Portfolio Project Paper-Indu Sharma

MSED ELEMENTARY PORTFOLIO PROJECT 1
MSED Elementary Portfolio Project
Indu Sharma
July 31, 2017
An Elementary Portfolio Project submitted to the
Faculty of the Graduate School of Education of
Medaille College
In partial fulfillment of the requirements for the degree of
Master of Science in Education
Indu Sharma
Medaille College Graduate Student
Belete Mebratu
Project Director
Table of Contents
Section One: Teacher Candidate Introduction to the Elementary Portfolio Project3
Section Two: Teacher Candidate Background Experiences....10
Section Three: Teacher Candidate Artifacts....23
Artifact #1: Title . 25
Artifact #2: Title .53
Artifact #3: Title ..55
Artifact #4: Title58
Artifact #5: Title ..61
Artifact #6: Title . 71
Artifact #7: Title 133
Artifact #8: Title ...145
Section Four: Alignment to Curriculum & Professional Standards .151
Section Five: Teacher Candidate Reflection .163
Section Six: Teacher Candidate Interview Video .171
References ..176
Section One: Teacher Candidate Introduction to the Elementary Portfolio Project
Introduction, Overview and Rationale
I grew up in an environment where education was the core ingredient of life. Like we all
need oxygen to survive, I was taught the same way education is important to groom oneself with
knowledge, skill and wisdom. My father was a high school principal in India and always
believed if someone had education, that person could survive anywhere in the world. He always
encouraged us to read books as it opens windows of learning. I strongly believe in the quote,
Education is the most powerful weapon which you can use to change the world (Nelson
Mandela, n.d.). There is no doubt that education is a powerful weapon that can change the world
without hurting anyone. As an educator I want to use education as a tool so the students can
achieve a well-rounded knowledge and skill based life. Through my personal experiences and in
the Master of Science in Education program, I have acknowledged the importance of education
in someones life. It is such a wonderful gift that can delight anyones personality. It is
everyones right to get education and be the change. As an educator, I strongly feel that a good
teacher model lifelong learning. Finishing curriculum according to the set standards is not
enough, it is necessary to recognize students strengths and needs. At Medaille and during my
placements, I have understood the importance of the evidence based teaching and learning as it
has helped me in keeping growth mindset and in implying effective pedagogy. The teaching
program at Medaille College has prepared me to craft the artifacts, philosophy of education, and
functional understanding to form an educational portfolio that can exhibit my learning. This
portfolio is a reflection of my academic and practical work experiences that demonstrates my
readiness towards a learning journey.

This portfolio showcases a collection of assignments, lesson plans, assessments,
instructional strategies, and projects, which are called the artifacts. I collected these artifacts
during my stay at Medaille College. The Master of Science in Education program has prepared
me to become a responsible and efficient educator. This graduate program has provided me
several opportunities to learn and explore in various settings. My artifacts are the results of my
learning journey at Medaille College. This portfolio shows my readiness to use the skills of
planning, assessing, integrating technology, and instructing the students in an inclusive
classroom. I have learned to be an effective educator, it is very important to assess students
needs and strengths. To include all the students irrespective of their needs, which can be ethnic,
cultural, socio-economic, racial and/or physical is very essential. During my student placement,
I have learned the importance of CRT, collaborative work and professional development.
Todays classrooms are diverse. To recognize the diversity of the classroom, it is an educators
responsibility to acknowledge, respond, and include each and every student in the process of
learning. Culturally Responsive Teaching is a pedagogy that recognizes the importance of
including all students in the learning. It encourages the educator to provide equal access to
education for students from all the cultures. As an educator, I will promote CRT in my
classroom so each student will feel valuable, respectful, and show willingness to learn. Working
as a team leads to active exchange of ideas and information. It also helps in building a healthy
rapport with colleagues, in problem solving and in sharing knowledge with each other. When
the team has a common goal, it brings synergy and allows for growth amongst members. I feel
becoming a graduate of Master of Science in Education is just the beginning. An educators
responsibility is not only to teach a child but also to prepare that child to succeed in a changing
world. The educator must be able to teach students to use emerging technology, effective
communication, and social skills. Continuing education or professional development not only
help in growing as an educator but also provides the benefit of developing new skills. The more
professional growth a teacher acquire, the more likely the students succeed. This portfolio
present and highlight the skills that I will use in a classroom to bring a positive and substantial
change in the lives of the students and also will help me in becoming a part of the educational
society.
Portfolio Development
The six elements of the portfolio help in recognizing the importance of each section.
Each section demonstrates my learning and teaching style as an educator.
Section one: Introduction, Overview and Rationale, provides a brief introduction of myself as an
educator. It also provides an overview of the portfolio content as well as the brief synopsis of
the theorists and their theories. I strongly feel that these theorists and their theories are very
important to the education system as they provide the structure to an inquiry-based, experiential
inclusive classroom.
Section two: Teacher Candidate Background Experience will outline my background
experiences that have led to me on a teaching path. In this section I will outline the importance
of a well-formed teacher as well as the variety of experiences that I have gained through my
previous professions as an educational resource facilitator, instructional behavior therapist,
teacher/trainer of adults and also through my student placement in primary and junior grades.
Section three: Teacher Candidate Artifacts will allow me to display the artifacts that I have
collected during my study at Medaille College MSED Elementary program. The lesson plans,
related activities, and the teacher candidates educational website that I have created while
teaching during my student placement and through learning in classroom setting will witness my
learning journey as a teacher candidate. These artifacts showcase my ability and knowledge on
present pedagogy, classroom management techniques, instructional strategies, and methods of
assessment. This section will also highlight the approach of CRT by accommodating and
including the needs of all learning style learners in the classroom.
Section four: Alignment to the Curriculum and Professional Standards will provide the details
and competencies within curriculum expectations. It is teachers foremost responsibility to
develop a lesson plan that can accommodate the needs of each student in the classroom. By
using various instructional strategies and integrated curriculum allow students to engage in
relevant activities, which help them in making connections with real life situations.
Section five: Teacher Candidate Reflection will provide an opportunity for reflection. Reflection
is very important ingredient for a growth. As a teacher candidate, reflecting provides me with
the added opportunity to look back and think what worked well and how I could have made it
better. I believe that reflecting effectively on accomplished work that can be a lesson plan,
instructional strategies, accommodations and/or assessments is a significant pedagogical tool,
which help in examining own practices and professional attitudes. This section will provide me
an opportunity to reflect upon my growth and readiness to imply effective classroom
management strategies, and incorporating technology in my lesson plans and related activities.
Section six: Teacher Candidate Teacher Interview Video will provide me an opportunity to
introduce my artifacts along with the philosophy of education that I believe in. This interview
will also help me in sharing my experience, knowledge, and preparedness to become an
educator. This interview will be uploaded to a website that I have designed for my future class
under the guidance of my instructor.
Theories, Theorists and Experts in the Field of Education
I am influenced by the theories that are written by John Dewey, Howard Gardner, and
Steven Covey in the field of education. John Dewey believed that children learn by doing and
also proposed that education should be designed on the basis of a theory of experience. He
explained it is very important for a teacher to understand and know his/her students. The teacher
with good insight will help the students to share their past experience (good or bad) and provide
quality education that is relevant and meaningful for the students. He was a strong believer of
delivering instructions according to individual needs. He believed that the teachers role should
be of a facilitator and a guide and the learning must be inquiry-based where children learn how
to think reflectively and to direct their experiences in ways that lead to personal and social
growth. I also believe in knowing and understanding your students is very important as it helps
in creating a healthy rapport with each other. When the instructions are according to the
students needs, it helps them in learning and they intrinsically get motivated to learn in the class.
I also believe in Howard Gardners theory of multiple intelligences. Howard Gardner
suggests that people do not just have an intellectual capacity, however also posses multiple
intelligences, such as, musical, visual, interpersonal, verbal, intrapersonal, logical, kinesthetic,
and naturalistic. The MI theory explains that educators teach all modes of understanding and
expression, which widen communication possibilities and increases student performance. I think
it is very important to personalize the instructions and methods of assessments according to the
potentials and needs of the students. When the lesson is based on varied instructions that have a
variety of meaningful and appropriate activities help students in developing confidence.

The third theorist that I am influenced by is Steven Covey, who was an author of the
book called The Seven Habits of Effective People. The first habit is be proactive that allow a
teacher to prepare the lesson and related activities ahead of time. This will provide an
opportunity to look for any related concern or change. Habit two is, to begin with the end in
mind, thus allowing the teacher to have an easier time formulating a backup plan. If one strategy
is not working then use another one. It also help in envisioning what you want in the future so
you can work and plan towards it. Habit three is put first things first. Prioritize your day and
understand what is important and urgent. Habit four and five help in developing
interdependence by thinking win-win and seek first to understand, then to be understood. Habit
six promotes synergy, which means combine the strengths of people through positive teamwork.
Habit seven, is sharpening the saw helps in setting the growth mindset and continuous
improvements. These habits help in promoting self-confidence and in showing the path of
personal freedom, security, wisdom, and power (Steven Covey, 1989).
Conclusion
This portfolio has given me a platform where I can showcase my journey in becoming a
teacher. This will demonstrate my knowledge and understanding of teaching effectively and
efficiently according to curriculum and pedagogy. It is very important for a teacher to deliver
the lesson as per the stated curriculum guidelines and instructions. It is a teachers responsibility
to create a fearless, inclusive and cooperative learning environment where students feel safe and
secure and also show their willingness to learn. I strongly believe that each child has a right to
education and they must get the opportunity to learn in a co-operative, inclusive learning
environment. It is a teachers responsibility to develop a lesson plan that caters the needs of all
of the students in the classroom. Readiness to bring change in instructional strategies is a good
quality of a refined educator. This portfolio combines and displays the experience I have gained
through the Master of Science in Education program, and gives further outlook as to how I am as
a future educator.
[Back to Table of Contents]

Section Two: Teacher Candidate Background Experiences
Introduction
I grew up in a family where my father was a high school principal and a big supporter of
education. Whenever he used to ask me if I would like to pursue a career in the field of education, I used
to tell him that only one teacher in the family is enough. Somehow I didnt want to be a teacher and
wanted to try something different. At the same time, l always has found me to be comfortable and the
person who I am, when I am around children. I like talking and doing activities with them. In India,
when I was studying in University, I used to tutor younger children in my home. When my nephew
started going to Montessori school, as I was very close to him and didnt want him to have any problem in
the school so I also joined his school as a teacher. I have a passion for young children and their ways of
grasping learning and understanding the concepts. I always have tried that when I am around children,
they must feel safe to express their feelings. I always have shown respect towards their emotions and
have listened to them actively.
After marriage when I came to Canada, I didnt know what I wanted to do here. As English is my
second language I always felt nervous when speaking with others. I hid my education because I used to
think about what people would think about me in that she claims to have a Bachelor of Science degree but
she is not able to understand or speak English. I always felt that I would never get any good job here. I
came from a family where education played a big role in grooming you as a person, so I started taking
some courses from the local community colleges.
In this section, I will provide a synopsis of my educational and work experiences that I have
gained through my student placement and working with students with special needs in the inclusive
classroom environment. Throughout this section, I showcase some of my teaching competencies such as
cultural responsive teaching, classroom management, instructional strategies, team work, and curriculum
standards. My personal beliefs and the philosophy of education along with my resume will provide the
grounds to recognize me as a kind and motivated individual and a potential teacher.

Educational Background and Work Experiences
My academic background is in the sciences. I finished my undergraduate degree in
science from Delhi University, in India. As my father was a teacher, I grew up in a, safe, and
caring environment full of education. He used to clarify things I had trouble in understanding.
I had seen him helping his students in many ways. He offered his home time to his students to
provide extra help as they were struggling in their studies and not able to afford to pay other
teachers to get extra help. I admired the gratitude that they had for my father.
When I was an undergraduate student, I started coaching young children who needed
extra help in finishing their homework and assignments. This provided me with the opportunity
to spend some quality time with children and learn from their positivity and enthusiasm for
learning. After finishing my undergraduate studies, I started working in the Montessori School,
which helped me in learning the importance of time management and organizational skills.
When I came to Canada, I started volunteer work with a local immigration agency. After
few months, the immigration agency registered me as a cultural interpreter, which provided me
an opportunity to translate South Asian languages like Hindi, Urdu, and Punjabi for refugee
clients. Working as a cultural interpreter provided me a chance to speak English, which helped
me in boosting my self-esteem and I registered myself in Community Worker-Outreach and
Development Program. I finished the program with 3.97 GPA out of 4.00.
As a community worker, I worked as a part time support provider for BCCL (Brampton
Caledon Community Living), and a womens councilor for a shelter home. Eventually I got the
educational assistant job opportunity in the Halton District School Board. Working as an
Educational Assistant helped me in learning how to support the children with special needs by
keeping their strengths and needs in mind. To know them better I registered myself for
undergraduate certificate program in educational assistant program from Sheridan College. This
program provided me ample opportunities to learn about various disabilities and how to
accommodate the children with special needs in the least restrictive environment in the school.
After finishing the program, I got a full time job as an Educational Resource Facilitator in
the Peel District School Board. Having worked with students with special needs, to better
understand their behavior patterns, I did an undergraduate certificate course in Behavior Science
Technology from Humber College. This course taught me Applied Behavior Analysis (ABA)
and the interventions based on that program, which are called IBI (Instructional Behavior
Intervention). The theory of ABA works very well with children with autism as it teaches them
the communication, social, and behavior skills in day-to-day life. After doing my job as an
educational resource facilitator for several years, I recognized that education is the field where I
want to see myself growing in different roles.
To better understand the patterns of learning styles and instructional strategies for adults
lead me to learn more about them. I completed the Teaching and Training Adults certificate
program from Humber College. This course has helped me in helping my friends in learning and
getting the jobs in their desired fields. The thought of growing in the field of education in
different role was getting so powerful that I register myself to Master of Science in Education
program at Medaille College.
As a student at Medaille College, I was given the opportunities to learn about lesson
plans, instructional strategies and assessment process. My field placement provided me the
opportunity to work in primary and junior classes in elementary schools. My each placement
was eight weeks long. My first placement in grade 4 helped me in learning to incorporate the
success criteria developed by the school team. It helped me in crafting my lesson plans
according to the needs and strengths of all of the students in the classroom. During my second
placement, which was in grade one helped me in designing activities by using STEM integration.
I learned the benefits of cooperative and inquiry based learning.
I was also able to observe a grade seven class at Buffalo Prep School, which is a school
enhancement program for underprivileged youths and their families in the Buffalo area. All
these experiences have helped me in gaining confidence to become a resourceful teacher.
School Observations and Classroom Application
Before starting my school placement, when I met with my supervisor who acted as a
mentor for my student teaching placement explained us the importance of classroom
management. He explained us to remember, Expect the respect from your students. He also
added to get the respect from the students it is necessary that you also show respect, empathy,
and caring attitude towards your students. It is very necessary to have a healthy rapport between
a teacher and a student.
My first placement was at a school where students were from a low socioeconomic
background and were underprivileged. Most of the students did not have breakfast before
coming to school. The school offered a breakfast program for the children who are registered
under it. The classroom had high behavior needs and their cognitive development was below
their age level. The class had two students who were identified under ASD (Autism Spectrum
Disorder) and one educational resource facilitator was assigned to that classroom to provide
support to the students with autism.
The teacher used a chime bell for classroom management. When the classroom was
noisy and off task, the teacher used to hit the chime with the mallet, which signals the students to
calm down and listen to the teacher. It was not effective all the time as the students were very
disruptive and had no interest in doing study. The school was also participating in the program
called, The Zones of Regulation. This program helped the students in identifying their behavior
level in terms of recognizing their emotions and feelings.
During my second placement, I observed that my associate teacher used a YouTube video
song to clean up the classroom and for transitioning from one activity to another. This strategy
was working perfectly fine with grade one students. They were just conditioned with the song.
As soon as the song started, they also started to clean up the room and got ready for another
activity. The teacher also has three simple, attainable rules to sit on the carpet quietly or leave,
secondly, put the things where they belong and the third rule was everything has a place in this
classroom.
By witnessing both the classrooms I dont think that one has ineffective and another
teacher has effective strategies. I strongly feel that it depends on what values students are
bringing with them and what moral, principles, and knowledge we are offering them. These
experiences have taught me to invest my time in knowing their learning styles, preferences, and
above all their personalities.
I always believe in developing classroom expectations with the students. I dont like the
idea of laying down the rules on them. I feel that it is our classroom and its our mutual
responsibility to define classroom expectations where everyone feels included, safe, and
responsible. Another thing that I would like to incorporate is including resources like
technology, books, and hands-on activities, which invites students to get motivated intrinsically
and helped them in setting a positive growth mindset. For a teacher it is very important to be
creative, accessible, enthusiastic, and caring. I always have admired the teachers who have good
listening skills and appreciate their students on their achievements and guide them to conquer
their fears.
Philosophy of Education
Introduction
Every school and every teacher follows a set of beliefs. Based on those beliefs, the
school and the teacher decide the purpose of schooling and teaching. A philosophy of education
is a holistic approach on how and what the teacher should teach. It also focuses on various
instructional strategies and the process of assessment. My personal philosophy of education is
to support the students in the process of learning by providing simple instructions, providing
multiple opportunities for learning where students learn and grow to their full potential.
I strongly believe that every child has the right to learn and they should have access to
learning. During my placement I have learnt that it is very important to develop a lesson plan
that can accommodate the needs and strengths of each student in the classroom. It is teachers
responsibility to make sure that students have grasped and learned the concept that he/she is
trying to teach. Students are our reflection, if they are not able to comprehend, it is teachers
responsibility to go back to the lesson plan and tailor it according to students learning styles.
The School
John Dewey (1902) believed that the school is a social institution where the students not
only gained the content knowledge but also learn how to live. He advocated for an education
system that creates a balance between the child and the curriculum by delivering knowledge and
by considering interests and experiences of the student. Today we are living in a diverse
community where children come from different cultural-ethnic environment. The schools must
promote the diversity that children bring along with them. This will help in creating a diverse
and inclusive classroom, which will promote sharing beliefs, values, and experiences with each
other.
The Teacher
A teacher serves many roles in the classroom. A teacher is a role model for a student
whom he is looking for guidance and support. It is a teachers utmost responsibility to provide a
safe, caring, and fearless environment where students can share their doubts, emotions, and
feelings confidently. It is a teachers duty to prepare lesson plans, provide constructive
feedback, manage the classroom and provide some auxiliary duties that are necessary for a
childs cognitive and social development. A teacher is a life-long learner and same he/she
encourages in his/her students. I strongly feel that a good teacher help students to learn how to
use their experiences and knowledge. Later the students learn to integrate the knowledge,
beliefs, and experiences into their lives to become valuable members of the society.
The Learner
I strongly believe that every child has the right to learn and they should have access to the
learning. During my placement I have learnt that it is very important to develop a lesson plan
that can accommodate the needs and strengths of each student in the classroom. It is teachers
responsibility to make sure that students have grasped and learned the concept that he/she is
trying to teach. Students are our reflection, if they are not able to comprehend, it is teachers
responsibility to go back to the lesson plan and tailor it according to students learning styles.
Before teaching, it is necessary to plan the lesson, how I want to implement or execute it
and what is the purpose of my lesson. Planning helps in accessing the needs of the learners as
well as in setting achievable goals and objectives according to the needs and strengths of the
students.
After planning the lesson, the next stage is implementation, which is an interaction time
between a teacher and a student. During my placement, my associate teacher told me to
remember to have an activity that can immediately bring students attention to the lesson, which
is called Minds On activity. Minds on activity must be based on objective of the taught lesson
and should not be more than 5-10 minutes long. When the interaction between the teacher and
the student is accomplished, it is time for the action where teacher model the activity and
students follow it and later on perform the activity collaboratively or individually.
To get the reflection or feedback on the topic it is necessary to evaluate the lesson by
asking questions and by observing the students work. This feedback helps a teacher to go back
to instructional strategies to look for further improvement. Using resources and open
communication with colleagues, parents, and surrounding community will help in working in full
potential.
The Curriculum
The curriculum is a government document that defines the academic topics according to
the subject area taught in a school in a particular grade level. As an educator, it is very important
to teach the students according to the curriculum and the lesson based on the curriculum
standards must be designed as per students needs. Bruner (1960) explained the concept of the
spiral curriculum, which involved information being structured so that complex ideas can be
taught at a simplified level first, and then re-visited at more complex levels later on. The set
standards of the curriculum, which are significantly, designed according to the grade level help
in scaffolding a students learning from basic concepts to higher-order thinking. Having a
growth mindset, collaborative approach, and a willingness to work facilitate in creating an
inquiry-based learning environment.

