Section Three: Teacher Candidate Artifacts

Introduction

In this section, I will focus on demonstrating the skills that I have previously shared and put them in visuals for you, as my audience, to

see. Each one that I have selected has been carefully reviewed and assessed to ensure that my learned skills are able to evident in each pick. I have

carefully considered classroom management, instruction, planning, and assessments.

I will connect each one of my artifacts to the appropriate standards, which revolve around: the Interstate New Teacher Assessment Support

Consortium Standards (INTASC Standards), The Ontario Ethical Teacher Standards, NYS Code of Ethics for Educators, P-12 NYS Common

Core Learning for ELA, Math and Social Studies, New York State Learning Standards, the Ontario Ministry of Education Expectation, Teacher

Education Accreditation Council/Council for Accreditation for Educator Preparation (TEAC/CAEP), the International Society for Technology

Education for Teachers and Students M.S. ED. ELEMENTARY PORTFOLIO 31 (ISTE), as well as the Council for Exceptional Children (ECE).

Artifact One: Dasa Certificate

I have chosen to include this artifact as it is the ‘Dignity for all Students Act’ (DASA). This certificate highlights that I have been trained in the

necessary knowledge to provide students with the opportunity to have a safe education that is free of harassment and discrimination. Essentially,

bring certified with DASA highlights my ability to comprehend when my students are being bestowed with harassment, discrimination, or

bullying.

INTASC Standards
Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually

evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and

the community), and adapts practice to meet the needs of each learner.

NYS Code of Ethics for Educators

Principle 5: Educators collaborate with parents and community, building trust and

confidentiality.

The Ontario Ethical Teacher Standards

TRUST: The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues,

parents, guardians and the public are based on trust.

CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Artifact Two: Social Studies Learning Segment (3 day lesson plans)

I have included this learning segment, which is focused on teaching Grade 1 Social Studies, as I believe it creates a stronger sense of

inclusion within our classroom community and our society. Taking into account each and every students’ background, this learning segment

embeds students with the ability to grasp that each and every person is unique in their own manner and different. These exceptional characteristics

are what make us special and rare, which is why we appreciate such traits.

This artifact highlights my capability as a teacher because it demonstrates that I am able to plan lessons that will help to support and

influence a more inclusive community around us. This learning segment provides students with read-alouds, visuals, and class discussions that

allow students to make personal connections and activate their prior knowledge.

What curriculum and professional standards were used?

INTASC Standards

Content: Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they

work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner

mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of

communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking,

problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve

problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state,

national, and global issues.

Standard #4: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates

learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Instructional Practice: Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional

strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives

and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret

results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that

teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify

instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of

learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own

learning and do it in creative ways.

Standard #8: 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.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.

Principle 2: Educators create support and maintain challenging learning environment

The Ontario Ethical Teacher Standards

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members

express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in

practice.

The Ontario Curriculum: Grade 1 Social Studies

A1.4 describe the impact that people can have on each other in some different situations (e.g., when a person helps a child who is lost, when a
child bullies another child, when a teacher helps a student find the answer to a problem, when schoolmates share toys or art supplies) and some
of the ways in which interactions between people can affect a person’s sense of self
 B2.2 gather and organize information on the interrelationship between people and the natural and built features of their community, and on the
effects of this interrelationship, using sources that they have located themselves or that have been provided to them

CAEP Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching practices

Council for Exceptional Children (ECE) J. Advocating for professional conditions and resources that will improve learning outcomes of

individuals with exceptionalities

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Jenn Balcarek Date: April 25, 2020

Context for Learning (edTPA)
Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______
Grade level: 1 Number of students in the class: 27
Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Ne Students IEP Goals
2 Students receive support for their needs, through the use of
eds Learning Disabled- IEP
educational assistant support, sentence-starters, extended
time, different settings (may work outside of classroom
with assistant), using large print books, and offering
scribing if necessary. Students may also have modified
assignment and tasks.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ENL STUDENT Student will have additional support from educational
1 assistant based on the IEP guidance sheet from ENL teacher.
 Student will have access to visuals linked to their level of
understanding.
Modified work-load.
Paired with another student in class who speaks same
language.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Behavioural 4 Students will be given time for physical movement – such as
jumping on trampoline or walk in halls with peer/assistant.
 Will also be given clear directions and redirections by support
staff and teacher. Students will have reward system in place –
earning stars (each star is gained after completing
expectation/task) and when the necessary amounts are earned,
student can gain reward. Additionally, students will be
provided with sensory objects in order to maintain attention
during critical time, such as during read-aloud.

Lesson 1 of 3 Day Learning Segment

Subject and Lesson Topic: Social Studies- Accepting Differences

Grade Level: 1 Lesson Duration: 30 -40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016) .
The central focus of this lesson plan is for students to understand what it means to compare and contrast the differences amongst one another.
Students will demonstrate their comprehension through writing in their weekly binder journals. They will illustrate what they believe makes
them different and unique from others as well as writing a sentence describing it underneath their image using the key words from the word-
wall words of the week.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt
2a) As part of the curriculum, pupils have knowledge of content structured around diversity. The students are able to identify that others possess
characteristics that are different than their own, for example acknowledging that one student may have blonde hair and other may have brown.
Additionally, students participate in collaborative assignments and conversations pertaining to diversity such as racial, religious, national
and international customs while working with peers and staff of various racial and ethnic groups. Students possess a wide range of
knowledge regarding culture.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will utilize this knowledge and exposure to diversity by building off students’ experiences and utilizing characteristics and life-styles
to describe what it means to be different.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)
 Many of my students come from various cultural backgrounds, which can deepen their understanding of the lesson at hand. Since the book
discusses various differences, such as skin colours and coming from different places, students who have immigrated recently or have
families who have immigrated recently can incorporate their experiences into their journaling.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use this knowledge to open up a discussion about how we all have different backgrounds. Extending the discussion, I will have students
go to their desks and add to their weekly journal about an experience they have had with being unique and different. They will also be able to
draw a picture and have time after journaling to share it with an elbow partner.
Curriculum Standards
Canadian Curriculum:
A. Heritage and Identity and B. People and Environments – as described on page 22. The topics covered in each grade are as follows: Grade
1 A. Our Changing Roles and Responsibilities B. The Local Community
B2.2 gather and organize information on the interrelationship between people and the natural and built features of their community, and on the
effects of this interrelationship, using sources that they have located themselves or that have been provided to them – ties in with the snack
time sharing
New York State:
1.3 A citizen is a member of a community or group. Students are citizens of their local and global communities and 1.3b Traits of a
responsible citizen include respecting others.
1.1c Awareness of America’s rich diversity fosters intercultural understanding. ¬ Students will compare the cultural similarities and differences
between various ethnic and cultural groups found in New York State.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and assessments to allow students with
document specific needs to demonstrate their
the end of the lesson and are aligned to the your students’ progress on each of the learning. (edTPA Task 1, Prompt 5b)
standards identified above. objectives?
Students will be able to recognize and identify I will be able to assess students’ I will allow students to use the key words in
what it means to be ‘different’ and ‘unique’ and comprehension of differences through their order to support their writing (it will be on
demonstrate their comprehension through journal entry. Additionally, I will be able to the front white-board).
journaling a sentence and creating an image of see which key words students are I will allow them to use individual white-
what makes them different than others. comprehending through their use of language. boards, and potential scribing for them if
needed.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)

