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InTASC Standard #1Learner 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 implements developmentally appropriate
and challenging learning experiences.

Artifact #1: Inquiry Project


Wondering (Research Question): How can I meaningfully implement formative assessment so as to enhance student learning?
Student Interview Questions:
Formative assessment includes those little checks for understanding in class that range from in class activities (such as a
debate, paraphrasing a poem etc.), in class assignments (self-evaluations, mini quizzes) , or a quick journal entry. It helps the
teacher decide if the students are ready to move on with a subject, if they are struggling and need more work on a certain
concept, or just a way to gage overall general feelings about the subject.
Example: I realized that after walking around and asking students about their poem analysis, that students needed more work
on this.
How do you feel that helped you?
Can you identify some forms of formative assessment Ms. R or I have implemented in this class?
Now that you know what this is, does this change the way you look at teaching and learning etc. ?
How did these activities or actions contribute to your learning? If you feel it didnt contribute, why do you think that is?
What I would say for the formative assessment in general, especially for like that one with you coming around talking to the groups
individually when the teacher comes around, thats like having an extra brain. Or when you have to come up with a new way to
vocalize what your group is working on then you have to understand the concept even deeper. It could be a review, a journal, or if the
teacher comes around and you have to talk to them, you have to really understand your opinion and it will help deepen your
understanding on the concept. Wahlert Student

Reflection: Standard 1 requires the teacher to regularly assess both individual and group performance and scaffold further instruction
to meet each individual learners needs. The teacher is to take into account each learners strengths, interests, and needs when planning
for instruction. The teacher should also collaborate with colleagues, families, peers, and community members to promote learner
growth and development. The artifact that I chose to demonstrate standard 1 is my inquiry project that I did during my Professional
Development School course. I chose this project as an artifact because it was centered on teacher research. For this project I came up
with a research question with my cooperating teacher at Wahlert High School. Our question was focused on how to implement
formative assessment in a way that enhanced student learning. After implementing various forms of formative assessment, I conducted
student interviews, focus groups, gave out a survey, and took my own field notes. I then used the data I collected to inform my future
teaching. This artifact is an appropriate representation of the standard because I collaborated with my peers, cooperating teacher, Loras
professor, and Wahlert students to promote learner growth and development. I was regularly assessing individuals and groups of
students to receive feedback on my formative assessment practices. After interviewing a select group of students, I found that the
student recognized formative assessment as a helpful teaching practice. Students found that formative assessment helped them
understand the concept even deeper. Since this inquiry project, I have utilized almost daily formative assessment in the classroom. I
recognize the importance of checking in on students or groups of students. This inquiry project demonstrates significant growth in my
development as a teacher, as I now understand the importance of formative assessment and teacher research. Taking the time to
research and evaluate student data to inform teaching methods can make the difference between a good teacher and an excellent
teacher.

InTASC Standard #2Learning Differences


The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.

Artifact #1: Zaption Poetry Project


Zaption Poetry ProjectEnglish 9

With a partner of your choosing, choose a song to analyze. (You must get your song approved by me before you continue on to
the next step.)
Together, write 3 paragraphs about the song you chose:
Paragraph OneIntroduction (10 points)

This first paragraph must include an attention-grabbing introduction, the title and author of the song you are analyzing, the
speaker of the song, and finally, the songs overall theme or message.
Paragraph TwoBody (30 points)
This second paragraph must quote 3 different stanzas from the song. After each quote, you must explain the quotes
significance to the songs overall theme or message. You must also discuss one poetic device used in the song. Explain the
impact the poetic device had on you as a reader.
Paragraph ThreeConclusion (10 points)
This final paragraph should restate the overall theme/message of the song as well as identify what the overall tone of the
song is. Briefly explain what aspects of the song (word choice, images, etc.) helped you determine the tone. Finally, conclude
the entire paper by explaining the songs significance in your life. Explain your feelings of this song.

Create a Zaption. Use the website: www.zaption.com. Included in your Zaption:


a. You must analyze five stanzas of the song. For each stanza, include:
1. The lyrics that you are analyzing
2. Your own paraphrased version of each line in the stanza (just like what we practiced in class)
3. 2-3 sentences explaining how the stanza fits into the songs overall theme.
b. Identify at least 3 different poetic devices that weve discussed so far that the song uses. For each term found, include:
1. The lyrics that utilize the poetic device
2. The name of the poetic device
3. 2-3 sentences explaining the impact the poetic device has on the reader.
c. Identify the overall theme/message of the poem. It is up to you whether you include this at the very beginning of the
presentation or the end. (If you include it at the beginning, your audience will look for the theme throughout the
presentation. If you include it at the end, it will bring the entire presentation together at its closing. You choose!)
1. To identify the theme or message, you must clearly mark it as such: Theme/MessageWe must fight
against death and hold on passionately to life. Live every moment like it is our last.
d. Identify the tone of the song. Remember that the tone is the attitude the author or speaker feels toward what they are
saying. To identify tone you must:
1. Clearly indicate you are identifying the tone: ToneAggressive
2. State in 2-3 sentences why you determined that certain tone. (Remember to look at word choice and
imagery to help you determine tone.) ie. The tone is aggressive because the speaker repeats words such