Assessment
We all learn differently. Gardner (1991) states, Students possess different kinds of
minds and therefore learn, remember, perform, and understand in different ways. Working
with students with special needs, I have learned that one set of instructions does not work for all.
It is very important to understand the concept of differential instructions and assessment. The
purpose of the assessment should be the improvement of student learning.
During my student teacher placements, I learned the meaning of assessment for, as, and
of learning. Assessment for learning (formative and diagnostic) allows a teacher to adjust
classroom instructions based on the needs of the students. Assessment of learning (summative)
is to measure a students level of achievement in regards to a specific learning expectation.
Assessment as learning (group work, discussions) provides an opportunity to students to reflect
on their own learning and identify their strengths and needs. A teacher helps his/her student to
come out of their comfort zone and guide them to try and confront the challenges.
Learning
Learning is a joint venture of acquiring knowledge and skills between a teacher and a
learner. When a teacher knows about his/her students it becomes easier to develop a strong
rapport with each other. I strongly believe in divergent thinking. It helps in generating creative
ideas by exploring multiple solutions. It is very important to indulge students in the discussions
and promote hands-on learning environment. Curious minds help in cognitive, social, and
emotional development of a child. As Ken Robinson (2017) states, The most important thing a
teacher can do for students is to keep their curiosity alive. I would like to incorporate different
learning and instructional strategies by incorporating technology and hands-on activities to
encourage students in the process of learning.

Classroom Management
I feel that when students are not enjoying what they are doing, they get them involved in
some sort of disruptive behavior. To create a safe and structured classroom it is very important
to have some classroom expectations. Keeping a calm tone, giving praise, and a proactive
approach can help in preventing the misbehavior in the classroom. I believe in creating the
classroom expectations with the students. This helps in creating a classroom that belongs to the
teacher as well as to the students. They feel respected, responsible, and inclusive. When the
students enjoy and comprehend the taught lesson, they will use their time wisely and get engage
in the given activities. Planning the lesson according to the students needs and using differential
instructional strategies can help in eliminating the negative behaviors from the classroom.
Resume
Indu Sharma
42 Elwin Road, Brampton
905-846-9067/647-472-3730
is347@medaille.edu
CERTIFICATION: Seeking New York State Initial Certification in Elementary Education,

Grades 1-6
EDUCATION: Master of Science in Education, August 2017

Medaille College, Buffalo, New York
Behaviour Science Technology, 2011

Humber College, Ontario
Education Assistant, 2007

Sheridan College, Brampton, Ontario
Bachelor of Science, 1986

Delhi University
RELATED EXPERIENCE: Educational Resource Facilitator (Full-time) 2008-Present

Provide support to students with diverse needs
Provide help according to students exceptionality as per Boards
instructions
2006-2008 Educational Assistant (Full-time), Halton District School Board
Assisted the students with special needs
Provided help according to their Individual Education Plan and/ or
according to Boards instructions
Volunteer Educator, Hindu Sabha Mandir 2006-2007
Hindi Language Instructor
Delivered lessons according to schools curriculum
TRAINING:
Standard First Aid and CPR Kerrys Place Autism Services 2016
Positive Physical Intervention Peel District School Board 2015
Implementing Applied Behavior Analysis and Peel District School Board 2009
Transition planning into programs for students
With ASD
Autism Spectrum Disorders: Accommodating Peel District School Board 2011
Learning styles and implementing
Effective teaching strategies
Developing communication strategies for ASD Peel District School Board 2010
& dual diagnosis students
TECHNOLOGY: Smart board, Clicker5, iPad, Microsoft Office Suite
HONORS/AWARDS:
Teacher/Trainer of Adults, Humber College Honors 2013
Behaviour Science Technology, Humber College Honors 2011
Educational Assistant, Sheridan College with High Honors 2007
Community Worker-Outreach & Development, Sheridan College 2003

(Sheridan Scholar)
CO-CURRICULAR: Member of Patanjali Yoga Centre 2007 Present

Member of Hindu Sabha Mandir teaching team 2003
EMPLOYMENT: Travel Assistant, Peel District School Board, 2005 2007

Support Provider, Brampton Caledon Community Living 2003 2004
VOLUNTEER: Volunteer, Conestoga Public School 2003 2006

Friendly Visitor, India Rainbow Community Services of Peel 2000 2003
Provided help in Counseling Sessions
Helped in facilitating workshops
LANGUAGES: English, Hindi, Punjabi, Urdu

Conclusion
I hope that in this section two of my portfolio, I was able to demonstrate my passion,
knowledge, and experience to be a resourceful teacher. I have shared my learning and
experiences in the path of this educational journey will help me in becoming a well-rounded
teacher. The valuable experience that I have gained through my student placement has helped
me in observing classroom behaviors and implying classroom expectations that work for that
classroom. My philosophy of education expresses my views on curriculum, instructional
strategies, and the theorists like Gardner, Dewey, Bruner, and Covey have influenced my school
of thought as well as the teachers at Medaille, associate teachers and students have taught me so
much in the process of becoming a creative teacher. I would like to use all the skills of
classroom management, instructional strategies, assessment process and accommodating the
needs of all of the students in the classroom in order to create a nurture, safe, and inclusive
classroom.

Section Three: Teacher Candidate Artifacts
Introduction
This section of my portfolio shows some of the artifacts that I have collected to display
my works, and achievements in the field of education. These artifacts will highlight some of my
strength as an educator. I feel very proud on my collection of artifacts, which not only display
my abilities in planning, instruction, assessment, and classroom management, but also present
my skills to use integrated technology in the classroom, inclusion, cultural responsive teaching,
professional collaboration and development. The artifacts that I have included in this section
are: SMART Notebook Author Study presentation, Weebly Website, Dignity for All Students
Act Seminar, Netsmartz Digital Citizenship Workshop, a Cyber Safety Prezi Presentation, a
Social Studies Unit Plan, and Certificates that shows professional development in the field of
education, and diploma in Behavior Science Technology and Educational Assistant program.
I have chosen these artifacts as I strongly feel that they are the teaching tools that I would
definitely like to use them as an educator. Some of the artifacts such as DASA training and
Netsmartz workshop have provided the knowledge and understanding of todays learning
environment where the classes are ethnically diverse, inclusive, and the integration of technology
is important in teaching and learning. The artifacts like Author Study and Social Studies Unit
Plan shows my ability to understand the curriculum according to the grade level. Furthermore, it
will demonstrate that as an educator, I deliver it by incorporating differential instructions that
will help me in taking care of students strengths and needs in mind.
These artifacts will allow me to engage students in the process of learning and instilling
higher order of thinking. The knowledge that I have gained through the artifacts will always
motivate me to engage myself in professional development so whatever I will learn; I can pass
on to my students.
Artifact #1: SMART Notebook Author Study Presentation
This SMART Notebook Author study presentation displays my skill to incorporate
SMART board technology in the classroom. In todays classroom, technology integration is
very important as it provides motivation to the students to get engage in the process of learning.
The students learn by doing and technology offers fun based exciting learning environment.
For Author Study, I used the SMART board technology by following Ontario, New York
State and ISTE standards for teachers and students. To make the presentation interactive, I have
used a variety of tools, which also shows my understanding and knowledge in learning this
SMART board technology.
Why did you include this artifact?
I included this artifact as it shows my understanding to carefully use the technology in the
classroom. I believe it is very important to have variety of tools to teach todays students.
Todays classrooms have access to whiteboards, iPads, laptops, and computers, which provide
access to technology and gives opportunity to students to learn in a collaborative environment. It
also helps in preparing students for the real world environment and its a great way to
accommodate different learning styles in the classroom.
How does this artifact show evidence that you are prepared for a career in education?
This artifact shows my ability to use the technology and incorporate according to the
grade level. It also shows my interest in learning technology, which can enhance my
professional growth. The environment in which we are living today is technology dependent and
I think my this piece of artifact help me in engaging students in technology and I becoming part
of building them in successful citizens.
Standards:
New York State Code of Ethics for Educators:
Principle 6: Educators advance the intellectual and ethical foundation of the learning community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for
understanding what is known, pursuing further knowledge, contributing to the generation of
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.
ISTE Standards for Teachers:
1. Facilitate and inspire student learning and creativity: Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
Ontario College of Teachers:
The Standards of Practice for the Teaching Profession
Professional Knowledge: Members strive to be current in their professional knowledge and
recognize its relationship to practice. They understand and reflect on student development,
learning theory, pedagogy, curriculum, ethics, educational research and related policies and
legislation to inform professional judgment in practice.
The Ethical Standards for the Teaching Profession
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.


Artifact #2: Weebly Website
My second artifact is a Weebly website, http://mrsisharmaclass.weebly.com/ that I
developed in my technology class in MSED program at Medaille College. This website includes
Welcome message, cyber safety, resources for parents and students, and information on virtual
field trips. I have developed and designed each of the pages by using creative tools. I feel that
website is a great tool for a teacher to stay connected with students and parents in a meaningful
way as it connects the school and the home throughout the teaching year.
I included this artifact in my portfolio because I strongly feel that for a childs academic
and social progress, communication with parents is very important. The website provides that
platform where a teacher, parents, and students can share the resources, related quarries, and the
information regarding upcoming events happening in the class and school effortlessly. The
Weebly webpage is user friendly, reliable, and free of cost. I really enjoyed developing each
page. This artifact shows my growth in technology and also highlights my organizational and
time management skills by keeping it resourceful and updated.
This artifacts shows my belief in holistic development of a child where I am not only concerned
about a childs intellectual, emotional, social, and creative potentials but I also would like to
involve his family to be part of their childs development by providing feedback and active
participation. This artifact shows my willingness and creative skills to work for and with the
students and their families.
Standards:

Principle 6: Educators advance the intellectual and ethical foundation of the learning community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for
understanding what is known, pursuing further knowledge, contributing to the generation of
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.
3. Model digital age work and learning: Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations 4. Promote and model digital citizenship and responsibility: Teachers
understand local and global societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach
safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources b. Address the diverse needs
of all learners by using learner-centered strategies providing equitable access to appropriate
digital tools and resources.
The Standards of Practice for the Teaching Profession Commitment to Students and Student
Learning Members are dedicated in their care and commitment to students. They treat students
equitably and with respect and are sensitive to factors that influence individual student learning.
Members facilitate the development of students as contributing citizens of Canadian society.

Artifact #3: Dignity for All Students Act Seminar
My third artifact is an online seminar on Dignity for All Students Act. This training has
provided me an opportunity to learn more about harassment, bullying, discrimination prevention
and intervention. This training reviews the policies and guidelines outlined by the Education
Law to be used in schools to prevent and respond to discrimination and harassment.
This training has provided me an opportunity to identify harassment, discrimination, and
bullying in the schools. During my stay at Medaille College, I learned the importance of
culturally responsive teaching and it is a teachers responsibility to engage students in
meaningful learning and provide them safe environment. Teachers must work collaboratively to
make sure that school environment is safe for all the students. This artifact reminds me to be a
diligent teacher and must address the students needs if I notice any discrimination, harassment,
and/or bullying in that students proximity.
This training has equipped me with the knowledge and understanding of how to take an
initiative when I notice bullying, discrimination, and/or harassment in the school. It also has
helped me in developing awareness to notice the triggers and indicators of a bully and being
bullied. The DASA training has equipped me in dealing with sensitive situations efficiently.
Standards:
New York 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.
INTASC Standards (Interstate New Teacher Assessment Support Consortium)
Standard 9: Professional Learning and Ethical Practice
9(a) the teacher engages in ongoing learning opportunities to develop knowledge and skills in
order to provide all learners with engaging curriculum and learning experiences based on local
and state standards.
9(b) the teacher engages in meaningful and appropriate professional learning experiences aligned
with his/her own needs and the needs of the learners, school, and system.
9(m) the teacher is committed to deepening understanding of his/her own frames of reference
(e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with learners and their families.
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.

Artifact #4: Netsmartz Digital Citizenship Workshop
My fourth artifact is Netsmartz Digital Citizenship Workshop. Netsmartz workshop is an
online tool which addresses online safety issues that how the schools and communities can be
helpful in protecting children from online bullying. Netsmartz is an educational program which
promotes online safety and digital citizenship.
I included this artifact in my portfolio for multiple reasons. Today in every school and/or
board, technology is an important part of the learning. Teachers encourage students to use
digital devices to learn and explore. At the same time, it is teachers responsibility to teach
children how to identify online dangers and risky behaviors. This training has shown me the
ways to teach online safety and ethics to the students so they can learn about online privacy and
digital literacy.
By doing online training on cyber safety, I feel empowered as it has offered me the skills
to create online awareness in the students. The training has provided the information about
resources on how to help children in different age groups. Being an educator, I can also share
the information with parents to understand safety issues that how they can prevent crime
targeting children using technology by teaching their children cyber safety tips.
Standards:
Principle 3 Educators commit to their own learning in order to develop their practice. Educators
5. Engage in professional growth and leadership: Teachers continuously improve their
professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and
resources.

Artifact #5: Math Lesson Plan
This artifact is a math lesson plan that I prepared for grade three students. This math
lesson is about understanding place value. The purpose of this lesson was to help students in
understanding place value and allow them to learn about placing a digit depending on its position
in the number, such as ones, tens, and hundreds.
I have included this artifact because it displays my expertise to prepare and plan a lesson
in a purposeful manner. I prepare each lesson by keeping students needs and strengths in mind.
It helps me in understanding the usage of differential instructions and a proper way of modeling
the lesson to the students. Through this lesson I learned that it is very important to provide
supportive and inclusive environment for a collaborative learning.
This artifact has taught me how to plan a lesson so the students can understand the
concept. Through this lesson, I learned it is very important to keep the instructions clear and
simple. I also learned that assessing the learning is also very important so teacher must give
some time to take feedback from the student that can help the teacher to adjust the lesson
according to students needs and strengths.
Standards:
New York State Code of Ethics for Teachers:
Principle 1: educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
2. Design and develop digital age learning experiences and assessments: Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the Standards. c. Customize and personalize
learning activities to address students diverse learning styles, working strategies, and abilities
using digital tools and resources d. Provide students with multiple and varied formative and
summative assessments aligned with content and technology standards, and use resulting data to
inform learning and teaching.
The Standards of Practice for the Teaching Profession Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning
communities. They recognize their shared responsibilities and leadership roles in facilitating
student success. Members maintain and uphold the principles of the ethical standards in these
learning communities.
I. LESSON DATA:
A. Teacher Candidates First & Last Name: Indu Sharma
B. Subject/Content Area: Math and Science
C. Grade Level (PK-12): Grade 3 (Ontario), Grade 2 (NYS)
D. Unit Topic: Number and Operations in Base Ten
E. Lesson Topic: Understanding Place Value
F. Duration of Lesson: 40 minutes
G. Materials, including technology integration:
Base Ten Blocks
Spinner template
Paper clips
Pencils
Pennies
Worksheets
II. INSTRUCTIONAL PROCESS

A. Standards:
1. NYS P-12 Common Core Learning Standards for Mathematics
Domain: Number & Operations in Base Ten-2.NBT
Grade: 2
Cluster Heading: Understanding Place Value
Standard Number and Statement:
1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones; e.g., 706 equal 7 hundreds, 0 tens, and 6 ones. Understand the following as special
cases:
a. 100 can be thought of as a bundle of ten tens called a hundred.
2. Ontario Elementary Mathematics Standards

Number Sense and Numeration
Overall Expectations
read, represent, compare, and order whole numbers to 1000, and use concrete materials to
represent fractions and money amounts to $10;
Specific Expectations
Quantity Relationships
identify and represent the value of a digit in a number according to its position in the number
(e.g., use base ten materials to show that the 3 in 324 represents 3 hundreds);
compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of
ways, using concrete materials (e.g., use base ten materials to decompose 327 into 3 hundreds, 2
tens, and 7 ones, or into 2 hundreds, 12 tens, and 7 ones).
B. Central Focus:
Students will understand place value. Students will be able to learn about placing a digit
depending on its position in the number, such as ones, tens, and hundreds.
Students will be able to share their learning by oral communication, using
manipulatives and working on their individual worksheets independently.
C. Objectives:
OBJECTIVES ASSESSMENT
1. The students will use their prior knowledge to Discuss and Explain (Diagnostic
understand base ten blocks. Assessment)
2. The students will spin the spinner template three Three Column Chart labeled from left to
times to get three-digit number and show their work right as hundreds, tens, and ones (Formative
on the white boards. Assessment)
3. The students will identify the numbers using base Discuss and Explain (Diagnostic
ten blocks as per their place value. Assessment)
4. Students will work independently in their Write and Explain (Formative Assessment)
worksheets provided by the teacher.
D. Assessment Plan:
1. The students will use their prior knowledge from the classroom activity regarding counting
days from day one of the current school year with the help of pennies. When they have ten
pennies, the teacher replaced them with 10 cents. The teacher will diagnostically assess the
students ability to demonstrate their learning.
2. The students will work in groups of four to place numbers by spinning a spinner and write
down these numbers. Every student in the group will get three chances to get three-digit number.
3. When all the members of the group are done with their numbers, they will write their numbers
according to their place value in the three column chart labeled from left to right as hundreds,
tens, and ones. The teacher will formatively assess their work.
4. The students will randomly pick the students from the classroom and ask the place value of
few numbers to diagnostically assess their learning on understanding place value.
E. Opening/Anticipatory Set:
1. The teacher will assess students prior knowledge on place value.
2. The teacher will draw three columns on the white board. The teacher will label the columns
from left to right: hundreds, tens, and ones.
3. The teacher will show one straw to students and ask the students, How many straws do I
have? Then write the numeral 1 in ones column.
F. Main Body/Procedure: There are 24 students in the class.