F18
 Function Application through key words - Modeling key terms, such as “unique” and “different” in
Looking at your standards and used during peace circle time and conversations
objectives, choose the one weekly quiz. - Offering students one on one support
Bloom’s word that best describes - Sending home word wall words that can be glued into
the active learning essential for agenda for students to practice
students to develop understanding - Having guests who enter my classroom model by using key
of concepts within your lesson. words of the week in sentences
Vocabulary - Different - Incorporating into word wall words
Key words and phrases students need - Colour - Offering a white board for students to use
to be able to understand and use - Big - Sentence starters
- Small - Modeling through the use of these terms in basic dialogue
- Medium - Instructing students to use these terms in assessments, such
- Proud as journals and poems we do in other lessons such as ELA
- Adopted - Incorporating words into activities
- Unique
Syntax
Students will show syntax by - Offer whiteboard with words for students to copy.
Describe ways in which students will using key vocabulary words in - Sentence starters
organize language (symbols, words, their journals as well as during - Potentially offer scribing for student depending on
phrases) to convey meaning. the class discussion after our read IEP/needs.
aloud. - Provide students with an example journal sheet featuring an
illustration of myself, as well as the key words of the week
Discourse Students will demonstrate - During snack time period/lunch time, I will model by
How members of a discipline talk, discourse by identifying cultural presenting my lunches that are culturally different and then
write, and participate in knowledge differences by having a class have students share snacks of different cultures that they
construction and communicate their discussion in a large group setting bring from home
understanding of the concepts - Encourage students to bring cultural food from home to
show others
Accommodations and/or other
Instructional Process supports
Anticipatory Set/Motivator - Discussing any comments
students may have as well
Have the song ‘I’m different’ playing as a hook as students walk in.
making think-aloud remarks
“Good afternoon class. I hope you had a great lunch recess.. Once you’re all done - Let’s get started!
hanging up your coats and snowpants please come meet me on the carpet.” Instructional Procedures
- Read each page slowly and
- “Today we will be reading and talking more about being different and unique” show students the images
- Showing students the cover of the book and asking them what they think it may be about - While performing my read-
- Asking students what is different about the faces on the cover. Asking questions such as aloud, ask students the
“what do you notice about these faces?” following questions: “what is
 something that you notice about these two characters?” “What is different about this one?” - Students will have an educational
“are their ears the same or different?” “what makes them different?” assistant to circulate with me, and
- After read-aloud, ask students about any differences they remember seeing in the book. help to support students with their
- Discuss the differences for about 2 minutes needs, such as scribing and
- *do quick movement as students have been sitting for too long*- about 1 minute spelling.
- Instruct students that they will be writing what makes them different in their journal - Offering white-boards to assist with
binder. Provide students with an example copy of myself with a clear illustration of what their spelling
my difference that I want to talk about is.
- “We will be working on our own picture and sentence about what
makes us different”
- Explain to students that they will be working independently at their desk and will have 15
minutes to complete their task
- “You can use pencil crayons and crayons for you image but no markers. You cannot use - I will repeat directions if needed in
markers because the ink will bleed into the other side of the page and it can be messy. a clear and loud but positive voice
Please use a pencil for your sentence. Get started right away boys and girls”
- One on one support at back table
- Set timer for 15 minutes
from myself and EA
Closure
- Model what their expectation is by
- Timer goes off
providing students with an example
- “Macaroni and cheese, everybody freeze!”, I will ask students to raise their hand if they are of a journal that I have made
done their task. If they are done, they can get their snack. For students who are not - I will have classical music in the
completed, they can have their snack after recess, however, in order to go out for recess they
background to promote creativity
must complete their journal entry (exit ticket).

- I will use a timer so students are

aware of how much time they have
- I will give them pencil crayons so
they can illustrate their story
regarding being different
 Set timer for 10 minutes so they aware that is how much time they have left. Students will have had some prior
- Students will share their journal entry (if comfortable) with table group. Each table - knowledge pertaining to differences
- consists of roughly 4-5 students. based on previous books we have
Thank you for sharing your experiences. Each and every one of them is important and we read and discussed
- will continue to build off of these.
- “Next time, we will watch a short clip about being different!”
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive
white-board images.
- “I’m Different” Song by Butterfly Boucher (https://www.youtube.com/watch?v=edNEAIZ40XI )
- Todd Parr’s ‘It’s ok to be different’ book.
- Social studies journal sheet
- Crayons
- Pencil
- Pencil crayons
- White-board and white board marker
- Timer
JOURNAL WORKSHEET
JOURNAL EXAMPLE
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jenn Balcarek Date: March 13, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______

Grade level: 1 Number of students in the class: 27

Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Ne Students IEP Goals
2 Students receive support for their needs, through the use of
eds Learning Disabled- IEP
educational assistant support, fidget props to help maintain
attention. Additionally, students will be granted extra time to
complete work as well as an altered work load based on their
level.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ENL STUDENT Student will have additional support from educational
1 assistant based on the IEP guidance sheet from ENL teacher.
Student will have access to visuals linked to their level of
understanding.
Modified work-load.
Paired with another student in class who speaks same
language
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Behavioural 4 Students will be granted a movement break – which will be
roughly 5-10 minutes depending on their need. The
movement may include walking around the school or
stopping at the ‘nook’ in order to jump on trampoline.
Will also be given clear directions and redirections by support
staff and teacher.

Lesson 2 of a 3 Day Learning Segment

Subject and Lesson Topic: Social Studies- Accepting Differences

Grade Level: 1 Lesson Duration: 30 – 40 mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016) .
The central focus of the learning segment is to build on students’ comprehension of uniqueness through illustration and literacy. Students will
create a card for another member of our school with a compliment about something unique regarding the selected person.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt
2a)
As part of the curriculum, pupils have knowledge of content structured around diversity. The students are aware that everyone is unique and
different. Additionally, students know terms such as ‘unique’ and ‘different’ and are able to utilize them in verbal context as well as written
forms.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will utilize this knowledge by building off of their level of comprehension pertaining to the term ‘different’ and ‘unique’, while also teaching
them about how a compliment can make someone happy and be a sign of respect. If we can complement others about their differences, we are
filling their emotional buckets with happiness and teaching them to respect one another.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)
 Many of my students come from various cultural backgrounds, which can deepen their understanding of the lesson at hand. Since the book we
previously read discusses various differences, such as skin colours and coming from different places, students who have immigrated recently
or have families who have immigrated recently can incorporate their experiences into their tasks.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use this knowledge to open up a discussion about how we all have different backgrounds. Extending the discussion, I will have students
go to their desks and add to their weekly journal about an experience they have had with being unique and different. They will also be able to
draw a picture and have time after journaling to share it with an elbow partner.

Curriculum Standards
Ontario Curriculum: A1.4 describe the impact that people can have on each other in some different situations (e.g., when a person helps a
child who is lost, when a child bullies another child, when a teacher helps a student find the answer to a problem, when schoolmates share toys
or art supplies) and some of the ways in which interactions between people can affect a person’s sense of self
NYS Standard: 1.3c As global citizens, we are connected to people and cultures beyond our own community and nation, and we have a
shared responsibility to protect and respect our world
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal If applicable, explain how you will adapt
that identify what students will be able to do assessment tools, how will you assessments to allow students with
by the end of the lesson and are aligned to evaluate and document your students’ specific needs to demonstrate their
the standards identified above. progress on each of the objectives? learning. (edTPA Task 1, Prompt 5b)
Students will be able to demonstrate - Building off of our previous lesson and - I will model this approach by using
comprehension of respecting others by understanding of what it means to be an example card that I have designed
illustrating a “compliment” card that will ‘different’ and ‘unique’, I will assess for the class. Students will be able to
contain key words from our word wall words the students by seeing the key words pass it to one another and look at it
to be given to another member of our school that were used as word wall words as an example.
community complimenting their uniqueness. within their card. For example: - I will offer sentence starters or
different, colour, big, small, medium, scribing for students who are in need
proud, adopted - Whiteboards
- One on one support

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)

