Professional Documents
Culture Documents
Description of Artifact: The goal for this lesson was to get students to
provide a conclusion that follows from the
narrated experiences or events. After reading
students pre-assessments it was evident that
they had never been taught how to write a
conclusion before. This lesson taught students
how to write an ending that went with their story
and provided closure. Students learned about
techniques that authors use to write conclusions
and were then tasked with using those
techniques in their stories. Students completed
worksheets that forced them to analyze endings
that were fully elaborated and they completed
another worksheet requiring them to extend an
ending that was not fully elaborated. Before
students were able to work on their stories, a
Good Ending Menu was handed out so
students could ensure they included all elements
of a good ending.
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.
Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions
Part One: Launch (20minutes) / Reasoning
1. The teacher will share with the class that the lesson
objective will be to make a good ending to their spooky
stories.
2. The teacher will provide every student with a good ending
menu (after asking/stating before going over menu
questions/comments) and review it with the class.
Part three:
This will be time for students to work on their essay.
Reflection
While reading through students stories after the lesson to see that they
had an ending that follows from the narrated experiences or events and
used the ingredients for a good ending, I found that 16 out of 22
students had effectively applied the strategies. Many of the students
had used the strategies but did so in a list. For these students, I
commented on their stories and requested that they provide more
details such as how their character grew from the experience or to
provide more information so that someone could only read their ending
and figure out what the whole story was about. There were still three
students who need more instruction. For these students I will continue
to comment on their stories with more suggestions.
Teaching Standards and Rationale
Standard #2: Learning Differences 2(a)- I decided that rather than
give a presentation covering good ending strategies I would create a
menu that included examples and go through each ingredient with
the class. This allowed students to ask clarifying questions. The two
worksheets that students completed gave them an opportunity to
demonstrate their learning and so did their stories.
Standard #4: Content knowledge 4(a)- By providing students with a
good ending menu, giving feedback on their worksheets, and giving
suggestions on students stories is why this standard is addressed in
this lesson.
Standard #6: Assessment 6(d)- Because the menu had examples of
each ending technique and so did the worksheets, students had
several examples of what a quality ending looks like. Following the in
class instruction, I gave students direct feedback on their stories.
Standard #11: ISTE standard 11.2 (a)- By using my own computer to
create the lesson and give feedback and students using their Google
Chrome books, I was able to evaluate the effectiveness of this lesson
based on the student's story endings. This process helped students
develop their writing skills.
Name______________
Good Ending Menu
Ingredient Example
A Memory Ill always remember that November day when a man chased us
What did you through the Oak Dale Cemetery. His tall, crooked stature will forever be
remember most? imprinted in my mind. As we sprinted as fast as we could to get away I
remember thinking that we had no chance of getting away.
Feelings I got home that night thankful that the psychotic man had tripped
How did you feel as he got within arms reach of Danny. If he hadnt, Danny may not have
about what made it out. That night was the most terrified that I have ever been.
happened?
Wish or Hope I hope people can learn from our experience and know to never
What you wish or cut through a cemetery late at night.
hope?
Decision I have come to an unalterable conclusion that cutting a few
What did you minutes off of your walk home by going through a cemetery is not worth
decide? the dangers you may encounter. You never know who could be lurking
around in a dark cemetery. I
Defining This is why I vow to raise awareness on why kids should not be
allowed out alone late at night.
Action
What did you do?
Artifact #2
Artifact: Elaboration on Character Lesson
Description of Artifact: The goal of this lesson was to describe the main
characters using elaborative detail and sensory
description. Students were really struggling with
showing and not telling. They would tell you a
persons name but not show you what they
looked like using strong adjectives. Students
learned how to do this through a fun interactive
activity where they got put into groups and had
to create character descriptions based on the
image their group was given. I then brought the
class together in front of the board and hung the
pictures up on the board. Students then listened
to each groups character description and had to
pair the description with the character that was
being described.
Lesson Topic / Title: Spooky Story Narrative- Elaborating on the main characters and using
sensory description
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.
Learning Objective(s) Instructional Decisions /
Students will be able to: Reasoning
Describe the main characters using elaborative detail
and sensory description.
Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Part One: Launch (15 minutes) Reasoning
1. Students will be put in groups of four.
2. Students will be asked to work together to describe the
character that their group was assigned.
3. After students have had time to describe their
characters, each of the pictures will be placed on the
wall. Students will have to use other groups
descriptions to decide which character they were
describing.