Two students are diagnosed with disabilities. One student is diagnosed with Down syndrome
and has limited vocabulary. He follows alternate/modified program. In Basic Literacy, Fine &
Gross Motor Sills, Positive Pathways-Math, Self-help Skills, Communication, Science and
Technology, and the arts, he follows Alternative Program. In Health and Physical Education, he
has Modified Curriculum. According to his IEP, the learning expectations for Positive
Pathways-Math: Alternate Curriculum; term 1 is matching numbers up to 5 using manipulatives
and iPad.
The other students diagnosis is Autism Spectrum Disorder (ASD). According to his IEP, he has
instructional, environmental, and assessment accommodations. In Mathematics, he has modified
learning expectations and his curriculum level grade is 1 with modified curriculum. For this
lesson, he will work on two-digit place value worksheet (appendix 3) with assistance from
teacher and or teaching assistant.
There are seven students in the classroom, who are identified as ELL. The teacher will provide
them help in understanding the task. The teacher will constantly observe them and provide them
help in terms of repeated instructions and provide them extra time to finish their work.
1. The teacher will greet the boys and girls in the classroom.
2. On white board, the teacher will draw a chart with three columns.
3. The teacher will label the columns from left to right as hundreds, tens, and ones.
4. The teacher will hold one straw in hand and ask students that how many straws do I have?
5. Students:1
6. The teacher will write 1 in ones column.
7. Now the teacher will hold a bunch of straws in the hand and ask students to count the straws
together. They all counted as 15 straws.
8. Teacher: Now we have 15 straws and only one numeral can go in each column so what do
you think where I should place 1 and 5.
9. The teacher will take their answers and put 5 in ones column and 1 in tens column.
10. Teacher: When we say 15, it means we have one ten and 5 ones.
11. The teacher will explain few more examples and then divide students into groups of four.
12. The teacher will give a blank spinner template (appendix 1) with a paper clip, and pencil to
each group.
13. The students will write 1-9 numbers in each column of the spinner template.
14. Teacher: Each student in each group will spin the paper clip. The teacher will show how to
use the paper clip as spinner by sliding it onto the pencil. Hold the pencil upright in the centre of
the spinner. Then flick the paper clip to spin around the pencil.
15. Every student will get three chances to spin the paper clip and will right all the three numbers
where the paper clip will stop.
16. When everyone in a group will get the turn, each student will draw three columns and named
them from left to right as hundreds, tens, and ones.
17. Then they will arrange their three numbers on the white board in a place value chart
independently.
18. After everyone will be done, the teacher will examine their responses and look for any
further instructions if needed.
19. The students will share their numbers with respective place values.
20. After sharing their results, the teacher will provide them the worksheets (appendix 2) to work
independently.
21. Later teacher will formatively assess their work.
G. Closure/Ending:
The teacher will wrap up the lesson by asking students about their learning and if they like
playing with the spinner. The teacher will inform the students that in next class, we will learn to
read and write numbers to 1000 using base ten numerals in expanded form.
III. REFLECTION:
1. Culturally Responsive Teaching:
As class have diverse population, it is necessary to understand each and everyones needs. There
should not be any putdowns. The learning environment must be inclusive and caring. It is
teachers responsibility to accommodate each student as per his/her needs.
In order to support the learning development of all the students, the teacher must have the
understanding of his/her students that what works for them and how they can learn better. The
instructions must be simple and easier to understand as the class has two students with special
needs and seven students are identified as ELL learners.
As now we see a diverse population in schools, which has different learning styles and multiple
intelligences. As a teacher it is our responsibility to deliver the lesson by keeping everyone's
need in mind. The teacher will use visuals, hands-on learning, independent and group work, and
by explaining the concept and taking students responses will help each and everyone to be part
of the delivered lesson.
By allowing students to work in group setting help them in knowing each other as well as it also
provides an opportunity to teacher to look for the needs of the students if they have any language
barrier or cultural concerns.
2. Accommodations:
The lesson uses variety of delivery methods to accommodate different learning styles. The
lesson includes oral instructions, teacher modeling, hands-on activities, discussions, and visual
aids.
In addition, the teacher will make sure that every student in the classroom understands the
instructions thoroughly. The teacher will also allow sufficient time to each student to write the
definitions in their workbooks, work in groups, and help each other in understanding the place
value chart.
During math period, the student with autism will work in the group to spin the spinner and will
read the number with the help of their group members. He will take assistance from the teaching
assistant to understand the concept and finish his work sheet with the assistance (Appendix 3).
As per his IEP, the teacher will provide him extra time for processing, and frequent breaks. The
student with Down syndrome will work as per his learning expectations of the term 1. He will
match numbers up to 5 using manipulatives and his iPad.
3. Prerequisite Skills:
In order to have a successful lesson:
1. Students should be able to work successfully with their group members.
2. Students should be able to follow instructions and do their work independently.
4. Anticipated Misconceptions:
Students may get confuse when they will write their number in place value chart as the chart
goes from left to right as hundreds, tens, and ones. But when they will write, it will begin from
the right side, which is ones column. The hands on practice with the group members will help
the students to understand the placement of the numerals. It is teacher's responsibility to clarify
all the doubts by working with students and also by providing equal and fair learning
opportunities to all of the students. The teacher will make sure to provide examples, ask
questions, clearing their doubts and access to resources in order to avoid any misconceptions.
5. Academic Language:
The Tier 3 words used were: hundreds, tens, and ones.
The teacher used verbal and written discourse by engaging students in performing their
task in terms of writing numerals in right column and reading the number accurately.
Appendix 1
Appendix 2
Name:
Date:
Write the underlined digit/s in the right column of Place Value Chart.
Numbers Place Value Chart

Hundreds Tens Ones
784 7 8 4
67
421
92
107
498
365
971
512
88
328
692
Appendix 3
Name: ______________________ Date: ________________________
Fill in the correct tens and ones for the given numbers.
____________ tens and ____________ = 37
_____________ tens and ____________ =43
_____________ tens and ___________ =81
____________ tens and ___________ =72
_____________ tens and ___________ =44
____________ tens and ____________ =56
____________ tens and ____________=87
____________ tens and ____________ =10
_____________ tens and ____________=24
____________ tens and ____________=15
____________ tens and __________=96
___________ tens and __________=54
_____________ tens and _________=32

Artifact #6: Social Studies Unit Plan
I have chosen this artifact as it is a social studies unit plan on heritage and identity:
Communities in Canada, 1780-1850 for the Ontario grade three students. This unit plan includes
five lessons, each of the lessons will help students to describe and analyze the Native Groups and
their environment by discussing their basic needs of food, clothing, and shelter. I created a very
interactive social studies unit by integrating arts because I feel that by incorporating arts in
describing some of the events from the past such as totem poles will help the students in finding
similarities and differences of some cultural and character traits of past and now.
I included this artifact because it shows my capability to prepare a unit plan that can help
students to learn to their full competence. I also kept in mind that all the lessons scaffold each
other so the students can use their experiences and prior knowledge to understand the content of
the lessons.
This unit plan has provided me an opportunity to plan, instruct, and check students
understanding through assessment. This unit plan also has helped me in creating a supportive
learning environment which allows students to ask questions, provide feedback, and working
with their peers. This artifact has prepared me to be a mentor so first I can model the lesson to
students by clear instructions. The modeling will give them the opportunity to discuss the taught
materials in groups. This collaborative learning will help all the students to demonstrate problem
solving, mutual respect and honesty towards each other.
Standards:
New York State Code of Ethics Standards for Teachers:

Principle 1: educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
The Standards of Practice for the Teaching Profession Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning
communities. They recognize their shared responsibilities and leadership roles in facilitating
student success. Members maintain and uphold the principles of the ethical standards in these
learning communities.
Lesson Plan-Social Studies

Indu Sharma
Medaille College
EDU U34: Education Methods: Language Arts, Fine Arts and Social Studies
Instructor: Kim Grant
August 14, 2016
Teacher Candidates First & Last Name: Indu Sharma
Evaluators Name: Kim Grant
Date: August 14, 2016
Unit Plan Title: HERITAGE AND IDENTITY: COMMUNITIES IN CANADA, 1780-1850
I. UNIT DATA:
A. Teacher Candidate's First and Last Name: Indu Sharma
B. Subject/ Content Area: Social Studies
C. Grade Level(s) (PK-12): Grade 3 (Ontario Standard); Grade 4 (NYS)
D. Unit Topic: History
E. Unit Title: Heritage and Identity: Communities in Canada, 1780-1850
F. Duration of Unit Plan: 5 days
Lesson Plan#1: Introduction to the term Heritage and Culture and associated to
First Nations People.
Lesson Plan#2: Learning about some of the similarities and differences in various
aspects (housing and clothing) of everyday life.
Lesson 3: Identify and discuss similarities and differences in various aspects
(religious /spiritual practices, work) of everyday life.
Lesson Plan#4: Compare some of the roles of and challenges facing people in
Canada around the beginning of the nineteenth century with those in the present
day.
Lesson Plan#5: Making artifacts to know the culture of the First Nations
G. Materials including technology (videos) integration:
White board, markers, worksheets, pencils, social studies journals, and
Videos: Little House in the Prairie
H. Table of Contents
Cover Page..................................................................1
Table of Contents........................................................2
Introduction/Significance of the Unit..........................3
Central Focus..............................................................4
General Objectives/Expectations................................5
Assessment..................................................................5
Anticipatory Set/Student Engagement........................6
Classroom Management..............................................7
Reflection....................................................................7
Culturally Responsive Teaching.................................8
Accommodation..........................................................8
Pre-Requisite Skills......................................................9
Anticipated Misconceptions.........................................9
Academic Language...................................................10
Lesson Plan #1............................................................11
Lesson Plan #2............................................................17
Lesson Plan #3............................................................23
Lesson Plan #4............................................................29
Lesson Plan #5............................................................35
References...................................................................41
Appendixes.................................................................42
Appendix 1.................................................................43
Appendix 2.................................................................45
Appendix 3.................................................................46
Appendix 4.................................................................48
Appendix 5.................................................................53
Appendix 6.................................................................55
Appendix 7.................................................................56
Appendix 8.................................................................58
Appendix 9.................................................................60
Appendix 10...............................................................61
Appendix 11...............................................................62
II. UNIT DESCRIPTION:
A. Introduction/Significance to the Unit

This introduction will introduce where the unit fits into the larger picture of the curriculum as
well as the rationale/reasons that the unit was chosen. This unit plan is and an important part of
this grades four/three Social Studies curriculum for both New York State Elementary Social
Studies curriculum and Ontario Elementary Social Studies curriculum respectively.
The grade four New York State Learning Standards for Social Studies states that students
describe and analyze the Native American Groups and their environment by discussing their
basic needs of food, clothing, and shelter. Students investigate, describe, and reason about their
roles and responsibilities in the community and the challenges they faced in terms of
transportation. Through discussions, building, drawing, and analyzing Native Americans lives
and challenges, students develop a foundation for understanding their basic needs, adaptations
and modifying their environment to meet their needs and wants.
A. The grade three Ontario Elementary Social Studies Curriculum for History- Unit: Heritage and
Identity: Communities in Canada, 1780-1850 states that by exploring the diverse communities
that existed in approximately 1780-1850 will help students to explore what life was like for
different groups of people during that time period and will compare the lives of these people to
those of present-day Canadians. They will use primary sources such as journals, letters, maps,
and paintings to investigate how people in early Canada responded to challenges in their lives.
The expectations for the program in Social Studies in the Elementary Classroom can be seen
through the Ontario Elementary Social Studies Curriculum.
The Ontario Curriculum, Grades 1 to 8: Social Studies 2013 identifies the expectations
for each grade and describes the knowledge and skills that students are expected to
acquire, demonstrate, and apply in their class work and investigations, on tests, and in
various other activities on which their achievement is assessed and evaluated.
Two sets of expectations are listed for each grade in each strand, or broad curriculum
area, of Social Studies:
1. The overall expectations describe in general terms the knowledge and skills that
students are expected to demonstrate by the end of each grade.
2. The specific expectations describe the expected knowledge and skills in greater detail.
The specific expectations are grouped under subheadings that reflect particular aspects of
the required knowledge and skills and that may serve as a guide for teachers as they plan
learning activities for their students. (Ontario Elementary Social Studies Curriculum,
2013, p. 18)
The New York State K-12 Social Studies Framework states that:
The New York State K-12 Social Studies Framework is designed to prepare students for
college, careers, and civic life with courses that rigorous and aligned to New York State
Learning Standards. This Framework integrates existing New York State Learning
Standards and the New York State Core Curriculum for Social Studies into a single,
three-part document. It is intended to serve as a guide for local districts in developing
their Social Studies curricula. Social Studies practices are identified, as well as the key
ideas, conceptual understandings, and content specifications. (New York State K-12
Social Studies Framework)
The essential questions are:

1. Who are First Nations?
2. As the unit is about Heritage and Identity, so what is Heritage and define identity?
3. What were the basic needs of First Nations People?
4. What were their religious/spiritual beliefs?
5. What were their roles and responsibilities as men, women, and children?
6. What were the challenges they faced in terms of transportation?
B. Central Focus:
Throughout this unit on First Nations People the students will be focusing on a variety of skills
and abilities. The students will use problem solving, reasoning and proving skills, and reflective
thinking to define and discuss the basic needs and challenges of First Nations communities. The
students will become better informed on exploring and identifying their roles and responsibilities
along with their religious/spiritual beliefs. The students will learn through reference sheets,
worksheets, videos, books, oral discussions, presentation, hands-on-learning, visually, graphic
organizer, by working in groups and independently as well as thinking orally, visually, and in
writing, everyday language, a developing social studies vocabulary, and a variety of
representations.
C. General Objectives
1. Discuss and clearly use the social studies vocabulary to understand the definitions.
2. Students will be able to know about First Nations and their communities.
3. Students will be able to identify and compare some of the life aspects then and now.
4. Students will be able to understand the difference between different types of houses like
teepee and longhouse.
5. Students will be able to know about different religious beliefs or things of First Nations and
their communities.
6. Students will be able to identify and discuss roles of women, men, and children in the First
Nation communities.
7. Students will be able to identify the factors that helped First Nations to travel from one place
to another (e.g., lakes and rivers for trade and transportation).
8. Students will be able to identify and discuss their own roles
9. Students will be able to discuss and compare the ways of transportation then and now.
D. Assessment
"The primary purpose of assessment and evaluation is to improve student learning. The
following seven fundamental principles lay the foundation for rich and challenging practice.
When these principles are fully understood and observed by all teachers, they will guide the
collection of meaningful information that will help inform instructional decisions, promote
student engagement, and improve student learning.
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to
the improvement of learning for all students, teachers use practices and procedures that:
1. are fair, transparent, and equitable for all students;
2. support all students, including those with special education needs, those who are learning the
language of instruction (English or French), and those who are First Nation, Mtis, or Inuit;
3. are carefully planned to relate to the curriculum expectations and learning goals and, as much
as possible, to the interests, learning styles and preferences, needs, and experiences of all
students;
4. are committed clearly to students and parents at the beginning of the school year or
course and at other appropriate points throughout the school year or course;
5. are ongoing, varied in nature, and administered over a period of time to provide multiple
opportunities for students to demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to
support improved learning and achievement;
7. develop students self-assessment skills to enable them to assess their own learning, set
specific goals, and plan next steps for their learning (The Ontario Curriculum for Social
Studies, p.27)
Assessment for this unit will include:
1. The teacher will ensure that clear directions for improvement are given to each student in the
class.
2. The teacher will formatively assess the students' ability to identify and differentiate the
similarities and differences between First Nations homes and their (students) homes by using
Venn diagram.
3. The teacher will formatively assess the students' ability through demonstration and
participation during whole class activity.
4. The teacher will diagnostically assess students by observing them during whole class
activity.
5. The teacher will formatively assess the students by walking around the class during the
activity.
6. The teacher will formatively assess their finished art of totem pole.
E. Anticipatory Set/Student Engagement

As the anticipatory set of the unit, the teacher will start by asking the students questions. "The
name of our next unit in social studies is Heritage and Identity: Communities in Canada, 1780-
1850). What do you understand by the term heritage and identity?
The lesson one will be introductory lesson and will be based on defining vocabulary words like
heritage, identity, tradition, and culture. The teacher will ask them about First Nations and if
they have something to share in this context.
The lesson two will be about learning the basic needs of the First Nations in regards of food,
shelter, clothing, and religious/spiritual beliefs. As the topic is broad so the teacher will split the
needs into two lessons.
ENGAGEMENT USED THROUGHOUT UNIT

Each of the 5 lessons will be unique in their method of teaching; a combination of teacher-
centered and student-centered learning methods will be utilized to keep students engaged,
interested, and learning. Every student is unique in his/her own way and learns differently. This
unit plan will cater the needs of all students by offering the opportunity to use varying
intelligences, which were recognized by Gardner.
The students will have the opportunity to use artwork, hands-on learning, discussions, and
worksheets within the unit to have a better understanding of the topic as per the requirements of
grade three, History-" Heritage And Identity: Communities in Canada, 1780-1850). As well, the
students will be using both receptive and expressive literacy skills to read, write, listen, and
discuss vocabulary, making artifacts, and working on their worksheets.
Students will watch a video on the life style of First Nations People. Throughout the unit,
students will be asked questions to engage them in discussions which will not only provide a
foundation of information on the lesson, but also to demonstrate the level of knowledge and
understanding they have.
Students will work independently and in groups to accomplish the objectives. They will be
given group work worksheets and individual work to learn the different sections of the unit.
Students will be assigned to homework (unfinished work) so they can practice the learning at
home as well. This will provide them the opportunity to review the covered topics at home. The
students will practice individually, in pairs and in small groups to better understand the
similarities and differences of the different aspects of life now and then.
F. Classroom Management
The students will be expected to obey the regular rules of the teacher and school that were
explained on the first day of class. Obeying the rules will help to ensure that the classroom is a
positive learning environment where every individual should be equally accepted and respected.
Since there will a lot of communicating, reasoning, and proving taking place throughout the unit,
students will be reminded to respect others when they are speaking and if someone has
something to say, they will be asked to raise their hand and wait for the teacher to call on them
before sharing their thoughts and opinions. Students will also be reminded to respect the opinion
of others. If a student misbehaves the teacher will address the issue immediately. If misbehavior
continues, the teacher will address the issue with the principal and the student's
parents/guardians. Teacher will practice proximity control during lectures, experiments, and
discussions.
Students will be expected to work respectfully individually or in teams/groups with all members
of the classroom. As well, students will be expected to take responsibility to daily jobs (material
handler, attendance keeper, group leaders etc.).
The teacher-student relationship relies on of mutual respect and guidance provided by the teacher
to the students. The students are individually responsible for their own work and respectful
interaction with other students in the classroom. Bullying is not tolerated in any relationship in
the classroom. The teacher will concentrate on positive instructional techniques, reinforcing the
students, and by periodically reviewing the rules and procedures of the classroom so the students
can learn and thrive in a safe and secure environment.
III. Reflection
In the first, third, and fourth lessons of the unit, the students are asked to discuss
academic/content language necessary for participation in the upcoming unit. The teacher will
provide the vocabulary words: First Nations, heritage, identity, culture, and tradition. The
students will brainstorm and formal definitions will be provided to them to write in their social
studies journals. The students will then learn about the unit in depth. The students will learn by
hands-on learning, discussions, watching videos, and working in their worksheets.
The most difficult part of this unit was planning for how long it will take the students to
complete each of the lessons and if there is time to revisit concepts and vocabulary that students
are not understanding. As well, it is important to consider working with the ESL teacher to assist
students with high needs and or ESL in learning Tier 3 vocabulary necessary for understanding
the unit. Also the students with special needs will work on the unit as per the goals mentioned in
their individual Education Plan and they will get the assistance from the teacher and or the
Educational Assistant to finish their task.
A. Culturally Responsive Teaching (CRT)