Function
Looking at your standards and Application through creating and - I will model this approach by using an example card that I
objectives, choose the one have designed for the class. Students will be able to pass it
designing the ‘compliment cards’.
Bloom’s word that best describes
to one another and look at it as an example.
the active learning essential for
students to develop understanding - I will offer sentence starters or scribing for students who are
of concepts within your lesson. in need
- Whiteboards
Vocabulary
- One on one support
Key words and phrases students need Refreshing the previous weeks
- Modeling these terms when talking to students
to be able to understand and use words: different, colour, big, - Having word wall words that students can paste into their
small, medium, proud, adopted agenda for the week and practice at home
- One on one support
With additional word wall words:
- Scribing
- Unique - White-board
- Together - Including weekly words during literacy games such as
- Same “detective binoculars” in order to find hidden word wall
- Hair words, etc.
- Skin
- Pretty
- Beautiful
- Handsome
Syntax - Tall
- Short
Describe ways in which students will - Students will be given a sheet of word wall words that they
Students will show syntax by
organize language (symbols, words, can glue into their agenda for the week to practice at home.
doing a quiz at the end of the
phrases) to convey meaning.
week of their word wall words. - Students with IEP or other learning needs may have
modified summative assessment, such as writing over
highlighted spaces that are to be filled out with the word of
the week
Discourse - One on one support
- Scribing
How members of a discipline talk, Students will show discourse by
- Throughout the week, I will have various colleagues enter
write, and participate in knowledge partaking in class discussions my classroom and model complimenting them on their
construction and communicate their
revolving around being unique differences by making comments in front of all students
understanding of the concepts
such as “Mrs. T, I love how curly your hair is. It is so
unique and beautiful”.
 Accommodations and/or
Instructional Process Modifications and/or Supports
Anticipatory Set/Motivator - Model to students what a
- Have students walk into class from recess while the song ‘Where is the Love” by The compliment looks like with
Black Eyed Peas plays (clean version) as their hook. colleague who is on planning time
- Inform students that once they hang up their outside clothes and change into indoor shoes, and available to partake in our
they must come to carpet and sit in a circle activity
- “Good afternoon boys and girls! Hope you had a lovely recess…I have a surprise for you!
Look who our special guest today is!”
- Introduce guest to class: “Its Ms. Comeau! Remember? She’s a part of our school
community. She teaches grade 3 down the hall from us. Isn’t it so nice for her to join us
during our peace talk?”
- Put talking piece in middle of the circle and refresh students’ memory of rules (no talking
or interrupting, only talker is person with the piece).
- “Do you remember last class we talked about what makes us different? I want us to go
around and compliment someone about their difference. Here I will start. Nathan, I love
your freckles. They’re very cool!”
- Pass the talking piece to next person.
Instructional Procedures - Offer sentence starters
- Ask students the question “Give a compliment, Get a compliment, or Pass” (students have - One on one support
prior knowledge) once they are in a circle. - White-board with any words that
- The first student to want to answer will gently pick up talking piece (if students become the students would like help
aggressive reaching for it, I will pick a specific student to begin and we will just pass it spelling out
down to avoid conflict) - Scribing
- Students will go around sharing compliments or passing depending on their choice. This - Extended time
will range in time from 10-15 minutes. - Allow students to use the word wall
- I will close the circle by thanking students for partaking in this activity, and asking them to magnets with the previous word
show a thumbs up if they felt happy getting a compliment. I will also ask them to show a wall words on the large white-board
thumbs up if they felt happy giving a compliment. at front of class. The words will be:
- I will then explain to students that we will each be designing a ‘compliment card’ for different, colour, big, small,
someone in our school community to make them feel good and to explain that we are medium, proud, adopted as well as
celebrating every ones differences. We complement each other and appreciate our the new word wall words: unique,
uniqueness. together, same, hair, skin.
- “Is there anyone in particular that you want to compliment? I always love to compliment - Offer materials that students may
Mrs. Rossiter, our secretary because she is so helpful and kind”. use for their card.
- I will pass around my example to everyone (a card filled with a compliment for the entire - I will have calming classical music
class) as a means of modeling playing in the background
 - I will ask the students to raise their hand if there is someone in the school they specifically
want to compliment.
- Share examples: “I want to compliment Mr. Vulstyke (custodian) because he has a
unique smile. This should last about 3-5 minutes
- I will explain to students that they are to pick the items they want to use: card colour,
pencil crayons, feathers, etc. that I will set out on the back table. Three at a time, while
others take the time to think of who to select.
- Once they have their items selected, they will be told to sit at desks and work on cards for
selected person
- Set timer for 15 minutes so that students will know how much time they have to complete
task
Closure - Timer so that students are conscious
- Timer goes off of their time constraints
- “If you can hear me, touch your nose”, “if you can hear me touch your head”, continue - Offer extended time for students in
with questions like this until full attention is given need
- Ask students: “put your thumb up if you are done your card”.
- “Did anyone make a card for someone in this class?” If the answer is yes, ask student if
they are comfortable to share.
- “Wow, that’s lovely. Yes (student name), that is exactly what makes you unique!”
- Listen to other students who discussed the words and their card
- “Good job everyone! Put your cards away for now, we will have time after recess to go
drop them off to our friends!”
- Put away for now and take out last snack
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.
- “Where is the Love” by The Black Eyed Peas (clean version): https://www.youtube.com/watch?v=dB2w-s424eo&list=RDdB2w-
s424eo&start_radio=1
- Magnets with the previous word wall words on the large white-board at front of class. The words will be: different, colour, big, small, medium,
proud, adopted
- White-Boards
- Timer
- Decorating materials: Feathers, pencil crayons, crayons, markers, sparkles, stickers.
- Classical, calming music: https://www.youtube.com/watch?v=sd4VsbM4fOo
 SAMPLE CARD

COMPLIMENT CARD EXAMPLE

 Medaille
College
Department
of
Education

Lesson Plan

Teacher Candidate’s Name: Jenn Balcarek Date: March 13, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______
Grade level: 1 Number of students in the class: 27
Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Ne Students IEP Goals
2 Students receive support for their needs, through the use of
eds Learning Disabled- IEP
educational assistant support, fidget props to help maintain
attention. Additionally, students will be granted extra time to
complete work as well as an altered work load based on their
level.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ENL STUDENT Student will have additional support from educational
1 assistant based on the IEP guidance sheet from ENL teacher.
Student will have access to visuals linked to their level of
understanding.
Modified work-load.
Paired with another student in class who speaks same
language
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Behavioural 4 Students will be granted a movement break – which will be
roughly 5-10 minutes depending on their need. The
 movement may include walking around the school or
stopping at the ‘nook’ in order to jump on trampoline.
Will also be given clear directions and redirections by support
staff and teacher.
Lesson 3 of a 3 Day Learning Segment

Subject and Lesson Topic: Social Studies-Accepting Differences: Being a good friend

Grade Level: 1 Lesson Duration: 30-40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016) .
The central focus of the learning segment is for students to display their comprehension of accepting one another through the creation of
‘invitations’. After reviewing our prior two lessons, students will be directed to create their own ‘invitation’ to enjoy a recess with a student
they do not normally interact or engage with in order to work on their social skills. By asking a student they do not normally interact with,
students are demonstrating that reaching out to one another can not only fill a person’s emotional bucket of happiness, but also means you are
being a good friend.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1,
Prompt 2a) After reviewing our previous lessons, students are able to easily identify what makes them unique and what makes them
different. As a result, students are developing a stronger understanding of their identity; who they are and what their job in society is. In this
sense, they are able to link their identity in terms of who they are a friend – what is a good friend? What can I do to be a good friend? Based
off of their prior knowledge of understanding that everyone is ‘different’ and everyone is ‘unique’, they comprehend that we may not always
understand one another’s differences, but we accept one another.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use this information by building off their sense of identity. I will deepen their comprehension of what it means to be a “friend” by
explaining to them what makes a good friend and what makes a bad friend. Essentially, students’ prior knowledge of what it means to be
‘different’ will be the fuel to drive the discussion towards accepting our friends for their differences.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)
Many of my students come from various cultural backgrounds, which can deepen their understanding of the lesson at hand. Since the book we
previously read discusses various differences, such as skin colours and coming from different places, students who have immigrated recently
or have families who have immigrated recently can incorporate their experiences into their tasks.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use this knowledge to open up more peace circles with students where I will ask them questions such as: “how many of you have friends
who speak a different language at home?” and “how many of you go to a different school on the weekend where you learn a new language and
have met some nice friends there?”. Essentially, guiding more class discussions (after lunch time as we always do) around this topic.
Additionally, I will extend the discussion into having students write a haiku about what friendship with words that we learned from the
Todd Parr’s “It’s ok to be Different” book.

