Section 3b

MSED ELEMENTARY PORTFOLIO PROJECT 79
Subject and Lesson Topic: Science/Tension, Momentum, Gravity
Grade Level: 5 Lesson Duration: 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 to prepare students for scientific investigation,
through the use of safe science inquiry and appropriate us of vocabulary and discourse. The
students apply this knowledge by testing and diagramming the structure.
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)
 Students have learned about ancient times in their 5 th grade social studies curriculum.
 In 5th grade math, specifically in measurement and data, and geometry students would
have discussed the significance of angles.
 Students have a framework for safety in the classroom with regards to experiments.
 Students have been given prior access to scientific process.
 Students have been exposed to some of the vocabulary in their 4 th grade curriculum.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt
3a)
Students will use their knowledge about safety and scientific process to conduct such practices
during the activity of this segment. Students have a context for what ancient times would have
consisted of and will use creativity and imagination to bring to life the structures of the day.
Students also have prior knowledge of concepts in measurement, pressure, tension and angles
to be able to understand how to consider each for the construction of their units.
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)
The students are an active and creative group who like “doing” and enjoy being social with
family, friends and peers. They also are very curious asking lots of questions about their
spheres around them and in the greater community.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt
3a)
We will use this curiosity and their social skills to present information that relates to scientific
inquiry and allow students to showcase research, testing and inquiry methods to construct and
test a structure.
Curriculum Standards
ON: 2.1 Follow established safety procedures for using tools and materials.
2.4 Use appropriate science and technology vocabulary, including energy, heat, light,
sound, electrical, mechanical, and chemical, in oral and
written communication.
NY: 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials,
time, or cost.
Objectives Assessment Modifications to

Using Bloom’s Taxonomy, Using formal and/or informal assessment tools, Assessments
include statements that how will you evaluate and document your If applicable, explain how you will
identify what students will students’ progress on each of the objectives? adapt assessments to allow
be able to do by the end of students with specific needs to
the lesson and are aligned demonstrate their learning.
to the standards identified (edTPA Task 1, Prompt 5b)
above.
Students will be able Teacher will formatively assess  Allow for
to list safety steps students by observing their team work collaborative
regarding building discussions. teamwork with filling
experiments. in bingo cards.
 Model some
examples before
breakout into teams.
 Supply key ideas and
vocabulary
beforehand.
Students will decide Teacher will formatively assess  Include pictures or
what safety students by observing and taking note appropriate
measures should be of responses they make during bingo responses during
employed during the game. bingo.
construction of our  Model and
mechanism. demonstrate possible
scenarios.
 Allow ample amount
of time to process
information.
 Write accurate
responses on board
after game.
Students will be able Teacher will formatively assess  Allow the use of
to list stages of students while we work together in journal log to list
scientific method. whole group. Teacher will steps.
summatively access students by  Model and
reviewing their scientific journals for demonstrate proper
proper steps. steps.
 Allow for extra time
to fill out journal.
 List steps on the
board.
 Use anchor chart
with steps listed and
displayed in
classroom.
Students will be able Teacher will formatively assess  Allow for the use of
to define vocabulary students by reviewing their scientific journal log to record
words we present in journals for correct definition of terms. definitions.
class.  Pair students
according to support
levels.
 List definitions on the
board.
 Use visuals where
possible.
 Provide dictionary
and use of technology
to find definitions.
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 List The teacher will provide support
Looking at your standards and through modelling and providing
objectives, choose the one Bloom’s examples. Expectations will be
word that best describes the active
learning essential for students to
differentiated learning by use of visuals,
develop understanding of concepts teamwork and inquiry instruction.
within your lesson.
Vocabulary 1. Catapult The teacher will read all new
Key words and phrases students 2. Gravity vocabulary and allow students to
need to be able to understand and 3. Accuracy discover meaning for themselves before
use
4. Kinetic Energy tying it together as a class. We will then
5. Tension create standard definition together and
use graphic organizer to build cohesive
structuring.
Syntax Students will use complete The teacher will guide students in
Describe ways in which students will sentences when writing activities and discussions. The
organize language (symbols, words, communicating with student will communicate with one
phrases) to convey meaning.
teacher and others. They another to shore up consensus of
will also create meaning in meaning. The teacher will also use
teamwork using graphic graphic organizers, anchor chart and
organizers, handouts and other visuals to demonstrate
journals. organization through collective tasks.
The teacher will assist in the cohesive
structure by using group methods and
visuals to bring some learned unity.
Discourse
How members of a discipline talk, Students will share The teacher will provide guidance while
write, and participate in knowledge thoughts and ideas as a helping students to identify definition
construction and communicate their
understanding of the concepts
whole group, in teams and with vocabulary. The students will
displayed on their work. engage with one another, take notes
They will also describe and listen with regards to content
understanding in these within lesson and activities.
ways and by responding to
the teacher.
Instructional Process Accommodations

