 2014 *

K.I.M. Over The Top

February 26, 2015 *

Synonym/Antonym Practice

Over The Top

February 27, 2014

February 28, 2014 *

INTASC Eight: EvaluatesThe student teacher understands and uses formal and informal assessment

strategies to evaluate and ensure the continuous intellectual, social, and physical developments of the learner.

INTASC Principle EightArtifact #1: Reader Response Journals

I chose a reader response journal as a form of formal assessment during

the student’s reading of The Giver. Students were in Week 1 of their reading

when I introduced the Reader Response Journal packets. The packets

featured three extended response prompts and were expected to write a

series of reflections. The expectations for these journals were explicitly

stated in the directions and the packet was attached with a grading rubric.

Each extended response prompt referenced a theme or idea from The Giver,

but also forced students to reflect on their own individual identity. This

packet also came with an extended due date. The packet was passed out on

Monday and was expected to be returned completed at the beginning of

class on Friday.

This was probably my favorite form of assessment I implemented during

my entire placement. These reader response journals not only showed me

that my students could comprehend themes and ideas from within a novel,

but also showed me a side of them I did not know. I challenged students in

the directions to be highly reflective and to answer each question carefully. I

learned about their hopes and dreams for the future, their ideas about

society, and how they see themselves fitting into the world around them. I

learned that rubrics can offer an authentic evaluation of student learning and

provide a non-verbal platform for communication.

This artifact demonstrates my competence on the INTASC principle by

showing my ability to create a formal assessment that goes beyond skills

and strategies. These reader response journals demonstrate that I am able

to create an authentic assignment with real-world applications. This

assignment had students relate to themes within a novel, and to the “big

picture”. The use of an authentic rubric shows my ability to craft assessment

that gauges the criteria that matters to the needs of students. Lastly, this

artifact demonstrates my ability to evaluate the continuous intellectual and

social development of my students. Students who rarely engage in reflective

activities in class or on other assignments, opened up in this assessment.

INTASC 9: Reflects on PracticeThe student teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other

professionals in the learning community) and who actively seeks out opportunities to grow professionally.

INTASC Principle NineArtifact #1: Cluster Attendance

One of every PMMS teacher’s non-instructional responsibilities is to

attend a weekly professional development meeting. These meetings, or

clusters, are a coordinated effort by the Perry Township School Corporation

to improve student’s ability to perform grade-level standards in curriculum

and increase their overall test scores. Mastery teachers and administrators

host these meetings and several content areas are grouped amongst each

other. Each week I attended one of these cluster meetings and participated

in its ongoing workshop. Teachers were instructed to take the chunk of the

strategy learned in the previous week’s cluster and apply it in their own

cluster. Then the next week, each teacher brought back student work

proving the implementation of the chunked strategy. My evidence is an

attendance sheet recording my presence in each week’s meeting.

By attending these meetings, I have learned that no teacher is perfect

or above learning new instructional strategies. Every teacher in attendance

brought their own experience and background, while also gaining a new

understanding from their fellow colleagues. Cluster meetings foster a sense

of community amongst teachers from all content areas. I learned that by

identifying students’ inability to read and analyze texts as a universal

problem in all content areas, teachers were forced to work together to find a

solution. Lastly, I witnessed and experienced the importance of exchanging

knowledge with new and veteran teachers alike. Every teacher has their own

philosophy of education, but I learned that by working with different teachers

I could combine their understanding with my own.

This artifact demonstrates my competence in the INTASC principle by

showing my enthusiasm to seek out opportunities to grow professionally. My

attendance at cluster reflects 13 continuous weeks absorbing the strategies

meant to make me a more effective educator. These 13 weeks also reflect

my willingness to foster professional relationships with fellow colleagues.

Lastly, I show a desire to become a better teacher by implementing the

suggested chunk of each strategy into future instruction.

INTASC Principle Nine

Artifact #2: Video Tape AnalysisOn Monday, April 14, 2014, I taped myself during first period. Monday’s

overall goal was to continue to practice grammar, punctuation and

convention skills, introduce the poetry portfolio, reflect on poetry, and visit

the IMC (library). The INTASC principles I planned to demonstrate in this

video were principles 1, 4, and 5B. More specifically, I planned to

demonstrate my knowledge of content, a variety of instructional strategies,

and establishment of behavior expectations. My first goal was to review and

model the location and explanation of a pronoun/antecedent relationship. My

second goal was to clearly explain the reflective writing exercise, and to

establish appropriate behavior expectations for the IMC. A secondary goal to

this lesson was to also monitor student behavior through the use of formal

and informal modifications.