To be culturally responsive, a teacher needs to incorporate relatable aspects of students' daily
lives into the curriculum. Throughout this unit students will be learning about the importance of
exchanging ideas and working independently and in groups.
CRT acknowledges the legitimacy of the cultural heritage(s) of culturally different groups, both
as legacies that affect students' attitudes and approaches to learning, and as content worthy to be
taught in the formal, mandated curriculum. In this regard, the teacher will include the videos,
hands-on-learning, making artifacts and relate to their own personalities to have better
understanding of the unit by respecting the diverse (culturally, linguistically, ESL/ELL, students
with special needs) needs of the students in the classroom.
CRT uses a range of instructional strategies that are connected to different learning styles,
preferences, and needs. In this regard, the teacher will use a variety of learning strategies based
on Gardner's Multiple Intelligences throughout the unit to enhance the learning of all students
and respect student learning differences.
CRT teaches students to know, respect, and appreciate their own cultural heritage, and the
heritage(s) of others; cultural pride is nurtured. In this regard, the students will be able to share
the related information that they are familiar with based on their authentic and experiential
knowledge.
CRT incorporates multicultural information, materials, and resources in all school subjects and
activities which relates to the materials, videos, and discussions offered throughout the unit.
Finally, the use of resources, manipulative, worksheets, geoboards, and videos allow students to
participate in fun-learning environment.
B. Accommodation
Being living in the Region of Peel has seen that now the schools have diverse community where
students have cultural and linguistic needs. The students who have English as their second
language are identified as ELL/ESL. For each of these needs the teacher will use several
accommodation methods in addition to working with the ESL and Reading teachers. The ideas
below are part of a list of strategies from the Everything ESL website.
http://www.everythingesl.net/inservices/seven_teaching_strategies_clas_06140.php .
1. Provide comprehensible input for ELLs. Language is not soaked up. The learner must
understand the message that is conveyed (Krashen, 1981). As ELL Learners acquire language by
hearing and understanding messages that are slightly above their current English language level.
It is necessary for teachers to speak more slowly, use gestures and body language to get across
the meaning to ELLs during lecture.
2. The teacher will use visual representations of new vocabulary and use graphs, maps,
photographs, drawings and charts to introduce new vocabulary and concepts. Tell a story about
information in the textbook using visuals. Create semantic and story maps, graphic organizers to
teach students how to organize information.
3. It is important to use scaffolding of information to link new information to prior knowledge
from students personal, cultural, and world experiences. Teachers also need to understand the
culture from which their students are coming to understand cultural norms.
4. Determine key concepts for the unit and define language and content objects for each lesson
and assure that those words are posted for students in the room. Make sure that students
understand the objectives for the day and assess if those objectives have been met at the end of
each day. Classroom teachers also need to set language objectives for the ELLs in their class.
This objective might be to learn new vocabulary or be able to communicate through journaling
or discussion.
5. Modify vocabulary instruction for students who are identified as ELL/ESLs. English language
learners require direct instruction of new vocabulary. Teachers should also provide practice in
pronouncing new words. ELLs need much more exposure to new terms, words, idioms, and
phrases than do English fluent peers. Teachers need to tie new vocabulary to prior learning and
use visual to reinforce meaning. Content area teachers should teach new vocabulary words that
occur in the text as well as those related to the subject matter. Word wall should be used at all
grade levels.
6. Use cooperative learning strategies. Working in small groups is especially beneficial to ELLs
who have an authentic reason to use academic vocabulary and real reasons to discuss key
concepts. ELLs benefit from cooperative learning structures. Give students a job in a group.
Monitor that they are participating.
7. Differentiate homework and assessments for ELLs. Alternative types of assessments like oral,
drawings, physical responses (e.g., act-it-out), and manipulatives as well as modifications to the
test can be used to assess the work of students identified as ESL/ELL. Homework and
assessment should be directly linked to classroom instruction and students should be provided
with study guides so that they know what to study. Remember that the ELLs in your class may
not be able to take notes.
Note that these methods may also be used for Struggling Readers in addition to specific IEP
instructions.
C. PREREQUISITES
Students should be able to work independently, in pairs and in small groups.
Students should be able to follow directions.
Students should be able to use their prior knowledge to talk about First Nations People.
Students should be able to relate and recognize the different aspects of life of First
Nations with their own.
D. Anticipated Misconceptions
Students may not be able to understand the vocabulary words like heritage, culture, tradition, and
identity. The teacher will provide the vocabulary and definitions of those key words.
Students may not know about the challenges faced by the First Nations communities but the
teacher will model and explain the challenges and hurdles faced by the First Nations
communities in detail by using variety of instruction strategies.
Students may have difficulty in identifying some of the similarities and differences when they
will compare the life now and then but with the instructions followed by examples and provided
reference sheets will help them in identifying them.
E. Academic Language
For this unit the teacher will use both Content Vocabulary and Discourse as academic language
requirements. Each of these areas is vital to assist students in understanding the language of
math and how to correctly use this content-specific terminology. When teachers empower
students with command over content-specific language, and students are aware of the correct use
of that language, they become subject matter experts who are both motivated to use this language
and maintain an internal locus of control over that information. They become empowered
individuals willing to take academic chances in a safe and secure environment.
Content Vocabulary: First Nations, heritage, identity, culture, tradition, totem pole
Discourse: Students will participate in one-on-one, group, and whole class conversations
regarding the unit topics.
Students will write the vocabulary words in their social studies journals and finish their provided
worksheets independently, which will be formatively assessed by the teacher.
Lesson Plan#1: Introduction to the term Heritage and Culture and associated to
First Nations People
I. LESSON DATA:
A. Candidate's First Name & Last Name: Indu Sharma
B. Subject/Content Area: Social Studies
C. Grade Level (PK-12): Grade 3 (Ontario); 4 (NYS)
D. Unit Topic: Heritage And Identity: Communities in
Canada, 1780-1850
E. Lesson Topic: Introduction to the term Heritage and
Culture in context of First Nations
People
G. Materials:
Social Studies Journal
Venn diagram sheet
Pencil
Eraser
Video on First Nations
https://video.search.yahoo.com/yhs/search;_ylt=A0LEVidA9qtXHE4AhCoPxQt.?p=first
+nations&fr=yhs-adk-adk_sbnt&fr2=piv-web&hspart=adk&hsimp=yhs-
adk_sbnt&type=pythondirect_ma_cr#id=1&vid=e39fd0b5a338e7d4940459b8859b9c44
&action=view
II: INSTRUCTIONAL PROCESS:

A. Standard: History of the United States and New York State
1. NYS P-12 Common Core Standards K-6
Grade: 4
Topic: Native American Groups and the Environment
Conceptual Understanding:
4.2a Geographic factors often influenced locations of early settlements. People made use of the
resources and the lands around them to meet their basic needs of food, clothing, and shelter.
Content Specification:
Students will compare and contrast the patterns of organization and governance of Native
American groups such as the Iroquois (Haudenosaunee) and Algonquian-speaking people,
including matrilineal clan structure, decision-making processes, and record keeping.
2. NYS P-12 Common Core Standards for English Language Arts & Literacy
Topic: Comprehension and Collaboration
Item Number and Statement:
1.e Seek to understand and communicate with individuals from different perspectives and
cultural backgrounds
2. Ontario Elementary Social Studies Standards

Strand A: Heritage and Identity: Communities in Canada, 1780-1850
A1. Application: compare ways of life among some specific groups in Canada around the
beginning of the nineteenth century, and describe some of the changes between that era and the
present day (Focus On: Continuity and Change; Perspective)
A1. Application: Life in Canada- Then and Now
A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g.,
housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of
selected groups living in Canada between 1780 and 1850 (e.g., First Nations, Mtis, French,
British, Black people; men and women; slaves, indentured servants, habitants, seigneurs,
farmers; people from different classes)
B. Central Focus:
This is an introductory lesson. Students will be able to understand the terms: Heritage and
Culture. The students will also identify the characteristics of First Nations community.
C. Objectives:
1. Students will be able to identify the terms: Heritage, Tradition, and Culture by defining them.
2. Students will be able to know about First Nations and their communities.
3. Students will be able to identify and compare some of the life aspects then and now.
D. Assessment Plan:
1. The teacher will diagnostically assess students' prior knowledge by asking the terms:
Heritage, Tradition, and Culture
2. The teacher will formatively assess the students by providing them Venn diagram to compare
the various life aspects now and then.
3. The teacher will formatively assess the students' sharing about their culture
1. The teacher will introduce the unit to students.
2. The teacher will ask the students if they are familiar with the terms: Heritage, tradition, and
culture.
3. The teacher will provide the definition for the words, heritage, tradition, and culture.
4. The teacher will ask the students if they have heard about First Nations communities.
F. Main Body/Procedure:
1. The teacher will greet boys and girls of the classroom.
2. The teacher will introduce the new unit: Heritage and Identity: Communities in Canada.
3. The teacher will ask the students that what they understand by the word, heritage.
4. The teacher will listen to their responses and write them on the board in the form of a graphic
organizer.
5. The teacher will ask them again if they know what tradition means.
6. The teacher will take the answers and write them in a form of graphic organizer.
7. The teacher will look at their responses and add into them by writing the definitions of
heritage and tradition on the white board.
8. Heritage: Something that is handed down from the past, as a tradition. It is something that
comes or belongs to one by reason of birth like custom, rules, culture, and values.
9. Tradition: An inherited pattern of thoughts, action, or behaviour as a religious practice or a
social system.
10. The teacher will give an example by mentioning that every family has their own tradition to
follow certain ideas or beliefs.
11. Culture: The sum of attitudes, customs, and beliefs that distinguishes one group of people
from another. It is the set of values like language, rituals, art that transmit from one
generation to another.
12. The teacher will ask them to write those definitions in their social studies journal.
13. The teacher will give them few minutes to finish writing definitions from the white board.
14. The teacher will introduce the term, First Nations to the students.
15. The teacher will talk about the First Nations and show a video about them.
https://video.search.yahoo.com/yhs/search;_ylt=A0LEVidA9qtXHE4AhCoPxQt.?p=first+nat
ions&fr=yhs-adk-adk_sbnt&fr2=piv-web&hspart=adk&hsimp=yhs-
adk_sbnt&type=pythondirect_ma_cr#id=1&vid=e39fd0b5a338e7d4940459b8859b9c44&act
ion=view
16. After watching the video the teacher will discuss some of the aspects of First Nations life.
17. The teacher will talk to them that what are the similarities and difference between that time
of living and today's living.
18. The teacher will take the responses from the students.
19. The teacher will show the worksheet with Venn diagram on it and inform the class that
everyone will work on the Venn diagram independently.
20. The teacher will tell the students that you are comparing today's living with First Nations so
think of something that you think are same and identify the differences as well.
21. The teacher will say, for example: do they have electricity and do we have electricity. The
teacher will tell them to look for common everyday things and compare them.
22. The teacher will give students 15-20 minutes to finish their Venn diagram.
23. After the instructions, teacher will ask the "paper manager" of the class to distribute the Venn
diagram worksheet to the rest of the students.
24. The teacher will monitor their work by walking in the classroom.
25. The teacher will reward with class money to the students who are working sincerely on their
worksheets.
26. The students who are identified as ELL, the teacher will explain them according to their
needs and will provide assistance as needed.
27. The students with special need work according to their goals specified in IEP (Individual
Education Plan).
28. As the students are working on their worksheets, the teacher will walk around the classroom
and assess students.
29. The teacher will provide the assistance to the students as per their needs.
F. Closing:
1. At the end of the class, the teacher will ask students to put the worksheets in the finished
bin and who are still working on it; keep the worksheets in the unfinished bin.
2. As an exit ticket, the teacher will ask students to share something from their culture,
which can be their first language, food, religious belief, and or interest in music/art.
3. After sharing their culture characteristics, the teacher will inform the students that from
tomorrow they will discuss some of the similarities and differences in various aspect of
everyday life like their food, homes, clothing, and religious beliefs.
III. REFLECTION:
need in mind. The lesson is focused on knowing the heritage and culture of First Nations and
comparing their lifes challenges art integration in social studies. The purpose of the lesson is to
instruct and learn in a positive fun learning environment.
Learning within the Context of Culture: Teachers must have knowledge about different cultures.
Respecting each other's cultural expectations can help the learning within the context of culture
and heritage. The lesson focuses on knowing the daily aspects of First Nations people, by
discussing the related terminology and hands on practice with the help of visuals, discussions,
and independent work will allow the students to understand the concept. This will bring
independence by working independently and helping each other in understanding (scaffolding)
will let them in boosting up their self-esteem.
2. Accommodations:
lesson includes oral instructions, teacher modeling, hands-on activities, discussions, visual aids,
and worksheets.
ESL students will be benefitted from extra assistance. Students with IEP will work on the sheets
according to their accommodated and or modified curriculum needs, which can be extra time,
use of technology (write paragraph on computer), and or assistance with work.
For students who are able to finish their work faster will help other students in understanding the
lesson which will help in bringing inclusive, cooperative, supportive, and respectful learning
environment.
instructions thoroughly. The teacher will also allow sufficient time to each student to finish
assigned task.
1. Students should be able to work cooperatively in the classroom.
2. Students should be able to know to write.
3. Students should be able to share their culture characteristics with their classmates.
Students may get confuse with the words like heritage, culture, identity, and First Nations. The
teacher will provide them the definition to the students. The video will help the students in
understanding and relating First Nations communities. For example, in the video when the
students will see the dream catcher, the teacher can ask if they have seen or heard about dream
catcher. It is teacher's responsibility to clarify all the doubts by working with students and also
by providing equal and fair learning opportunities to all of the students. The teacher will make
sure to provide examples and resources in order to avoid any misconceptions.
The key words used were: First Nations, heritage, identity, culture and tradition.
The teacher used verbal discourse by asking students questions throughout the
lesson to engage active participation.
Lesson Plan#2: Learning about some of the similarities and differences in various aspects
(housing and clothing) of everyday life.
I. LESSON DATA:
Canada, 1780-1850
E. Lesson Topic: Learning about some of the similarities and
differences in various aspects (housing and
clothing) of everyday life.

G. Materials:
Venn diagram sheet
Pencil
Eraser
Video: Little House on the Prairie

Grade: 4
Topic: Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.


B. Central Focus:
Students will be able to identify the different types of houses that First Nations community built.
Students will also describe the communities of First Nations People in Upper Canada around
1800. Students will be able to explore their clothing by looking at the pictures in the books and
on websites.
C. Objectives:
1. Students will be able to identify and explore the different houses that First Nations used to
live in.
2. Students will be able to understand the difference between different types of houses like
teepee and longhouse
3. Students will be able to identify and discuss some of the home features of First Nations
homes with their homes.
D. Assessment Plan:
activity.
2. The teacher will formatively assess the students through demonstration and participation
during whole class activity.
3. The teacher will formatively assess the students by checking their activity sheets.
1. The teacher will ask few questions to see what students already know about the homes of the
First Nation People.
2. The teacher will inform the students that today we will learn about the homes and clothing of
First Nations in detail.
3. The teacher will explain more by saying that we will learn of what their homes were made of,
and we will explore their clothing patterns by looking pictures in the book and website.
4. When we will be done and if we have time we will start making a sample of their homes in
groups.
2. The teacher will ask few questions to see what students already know about the homes of the
First Nation People.
3. The teacher will listen to their answers.
4. After taking their answers, the teacher will inform the students that today we will learn about
the homes and clothing of First Nations in detail.
5. The teacher will read the story and will show them some parts from the video, Little House
on the Prairie.
6. The teacher will ask students that if they noticed the designs of their homes and the clothing
that characters were wearing in the movie.
7. The teacher will share some of the pictures of men, women, and children clothing with the
students.
8. The teacher will provide reference sheet for clothing of First Nations People.
9. The teacher will provide more information on homes of the First Nations People.
10. The teacher will give description of what their homes looks like.
11. The teacher will ask the students that if they have understand the discussed topic.
12. The teacher will draw the picture of the longhouse and tepee on the board and will share the
reference sheet about First Nations People homes.
13. The teacher will ask student to put that reference sheets in their social studies journals.
14. The teacher will give them the worksheet to work independently on it.
15. The teacher will ask the class helpers to give one worksheet to each student.
16. The students will work independently.
17. The teacher will walk inside the classroom to check for any misconception or if someone
need assistance.
18. In the meantime, the teacher will arrange the art supplies on the half-circle table so after
finishing worksheets, students can work with their assigned group members.
19. The students will work in a group of four.
20. When the students will be done with their worksheets, the teacher will tell them to work with
their assigned groups.
teepees and longhouses.
Education Plan).
25. As the students are working on their teepees and longhouses, the teacher will walk around the
classroom and assess students.
F. Closing:
1 At the end of the class, the teacher will ask students to put their worksheets in the
finished bin.
2. The teacher will tell students to leave their unfinished teepees and longhouses on the table
to let them dry.
3. The teacher informed them in art class, they will work on their miniature homes.
4. The teacher will ask students to share one similarity or difference they can think of todays
homes as compared with First Nations Homes.
5. The students will share their learning about homes and as an exit ticket each student will
share one similarity or difference.
III. REFLECTION:
need in mind. The lesson is focused on knowing the communities of First Nations People in
Upper Canada around 1800. Students will be able to explore their clothing by looking at the
pictures in the books and on websites. The purpose of the lesson is to instruct and learn in a
positive fun learning environment.
The students will work independently and in groups. The students will get equal opportunities to
learn and make miniature homes with their assigned groups. The students were given the
reference sheet and worksheet regarding homes of the First Nations so no student is left out and
everyone has the same access towards learning.
2. Accommodations:
and worksheets.
assigned task.
2. Students should be able to work independently and in groups.
3. Students should be able to write their responses on the provided worksheet with the help of
reference sheet.
Students may get confuse with the terms teepee and longhouse. The teacher should provide the
details about the houses and the introduction of the houses with reference to the different
communities of First Nations People. The video will help the students in understanding and
relating First Nations communities like Algonquin and Anishinaabe. It is teacher's responsibility
to clarify all the doubts by working with students and also by providing equal and fair learning
opportunities to all of the students. The teacher will make sure to provide examples and
resources in order to avoid any misconceptions.
The key words used were: First Nations, teepee, longhouse, Algonquin, and
Anishinaabe.
The teacher used verbal and written discourse by asking students questions
throughout the lesson to engage active participation.
Lesson 3: Identify and discuss similarities and differences in various

aspects (religious /spiritual practices, work) of everyday life
I. LESSON DATA:
Canada, 1780-1850
E. Lesson Topic: Identify and discuss similarities and
differences in various aspects (religious
/spiritual practices) of everyday life.

G. Materials:
Worksheets
Pencil
Eraser

Grade: 4
Topic: Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience.

