Ariana Szep

Professor Suk
EDUC 230-03 Education Field Experience
Spring 2023
Rationale Statement-Standard #4

Standard # and Title:

Artifact: Springtime Comic Writing Lesson Plan

Date of Completion: Spring 2021

Course Completed in: EDUC 230-03

Rationale Statement:

The artifact that I have chosen is the Springtime Comic Writing Lesson Plan that I

created in my Foundations of Education/ Preschool course in high school. I designed this lesson

specifically for second grade and targeted the subject area of English literacy. This lesson plan

begins with a carpet group lesson where the topic of spring is introduced and the students

collaboratively brainstorm with their classmates words and symbols that represent spring. Once

the class regroups, student’s share their answers aloud while the teacher creates a list on the

whiteboard. Then, after thorough explanation and instructions, the students use the website

Storyboard to create a springtime themed comic to bring the words, phrases, and symbols that

the class brainstormed together to life through their individual creativity. The artifact best

correlates with Standard #4 as it has created a lesson according to the Common Core Standards

that engage and intrigue students, which allows them to grasp the key concepts and takeaways of

the lesson confidently to reach their highest level of mastery. Particularly, in the performance

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indicator group, indicator number four connects seamlessly with the lesson plan, “The teacher

stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts,

and makes connections to learners’ experiences,” (“New Jersey Professional Standards for

Teachers alignment with InTASC,” 2014, p. 5). During carpet time, when students are asked by

the teacher to brainstorm, “What are some things that remind you of spring?” students are

required to analyze their own life experiences and learned concepts, which display their prior

knowledge of springtime. In continuation, through sharing out loud as a class and creating a

bulleted list to keep track of everyone’s connections, student’s are able to connect their familiar

ideas of spring to brand-new ones that are shared by their peers to advance their knowledge of

the topic. Additionally, through the use of Storyboard, the student’s use a selection of the various

symbols that the class collaborated on to make their comic, which aids them in making

connections between the class’s words and phrases to their personal experiences of spring.

As the artifact was one of the first lesson plans I created as a student, it opened my eyes

to the complexities of teaching and lesson plan making. Due to being a novice and just beginning

to dip my toes into the education field, I was unaware of the different sections present in every

lesson, such as the standard, assessment, and accommodation. Through the completion of this

artifact, I learned that each lesson plan is thoughtfully curated and planned specifically with the

group of students in mind to achieve the highest success for each student. Also, I learned that

lesson plans also act as a toolkit by preparing for all possibilities, such as extra activities for

students who finish early or modifications for students who need aid in order to complete the

assignment. This preparedness helps the teacher or substitute feel ready for any situation and to

help all students thrive during the lesson. Reflecting back on the completion of this lesson plan

today, I have also learned that lesson plans are useful resources, however, are never concrete or

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unchangeable. As a teacher, flexibility is a necessity in order to create a successful lesson as you

are constantly learning with your students. For example, one lesson may work one year, but may

not work the next. Being open to changing things on the spot if the lesson plan is not working for

the students as well as reflecting on how the lesson went and making the necessary changes

afterwards will help in the betterment of your students' learning.

In the future, I am interested in both infiltrating this lesson plan or parts of the lesson plan

into my future teaching practices. Firstly, similar to the carpet discussion, I would like to

encourage student brainstorming, communication, and collaborative thinking. From my personal

experiences in school and academia as well as my observational experience, sharing thoughts

and ideas in small groups is very effective and helps students form relationships with their peers,

acquire real world skill sets, such as problem-solving and teamwork, and feel confident in

individual involvement once asked to share in a group discussion. I will infuse “talk to a partner

or neighbor” as well as small group discussions in my future professional practice. Secondly,

especially in this day and age of advancing technology, I would like to use technology in

innovative ways to help master students computer capabilities, such as using Storyboard. Using

google-based websites in engaging ways (ex. making a math “jailbreak” activity using google

forms) and finding enriching school-based sites will help demonstrate to students all the

countless free resources at their fingertips. Thirdly, I would like to infuse creative choice in areas

of each lesson where creativity can be used, such as creating their own stories or comics. While

the classic paper and pen lessons and assignments can be effective, giving students the ability to

have ownership over their creations and involvement in their learning will further their growth.

Furthermore, allowing creative freedom broadens the students educational toolbox, which will be

used throughout school and beyond as they continue into their careers.

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 Reference

New Jersey Professional Standards for Teachers Alignment with InTASC. (2014, August 4).

Retrieved from New Jersey State Department of Education:

https://www.state.nj.us/education/profdev/profstand/ProfStandardsforTeachersAlignment

withInTASC.pdf

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