and/or Modifications
and/or Supports
Anticipatory Set/Motivator  Scaffolding

information as
“Hello class, today we will begin our new Segment. I think you are going to we progress
like this a lot. (show picture of catapult) So, does anyone know what this is?” through lesson,
…. building on
prior
Teacher will give students time to respond… knowledge
 Higher needs
In our later lessons we’ll be looking at what it takes to build one. We’ll all students will be
have a chance to do just that. paired
accordingly
First, I want to start with foundational steps to get us thinking about what it with students
takes to conduct a safe and meaningful experiment. “ who are
content
knowledgeable
and
accommodating
Instructional Procedures
 Minimize
1. The teacher will explain that the purpose of the lesson is to provide auditory and
information about safety, vocabulary terms we’ll need to understand and visual
scientific method in order to better prepare for the coming days of building. distractions
 Allow multiple
2. The teacher will explain that will be using rubber bands, clips and other ways to
things that, if used incorrectly, could potentially hurt someone. Teacher will demonstrate
ask students to think about scenarios for which this could happen. understanding
through
3. The teacher will then model ways that we are safe with experiments in the writing,
classroom and remind students that we must always exhibit safe practices discussion and
when conducting activities. sharing
 Provide visuals
4. The teacher will explain our bingo exercise, pass out sheets (APPENDIX A) such as
and allow people to form groups of 2 or 3 to fill in the squares with ideas for pictures,
being safe. After a few minutes of walking around and checking for graphic
understanding, the teacher will regroup the class and assess understanding organizers and
on the board listing best answers to see if anyone has made a bingo. Looking anchor charts
for – no eating or putting materials in mouth, remain under control, no to help ELL and
throwing of items, refrain from shooting rubber bands, no running, struggling
communicate with team/teacher, keep aware of your surroundings, if you readers
drop something, pick it up.  Provide
dictionaries
5. Next, the teacher will provide new words for the segment using the white especially for
board. The teacher will explain how the students will work in groups of 2-3 ELL and
to find the definitions using dictionaries and/or technology. Teacher will struggling
pass out vocabulary sheets (APPENDIX C). We will then regroup and share readers
our findings. Teacher will provide definitions on board and present anchor  Differentiate
chart with our words, definitions and associated pictures. for ELLs and
SWD by
6. Teacher will discuss scientific method (SM) next, in whole group. Hand out allowing them
sheet (APPENDIX B) for student to write and follow along with discussion. to write some
Teacher will ask the students if they know the stages of SM. We will list the of the safety
stages one at a time, define, model and discuss each. Teacher will write them measures,
on the board and also present the SM anchor chart to be posted in class. definitions and
copy scientific
method
 Differentiate
for higher level
learners by
asking them to
come up with
additional
vocabulary and
definitions for
lesson.
Closure
“Great job today everyone! Today we learned things that will help us conduct
a safer, more productive catapult experiment. We also learned some of the
vocabulary associated with our segment and became better acquainted with
the scientific method from which almost all successful projects stem. I look
forward to learning more in the coming days with you and building great
catapults.”
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.
Computer
Internet access
Dictionaries
Graphic organizers
Anchor charts
Journal sheets
White board and markers
APPENDIX A
APPENDIX B
6 Stages of Scientific Method

APPENDIX C
APPENDIX D
CATAPULT EXPIREMENT DEFINITIONS
1. Catapult – A historic launching mechanism used to hurl

stones and other projectiles.
2. Gravity – The natural force on earth that causes things to fall to

the ground.
3. Accuracy – The state or quality of being correct or precise.
4. Kinetic Energy – The energy of a moving object depending on its

weight and speed.
5. Tension – The state of being stretched tight.