as Rage. One sees images of burning fire, meteors, and lightening. All of these images have a certain
powerful, aggressive energy to them, displaying a rather aggressive tone.
e. Pose 3 questions to your audience. Base these questions off of the lyrics. These questions should not be yes or no
questions, but rather ask the audience to reflect on their own lives, the theme of the song, an image in the song, etc.
1. You questions should strive to generate discussion among your audience members.
2. 2 out of the 3 questions must require your audience to journal about the question before discussing as a
class.
Everyone should be prepared to share their Zaptions and turn their papers in on Monday, May 2nd.

Reflection: Standard 2 requires the teacher to design and deliver instruction to address each students diverse learning needs. The
teacher must allow for students to demonstrate learning in multiple ways. Assignments should allow for the differing pace of each
unique student and concepts should build on prior knowledge and experiences. The teacher must incorporate multiple perspectives in
their teaching, including cultural norms, family, and personal perspectives. Finally, the teacher must make the content accessible to all
students, including English language learners by utilizing resources available to them. The artifact I chose to demonstrate standard 2 is
the Zaption Poetry Project that I created for my English 9 students. I chose this artifact because it is a project that was done over the
span of two weeks that allowed for differentiated instruction in many ways. This project encouraged students to tap into different
cultural and personal perspectives and analyze them in a critical way. I required my students to utilize different technology resources
that were available to them, all resulting in growth in students motivation and learning. The Zaption Poetry Project is a great
representation of standard 2 because it shows how I designed a project that addressed each individual students needs. There was a lot
of student-choice incorporated into this assignment. Students were able to choose their partner they worked with, what song they
analyzed, and what questioned they posed to their student-audience. The students had in-class work days to work on this project. The
students who were typically high-achieving completed their project first. Thus, they presented first, allowing for students who take
more time on such projects to have more time to work and see an example of the presentation before they shared theirs. What most
encompasses standard 2 is the way in which the students explored multiple perspectives in analyzing poetry. The students analyzed
current music and related it to their own lives. They also analyzed the lyrics as poetry. This allowed for the merging of the students
academic and social worlds. Finally, the students were utilizing the technology available to them such as Zaption.com, chrome books,
smart boards, and YouTube. This project demonstrates my growth and development as a teacher because I was able to utilize my
resources in a creative way while allowing students to tap into their personal and social lives in relation to poetrya subject that is
always a struggle to appeal to students. As a result, I found that my students showed growth in motivation and learning, which proves
my improvement as a teacher.

InTASC Standard #3Learning Environments

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.
Artifact #1: Discussion LeadingBrave New World
Each person will come up with 5 discussion questions for the day. 1 Right There or Think and Search question, 3 Author and
Me questions, and 1 On my Own question.

Artifact #2: Vocabulary Activity


In groups of 3-4, compose a rap, poem, or short story using at least 5 words from your vocabulary list. The group that uses the most
vocabulary words gets to present their rap, poem, or short story in front of the class. The only requirement for this assignment is that
your rap/poem/short story must rhyme. Finally, please make sure that your content is appropriate and have fun!
copious

impair

aesthetic

languid

tenacious

terse

gullible

exodus nullify

gregarious

coerce

intrepid

influx

pious

diverse

writhe

ambivalence

edification

frank

pedestrian

egg

enhance

Reflection: Standard 3 requires the teacher to collaborate with learners, families, and colleagues to create a safe, positive, open
learning environment. The teacher must encourage collaborative and self-directed learning and extend the students interaction with
people and ideas outside the classroom. The teacher should give their students both individual and group responsibility for quality
work and lead the class in academic discussions. The teacher must encourage students to evaluate their learning environment and then
make adjustments so as to enhance the environment for the students. The teacher must respect different cultural backgrounds and
make room for differing perspectives in the classroom. Finally, the teacher must encourage student interaction with technology and
each other. The first artifact I chose to exemplify standard 3 is a discussion leading assignment I had seniors do throughout our study
of Brave New World. I chose this artifact because it involved students taking individual and group responsibility for their work, it
created an open and inquiry-based learning environment where students were able to engage in academic discussions, and encouraged
student interaction with each other. For the Brave New World discussion leading, each student was responsible for coming to class
with five different discussion questions, ranging from questions that were right there in the text, to questions that students had to think