Curriculum Standards
Ontario Curriculum: A1.4 describe the impact that people can have on each other in some different situations (e.g., when a person helps a
child who is lost, when a child bullies another child, when a teacher helps a student find the answer to a problem, when schoolmates share toys
or art supplies) and some of the ways in which interactions between people can affect a person’s sense of self
NYS Standard: 1.3c As global citizens, we are connected to people and cultures beyond our own community and nation, and we have a
shared responsibility to protect and respect our world
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal If applicable, explain how you will adapt
that identify what students will be able to do assessment tools, how will you assessments to allow students with
by the end of the lesson and are aligned to evaluate and document your students’ specific needs to demonstrate their
the standards identified above. progress on each of the objectives? learning. (edTPA Task 1, Prompt 5b)
Students will be able to demonstrate Building off of our present discussion and - I will model this approach by using
comprehension of being a good friend by prior lessons, I will assess students’ an example invitation that I will
creating an “invitation” to play at recess invitations based on words that they choose to hand out during carpet time (during
together for another friend that they don’t use, such as: friend, different, unique, play, instructions) and will also leave it so
typically interact or engage with. Students recess and together. that students can come and look at it
will be assessed based on their use of key on their own
I will also monitor how students are
words from their weekly word wall words. - I will provide students with
progressing in their social skills. I will track sentence starters
this based on their use of language in dialogue - Provide extended time for students
with other peers, such as their problem solving with modifications/accommodations
skills with one another and awareness whether - One on one support
they are being a “good” friend. - Scribing
 Academic Language Instructional Supports
Demands (edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand,
use, and practice the concepts (edTPA Task 1, Prompt 4d)
Function Application through journaling
Looking at your standards and during the week. Utilizing the key
objectives, choose the one words in their summative
Bloom’s word that best describes assessments.
the active learning essential for
students to develop understanding
of concepts within your lesson.
- I will model this approach by using an example invitation
that I have designed for the class. Students will be able to
pass it around and use it as a visual support.
I will offer sentence starters or scribing for students who are
- in need
I will provide students with an example invitation that they
- may use to grasp what their expectations are.
- Whiteboards
One on one support

-
Vocabulary Refreshing the words we have
Key words and phrases students need utilized for this unit as well as
to be able to understand and use last week’s word wall words:
- Friends
- Together
- Play
- Unique
- Together
- Same
- Hair
- Skin
- Different
- Colour
- Big,
- Small,
- Medium
- Proud,
- Adopted
Syntax Students will show syntax by
Describe ways in which students writing a haiku at the end of the
will organize language (symbols, week with their word wall words.
words, phrases) to convey They will be able to organize their
meaning. language for this lesson
 Spelling or reading out one of the word wall words in order
- to be granted an ‘exit’ ticket at the end of the lesson.
Summative assessment at end of the week: haiku poem for
- the word wall words - - a bit different than our generic quiz
of the week
Using the terms in our daily journals and in our class
- discussions
Modeling these terms when talking to students
- Placing a sticker system that if students are caught using the
- words of the week in class conversations they can earn a
sticker and once they reach 5, they earn a certificate of the
week for home that notifies parents they are practicing their
words well!

Pupils will be given a sheet of word wall words that they

- can glue into their agenda for the week to practice at home –
this is a weekly process.
Students with IEP or other learning needs may have
- modified summative assessment, such as writing over

through their word dictionaries in highlighted spaces that are to be filled out with the word
their desk which will feature of the week
terms that can be used. - One on one support
- Scribing
Discourse Students will show discourse
- I will often have colleagues enter my room, and during their
How members of a discipline talk, by partaking in class “visits”, I will model what being a good friend is like. I will
write, and participate in knowledge discussions revolving around have them initiate verbal “invitations” to hang-out or do
construction and communicate being a good friend something together
their understanding of the - Mentioning when students are being “good friends” to
concepts one another
Accommodations and/or
Modifications and/or Supports
Instructional Process
Anticipatory Set/Motivator
- “Good afternoon boys and girls! Today we will be learning about what it means to be - During video, make comments
a good friend. I know many of you have friends in this classroom, but how many of throughout using examples of how
you know what it means to be a good friend?” students have been a “good
- As students raise their hand and provide answers, expand on their answers. friend” to me too.
- “Do you think being a good friend means you always have to be the same?” - Example: “You guys show me
- Open up a discussion about how being the same takes away from us being ‘unique’ you’re good friends when you
and how even though we are different (link this to the book from first lesson), we need listen and are respectful when I am
to respect and accept one another. speaking” or “Katie you were such
- Being a good friend means we accept one another’s differences a good friend to Suzy when you
- Play this video to offer students a visual: helped her tie her shoe”
https://www.youtube.com/watch?v=avHdx18pi_U - Allowing students who have IEP
- During the video, make remarks like “I love when my friends help me clean” or “I a movement break with
love when my friends say nice things to me” – think aloud. educational assistant
- Having pictures of friends on
whiteboard behind me with the
word “friends” so that ENL student
has a visual while I am talking
- Putting ENL student on carpet
spot beside student that speaks
same language and can guide them
during lesson if needed
Instructional Procedures - Offer sentence starters
- After the video is over, ask students questions such as “what is one way that the video - One on one support
explained being a good friend means?” - White-board with any words that
- Have students answer this question for 2-3 minutes, creating a group discussion. the students would like help
- Close discussion, and begin instruction of task spelling out
- “Boys and girls, how many of you feel super nice when someone asks you to play with - Scribing
them?” - Extended time
- “I know I get very happy. Today we are going to be designing our own invitations that we - Model to students through example
will give to another friend at recess time. Please try to make it a friend that you don’t often
play with – it will fill their bucket of happiness a lot!”
- Show example of my invitation: “this is an invitation I made for Mrs. Comeau! I don’t
really get to see her often, but I wanted to be a good friend and invite her to hang out with
me sometime! Isn’t that nice?”
- I will give it to students to pass around while I begin explaining instructions
- You will draw a nice picture of you two playing in this box (point to the area designated
for colouring) and underneath you will write that you want them to play with you at recess
(point to lines where they will be writing).
- “Do you have any questions?”
- Go over questions/comments (roughly 3-5 minutes)
- Instruct students to go to desks and work on invitations
- Set timer for 15 minutes and put on calming music
Closure Timer so that students are
Timer goes off - conscious of their time constraints
“Macaroni and cheese! Everybody Freeze!” – Wait until students are fully listening and frozen Offer extended time for students in
- Ask students “stand up if you are done your invitation”. - need
- Ask students who need time if they would like to work on it during activity time after last Offer ENL students to work
recess, use “thumbs up thumbs down” tactic in order to gain answers. - alongside a partner
- “How do you think our friends will feel after getting their invitation?”
- Ask students if they have any comments or questions – this should last up to 5 minutes.
- Put away invitations for now and get your last snack before you go out for recess
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides,
and interactive white-board images.
- https://www.youtube.com/watch?v=avHdx18pi_U
- White-boards
- White-board markers
- Work-sheets
- Colouring pencils
- Pencil crayons
- Pictures of friends to put on whiteboard
 SAMPLE CARD

