Edtpa Website

Secondary English Language Arts
Task 1: Context for Learning Information
TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.)
Middle school: __X___
High school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: _X__
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[ At the district level, there is team teaching for the subject areas of Science, Math, and
English/Language Arts. Team Teaching is when the three teachers on the team collaborate and
work together with the same group of students. The students rotate within the team of teachers.
This allows teachers to instruct the same group of students. They can collaborate and discuss
solutions for their groups of students. Two days a week, the students have “workshop” within
the team. This workshop is a time for students that have missing work to make it up.
Additionally, district-wide, there are Professional Learning Communities (PLC) in which
all teachers of the same subject area and grade level meet in order to plan curriculum and
discuss common assessments.
In the classroom setting, there is a paraprofessional in the room to aid the teacher in
helping the students that have IEPs/504s or other learning disabilities. This paraprofessional
helps these students and helps provide the accommodations and modifications that are
required.]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[ The teachers for English Language Arts follow a pacing guide that illustrates which
Indiana State Standards will be introduced, developed, or mastered in a particular quarter. This
pacing plan is viewed by the grades below and above to ensure that the pacing plan has no
gaps in knowledge. The English Language Arts teachers also use a Common Assessment,
which measure the students understanding of a set of the Indiana State Standards. This allows
1
If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 4 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
the English Language Arts PLC to record, track, and evaluate the data represented from the
assessment. The Common Assessments allow the teachers to compare data between classes,
team-wide, and school-wide.]
About the Class Featured in this Learning Segment

1. How much time is devoted each day to English Language Arts instruction in your
classroom?
[The students go to English Language Arts 3 times a week, because they are on block
scheduling. There is one (1) hour and 19 minutes devoted to English Language Arts for two out
of the three days we meet. For the third day, there is 52 minutes dedicated to class time. The
students go to English Language Arts 3 times a week, because they are on block scheduling.]
2. Is there any ability grouping or tracking in English Language Arts? If so, please describe
how it affects your class.
[ There is ability grouping for English Language Arts. On this particular teaching team, the
students are divided into two different programs. For students who perform high above grade
level, the program is called Accelerated Learning Program for Students(ALPS). For students
that perform at grade level, they are in the regular, “on grade level” track. This affects the
classroom because the class featured in this learning segment in an “on grade level” class,
meaning that the students that perform higher than grade level are not in the classroom. This
allows for instruction to be more focalized to the needs of the students that are on-grade level.
However, there are still students in the class that are in need of more of a challenge.]
3. Identify any textbook or instructional program you primarily use for English Language Arts
instruction. If a textbook, please provide the title, publisher, and date of publication.
[ There is no textbook that is used primarily for instruction. However, as mentioned previously,
the teachers for English Language Arts follow a pacing guide that illustrates which Indiana State
Standards will be introduced, developed, or mastered in a particular quarter. This pacing plan is
viewed by the grades below and above to ensure that the pacing plan has no gaps in
knowledge. This pacing plan is what is guiding the curriculum for the grade.]
4. List other resources (e.g., electronic white board, online resources) you use for English
Language Arts instruction in this class.
[ The other resources that are used in this class to aide instruction include: an electronic white
board, 1:1 iPads, the learning management system (LMS) called Canvas, Google Suite (Docs,
Drive, etcetera), and various online resources which will be cited in the lesson plans.]
About the Students in the Class Featured in this Learning Segment

1. Grade level(s):
[ 7th Grade ]
2. Number of
¡ students in the class: _24_
¡ males: ___9__ females: __15___
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the charts. Some rows have
been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one
of these students must have a specified learning need. Note: California candidates must
include one focus student who is an English language learner.2
Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Other Health Impairment 1 Goals: Writing- be able to write a 3
paragraph response with 90% correct
punctuation and spelling.
Work Completion- perform activities such
as planning, organizing, strategizing,
paying attention, and managing time and
space.
Speech- increase her use of age-
appropriate speech sounds
Accommodations: Test read aloud,

provided access to assistive technology
device, 50% extended time on test,
provided with additional breaks, tested in
small groups.
Specific Learning Disability & 1 Goals: Reading- Gain comprehension
OHI skills and reading strategies
Accommodations: Test read aloud, 50%

extended time on test, tested in small
group
Other Health Impairments 1 Goals: attention to task-needs to be able
to follow directions and focus on the task
at hand so he can complete assignments
and retain information.

group
Specific Learning Disability & 1 Goals: Study skills- complete assigned
OHI assignments. Focus more on completion
and less on neatness
Receive inclusion support during school
2
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.
day.

group
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Student who speaks a 1 Provide activities that promote the use of
variety of English other than practicing academic language.
what used in academic
language (reading, writing, Make connection between the language
and speaking) used and the language that is
required/expected.
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Students with Academic 2 Place student next to a peer that may
Knowledge Gaps help fill the gaps of achievement.
Modify assignments, have more in-depth

instructions/background information when
needed
Students who need a greater 4 Provide more complex text when reading
challenge
Extend assignment requirements for the
students
Students who struggle with 2 Provide more time to read
reading
Provide reading strategies to help with
comprehension
Provide text at their reading level

Students who struggle with 2 Provide scaffolding when writing
writing

Lesson Plan One

Lesson Topic: __Coming of Age____ Grade level:__7th___ Length of lesson: _1hr 19 min_
Desired Results
State Content Standard(s):
7.RL.2.2 Analyze the development of a theme or central idea over the course of a work of literature; provide a detailed
summary that supports the analysis.
7.RL.2.3 Analyze the interaction of elements in a work of literature (e.g., how setting shapes the characters or plot).
Central Focus: Essential Question(s):
Students will cite textual evidence and analyze the 1. How does a character’s traits impact them, those
central themes of a short story from the text, Flying around them, and their life events?
Lessons & Other Stories, by Ellen Oh. Students will 2. What factors influence the shaping of one’s identity?
connect their own ideas of the themes, through 3. What is a narrative structure for a story?
discussion and reflection, to connect how it relates to the 4. What is a Theme?
formation of their own identities.

Student objectives (outcomes):
Students will be able to:
1. Identify the theme and setting of a short story to describe how events impact one’s identity in a short story
2. Define elements of a narrative structure to describe how a particular theme is portrayed
3. Write one sentence describing the theme of the short story by listening to the reading and filling out a chart

