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The standard this artifact best exemplifies is Standard #8: Instructional Strategies.

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Briefly describe the artifact, including when it was created, the purpose and process of its
creation.
This artifact is representative of a one day lesson plan in the middle of a unit series on
narratives for my curriculum area secondary English. I created this lesson plan in October,
2014, during my second graduate level class. It is intended for tenth grade, merit level students
and asks them to unscramble words to make sentences from an actual book. They work on this
first activity individually. Next, in small mixed, heterogeneous groups, the students are set to
work on arranging the sentences to form a paragraph from the book. Lastly, the students are
asked to take the sentence and paragraph writing practice and apply this experience to writing a
story, a narrative, with a theme. Using a backward design, this lesson plan integrated individual
and group work, as well as technology use (8g). GAFE was offered on the classs Chrome
Books to allow students electronic access to their work at school and at home for the same
project. Students were given the choice of imagining their own future and writing about it, or
chronicling the life of a family member or mentor. This strategy expresses sub-standard 8(n) in
that it demonstrates that I knows how to use a wide variety of resources, human and
technological. Not only were students offered different strategies for their preparatory practices,
but they were also offered different strategies for assessment. Representative of sub-standard
8(m) (the teacher understands how multiple forms of communicationconvey ideas, foster selfexpression and build relationships) they were allowed to write their short story, type it on the
computer, or even present an oral, video or audio product to provide differentiation. Using these
various approaches to learning and assessment should tap into multiple learning styles allowing
more students, who learn in different ways, success.
Explain how your artifact demonstrates achievement of the selected standard.
The Lesson Plan artifact demonstrates achievement of Standard #8 because it involves
activities that support different strategies of learning to encourage learners to develop
understanding of a process (8a). As specified in the strategy (8j), this lesson helps students make
connections and use these connections to build skills that apply knowledge in meaningful ways.
The lesson is actually teaching basic skills that connect to a larger idea. The activities first
provide proficiency at writing sentences and takes this practiced skill to the next level by
practicing the scheme of forming paragraphs. The final strategy, tying in previously taught
knowledge and skills, is to use the smaller approaches to masterfully create a complete, final
product representative of a narrative. Ultimately, this lesson used small chunks of knowledge to
build a bigger one. Differentiation is another strategy used (8k). Individual learning is modeled
in the warm-up. Collaborative learning is shown through the small group activity in todays
lesson. The small groups also contribute to successful social interactions among the students,
providing multicultural exposure in diverse classrooms. This activity encouraged active
engagement by having the students manipulate words as a means of discovery in writing

techniques. Once the lesson is complete, students will hopefully be inspired motivationally to
use what they have learned to apply knowledge in meaningful ways while creating their
imaginary futures in the form of successful, written communication. Using these various
approaches to learning and assessment should also tap into multiple learning strategies allowing
more students, who learn differently, to be successful.

Describe how your creation of this artifact has affected your understanding of the
standard, and/or how it may contribute to your effective teaching/learning in the future
related to the InTASC standard.
The creation of this artifact has affected my understanding of the standard by encouraging
variation in the numerous building steps of the learning process. It has also helped me to more
fully understand how effective using multiple strategies are. Offering different ways to
accomplish the same goal will hopefully inspire students to pay closer attention and participate
more, also relieving boredom and disinterest. Having your students attentions will not only
engage them in learning, but also self-motivation. More relevant is the fact that students learn in
different ways. Allowing a variety of strategies to learn lessons and be assessed will provide
more students opportunities to succeed using their own personal skill set and modes of
intelligence. Using different strategies will help me as well, straying from the teacher-centered
classroom and permitting creative ways to tie themes into real-life applications for my students.
The title of the final product is High School Reunion. Students are encouraged to imagine
their future 50 years after graduating high school. They can write from a personal standpoint,
expressing individual goals, or speak from the viewpoint of a relative and chronical his/her life
through the narrative. This path develops the multicultural theme by sharing the struggles and
successes of a grandparent or parent or other mentor, also teaching students the history of what
life may have been like for another in an earlier time. The creation of this lesson, representative
of standard #8, will contribute to effective teaching practices in the future because I now
understand why it is important to relate small steps to larger ones, using strategies that build
upon each other, connecting prior knowledge with new skills in steps that ultimately provides a
final, written product.
Given what your artifact demonstrates of your current abilities in comparison with the
selected standard, explain: What do you perceive to be your current strengths related to the
standard? What will you need to improve/learn in order to better embody the selected
standard? If you have ideas on how you may do so, describe them. Note that this reflection
should be on your strengths and weaknesses in relation to the standard, not your strengths
and weaknesses related to the artifact in particular.
My biggest strength in regards to this particular standard is enlightenment on using
numerous strategies. I feel that after being shown the benefits of using varying strategies, I now
understand the importance and benefits of doing so. Reaching more students using their personal
ways to learn, and promoting motivation among my students will keep them involved and
inspired bringing them more success in school. I also have a healthy understanding of mixing
students regardless of, or in contradiction of, current academic abilities, race, gender, and