up on their own, based on their own personal experience. Each student was assigned a day to lead discussion along with three other
peers in the class. The entire class (including the teacher) sat in a circle formation while engaging in a 45 minute discussion. Our
discussions, as a result, were very academic and insightful because the students questions were quality, and ranging on the Blooms
Taxonomy scale. The students who were leading the discussion guided their peers and those who were participating in the discussion
worked with their peers to create a learning environment where everyone respected each others thoughts, questions, and answers.
Students were engaging in self-directed and collaborative learning throughout the discussion leading process. This artifact
demonstrates my growth as a teacher because it shows that I am utilizing a variety of questions ranging on the Blooms Taxonomy
scale and understand the importance of student-led activities. The second artifact I chose to exemplify standard 3 is a vocabulary
activity my sophomore students did at Hempstead High School. I chose this artifact because it allowed my students to collaborate with
one another to create quality work. This activity emphasized respecting differing perspectives and taking both individual and group
responsibility for work. For this activity, the students worked in groups of four to create a rap, poem, or short story with a series of
vocabulary words they had been exposed to throughout the semester. The activity resulted in a learning environment that was positive,
and respectful of other peoples ideas. The students collaborated with one another to create a product that they were proud of. This
artifact demonstrates my growth and development as a teacher because it shows how I related and appealed to my students personal
and cultural interests while encouraging positive collaboration. This was an activity that I came up with on my own, and was proud to
see the ending results.

InTASC Standard #4Content Knowledge


The teacher understands the central concepts, tools of inquiry, and structures of the disciple(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Artifact #1: Do Not Go Gentle Into That Good Night Activity


Do Not Go Gentle Into That Good Night Dylan Thomas
Do not go gentle into that good night,
Old age should burn and rage at close of day;
Rage, rage against the dying of the light.
Though wise men at their end know dark is right,
Because their words had forked no lightning they
Do not go gentle into that good night.

Good men, the last wave by, crying how bright


Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.
Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.
Grave men, near death, who see with blinding sight
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.
And you, my father, there on the sad height,
Curse, bless me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.
1.

Who is the speaker? What is the speaking situation?

2.

What is the night a metaphor for?

3.

Do you agree with the speaker that people should fiercely resist death, clinging passionately to their lives? Or should people
die calmly?

4.

How does the repetition of the villanelle's two refrains, "Do not go gentle into that good night" and "Rage, rage against the
dying of the light" make you feel as a reader? Does your reaction to these repeated lines change as the poem progresses?

5.
6.

How would the poem sound different if Thomas had written "gently" instead of "gentle" in the refrain?
Another famous poem about death is John Donne's "A Valediction Forbidding Mourning," which begins with the words "As
virtuous men pass mildly away." What would the speaker of "Do Not Go Gentle into That Good Night" have thought of the idea
that "virtuous men" decide to "pass away" in a mild way?

7.

Literary critics like to talk about Dylan Thomas's lyricism the musical quality of his poetry. What aspects of "Do Not Go
Gentle" might give a critic the impression of a song or song lyrics? What do you think the relationship is between poetry and
music?

https://www.youtube.com/watch?v=8Nh42GdiTck
Why would G-Eazy quote Thomas poem in his introduction to his album? How has his words forked lightening in this world?

https://www.youtube.com/watch?v=1jwnl4O8R20
Why did the writers of Interstellar include Thomas poem in this part of the film?

Reflection: Standard 4 requires the teacher to effectively use multiple representations and examples that capture key concepts in the
English discipline and guide learners through the process of questioning and analyzing the content. Teachers must engage learners in
applying methods of inquiry to master content as well as ask students to reflect on their prior knowledge. It is essential that the teacher
links new concepts to old and allows opportunities for students to make connections in their learning experience. The teacher
recognizes learner misconceptions about the content and works to build accurate understanding. Finally, teachers must be able to
effectively use resources available to them and evaluate the relevance of the source to student learning. The artifact I chose to
exemplify standard 4 is an activity I did on the poem Do Not Go Gentle Into That Good Night. I chose this artifact because it
required students to analyze the poem, share their analysis, question certain elements of the poem, and finally, relate the poem to a
modern artist. For this activity, I read a stanza from the poem and have every student put the stanza in their own words in their
journals. I gave the students roughly 5 minutes for each stanza, and we discussed each stanza together after they put it into their own
words. After we analyzed the poem, and I pointed out different symbols, metaphors, and imagery, I asked the students the 7 questions
listed under the poem. We discussed these questions aloud. I ended the period by showing two different YouTube clips. The first clip
was modern rap artist, G-Eazys introduction to his new album. The majority of my students listen to this artist, and we shocked to
find out that G-Eazy recited part of Thomas poem in his introduction. After listening to the song, I asked the students why someone
like G-Eazy would cite Thomas poem. The students were able to relate the theme of Thomas poem to G-Eazys life, and this was an
awesome connection for them to discover. This activity took the students prior knowledge of what rap and music was and related it to
the relatively new concept of poetry. The students made a connection between the outside world and analysis of poetry. Many students
have the misconception that music or rap and poetry and entirely different art forms, however, this activity merged the students

understanding of music and poetry. As the teacher, I was able to utilize resources such as Thomas poem, G-Eazys song, a clip from
the movie Interstellar, and posted these sources on Google Classroom. The students were able to follow along with the activity on
their chrome books as I displayed it on the projector screen. All in all, this artifact captured the key concepts of English while relating
the content to the students lives. As a teacher, this is an activity that I am extremely proud of, for it displays my growth in
understanding not only the content and the proper way to understand and analyze the content, but my ability to relate to my students.
If I can continue to seek out opportunities to relate the content and the analysis of content to my students lives, I know my teachings
will have lasting effects on my students.