APPENDIX E
[Back to Table of Contents]

Artifact #7: Theorist Brochures
Understanding theory is an important part of being a teacher. It is the part of the basis for
why we have adopted certain principles and influences standards and practices. I researched two
educational related theorists as part of a project for my science and math methods class and
enjoyed piecing together lesser known material about identity development (Chickering) and the
way we define, conduct and make sense of conversations (Pask). This artifact displays my ability
to research, compile and produce information that can be distributed as easy to read and
understand packets in the form of brochures. This speaks to the professionalism and technology
skills I have developed over the course of my training at Medaille College which can be a great
asset within a school system.
Connections to Standards
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(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 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 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.
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.

Page 1
Page 2
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Page 4

Artifact #8: Social Studies Lesson Plan
Artifact eight is my social studies lesson plan. Nothing brings the citizenship education
framework into play more than that of a solid social studies background. As we study the
historical events, people, communities and organizations that impacted our society we learn
about identity, civic engagement, character traits, ethics, philosophy, laws and so on. One of the
first questions we should ask ourselves when diving into the world of social studies, and
geography in particular, is “where?” Where in the world, or on a map, are we talking about. How
do the surrounding influence the decisions and events being discussed?
My social studies lesson was designed for a grade 5 class to discover more about the
early European explorers and their journeys westward across the Atlantic Ocean. It was
originally designed for a five-part segment and even bigger four-week unit that included the First
Nations People, up to the early European settlers. I have included appendixes to accompany the
lesson which include maps, runic alphabet, images and video components. The more we learn
INTASC Standards
The Learner and Learning: Teaching begins with the learner. To ensure that each student
learns new knowledge and skills, teachers must understand that learning and developmental
patterns vary among individuals, that learners bring unique individual differences to the learning
process, and that learners need supportive and safe learning environments to thrive. Effective
teachers have high expectations for each and every learner and implement developmentally
appropriate, challenging learning experiences within a variety of learning environments that help
all learners meet high standards and reach their full potential. Teachers do this by combining a
base of professional knowledge, including an understanding of how cognitive, linguistic, social,

emotional, and physical development occurs, with the recognition that learners are individuals
who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and
interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the
learners’ communities, and community organizations to better understand their students and
maximize their learning. Teachers promote learners’ acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.
Standard #3: Learning 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
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: Content Knowledge
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 these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
New York State Code of Ethics for Educators
Principle 2: Educators create, support, and maintain challenging learning
environments for all.
Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
NYS/Ontario Learning Standards
New York State Standards for Social Studies:
5.3a Europeans traveled to the Americas in search of new trade routes, including a northwest
passage, and resources. They hoped to gain wealth, power, and glory.
Ontario Standards:
A2.6 Communicate the results of their inquiries, using appropriate vocabulary.

A3.3 Describe the main motives for Europeans’ exploration of Indigenous lands that were
eventually claimed by Canada and for the establishment of permanent European settlements.
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.
CAEP Standard 1. Content and Pedagogical Knowledge :
The provider ensures that candidates develop a deep understanding of the critical concepts and
principles of their disciplines and, by completion, are able to use discipline-specific practices
flexibly to advance the learning of all students toward attainment of college- and career-
readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning;
content; instructional practice; and professional responsibility.
CEC: Special Education Standards for Professional Practice
1.1. Systematically individualize instructional variables to maximize the learning outcomes of
individuals with exceptionalities
1.2. Identify and use evidence-based practices that are appropriate to their professional
preparation and are most effective in meeting the individual needs of individuals with
exceptionalities.
1.3. Use periodic assessments to accurately measure the learning progress of individuals with
exceptionalities, and individualize instruction variables in response to assessment results.
14. Create safe, effective, and culturally responsive learning environments which contribute to
fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
1.5. Participate in the selection and use of effective and culturally responsive instructional
materials, equipment, supplies, and other resources appropriate to their professional roles.
Social Studies Lesson Plan
Sean Kutzler
Medaille College
EDU 503
Professor Syndi Buscaglia
3/10/19
Medaille College Department of Education
Teacher Candidate’s Name: Sean Kutzler