SAMPLE INVITATION CARD

Teacher Candidate’s Jenn Balcarek

Name: Subject/ Grade Level: 1
Date: April 20, 2020 Learning Segment Topic: Social Studies
State your central focus and explain how your plans build on each other to help students make connections
throughout the learning segment. (edTPA Task 1, Prompt 1)
The central focus of my learning segments are for students to display their comprehension of accepting one another through creations,
such as the invitation and compliment cards that they design for others. Based off of Todd Parr’s ‘It’s okay to be different’ book,
students will grasp a deeper understanding of what it means to be different and unique, through identifying characteristics that make
others fall under this category. The learning segments connect to one another because they function in a three-step process (each
lesson plan is a step). The first one revolves around students comprehending unique differences; what characteristics make us
different and special. The second lesson plan focuses on extending students’ knowledge into illustration and literacy through the
design of a compliment card that they will distribute to another student. Finally, the third learning segment connects students’ prior
knowledge from the previous two learning segments into how accepting one another’s differences is paired with being a good friend.
In this sense, students learn about what characteristics make a good friend and how accepting differences within one another is a
major component of that.
Create an assessment plan that will describe how you will use multiple forms of assessments that will provide direct
evidence to monitor your students’ progress toward meeting the central focus of the learning segment. (edTPA Task 1,
Prompt 5a)
After the three lessons, students will be given a summative assessment of creating an acrostic poem. The poem will be the name of a
student in their class that they randomly pull out from a hat. In this poem, students are expected to write the poem based on what
makes their selected student special and unique. Students will be assessed based on identifying the characteristics of what their
selected student has that makes them unique, and which key words from the lessons were utilized within the acrostic poem.
Explain how the design or adaptation of your planned assessments allows students with specific needs to
demonstrate their learning. Consider the variety of learners in your class who may require different
strategies/support (e.g. students with IEPs or 504 plans, English language learners, struggling or
underperforming students or those with gaps in knowledge, and/or gifted students). (edTPA Task 1, Prompt 5b)
By offering students who are ENL one on one support and providing them with a dictionary book with many images so that they can
easily identify what terms they are looking for could be an added support for how they demonstrate their learning. Additionally,
offering a modified version of the assessment can also help to support their comprehension of the learning objective. For example,
offering ENL students the option to draw what makes them different and then have support staff scribe for the student can support
them through their assessment. It will allow them to express their comprehension of what makes them unique and different through
designing their characteristics in a visual sense rather than a literal one.
For ENL students, helping them to find synonyms for words they would like to use could be a useful accommodation. Additionally,
supporting students by offering them a student with a shorter name and options could be beneficial. For example, assigning them a
student with a shorter name such as “Eva” and giving them three choices for the words to use in the acrostic poem- E: Exciting,
Energetic, Excellent V: Very nice, Very happy, Very kind A: Active, Artistic, Athletic. By offering my ENL student with such
options, I can help them to complete their task while also improving their English skills.
As for my two students with the IEP’s, I will offer supports such as extended time to complete work as well as timed physical movement breaks
can prove to be supportive in maintaining interest in their work as well as to accommodate their behaviours. Providing them with supports such
as fidget toys, white-boards to aid with grammar, and support staff can alleviate some of the challenges they may face in meeting the learning
objective.
Describe and justify why your instructional strategies and planned supports are appropriate for the whole class,
individuals, and/or groups of students with specific learning needs. (edTPA Task 1, Prompt 3b)
I believe that my instructional strategies and planned supports could be appropriate for the whole class, individuals, and/or groups of students with
specific learning needs as each and every learning style will be supported through the use of supports, accommodations, and modifications.
Providing students with guests entering our classroom can help them to comprehend another lens or perception about the world around them
and what they can make of it. This can help the entire class to enhance their social skills as they will be subjected to another person and their
personal experiences. Further, having students listen to my read-aloud while also asking them questions and discussing thoughts can allow them
to connect with the story through personal meaning and experiences on their own. This will support their comprehension of what it means to be
different as we will all be providing our own unique experiences and opinions. This can benefit the entire class as we all come from different
backgrounds and can learn from one another through discussion.
Students will be provided with strategies that can support their comprehension of the learning objective, as I will model to students what their
expectations are and provide certain accommodations and modifications for their needs. Having an example to pass around to students of what
their assessment is will provide them with a visual of what their next steps are, such as with compliment card assignment or the invitation. This
can help to appropriately guide them with completing their expected task. Additionally, offering ENL students alternatives such as one on one
support, the use of visuals, extended time and also pairing them with a student who speaks the same language can optimize their learning and
understanding of the topic.
By providing my students with needs supportive strategies such as sentence-starters (for example: I am different because _____) and having
them fill out the rest of the sentence can support their needs and individual learning styles. Also, allowing students to utilize white-boards,
extended time to fill out their journal, working with me or another educational support staff at a separate table can cater their needs in an
appropriate manner. By understanding who each and every one my students are, I will be able to assess what the supports they will need,
and how I can guide them to meeting their academic goals.
Support your instructional strategies through theory and/or research. (edTPA Task 1, Prompt 3)
The instructional strategies that I have used throughout my lessons plans are providing students with a guest speaker, performing a read
aloud, having word wall words which root around our topic (differences), journaling, comparing and contrasting, modeling what is
expected, giving students a summative and formative assessment as well as direct instruction.
By providing my students with a guest speaker (having colleagues take part in our lessons/discussions), students’ social skills are deepened
as they are provided with another person’s lens of the topic at hand as well as forming stronger relations within the school community. In this
sense, my instructional strategies can be supported through Jean Piaget’s philosophy on education.
After reviewing Jean Piaget’s philosophy on education, it is apparent that my instructional tactics provide students with the knowledge of
accessing their own tools in order to discover the world around them. Additionally, by having my students share what makes them ‘unique’ and
‘different’ through assessments such as journaling and quizzes revolving around their world-wall words, I am providing my students with a
passive learning environment where the information that I have taught my students can be internalized and expressed in their own creative
ways. Further, students are able to come up with their own conclusions based on their experiences. For example, when identifying features
about themselves that make them different and unique, students may recount that a characteristic they have stems from a personal experience,
such as a scar. Piaget notes that it is critical for pupils to come up with their own conclusions through personal experiences.
Describe anticipated common misconceptions students might have within your central focus and how you will
address them. (edTPA Task 1, Prompt 3c)
Students may have a challenging time discussing differences with race and ethnicity potentially becoming a sensitive topic. In order to address
any misconceptions, such as a student asking “why is her skin lighter than mine?”, I will have to prepare myself with appropriate responses. In
this context, I would talk about how each and everyone one of us has beautiful skin and that each and every one of us are beautiful. Essentially,
I may have to redirect the questions and comments that may be uncomfortable to discuss, towards accepting one another.
Additionally, this lesson may raise some concerns regarding students and their self-image. In order to prepare for this, I may have to have
conversations one on one or even potentially discuss this with parents/guardians.
[Back to Table of Contents]
Artifact #3: Science Field-Trip
I chose this artifact because it highlights my ability to design a lesson in the environment

outside of our regular classroom. In this sense, I am able to accommodate to the different types

of learning, as each and every student possesses their own unique learning style. By planning a

field-trip, I am demonstrating that I take a differentiated lesson planning approach.

What curriculum and professional standards were used?

INTASC Standards
Standard #1: The teacher understands how learners grow and develop, recognizing that patterns

of learning and development vary individually within and across the cognitive,

linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences.

Standard #3: The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active

engagement in learning, and self-motivation

Standard #4: The teacher understands the central concepts, tools of inquiry, and structures of

the discipline(s) he or she teaches and creates learning experiences that make the

discipline accessible and meaningful for learners to assure mastery of the content.

NYS Code of Ethics for Educators

Principle 4: Educators collaborate with colleagues and other professionals in the interest of

their students leaning.

Principle 5: Educators collaborate with parents and community, building trust and

confidentiality.

The Ontario Ethical Teacher Standards

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students'

well-being and learning through positive influence, professional judgment and

empathy in practice.

CAEP Claims 1-3

Claim 2:  Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3:  Medaille College graduates are caring educators.

Field-Trip

Grade: 3

Our fieldtrip will be a fun way to learn about plants and to celebrate Halloween. Student’s will
be encouraged to wear their Halloween costumes to the farm as a way of celebrating this fun
tradition. At the farm, students will go on a hay-ride around the farm and not only learn about
how pumpkins are grown, but also get to pick one that they can take home and carve with their
parents.

We have confirmed a total of six parents who would like to volunteer and support this fun field-
trip. Students will be broken into groups of 4-5 with each parent – this will help to ensure the
safety and guidelines for this activity.

