Portfolio Artifact Rationale Statement Video #2 Summer School Reading Context and Connection to Educational Frameworks The students

in this video are in a summer school program for students entering 9th grade at Marquette University High School. There were approximately 80 students from more than 50 different grade schools and middle schools in this program. I was asked to teach a reading course to engage students in cross-curricular summer reading with an emphasis on English Language Arts and Social Studies. Although some of the students are still undergoing the admissions process to the school, the teachers in the program are tasked with helping the students develop skills that will support them in the transition to the rigorous college-prep environment at MUHS. The video clip shows a lesson that I was teaching to introduce them to strategies that may be useful when reading a World History textbook. The work of Urie Bronfenbrenner informed this lesson by allowing students to create individualized definitions of the term imperialism and then build on them as a class through discussion. Students have different backgrounds in terms of school and home lives so the concept/definition map allows for a variety of interpretations and explanations of the term imperialism. Students were able to access their prior knowledge by giving examples of empires. The lesson also gave students an opportunity to make creative associations with imperialism by asking what is it like? Students were able to draw from their personal experiences which will influence their thinking as well as learn from other students to consider new possibilities. The exercise extends student knowledge of the concept of imperialism and raises self awareness in terms of prior knowledge and through the consideration of multiple perspectives. Standard/Ability WTS #2 AEA Integrative Interaction Artifact Video #2 Restate in your own words what this standard/ability means Teachers understand how students learn and are able to support the development of the child intellectually, socially, and personally. Teachers are able to make decisions and adapt their plans to support student learning and growth. AEA Integrative Interaction I believe this lesson addresses integrative interaction because the planning of the lesson is based on classroom experiences with the students that are used to determine their needs in terms of skills. I also believe this lesson demonstrates integrative interaction because I refer to their comments throughout the lesson to create an environment where students are primarily responsible for providing meaning to the new term.

WTS #2 I believe the lesson shown in this video attempts to support the development of all students in the class by giving them an opportunity to create a definition and understanding of a term based on their prior experiences. I think it is important to recognize that student input is valuable in creating meaning for new terms. I am deliberate throughout the lesson in responding positively to student ideas and reinforcing them by building on them