Assessment Evidence
Performance Task(s): Other Evidence:
1. Students will identify the narrative structure, 1. Students will display their knowledge of narrative
the setting, and point of view of a short story structures by participating discussion with their table
by filling in a chart while listening to the members about particular examples
audio file of the story
2. Students will write a 1-2 sentence response
of what the theme of this text is by
participating in a Padlet on IPads
Learning Plan
Learning Activities:
1. I will ask the students to clear everything off of their desks except for their binders and ELA notebooks.
2. The student will begin class with a reflective journal time to reflect on particular topics that we will be talking
about today. The question is: What have you sacrificed in order to get better at something? (7 min)
3. The students will share their responses, if they wish. (3 min)
4. I will ask the students to put their notebooks away and only have a pencil on their desk. At this time, I will hand
out their Cornell Notes Sheets about Narrative Structures. (3 min)
5. I will describe to the students that they will fill in the blanks of the definitions on the right, as I go through the
slides.
6. I will go through the Google Slides. On each slide of the types of narrative structures, I will ask the students any
additional examples they have. (15 min)
7. The students have previously talked about theme, so I will briefly review the definition of theme by asking them
to come up with a definition of Theme with their table. We will then share as a class the definitions that a couple
of the tables came up with. (3 min)
8. I will the introduce the story, “How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher
Learning and You at the Podium”
9. I will ask the students to predict that the story is going to be about based on the title (2 min)
10. I will hand out the class set of Flying Lessons & Other Short Stories by Ellen Oh
11. We will discuss vocabulary that will come up in the story: Podium, dilapidated, arsenal.
12. I will introduce the following questions for the students to think about while handing them a chart with these
questions. They will be asked to put a page number where they found evidence to support their answer. (5 min):
What is one of the life lessons that the main character learned?
What is the POV?
Where is this taking place? What place is most important to this story?
What are the characters like? Describe.
What is the narrative structure?
13. The students will fill out these questions and follow along in the reading while listening to the audio recording.
(35 min)
14. I will ask the students for their reactions to the story. (3 min)
15. The students will have time to silently finish up the questions on the sheet. (10 min)
16. With clock partners, the students will discuss the answer to their questions. (5 min)
17. I will send the students back to their seats.
18. The students will scan the QR code on the Slide to access Padlet (2 min)
19. The students will post their 1-2 sentences to answer the question: “What is the theme of the story?” and put
what page number supports their sentence. The students will be asked to put their initials on their post-it note. (5
min)
20. We will share and read some of the sentences as a class (3 min)

Resources and Materials:
“How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium”
in Flying Lessons & Other Stories (class set)
Google Slides
1:1 iPads
Padlet (on iPads)
Audio File of story (voice recorded by me)
Narrative Structure Cornell Notes
Chart for Active Reading
Extension Questions
Required Accommodations/Modifications:
• Students receiving special education services are monitored by a paraprofessional aide during class to ensure they are
on-task.
• Students receiving special education services may need extended time to complete their response question. These
students have work time with their assigned special educator throughout the week. These students may take
extra time to complete their response question.
• For students who need more help with reading, I will use an audio file for the students to follow along with. This will
also students who need help with keeping attention on the given task. Additionally, the audio file with help with
those students who need text read aloud to them.

Additional Modifications for Individual Students:
• For students who needs language support, I will display on the board the vocabulary words, during our
reading, that we have already defined before reading for the student to reference.

Extending the Lesson
I will have a list of additional questions to be handed out when with assigned questions. These questions require more
analysis and thought. The questions include: How does this setting influence the main character’s development? And
How do the other character’s influence the main character?

nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and Curriculum
Development

Lesson Plan 2

Lesson Topic: _POV Rewriting_ Grade level:_7th__ Length of lesson: _52 minutes_
Desired Results
• 7.RN.2.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence ideas or events).
• 7.RN.2.1Cite several pieces of textual evidence to support analysis of what a text says explicitly as well as
inferences drawn from the text.
• 7.RN.3.2Analyze the structure an author uses to organize a text, including how the major sections contribute to
the whole and to the development of the ideas.

connect their own ideas of the themes, through 7. How does POV affect the telling of a story?
discussion and reflection, to connect how it relates to the

1. Define Different types of POV
2. Apply POV elements to re-write the first section of the story in a new POV
3. Analyze how POV affects the telling of a story
Assessment Evidence
1. Students will retell the first section of the 1. Students will participate in partner and full-class
story by rewriting the paragraphs given an discussion about POV and the short story.
assigned POV
2. Students will write a response to the
question, “How does Matt de la Peña’s
choice to use second-person point of view
impact our experience as readers?” to
analyze the impact POV has on a story.
Learning Plan
1. We will review the questions they answered from yesterday. (3 min)
2. I will ask the students what they know about POV (1 min)
3. We will review the types of POV (4 min)
4. We will identify what POV the short story is (2nd person POV)
5. I will ask the students to take out their chart from yesterday, and draw a Venn Diagram on the back of their sheet.
The left side will be labeled “original” and the right side will be labeled “rewritten” (5 min)
6. We will listen to the first section of the story on audio. The students will write down their feelings that are evoked
while listening in the “original” section of the Venn Diagram. (2 min)
7. We will discuss their thoughts. (2 min)
8. I will roll the dice to see who their clock partner is.
9. I will hand each group a POV slip. This will tell them what POV they will be writing from. (2 min)
10. The students will rewrite one paragraph of the story that we listened to on Audio in their new assigned POV. (10
min)
11. The students will swap with others and read. (5 min)
12. The students will compare the feelings evokes from their classmates rewritten versions versus the original story.
13. We will talk as a class about their findings.
14. The students will answer the following questions via Socrative Student: How does Matt de la Peña’s choice to use
second-person point of view impact our experience as readers? Use textual evidence to support your answer. (15
min).

• Students receiving special education services are monitored by a special educator during class to ensure they are on-
task.
• Students receiving special education services may need extended time to complete their response question. These
• For students who need more help with reading, I will use an audio file for the students to follow along with. This will
also students who need help with keeping attention on the given task.

• For the student who needs extra language support and have gaps in knowledge, I will use “Clock Partners”. This
collaboration will allow them to combine their knowledge with the knowledge of their peers. Collaborating with
peers who are stronger readers will increase comprehension for these students while also allowing them to
discuss what they already know and find answers that match their knowledge.

I will have a list of additional questions to be handed out when with assigned questions. These questions require more
analysis and thought.

nd
Development.

Lesson Plan Three
Lesson Topic: _POV Rewriting_ Grade level:_7th__ Length of lesson: _1 hr 19 minutes_
Desired Results
• 7.RN.2.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence ideas or events).
• 7.RN.2.1Cite several pieces of textual evidence to support analysis of what a text says explicitly as well as
inferences drawn from the text.
• 7.RN.3.2Analyze the structure an author uses to organize a text, including how the major sections contribute to
the whole and to the development of the ideas.
connect their own ideas of the themes, through
discussion and reflection, to connect how it relates to the
4. Analyze how a character’s identity is formed through events by writing a written response.
Assessment Evidence
3. Students will write responses to various 2. Students will participate in a gallery walk discussion
questions to analyze the theme in relation to
the POV and plot.
Learning Plan
1. We will review as a class the questions that we have been talking about in the past two days. The student will
walk around the room and write their responses to these questions on a corresponding sheet around the room
(15 min). The questions include: What is one of the life lessons that the main character learned?
What is the POV?
Where is this taking place? What place is most important to this story?
What are the characters like? Describe.
What is the narrative structure?
2. I will ask the students to return to their desks and we will talk about a select number of the questions. The
questions we talk about are based upon their responses and which questions may need to be clarified. (10 min)
3. I will ask the students that they take out their iPads, Log onto Canvas, Go to Calendar, and click on “SS Writing
Response” and open it in Google Docs to make a copy.
4. Once the students have made their own copy, I will ask that the put their iPads face down so that I know they are
ready to go.
5. I will then display the Google Doc on the board and clarify the task and explain the questions.
6. I will show the students what grades will be in Skyward and that I am expecting complete sentences, textual
evidence with page numbers. Their responses must be 5-6 sentences.
7. The students will have the remaining time to respond to the questions.
8. I will walk around the room while the students are completing the assignment to answer questions and make
sure students are on task. (55 min)
9. Once the students are completed. They need to turn “Link Sharing” On and turn in the URL on Canvas.
• Students receiving special education services are monitored by a special educator during class to ensure they are on-
task.
• Students receiving special education services may need extended time to complete their response questions. These
• Students who need more time to respond to the questions can do so during a scheduled workshop time during the
week.
• ENL students and struggling readers may need extended time on the written response assignment. We have
scheduled workshop time twice a week. These students may utilize this workshop time to complete their
assignments.
If the students end early, or for those who need a challenge, I will present these questions for the students to answer:
How does this setting influence the main character’s development?
How do the other character’s influence the main character?
The episode with the police officer in the parking lot alludes to complex issues between people of color and law
enforcement.
The narrator’s father tells him, “Mexicans are allowed to sleep, too.” (p. 8) Why does this make the narrator feels closer
to his father? Describe the ways in which Dante and the narrator’s father use silence to impart wisdom.

nd
Development.