What I learned through this videotape reflection was that reviewing

ones’ own teaching style anecdotally may not always offer the clearest

picture. However, by watching myself teach I saw the improvements that

needed to be made. First my use of vocabulary fillers, “uhms, guys, and

okay” needed to be eliminated in order to make me a more effective

communicator. Second, I need to watch my how often I call on specific

volunteers. In the video, I observed the same pool of students volunteering

over and over again. I learned that I should use more effective strategies for

calling on student volunteers. Not shown in the video, but done in class, was

the delivery of behavior expectations for the IMC. I was able to clearly

establish a purpose for the visit, as well as what students should do once

they are done checking, renewing or looking for a book.

This artifact demonstrates my competence in the INTASC principle as a

testament to my ability to be a reflective practitioner. I do not make excuses

for the skills and strategies that I lack within the video, on the contrary I

point out my weaknesses before my strengths. I also demonstrate ability to

identity ways to improve on these weaknesses.

INTASC 10: Participates in the Professional CommunityThe student teacher fosters relationships with school colleagues parents, and

agencies in the larger community to support students’ learning and well-being.

INTASC Principle TenArtifact 1: Industrial Fair

During my time at Perry Meridian Middle School, I have spent a lot of it

getting to know the staff, students and other personal within the building. One

teacher in particular, Mrs. Phagan, works closely with my cooperating teacher.

Mrs. Phagan, the IDEA and General Social Studies teacher, recently hosted an

Industrial Fair to mark the end of their Industrial Revolution unit. For several weeks

leading up to the fair, students were given an invention and told to create a model

out of non-conventional materials. Students conducted research, composed a

writing sample and displayed their invention at the Industrial Fair. Because so

many of my students are shared between Mrs. Phagan and myself, I was

encouraged to attend the fair by my student’s enthusiasm for their projects.

The fair was hosted on April 15th, 2014 from 6-8pm in the IMC. The Industrial

Fair was open to students, parents and other school personal. In the IMC, student

projects were spread out over the entire library. Each project was presented with a

brief description, an invention number and a typed research paper written by the

student. Guests were invited to vote and leave “praise” comment cards for

students to receive.

My evidence for INTASC principle 10 are the pictures taken at the Industrial

fair. In the pictures, you will see the poster advertising the fair, some of the many

projects displayed, and an example of the comment cards I left for individual

students.

What I learned from this experience is that being a teacher is not

limited to the classroom. Teachers are on full-time. Also, this experience

taught me the importance of being a participant in my school and students’

larger community. It is not enough to be a teacher only within the classroom.

As a professional educator I should be involved in school-led activities.

Attendance at these larger community events builds up the relationship

between my students and I.

This artifact demonstrates that I am willing to participate in other

aspects of my student’s education. It demonstrates that I am not limited to

what goes on within my classroom, but also to other events held within the

PMMS community. It also shows my willingness to support fellow colleagues

in their school-led events.

INTASC Principle TenArtifact #2: Parent/Teacher Conference

Mid-way through the month of February, I began to notice an

unsettling pattern developing within my grade book. There were a handful of

students who had failed to turn in 2 or more assignments. What was most

unsettling is that these students regularly attended class and were present

at the time that these assignments were given. There was one student in

particular who caught my attention one night scanning my grade book. The

student in questions, Sarah, regularly attended class, was eager to strike up

a conversation, and seemed enthusiastic about Language Arts. However

night after night when grading assignments, Sarah’s papers were nowhere to

be found. It was no surprise that after a lengthy grading session, Mrs.

McDougal received an email from Sarah’s mom requesting a sit down

between herself and us. I came prepared to the conference with a list of the

assignments Sarah was missing, and took notes during the conference

regarding the “catch-up” plan that was put in place. After the conference, I

continued to work with Sarah until her grade reflected her increased

participation in classroom activities and home learning assignments.

Through this parent/teacher conference I learned how vital the role of

the parent can be in a child’s education. Also, this experience taught me the

importance of an united front between the parent and teacher. Sarah was

not and is not a bad student, I believe that Sarah became bogged down my

the immense amount of incomplete work she failed to turn in. This led her to

continue her pattern of avoiding work and being too embarrassed to talk

about it. The “catch-up” plan designed for Sarah had a short and long-term

goal in sight: help Sarah manage the existing amount of work that needed to

be completed and avoid situations like this in the future. Lastly, this

conference showed me that when dealing with a frustrated parent and

student, it is best to bring forth an atmosphere of open communication.

This article demonstrates my competence on this principle by

demonstrating my ability to effectively communicate with the parents of my

students to support their future learning. The parent/teacher conference led

to more effective communication between Sarah and I, and also helped put

her on the right track to improving her grade.