InTASC Standard #5Application of Content


The teacher understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Artifact #1: RAFT Writing Activity
Writing ActivityRAFT prompt: Lady Audleys Secret
RoleRobert Audley
AudienceLady Audley
FormatLetter
TopicLady Audleys madness

In this writing assignment, write a letter to Lady Audley from Robert Audley. Explain to Lady Audley either
one of following options:
1. Why you sent Lady Audley to the madhouseshe was mad and needed help.
2. Why you regret sending Lady Audley to the madhouseshe is not mad yet dangerous and needed to
be locked away.

In this letter, you must give three examples (still from the perspective of Robert Audley) of why or why you
do not think Lady Audley is mad. Please explain your examples through the use of narrative language.
For example: When I saw you lying there hopelessly on the ground after trying to kill me in my sleep, I
knew you needed help. For only a madwoman would display such a bipolar attitude. From the all-powerful
Lady of the house to a helpless child collapsed on the ground, your actions were unpredictable and needed
the assistance of an asylum.
Remember that your two options for this letter listed above serve as a claim of sorts and Robert Audley is
explaining his claim to his audienceLady Audley. Look in the text for examples that would help Robert
explain his actions to Lady Audley.

*This RAFT writing assignment is a way for me as the teacher to have students support a claim (Lady
Audley is either mad or not) yet in a unique and creative way. This gets students used to looking over the
text in search of textual examples as well as writing creative under different perspectives and to a different
audience.

Reflection: Standard 5 calls for the teacher to understand how to connect concepts and use differing perspectives
to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and
global issues. So, teachers develop assignments that guide learners in analyzing the complexities of an issue or
question using multiple perspectives, engage learners in applying content to real world problems, and understands
the importance of the creative thinking process and helps students create original, creative work. The artifact I
chose to demonstrate my use of standard 5 is a RAFT writing activity. I chose this artifact because it demonstrates
students writing under different perspectives, but still in a critical, creative way. This assignment asks students to
creatively display an argument regarding why or why not the character Robert Audley feels guilty sending Lady
Audley to the madhouse. This causes the students to look back to the text and creatively display evidence to
support their claims. This also touches on the real world problem of guilt, which all of my students have felt in
some way or another. This assignment might cause them to reflect upon themselves regarding guilt they might feel.

This artifact demonstrates standard 5 because it really utilizes looking at issues from multiple perspectives. RAFT
activities are good examples of create activities that also call for some critical thought and analysis. After creating
this RAFT activity, I grew as a teacher because I realized the importance of creativity and critical thinking to solve
issues that can apply to real world situations, even when dealing with a fictional text.

InTASC Standard #6Assessment


The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teachers and learners decision making.
Artifact #1Rubric:

Take a Stand
Journal Prompt
/10

Weak
Basic summary of the test.
Failed to address both sides
of Odysseus nature.

Satisfactory
Used 2 examples from the
text. Addressed both sides of
Odysseus nature.

Finding Textual
Evidence
Graphic Organizer

Graphic organizer is
incomplete. No collaborative
efforts with a partner.

Listed key events, position,


and page #s as textual
evidence. Notes and insights
are few and incomplete.
There is not a lot of evidence
of thought and analysis.
Graphic organizer lacks full
textual examples/secondary
evidence &/or links.

/20
The Odyssey Debate
Graphic Organizer
/20

Graphic organizer is
incomplete.

Strong
Used 3 or more examples from
the text and insightfully
addresses both sides of
Odysseus nature.
Listed key events, position,
and page #s as textual
evidence. Notes and insights
regarding how the evidence
supports the argument displays
some complete thought.
Graphic organizer includes full
textual/secondary examples
and links.

Excellent
Used 3+ examples from the text to
insightfully and thoroughly comment in
detail about Odysseus nature.
Meaningfully listed key events, stated
debate position, and found page #s as
textual evidence. Notes and insights
regarding how the evidence supports
the argument displays thought and
analysis.
Graphic organizer includes insightful
and strong textual & secondary
evidence. Strongly links examples back
to the main point.

Use of
Questions/Quality of
Discussion
in Fishbowl Debate
/20
Contributions to
Fishbowl Debate

Does not pose questions to


the group. Examples used to
support argument are
incomplete or student does
not use examples to back up
claim.
Contributions are lacking or
limited to one or two words,
often agreeing with others.

/20
Attentiveness:
Both inside and
outside the
Fishbowl
/10

Does not seem to be


consistently paying attention
to the discussion. May be
talking when in the outer
circle.