Date: 3/24/19
Context for Learning (edTPA)
Where is the school where you are teaching located? City: __x_____ Suburb: _______ Town:_______ Rural: ______
Grade level: ______5__ Number of students in the class: ____22____
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,
Classifications/Needs Students Modifications, Pertinent IEP
Goals
1 Alternative seating (yoga ball),
504/ADHD Frequent check for understanding,
breaks as needed, clarify and
simplify directions, step by step to
do lists, active workshops as much
as possible.
Students with Specific Language Needs

Language Needs (Ex.ENL,ELL) Number of Supports, Accommodations,
Students Modifications
0
Students with Other Learning Needs

Other Learning Needs (Ex. Gifted, AIS) Numbers of Supports, Accommodations,
Students Modifications
0
Grade Level: 5 Lesson Duration: 45 min
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 examine the explorations and people from northern Europe
travelling westward.
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)
Students have practice with maps, familiarity of historic navigation systems and experience with early
exploration and subsequent settlement framework. In grade 4 curriculum students were exposed to the
migration of Europeans to New York by means of ship and in search of better opportunities.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
We will expand on the chronological lessons of grade 4 to interpret understanding of earlier ship faring
explorers and aim to develop connections between the two periods.
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)
Students are multicultural and a few with family from Newfoundland. Others have been discussing and
sharing about boats.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Some of the early Scandinavian explorers and settlers were the first Europeans to set foot in North
America with records of settling temporarily in present day Newfoundland. They were assured by the use
of enhanced ship technology to venture further. Therefore, we will make connections between the past and
present.
Curriculum Standards
New York:
5.3a Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and
resources. They hoped to gain wealth, power, and glory.
Ontario:
A2.6 Communicate the results of their inquiries, using appropriate vocabulary.
A3.3 Describe the main motives for Europeans’ exploration of Indigenous lands that were eventually
claimed by Canada and for the establishment of permanent European settlements.
Objectives Assessment Modifications

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how to
identify what students will be able to do by the end will you evaluate and document your students’ Assessments
of the lesson and are aligned to the standards progress on each of the objectives? If applicable,
identified above. explain how you
will adapt
assessments to
allow students
with specific needs
to demonstrate
their learning.
(edTPA Task 1,
Prompt 5b)
Students will be able to exercise Teacher will formatively assess students as 1. Use active
knowledge for they “build” ship with tape, organize based
anatomy of a ship. components of ship and direct “mates” to approach for
different parts of ship. student with
IEP.
2. Provide
word wall for
reference.
3.
Communicate
clear
expectations.
Students will be able to explain 3 things Students will give an exit ticket with 1. Teacher will
Norsemen are known for other than reasons on their way out. (formative) be close and
plundering villages. present to
keep student
with IEP on
track.
2. Will help
refresh
memory as
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)
Function Determine We will use active lesson, graphic organizer
Looking at your standards and and word bank to reinforce meaning and to
objectives, choose the one Bloom’s make connections.
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary The teacher will go over vocabulary with
Key words and phrases students Banish, saga, bow, stern, students and we will practice using
need to be able to understand and port, starboard, helm, Norse, vocabulary in our activities. The teacher will
use
Scandinavia also provide a word wall.
Syntax Students will organize Teacher will explain, model and give
Describe ways in which students will language from vocabulary directions for what is expected. The
organize language (symbols, words, practice to model boat by students will have word wall for reference.
phrases) to convey meaning.
listing parts of boat. They The students will help one another with
will also organize terms completion of activity and graphic
through completion of organizer.
graphic organizer.
Discourse Students will communicate The teacher will give some prompts for
How members of a discipline talk, with one another as to discourse in activity and give explicit
write, and participate in knowledge where to list parts of boat directions for completion of graphic
construction and communicate their
understanding of the concepts
and characteristics of organizer. Students will be able to work in
Viking. Students will write various sized groups for completing tasks.
background about Vikings Teacher will pair according to ability for
on exit tickets. small group work.
Instructional Process Accommodations

and/or Modifications
and/or Supports
Anticipatory Set/Motivator Use of images will help
students who are visual
Teacher will start by drawing on prior knowledge from previous segment. learners.
Provide prompts for
“Last week, we learned one way early people came to North America, via the recalling.
land bridge connecting present day Siberia with Alaska and eventually leading to Allow students to
the vast network of Indigenous peoples of the Americas. “ communicate verbally.
“Now, does anyone want to take a guess, or know of another group that made it
to North America on the other side of the continent?” (Allow for students to
answer). “Here’s a clue.”
– Show image of Runic Alphabet –
Explain the runic characters as having phonetic sounds and mythological

significance. Ask students to see if they can write their names using the alphabet.
Instructional Procedures Anchor chart of