Once we return to the school, we will take part in a class activity where we get to create an
exploding pumpkin!

Where are you going: Pumpkin Patch (Chudleigh’s Farm).

Name of presentation: Pumpkin Picking

How will you get there: We will take a bus to Chudleigh’s Farm in Milton.

How will you pay for the fieldtrip: At the beginning of the schoolyear, our class did an art
auction in order to create funds for field-trips, class parties, etc. Students created artistic pieces
that we had auctioned off during a parent party. The funds from this auction will be allocated
towards transportation (the bus). The farm is free for students who’s class donates 1 box of food
that will go to the food-bank (our class will bring a box to donate).

Objective/Purpose of the field-trip: At the present moment, we are learning about how
environmental conditions affect plant and animal survival, such as how hot weather and cold
weather can influence plants to grow or to die. Additionally, we are comparing and contrasting
the traits of the same kind of plants, therefore, we can see the differences between how pumpkins
look. For example: some are large, some are small, some have bumps and some do not.

These lessons directly align with both the NYS Standard and the Ontario Curriculum below:

Ontario curriculum, Grade 3 Science:

3.8 identify examples of environmental conditions that may threaten plant and animal survival
(e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human
activities such as construction, use of gas-powered personal watercraft on lakes)

3.3 describe the changes that different plants undergo in their life cycles (e.g., some plants grow
from bulbs to flowers, and when the flowers die off the bulb produces little bulbs that will bloom
the next year; some plants grow from germination of a seed to the production of a fruit
containing seeds that are then scattered by humans, animals, or the wind so that new plants can
grow).

NYS Standards, Grade 3 Science:

LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as
similar but can also vary in many ways. (PLS3-1)

3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all
have in common birth, growth, reproduction, and death.

After the field-trip activity: After we return to our class and have our lunch, we will get settled
on the carpet in a circle. I will be in the middle with a pumpkin resting on a spread out garbage
bag with newspapers all over it so that the mess will be manageable to clean. I will select
students based on their listening bodies and positive behaviour to come to the middle and draw
an eye or a nose or part of the mouth that I will carve out. After students have helped to draw the
face, I will begin carving and as I carve I will be showing students the components of the
pumpkin. I will show them that the inside of the pumpkin looks very, very different from the
outside. I will select more students to come and help me scoop out the pumpkin, having them
feel the inside and see how the texture is and what the seeds look like. As we scoop out the
pumpkin, I will have the student of the week pick out the seeds and put them in a separate bowl
for after.

Finally, once the pumpkin is carved and scooped out, we will experiment with different
materials. I will have students come up and pick a spoon of glitter, or colouring to add into the
pumpkin. Once we have the “decorative” materials inside, we will finally get to see the pumpkin
“explode”.
We will measure five spoons of baking soda and add it into the pumpkin. The measurement can
be linked to what we are presently learning in math. Once the baking soda has been added, I will
ensure students are on their assigned carpet spots and add ½ a cup of vinegar into the pumpkin.
At this point, the pumpkin will be exploding with all the colours and glitter that students have
added inside of it. A fun task that extends the learning of plants and their cycles and intertwines
it with chemical reactions.

After this experiment is done, I will take the seeds that the student of the week had separated and
put them in the oven in the staff-room to bake. Students will get to try the seeds once they are
done cooking while working on a journal entry of what they learned about pumpkins and their
cycle at the farm.

References:
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-2-science-
learning-standards.pdf

https://www.housebeautiful.com/entertaining/holidays-celebrations/g2530/pumpkin-carving-
ideas/

Journal Sheet
Name:____________ Date:__________________

Directions: Draw an image of the different types of pumpkins you saw at Chudleigh’s farm.
In the lines below, talk about your day at the farm.
 [Back to Table of Contents]

Artifact Four: Bitmoji Classroom

The fourth artifact that I have selected for my portfolio is my Bitmoji Classroom, which

revolves around Grade 3 Social Studies – comprehending what racism means. This lesson is

easily accessible at almost any location, as it is digitally performed. Each slide is pre-recorded
and created in order for students to access at the convenience of their own time and environment.

This lesson plan highlights my ability to adapt under any circumstance and how I can cater to

unique needs.

What curriculum and professional standards were used?

INTASC Standards

Content: Teachers must have a deep and flexible understanding of their content areas and

be able to draw upon content knowledge as they work with learners to access

information, apply knowledge in real world settings, and address meaningful

issues to assure learner mastery of the content. Today’s teachers make content

knowledge accessible to learners by using multiple means of communication,

including digital media and information technology. They integrate cross-

disciplinary skills (e.g., critical thinking, problem solving, creativity,

communication) to help learners use content to propose solutions, forge new

understandings, solve problems, and imagine possibilities. Finally, teachers make

content knowledge relevant to learners by connecting it to local, state, national,

and global issues.

Standard #4: The teacher understands the central concepts, tools of inquiry, and structures of

the discipline(s) he or she teaches and creates learning experiences that make the

discipline accessible and meaningful for learners to assure mastery of the content.

Instructional Practice: Effective instructional practice requires that teachers understand and

integrate assessment, planning, and instructional strategies in coordinated and

engaging ways. Beginning with their end or goal, teachers first identify student

learning objectives and content standards and align assessments to those

 objectives. Teachers understand how to design, implement and interpret results

from a range of formative and summative assessments. This knowledge is

integrated into instructional practice so that teachers have access to information

that can be used to provide immediate feedback to reinforce student learning and

to modify instruction. Planning focuses on using a variety of appropriate and

targeted instructional strategies to address diverse ways of learning, to incorporate

new technologies to maximize and individualize learning, and to allow learners to

take charge of their own learning and do it in creative ways.

Standard #8: 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.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential

of each student.

Principle 2: Educators create support and maintain challenging learning environment

The Ontario Ethical Teacher Standards

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students'

well-being and learning through positive influence, professional judgment and

empathy in practice.

New York State Next Generation

The Ontario Curriculum: Grade 3 Social Studies

A2.2 gather and organize information on major challenges facing different groups and
communities, and on measures taken to address these challenges, using a variety of primary
and/or secondary sources.

New York State Standard: Grade 3 Social Studies

3.8b Across time and place, communities and cultures have struggled with prejudice and

discrimination as barriers to justice and equality for all people. Grades K-8 Page

44  Students will examine prejudice and discrimination and how they serve as

barriers to justice and equality for all people.

CAEP Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices

Council for Exceptional Children (ECE) J. Advocating for professional conditions and

resources that will improve learning outcomes of individuals with exceptionalities

 Teacher Name: Jenn Balcarek Subject/Class: ECI-571

Date of Pre- August 12, 2020 Date/Time of August 12, 2020

Conference: Observation:
Lesson Plan

1.1.A – Describe the class in which this lesson is being planned for.
Please include information on the following. (Special Needs, English Language
Learners, language levels, learning styles, DIBELS, etc.) What are the strengths,
interest, or diverse learning needs of the students in your classroom?

1-As a result of the lesson being delivered via online platforms, a quick movement break
will be incorporated into the lesson.
2- If a student loses internet connection, they can pick up where they left off as the slides do
not change. Everything is pre-recorded.
3- Students are encouraged to communicate via chat dialogue, email communications,
and/or instant messaging with one another through school system.
4- Feedback for each student will be addressed individually.
5- Students who need more time are able to learn at their own pace. Modified submission
dates for students with needs.

II.5.A - Lesson Framework Type Information Here:

Standards The Ontario Curriculum: Grade 3 Social Studies

A2.2 gather and organize information on major

challenges facing different groups and communities, and
on measures taken to address these challenges, using a
variety of primary and/or secondary sources.

New York State Standard: Grade 3 Social Studies

3.8b Across time and place, communities and cultures

have struggled with prejudice and discrimination as
barriers to justice and equality for all people. Grades K-8
Page 44  Students will examine prejudice and
discrimination and how they serve as barriers to justice
and equality for all people.

Mastery Learning Objective Students will be able to comprehend what the term racism
What will the students know and be able to means and collect examples from various scenarios
do at the end of the lesson? highlighting racist behaviour.