Questions tend to be
unrelated or irrelevant to the
discussion at hand. Use of
evidence is vague or limited.

Poses meaningful, wellprepared questions. Uses text


and secondary source, but
examples are obvious or
incomplete.

Generally offers
contributions that answer the
immediate question at hand.
Contributions might be
somewhat obvious. Barely
used evidence to support
claims made.
Shows physical signs of
attentiveness to the
discussion. Occasionally
interrupted debate members.

Offers contributions that


answer the immediate question
at hand. Contributions offer
insight, but fail to further the
discussion. Used evidence to
support some claims made.
Shows physical signs of
attentiveness to the discussion.
Avoids interrupting while
others are speaking

Poses questions that exhibit an


insightful reading of the text. Questions
are used to keep the discussion
developing. Quotes material from the
text and one other secondary source to
guide the discussion.
Offers original, insightful observations
in response to questions. Adds to or
enhances what others say in a way that
furthers discussion. Contributions
exhibit a thorough and sensitive
understanding of the literature. Used
evidence to support each claim made.
Clearly is completely involved in
discussion follows every question and
response. Physical and mental
involvement is apparent at all times.
Eye contact with the speaker at all
times. No hand-raising or speaking
while others are speaking whatsoever.

Reflection: Standard 6 asks that the teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making.
In other words, the teachers uses a mix of formative and summative assessment, uses assessments that match the
learning objectives, uses multiple forms of assessment, and considers assessment results as a way to guide
teaching. The artifact I chose is a rubric I used to grade the WebQuest I did with my freshmen. This rubric
assessment multiple aspects of the project as opposed to the project as a whole, and was very detailed. It allowed
for me to identify specific sections of the project that students needed to work on for next time, and helped inform
what I would need to change for the next time I did the WebQuest with students. The students were graded on
journals they turned in, their collaboration with others, the way they contributed to the in-class debate, and more. I
chose this artifact because it encompassed multiple forms of assessment, not to mention the continuous formative

assessment I implemented throughout the process. This artifact shows my growth and further understanding of the
importance of multiple assessments in order to fit the variety of learners and inform my future instruction.

InTASC Standard 7Planning for Instruction


The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Artifact #1The Odyssey lesson plan:
Class: English 9
Grade Level: 9
Unit: The Odyssey
Teacher: Ms. Emma Horst
Date: Thursday, March 3rd, 2016
Common Core State Standards (CCSS)
Cite textual evidence
Determine a central idea or theme of a text
Determine the meaning of words and phrases used in the text
Analyze various accounts of a subject told in different mediums
Essential Question

What is the nature of Odysseus growth?

Objective

Students will be able to analyze book nine of T.O. and discuss their analysis in a roundtable discussion.

Teaching Activities:

Teacher will read aloud the rest of book 9 as the students follow along (10 mins)
Students will watch the Cyclops scene in the movie version of The Odyssey (10 mins)
Students will slip up into the following tiered groups to answer four questions with a partner: (15 mins)

1st hour:
One:
Jayna and Dylan
Shaedyn and Seth
Two:

Lily and LaTonna


Anne and Josie
Kaylee and Kyle

Three:

Brayden and Lexee


Taylor and Brady
Cassie and Jake L.
Isabelle and Cory

4th Hour:
One:
Grace and Wes
Katlyn F. and Brendan
Cole Johnson, Ciara & Tom
Two:

Elliott, Mason, and Nick

Three:

Liam and Abe


Maddi and Cole K.
Patrick and Logan

5th hour:
One:
DAngelo and Benny
Two:

Isaiah and Courtney


Lauren and Corey

Three:

Maxine and Martin


Jadyn and Devlin
Tyler and Felipe
Taylor and Bryce

7th Hour:
One:
Jackson and Jacob Neis
Brandon and Lizzy
Two:

Macy and Mercedes


Erica and Elaina

Three:

Briana and Cameron


Brinley and Evan
Drea and Ella

1. Look back at lines 71-75, why do you think Odysseus wants to visit the land of the Cyclopes? What does this action reveal about
his character?
2. Lines 185190: Why does Odysseus lie to the Cyclops about the ship? What traits does Odysseus show in this exchange with the
Cyclops?
3. Lines 198210: Why does Odysseus refrain from killing the giant?

4. Lines 311322: Explain how Odysseus and the Cyclops show their differences in these lines.

5. Lines 191197: How does the epic simile in lines 194197 intensify the impression of the strength of the Cyclops and the
helplessness of Odysseus and his men?
6. Lines 238275: Explain the good luck that Odysseus has. How does he take advantage of the good luck? What does this reveal
about him?
7. Lines 295303: What epic simile in these lines describes how the Cyclopss eye is affected? How does this simile impact the
audiences ability to visualize the action?
8. Lines 322346: Explain how Odysseus plan to escape the Cyclops is similar to his plan to win the Trojan War.