B. Central Focus:
Students will be able to discuss and identify the religious beliefs, and food of the First Nations
community. Students will learn about religious beliefs and food choices of First Nations and
share their personal religious beliefs and practices with rest of the class. This will provide them
an opportunity to share their personal religious beliefs and or the things they believe in.
C. Objectives:
1. Students will be able to identify and discuss religious beliefs of First Nations People.
2. Students will be able to know about different religious beliefs or things of First Nations
and their communities.
3.Students will be able to identify and discuss their own beliefs
4.Students will be able to discuss First Nations' food and food choices.
D. Assessment Plan:
activity.
3.The teacher will formatively assess the students by checking their activity sheets.
1. The teacher will ask the students that what the religious beliefs are.
2. The teacher will ask the students if they know about the religious beliefs of the First Nation
People.
3. The teacher will inform the students that today we will learn about the religious beliefs of
First Nations in detail.
4.The teacher will inform the students that after we will be done with religious beliefs, we will
focus on their food.
G. Main Body/Procedure:
2. The teacher will ask the students that what religion is.
3. The teacher will listen to their answers and write them on the board in the form of graphic
organizer.
4. After taking their answers, the teacher will provide the definition of the word, "Religion."
Religion: A particular system of faith and worship.
5. The teacher will ask the students to write the definition in their social studies journals.
6. The teacher will take the responses from the students that what are their religious beliefs or
anything they or their family believed in.
7. The teacher will model by saying that "I believe in honesty and be respectful to others."
8. The teacher will take their responses and will provide an opportunity to each and every
student to share their beliefs they believe in.
9. The teacher will read some of the religious/spiritual beliefs like dream catcher, Mandela,
shield, and medicine bundle etc. with the students and answer their quarries.
10. The teacher will also provide information on food and food choices of the First Nations
People.
11. The teacher will read the story, "The Three Sisters."
12. The teacher will ask the questions from the read story to assess students' understanding.
13. The teacher will relate the story to the main crops, and chores for men and women of First
Nation People.
14. The teacher will explain further the jobs of men and women in First Nations communities.
15. The teacher will provide them the reference sheets for First Nations religious/spiritual
beliefs.
16. The teacher will ask the students that if they have understand the lesson.
17. The teacher will ask student to put that reference sheet in their social studies journals.
18. The teacher will give them the worksheets to work independently on them.
19. The teacher will ask the class helpers to give two worksheets to each student.
20. The first worksheet will be on the religious/spiritual beliefs and the second worksheet will be
on the food of the First Nations People.
22. The teacher will walk inside the classroom to check for any misconception or if someone
need assistance.
teepees and longhouses.
Education Plan).
27. As the students are working on their worksheets, the teacher will walk around the classroom
and assess students.
F. Closing:
1. The teacher will ask the students to listen the instructions.
2. At the end of the class, the teacher will ask students to put their worksheets in the finished
bin.
3. The teacher will tell students to leave their unfinished worksheets in the unfinished bin.
4. The teacher informed them in art class, they will work on their miniature homes.
5. The teacher will ask students to share one type of food that they like to eat and compare it
with the food of First Nations People.
6. As an exit ticket, the students will share their learning by comparing or commenting on First
Nations food with their choice of food.
III. REFLECTION:
need in mind. The lesson is focused on knowing the communities of First Nations People in
Upper Canada around 1800. Students will be able to explore their clothing by looking at the
pictures in the books and on websites. The purpose of the lesson is to instruct and learn in a
positive fun learning environment.
The students will work independently and in groups. The students will get equal opportunities to
learn and make miniature homes with their assigned groups. The students were given the
reference sheet and worksheet regarding homes of the First Nations so no student is left out and
everyone has the same access towards learning.
2. Accommodations:
and worksheets.
assigned task.
2. Students should be able to work independently.
3. Students should be able to write their answers on the provided worksheet with the help of
reference sheet.
Students may get confuse with the term, religion. The teacher should provide the definition of
the word and model in front of the class to share some of his/her religious/personal beliefs in
which he/she believe in. It is teacher's responsibility to clarify all the doubts by working with
students and also by providing equal and fair learning opportunities to all of the students. The
teacher will make sure to provide examples and resources in order to avoid any misconceptions.
Academic language used within the lesson was Tier 3 (Social Studies-vocabulary)
The key words used were: First Nations, religion, dream catcher, and Mandela.
The teacher used verbal and written discourse by asking students questions throughout
the lesson to engage active participation.
Lesson Plan#4: Compare some of the roles of and challenges facing people in Canada around the
beginning of the nineteenth century with those in the present day
I. LESSON DATA:
Canada, 1780-1850
E. Lesson Topic: Compare some of the roles of and
challenges facing people in Canada around
the beginning of the nineteenth century with
those in the present day

G. Materials:
Worksheets
Pencil
Eraser
Video: Little House on the Prairie

Grade: 4
4.2b Native Americans groups developed specific patterns of organization and governance to
manage their societies.
Students will investigate how compare and contrast the patterns of organization and governance
of Native American groups such as the Iroquois (Haudenosaunee) and Algonquian-speaking
people, including matrilineal clan structure, decision-making processes, and record keeping.
Topic: Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
b. Provide reasons that are supported by facts and details.

A1.2 compare some of the roles of and challenges facing people in Canada around the beginning
of the nineteenth century with those in the present day (e.g., the roles of women, men, and
children; challenges related to the environment, work, community life, the law)
B. Central Focus:
Students will be able to discuss and identify the ways of life in different group in terms of their
roles in society and home. Students will also discuss the challenges related to the environment in
terms of transportation. Students will get an opportunity to discuss, share and compare the roles
and modes of transportation then and now. This will provide them an opportunity to visualize
and understand their roles as a student at school and a child at home.
C. Objectives:
1. Students will be able to identify and discuss roles of women, men, and children in the
First Nation communities.
2. Students will be able to identify the factors that helped First Nations to travel from
one place to another (e.g., lakes and rivers for trade and transportation).
3. Students will be able to identify and discuss their own roles
4. Students will be able to discuss and compare the ways of transportation then and now.
D. Assessment Plan:
activity.
3. The teacher will formatively assess the students by checking their activity sheets.
1. The teacher will ask the students that what their roles as children are.
2. The teacher will ask the students that think of the roles of First Nation children.
3. The teacher will inform the students that today we will be learning about First
Nation women, men, and children's role as well as the ways of transportation back
then in detail.
2. The teacher will show some parts of the video related to roles of the family and
transportation.
3. The teacher will ask the students that what are their roles and responsibilities as a
student/child.
4. The teacher will listen to their answers and make a T-chart on the board and write their
responses on the one side of T-chart in the point form.
5. After taking their answers, the teacher will ask them to think of the roles of First Nations
children.
6. The teacher will ask the students to discuss with your elbow partner and share your
thoughts on that with the rest of the class.
7. The teacher will take the responses from the students and write on the other side of the
T-chart in the point form.
8. The teacher will inform the students that yesterday we have discussed some of the duties
of men and women in First Nations community and today we will learn about them in
more detail.
9. The teacher will talk about the scene that they just watched in the class and ask them
what they noticed regarding sharing jobs at home.
10. The students will respond as per the video like building the house and knitting.
11. The teacher will provide the reference sheet to each student in the classroom with roles
of men, women, and children in First Nations community and discuss all the roles and
responsibilities with the students.
12. The teacher will ask the students to open their social studies journals and compare their
roles with First Nation children.
13. The teacher will tell them to make a T-chart and on one side write their roles and
responsibilities and on the other side, write First Nation children roles and
responsibilities.
14. The teacher will provide the students 15 minutes to finish their work independently.
15. The teacher will ask the students that if they have understood the question.
17. After finished writing their answers, the students will share their responsibilities with
each other and be respectful to everyone's response.
18. Everyone will get the opportunity to share their response and after sharing their
responses, the teacher will tell them about methods of transportation that First Nations
used.
19. The teacher will ask the students that what their thoughts on today's ways of
transportation.
20. The teacher will take their responses and add into that by saying think when First
Nations used to travel they do not have that facilities available to them as we have now.
They faced so many challenges in terms of climate, foot wear, and bad roads etc.
21. The teacher will provide the students a reference sheet regarding transportation.
22. After reading the reference sheet with students, the teacher will tell them that they will
work on the worksheet based on transportation of First Nations.
23. The teacher will ask the students if they have any question regarding the assigned task.
24. The teacher will ask the students that if they have understood the lesson.
25. The teacher will ask student to put that reference sheet in their social studies journals.
26. The teacher will give them the worksheets to work independently on them.
27. The teacher will ask the class helpers to give one worksheets on transportation to each
student.
29. The teacher will walk inside the classroom to check for any misconception or if
someone need assistance.
31. The teacher will reward with class money to the students who are working sincerely on
their teepees and longhouses.
Education Plan).
34. As the students are working on their worksheets, the teacher will walk around the
F. Closing:
1. At the end of the class, the teacher will ask students to put their worksheets in the
finished bin.
2. The teacher will tell students to leave their unfinished worksheets in the unfinished
bin.
3. As an exit ticket, the students will share their learning by providing one thing that
they learned today and one thing that they want to learn about First Nations
III. REFLECTION:
need in mind. The lesson is focused on knowing the jobs and responsibilities of First Nations
communities and knowing about their ways of transportation. The lesson plan has to be
according to the students' needs. The students will be respectful to each other diverse needs and
be respectful when they will share their responsibilities in terms of chores. The purpose of the
lesson is to instruct and learn in a positive fun learning environment.
The students will work independently. The students will get equal opportunities to share their
thoughts and learning. The students were given the reference sheet and worksheet regarding
jobs and responsibilities and ways of transportation of the First Nations so no student is left out
and everyone has the same access towards learning.
2. Accommodations:
and worksheets.
assigned task.
2. Students should be able to work independently.
3. Students should be able to write their answers on the provided worksheet with the help of
reference sheet.
Students may get confuse with some of the responsibilities of family now and then. The teacher
should provide the information in depth and clear all the misconceptions that students have in
terms of terminology or the content of the lesson. It is teacher's responsibility to clarify all the
doubts by working with students and also by providing equal and fair learning opportunities to
all of the students. The teacher will make sure to provide examples and resources in order to
avoid any misconceptions.
The key words used were: First Nations, roles, responsibilities, toboggan, canoe
The teacher used verbal and written discourse by asking students questions throughout
the lesson to engage active participation.
Lesson Plan#5: Making artifacts to know the culture of the First Nations
I. LESSON DATA:
Canada, 1780-1850
E. Lesson Topic: Making artifacts to know the culture of the
First Nations
G. Materials:
White Paper
Markers and Pencil Colours
Line Paper
Pencil
Eraser
Glue
Totem Pole worksheet

Grade: 4
4.2c Each Native American group developed a unique way of life with a shared set of customs,
beliefs, and values.
Students will examine contributions of Native Americans evident today
Topic: Presentation of Knowledge and Ideas
5. Add audio recordings and visual displays to presentation when appropriate to enhance the
development of main ideas or themes.

A2. Inquiry: Community Challenges and Adaptations
use the social inquiry process to investigate some of the major challenges that different groups
and communities faced in Canada from 1780to 1850, and key measures take to address these
challenges (Focus on: Significance: Cause and Consequences)
Concept/Themes: Culture
A2.2 gather and organize information on major challenges facing different groups and
communities, and on measures taken to address these challenges, using a variety of primary and
secondary sources (e.g., settler journals, artifacts, period paintings and drawings, historical
fiction)
B. Central Focus:
Students will be able to understand the challenges faced by aboriginal people through learning
from artifacts. This lesson will be a fun learning activity through which students will be able to
make their own totem poles as an emblem of their own individual personalities.
C. Objectives:
1. Students will be able to understand First Nation's culture through artifacts.
2. By making their own totem poles, students will be able to identify their own
personalities and characteristics.
3. Students will be able to learn about each other's character traits through sharing their
totem poles.
D. Assessment Plan:
1. The teacher will assess students' prior knowledge by reviewing First Nations -
Anishinaabe and Huron communities.
2. The teacher will formatively assess the students by walking around the class during the
activity.
3. The teacher will formatively assess their finished art of totem pole.
4. The students will be formatively assessed by writing a short paragraph on their totem
poles.
1. The students will see "Totem Pole" written on the white board.
2. The teacher will ask the students if they know "What are totem poles?"
3. The teacher will provide the definition of totem pole to the students.
Totem Pole: Totem poles are sculptures carved from the trees. They represent traits
and characteristics of a group of people from the same family.
4. The teacher will ask them if there is any connection between First Nations
community and totem poles.
5. Teacher will inform the students that today they will draw and colour the
characteristics of their own totem poles on the paper.
2. The teacher will review headings of topics that they are doing in First Nations
communities in Social Studies.
3. The teacher will tell them that in First Nations unit, we have learnt about their homes,
food, transport, and religion.
4. Teacher: First Nations/Native Americans has shared a unique way of life with a shared
set of culture, beliefs, and values.
5. The teacher will say that one of the beliefs was by pointing the word, "Totem Pole" on
the white board.
6. The teacher will ask the students to raise their hands if they reflect on the word, "Totem
Pole."
7. The teacher will listen to their responses and reinforce them by rewarding with class
money.
8. The teacher will explain the definition of "Totem Pole" and ask students to make their
own totem poles, which represent their own personality traits and characters.
9. The teacher will show them the sample of the work and explain it to them.
10. The teacher will explain the students that on provided sheet which already have an
outline drawing of the totem pole.
11. The teacher will inform students that they can use symbol, animals, colours and or the
things that represent them for their totem poles. They must use at least three symbols or
animals to represent their individual personality traits.
12. The teacher will provide them information on colours and pictures and characteristics of
the animate animals.
13. The teacher will provide them markers and crayons to colour their pictures.
14. The teacher will explain them that after finishing making their totem poles, they will
write a paragraph on the traits that represent them in their totem poles.
15. After the instructions, teacher will ask the "paper manager" of the class to distribute the
papers and supplies to the rest of the students.
17. The teacher will reward with class money to the students who are working sincerely on
their projects.
Education Plan).
20. As the students are working on their totem poles, the teacher will walk around the
F. Closing:
1. At the end of the class, the teacher will ask students to share their art work with rest
of the class.
2. After sharing their work, they will be allowed to cash their class money from the
treasure box
3. The teacher will walk around and check for understanding by asking questions to
students.
4. The teacher will give them a lined paper for homework to write a paragraph on
chosen symbols and characters that represent their personality traits for their
respective totem poles.
5. The teacher will explain them that after finishing their totem poles and paragraph,
they will be displayed on the classroom bulletin board.
III. REFLECTION:
need in mind. The lesson is focused on art integration in social studies. The purpose of the
lesson is to instruct and learn in a positive fun learning environment.
Positive Perspective on Parents and Families: Teachers have to maintain relationship with the
families especially with the parents of children who are new to the country or students with
ESL/ELL. With the ISSP teacher's help, students with ESL will able to understand and apply the
knowledge. By giving homework will help the families to understand the expectations of school
work, which is assigned to the student.
Student Centered Instruction: As a class, when students will discuss their prior knowledge about
totem poles will help in cooperative and collaborative student-centered instructional learning.
This will also help in providing equal learning opportunity to all of the students.
Learning Within the Context of Culture: Teachers must have knowledge about different cultures.
As some students like to work collectively whereas in some cultures, people like to work
independently. Respecting each other's cultural expectations can help the learning within the
context of culture. The lesson focuses on artifact and beliefs of First Nations people, by
discussing the related terminology and hands on practice with the help of visuals, discussions,
and independent work will allow the students to understand the concept. This will bring
independence by working independently and helping each other in understanding (scaffolding)
will let them in boosting up their self-esteem.
2. Accommodations:
and worksheets.
For students who are able to finish their work faster will help other students in understanding the
lesson which will help in bringing inclusive, cooperative, supportive, and respectful learning
environment.
assigned task.
2. Students should be able to know to draw and colour neatly.
3. Students should be able to share their finished art work with rest of the students.
Students may get confuse to how to draw the characters and symbols their totem poles. The
teacher must show them the sample of the work that can help students to understand the
directions. It is teacher's responsibility to clarify all the doubts by working with students and
also by providing equal and fair learning opportunities to all of the students. The teacher will
make sure to provide examples and resources in order to avoid any misconceptions.
The key words used were: First Nations, totem poles, character traits, belief
system.
The teacher used verbal discourse by asking students questions throughout the
lesson to engage active participation.
As homework, students will display the practice of knowledge and ideas by
writing a short paragraph on character traits for their personal totem poles.
REFERENCES
http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf
https://www.engageny.org/sites/default/files/resource/attachments/ss-framework-k-8.pdf
https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523
http://teachingrocks.ca/wp-content/uploads/2012/08/first-nations-lesson-2-worksheet.doc
http://simcoeorganics.com/2012/08/the-three-sisters-a-story-by-bob-graham-professional-
storyteller/
https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523
https://www.evergreen.ca/downloads/pdfs/BeanKeepers-ThreeSisters.pdf
http://teachingrocks.ca/learning-about-the-first-nations-people-food/
http://teachingrocks.ca/learning-about-first-nations-people-religous-beliefs/
http://www.aitc.sk.ca/saskschools/firstnations/family.html
http://firstpeoplesofcanada.com/fp_groups/fp_groups_travel.html
https://wmich.edu/fortstjoseph/docs/panels/birchbark-canoes.pdf
http://teachingrocks.ca/learning-about-first-nations-people-transportation/
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
http://teachingrocks.ca/learning-about-first-nations-people-clothing/
http://www.aitc.sk.ca/saskschools/firstnations/clothing.html
file:///C:/Users/Administrator/Desktop/nys-ss-field-guide.pdf
Appendix-1
Homes
Because of their migratory way of life, First Nations of the Woodland, Plains and Mackenzie and
Yukon River Basins all built homes that were either portable or easily erected from materials
found in their immediate environments. Woodland and northern peoples' homes were essentially
a framework of poles covered with bark, woven rush mats or caribou skin, called teepee.
Plains First Nations' tipi poles were usually made from long slender pine trees. These were
highly valued because replacements were not easy to find on the Prairies. The average tipi cover
consisted of 12 buffalo hides stitched together. To prevent drafts and to provide interior
ventilation, an inner wall of skins about two meters high was often fastened to the poles on the
inside. Women made, erected and owned the teepee.
Unlike nomadic First Nations, the Haudenosaunee had relatively permanent villages. The
longhouse was the most striking feature in a Haudenosaunee village. This structure consisted of
an inverted U shape made of poles, which were then covered with slabs of bark. Longhouses
were usually about 10 meters wide, 10 meters high and 25 meters long. Each longhouse was
headed by a powerful matriarch who oversaw her extended family's day-to-day affairs.
Among First Nations of the Plateau, the subterranean homes of the Interior Salish were unlike
those of other First Nations in the country. The Interior Salish dug a pit, usually about two
meters deep and from six to twelve meters wide, in well-drained soil, typically near a river. This
location meant that clean water, fish and a means of transport were all readily accessible. The
Interior Salish then covered the pit with a framework of poles and insulated this dwelling with
spruce boughs and earth that was removed from the pit. An opening approximately 1.25 meters
square was left at the top and served as both the doorway and smoke-hole. People entered the
house with the help of steps carved into a sturdy, slanting log, the top of which protruded out of
the opening of the pit house.
Massive forests of red cedar along the Pacific Coast allowed the First Nations who lived in this
part of the country to build huge homes. Excellent carpenters, these First Nations used chisels
made of stone or shell and stone hammers to split the soft, straight-grained cedar into wide
planks. One of the largest traditional homes ever recorded from the pre-contact era was in a
Coast Salish village. It was 170 meters long and 20 meters wide. Because Pacific Coast houses
were so large, they could accommodate several families, each with its own separate living area
and hearth.
Homes of the First Nations People Communities
Tepee
LONGHOUSE
Appendix-2
Homes of the First Nations People
1. What were the homes of the First Nations People called?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________
2. What were the homes made of? What were inside the homes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________
3. Make a sketch of a First Nation home and label it.

