Professional Portfolio

X-Y=? X-Y=? ABC 2+2=4 ABC 2+2=4 2+2=4

2 X-Y=? Table of Contents X-Y=? DAomaBin CI: Designing Instruction and Assessment to Promote Student LearningABC 5E Instructional Model Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Educational Theorists Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 ELPS Vocabulary Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 PBIS: A Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Domain II: Creating a Positive, Productive Classroom Environment Classroom Floor Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Classroom Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Essential Questions: A Book Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 The First Day of School: A Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Digital Connections: My Teacher Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Domain III: Implementing Effective, Responsive Instruction and Assessment A Look at Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Higher-Order Thinking: Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Lesson Reflection: My 5E Model Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Professional Development Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Domain IV: Fulfilling Professional Roles and Responsibilities My Educational Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Resume and Letters of Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 A Letter of Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Professional Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Professional Reading: The Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 ii X-Y=? 2 + 2 = 4

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2 X-Y=? ABCX-Y=? Domain IABC DESIGnInG InSTRuCTIOn AnD ASSESSMEnT TO PROMOTE STuDEnT LEARnInG96 X-Y=? 2 + 2 = 4

2 X-Y=?5E Instructional Model Lesson Subjet / Topic: Photo Editing Fundamentals: Sizing, Color Correction, and Class: Digital Design and Media ProductionA B CPreparation for Media Deployment Content Objectives: §126.41.c.6: Technology operations and concepts. The student uses technology concepts, systems, and operations as appropriate for a project. The student is expected to: (F) Demonstrate appropriate use of digital photography and editing to: (iii) Demonstrate image enhancement techniques such as feathering, layering, color enhancement, and image selection using appropriate digital manipulation software. (H) Deploy digital media into print, web, and video products to: (i) Produce digital files in various formats such as portable document format (PDF), portable network graphics (PNG), and HyperText Markup Language (HTML). Related Objectives: §74.4. English Language Proficiency Standards: (c) Cross-curricular second language acquisition essential knowledge and skills. (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A),(D),(E),(F), and (G). Texas College & Career Readiness Standards (TCCRS): Cross-Disciplinary Standards: I. Key Cognitive Skills: E. Work Habits: (1.) Work Independently: (a) Plan a project, establish its parameters, and complete it with minimal supervision, seeking assistance accordingly. (b) Follow directions or procedures independently. (c) Complete assignments outside the classroom setting in a timely manner (2.) Work Collaboratively: (a) Work collaboratively with students from various cultural and ethnic backgrounds. (b) Distinguish between situations where collaborative work is appropriate and where it is not. II. Foundational Skills: E. Technology: (4.) Use Technology Appropriately: (a) Explain how technology is a useful and effective tool to communicate findings. Materials / Resources: Computer, LCD Projector, Key Vocabulary: photo retouching, print media, digital media, color space / color Student Machines, Internet Resources, Adobe™ model, CMYK, RGB, HSB, crop, pixel, pica, exposure, levels, resolution, file Photoshop™ format, dpi (dots per inch)X-Y=? Day 1: Engage Day 2: Explore Day 3: Explain Day 4: Elaborate Day 5-6: Engage •Ss will complete photo sort activity based on •Ss till complete a color •Ss will observe T during •Ss will engage in •Ss will complete prior knowledge of value appraisal scavenger retouching activity. independent practice individual project to acceptable standards for hunt. •Ss will reinforce learned activity. assess learned skills. photo publication. •Dialogue about concepts and apply them •T will provide scaffolded •Ss will complete a •Ss will complete KWL interrelated concepts: during hands-on activity. support as needed. synthesis activity to chart. color model and •Ss will reflect on •Ss will reinforce key illustrate learning in a •T will introduce publication intent. implications of altering content and technical variety of media. preliminary content •T will scaffold content others’ work in vocabulary. •Ss will engage in an vocabulary. vocabulary. compliance with fair-use. •Ss will brainstorm real- independent reflective •Ss and T will discuss •Ss and T will discuss •T will introduce world interdisciplinary activity to promote legal implications of similarities between technical content applications for newly literacy alongside content retouching. modern printing and old vocabulary. learned concepts. skills. methods. Differentiated Instruction Support: Learning Strategies: Learning Styles: Technology-based materials, tactile lesson elements, visual aides, Hands-on, real-world, Think-Pair-Share, I/We/You diff. product. Do, Digital Collaboration, Technology, Gallery Walks, English Language Learners: Reinforce academic vocabulary, non-verbal cues Collaborative Learning, Collaborative Technology, (gestures), word banks with translations and definitions. Translated course content available on class website. Gifted/Talented Learners: (Level-Up!) Assignment variance; Differentiate product based on interest and level of ability. Learners with IEP / 504 Accommodations/Modifications: Follow individual student modifications and accommodations based on documentation, provide extra time, instructional aide support. ABC DOMAIn I 1 X-Y=? 2 + 2 = 4



