9. Lines 358373: How does the poet create suspense in this part of the poem?
10. Lines 390405: As the narrator of the story, why would Odysseus include his taunting of the Cyclops and the consequence? How
does Odysseus view his own actions?
11. Lines 420436: Why is Polyphemus surprised by the fulfillment of the prophecy? What does the Cyclopss characterization of
Odysseus as small, pitiful, and twiggy suggest about the value of brawn versus brain in a conflict?
12. Lines 437446: What theme is conveyed by Odysseus behavior in this part of the poem?
After students finish answering their questions, we will get together as a class to discuss each question. (10 mins)
Closure (5 minutes)
Exit Slip: Students will journal on the following prompt: How well did I participate in group discussion?
Independent Practicenone
Materials
Textbook
Journal
Utensil

Duration
Teaching Activities45 mins
Closure5 mins
I Can Statement

I can analyze a work and discuss my analysis in a roundtable discussion.

Modified from Madeline Hunters Lesson Plan Design

Artifact #2The Odyssey WebQuest


http://homerstheodysseywebquest.weebly.com/

Reflection: Standard 7 calls for the teacher to plan instruction that supports every student in meeting learning goals
by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context. Therefore, the teacher must plan instruction that meets the
unique needs of each student in the classroom through the use of differentiated instruction in lesson planning,
providing students with multiple ways to demonstrate growth, knowledge, and understanding of the content, as
well as basing instruction off of formative and summative assessment data, students prior knowledge, and learner
interest. The first artifact I chose to support this standard is a lesson plan I used for The Odyssey. This lesson
encouraged all of my students, though at different levels of learning, to participate and grow their mastery of the
content. I had the students work with partners of a similar learning level and style to answer four questions that
were tiered to their learning level. Group one consisted of the lower-level learners, who are more at a literal level
of understanding. Group two consisted of the average-level learners, who could understand the literal text and
needed to work to analyze elements of the text. Finally, group three consisted of those above-level learners who
needed little guidance, and understood the concept of character and plot analysis. This activity was very effective
because it utilized differentiated instruction to encourage whole-class participation when it came to discussing
these tiered questions. This showed my growth and development as a teacher because I really grasped the

importance of differentiation in my lessons and saw the positive effect the differentiation had on my students,
especially those who struggled with the content. The second artifact I chose to demonstrate my use of standard 9 is
the WebQuest I made for The Odyssey Unit. I chose this artifact because it was a project that allowed for student
choice, and therefore was based in student interest. The students were able to choose what side of the argument
they wanted to take and what evidence from the text they chose to support their argument. This WebQuest allowed
students multiple ways to demonstrate their mastery and understanding of the content. The students collaborated
with one another, worked individually on graphic organizers, and participated in a fishbowl debate. All of these
different aspects of the assignment were ways in which I allowed my students to demonstrate their understanding.
Finally, throughout the WebQuest process, I was constantly checking up on students to ensure they were
understanding the assignment and what was expected of them. I used formative assessment to determine what parts
of the project I needed to clarify. These two artifacts display my growth and development as a teacher because I
considered many different factors as I planned for instruction, all of which were centered on the students needs.

InTASC Standard #8Instructional Strategies


The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Artifact #1Model Essay
Model Mel-Con Essay
Main point (in bold)
Evidence (in blue)
Link (in purple)
Homers epic poem The Odyssey takes one through the journey of Odysseus as he makes his way back home from war. It is
unarguable that Odysseus displays growth throughout his journey, however the man in which he grows into is often debated.

Although some may believe Odysseus transforms into a compassionate hero by the end of The Odyssey, it is clear that
Odysseus grows in a way that intensifies his competitive character.
The first instance that displays Odysseus furthering his natural competitive self is when he is telling the Phaeacians about his
encounter with the Cyclops: So they begged but they could not bring my fighting spirit round. I called back with another burst of
anger, Cyclopsif any man on the face of the earth should ask you who blinded you, shamed you sosay Odysseus, raider of cities,
he gouged out your eye, Laertes son who makes his home in Ithaca! (Homer 227). In this passage, Odysseus himself is speaking of
how he taunted the Cyclops after escaping him. In mocking the Cyclops and calling out his name, Odysseus, raider of cities,
Odysseus is attempting to make a name for himself, as all warriors strive to do. In this situation, Odysseus chooses to risk his life once
again after he has already escaped the Cyclops just so that he is able to make a name for himself. The way in which Odysseus handled
his encounter with the Cyclops proves that Odysseus grew further into his competitive, warrior character.
Secondly, Odysseus slaughtered over one-hundred suitors that invaded his home while he was away: She found Odysseus in
the thick of slaughtered corpses, splattered with bloody filth like a lion thats devoured some ox of the field and lopes home, covered
with blood, his chest streaked, both jaws glistening, dripping reda sight to strike terror (451-452). This instance shows Odysseus in
the climax of his warrior self, as he stands surrounded by the corpses he killed, covered with blood, a true warrior beast. Odysseus has
displayed his warrior nature through his violence toward the suitors, men of Ithaca, and his want for revenge and war above anything
else. Odysseus priorities and actions once he returns to Ithaca show his growth as a warrior and competitor above all.
Finally, many other readers of the epic poem discuss the nature of Odysseus growth into a competitive warrior. In the Prezi
presentation The Growth of Odysseus, an Epic Hero, James Teizeira explains Odysseus competitive nature, The famous quote, "what