Appendix-3
MEN'S AND WOMEN'S CLOTHING
Clothing for men and women of First Nations

The men wore long shirts, breechcloths, long leggings, a belt and moccasins. The women
wore long dresses, short leggings (knee-high) and moccasins.
The leggings were made of buckskin, were wider at the top and narrower at the ankles, and laced
up along the sides with leather ties. Some leggings were decorated with beadwork. Leggings
protected the legs and kept the legs warm.
The dresses were made of hide that draped over the shoulders. The sides were sewn together
with sinew or leather strips.
Ponchos were worn over the shoulders for warmth. In cold weather the men put on robes and
high boots made from buffalo hides.
Mans shirt and womans dress
BELTS, POUCHES, BAGS, MOCCASINS

Belts were made from strips of hide. Both the men and women wore belts. Small pouches and
knives were often hung from the belts.
The shoes were called moccasins. Different styles of moccasins were worn by the various tribes.
Most moccasins were made of moose hide or buffalo hide.
Soft-soled moccasins were made of moose hide.

Buffalo hide was used for hard-soled moccasins.
The hide was smoked over a fire to make it more waterproof. Then the moccasins were stitched
together with sinew. Winter moccasins had the fur inside to keep the feet warm. Dried grass was
also added to the inside for extra protection from the cold.
Moccasins
Belts
PARFLECHE
A par fleche was a type of bag made from the hide of a bison.
Par fleches were used to carry dried food, medicine and personal items.
A single piece of rawhide was folded into a case and tied shut with rawhide laces. The outside of
a par fleche was decorated. A large par fleche was used as a saddlebag.
Appendix-4
Spiritual Beliefs
All First Nations believed that their values and traditions were gifts from the Creator. One of the
most important and most common teachings was that people should live in harmony with the
natural world and all it contained.
In oral stories and legends that Elders passed from one generation to another, First Nations
children learned how the world came into being and that they were a part of the whole of
creation. People gave thanks to everything in nature, upon which they depended for survival and
development as individuals and as members of their communities. First Nations treated all
objects in their environmentwhether animate or inanimatewith the utmost respect.
This deep respect that First Nations cultivated for everything and every process in the natural
world was reflected in songs, dances, festivals and ceremonies. Among the Woodland First
Nations, for example, a hunter would talk or sing to a bear before it died, thanking the animal for
providing the hunter and his family with much-needed food.
In keeping with their farming culture, the Haudenosaunee held six to eight festivals a year
relating to the cultivation of the soil and ripening of fruits and berries. There was a seven-day
festival to give thanks when corn was planted, for example, and another when it was green. A
third festival was held when corn was harvested.
First Nations of the Pacific Coast had many rituals to give thanks and celebrate the annual
salmon run. These rituals included a welcoming ceremony and offerings to the first salmon of the
year.
For the principles that guided their day-to-day conduct, many First Nations shared value systems
similar to the Seven Grandfather Teachings of the Anishinaabe peoples. These teachings stressed
Wisdom, Love, Respect, Bravery, Honesty, Humility and Truth as the values that enable people
to live in a way that promotes harmony and balance with everyone and everything in creation.
DANCES AND CEREMONIES - SPIRITUAL BELIEFS
THE SPIRITUAL WORLD
The People of the Plains believed in a Great Spirit. The Great Spirit had power over all things -
the animals, trees and clouds. The Earth was the mother of all spirits. The Sun, which gave the
earth light and warmth, had great power. Visions in dreams were believed to have come from the
spirits. When game was killed there was a prayer or offering to the spirit of the slain animal.
THE MEDICINE MAN (SHAMAN)
The medicine man was a holy person who had much power and knowledge. He healed the sick,
interpreted dreams, visions and other signs, and led ceremonies. He prayed to the Great Spirit,
decided when to hunt, tried to change the weather and foretold the future.
When called upon to help someone who was ill, he smoked tobacco, performed songs and
dances, burnt sage and sweet grass and prayed to the spirits.
There were also medicine women who knew which herbs and plants to use for healing. These
plants were collected and stored in containers. They were used to treat many illnesses (headache,
fever, and cough).
THE VISION QUEST
A vision quest lasted from one to four days and involved fasting and going to a quiet, lonely
place. A young man would go on a vision quest. It was believed that he would receive a vision
which would tell of his future. The vision or dream came as a sign from a guiding spirit. The
messenger often took the form of an animal. Upon return to the camp, the person was taken to
the shaman. The shaman would interpret his vision. The young man might be given a special
name. A medicine bundle would be prepared with tokens to represent the guiding spirit.
MEDICINE BUNDLE
The medicine bundle might contain an unusual rock, strand of hair, feather, bird's beak, animal
skin, sweet grass, etc. Each item in the bundle had a special meaning to the owner. It was a very
precious possession which represented a person's spiritual life and possessed powers for
protection and healing. As the owner grew older more items might be added. Medicine bundles
were buried with the owner or passed on to a friend.
A tribal medicine bundle was much larger and contained special objects which could only be
handled by certain members. It was opened on special occasions.
PIPES
There were different types of pipes used by the Indian nations. Some pipes were made of wood
or of a special kind of stone. Some pipes were plain with no decorations. Some were painted and
trimmed with fur, quills, beads, and eagle feathers and decorated with carvings. Tobacco and red
willow bark were used to fill the pipe.
SHIELD
Shields were round and made from the

heavy chest skin of an old male bison
It was believed that the shield had great spiritual power. It was very important to the warrior.
Birds, animals or symbols were painted on the shield and served to protect the owner. Eagle
feathers were sometimes attached to the shield.
MANDELLA
Mandellas are similar to the shield and were made from bison hides, eagle feathers, wool and the
furs of wild animals. A mandella was thought to bring good luck and happiness to the owner.
Hanging a mandella in a home was a form of protection. Each item that made up the mandella
had a special meaning for the person who owned it.
DREAM CATCHERS
The Dream Catcher was made from a hoop of bent willow with a webbing of sinew. It was hung
from a baby's cradleboard or near the sleeping area. It was believed to sort dreams. The bad
dreams were caught in the web, while the good dreams flowed through to the dreamer. To the
Plains People dreams held much meaning.
Appendix-5
The Story of the Three Sisters
Probable Source: The Native American story of the Three Sisters varies from tribe to tribe. This
version of the story most likely stems from an oral account by Lois Thomas of Cornwall Island
compiled by students at Centennial College and found in Indian Legends of Eastern Canada.
For more information see http://www.birdclan.org/threesisters.htm
Once upon a time there were three sisters who lived together in a field. These sisters were quite
different from one another in their size, shape and way of dressing. One of the three was a little
sister, so young that she could only crawl at first, and if she wanted to stand up she had to twine
herself around her eldest sister. This sister wore velvet green with delicate tendril ribbons. The
second of the three sisters, wore a frock of bright yellow and had a way of running off across the
field when the sun shone and the soft wind blew in her face. The third sister was the eldest. She
was always standing very straight and tall above the other sisters trying to guard them. There was
only one way in which the three sisters were alike. They loved one another very much and were
never separated. They were sure that they wouldnt be able to live apart.
After a while, a stranger came to the sisters field. It was a little Iroquois boy. He was as straight
as an arrow and as fearless as the eagle that circled his head far above in the sky. He knew the
way of talking to the birds and the small brothers of the earth, the mouse, the groundhog, the
chipmunk, squirrel and fox. The three sisters were very interested in this little Iroquois boy. They
watched him fit his arrow in his bow, saw him carve a bowl with his knife and wondered where
he went at night. Late that summer, the youngest sister in green velvet who couldnt stand up
without the help of her big sister, disappeared. Her sisters mourned for her until the fall, but she
did not return. Once again the little Iroquois boy came to the three sisters field. He came to
gather reeds at the edge of the nearby stream to make arrow shafts. The two sisters who were left
watched him and gazed at him with wonder at the prints of his moccasins marking his trail to the
field. That night the second of the sisters disappeared. This time it was the sister who dressed in
brilliant yellow and always wanted to run off across the field. She left no mark of her going but it
may have been that she set her feet in the moccasin tracks of the little Iroquois boy. Now there
was only one sister left. Tall and straight she stood in the field not once bowing her head with
sorrow, but it seemed to her that she could not bear to live in her field alone. The days grew
shorter and the night grew colder. Her green shawl faded and grew thin and old. Her hair once
long and golden was now brown and tangled by the wind. Day and night she sighed for her
sisters to return to her, but they did not hear her. Her voice when she tried to call them was low
and sad like the wind. But one day when it was the season of the final harvest, the little Iroquois
boy heard the crying of the third sister. He felt sorry for her so he took her in his arms and
carried her to the lodge of his father and mother. Oh what a surprise awaited her! Her two lost
sisters were there in the lodge of the little Iroquois boy, safe and very glad to see her. They had
been curious about the boy and they had gone home with him to see how and where he lived.
They had liked his warm longhouse so well that they decided to stay there for the cold winter.
And they were doing all they could to be useful. The little sister in green, now quite grown up,
was helping to keep the dinner pot full. The sister in yellow sat on the shelf drying herself for she
planned to fill the dinner pot later. The third sister joined them, ready to grind some meal for the
Iroquois familys bread. Ever since then the three sisters spend their spring and summers in the
field together, and their winters in the longhouse, helping to feed the family of the little Iroquois
boy. And the three have never been separated since. Every child of today should know these
three sisters and need them just as much as the little Iroquois boy did. For the little sister is the
bean who needs the eldest sister to keep her from crawling along the ground. The second sister is
the squash, who has bright yellow flowers and tends to run away across the field. The eldest
sister is the corn. Her kernels can be dried and ground up to make flour for bread. When the corn
beans and squash are eaten, they provide a very nutritious meal with everything a person needs
to be healthy.
Appendix-6
Religious Beliefs of the First Nations People
Write some of the religious/spiritual beliefs of First Nations People. Do you find any similarities
or differences than your religious beliefs, provide example.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Draw a picture of one of the religious /spiritual beliefs (get ideas from reference sheet) of First
Nations People. Write the name and explain the religious/spiritual belief.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix-7
Food of the First Nations People
CIRCLE THE CORRECT ANSWER(S):

1. What did men do?
o Hunt
o Plant Crops
o Gather Nuts and berries
2. What did they usually hunt?

o Birds
o Deer
o Moose
o Cows
o Buffalo
3. What were First Nations People also very good at?

o Sports
o School
o Fishing
o Reading
4. How did they cook their meat?

o On the stove
o On the BBQ
o Over fire
5. Often, meat was traded. What was the meat traded for?
o Jewellery
o Money
o Vegetables
o Fruits
6. What did women do?

o Plant crops
o Hunt
o Gather nuts/berries
o Fish
7. What were the main crops?

o Corn
o Pumpkin
o Potatoes
o Beans
8. Why was squash and pumpkin dried out?

o To last all winter
o Easter to eat
o Taste better
Do you find the difference in available food choices now and then and what ways they used to
preserve food and how it was different than now.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix-8
Roles of Men and Women
No matter where Native American tribes lived in America, there was a lot of work to be done to
survive. They had to hunt, farm, prepare food for the winter, build homes, make their own
clothing, and protect themselves from their enemies.
In the typical Native American society, the work was divided up between the men and the
women. They each took on different roles in society in their daily lives. Although each tribe and
region was different, the division of labor between men and women was generally similar across
most of the Native American tribes.
The women were responsible for work around the house, like cooking and raising the children.
The men were responsible for work away from the home, like hunting and raiding.
Roles of Women:
o Typical Women's Work- The women were generally in charge of the home and sometimes the
fields. They worked extremely hard.
o Cooking - The women cooked and prepared the meals. This could involve skinning and cleaning
the animals, gathering fruit and nuts, building a fire, and smoking meat to be stored for the
winter.
o Crafts - Women had a variety of crafting skills they used around the home including making
baskets, weaving cloth, preparing animal hides, and making clothing.
o Harvesting - In many tribes the women were responsible for harvesting the crops. The men might
help in this task, but it generally fell upon the women.
o Other Jobs - Women had a variety of other jobs including raising the children and gathering
firewood. When a tribe moved, it was generally the woman's job to pack up the home for moving
and then set it back up at the new location.
Roles of Men:
o The men were in charge of the tribe's activities away from the home.
o Hunting - The primary job of the men was hunting and fishing. Animals were not only used for
food, but their skins were used for clothing and, in some cases, to make their homes.
o Fighting - Men also were responsible for making war and protecting the village.
o Crafts - Typical men's crafts had to do with their jobs such as weapons for hunting and boats for
fishing and traveling.
o Other Jobs - In most Native American tribes men were the political and religious leaders. They
often did the heavy work such as building permanent homes and planting crops.
Interesting Facts about the Roles of Women and Men:

In some cases, men worked on detailed crafts such as ceremonial jewelry. The women were in
charge in the homes. They often owned the home and everything in it. Women were well
respected in the tribes for their hard work and providing food from farming. Men and women
had different roles, but generally had equal rights. In some tribes, the chief was a man, but he
was elected by the women. Today, around 25% of the Native American tribes that are recognized
by the federal government are led by women.
Roles of Children:
Children were taught through stories and legends told by their elders. Grandparents were in
charge of taking care of the children while their parents were busy with daily tasks. Children
were taught how to become helpful members of the tribe.
Little girls played with toy teepee and deerskin dolls. Little boys had small bows and arrows and
pretended to go on hunts and raids.
As they got older, the boys learned to hunt and make weapons. Wrestling games were a part of
their training to prepare for battle. They also learned about ceremonies. When the boys reached
the age of 12 they went on their first real hunt.
A young man went on a vision quest to become strong. He would leave the village and not eat
for days. He remained in a lonely quiet place until he had a vision or a dream. It was believed
that the vision quest made boys into strong fighters and good hunters.
Upon reaching adulthood the young men received an eagle feather. The eagle feather was given
for performing an act of bravery or a heroic deed. Eagle feathers were often worn in headdresses.
Young girls were taught to make and decorate moccasins, how to sew, cook and tan the hides.
Appendix-9
Transportation:
Many of the means of travel that were used to explore and develop Canada were inherited from
Canada's First Peoples. Many of these methods of travel are still used today, for work and
recreation.
For thousands of years First Peoples walked most places especially in winter.
They developed two outstanding devices for making travel over deep Canadian snows more
manageable: the snow shoe and the toboggan.
Toboggans could be pulled by hand or by dog teams.
They used well-defined routes of travel, for going on hunting trips and on the war-path.
They made use of the waterways wherever possible and used portage paths to avoid rapids.
When the Europeans first arrived in North America they found the First Nations using the canoe
as their only means of water transport. The birch tree' bark was used to made the best canoes as
it was light, waterproof, and strong. It did not shrink, so sheets of it could be sewn together. The
reason to use birch bark was it could hold heavy loads and kept passengers and their goods dry.
Appendix-10
Transportation of the First Nations People
Answer each question in complete sentence:
1. What were the two main methods of transportation for the First Nations People?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What was the purpose of the snowshoes?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What were the benefits of using birch bark trees for canoes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Discuss one of the ways of transportation that we use today and how it is helpful?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix-11
Name: ___________________
Date: ____________________

Artifact #7: Survey Assignment
I have chosen the survey assignment as one of my artifacts. This assignment provided
me the opportunity to perform a survey to determine the use of technology from the parents
perspective. The survey was conducted between teachers and parents of the students. By doing
this assignment I learned to collect data, evaluate the results, and reflect on the findings.
This artifact will prove my ability to apply my knowledge and skills to perform survey
and draw conclusion from the collected data to determine the use of technology in the process of
learning. The targeted population of this survey is designed for parents of students in elementary
schools from kindergarten to grade six. This artifact has helped me in developing skills, which
can further aids me in conducting instruction or learning based research or inquiry from parents
and/or students that can guide me for creating a better learning environment for students.
This artifact has given me the confidence that I can create, collect, and analyze data. I
think this is a very good skill for an educator to conduct survey especially at the beginning of the
school year to find out about parents expectations regarding their child. This is a good way to
find out about students strengths and needs so the teacher can instruct according to students
learning style needs.
Standards:
New York State Code of Ethics for Teachers:
Principle 3: Educators commit to their own learning in order to develop their practice. Educators
5. Engage in professional growth and leadership: Teachers continuously improve their
professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and
resources.
c. Evaluate and reflect on current research and professional practice on a regular basis to make
effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of
their school and community
Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are based
on trust.
Educational Survey
Indu Sharma
Medaille College
ECI510: Research in Education
Dr. Kelly H. Ahuna
August 12, 2016
Thematic Concern
The purpose of this survey to determine the use of technology (bring your own device)
between teachers and parents of the students from the parents' perspective. Today's generation is
growing and learning in a technology based environment. To balance the learning in schools
and at home, students are encouraged to bring their own devices to schools. To inspire and
achieve success, parents can be partner in their child's learning journey by providing access to
his/her device to school.
Target Population
The target population of this questionnaire is designed for parents of students in
elementary school from kindergarten to grade 6.
Introduction
Today`s generation is growing in 21st century where technology is an important
ingredient to access education and related resources. By bringing their own devices from home
students can get engaged in learning anytime and anywhere. The students will be able to connect
and learn with the world. Now the technology rules everywhere, the children are living and will
be working in an environment where people use devices every day. This will be a collaborative
effort between parents and teachers to provide access to technology to students. By giving
permission to their children to bring device to school the parents are opening doors towards
learning in a safe, innovative, and respectful environment. This survey will help in getting
feedback from parents if they are interested in sending the device to school for their child`s
learning.
Survey Questions on Bring Your Own Device
Directions: The purpose of this questionnaire is to assess parents' opinion for sending the device
to school for learning. Your responses to these questions are completely anonymous. It is
important that you answer these questions as honestly as possible. Please circle the number
below that describes your best response for each asked question. Be sure to circle only one
response per question.
1________________2___________________3___________________4___________________5
Strongly Disagree No Opinion Agree Strongly

Disagree Agree
1. My child will be able to learn better with the use of device.

1 2 3 4 5
2. Bringing a device to school will increase my childs level of responsibility.

1 2 3 4 5
3. Bringing a device to school my child will be able to engage with others.

1 2 3 4 5
4. Social media will enhance my child's inquiry based learning.

1 2 3 4 5
5. The usage of device will help in understanding the lesson better.

1 2 3 4 5
6. Bringing device to school will help my child to have access to digital literacy.
1 2 3 4 5
7. By sending device to school, parents can be partner in their child's learning.

1 2 3 4 5
8. My child's school is appropriate place to learn and use personal device.

