Samples of My Work

This document is my Teaching Portfolio that contains most of my work, such as reflections, examples of student work, and the lesson plans that you will see below. Take a look!

Teaching Portfolio

Below are samples of unit plans and lesson plans that I have made throughout the past four years. The ones included on this page are my favourite lessons/unit plans. Feel free to email me to ask any questions you have, as I would be more than happy to respond!

I have more work available. If you would like to see more of my work please email me and I will respond as soon as I can. Thank you for stopping by!


Here is a sample unit plan I created for my EAE 350 class in my final semester of university. Feel free to use this if you should so desire! Some online content is required.

Unit Plan – ELA 9 Self & Other


Below are some sample lesson plans from my internship and other courses throughout my degree.


Frances Kurtenbach

September 20th, 2016

ELA 9, Period 5

Lesson Plan


CR9.2A Select and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.

  1. Use before, during, and after strategies appropriate to text and purpose.
  2. Analyze and evaluate the strategies used before, during, and after viewing, listening, and reading including:


  • tap, activate, and build prior knowledge (e.g., brainstorm and reflect on what needs to be known and explore how well it is already known)
  • ask questions (e.g., formulate focus questions and search for answers in the text while viewing, listening, and reading; create an expectation outline to guide questions about text)
  • preview text (e.g., reflect upon possible themes after being introduced to an upcoming text; preview and skim for text structure)

Outcome: CR9.4a View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.

  1. Analyze and evaluate what is viewed (including elements, techniques, and overall effect), and identify how the text was constructed, shaped, and produced.


  1. Silent Reading
  2. “Pass the Reflection” and “Snowball”
  3. Mental Health PPT
  4. Exit Slips


Outcomes Lesson/Activity Instructions Classroom Management
CR9.7 (a/b) Read independently and demonstrate comprehension of a variety of information texts


CR9.8 (a/b) Read Grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).



















Silent reading:

·         First ten minutes of every class begins with silent reading. Students have novels independent from the teacher guided novel study.

·         Later in the semester these independently read books will be used as the topics of comparison or literary analysis essays

·         If students do not have a novel to read (or finish their current book during class) I have three spare books available on my desk.

I’m going to take a moment to thank my students for their great behaviour on Monday, to incorporate positive reinforcement in my classroom management.

“Pass the reflection/Snowball Activity”

·         I will hand out little sheets for this activity to take place on.

·         Students will write a question about something they have been struggling with, or a question they now have following yesterday’s activity. Or, they can ask a question about depression. They then fold the paper in half twice, then put it in my bucket. It will remain anonymous.

·         I will give the following instructions: 1. Pull one piece of paper out, and make sure it isn’t yours. 2. We will take five minutes and you have to try to answer the question to the best of your ability. If you don’t have an answer, just give the best advice that you can give. 3. When you are finished, put the paper back in my bucket.

·         I’ll walk around and everyone has to pull out one piece of paper, open it, respond to it, then put it back in the bucket.

·         I will go around one more time, and students will all take one piece of paper once again. Then, they will take turns reading the questions, then reading out the answers.


Mental Health PowerPoint:

·         I will start the PowerPoint on mental health, stopping after each visual/video to ask comprehension questions.

·         One body break will take place when needed. (Students have to stand up and wiggle around to get the jiggles out of their system.)

·         PowerPoint is pretty long, so we will most likely not get through the entire thing


I will ask them to fill out a quick exit slip (Five things they’ve learned so far) before they can leave class.


Student A has low reading and writing capabilities, so I will be reading everything out loud for him.

This means when I need them to take notes on something, I will specifically highlight it on the smartboard, and read it twice so they have the chance to take the notes needed. They also have laptops, and will use them to take notes.

Student A and Student B will sit at the back so that the laptop screens do not distract classmates behind them.

Student C needs body breaks at least once per class, as he is very high energy. I will get him to help hand anything out, maybe take the bucket around to his classmates.

Student D talks a lot. I frequently will call his name to get him back on track, as well as ____




Below is another lesson plan from my internship:

Photo 20/30 Week 2: Photo-taking and Brush Modes

Lesson Plan: Nov. 17th  

Period 2 – 10:05am to 11:05am

Outcomes and Indicators:

Module 11 B: Image Adjustment (Core)

Continue to develop proficiency with software to improve digital images.



a.  Use curves to adjust brightness, contrast, and colour saturation and tone.

b.  Use software tools to retouch an image.

Module 11 C: Image Adjustment (Core)

Demonstrate increasing expertise using software to improve digital images.


a. Manipulate original images to enhance appearance.

b. Apply advanced editing effects to create images using different brush modes, dodging and burning, etc.

Assessment Strategies:

  • One image that demonstrates effective use of the dodge/burn tools. Will be marked out of 4, using the outcome rubric.

Dodge/burn Image:                                    Student Name: ________________________________________

Level 1 Level 2 Level 3 Level 4
The outcome or expectation is emerging but has not been met.


The outcome or expectation is in place intermittently or to some degree but has not been met. The outcome or expectation has been consolidated, understood, and is consistently in place. Level 3 is the standard for the grade level and indicates that the outcome or expectation has been met. The outcome or expectation has bee met and extended with a high level of synthesis and it is widely, creatively, and consistently applied.

Instructional Strategies:

  • Demonstration on the Smartboard
  • Practicing/work period

Adaptive Dimensions:

  • To decrease difficulty of the assignment, have students edit image with a simple subject.
  • To increase difficulty, have students edit image with complicated subject.
  • List of each step to help with those who have difficulties with verbal instructions


  • Mac Lab, cameras, memory cards
  • Photoshop CS6


Set: Setting an example

  • (10-15 minutes) Demonstrate dodge/burn tools on smartboard (Recommended: with an image of an eye. I will be using an old image of my family.)
    • Hand out the step sheets.
    • Students must use both dodge and burn in their assignment/picture of the eye.
    • They can follow along with the “Step by Step” sheet.
    • If there is extra time, edit a second image with colour to emphasize the effect the tools have on coloured photographs.
    • Have students dictate step-by-step instructions by reading the steps out loud.

Development: Practicing the tools

  • (45 minutes) Practice in the Mac Lab:
    • Students who haven’t finished the previous assignment need to finish the two grids (previous assignment) by 10:30am in this class.
    • Students will have the rest of the period to work on the dodge/burn assignment.
    • If students do not finish this assignment, they may continue to work on it tomorrow as well.

Closure: Reminders

  • Remind students that if they have finished the assignment, they need to label each square and print the image off from the student printer in the library. We will have tomorrow to finish that, and any other outstanding assignments that we may be missing.

Professional Growth Plan

Professional Target: Effectiveness of adaptations

Steps to achieve target: Are the adaptations effective enough to keep all students efficiently busy, and to be working at their highest potential? After the lesson, reflect on these questions:

  • Were any students bored, or out of things to do?
  • Were any students baffled by the instructions/unable to follow them because it was too difficult?

Reflections:  (To be filled out after the lesson)                    



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