doesn't kill us, makes us stronger" is perfect to describe Odysseus' growth. Teizeira refers to Odysseus as a continuous fighter. He
grew throughout the Odysseus with each life-or-death situation. Whatever did not kill Odysseus, whether it be an angered Cyclops or a
horrific whirlpool, made him into a stronger, more-determined and skilled warrior.
In looking at Odysseus actions throughout the poem, Odysseus grows in a way that intensifies his competitive character.
Homers epic poem The Odyssey displays growth in the character Odysseus throughout his journey; however the manner in which he
grows is merely an extension of his competitive nature.

Artifact #2Essay Assignment:


The Odyssey Mel-Con Paper
The Main Point: Write a paper that poses an argument regarding the nature of Odysseus growth. This paper must make one of the
following claims:
1. Odysseus grew from a competitive warrior to a compassionate hero.
2. Odysseus further developed in his competitive values by the end of the work.
Textual Evidence: In your paper you should include two primary examples in the form of a quote from The Odyssey and one
secondary example in the form of a quote from one of the following Prezi presentations:

http://prezi.com/d_xdadd0pjq1/?utm_campaign=share&utm_medium=copy&rc=ex0share
http://prezi.com/drjzcnwstul9/?utm_campaign=share&utm_medium=copy&rc=ex0share
http://prezi.com/uvsit2nek29w/?utm_campaign=share&utm_medium=copy&rc=ex0share
https://prezi.com/prlblflqvfjr/odysseus-journey/

Paper Format: This assignment will be in the form of a five-paragraph essay.

Paragraph 1:
This paragraph should include an attention-grabbing introduction plus the main point you are proving throughout your paper.
Paragraph 2:
Begin this paragraph by stating one of your reasons that proves your main point. Then quote one example from The Odyssey. Make
sure to put this quote in quotations. Finally, explain how the quote proves the main point (this is your LINK back to the main point).
Your link should be 2-3 sentences.
Paragraph 3:
Begin this paragraph by stating one of your reasons that proves your main point. Then quote one example from The Odyssey. Make
sure to put this quote in quotations. Finally, explain how the quote proves the main point (this is your LINK back to the main point).
Your link should be 2-3 sentences.
Paragraph 4:
Begin this paragraph by stating one of your reasons that proves your main point. Then quote one example from a Prezi. Make sure to
put this quote in quotations. Finally, explain how the quote proves the main point (this is your LINK back to the main point). Your link
should be 2-3 sentences.
Paragraph 5:
This paragraph should conclude your argument. You should summarize your argument in 2-3 sentences, re-phrasing your main point.
This paper will be due on Wednesday, April 13th. Please make sure you SAVE your paper before printing it out to turn into me.
It should be 1 - 2 pages in length.

Reflection: Standard 8 calls for the teacher to understand and use 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. In other words, teachers are to use multiple teaching strategies to accommodate the
different learning styles of students, continuously monitor student learning, collaborate with students to create
relative learning experiences, use various roles such as coach, audience, or facilitator, provide various models for
learning and performance, and effectively question students to stimulate higher-level thinking. The first artifact I
chose to demonstrate part of standard 8 is a model essay I created for my students. I chose this artifact because it
shows how I used the teaching strategy of modeling, which is very effective for students of many different learning
strategies. Another way in which I presented this essay was in the form of a formal assignment. I broke the essay
down paragraph by paragraph as a way to assist those students who are less visual learners, and need more written
instruction. Thus, I chose my second artifact, the essay assignment, because it accommodated the different learning
styles of the students. This assignment asked my students to consider the higher-level question of What is the
nature of Odysseus growth? Thus, this artifact displays the way in which I questioned students to stimulate
higher-level learning. Both the model essay and assignment demonstrated my ability to use multiple forms of
instruction such as modeling, questioning, and effective formatting to meet the needs of many different students.
These artifacts show that I am growing and developing as a teacher because I understand the importance of not
only assigning a stimulating paper assignment, but modeling what I expect of the students.

InTASC Standard 9Professional 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.
Artifact #1Webinar Implementation Plan

Emma Horst
2/19/16
Draft of Classroom Implementation of Hall and Simerals Reflective Cycle
1. One way in which I plan to incorporate the reflective cycle into my classroom is through weekly journaling. I will use this
journal to reflect on the following:
What really challenged me that particular day and why?
What went really well, and how do I know it went well?
How aware was I of the students that day?
Did I fully understand the content/did the kids fully understand what I wanted them to?How do I know this?
What were the teaching strategies I used that day and why did I use them?
How do I know my actions affected student learning? Did they affect them in a negative or positive way?
2. Another way in which I plan to incorporate the reflective cycle is through daily formative assessment. I want to be able to
check in with each and every student every day. Some ways in which I plan to do this include:
Exit slips
Journals
Verbal check-ups with individuals, groups, or the class as a whole
Utilizing our class Google Classroom page
3. Finally, I want to do a final student evaluation using google survey at the end of implementation. This evaluation will ask the
students questions regarding my teaching, the major activities we did in the unit, the pace of the unit, and most importantly,
how they formative assessment effected their learning.