1 2 3 4 5
9. There will not be any risk to my child's health for using technology at school.
1 2 3 4 5
10. Students will be able to use the device as per their own learning needs.
1 2 3 4 5
Do you have any concerns in sending the device to school?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How you perceive usage of technology in today's learning?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How you would like to know more about the use of bringing personal devices to school, please
feel free to suggest one of the following options?
-Parents Information Session -By brochure -By School Website
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thank you for taking part in answering this survey. You have provided us your valuable and
thoughtful input which will help us in taking care of your concerns and suggestions. This
survey will be used to help improve the parents' understanding in bringing device to school for
creative and innovative learning.
Survey Results
The data collected through these surveys has shown that the majority of parents
understand the need of the personal device for learning in schools. The overall results of the
quantitative data indicate that parents understand that their children require personal devices in
order to have limitless access to information and related resources. The data also suggests that
most of the parents understand the need of personal devices in this 21st century where
technology rules everywhere.
Overall results indicate that parents want to be their child's partner in the process of
learning. Ninety percent parents are agreed to incorporate use of personal device in the process
of learning. Sixty percent of parents are not sure about getting inquiry based learning through
social media. Most of the parents feel that school is the safe place for their child to use personal
devices. They also understand that when their child is using the device safely at home so he/she
will be able to take care of it at school as well.
The qualitative data derived from the open ended questions suggests that the parents are
fine with the use of technology by using personal devices. Out of ten, only seven parents
responded to the first open ended question. When they were asked to share any concern
regarding the use of personal device at school, they expressed the concerns like how much will
be the use of technology through personal device each day and will there be any risk of device
being stolen or lost in school. Most of them said that they are fine with that but at the same time
they have some apprehensions and concerns that how often their child will be using the
technology and will it affect the instructional time delivered by the teacher.
The question of how you perceive usage of technology in today's learning, only six
parents responded to that question. They all understood the importance of technology in today's
learning by giving positive feedback. They all agreed on that usage of technology provides easy
access to learning and it is more resourceful.
In terms of sharing any suggestions that they would like to share in terms of getting more
information on understanding the use of personal devise in school, three choices were given to
parents so they can pick either of them as per their convenience. All of the percent parents
responded to that question. Seven parents want to come for the information session while two
parents want to get the information via school website. Only one parent wants to get the
information by brochure. By comparing the results, it is seen that most of the parents are
comfortable with their child bringing device to school but at the same time, it looks like they
need some clarity on some of the aspects of using personal device at school. They still have
some doubts in terms of safety of the device, accurate use of technology, and the balance of
technology versus in-class instructional time. The school needs to take the responsibility to clear
all the doubts that parents have before initiating the use of personal devices in the classroom.
Question 1. My child will be able to learn better with the use of device.
4,3,4,4,2,5,5,4,4,2 (agree)
Question 2. Bringing a device to school will increase my childs level of responsibility.
4,3,4,4,2,5,5,4,4,2 (agree)
Question 3. Bringing a device to school my child will be able to engage with others.
4,3,2,4,3,4,4,4,4,2 (agree)
Question 4. . Social media will enhance my child's inquiry based learning.
4,2,3,3,2,3,4,5,4,2 (not agree)
Question 5. The usage of device will help in understanding the lesson better.
4,3,4,4,3,4,5,5,4,2 (agree)
Question 6. Bringing device to school will help my child to have access to digital literacy.
4,4,4,4,3,4,4,5,5,3 (agree)
Question 7. . By sending device to school, parents can be partner in their child's learning.
4,4,4,5,2,4,5,5,4,2 (agree)
Question 8. My child's school is appropriate place to learn and use personal device.
4,4,4,4,3,4,5,5,4,3 (agree)
Question 9. There will not be any risk to my child's health for using technology at school.
3,4,4,2,3,4,4,5,4,3 (agree)
Question 10. Students will be able to use the device as per their own learning needs.
3,3,4,4,4,3,4,5,4,3 (agree)
Question 11. Do you have any concerns in sending the device to school?
- how much they are using the device each day in school
-I am okay
-I am fine but will the device be safe
-no response
-no response
-who will be responsible if it gets lost
-It is a good idea but will it affect the teacher instructional time in the classroom
-what if it will get stolen
-no problem
-no response
Question 12. How you perceive usage of technology in today's learning?
-quick access to learning

-no response
-I agree with the use of technology
-more resourceful
-no response
-no response
-videos will be helpful in the process of learning
-today's environment is technology based so it is good
-It is necessary to learn to use technology
-no response
Question 13. How you would like to know more about the use of bringing personal devices
to school, please feel free to suggest out of the following options?
-Parents Information Session -By brochure -By School Website
-parents information session

-by school website
-by school website
-by brochure
Bringing your own device to school is a big responsibility on teachers' shoulder. On one
side where technology is preparing students for the future and is a very important part of the
learning, parents are a bit hesitant in sending the personal devices to school. It is apparent that
they want to see their child to succeed but some apprehensions and concerns were hindering their
decision. Parents common fears are possibility of theft, lost or stolen of the device as well as
the wrong use of technology, and getting distracted from their studies. It is very important for a
teacher to satisfy the parents' concerns for their children' personal devices and study habits.
It is very essential to have an open communication between teachers and parents to clear
any doubts and fears that parents may have. Teachers and administration should hold
information sessions, online platform, and provide other ways to inform and educate parents in
determining the implementation of bringing personal device to school.
Parents Information Session can be helpful in providing the answers to the questions and
concerns that parents have regarding bringing personal device to school. As we live in diverse
community, it will provide a platform to parents to ensure the safety of their device and a
creative and innovative learning journey for their child. Teachers must assure parents that access
to the device will be allowed under teacher's supervision and it will be only for e-learning.
Online Platform through school website will provide flexible environment, which will fit
in parents busy schedule. They can access it anytime from anywhere. It will also provide the
opportunity to question their concerns and links to resourceful information regarding technology
in schools as well as how it will be used through personal devices in a teacher led learning
environment. The use of technology through personal devices will be according to the grade
level. This will also help students to get connected with the world and will provide them inquiry
based learning. The teachers can use the links and apps that can help them connected with their
students and parents inside and outside of the school.
To reach everyones homes and to inform parents regarding use of technology through
personal devices, brochure can be sent to homes through students. As we are living in diverse
community it would be good if the brochure will be translated to the languages that are spoken in
that school community. This will also help in better understanding and clearing doubts and
concerns regarding the use of personal devices in school. Bringing your own device will help the
students to get engaged in creative and fun learning environment.

Artifact #8: Diploma in Teacher/Trainer of Adults, Behavior Science Technology

and Educational Assistant Program
My eighth artifacts are the certificate and diploma that I have earned by doing Teacher/Trainer of
Adults from Humber College, Behavior Science Technology program from Humber College and
Educational Assistant program from Sheridan College. In these programs, I studied about
learning styles, behavior interventions and gained information on various disabilities and
disorders in the individuals. Through field practice, I gained the knowledge and skills that I can
use in a classroom.
These programs and work experience in the related field has equipped me in
understanding the students needs according to their diagnosis. Working with students with
special needs has given me the opportunity to cater their needs according to their strengths. It
also has provided me an opportunity to develop, accommodate, and modify the curriculum with
the help of classroom teachers and special education teachers as per their cognitive and physical
strengths and limitations.
These artifacts demonstrate my willingness to learn and instruct the students from diverse
settings. It also shows my readiness to work in an inclusive, caring, and supportive environment
where my knowledge and experience can help me in becoming a caring and supportive educator.
Standards:
New York State Code of Ethics Standards for Teachers:
Principle 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices

The Ethical Standards for the Teaching Profession Care The ethical standard of Care includes
compassion, acceptance, interest and insight for developing students potential. Members express
their commitment to students well-being and learning through positive influence, professional
judgment and empathy in practice.
The Standards of Practice for the Teaching Profession
Ongoing Professional Learning: Members recognize that a commitment to ongoing professional
learning is integral to effective practice and to student learning. Professional practice and self-
directed learning are informed by experience, research, collaboration and knowledge.


Conclusion:
These artifacts have specific value, purpose, and contribution in my professional
development. Each one of them is very special for me as I have gained knowledge, confidence,
and a new learning from them. Each artifact has helped me in learning all the necessary
elements of an effective classroom management such as planning, instruction, assessment,
integrating technology, and a fair assessment. By participating in workshops and trainings like
DASA, Netsmartz, and CRT have shown me the importance of inclusive, safe, and caring
classroom environment. I hope that selection of my artifacts that I have chosen for my portfolio
will show my enthusiasm and willingness to work with students. I have worked very hard
towards my journey to become a supportive, caring, and hard-working teacher who can inspire
students to meaningful, collaborative, and fun-based learning.

Section Four: Alignment to Curriculum & Professional Standards
Introduction
This section of my portfolio, Section Four: Alignment to Curriculum & Professional
Standards, connect the curriculum and professional standards to the artifacts that were presented
in the previous section, Section Three, which was focused on artifacts. This sections focus is
Alignment to the Curriculum and Professional Standards. Alignment to the Curriculum and
Professional Standards are further divided into two main categories of INTASC Standards and
NYS Code of Ethics for Education. Each of these sections will further be broken down into
different Professional Standards sections and principles. Each of these sections will be
connected back to my artifacts that I presented in the previous section. This section of portfolio
is very important as it highlights the value and importance of standards and principles, which
further guide educators in performing their jobs efficiently and effectively. It is an educators
responsibility to deliver the instructions differentially so no child is left behind and have equal
and fair access to learning.
Curriculum & Professional Educational Standards
INTASC Standards
The INTASC Standards help in preparing and guiding new teachers and professionals for
their new roles as educators regarding how to support the learner and learning, content
knowledge and application, instructional practice, and professional responsibility. My all the
artifacts that I have included in the portfolio connect with the INTASC Standards. It is an
educators responsibility to teach the students according to the grade level guidelines by
incorporating differential instructions and ready to learn for professional development and self-
improvement. By following all the standards, an educator can create a positive and safe learning
environment for all the students. The list of artifacts aligns with the INTASC Standards are:
1. Artifact #1: SMART Notebook Author Study Presentation
2. Artifact #2: Weebly Website
3. Artifact #3: Dignity for All Students Act Seminar
4. Artifact #4: Netsmartz Digital Citizenship Workshop
5. Artifact #5: Math Lesson Plan
6. Artifact #6: Social Studies Unit Plan
7. Artifact #7: Survey Assignment
8. Artifact #8: Diploma in Teacher/Trainer of Adults,
Behavior Science Technology and Educational Assistant Program
NYS Code of Ethics for Educators
The New York State Code of Ethics for Educators lay down clear expectations and
principles for educators in order to guide and inspire professional excellence in them. The code
of ethics provides a set of principles that all New York State teachers must adhere to so they can
inspire their students for learning. The NYS code of ethics also help the teachers to commit
themselves for their own learning and professional growth. The collaborate approach by
including colleagues, parents, and community helps in creating a encouraging, constructive,
creative, and collaborative learning environment for the learners. All the artifacts that I have
included in my portfolio connect with the New York State Code of Ethics for Educators.
The list of artifacts is:

8. Artifact # 8 Diploma in Teacher/Trainer of Adults, Behavior Science Technology
and Educational Assistant Program
Ontario Teacher Ethical Standards
The Ontario Teacher Ethical Standards represent a vision of professional practice by
demonstrating trust and responsibility towards students, parents, colleagues, other educational
partners and professionals. The artifacts like lesson plans and website shows my care, respect,
trust, and integrity towards students, parents, and other professionals. The artifacts that connect
Ontario Teacher Ethical Standards are:
2. Artifact # 5- Math Lesson Plan
3. Artifact # 6- Social Studies Unit Plan
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
The NYS Common Core Learning Standards provide guidance to teachers for teaching
ELA, math and social studies. This guide is used to regulate and maintain uniformity across the
education sector. It equips teachers and provides them with ideas for teaching these subject areas
according to the grade level. This ensures consistent learning and assessment for all students.
The following artifacts connect to the P-12 Common Core Learning Standards:
1. Artifact #1- SMART Notebook Author Study Presentation

NYS Learning Standards
The NYS Learning Standards provides an opportunity to all the students to get an
engaging and developmentally appropriate education. The content of the subjects are aligned
according to the stated standards. The standards vary according to the subject area and each
standard define the purpose and outcomes of studying a particular subject. The following
artifacts connect to the NYS Learning Standards:
Ontario Ministry of Education Curriculum Expectation
According to Ontario Ministry of Education website, approximately 1.4 million students
attend Ontario's 4,000 publicly funded elementary schools. The focus of elementary education is
to build a foundation of learning in students. The goal is to develop literacy and numeracy skills
in the students so they can achieve success in other academic areas as well. The government's
goal is to have 75 per cent of students achieving the provincial standard (equivalent to a B grade)
in reading, writing and mathematics. The ministry of education supports the Ontario curriculum
and I have incorporated the Ontario curriculum standards in my lesson plans. The artifacts that
display Ontario curriculum standards are:

TEAC/CAEP Claims
TEAC (Teacher Education Accreditation Council) claims ensure the quality of graduates
from the Medaille College and ensure that students meet these expectations prior to graduation.
They ensure that graduates are professionally ready and competent to become school teachers.
In my lesson plans and in SMART Notebook presentation, I have demonstrated my ability to
include differential instructions to accommodate the needs of different style of learners. The
artifacts that connect with the TEAC Claims are:
2. Artifact #2- Weebly Website
5. Artifact #7- Survey Assignment
International Society for Technology Education for Teachers and Students (ISTE)
The ISTE standards describe new skills and pedagogical insights that educators need to
teach, work and learn in todays digital age. Todays students are digital citizens and they learn
and respond better by incorporating technology. The ISTE standards describe the skills and
knowledge students need to know to learn effectively and live productively in a global and
growing digital society. The following artifacts connect to the ISTE standards:

International Literacy Association (ILA) Professional Standards
International Literacy Association Professional Standards are established to improve
reading instructions as well as to encourage the habit of reading. For a teacher candidate, it is
important to incorporate major theories, research, and best practice to provide support to the
students according to their cognitive development. The following artifacts connect to the ILA
are:
Council for Exceptional Children (CEC)
Council for Exceptional Children (CEC) provides professional ethical principles and
practice standards in ways that respect the diverse characteristics and needs of individuals with
exceptionalities and their families. It is a teachers responsibility to accommodate and modify
the curriculum according to students needs and strengths. The following artifacts connect my
efforts with CEC:

Conclusion
These standards are significant for understanding all aspects of the educational process.
They are necessary as they reflect on my learning inside and outside of the class and professional
practice during the placement. The foundation of each set of standards in the artifacts lies in
executing different sets of skills, each component part is necessary for the professional
development and understandings which a teacher requires to function in todays diverse and
digital educational environment. The artifacts presented in Section Four support these standards,
and in other terms the standards support the artifact to show understanding and acquisition
according to the grade level. The process of showing and working according to the curriculum
and professional standard chart is a necessary tool for educators as it helps them to align the
learning as per the set guidelines.

158
MSED ELEMENTARY
Section Four: Alignment to Curriculum & Professional Standards Chart
Artifact Title INTASC NYS Code of NYS NYS TEAC/ ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Learning CAEP Standards International Standards Curriculum Teacher
Standards Common Standards Claims for Teachers Literacy Standards Ethical
for Core and/or Association Standards
Educators Learning Students Professional
Standards Standards
EXAMPLE: Learner & Principle 2: Reading Standard Claim 1: Teacher Standard 2: N/A Grade 1: Ethic
Learning: Promote Literature 2: Subject Standard 1: Curriculum Making Standard of
Artifact #1: Standard #2: Student RL.1.1: Informatio matter Facilitate and Instruction Inferences/ Care
Learning Learning Make n Systems inspire Interpreting
SMART Differences: connections Claim 2: student Standard 3: Text 1.5
Notebook Author between Pedagog learning and Assessment &
Study Presentation Instructional self, text, y & Best creativity. Evaluation Grade 1:
(Grade 1) Practices: and the Teaching Student Number
Standard #8 world Practices Standard 1: Standard 5: Sense and
Instructional around them Creativity Literate Numeration
Strategies (text, media, and Environment
and social innovation. Science 3.1-
Content: interaction). Understandi
Standard 4: ng Basic
Content Math: Concepts
Knowledge Measureme
nt and Data-
Money
Science:
Standard 4
Key Idea 1
159
MSED ELEMENTARY
Artifact #2 Learner Principle 1: Claim 1: (1) Inclusion: Respect
Developme Foster Subject Creativity Standard Care Trust
Weebly Website nt: Student Matter, and 3, Family Integrity
Standard Growth, Claim 2: innovation Involveme
1k: Critical Principle 5: Pedagog (3) Model nt:
Disposition Collaboratio y and digital age Standard 5
s, Learning n and Best work and
Environme Cultural Practice learning
nts: Responsive s, Claim (4)Promote
Standard ness 3: and model
3n: Critical Caring digital
Disposition Principle 6: Educato citizenship
s, Content Educators rs and
Knowledge advance the responsibilit
: Standard intellectual y
4g: and ethical
Performanc foundation
es, of the
Professiona learning
l Learning community.
and Ethical
Practice:
Standard
9f:
Performanc
es
160
MSED ELEMENTARY
Artifact #3 Standard Principle 3: K.
Dignity for All#9: Educators Engaging
Students Training
Professiona commit to in the
l Learning their own improvem
and Ethical learning in ent of the
Practice order to profession
develop through
their active
practice. participati
on in
profession
al
organizati
ons. L.
Participati
ng in the
growth
and
disseminat
ion of
profession
al
knowledg
e and
skills.
Artifact # 4 Standard Principle 3 (5)Engage
Netsmartz Digital #9: Educators in
Citizenship Professiona commit to professional
Workshop l their own growth and
Learning learning in leadership
and Ethical order to
Practice develop
their
practice.
161
MSED ELEMENTARY
Instruction
Artifact #5 Math Principle 2: Number & Claim 1 Standard Grade One: Standard of
Lesson Plan al Practice: Promote Operations and 2: A: Number Care
Standard 8: Student in Base Subject Maintaini Sense and
Instruction Learning Ten-2.NBT matter, ng Numeration
al Pedagog challengin
Strategies y and g
best expectatio
teaching ns
practices
Artifact # 6 Social Instruction Principle 2: Grade 4: Standard 1: Claim 1: Teacher Standard 2: Heritage Grade 3: Standard of
Studies Unit Plan al Practice: Promote Native History of Subject Standard 1: Curriculum and Heritage and Care,
Standard 7: Student American the United Matter, Facilitate Instruction Identity: Identity Respect
Planning Learning Groups and States Claim 2: and inspire Communit
for the Pedagog student ies in
Instruction Environme y and learning and Canada,
nt Best creativity. 1780-1850
Practice Student
s, Claim Standard 1:
3: Creativity
Caring and
Educato innovation.
rs
Artifact # 7 Survey Professiona Principle 3: Claim 1: The Ethical
Assignment l Commitmen Subject Standards
Responsibil t to My matter for the
ity: Learning Teaching
Standard Profession:
10: Care,
Leadership Integrity
and
Collaborati
on
162
MSED ELEMENTARY
Artifact # 8 Standard Principle 4: The Ethical
Diploma in #9: Educators Standards
Teacher/Trainer Professiona collaborate for the
of Adults, l Learning with Teaching
Behavior Science and Ethical colleagues Profession:
Technology and Practice and other Care,
Educational professional Respect
Assistant s in the
Program interest of
student
learning.