attitudes. Group work as a strategy will promoting positive social interaction that is beneficial for
students in learning from each other as each individual has prior knowledge and experience to
share. Social interactions also helps students gain confidence with speaking in front of others.
The more students participate in speaking in front of their peers, the more comfortable they will
become with public speaking. An area I need to improve upon is my creativeness in tying
curriculum standards to students interests, thus promoting self-motivated learning among my
students. More investigation into integration of student learning with interest will have to be
done so I can increase my effectiveness of this aspect. I will continue to examine this concept by
searching teaching techniques on the internet (educational sites) and by collaborating with my
peers.

Annotated Lesson Plan Format


Name:

Patricia Smith

Unit:

Narratives

Grade: 11, Merit level


Time Allotted: 50 minutes

Lesson Topic: High-School Reunion (Writing a Narrative)


Context for Learning: Prior knowledge related to this concept my 11th
grade merit students possess is exposure to narratives written by published
authors. Students have already been introduced to Pulitzer Prize winner
Eugena Weltys One Writers Beginnings (1973) which is a collection of
autobiographical essays, and to Killgallons workbook, Paragraphs for High
School: A Sentence-Composing Approach. This lesson is in the
developmental stage of the unit. To date, students have read parts of
narratives, have done sentence building exercises in Killgallons workbook,
and have applied learned skills to sample writings of their own. Technology
available in the classroom allows students to use GAFE (Google Apps for
Education) through provided Chrome Books in the class. Students will
complete one of Killgallons worksheets, individually, and submit their work
through GAFE to be evaluated. The room will be arranged for a group
activity to complete the second part of the worksheet (unscrambling the
sentences) with 3-4 desks together. When these activities are completed,
the students will separate their desks to complete the lesson for the day
which will be to write their own narrative using the knowledge they have
gained thus far.
Curriculum Standard Addressed: This lesson supports the following
Maryland state content standards:

L.11-12.1 Demmonstrate command of the conventions of standard English


Grammar and usage when writing or speaking.
L.11-12.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
W.11-12.2 Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
W.11-12.2a Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to
create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
W.11-12.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
Objectives (observable and measurable): The student will be able to
write a narrative organized with topic sentences, supporting details, and a
closing based on an informative, fictional assignment. The student will
display correct use of standard English grammar while using varying,
complete, and sequential sentences. Spelling and punctuation are expected
to be correct.
Materials: Materials needed for students will be school provided Chrome
Books, GAFE software provided by the school, worksheets from Killgallons
Paragraphs for High School workbook, Weltys One Writers Beginnings, chair
arrangements to support individual and group work, an FM system for my
hearing impaired student, and a rubric for a writing assignment.
Proactive Behavior Management: I have set up the current seating chart
prior to the start of this lesson. When they are told to get into group
formation, they already know from previous classes that they are to turn into
the row beside them, 1st two chairs in each row turns to the 1st two chairs in
the row beside them, and so on, to form groups of 4. A list of behavioral
expectations are already hanging on the board and have been discussed
previously. A reminder will be given before the lessons start.
Provisions for Student Grouping: After warm-up, the students will be
instructed to form their Think Tank group arrangement. Seated together in