Artifact #2: Exit Slip


How does Odysseus feel at this point in the story?
Odysseus feels lost. He cannot find his way home and he misses his wife greatly. Without his family he doesnt feel complete/happy.

Is he showing more growth in his competitive, warrior character, or his more compassionate, emotional side?
Compassionate. He wants to get home to see his family.

Artifact #3Google Survey:

Reflection: InTASC standard 9 calls for the teacher to engage in ongoing professional learning and use 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 adapt practice to meet the needs of each learner. Thus,
teachers must continuously find ways to improve as a professional by collaborating with other teachers and experts
in the education field, attend conferences, and research different teaching strategies that could improve their
practice. Teachers must regularly evaluate their teaching by looking at evidence, such as student work or student
evaluations, to reflect upon their teaching. Once teachers evaluate their teachings based on data and evidence, the
teacher then adapts their practice to meet the needs of each individual student. As a way to engage in ongoing

professional learning, I watched a webinar regarding the reflective cycle a teacher must constantly undergo in order
to practice good, reflective teaching. After watching this webinar, I came up with an implementation plan to
include daily formative assessment in my classroom, practice reflective journaling, and survey my students at the
end of my implementation. The first artifact I chose to demonstrate my use of standard 9 in practice is my
implementation plan I developed to incorporate what I learned in the webinar to my teaching. I chose this artifact
because it demonstrates how I took part in professional development and drafted an implementation plan that
adjusted my teaching to better assist my students. I also provided a sample of one of the exit slips I gave to my
students along with their answers to the formative assessment. This exit slip helped me see that the students
understood the initial conflict in the plot and could determine that Odysseus is more than just a competitive
warrior, but a compassionate man. I found that the students picked up on the initial conflict and were able to
analyze Odysseus character. I chose the exit slip as an artifact to show that I did in fact adjust my teaching to better
fit the needs of my students. The implementation of formative assessment helped me to better meet the needs of
each individual student because after I read my students exit slips, I knew whether or not they understood what
was going on in the poem, and whether or not they could effectively analyze the character of Odysseus. The final
artifact I chose to demonstrate standard 9 in my teaching is a screenshot of a google survey I had my students take
regarding my teaching and my implementation of formative assessment. I found that roughly 55% of my students
liked it the most when I checked up on the class as a whole. After viewing the results of my survey, I found that I
should check up with the entire class more often to fit the needs of roughly half of my students. These artifacts
demonstrate my growth and development as a teacher because I was able to engage in professional development in
order to adapt my teaching style to better fit the needs of my students.

InTASC Standard #10Leadership and Collaboration


The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.

Artifact #1Parent email:


Thank you Emma for your helping Tom and sending this summary for both you and Ms. Auge.
Todd and I have been asking Tom to work with Ms. Auge as he is confused about what he needs to do in English. He has indicated
after discussing assignments he still is walking away thinking he should know next steps, but can't explain what he needs to do to us.
I love English and look for opportunities to help Tom, however we are struggling with how to help him if he isn't able to relay what he
needs to accomplish and by when.
Todd is going out to the school website now to check in on Tom and ask him questions, however we are looking to coach Tom so that
he is responsible for his results. Todd also recently looked at Tom's school email account and found emails with assignments.
We have suggested to Tom to write down what instructions he is given, however we don't see that happening. Can Tom be using his
email to find a written explanation of assignments and when they are due?
We too want to help him stay current with assignments, but again want to help him get organized so he can own.
-Cuba City Parent

Reflection: Standard 10 calls for the teacher to seek appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession. Thus, teachers are to work with other
school professionals to accommodate differing student learning, works collaboratively with students and their
families to establish mutual expectations and ongoing communication to support learner development and
achievement, and take-on leadership roles in the community so as to aid student learning. The artifact I chose to
demonstrate this standard in my practice is an email from one of my students parents. This particular student
struggles in English 9 and so I contacted his parent regarding how I could accommodate Tom to ensure his success.
I worked with the students two parents, my cooperating teacher, and the special education teacher to come up with
a plan that would help Tom in school. I am communicating daily with the student, the special education teacher, the
students parents, and my cooperating teacher so that I can figure the best possible teaching strategies and

assistance for Tom. This conversation with Toms mother displays me taking on the leadership role of contacting
Toms parents and other professionals in the school to assist him in my class. As a result, I have seen growth in
Toms performance and I, myself have grown as a professional who strives to meet the individual needs of my
students.