Homework Check Writing Assignment:
1. Pull up your image on your iPad
2. Take out your journal
3. Answer:
a. What is your photo?
b.
c.
Why did you choose to it?
What importance does it have on your life?
Coming of Age
d. What elements of photography does it contain? (Focus, etc) How?
i. "I crouched on the ground to get a wide-angle shot of the school because I wanted to depict Day 5- Short Stories
the contrast between a place of friendship and grey gloomy of the sky, thus making the
school seem like an even happier place."
Lesson Plan 1 Starts

here
Journal Writing Essential Questions “How to Transform an Everyday, Ordinary Hoop

What have you sacrificed in order to get better at How does a character’s traits impact them, those around them, and their life Court into a Place of Higher Learning and You at
something?
events?
the Podium”
What factors influence the shaping one’s identity? The main character works hard in the game of basketball and learns life
lessons along the way.
Written in the Narrative Structure

Who am I? What shapes me as an individual?
Narrative Structure
Narrative Structure Linear/Chronological: Using a linear structure, the author tells a story in chronological order, which may include
Chronological
Linear/Chronological: Using a linear structure, the author tells a story in chronological order, which may include
Narrative structure describes the framework of how a story flashbacks, but the majority of the narrative is told in the order that it occurs.
flashbacks, but the majority of the narrative is told in the order that it occurs.
is told, including the order and manner. It's how a book is Nonlinear/Fractured: In this type of narrative structure, the story is told out of chronological order, jumping disjointedly
through the timeline.
organized, and how the plot is unveiled to the reader.
Narrative structure is built from various components, Circular: In a circular narrative, the story ends where it began. Although the starting and ending points are the same, the
character(s) undergo a transformation, affected by the story's events.
including the plot, characters, point of view, setting, and
Parallel: In parallel structure, the story follows multiple storylines, which are tied together through plot or theme.
theme.
Interactive: The reader makes choices throughout the interactive narrative, leading to new options and alternate
endings. These stories are often found in digital format these days, but existed as "choose your own adventure" books
before technology gave way to ebooks and apps.
Example: NonLinear/Fractured: Circular
Itsy-Bitsy Spider Nonlinear/Fractured: In this type of narrative structure, the story is told out of chronological order, jumping disjointedly Circular: In a circular narrative, the story ends where it began. Although the starting and ending points are the same, the
through the timeline character(s) undergo a transformation, affected by the story's events.
The itsy-bitsy spider
Climbed up the water spout
Down came the rain
And washed the spider out
Out came the sun
And dried up all the rain
And the itsy-bitsy spider
Climbed up the spout again
Parallel Interactive What is a Theme?

Parallel: In parallel structure, the story follows multiple storylines, which are tied together through plot or theme. Interactive: The reader makes choices throughout the interactive narrative, leading to new options and alternate
endings. These stories are often found in digital format these days, but existed as "choose your own adventure" books
before technology gave way to ebooks and apps.
POV “How to Transform an Everyday, Ordinary Hoop “How to Transform an Everyday, Ordinary Hoop Court into a Place of
Court into a Place of Higher Learning and You at Higher Learning and You at the Podium”
the Podium” Vocabulary…
Podium
Arsenal
Based on the title… what may this story be about?
Dilapidated
Questions to Ask Yourself: Fill out your chart as we read... “How to Transform an Everyday, Ordinary Hoop
1. What is one of the life lessons the main character learned? Court into a Place of Higher Learning and You at
2.
3.
What is the POV?
Where is this taking place? What place is this story centered around? the Podium”
4. What are the characters like? Listen to the Audio:
5. What narrative structure is this short story using?
Now, ask yourself… Review Questions

What is the theme of this story? What is the message of coming of age in this 1. What is one of the life lessons the main character learned?
story? 2. What is the POV?
3. Where is this taking place? What place is this story centered around?
4. What are the characters like?
Coming of Age
Day 6- Short Stories
Lesson Plan 2 Starts here
Share answers to questions: POV Let’s reread the first passage...

What feelings or emotions do you feel? Rewriting the First part of the Story Share with a different group
Venn Diagram. Come pick a slip with your Clock Partner. -Swap and read another group’s version of the story.
Rewrite the first section of the story using the Point of View on the slip.
What did you like best? Padlet Point of View

Did you feel the same feelings as you did with second person POV? How does Matt de la Peña’s choice to use second-person
Why or Why not? point of view impact our experience as readers? Use textual
evidence to support your answer.
It creates…. For example…
It makes you…. For instance on….
It helps… when he writes...
Point of View Writing Responses:

How does Matt de la Peña’s choice to use second-person 1. Basketball and the court represent more than the game and a space to
play. Readers learn early in the story that to “you” basketball is “more than
point of view impact our experience as readers? Use textual just ball. It’s a way out.” (p. 2) Share how the Muni Gym in Balboa Park is
evidence to support your answer. the place “where you will learn the world.” (p. 9)
Coming of Age 2. What does the narrator mean by this: “If you let it, [the lazy part] of your
It creates…. For example… brain will hold you back from every dream you will ever have.” (p. 5)
Day 7- Short Stories 3. In What ways does Muni Gym and the people there, influence the
It makes you…. For instance on…. narrator? What does the narrator learn from this?
4. What things in life influence you in a similar way?
It helps… when he writes...
Lesson Plan 3 Starts here

Name: _________________________________________ Class: ____________
Lesson 1
What is Narrative Structure? Narrative structure describes the

___________________ of how a story is told,
including the order and manner.
It's how a book is __________________, and

how the plot is unveiled to the reader.
Narrative structure is built from various

components, including the
_______________,
characters,____________, setting, and
___________________.
Types of Narrative Structures: 1. Linear/Chronological: Using a linear

structure, the author tells a story in
1. Linear/Chronological
2. Nonlinear/Fractured __________________ order, which
3. Circular
4. Parallel may include flashbacks, but the
5. Interactive majority of the narrative is told _____
__________ __________that it
occurs.
2. Nonlinear/Fractured: In this type of
narrative structure, the story is told out
of chronological order,
__________________disjointedly
through the timeline.
3. Circular: In a circular narrative, the
story _________ where it _________.
Although the starting and ending
points are the same, the character(s)
undergo a transformation, affected by
the story's events.
Name: _________________________________________ Class: ____________
4. Parallel: In parallel structure, the

story follows ____________
storylines, which are tied together
through plot or theme.
5. Interactive: The reader makes
_____________ throughout the
interactive narrative, leading to new
options and alternate endings. These
stories are often found in digital format
these days, but existed as "choose
your own adventure" books before
technology gave way to ebooks and
apps.
Name: ______________________________ Class: ________________
Lesson 1