1. Show picture of viking ship - ask, “what are we looking at here?” (allow for vocabulary will be
answers) Have students turn to a partner and share a couple things they know posted in order to help
about Vikings. Ask: “does anyone want to share something they know?” students who need to
refer to the meaning.
2. Teacher will expand knowledge about Vikings, or Norsemen (people of the Those who are
North), from careless savages to expert boat builders, farmers, herders, kinesthetic will have
storytellers, poets, traders, craftsmen and brave explorers. “Let’s talk about the actions for learning.
Viking for a moment. Very few vikings were actually predatory, barbaric Provide graphic
murderers. Most were peaceful and domestic farmers, herders, craftsmen and organizer to organize
people with other skills. meaning and
vocabulary.
4. Pull up map of world - The Teacher will ask a student to come up and point Introduce imaging to
to where Scandinavia is located. help visual learners.
4. Teacher will discuss how the Vikings, or Norsemen, travelled West from
Scandinavia in search of fertile grazing areas and farmland, riches and to escape
the rule of self-appointed kings.
5. Show image of Viking route – The teacher will discuss how Vikings settled
Iceland, Greenland and eventually (Leif Eriksson) North America
(Newfoundland, temporarily).
6. Teacher will then give directions for boat exercise. “Next we are going to
practice some of our vocabulary by turning the classroom into a boat and by
labelling the parts of a boat.”
7. Teacher will have students work as group to tape off boat dimensions while
others label parts of a boat on index cards and place them in the proper spots.
8. Teacher will model expectations by calling out first command, “If you are
wearing blue report to the starboard side of the boat.” Allow students to take
turns calling orders.
9. Have students go back to seats and let them know that next we will practice
other vocabulary with Viking labelling sheet. Allow them to make groups of two
or three in order to work together for the completion of the sheet. Teacher will
walk around to check for understanding.
10. Have the students turn in their sheets and regroup. Next, we’ll move into
closure of the lesson.
Closure Students can also

communicate with me
Teacher will provide exit ticket that says, “what are three things, other than verbally if they choose.
pillaging, that Vikings are known for?”
Collect tickets upon completion of class.
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.
Tape
Computer
Internet Connection
Projector
Graphic Organizer (Eric the Red and Leif Ericson Graphic Organizer)
Index cards
Anchor chart (vocab word wall)
Images for lesson (Alphabet, ship, route, comparison)
PBS World Explorers Clip:
https://www.pbslearningmedia.org/resource/0ee52408-d0bf-47d1-8b17-1154566ca233/eric-the-red-
and-leif-ericson/#.WUrfyBMrKL4
Runic Alphabet handout
Exit Tickets
APPENDIX A
VOCAB WORDS
Norse Scandinavian of ancient times.
Scandinavia The region in northern
Europe including: Norway, Sweden,
Denmark and Finland.
Bow The front end of a boat or ship.
Stern The back end of a boat or ship.
Starboard The right side of a ship
when one is facing forward.
Port The left side of a ship when one is

facing forward.
Saga A long and detailed story that

involves the heroic events of a legendary
figure.
Banish To send away from a country or
place as a means of punishment.
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F

Artifact #9: Writer’s Workshop Portfolio
Strong literacy skills are foundational to student development and success. Artifact six is
an example of how to use creative writing techniques in the classroom. The artifact is composed
of six different writing samples designed to fit within elementary grades. There are two haikus, a
couplet, an opinion piece, informative sample and narrative selection. Each technique can be
used to give students practice with different writing styles and learn from how they want to
convey their material.
By providing this section I wanted to show you, the reader, a glimpse into how I would
encourage literacy within my classroom. The samples were compiled into the writing portfolio
that was assigned in our Developmental Literacy class. Keep in mind that this is just one way
that I would promote literacy steps in my future classroom. What follows is how this particular
artifact aligns with standards and codes of ethics.
INTASC Standards
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve practice.
educ
ational research to improve their own practice.
area(s)

