This is an artifact of a Paper I wrote for my Disciplinary Literacy course during my first semster of senior year at Trinity Christian College. My mission was to Inform Physical education teachers of all grade level the importance of reading, writing and speaking within the specific discipline of physical education.

I believe that this artifact connects to standard 6.6I "The competent teacher knows appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas." Stating that when the teacher knows how to teach the students within their specific discipline, the student will have a better understanding of that discipline and its importance and will be able to communicate, write and read within the discipline fluently.

Overall, in writing this artifact I myself have learned the importance of disciplinary literacy for all ages. as a future educator I can take this with me and apply it to my physical education curriculum. Giving the student a tool they will be able to take along with them forever.

This artifact is anassignment given in my education 380 class where we had to compare and contrast Intergrating Differentiated Instruction (DI) and Understanding by Design (UbD).

This artifact connects with professional teaching standard 6.6A which says, "the competent teacher understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas;" because both of these models were created to help teacher plan according to the final outcome and working backwards.

I feel as though this was a great assignment because these models teach you to first look at your final outcome you want to achieve in your class room and then taking a few steps back to figure out what you need to do to help the students achieve that goal you made in the begining.