Artifact(s)

NCTE Standards Each Artifact Meets

How Each Artifact Meets Standards

“The Necklace”
Lesson Plan
 (Within a Short Story Unit)

Standard 2.1:
Create an inclusive and supportive learning environment in which all students can engage in learning.

Standard 4.2:
Create literate classroom communities by presenting varied structures and techniques for interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection.

Standard 4.4:
Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.

Small group work during this lesson plan helped diverse learners work together to predict the second half of the story that followed the climax. Each group shared their collaborative ideas and received peer feedback. The intertextuality lesson encouraged students to explore a variety of texts and make intelligent connections between plot development, characters, and themes.

Scrapbook Project
(With a To Kill A Mockingbird Unit)

Standard 2.4:
Uses practices designed to assist students in developing habits of critical thinking and judgment.

Standard 3.1:
Demonstrate knowledge of, and skills in the use of, the English language.

Standard 3.2:
Demonstrate knowledge of the practices of oral, visual, and written literacy.

Standard 3.3:
Demonstrate knowledge of the reading process.

Standard 3.4:
Demonstrate knowledge of different composing processes.

Standard 3.5:
Demonstrate knowledge of, and uses for, an extensive range of literature.

Standard 3.6:
Demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.

Standard 4.10a:
Integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products.

Standard 4.10b:
Integrate assessment consistently into instruction by creating opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

The scrapbook project helped students develop habits of critical thinking and judgment as they compiled newspaper articles, letters, and journal entries from the perspective of one of the protagonists in To Kill A Mockingbird. This project allowed students to gain experience in composing a variety written forms as they demonstrated their understanding of the novel. Students were informally assessed during the creation process, and formally assessed following the scrapbook's completion.

Point of View and Mentor Relationships Lesson Plan
(Within a To Kill A Mockingbird Unit)

Standard 2.1:
Create an inclusive and supportive learning environment in which all students can engage in learning.

Standard 2.2:
Use ELA to help students become familiar with their own and others’ cultures.

Standard 2.5:
Make meaningful connections between the ELA curriculum and developments in culture, society, and education.

Standard 4.1:
Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software appropriate for supporting the teaching of English language arts.

Standard 4.2:
Align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

This lesson plan explored the relationships that both students and characters in nonfiction and fiction writing have created with mentors. Small group work encouraged students to make connections between their mentors and members of the community that supported their childhoods. The poignant Maya Angelou video clip supplemented the small group and individual assignments.

Understanding Others Lesson Plan
(Within a To Kill A Mockingbird Unit)

Standard 2.4:
Uses practices designed to assist students in developing habits of critical thinking and judgment.

Standard 4.3:
Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.

Standard 4.4:
Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.

Standard 4.5: 
Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written and/or visual forms.

Standard 4.8:
Engage students in making meaning of texts through personal response.

Standard 4.9:
Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.

This lesson engaged students by encouraging them to examine the unhealthy prejudices and judgments they may have held as they made predictions about a person's personality and physical appearance by soley looking at their shoe. In addition to problem solving, this lesson fostered the development of critical thinking skills as students compared and contrasted a character from To Kill A Mockingbird with a character from a nonfiction essay.

Propaganda Lesson Plan & Campaign Commercial and Bumper Sticker Project
(Within an Animal Farm Unit)

Standard 3.6.1:
Understand how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students’ composing processes, communication, and learning.

Standard 3.6.2:
Show an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes.

Standard 3.6.3:
Incorporate technology and print/nonprint media into instruction.

Standard 4.5:
Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written and/or visual forms.

Standard 4.6:
Engage students in critical analysis of different media and communications technologies.

Standard 4.7:
Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

Artifact One: This lesson plan helps students see as well as hear different types of propaganda through both a mini-lesson and a PowerPoint presentation. Technology aids students as they are exposed to a variety of images and sounds which foster whole class discussion and unique personal interactions with the texts presented.

Artifact Two: The campaign commercial and bumper sticker project assisted students in strengthening their communication skills through print and electronic resources. This assignment promoted positive social interactions among students as they collaboratively wrote commercial scripts and created bumper stickers in support of their candidate.

“This I Believe Now” Video & Exploring English Education Blog

Standard 2.3:
Demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.

Standard 3.2.2:
Use writing, speaking, and observing as major forms of inquiry, reflection in coursework and teaching.

Standard 3.7:
Demonstrate knowledge of research theory and findings in English language arts. 

Artifact One: This video showcases my growth as both a reflective practitioner and an educator during my student teaching experience. My presentation was designed to reveal my understanding of students and the learning community that I believe is possible to create in the classroom.

Artifact Two: This blog reflects my professional and personal growth during my early field experience. My writing reveals instructional choices I made in the classroom and reflection on scholarly texts.