Writers Workshop Portfolio
Sean Kutzler
Medaille College
EDL 550
Professor Michelle Amoia
November, 18 2018
Haiku 1 & 2
Calm quite open wide

Dip in softly motion forth
Pull glide reach the edge
Haiku 2
Bright pillars stand up tall

Reaching stretching for sunlight
Some grow high some nigh
Couplet
Dark, milky, bitter sweet

Where butter, sugar and cocoa meet
Almost too difficult to resist

No need to stop with just one fist
Take one bite into confectioners galore

Search never without browsing for more
Narrative Writing
Rachel closed the door and hung her worn, pink, winter jacket on the coat rack. “Mom,
you’ll never guess what happened today” she proclaimed from the entryway of the family’s farm
house. Rachel’s great grandparents built the house after the war and farmed the land for a way of
living until the commercial farms took all of the business. Rachel ran into the kitchen and started
preparing a peanut butter and jelly sandwich. “Today, in Ms. Leman’s class, we were reading a
story about my favorite butterfly and then the fire alarm went off”. Rachel’s mom who wasn’t
one to get overly involved with school happenings said “that’s interesting honey, will you grab
the potatoes from the cellar?” “Mr. Spencer called Travis to the office and Mindy said she saw
him getting a stern talking to,” said Rachel.
Most evenings after school Rachel helped her mother with dinner and checked off her
chores, one-by-one, just as Rachel’s mom had done when she was a little girl. Rachel’s father
was working for the big commercial farm just down Mackinac Trail. It’s all he had ever known,
so it was fitting to join them when they moved to take more share of the land. They grew
soybeans and shipped them all over the world. Rachel wondered what it would be like to board
one of the vessels they loaded the soybeans on and travel the seas…

Artifact #10: Annotated Bibliography Assignment
It is important for teachers to continue growing and learning if they are to become
effective educators. This next artifact, number 10, is an example of how I take seriously the idea
of keeping up with new research, data and best practices in order to better assist and prepare
students for a changing world. A good teacher knows that there is always much to learn from
literature and does there best to seek out new ideas, practices and effective methods. There are
numerous ways to do this, but for the sake of this artifact, I am highlighting the professional
learning technique of producing an annotated bibliography on a published research project.
When a teacher sees themselves, too, as a learner it helps, I think, build a sense of
community in the classroom and democratizes the learning process by showcasing that there is
not just one knowledge source, rather many within the group of learners. When students see
teachers continuously striving for opportunities to learn and grow it sets an example for what
learning can be, which is something of a continuous life process where there are always new
things to learn and discover. This can create a sense of curiosity which will serves learners well.
INTASC Standards

9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve practice.
educational research to improve their own practice.
area(s)

Annotated Bibliography Assignment
Sean Kutzler
Medaille College
ECI 510
Belete Mebratu
October 10, 2018

Annotated Bibliography Assignment
Bui, Y. N., & Fagan, Y. M. (2013). The effects of an integrated reading comprehension
strategy: A culturally responsive teaching approach for fifth-grade students’
reading comprehension. Preventing School Failure, 57(2), 59–69. Retrieved from
http://ezproxy.medaille.edu/login?url=http://search.ebscohost.com.ezproxy.medail
le.edu/login.aspx?direct=true&db=eric&AN=EJ1012311&site=ehost-
live&scope=site
Bui and Fagan (2013) produced methods featuring an integrated reading
strategy designed with culturally responsive methods to determine whether or not
reading comprehension increased due to adjusting for culturally appropriate
sensitivities.
The authors, and researchers, used integrated teaching methods to study 49
diverse fifth-graders from two different classrooms at an urban elementary school
setting (Bui & Fagan, 2013). They focused on an approach with an independent
variable - Integrated Reading Comprehension Strategy (IRCS) – which was then
coupled with one of two methods: story webs, grammar study, word maps and
previous knowledge; The previously mentioned strategies, along with
multicultural reading material and supportive learning techniques (Bui & Fagan,
2013). Each were imbedded with culturally responsive methods and material, but
the latter included the two additional material.