rows are a mixture of learning abilities, cultures, and personalities. For


example, the strongest academic students in class are seated amongst
others that could use their help; the class clown is near the hearing-impaired,
conscientious student (allowing an exposure to both personality
characteristics maybe the conscientious one will influence the behavior of
the class clown, and maybe the class clown will show the conscientious one
how to have a little bit of fun); and the opinionated female is grouped with
the MS student (to aid in giving her a reality check as to how life can be hard
and maybe teach her compassion). I will try to integrate the different
ethnicities as well, so varying cultures can be shared while learning from one
another. After the group activity, students will return to their individual
positions to start the main activity for the day.
Procedures
Warm-Up/Opening (may be Motivator): Warm-up to open the class will
be an exercise from Killgallons (2012) Paragraphs for High School, pgs. 180183, titled Unscrambling paragraphs. A hard copy of the exercise will be
provided to students and they are allowed to write their work on these hard
copies, but they will also be encouraged to use GAFE to submit their work
electronically. Students will work individually to unscramble 9 provided
sentences. Todays lesson is on writing. To write effectively, one must
conquer forming appropriate and correct sentences, appropriately order
sentences in paragraphs, and organize paragraphs into flowing essays.
Unscrambling the sentences will provide base, preparing them for the rest of
the days lesson. Hopefully the puzzle-like layout of the warm-up will entice
students to solve these unscrambled sentences with a piqued interest as if it
were a game. (10 minutes)
Motivator/Bridge:
a) Review prior learning As the worksheets from the warm-up are
collected after the 15 minute timer has rung, students will review,
as a class, the correct formation of the unscrambled sentences.
This will draw on prior learning of sentence structure exercises
previously completed using Killgallons workbook. (5 mins)
b) Tie new learning into students prior knowledge At this point,
students already know how to form basic sentences, and combine
sentences to write paragraphs and short essays. The upcoming
activity will tie in prior knowledge of composition with the new

learning of purpose for an essay (informative, explanatory, memory,


process, etc). Students will be instructed to get into their Think
Tank formation and work as a group to arrange their unscrambled
sentences into a coherent and sequential paragraph. This will help
the students understand how to write a narrative for todays lesson
using sequential sentences to form organized paragraphs and
create a story. After the students have had some review and practice
with their first two activities of this day, they will start on todays
assignment which is to write a fictional narrative of their own. (10 mins)

c) State the goal(s) and objective(s) for the lesson Students will know
they have been successful (or not) with this lesson by following the
rubric provided with their assignment. An example of a successful
paragraph will be shared with the class after completion of
assignment to demonstrate what exactly was expected. (5 mins)
Procedural Activities: The model of teaching I will use is the Personal
Development example. According to Huitt (2003) the Personal Development
model is student-centered, and focuses on high self-concept and selfesteem; positive self-direction and independence; creativity and curiosity
(pg. 1). This lesson will foster students creativity (and hopefully their
curiosity) by writing a fictional work. It should enhance their positive selfconcept and direction by envisioning a positive future for themselves. This
style of facilitative teaching is based on the methods of Carl Rogers who
supports a humanistic approach to education.
1. Classroom lights will be flicked off, then on, one time, to signal a direction
change.
2. Students will be asked to resume individual work seating, meaning the
kids will turn their desks from group arrangement back to individual lines
of desks.
3. A handout of instructions for todays assignment of writing a fictional
narrative (High School Reunion) will be handed out by having a student
helper (to give this student a feeling of responsibility and importance)
placing the total number of papers needed for each row of students on the
first students desk, and they will be instructed to take one and pass the
rest back.
4. A guided organizer will be shown on the screen in the classroom for all to
see.
5. A rubric for the assignment will also be given to each student.
6. Students will be informed that both the instructions and rubric for
assignment will be available in GAFE for reference.