Answer Page #
1. What is
one of the
life
lessons
the main
character
learned?
2. What is
the POV?
3. Where is
this taking

place?
What place
is this story
centered
around?
4. What are
the

characters
like?
Describe.
5. What narrative
structure is this

short story using?
Lesson 2
First person is used when the main character is telling the story. This is
the kind that uses the "I" narrator. As a reader, you can only experience the
story through this person's eyes. So you won't know anything about the
people or events that this character hasn't personally experienced.
Pronouns: I/We/Us.
Third Person Limited: Limited means that the POV is limited to only one
character. Which means that the narrator only knows what that character
knows. With third person limited you can choose to view the action from
right inside the character's head, or from further away, where the narrator
has more access to information outside the protagonist's viewpoint.
Pronouns: He/She/Them/They.
Third Person Omniscient: This point of view still uses the "he/she/it"
narration but now the narrator knows EVERYTHING. The narrator isn't
limited by what one character knows, sort of like the narrator is God. The
narrator can know things that others don't, can make comments about
what's happening, and can see inside the minds of other characters.
Pronouns: He/She/Them/They.
First person is used when the main character is telling the story. This is
the kind that uses the "I" narrator. As a reader, you can only experience the
story through this person's eyes. So you won't know anything about the
people or events that this character hasn't personally experienced.
Pronouns: I/We/Us
Name: _________________________ Class: ________
Extension Questions for those who need a greater challenge
1. How does this setting influence the main character’s development?
2. How do the other character’s influence the main character?
3. The episode with the police officer in the parking lot alludes to complex issues between people
of color and law enforcement.
4. The narrator’s father tells him, “Mexicans are allowed to sleep, too.” (p. 8) Why does this make
the narrator feels closer to his father? Describe the ways in which Dante and the narrator’s
father use silence to impart wisdom.
Lesson 1 Assessment:


You will have two grades in Skyward for this assignment:
7.RL.2.2 Analyze the development of a theme or central idea over the course of a work of
literature; provide a detailed summary that supports the analysis.
7.RL.2.1 Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
Task: Respond to the questions below using R.A.C.E format. Be sure to cite evidence in your
responses.
1. Basketball and the court represent more than the game and a space to play. Readers learn early
in the story that to “you” basketball is “more than just ball. It’s a way out.” (p. 2) Muni Gym is
the place “where you will learn the world.” (p. 9)? What life skills OR lessons does the main
character learn by playing at Muni Gym?
Response:
2. What does the narrator mean by this: “If you let it, [the lazy part] of your brain will hold you
back from every dream you will ever have.” (p. 5)?
Response:
3. How does Dante, his father, or Slim, influence the main character? Choose one of these
characters to talk about.
Response:
4. What people, events, or things influence you in a similar way?
Response:
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The learning segment focuses on the short story section of my Coming of Age unit.
Students will cite textual evidence and analyze the central themes of a short story from the
text, Flying Lessons & Other Stories, by Ellen Oh. Students will connect their own ideas of
the themes, through discussion and reflection, to relate the ideas/concepts to the formation
of their own identities. The students will write responses, write journals, and discuss with
peers to make meaning of the concepts in connection to their own lives.]
b. Provide the title, author (or, if a film, the director), and a short description (about a
paragraph in length) of salient features of the text(s) that a reviewer of your evidence,
who is unfamiliar with the text(s), needs to know in order to understand your instruction.
If there is more than one text, indicate the lesson(s) where each text will be the focus.
Consider including the following in your description: genre, text structure, theme, plot,
imagery, or linguistic features, depending on the central focus of your learning segment.
[The Short Story that we will be reading is title “How to Transform an Everyday, Ordinary
Hoop Court into a Place of Higher Learning and You at the Podium” by Matt De La Pena.
This short story is from the collection of Short Stories titled, Flying Lessons & Other Stories,
by Ellen Oh. The story is about an unnamed narrator, a boy, who is starting the summer
before his freshman year of high school. The unnamed narrator is good at grades and loves
basketball and views this sport as his way out of his current circumstances. The story is
written in second person point of view and follows the main narrator through his journey of
joining a gym and having to work tirelessly to get onto the basketball team in a
fracture/nonlinear narrative structure. When reading this short story, students will make note
of the narrative structure, the point of view, setting, and theme. The main themes in this
story include: persistence is necessary when achieving a goal, mentors don’t always need to
be vocal, and advice is meaningful from those who do not give it often. ]
c. Given the central focus, describe how the standards and learning objectives within your
learning segment address students’ abilities to use the textual references to
¡ construct meaning from, interpret, or respond to complex text
¡ create a written product, interpreting or responding to complex features of a text
[I chose standards that aligned with the themes of coming of age and finding one’s identity.
Asking students to trace a theme throughout a story allows students to interpret the broader
themes of influential peers, identity forming event, and what groups of people you identify with.
Students are asked to interpret the connection between elements in the text such as character
behavior and setting which aligns with the theme of coming of age and identity formation. The
goal is for students to interpret how a character’s identity is formed to internalize how their own
identities are being shaped. Throughout the lessons, students are asked to write short
responses and identify textual evidence individually in order to prepare them to write lengthier
responses in the third lesson. These short responses are paired with whole-class discussion
and partner discussion in order to help students streamline their ideas to write clearly about the
final analysis questions. Partner discussion provides an opportunity for students who may
struggle to translate their interpretations and analysis into writing. The combination between
finding textual evidence, writing individual responses and collaborating with peers, allows
students to engage critically with the text.]
d. Explain how your plans build on each other to help students make connections
between textual references, constructions of meaning from, interpretations of, and
responses to a text to deepen their learning of English Language Arts.
[ Students begin Lesson One by reflecting on their own identity. They write in their
responses about a time that they have had to sacrifice something in order to get better at
another. This journal response allows students to begin thinking about one of the key themes in
the short story, which is that being good at something doesn’t always come easy and it takes a
lot of persistence which will later help them make connections with making meaning from the
text.
For the next part of the lesson, the students will follow along with a mini lesson about
narrative structures by completing Cornell Notes as the slides are presented. Students will be
asked to participate in discussion by providing examples of specific narrative structures that
they have seen or read. The students have already been taught Theme and Point of View this
year, so we will briefly review these concepts at the end of the mini-lesson. The students will
use these notes later in order to interpret the organization of the story and the manner that it is
told in. At the end of the lesson, the students are asked to get with clock partners to discuss
their responses to the questions which helps students construct deeper meanings of the ideas,
especially the theme. These questions are for students to identify the structure of the story,
which will help with their interpretation of the text in later lessons.
In Lesson Two, students being to develop analysis of the text specifically in conjunction
with the Point of View. The students are asked to review the questions we talked about
yesterday by talking with their table group members. Then, we will begin a Point of View (POV)
activity to talk more about the narrative structure and analyze it. In the activity, the students will
work with a partner to rewrite the short story from a different perspective. I chose to focus on
POV because this short story is written from the uncommon second person, which
tremendously adds to the emotions of this story. By the students rewriting the story in another
POV, the intent is for students to see how powerful the use of “You” is and how it adds deeper
connections to the main character. Lesson 2 continues to build upon Lesson 1 because in the
first lesson, we only identified these particular features in the text. Lesson 2, adds by making the
students begin to interpret and analyze the purpose of the second person POV.
Lesson Three extends this analysis of the short story further, by asking the students to
think of larger thematic questions that can be applied to their own personal lives thus allowing
students to make connections between textual references and larger thematic concepts. In this
lesson, students are instructed to independently answer these questions in order to solidify
comprehension and interpretation of the particular themes that are presented in this short story.
The topics include life lessons that the main character has learned, and the power of silence.
This shift between “low stakes responses” and group discussion, allows students to take
ownership of their own knowledge and begin to make means of the text in relation to their own
lives and experiences by referring to and citing the text.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[ The students know about the themes of coming of age which include the influences of
people, places, and events. Students can share a variety of central themes related to coming of
age in various formats like journal responses, and a formal written photography essay. Students
can identify the literary elements of Point of View and Theme, as they have been taught and
been given common assessments previously this year. Students know how to use Padlet,
Canvas, and Google Docs. Additionally, students know how to properly insert a quote and page
number for in-text citations. Students are still learning how to apply concepts like Theme and
Point of View to particular texts in order to make meaningful connections and interpretations.
The students are still learning to answer and write using appropriate conventions.
Students with IEPs/504s are still learning pay attention to tasks given during a class
period and complete assignments with fully, with neatness. One particular student with an IEP is
working on using age-appropriate speech sounds, so participating in class discussion is a skill
this student is working towards. These students are capable of performing the other writing
tasks and discussion activities. However, it often takes them more time and more individual help
to achieve the learning tasks.
The student who speaks a variety of English language is still working on choosing the
correct vocabulary to use in particular contexts, specifically in writing responses. However, the
students know orally how to respond to questions in a more colloquial English dialect thus is
proficient in class and group discussion. This is similar for those with gaps in knowledge.
Students who are in need of a greater challenge are able to respond to questions that are more
complex and require interpretations that are more in-depth. ]
b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[Many of my students enjoy working with peers. They enjoy talking and moving around the
room. Outside of school, I have many students that play sports and compete competitively in
other types of activities. Most are involved in extra-curricular activities that take up a lot of their
time. Culturally, there are a handful of students of minority races/ethnicities. Given this
information, this is why I chose this particular short story. This short story includes a young,
Mexican-American boy who perseveres through challenges to get better at basketball.
Linguistically, the student who needs extra language support speaks Spanish at home.
Therefore, the dialect and speech that the short story uses are similar to his own language
knowledge. Additionally, the dialogue in this short story is mostly street language with a lot of
abbreviations, nicknames, and slang terms that are similar to terms students use in their own
everyday language.]
3. Supporting Students’ English Language Arts Learning
Respond to prompts 3a–c below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students’ prior academic learning, their assets, and
research/theory.
[ My choice to provide a mini-lesson, group work, journal responses, and independent
written responses is rooted in the principles of constructivism, following Vygotsky and Piaget.
The main idea of Constructivism is the idea that an individual constructs their own knowledge
through experiencing things and reflecting upon those experiences. Constructivism is divided
into two sub parts: Cognitive Constructivism and Social Constructivism. Cognitive constructivism
coincides with John Piaget’s beliefs that development leads learning. Piaget argues that a child
has a premade schema, or memories that make knowledge meaning, and learning occurs when
that schema is assimilated, added to, or accommodated, adjusted. The mini-lesson, the journal
reflection question, and the individual written responses all support the cognitive constructivism
pedagogy. These activities help build the student’s schema about coming of the age,
perseverance, point of view and it’s affects, narrative structure, and writing responses with
evidence. Specifically, the journal reflection question allows students to think about their
schema, or own knowledge, of what they already know about sacrifice, perseverance, and
working hard towards a goal. Once the students make this schema and access it via the journal
response, we begin to assimilate or accommodate their schemas about this topic through the
mini-lessons and written responses. Additionally, the mini-lesson also builds upon the student’s
schema’s because I review theme and point of view, which allows the students to assimilate or
accommodate their schemas on those topics when we talk about it in relation to the short story.
Social constructivism focuses on the principle that social learning is necessary. Vygotsky
argues that cooperative learning is essential to being able to understand ideas on a deeper
level. In lesson two, I use clock partners to carry out the strategy of cooperative learning. With
cooperative group learning, students are able to make sense of their ideas better. Additionally, I
chose cooperative group learning because students enjoy talking and working with peers.
I utilize the online application, Padlet, because the technology makes checking for
students’ understanding efficient. The students’ know how to use technology, they like
technology, and we are equipped with 1:1 iPads.
The students will follow along with Cornell Notes, which allows students to quickly and
identify key words and concepts. I also use the Think-Pair-Share strategy during Lesson Two in
order to have the students analyze the impact of second person point of view. The students
think about their thoughts feeling emotions for second person point of view. Then, they pair up
and rewrite the story, then, share the story. I also used the strategy of journal responses in
order to activate the student’s schema and help them begin to make connections to the
concepts in the story.]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[Journal responses, partner work, written responses, and a mini-lesson is appropriate for the
whole class because all students, including ones with IEPs/504s, have the ability to pay
attention to a task for a period of time, communicate somewhat effectively in groups, and have
the ability to write complete thoughts. Additionally, listening to the audio version of the story
while following along is beneficial for all students because it aids in comprehension and
decoding for students, who need and don’t need the extra support. For student will IEPs/504s,
there is a paraprofessional in the room to aid the specific students in any of these areas that
they need help with. For those with gaps in knowledge, English Language Learners, and
students who struggle with reading, the partner group is appropriate because a partner who is
advanced in these areas can help the student by working together. ]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
[The story is quite difficult to follow since it is nonlinear and written in second person with
Spanish slang and some broken English dialogue. I will address these misunderstandings by
pausing the audio clip while reading and clarify confusing dialogue or events that happen in the
short story. Additionally, using an audio clip in general will help aid students in comprehension
because they can follow along and hear it aloud. Students may struggle with citing evidence for
each of their questions. I will ask these students to discuss any connections their answers have
to the novel. The students can typically verbally cite and describe specific moments in the text
that apply to their response. Students will verbalize these moments to me, we will find the page
number together, and pick a quote that supports their ideas. Then, as they answer the next
questions, they will have a better idea on how to do find supporting evidence. Having this
conversation with students is a way to help students plan their ideas and help them understand
how to include evidence in their written response.]
4. Supporting English Language Arts Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for your students to construct meaning
from, respond to, or interpret text. Listed below are some sample language functions.
You may choose one of these or another more appropriate for your learning segment.
Analyze Argue Describe Evaluate
Explain Interpret Justify Synthesize