Criteria for Success: Teacher will use individual students’ responses to

What does meeting the standards look and questions regarding students prior knowledge of racism to
sound like? determine the levels of knowledge and understanding of
content of the listeners.

Teacher will also be readily available for questions,

concerns, comments, and clarification during designated
school hours.

V.5.B - Assessment Students will be able to showcase their knowledge and

How will the students show what they learning through the formative assessment of completing
know? a worksheet. Students will demonstrate their
comprehension of what racism means by selecting an
example of racism from the book ‘The Other Side’ By
Jaqueline Woodson and writing about it.

I will provide feedback to students based on their

comprehension of the subject matter through their use of
key terms and ability to recall content from the reading.

1.2. A – List the key discipline concepts, themes and key vocabulary for this lesson. What
strategies will be used to support the learning and language acquisition of your students?

The key vocabulary terms utilized within this lesson are:

 Racism
 Colour
 Inequality
 Equality

II.2.B & II.6.A – Give the description and time frame for different aspects Allotted time
of the lesson (agenda). (Type next to or under the topic)

Hook: Play the song ‘Where is the Love’ by The Black Eyed Peas in order to On-going
promote interest.

Test prior knowledge: Have students fill in two boxes regarding their
understanding of what racism means and why it is important to know what it
means.

Modeling: On-going
 - Modeling how to take part in the digital lesson but using a screencast
video of how to make a copy of the slides and submit the assignment
work.
- Modeling through providing students with an example template of what
they should do

Guided Practice: On-going

- Students will take initiative to demonstrate their learning through the
boxed questions and the worksheet.
- The example template can be used to support each student on an
individual level as it can show them of what their expectations are.

Engagement Strategy: On-going.

- Opening with a song that is not only relevant to the content we are
learning, but also will engage them as we formerly used music to
transition between subjects.
- As the teacher, I will incorporate images and content that is
interesting and appealing to my students, such as having a class pet
in my slides that I know my class was requesting to have but we
were not allowed to based on school rules (a class dog). Virtual pets
are allowed!

Independent Practice: On-going.

- Students will be working at their own pace as the task is assigned
virtually and at home. Students will have a set date to complete the task.
However, students with IEP’s and modifications may have an alternate
time-period.

Checking for Understanding: Entire Class

- Available for communicating during designated school hours
- Question boxes asking questions offer insight as to what level of
comprehension my students are at

Closing the Lesson: On-going

- The worksheet is the finale. The last slide lets students know they are
done once they have the worksheet filled in and sent to teacher. Slide
contains visual images, such as balloons to imply that there is a
celebration of the lesson being done.
- ‘Just Dance’ video for students to celebrate finishing work with.
 (Co-teaching only) – Being readily available to answer questions throughout Entire Class
designated hours.

IV.3.B – Grouping Strategy: Describe how you will group students to facilitate learning of the
outcomes of this lesson. What is the rationale for the grouping strategy?

Since students will be working at their own pace, they will not necessarily be working in a whole-group
instruction setting.

VI.4.A - Goals: What should the lead evaluator (administrator) look for specifically that you are
working on and provide targeted feedback?

Due to COVID-19, our class will be taught online. As a result of the circumstances, lessons are pre-
recorded and placed on slides so that students can learn at their own pace and also at their comfort.
Internet challenges often arise, and therefore, it is critical to have prepped lessons so that students are
not interrupted. Feedback will be provided individually to students based on their learning.

[Back to Table of Contents]

Artifact 5: Pecha Kucha Presentation

I have selected this particular piece, as it is a presentation that alternates between slides

every 20 seconds. There is next to no text featured on these slides, as it is centered around audio

communication that discusses the content. This artifact is critical as it focuses on disabilities and

impairments that students may have and how to accommodate their needs and to further support

them within the classroom. This piece demonstrates my planning for accommodations,

modifications, classroom management, and strategies for teaching.

What curriculum and professional standards were used?

INTASC Standards
Standard #1: Learner Development The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within

and across the cognitive, linguistic, social, emotional, and physical areas, and

designs and implements developmentally appropriate and challenging learning

experiences

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential

of each student.

The Ontario Ethical Teacher Standards

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students'

well-being and learning through positive influence, professional judgment and

empathy in practice.

RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness.

Members honor human dignity, emotional wellness and cognitive development.

In their professional practice, they model respect for spiritual and cultural values,

social justice, confidentiality, freedom, democracy and the environment.

CAEP Claims 1-3

Claim 3: Medaille College graduates are caring educators.

Council for Exceptional Children (ECE) Special Education Professional Ethical Principles

B. Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their

families.
[Back to Table of Contents]

Artifact 6: Annotated Bibliography

Why did I include this artifact?

I have chosen to include this artifact; an annotated bibliography, as it demonstrates my

skills regarding technology and the ability to perform research, interpret data, and analyze it.

This article interprets how general education teachers and special education teachers are able to

work together in order to create a stronger environment for students with specific needs.

What curriculum and professional standards were used?

INTASC Standards
Professional Responsibility: Creating and supporting safe, productive learning environments

that result in learners achieving at the highest levels is a teacher’s primary

responsibility. To do this well, teachers must engage in meaningful and intensive

professional learning and self-renewal by regularly examining practice through

ongoing study, self-reflection, and collaboration. A cycle of continuous self-

improvement is enhanced by leadership, collegial support, and collaboration.

Active engagement in professional learning and collaboration results in the

discovery and implementation of better practice for the purpose of improved

teaching and learning. Teachers also contribute to improving instructional

practices that meet learners’ needs and accomplish their school’s mission and

goals. Teachers benefit from and participate in collaboration with learners,

families, colleagues, other school professionals, and community members.

Teachers demonstrate leadership by modeling ethical behavior, contributing to

positive changes in practice, and advancing their profession.

Standard #9: The teacher engages in ongoing professional learning and uses evidence to

continually evaluate his/her practice, particularly the effects of his/her choices and

actions on others (learners, families, other professionals, and the community), and

adapts practice to meet the needs of each learner.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

The Ontario Ethical Teacher Standards

Care: The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. Members express their commitment to

 students' well-being and learning through positive influence, professional

judgment and empathy in practice.

.CAEP Claims 1-3

Claim 1:  Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Annotated Bibliography Assignment

Jenn Balcarek

Professor Virginia Batchelor

ECI-510

Medaille College
Article Reference

Mofield, E. L. (2020). Benefits and Barriers to Collaboration and Co-Teaching: Examining

Perspectives of Gifted Education Teachers and General Education Teachers. Gifted Child

Today, 43(1), 20–33. https://doi-org.ezproxy.medaille.edu/10.1177/1076217519880588

Objective/Purpose
Emily L Mofield’s purpose for writing this article and completing this research revolves

around special education teachers co-planning as well as teaching together. Essentially, the

purpose of this study is to find more research on "collaboration within gifted education" as the

current amount of research available is limited (Mofield, p.23).

Target Population/Participant Number

The persons who have participated in this research are gifted education teachers, past

middle school gifted education teachers who taught within the most recent 4.5 years, gifted

educational coordinators as well as consulting teacher and finally, general education teachers.

Overall, there were 16 individuals out of the invited 21 who had taken part in this study

(Mofield, p. 24).

Research Method
This study utilized a Qualitative Research approach, as it consisted of interviews and

interview notes, as well as survey research. The study mentions that e-mail is a viable strategy

utilized for the collection of data. In this study, e-mail had been used in order to obtain
information through the use of surveys and interviews (Mofield, p. 24). In detail, participants had

been asked to complete a survey of three open-ended questions on the app Google Forms and

also participate in interviews that were given to randomly selected participants (Mofield, p. 24).

Article Summary
In summary, the article revolves around gifted teachers and general education teachers co-

planning and co-teaching together. It goes into detail regarding the beneficial outcomes and the

barriers which result from having both teachers collaborate. One of the benefits which the article

includes are: a more in-depth understanding of how to differentiate students’ needs (Mofield, p.