7. I will ask the students to look over the instructions for their writing
assignment.
8. Students will be asked if there are any questions concerning assignment.
9. Students will be instructed to use their chrome books to complete the
assignment in GAFE. Using GAFE will allow the students to type, rather
than write, the assignment, and also be able to access their work at home
to finish, if not done during class time. GAFE will allow me to access
students work at any time so I may be able to redirect if needed.
10. Students will be instructed to begin working on their assignments for
the remainder of class. (15 mins)
Adaptations: A handout of all documents used in todays lessons,
appropriate to the LD students disability, will be given to the LD student. My
hearing impaired student will be using the school-issued FM system so he
can better hear instructions and classroom discussions. I will let the class
decide if they want soft music played in the background as they work on
their individual task, or allow the musically inclined students to listen to
headsets of their own if they stay on task and demonstrate they are
working well.
Differentiation will be offered by providing a digital example of the objectives
and final product of assignment on students chrome books. In addition,
alternative hypothetical options will be allowed for the High School Reunion
writing assignment. Students may choose to write about themselves, or they
can choose to write about a family member (which will add a multi-cultural
aspect to the assignment). In lieu of the writing assignment, students may
also select to present a video or audio presentation.
Assessment: If a student meets or exceeds each of the items on the
provided rubric, I will know that he/she has learned from this assignment.
Formative assessment will rely on observation of students as they are
working, with guided questions to redirect when needed. Summative
assessment will allow students to use various alternatives to (and including)
a written assignment such as producing a video that depicts the
requirements of the assignment, an oral presentation, or an audio recording
of their product. I will record a score for each student that coincides with the
student meeting the requirements on the provided rubric.
Summary/Closure: At the close of the lesson, before assigning homework,
we will review what concepts are important from today. I will ask the class to
tell me what makes a piece of writing a narrative. I will reiterate the steps to
organizing ideas, and using each to build upon itself to create a unified

whole, and remind students to pay attention to grammar, punctuation usage,


and capitalization. I will offer a question session. Once everyone seems to
be on the same page, I will then assign homework. (5 mins)
Generalization/Extension Activity: As lesson time is only 50 minutes and
I have already offered the class more than they can get finished in that time,
there should be no need for supplemental activities. However, if anyone
would happen to complete everything early, I will offer this student time on
his/her chrome book to explore a game based learning site such as the
writing games found on http://www.scholastic.com/kids/stacks/games/.
Review/Reinforcement (Homework): The class participated in a guided
practice instructing them to write narratives as they unscrambled sentences
and then ordered the sentences into a sequential, organized paragraph. This
laid the ground work for them to build upon this concept by organizing
multiple paragraphs to form a cohesive account. Homework for this day will
be to finish writing their High School Reunion narrative.
UNSCRAMBLING PARAGRAPHS (warm-up)
A reader cannot understand a scrambled sentence because the parts are out of
order. A reader cannot understand a scrambled paragraph because the sentences
are out of order. In the scrambled paragraph below, readers, confused, only know
that the paragraph says something about a snake.
Explanatory Paragraph: An explanatory paragraph explains an idea or fact, often
through illustrations. Each list below, when unscrambled, will become one of the
sentences in an explanatory paragraph from Stieg Larssons The Girl with the
Dragon Tattoo. In Larsons paragraph, the sentences illustrate why a particular
policeman is considered toughened by the crimes hes observed during his career.
Unscramble and punctuate the lists to produce the nine sentences in the paragraph.
In each list, the sentence part that begins the sentence is capitalized.
Important: Type or write out the list of nine unscrambled sentences from the activity
below. In the next activity, you need that list to arrange the sentences into a
paragraph that makes sense.
1a. and took two years
1b. the assistance of the National Criminal Police
1c. Another required
2a. a hardened veteran
2b. was
2c. The policeman

3a. Two others


3b. within a few days
3c. were solved
4a. confessed to having killed his wife or brother or some other relative
4b. and, full of remorse,
4c. In five of these the murderer had called the police himself
5a. in which he had had to take into custody
5b. He would never forget his first case
5c. at an electrical substation
5d. before he caused others harm
5e. a violent and appallingly drunk worker
6a. he could look back
6b. upon an impressive career
6c. All in all
7a. he had brought in
7b. During his career
7c. poachers, wife beaters, con men, car thieves, drunk drivers, burglars, drug
dealers, rapists, and one deranged bomber
8a. to the polices satisfaction
8b. The ninth case
8c. was solved
9a. in nine murders
9b. He had been involved
9c. or manslaughter cases

ASSIGNMENT FOR EXPLANATORY PARAGRAPH (motivator)

Group work
The nine unscrambled sentences are not in a logical order that matches the original
paragraph, so arrange them in a way that makes the most sense. Write out and
punctuate the paragraph.