[ My students will interpret.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[All of the final individual written response questions, in all three lessons, asks the students to
interpret the meaning of this short story in a variety of ways. In the first lesson, students end
with interpreting what the theme of the story is. In the second lesson, Day 2, the students end
with interpreting the value of the second person point of view. In the third and final lesson, the
prompts ask for the students to incorporate their own ideas as well as evidence from the text to
reflect upon these questions. The final question, in the assignment in the third lesson, is a
personal reflection question where the students apply their interpretations of the text to their
own lives. In the second lesson, student’s rewrite the POV into another perspective in order to
interpret the effect that it has on the reader, which aids in their interpretation.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
¡ Vocabulary
¡ Plus at least one of the following:
¡ Syntax
¡ Discourse
[ Vocabulary: Students will need to know and apply the concepts of theme, point of view,
setting in order to participate in class discussion and interpret the text through written
responses. Students will also need to understand the concepts/terms of perseverance,
empathy, and particular words that include: dilapidated, arsenal, podium, and barrio.
Discourse and Syntax: Students will need to know how to discuss and work with peers.
This includes sharing ideas and perspectives on content in a focused, respectful manner.
Students will need to know how use the R.A.C.E technique in order to answer responses. This
includes restating the question, answering the questions, citing evidence, and explaining. This
will be how they compose each one of their responses for the questions.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
¡ Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (language function, vocabulary, discourse, or syntax).
[ On the first day of the lesson, I will present a mini-lesson on narrative structures and
review the concepts of theme and point of view (they have learned these two terms previously
this year). This support will provide students with the basic definitions and examples in order to
help students apply this knowledge to the short story. Students will follow along by filling out
Cornell Notes. This provides students will a resource to look back to, and is helping them
accommodate or assimilate the information given to them. In this mini-lesson, we will also
review the key terms and concepts of theme and point of view, which will help them recall and
apply the concept appropriately during the learning task. Additionally, in this mini-lesson, I will
address the vocabulary words that will be in the story. In the beginning of every class lesson, I
will review key concepts and ideas that we discussed the day before, thus allowing the students
to build connections between the days and between concepts and help them recall how to use
the particular language demands. Students who receive special education services are
monitored by a paraprofessional during class to further support them in the learning tasks.
To support the syntax demands, I will refer to the anchor chart that we have in our room
that demonstrates that structure of R.A.C.E. which is restate the question, answer the question,
cite evidence, and explain the evidence. To support discourse demands, I will give reminders to
before doing particular activities what working with partners looks like. Students who receive
special education services are monitored by a paraprofessional during class to further support
them in the learning tasks.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments, including a written
product, will provide direct evidence of students’ abilities to construct meaning from,
interpret, OR respond to a complex text throughout the learning segment.
[ The informal/formative assessment I have in my lessons are the Padlet questions at the
end of lesson one and lesson two, and the class discussions we have in the beginning and
middle of class. With the Padlet responses, I ask the students to reflect on a concept that we
had talked a lot about during that particular instructional class period. Padlet is a virtual cork
board that students can post “post-it” notes to. I ask students to answer and post but only put
their initials with their response. This somewhat takes the pressure off of the students. These
posts on Padlet are not taken for a grade, it is for me to evaluate if majority of the students met
my objective and Standard. While the students post, I look at the responses. If I see if there is a
lot of confusion. I will ask the students to pause and clarify instructions or other things. After
class, I will review their responses again if it seems like as a class we missed the objective, I will
review and reteach I the beginning of class the next day. During class time, I will use class
discussions to check understanding of particular concepts. For example, when talking about
POV I will ask students to write their thoughts, feeling, and emotions, down on a sheet of paper.
After they reflect and do so individually, I will walk around the room, check for understanding,
and ask that we come together and share responses. This allows me to check for understanding
with the students as well as get the students who may be misunderstand on the same page
during class discussions.
The written response in Lesson 3 is my formal assessment. This assessment offers a
more detailed perspective on students learning is because I can see how in-depth or detailed
their responses are when they are thinking and responding individually. Some students may
answer superficially and only scrape the surface of what the questions are asking, and some
students may offer a detailed, thought-provoking interpretation of the short story. Based on their
level of interpretation, I can assess their ability to meet the standards. Based on the integration
of evidence, and their ability to follow the R.A.C.E format, I can determine what students
specifically need more instruction to increase their analytical writing skills.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
[ Students with specific needs have multiple formats to display their learning. For the
students who struggle with writing and forming ideas independently, the partner and class
discussions allows students to contribute their ideas while also building off of other students. For
students that struggle with social interaction, the written response will be the opportunity to
show their learning and knowledge outside of social interactions. Allowing these different types
of social interactions allows students multiple ways and multiple opportunities to show case their
knowledge. For students that need a greater challenge, the responses will allow the students to
think deeper into a given concept. For students who have IEPs and 504s, the shorter Padlet
responses allows them to participate in class discussion at a pace that is comfortable to them.
Additionally, since we have extra workshop time twice a week, the students are given that time
to complete the work if they have not finished, therefore, the students are able to take all the
time that they need in order to complete a response that entirely showcases their knowledge.]
Task 2: Instruction Commentary
TASK 2: INSTRUCTION COMMENTARY

brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages
may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions.
These pages do not count toward your page total.
1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
[ In the first video clip, I am showing Lesson Two. I show where I am leading the students
through a Venn Diagram activity where they reflect on the impact of second person point of
view. In my second video clip, I show Lesson Three, I am talking with a group of students and
clarifying questions on the written responses and helping the students come up with evidence. ]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
[I challenge students to engage in learning by asking them to demonstrate to me that they are
following along and moving with the class by asking them to put their hands on their heads once
they are done with instructions. In the first video clip, I had previously asked the students to
draw Venn Diagrams. Students got up to sharpen pencils and started side conversations. I
instructed that when you are finished drawing your Venn Diagrams, to put their hands on their
heads to show they are ready. The blonde student, right in front of the camera, can be seen
putting his hands on his head, but then realizing that he didn’t draw his Venn Diagram. You can
see him draw the Venn Diagram, then proceed to put his hands back on his head. Additionally, I
challenge students to participate in learning by setting a number requirement for how many
things they should write down. At the end of the video clip, I say “Write down at least 3 thoughts,
feelings, or emotions”. This allows students to see that the task being asked is a manageable
task to complete and will be more motivated to do to. I build rapport with my students by
teaching the class in a more “conversation” manner than a “lecture manner”. When I ask for
examples, I let the students chime in on certain examples to show the class. Rather than me
providing expectations of what should be written in the section, the students set the
expectations. Additionally, I build rapport by walking around the room, which can be seen after I
give instructions. This builds rapport because it allows students to feel comfortable bouncing
ideas and questions off of me.]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in constructing meaning from,