ABC DOMAIn I 15 X-Y=? 2 + 2 = 4

ABC16 5E InSTRuCTIOnAL MODEL LESSOn X-Y=? 2 + 2 = 4

ABC DOMAIn I 17 X-Y=? 2 + 2 = 4

2 X-Y=?Educational Theorists ResearchX-Y=? ABCABC18 X-Y=? 2 + 2 = 4

ABC DOMAIn I 19 X-Y=? 2 + 2 = 4

ABC20 EDuCATIOnAL THEORISTS RESEARCH X-Y=? 2 + 2 = 4

ABC DOMAIn I 21 X-Y=? 2 + 2 = 4

ABC22 EDuCATIOnAL THEORISTS RESEARCH X-Y=? 2 + 2 = 4

2 X-Y=?ELPS Vocabulary Lesson Topic / Subject: Unit 7, Advanced Design Class: Digital Design and Media ProductionA B CPrinciples Content Objectives: English Language Proficiency Standards: §126.41.c.6: Technology operations and §74.4. English Language Proficiency concepts. The student uses technology Standards: (c) Cross-curricular second concepts, systems, and operations as language acquisition essential knowledge and appropriate for a project. The student is skills. expected to: (1) Cross-curricular second language acquisition/learning strategies. The ELL (E) apply design and layout principles and uses language learning strategies to techniques to: develop an awareness of his or her own (i) incorporate the principles of design, learning processes in all content areas. In including balance, contrast, dominant order for the ELL to meet grade-level element, white space, consistency, learning expectations across the repetition, alignment, and proximity; foundation and enrichment curriculum, all (ii) apply the elements of design, instruction delivered in English must be including text, graphics, and white space; linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.X-Y=? Key Vocabulary: Materials / Resources: balance, contrast, dominant element, white Computer, LCD Projector, Vocabulary Word space, repetition, proximity, alignment, Association Cards, Sentence Stem Cards, consistency Cognate Vocabulary Cards Strategies: Scaffolding: Think-aloud, Think-Pair-Share, Real-World, Guided, Modeling, Individual Technology Grouping: Processes: Whole Class, Independent Reading, Listening, SpeakingReview & Assessment:Review Key Vocabulary, Review Key Concepts, Oral, Pairs, Individual, Group ABC DOMAIn I 23 X-Y=? 2 + 2 = 4

ABC Lesson Plan Outline: Activating Prior Knowledge: Ss will engage in a dialogue about visually-pleasing design. Ss will use Cognate Vocabulary Cards to establish preliminary definition of key content vocabulary: contrast/contraste, dominant element/elemento dominante, repetition/repetición, balance/balance, proximity/proximidad… Ss will use sentence stems to further understanding of definitions: When design is balanced, elements are equal ______________. The dominant element is the most ______________ on a page. Elements that have proximity are ______________. Building Vocabulary and Concept Knowledge: T presents real-world examples of key concepts and shares with students using a think-aloud. Ss explore documents with labeled vocabulary and key concepts and use Word Association cards to scaffold understanding. Ss work in teams to label design elements and associated principles on a digital worksheet. Structured Interaction: Ss use Think-Pair-Share to respond to sentence stems: Design balance in a document serves to ______________. Design consistency is important to good design because ______________. When designing a layout, it is important to remember the dominant element because ______________. Check for Understanding: T monitors students during labeling activity and prompts oral responses. Ss complete labeling activity using Word association cards. T observes as Ss label document and prompts them with posted questions to help them elaborate: What if these elements were all on the right side of the page? What if this header was the only blue one? Which element is the dominant element? Why? Ss respond in complete sentences. Ss use sentence stems to practice sharing responses orally. T facilitates groups and listens as students share structures responses with each other.24 ELPS VOCABuLARy LESSOn X-Y=? 2 + 2 = 4

















ABCClassroom ExpectationsThe establishment of clear and concise classroom guidelines help to direct learning in a positiveway that motivates students to want to learn.Be RespectfulStudents are to maintain respect for the teacher, their peers, the learning environment, and thelearning process.Students should… 1. Speak in-turn. 2. Maintain a quiet classroom. 3. Ask to leave their work station. 4. Respect school equipment and materials. 5. Use appropriate language. 6. Stay on task. 7. Participate in class activities. 8. Be honest. 9. Be kind and understanding to others.Be ResponsibleStudents are to take ownership of their learning and establish connections with content tofacilitate learning. They should contribute to the learning process as actively engagedparticipants.Students should… 1. Come to class with willingness to learn. 2. Bring relevant materials to class. 3. Follow school and classroom procedures. 4. Complete assignments in a timely manner. 5. Work hard to deliver their best. 6. Be willing to take risks. 7. Embrace and learn from mistakes. 8. Utilize personal technology only when appropriate.Be SafeStudents must exercise safety in the classroom in order to maintain a conducive learningenvironment for themselves, as well as their peers.Students should… 1. Keep hands / feet to themselves. 2. Follow school safety procedures. 3. Maintain awareness of their environment. 4. Eat and drink only outside the classroom DOMIn II 31 X-Y=? 2 + 2 = 4