Section Five: Teacher Candidate Reflection Guidelines
Education is a process of living and a preparation for future living- John Dewey (1963)
Introduction
This portfolio has given me the platform where I can showcase my work, experience, and
knowledge that I have gained by doing Master of Science in Education at Medaille College. In
the previous section, I shared the artifacts and associate them with the standards developed by
Board of Education in New York State as well as in Ontario. By doing so, I got the opportunity
to demonstrate how I apply standards and code of ethics to design my lesson and unit plans. It
also helped me in identifying and relating my artifacts to INTASC standards, TEAC/CAEP
claims, and ISTE standards for teachers and students, ILA and CEC standards as well as also
with Ontario Teachers Ethical Standards.
This section of the portfolio is focus on reflection. Reflection provides me an
opportunity to look back and think what I have learned in this journey and where I can improve
and become a better educator. The Teacher Candidate Reflection section of this portfolio will
transmit my readiness and willingness to become an educator by highlighting my skills,
knowledge, experience, and values that I have achieved through teaching practice and learning.
Within this section, I hope to highlight some of the skills that I have gained in this educational
and professional journey.
This section will help me in reflecting my thoughts and experiences at Medaille, which
has helped me in gaining knowledge and positive experience. The experience I am taking away
from Medaille College will guide me in becoming an effective and empathetic educator. I would
also like to reflect on the TEAC Accreditation claims as MSED program offered at Medaille
College prepares their graduates to have the subject matter knowledge (Claim 1), meet the needs
of diverse learner through effective pedagogy and best teaching practices (Claim 2), and be
caring educators and have effective teaching skills (Claim 3).
Portfolio Project/Teacher Education Learning Experiences
The Master of Science in Education program at Medaille College is a wholesome
program that has provided me the knowledge and professional experience through various
courses and trainings. This program has helped me in understanding the philosophy and
pedagogy of education through learning about various theorists and their theories, importance of
cultural responsive teaching in the classroom, and application of differential instructions by
incorporating technology and group work.
The programs main focal point is to make you ready for the work force in the field of
education by offering the courses like Research in Education, Developmental Literacy, The Core
of Education, Educational Methods of Teaching: The Arts, Language Arts, Social Studies
(TEAC Claim 2: Medaille College graduates meet the needs of the diverse learners through
effective pedagogy and best teaching practices) and trainings like DASA (Dignity for All
Students Act), Child Abuse and Violence prevention and Intervention workshops (TEAC
Claim3: Caring Educator).
The graduate program offered student-teaching placement, which provided me a privilege
to work in an elementary school setting. The benefit of the placement was to work in primary
and junior elementary grades that helped me in learning from students, professionals, associate
teachers, and to interact with school administrators, and community members in a respectful and
positive manner. The school placement also provided the opportunities to attend parent-teacher
meeting, ISSP (In School Support Program) meeting where the ISSP team look for the
interventions and programs to help a student. During my stay at school I also got the privilege
to participate in a literacy development conference where I learned strategies about how to
improve students reading skills by involving students in fun and inquiry based learning (TEAC
Claim 2: meet the needs of diverse learners through effective pedagogy and best teaching
practices and TEAC Claim 3: Caring Educators).
In addition, the MSED portfolio project has provided me a platform where I can display
my organizational and professional development skills by showcasing my lesson plans,
workshops, and trainings, which can further reflect on my student learning experiences. MSED
program also showed me the path towards necessary steps like the requirements and conditions
in order to obtain my certificate to become an educator.
In the MSED program, in the course named, Research in Education, I studied how to
conduct educational survey in school setting. This assignment helped me in learning how a
purposeful survey with the help of taking and collecting data can help in determining something
that could be useful for a childs learning journey. I also learned that there are opportunities
where educators can send surveys to parents to get their input on classroom based concerns
and/or suggestions that they might have and can benefit their childs learning (TEAC/CAEP
Claim 2: Effective pedagogy and Best teaching practices; OCT Ethical Standard: Care).
Todays school culture is very diverse and inclusive. Every school board encourages a
growth mindset on being inclusive. One of the courses that I took in MSED program was to
learn about diversity and cultural responsive teaching. In this course, I learned about how to
acknowledge and being respectful to the diverse population around you. In the classroom, all the
students share their knowledge on socio-economic factors, gender biases, accommodating and
modifying the curriculum according to students special needs. This course helped me in
understanding the needs of the diverse community and how I can address those needs by
including every child in the classroom (TEAC/CAEP Claim 3: Caring Educators).
My field experience at Buffalo Prep was a great learning opportunity. It was amazing to
see that how wonderfully a dedicated organization run a school on the weekends. It prepares
students to apply to the colleges to get higher education and get the grants that they are eligible
for. It shows effective pedagogy and best practices (TEAC/CAEP Claim 2) to help students to
succeed in life. It is a perfect example to give back to the community by helping and educating
those students and their families that may not have the same access to the resources as other
families might have (OCT Ethical Standard: Care, Respect).
I thoroughly enjoyed the courses like Developmental Literacy and Assessment and
Evaluation of Literacy. In Developmental Literacy course, I learned the importance of teaching
phonics, phonemic awareness, vocabulary, fluency, and comprehension to a child in his early
stages of learning. On the other side, Assessment and Evaluation of Literacy gave me an
opportunity to prepare students for active learning by conducting assessments like RTI
(Response to Intervention). RTI is a multi-tier approach helps in early identification and support
to students with learning and behavior needs.
Another course that I took in MSED program was learning about technology. This
course provided me hands-on experience on composing SMART Notebook lesson plans and
interactive activities. I also created my own website by using Weebly program. This website
will allow my students to view lesson plans, upcoming events, parents and students resources,
and will also provide me a platform to stay in touch with parents by posting the classroom
updates and events.

Every semester and course throughout my time at Medaille College, has given me the
opportunity to learn subject courses and their application in the classroom. I have thoroughly
enjoyed reading the curriculum standards and applying those in making lesson/unit plans to teach
different strands (TEAC/CAEP Claim 1: Subject Matter) according to the grade level. It has also
been a great learning experience through my colleagues as they come up in front of the
classroom to share their ideas on how lessons can be taught by incorporating cultural responsive
teaching pedagogy. During student-teaching placement, it has also been a great learning
experience teaching these lessons to a class.
Readiness to Become a Teacher
Tell me and I forget. Teach me and I remember. Involve me and I learn. (Benjamin
Franklin)
This MSED program at Medaille College has taught me the skills and strategies, which
has given me the confidence to be an effective educator. I am waiting eagerly for the day when I
will get back into the classroom and be able to teach and learn with students. One of my
strengths that I bring to the classroom is my passion and dedication for teaching. I will
demonstrate my positive character traits by applying best teaching practices and effective
pedagogy to show my students that I am a caring educator. This is done by making learning fun
and pleasurable.
By incorporating differential instructions and strategies, I would like to make my lessons
fun and engaging. I would like to make learning positive, collaborative, and interactive. I would
like to be proactive in terms of planning, instructing, assessing, and re-engaging my students in
order to address misconceptions regarding taught lesson. I would like t create inclusive
classroom so that I can cater the needs of each and every student in the classroom.
My previous educational background in the programs like Educational Assistant,
Behavior Science Technology, and Trainer/Teacher of Adults and work experience in a
school setting has given me multiple opportunities to work with student with various special
needs. Working with students with special needs in inclusive environment has given the
opportunity to develop classroom management skills along with being empathetic, caring, and
respectful educator.
Today we are living in the digital age where technology plays a big role in our lives. To
make our students digital students, it is necessary to teach them as per todays demands. In
MSED program at Medaille College I got the opportunity to learn how to incorporate technology
in the classroom. I learned how I can create interactive activities and lesson plans by using
SMART Notebook application. The Weebly website has provided me another paradigm to
involve parents in their childs learning by keeping the website active. I can integrate technology
in many ways to teach the curriculum, it encourages inquiry and fun based learning.
I believe that every child must have an access to education. To support each and every
child in the classroom I would like to include differential instructions in delivering the lessons.
It is very important to cater the needs of all the students in the classroom. Non-intimidating,
caring, and cooperative learning environment and positive reinforcement can help a child to
succeed and shine.
I strongly feel that MSED program at Medaille College has prepared me to be a dedicated
educator. Through active research and collaboration with colleagues, students and their families,
I can create a classroom where I will promote inclusion, gender equality, care, respect, trust, and
integrity. I would like to have a growth mindset where I am always open to learn and grow.
Also I would like to integrate my learning from Medaille College, through my peers and
associate teachers in the classroom. I would like to see myself teaching and learning and
growing as a better person each day.
Conclusion
The MSED elementary graduate program offered at Medaille College introduced me to a
variety of experiences which have helped me further develop my understanding of the personal
and professional character traits that are attributed to the field of education. An educator must be
able to make a positive rapport with the students. Educator prepares the positive learning
environment for the students and ensures that the safety concerns are addressed.
It is a teachers responsibility to communicate effectively and inclusively not only with
students, but also with fellow colleagues, school administrators and community members.
Teachers should create a positive, nurturing, fun and safe learning environment so the students
can get motivated to learn and explore. It is teachers responsibility to integrate variety of
variables in their instructional methodology in order to be able to reach every single mind in the
classroom.
Educators must possess clear and focused judgment; and they need to develop effective
organizational and leadership skills. It is an educators responsibility to provide the
manipulatives in the classroom so the students can explore and learn by using the manipulatives
in the classroom. It is very important for an educator to have subject area knowledge as they
need to know the curriculum and the educational and professional standards in order to deliver
an interactive lesson plan.
Educators observe their students closely and help them in developing problem solving
skills by asking questions, guiding them through conflict, and by encouraging language
development. I strongly believe in professional development as it helps in grooming childs

cognitive, social, physical and emotional development. I feel that I am ready to start a new
learning journey. I hope that my artifacts, philosophy of education and lesson/unit plans that
show subject area knowledge in this portfolio will be able to provide an insight of me as an
educator. I have passion and dedication for teaching and enjoy creating activities so the students
can learn in a positive, fun learning environment.

Section 6: Teacher Candidate Teacher Interview Video
Teacher Candidate Interview Video
I have prepared a screencast-o-matic video tutorial, https://screencast-o-
matic.com/watch/cbjhntlp1B to provide some background information on myself. The embed
code for the video is <iframe width=1280 height=892 frameborder="0" scrolling="no"
src="https://screencast-o-matic.com/embed?sc=cbjhntlp1B&v=5&ff=1"
allowfullscreen="true"></iframe>
The videotaping of a mock interview has provided me an opportunity to practice my interview
skills and get comfortable as well as prepared for an actual interview. By videotaping the
interview provided me the opportunity to reflect on the experiences that I have gained through
in-class learning and student teacher placement.
Teacher Candidate Interview Questions & Responses
Introduction
This section provides answers to some commonly asked interview questions. With the
help of a Screencast-O-Matic, screen and webcam recorder provides an opportunity to share the
asked questions and answers on my Weebly website. The screen recording of the video has
helped in showcasing my skills, subject matter knowledge, best teaching practices, and culturally
responsive classroom management pedagogy. The interview questions and answers demonstrate
my caliber as caring and empathetic educator who intends to have an inclusive classroom that
celebrates diversity.
Before I start answering teacher candidate interview questionnaire, I will introduce
myself in a following manner.

Hello, my name is Indu and I would like to welcome you to my Master of Science in
Education teacher candidate interview video. I took the MSED program from Medaille College,
Buffalo, New York, which has helped me in grooming myself with knowledge and experience in
the field of education. Throughout the video, I would like to share some of the artifacts that will
showcase my readiness to become a professional educator.
Briefly share a little about your background experiences that have led you to choose a
career in education?
I work as a teaching assistant within the Peel District School Board that has led me to
choose a different role in education. By working as a teaching assistant with students with
special needs in various settings have helped me in gaining knowledge and understanding of the
importance of the role of an educator that how it impacts and influences childrens lives. Being a
teaching assistant, I always have worked in collaboration with a teacher to create and maintain a
community, fun-based, and inclusive learning environment for all the students in the classroom.
During my student-teacher placement in elementary schools, I identified the importance
of a multidisciplinary team. I acknowledged that how my associate teacher works
collaboratively alongside with other professionals to set achievable and attainable learning goals
for the students. It is beneficial to the student to have all the support they need to succeed. It is
also advantageous for the professionals to have successful working relationships with their
colleagues and working partners to ensure that the student is receiving the best education
possible.
What have you learned in your teaching training program that will make you an excellent
classroom teacher and colleague?

In my teaching training program, I received multiple opportunities that can help me in grooming
myself as an excellent classroom teacher and a colleague. Some of my best leanings are:
To develop lesson plans according to grade level curriculum and standards
To integrate technology in the classroom that further help in creating collaborative, fun-
learning environment
Importance of making accommodations, modifications, and delivering differentiating
instruction as per students strengths and needs
CRT, DASA, EAS
Professional collaboration
On-going Professional development
Provide us with an example of a lesson you taught. How did you integrate it with other
curriculum areas, address the common core learning standards, technology, student
engagement, and motivation. What were the results of the lesson?
I taught a math lesson to grade 4 students on division. According to the NYS Standards
and Ontario Math Curriculum, students fluently divide within 100, using strategies and student-
generated algorithms. I taught the lesson by incorporating different strategies like repeated
addition, distribution property, and grouping to solve the word problems on division.
The teacher shared an example from procedural writing when the class made pancakes
and how the students dealt with extra pancakes. The students used oral communication skill as
they shared their reasoning with the rest of the class. I integrated technology in the form of
iPads. Students work in pairs on the app, show me to demonstrate their work by taking
pictures of their work and by recording their voices to explain their reasoning on the asked
division problem.
The lesson was very successful as students exhibited their interest and learning on iPads.
The students were engaged throughout the lesson as the use of iPad motivated them to stay on
task. The differential instructions catered the needs of all the learners in the classroom.
How will your knowledge of the current trends in education inform you as an educator in
our district/board/school?
I would like to incorporate differential instructions and scaffolding in order to help
students to learn the content in a variety of ways. I would also like to incorporate technology in
my lesson plans as I have noticed that todays generation is digital citizens and they would like
to explore by hands-on learning experiences. I would like to involve culturally responsive
classroom management strategies because now the classrooms are very diverse and to respect all
the cultures by having unbiased approach is very important for the educators. Strong knowledge
of different learning styles and attitude towards student-centered learning is equally important.
In addition, on-going professional development and open collaborative approach with working
partners and professionals will allow me to be a more effective educator in the classroom.
Why should we hire you instead of the other applications we have interviewed?
I feel that I possess the qualities that an educator must have, such as:
I am honest, reliable, and hardworking individual who is very passionate about teaching.
I will make the classroom safe and secure for all the students in the classrooms they will feel
invited and unafraid to share their views and opinions on their learning.
I have the ability to adapt and change, which makes me to welcome new ideas, constructive
criticism, and related information about resources and tools.
Plan, instruct, assess, re-engage the students if taught concept is not cleared to them as well as
accommodate the needs of the students

Integrate technology into the classroom
CRT, DASA, EAS
Professional collaboration by working alongside with my colleagues, students, parents, and
other professionals.
Always try to engage myself in on-going professional Development.
Conclusion
The journey of becoming an educator has been an enlightening and educational
experience. I am honored to get the chance to share with you my accomplishments and the
experiences that I have gained in the process of becoming an elementary teacher. I am so
grateful for all my experiences that I have achieved in MSED program at Medaille College
because without them I would not be able to touch my dream of becoming an educator. This
educational expedition has led me to become the caring, dedicated and passionate person. I
would like to thank you for taking the time to get to know me by reading this portfolio.

References
Covey, S.R. 1989. Organizing Change Upward Spiral. Free Press
(n.d.). Retrieved July 3, 2017, from http://www.tecweb.org/styles/gardner.html
N. (n.d.). Keep curiosity alive and children will thrive. Retrieved July 3, 2017, from
http://vancouver.24hrs.ca/2017/01/15/keep-curiosity-alive-and-children-will-thrive-says-
education-expert-ken-robinson
McLeod, S. (1970, January 01). Saul McLeod. Retrieved July 3, 2017, from
https://www.simplypsychology.org/bruner.html
Elementary Assessment. (n.d.). Retrieved July 3, 2017, from

http://www.peelschools.org/parents/helpyourchild/reporting/elementary/Pages/default.aspx
Ethical Standards | Ontario College of Teachers. (n.d.). Retrieved July 3, 2017 from
http://www.oct.ca/public/professional-standards/ethical-standards
ISTE Standards. (n.d.). Retrieved July 3, 2017 from http://www.iste.org/standards
The Ontario Curriculum. (n.d.). Retrieved July 3, 2017 from

http://www.edu.gov.on.ca/eng/curriculum/elementary/
EngageNY. (n.d.). Retrieved July 3, 2017 from https://www.engageny.org/
(n.d.), Retrieved July 10, 2017, from

http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pd
f
(n.d.). Retrieved July 10, 2017, from http://www.oct.ca/public/professional-standards/ethical-

standards
(n.d.), Retrieved July 10, 2017, from http://www.highered.nysed.gov/tcert/pdf/codeofethics.pdf
(n.d.). Retrieved July 10, 2017, from http://www.oct.ca/public/professional-standards/ethical-

standards
C&I. (n.d.). Retrieved July 10, 2017, from

http://www.p12.nysed.gov/ciai/common_core_standards/
Ontario, G. O. (n.d.). Ontario Ministry of Education. Retrieved July 10, 2017, from
http://www.edu.gov.on.ca/eng/
Ontario, G. O. (n.d.). The Ontario Curriculum: Elementary. Retrieved July 10, 2017, from
http://www.edu.gov.on.ca/eng/curriculum/elementary/grades.html
What is pedagogy? (2015, May 11). Retrieved July 14, 2017, from http://infed.org/mobi/what-is-
pedagogy/

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MSED ELEMENTARY PORTFOLIO PROJECT 1

MSED Elementary Portfolio Project

July 31, 2017

An Elementary Portfolio Project submitted to the

Faculty of the Graduate School of Education of

In partial fulfillment of the requirements for the degree of

Master of Science in Education

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project3

Section Two: Teacher Candidate Background Experiences....10

Section Three: Teacher Candidate Artifacts....23

Artifact #1: Title . 25

Artifact #2: Title .53

Artifact #3: Title ..55

Artifact #4: Title58

Artifact #5: Title ..61

Artifact #6: Title . 71

Artifact #7: Title 133

Artifact #8: Title ...145

Section Four: Alignment to Curriculum & Professional Standards .151

Section Five: Teacher Candidate Reflection .163

Section Six: Teacher Candidate Interview Video .171

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction, Overview and Rationale

portfolio is a reflection of my academic and practical work experiences that demonstrates my

readiness towards a learning journey.

This portfolio showcases a collection of assignments, lesson plans, assessments,

planning, assessing, integrating technology, and instructing the students in an inclusive

classroom. I have learned to be an effective educator, it is very important to assess students

learning. Culturally Responsive Teaching is a pedagogy that recognizes the importance of

becoming a graduate of Master of Science in Education is just the beginning. An educators

Each section demonstrates my learning and teaching style as an educator.

Section two: Teacher Candidate Background Experience will outline my background

previous professions as an educational resource facilitator, instructional behavior therapist,

present pedagogy, classroom management techniques, instructional strategies, and methods of

including the needs of all learning style learners in the classroom.

and competencies within curriculum expectations. It is teachers foremost responsibility to

instructional strategies, accommodations and/or assessments is a significant pedagogical tool,

an opportunity to reflect upon my growth and readiness to imply effective classroom

will also help me in sharing my experience, knowledge, and preparedness to become an

under the guidance of my instructor.

Theories, Theorists and Experts in the Field of Education

I also believe in Howard Gardners theory of multiple intelligences. Howard Gardner

variety of meaningful and appropriate activities help students in developing confidence.

personal freedom, security, wisdom, and power (Steven Covey, 1989).

[Back to Table of Contents]

Section Two: Teacher Candidate Background Experiences

have listened to them actively.

some courses from the local community colleges.

grounds to recognize me as a kind and motivated individual and a potential teacher.

Educational Background and Work Experiences

My academic background is in the sciences. I finished my undergraduate degree in

me in boosting my self-esteem and I registered myself in Community Worker-Outreach and

want to see myself growing in different roles.

program at Medaille College.

I learned the benefits of cooperative and inquiry based learning.

these experiences have helped me in gaining confidence to become a resourceful teacher.

School Observations and Classroom Application

mentor for my student teaching placement explained us the importance of classroom

a teacher and a student.

support to the students with autism.

level in terms of recognizing their emotions and feelings.

above all their personalities.

instructional strategies and the process of assessment. My personal philosophy of education is