The researchers studied the group of fifth-graders in a controlled setting
where approximately half would learn under the IRSC strategy-one and the others
within the IRSC strategy-two framework (Bui & Fagan, 2013). They used a
quantitative research method with correlation research strategies where there was
a pre and post results implicated from the controlled groups within the framework
(Bui & Fagan, 2013). Upon completion of the curriculum program the students
were assessed for word recognition, storytelling and reading comprehension (Bui
& Fagan, 2013).
The article was extensive in the description of relevant material, research,
ideas and performance. It was clear with methods and data related to the study
that was accessed in a reasonably understood and clear measure. The objectives
and population and expectations were communicated nicely, without major bias.
The outcomes from the study where expressed as objective and helpful.
Upon completion of the study the students were assessed for three metrics: word
recognition, storytelling and reading comprehension. Between the two groups
there were statistically substantial evidence with the post program-test scores to
support the culturally responsive teaching (Bui & Fagan, 2013). However, there
was no data favoring one strategy over the other outside the initial cultural IRSC
framework (Bui & Fagan, 2013).
Since there was an uptick in test scores and student performance within
the studied metrics, I believe it is reasonable to side with the study’s findings in
that culturally responsive teaching can produce results and create a more cohesive
classroom. Furthermore, the time associated with the adjustments was

insignificant and could be done similarly as traditional teaching methods. It was a
good concept to review and could provide more incentive for others to use such
strategies within their classrooms’.

Conclusion
In this section you were able to witness some of my work as it pertains to knowledge and
training gained as a MSED student with Medaille College. I hope you feel as confident as I do
about my ability plan, instruct and assess student learning goals, work and materials. I aimed to
display examples that exhibited my skills in understanding student needs and differences through
accommodation and culturally responsive techniques. I hope you also recognized through this
work the level of professionalism I can bring to a school and the humble nature of collaborative
learning that I embody. It is with great pleasure that I have had these opportunities to grow, learn
and understand more about how to become effective with methods both in and outside the
classroom. I look forward to working with others to further these goals for our colleagues and
students alike.

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MSED ELEMENTARY PORTFOLIO PROJECT 79

Subject and Lesson Topic: Science/Tension, Momentum, Gravity

Grade Level: 5 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

Knowing Your Learners

Using Student Assets

Objectives Assessment Modifications to

Instructional Process Accommodations

Anticipatory Set/Motivator  Scaffolding

6 Stages of Scientific Method

CATAPULT EXPIREMENT DEFINITIONS

1. Catapult – A historic launching mechanism used to hurl

2. Gravity – The natural force on earth that causes things to fall to

3. Accuracy – The state or quality of being correct or precise.

4. Kinetic Energy – The energy of a moving object depending on its

5. Tension – The state of being stretched tight.

[Back to Table of Contents]

Artifact #7: Theorist Brochures

asset within a school system.

Standard #9: Professional Learning and Ethical Practice

needs of each learner.

professional standards of practice, and relevant law and policy.

NYS Code of Ethics for Educators

in a variety of individual and collaborative learning experiences essential to develop

educational research to improve their own practice.

The Ontario Ethical Teacher Standards:

TEAC/CAEP Claims 1-3

effective pedagogy and best teaching practices

Claim 3: Medaille College graduates are caring educators.

[Back to Table of Contents]

Artifact #8: Social Studies Lesson Plan

do the surrounding influence the decisions and events being discussed?

base of professional knowledge, including an understanding of how cognitive, linguistic, social,

self-directed and collaborative learning.

social interaction, active engagement in learning, and self-motivation

cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to

imagine possibilities. Finally, teachers make content knowledge relevant to learners by

connecting it to local, state, national, and global issues.

Standard #4: Content Knowledge

New York State Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards:

NYS/Ontario Learning Standards

New York State Standards for Social Studies:

A2.6 Communicate the results of their inquiries, using appropriate vocabulary.

TEAC/CAEP Claims 1-3

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standard 1. Content and Pedagogical Knowledge :

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

content; instructional practice; and professional responsibility.

CEC: Special Education Standards for Professional Practice

1.1. Systematically individualize instructional variables to maximize the learning outcomes of

individuals with exceptionalities

exceptionalities, and individualize instruction variables in response to assessment results.

fulfillment of needs, stimulation of learning, and realization of positive self-concepts.

Social Studies Lesson Plan

Professor Syndi Buscaglia

Medaille College Department of Education

Teacher Candidate’s Name: Sean Kutzler

Context for Learning (edTPA)

Grade level: 5 Number of students in the class: 22