20). A barrier that the piece discusses is the time constraint that both educators face (Mofield, p.

20).

Results/Outcomes:
One of the key findings in the article is that a barrier for mixing both types of teachers is a

deficiency in time. I do grasp how this would be an issue as planning for both can take time and

in order to mix both types of teaching, more time would be needed in order to address every little

detail. This can cause a restraint for both educators, which could affect the students’ academic

success in the long-run. However, the article does not go into detail pertaining to any specific

issues daunting on the students as a result of lack of time.

Additionally, another finding that was discovered is that 100 percent of the respondents had

noticed a more beneficial learning environment and outcome from the students (Mofield, p. 24).

It appeared to have a very positive effect for both the ‘gifted’ students and the other pupils within

the classroom . I do grasp how important this would be for students because they would be

exposed to various types of teaching, and it may bring out different forms in learning styles that
they may never had known they had. Overall, this could truly bring out a more positive influence

on their academic side.

After reviewing both of the barriers and the benefits, it appears that the limitations

discovered within the article are that there were only 16 participants that were willing to be

studied (Mofield, p. 24). In fact, according to the article, Mofield states that:

“Although gifted education teachers received training and ongoing support for collaboration,
general education teachers did not. The responses from general education teachers were limited
to those who were willing to take the survey and those who regularly collaborate with gifted
education teachers” (Mofield, p.31).
This sheds light on the fact that more teachers could have been engaged in the study, however,

only a certain amount had chosen to take part in the research.

Moreover, the article also claims that “the responses may not include the perceptions of

those who do not value collaboration” (Mofield, p.31). This appears to be a major limitation as

the individuals who were selected to take part in the study valued collaboration, which may have

swayed the results of the study one way. If there was a more diverse demographic utilized for

this study, perhaps the results would have been significantly different. I believe that in order to

have a more concrete result, diversity in participants is necessary.

Further, I believe the article also lacked information about the participants’ backgrounds,

such as gender and age, as well as the particular grades that were being studied. If we were

provided with more information, I do believe that we could have a more in-depth answer about

what the long-term benefits and barriers are for this strategy.

A strength that I see in the article is that they are very detailed in what methods were

used, and how many surveys and interviews were given. Many journals that I have looked into
often lack this type of information, and merely just provide the answer without any insight about

what research was taken in order to obtain such information.

Another strength of this study is that it does shed light on how intertwining both teaching

practices allows us to grasp the benefits of bridging both together. A weakness is that it could

have gone more in depth. Perhaps discussion about if both educators have previous experience

working with gifted students? More detail would be strengthen this piece.

In order to improve upon the limitations and move forward with this work, I believe it

would be critical to obtain a more diverse sample for the study. Perhaps including teachers who

do not value collaboration would be beneficial, as the research would have a wider variety to

gain results from.

Classroom Application:

I believe that this article is important in the field of education because it highlights how

having gifted teachers co-plan and co-teach with general teachers could be very beneficial for the

students. In Canada, we often have special education teachers work with general teachers in the

sense that they come up with lessons and modified work for the gifted students in the general

class. There is often a positive outcome, and if we apply the information that is gathered within

this article, I do see how it would be very important within the realm of education. It allows us to

see how every student learns differently, and that perhaps there is not one single general way of

learning.

I could apply this information in a classroom setting by working directly with a gifted

teacher to formulate stronger lesson plans for my gifted and special students. Perhaps creating a

collaborative dynamic could be more of a priority for my future classroom, as the results in this
article highlight the major benefits as a result of doing so. Also, by understanding the limitations,

I could try to avoid certain challenges by structuring my time and organization skills in order to

avoid some of the barriers that the article mentions.

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Artifact 7: SAVE Certificate

Why did I include this artifact?

I have chosen to include these certificates as I believe they highlight my capability to be

equipped in understanding what approaches to take with prevention and intervention regarding

any negative scenarios that may occur in the schools that I am working at. With my experiences,

I have seen first-hand how such scenarios can occur frequently, and not having the appropriate

knowledge can make these experiences much worse.

What curriculum and professional standards were used?

INTASC Standards

Standard 9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate

his/her practice, particularly the effects of his/her choices and actions on others M.S. ED.

ELEMENTARY PORTFOLIO 37 (learners, families, other professionals, and the community),

and adapts practice to meet the needs of each learner.

9(o) The teacher understands the expectations of the profession including codes of ethics,

professional standards of practice, and relevant law and policy.

 NYS Code of Ethics for Educators

Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality.

Educators partner with parents and other members of the community to enhance school

programs and to promote student learning. They also recognize how cultural and linguistic

heritage, gender, family and community shape experience and learning. Educators respect the

private nature of the special knowledge they have about students and their families and use that

knowledge only in the students' best interests. They advocate for fair opportunity for all children.

The Ontario Ethical Teacher Standards

Trust: The ethical standard of Trust embodies fairness openness and honesty. Members’

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s) •

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educators.

[Back to Table of Contents]
 Artifact #8: Cyber Safety Presentation

Why did I include this artifact?

I have chosen to include this artifact because I believe it showcases my ability to advise

parents and students about safety in the digital realm. At this present time, technology has

become so deeply embedded in our society, and our education has been keeping up with the

modern tools. As a result, awareness regarding the dangers of virtual use needs to be

comprehended by all persons using it. This artifact highlights my ability to inform parents about

what they can watch out for when their children are utilizing these platforms, as well as how I, as

a teacher, can ensure my students’ safety when performing lessons and tasks through these

digital tools.
What curriculum and professional standards were used?

INTASC Standards
Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
9(h) The teacher knows how to use learner data to analyse practice and differentiate instruction
accordingly.
Professional Responsibility: Creating and supporting safe, productive learning environments
that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do
this well, teachers must engage in meaningful and intensive professional learning and self-
renewal by regularly examining practice through ongoing study, self-reflection, and
collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial
support, and collaboration. Active engagement in professional learning and collaboration results
in the discovery and implementation of better practice for the purpose of improved teaching and
learning. Teachers also contribute to improving instructional practices that meet learners’ needs
and accomplish their school’s mission and goals. Teachers benefit from and participate in
collaboration with learners, families, colleagues, other school professionals, and community
members. Teachers demonstrate leadership by modelling ethical behaviour, contributing to
positive changes in practice, and advancing their profession
TEAC/CAEP Claims 1-3
• Claim 1: Medaille College graduates know the subject matter in their certification area(s).
• Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
• Claim 3: Medaille College graduates are caring educators.
NYS Code of Ethics for Educators
Principle 3: Educators commit to their own learning in order to develop their practice. Educators
recognize that professional knowledge and development are the foundations of their practice.
They know their subject matter, and they understand how students learn. Educators respect the
reciprocal nature of learning between educators and students. They engage in a variety of
individual and collaborative learning experiences essential to develop professionally and to
promote student learning. They draw on and contribute to various forms of educational research
to improve their own practice.
The Ontario Standards of Practice and Ethical Teacher Standards
Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
honour human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.
Integrity: Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Continual reflection assists members in exercising integrity in their professional commitments
and responsibilities.
Professional Knowledge: Members strive to be current in their professional knowledge and
recognize its relationship to practice. They understand and reflect on student development,
learning theory, pedagogy, curriculum, ethics, educational research and related policies and
legislation to inform professional judgment in practice.
International Society for Technology Education for Teachers and Students (ISTE):
Student 4.d. Use multiple processes and diverse perspectives to explore alternative solutions
Teacher 2.a. Design or adapt relevant learning experiences that incorporate digital tolls and
resources to promote student learning and creativity

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Conclusion

In conclusion, section four has showcased the artifacts that I have selected and how they

co-align with the professional standards and curriculum expectations. Essentially, this section

has drawn very specific pieces of information and explained how it is appropriate in both New

York State and Ontario based on their guidelines. As this section comes to an end, I will progress

to section five will serve as a recollection of my portfolio and a reflection of my time and

experiences at Medaille College for the M.S. Ed. Program.

[Back to Table of Contents]