High School Reunion (Narrative)


The year is 2065 and you are at your 50th high school reunion. Tell your old friends what you
have done with your life since graduating from Catoctin High School. You may choose to write
about what you wish to do in the future, about the imagined life of an idol, or even recount a
fictional story of a relative. Be sure to use chronological order and include at least 9 interesting
details. (Writing 30 points)
1. Title
2. Introduction
3. Topic sentence on first seven years (18-25 years old)
4. Three details about the first seven years
5. Transition
6. Topic sentence on next twenty years (26-45 years old)
7. Three details about these next twenty years
8. Transition
9. Topic sentence on last fifteen years (45-60 years old)
10. Three details about last fifteen years
11. Transition
12. Topic sentence about retirement plans
13. Three details about retirement plans
14. Conclusion
Language usage (reminders)
1. Spelling
2. Grammar
3. No fragments
4. No run-ons
5. MLA format
6. Indented paragraphs
7. Last name and page number
8. Punctuation
9. Capitalization

Narrative Graphic Organizer

Please list 3 supporting details


for each stage of life.

First 7 years
(18-25 years old)

Next 20 years
(26-45 years old)

Last 15 years
(45-60 years old)

Narrative Rubrik
Attribute

Ideas

An interesting
experience is
shared with
details that
help create
the interest.

This
interesting
experience
needs more
details.

The narrative
needs to
focus on one
experience.
Some details
do not fit the
narrative.

The narrative
needs to
focus on one
experience.
Details are
needed.

The narrative
needs to
share an
experience
and use
details.

Organizatio
n

The narrative
is well
organized,
with a clear
beginning,
middle, and
ending.
Transitions
are used well.

The narrative
is well
organized.
Most of the
transitions are
helpful.

The order of
events needs
to be
corrected.
More
transitions
need to be
used. One
part
(beginning,
middle, or
ending) of the
narrative is
weak.

The
beginning,
middle, and
ending all run
together. The
order of
events is
unclear.

The narrative
needs to be
reorganized.

Voice

The personal
voice creates
interest in the
narrative.
Dialogue is
used.

The voice
creates
interest in the
narrative.
More dialogue
is needed.

The voice can


usually be
heard. More
dialogue is
needed.

The voice is
weak.
Dialogue is
needed.

The voice
shows no
involvement
in the
narrative.
Dialogue is
needed.

Word
Choice

Specific
nouns, strong
verbs, and
well-chosen
modifiers
create vivid
pictures and
express clear
feelings.

Specific
nouns and
strong verbs
are used.
Modifiers are
needed to
create a
clearer
picture.

Strong nouns,
verbs, and
modifiers are
needed to
create a clear
picture.

General and
overused
words do not
create a clear
picture.

Word choice
has not been
considered.

Sentence
Fluency

The
sentences
show variety
and are easy
to read and
understand.

The sentences
are varied,
but some
should flow
more
smoothly.

A better
variety of
sentences is
needed.
Sentences do
not read
smoothly.

Many short or
incomplete
sentences
need to be
combined to
keep the
writing from
being choppy.

Most
sentences
need to be
rewritten.
Help is
needed.

Convention
s

The narrative
has a few
minor errors
in
punctuation,
spelling, or
grammar.

The narrative
has several
errors in
punctuation,
spelling, or
grammar.

Some errors
cause
confusion.

Many errors
make the
narrative
confusing and
hard to read.

Help is
needed to
make
corrections.

Comments

Points
Earned

Total Points
Possible
Points

30

Grade

0.00%

References
Baltimore City Public Schools. (2014). 6 Plus One / Narrative Writing Rubric.
Retrieved October 26, 2014, from http://www.baltimorecityschools.org/Page/15580
Huitt, W. (2003). Models of teaching/instruction. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. Retrieved [date],
from http://www.edpsycinteractive.org/topics/instruct/instmdls.html

Killgallon, D., & Killgallon, J. (2012). Paragraphs for High School A Sentence-Composing
Approach. Retrieved October 18, 2014, from
http://www.heinemann.com/shared/onlineresources/E04253/Killgallon_websample.pdf

Maryland State Department of Education. (2014). Gr. 11 Writers on Writing ~ Units of Study ~
Instruction ~ School Improvement in Maryland. Retrieved October 18, 2014, from
http://mdk12.org/instruction/curriculum/reading/units/gr11_writers_on_writing/