interpreting, or responding to a complex text.
[ My instruction engaged students in constructing meaning from the text providing open-ended
questions that prompt students to begin thinking. In the first clip, I instruct the students to think
about the second person point of view. In the middle of the clip that is Lesson One, I say, “Think
about how the perspective of ‘you’ made you feel. How did it feel to be in the shoes of the
narrator”? After I give this question, I allow students time to write down their own thoughts,
feelings, and reactions. This allows students to construct meaning from the text. Additionally, in
the second clip, I ask the students clarifying questions, like, “What are some specific qualities he
picks up from basketball? And Are there any certain places in the book, like certain scenes?”
These questions help the students interpret the themes and key meanings of the short story and
then think about ways in which to support their answer.]
b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
[ My instruction links prior academic learning because in Lesson Two, the students have already
learned about POV and learned how to define and identify POV earlier in the year. In the clip
where the students write in the Venn Diagram, I am building on their basic recall of POV and
applying their knowledge specifically to the story in order to think about how POV impacts the
telling of a story. Additionally, my instruction links to student’s personal cultural assets because
with the written response questions in Clip 2, Lesson 3, students somewhat have to use their
knowledge of participating in sports to think about what the main character learned from his
summer at Muni Gym.]
4. Deepening Student Learning during Instruction
Refer to examples from the clips in your explanations.
a. Explain how you elicited and built on student responses to promote thinking and
develop students’ abilities to construct meaning from, interpret, OR respond to a
complex text.
[In the first clip, I elicited student responses by asking them open-ended questions like, “Think
narrator”? This allows students to think specifically about themselves in relation to the text,
which helps them interpret and make meaning of the short story. Additionally, I build on student
responses when I ask, in the second clip of Lesson 3, “What are some specific qualities he
picks up from basketball? And Are there any certain places in the book, like certain scenes?”.
These type of questions, especially the one about examples from the text, build upon the
students’ answers in our conversations.]
b. Explain how you supported students in using textual references (or, if a film, visual
references or dialogue) to check or justify their constructions of meaning from,
interpretations of, or responses to complex text.
[I supported the students in using textual references by asking the students in a casual way to
make connections to the short story. In the second clip, I ask the students, Are there any certain
places in the book, like certain scenes?” Some students respond with the examples from the
text. While one student doesn’t. I ask that particular student by prompting them with a vague
part of the scene, “Like when he plays Dante?” and then I wait for the student to elaborate
further on this particular scene.]
5. Analyzing Teaching
Refer to examples from the clips in your responses to the prompts.
a. What changes would you make to your instruction—for the whole class and/or for
students who need greater support or challenge—to better support student learning of
the central focus (e.g., missed opportunities)?
strategies/support (such as students with IEPs or 504 plans, English language learners,

[ The changes I would make for my instruction include introducing the Venn Diagram task
before reading a passage of the story, and rewording the questions to be clearer. In the
beginning of the Lesson Two Video Clip, I am instructing students to draw a Venn Diagram and
write their thoughts or feelings in the left. However, I do so after we had reread a specific
passage from the story. For the next class period, I gave the students this before we reread,
and their reflections on their thoughts and feelings about second person were more detailed and
specific. In clip two, where I am in the small group discussion, I was clarifying the questions that
asked, “How is Muni Gym the place where you will learn the world?”. The students were
confused on the wording of the questions. I had to clarify and explain this questions to multiple
groups of students. To fix this, I would change the question to a more straight forward one and
ask, “What life skills or lessons does the narrator learn at Muni Gym?”. For students who have
IEPs, gaps in knowledge, and need greater support. I would provide sentence starters to help
them with their R.A.C.E responses. A lot of students could find a quote, but struggled with the
explanation of their quote. I would give these students a small handout that has sentence
starters like “This shows that”, “This explains”, “This demonstrates”. ]
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
[Jerome Bruner believes “the process of discovery contributes significantly to intellectual
development” (Driscoll 2005). Bruner demonstrates that through personal experiences, a
student will significantly grow intellectually. This principle of self-discovery relates to the
cognitive side to Constructivism. By introducing the Venn Diagram before reread a passage of
the story, I am giving the students an opportune experience that will help them understand the
world around them in relation to their own thoughts and lives. Additionally, by changing the
wording of certain reading response questions, students are able to make more personal,
meaningful connections because they understand the question better.]
Clip 2, Lesson 3 Script:
:10 The student is saying “To the narrator the most important part of his life right now is basketball
and in a hardcore gym when all he wants to do is play basketball he learns everything he need to
know about being a team player and to stand up for himself when he wants something and other
people are telling him he can’t do it.”
:50 The clip audio skips a bit, I ask “Do all of these qualities apply to just basketball?”
1:20 There is a glitch in the clip, but there is no audio lost or interruption of events.
1:40 The audio skips a bit, I ask “Are there any places in the book that we see this, like certain
scenes?”
1:51 “Maybe all the times he woke up to go play basketball even when he didn’t want to”
1:54 “Like when he woke up at 5:00am when he didn’t want to”
2:16 “Yeah he was very determined in that game. He won”
Criteria for scoring the responses:
Includes Marzano’s scale score chart AND standards that are being assess on.

7.RL.2.1 Cite several pieces of textual evidence to support analysis of what a text says explicitly as
well as inferences drawn from the text.
responses.

Credit: Marzano Research and MCCSC Schools.

Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit a student work sample or feedback as a video or audio clip and you or your focus students cannot be clearly
heard, attach a transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages
do not count toward your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[These were the objectives taught throughout the lesson:
1. Analyze how a character’s identity is formed through events by writing a written response.
2. Identify the theme and setting of a short story to describe how events impact one’s identity]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
[
In this graph, you can see that my students in this class did fairly well. This particular school
uses Marzano’s approach of standard-based grading. This grade represents student’s ability to
represent the standard 7.RL.2.2: Analyze the development of a theme or central idea over the
course of a work of literature; provide a detailed summary that supports the analysis. With
Marzano’s standard-based grading, the students are graded on a 4 point scale. A 2.0 is
recognizing and recalling basic information. A 2.5 is recognizing and recalling basics plus some
application. A 3.0 is the GOAL for the student to reach, which is recognizing and recalling basics
plus application. A 4.0 exceeds this goal. When you translate grades out of 10 points, a 2.75 is
a 9/10 and a 3.0 is a 9.5/10. At 91.7%, this class is hanging out between a 2.75 and a 3.0,
which means that majority of the class mastered with standard. The graph illustrates the
majority of students are at 95%. The students were graded on 7.RL.2.2, but also additionally
graded on 7.RL.2.1: Cite several pieces of textual evidence to support analysis of what a text
says explicitly as well as inferences drawn from the text. This is not represented in the graph,
however, in their grading system, this class’ average grade for citing evidence is 88%. This
demonstrates that while students were proficient in analyzing theme, the students struggled with
using textual evidence to support their ideas. The grades for this standard were graded on the
same 4.0 Marzano Scale.]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to
¡ constructing meaning from complex text
¡ interpreting OR responding to complex text
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[ The majority of the students struggle with citing textual evidence, as seen from the narrative
about the average being 88% which is lower than the average for the grade about identifying
theme, which is at 91%. Many students simply paraphrased summaries of events in the book,
rather than using a specific quote from that particular moment from the text. This can be seen in
Student 3 Sample Work. This particular student paraphrases events from the book rather than
using specific quotes. Additionally, students were able to restate and answer the question, R
and A of R.A.C.E, but struggled with citing evidence and explaining evidence. The explanation
of evidence and the connection to their answers was where a lot of students lost points in their
grade for 7.RL.2.2 (Theme). Many students were confused with the questions. As seen in
Sample Student 1 question 4, and Sample Student 3 question 1, some students lost points
when the question was not answered correctly. However, if the student answered question 4
incorrectly, it was not a penalty because it was a reflection question that was not being
assessed in the R.A.C.E format, which was communicated to them during the completion of the
assignment. This question was to mimic the journal responses that they had been doing in
class. Overall, students were excellent at explaining one of the many themes that were
presented in the short story. Additionally, the students used their knowledge of 2nd person Point
of View to answer the second response question. Majority of the students, for the Standard of
7.RL.2.2 (Theme) were at the range of 90-95% which shows that they were able to master, or
almost master, the standard of identify the theme throughout a short story. Student Sample 1
shows a student who has gone above and beyond the goal. This can be seen from her detailed
responses that answer the question clearly in the first sentence, accurately integrate quotes into
her responses, and conclude the paragraph with not only an explanation, but also a concluding
sentences the summarizes her main point. This student is shown as going above in beyond,
especially in the 2nd question where they integrate the quote in an advanced way that many of
the advanced/accelerated students in 7th grade does. This class is not an advanced ELA class,
this is a general 7th grade inclusion classroom. However, this particular student demonstrates
advanced writing qualities for her to earn the grade of a 4.0. The second sample student, is the
student with an IEP. This particular student was aided in the starting sentences of each
response. However, the rest of the response was crafted by the student with no support. The
student clearly answers the prompt, provides evidence that is connected, but fails to explain the
evidence and its connection. Student Sample 3 is an example of a student who answers the
questions at a 2.5/4.0 because of her basic recall and some application. You can see the
student begin to apply these basic skills to provide analysis, but fall a bit short, like in question
2.]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[I will not be completing a video for this part. However, the first sample work is an example of a
students who is surpassing the goal of a 3.0. The second student, my student with an IEP, is an
example of a student at 2.75, just below the goal, this means that the students recognition,
recall and mostly application. Sample work 3, is a student that demonstrates a score of a 2.5—
recognizing and recalls with some application.]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. (Delete choices that do not apply.)
¡ Written directly on work samples or in separate documents that were provided to the
focus students
[ I chose to provide written feedback for students. They were provided a brief description on
their Canvas Assignment that their detailed feedback would be returned to them. On their
assignment that was handed out to them, at the top, there is two boxes that highlighted the two
Standards that will be in gradebook for this particular assignment. The students will receive two
separate grades. One for 7.RL.2.2 (Theme) and 7.RL.2.1 (Citing Evidence). Students may
receive two different grades based on their individual performance. However, in the student
samples provided, the student’s received equal scores on the two grades. This table was
discussed with the students while the assessment was assigned. When I gave feedback, I wrote
within their paper, but gave them their scores in the corresponding tables. Additionally, I
indicated within the table, which part of the standard they were lacking in. For example, if the
student failed to provide a “detailed summary” of the theme, I circled those words within the
standard, like in Student Sample 3. When giving my feedback throughout their papers, I made
sure to balance my comments between positive and constructive ones. If the student was
missing key parts of the response, I commented useful questions or information that would help
the student complete the particular missing section, like in Student 1 question 4 response, and
throughout Student 2’s response at the end to help them think about ways to explain their
evidence. I demonstrated correct formatting like where page numbers go, and correct
grammar/conventions simply to help the student see their formatting and convention mistakes.
Like the dashes in Student 1, and the lack of capitalization in Student 2 and 3. However, they
were not commented on, or taken as part of their grade. My intention was for the student to
receive feedback on the content and the structure of R.A.C.E. At the end of their responses, I
left a lengthy, detailed comment to the student about two positive comments and one
constructive comment. I sandwiched the constructive comment between the two positive ones.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[Student Sample 1 shows a student who has gone above and beyond the goal. This can be
seen from her detailed responses that answer the question clearly in the first sentence,
accurately integrate quotes into her responses, and conclude the paragraph with not only an
explanation, but also a concluding sentences the summarizes her main point. This student is
shown as going above in beyond, especially in the 2nd question where they integrate the quote
in an advanced way that many of the advanced/accelerated students in 7th grade does. This
class is not an advanced ELA class, this is a general 7th grade inclusion classroom. However,
this particular student demonstrates advanced writing qualities for her to earn the grade of a 4.0.
The second sample student, is the student with an IEP. This particular student was aided in the
starting sentences of each response. However, the rest of the response was crafted by the
student with no support. The student clearly answers the prompt, provides evidence that is
connected, but fails to explain the evidence and its connection. Student Sample 3 is an example
of a student who answers the questions at a 2.5/4.0 because of her basic recall and some
application. You can see the student begin to apply these basic skills to provide analysis, but fall
a bit short, like in question 2. This feedback for every student left the student with knowledge of
their strengths and weaknesses when it comes to writing constructed responses. Each student
was given tips on what can be improved. For example, the Student 1 can work on small
grammatical/convention errors, Student 2 can work on explaining their evidence, and Student 3
can work on detailed responses with quotes from the book. Because the nature of the Marzano
4.0 scale, and the two separate grades for each standard, students are able to clearly see if
they met the goal of a 3.0. Additionally, the students can easily see what they can improve on to
raise their score. With two separate grades for each standard and the scale of Marzano’s
grading, the students will receive some credit for any of their work. Additionally, because of
standard based grading, students can which standard/skill they need to improve the most on is.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[One of the policies at the school is to allow students to redo assignments until they reach the
goal of a 3.0. Therefore, I give the opportunity to every student to redo and return the work at
any given time during the year. This supports student learning because it changes the focus
from simply the letter grade, to the idea of mastering the concept/skill. To support students in
the opportunity and ability to redo assignments, I provided detailed feedback about what can
exactly be improve on, like in student 2 providing ways to begin explaining evidence. On
Tuesday and Thursday, we have what is called Workshop where students can be retaught, they
can redo work, or make up work. This time will be offered to students to redo the assignment if
they so please to do. Additionally, students are divided into boys, girls, and plus time, amongst
the three team teachers. The groups are rotated between teachers. When it is my plus time, that
is when I can request particular students to come to my room. This can be where I reteach
students citation of evidence, or how to construct the R.A.C.E format. Specifically, I will use my
time with the boys and the girls in order to reteach the entire group about the citation of
evidence. I think that majority of students, even those who scored a 3 for 7.RL.2.1 will benefit
from the re-teaching of citation of evidence. ]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students’ language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named “Language Use” of no more than 5 minutes in
length and cite language use (this can be footage of one or more students’ language
use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
¡ selected language function,
¡ vocabulary, AND
¡ discourse or syntax
to develop content understandings.
[ My students were able to use the language function of interpreting fairly well, which can
be seen in the class average of the grade (91%), as well as the individual student responses.
Overall, my students were able to interpret the multiple themes throughout the short story by
answering the questions in the written response. Even the student 3 sample work, demonstrates
that the student has a basic understanding of the themes and was able to interpret the
meanings on a surface level. Additionally, the students’ work demonstrates the vocabulary of
perseverance. While none of the students use this exact word, they all define perseverance in
their own ways. Student 1 defines it in question 1 by saying, “Determination, hard-work, and
teamwork can take you a long way through life”. Student 2 defines perseverance in question 1
and 3 by using the word “patience”. Lastly, Student 3 defines this vocabulary in questions 3 by
saying “he becomes even more determined”. Additionally, all students elude to the idea of
perseverance in question 2 to by saying something along the lines of “never giving up”. The
students are still working on using the constructed response format of R.A.C.E. as seen by the
student sample responses as well. Student 2, in all of their responses, could do the first two:
restating the questions and answering it. The student was also able to cite evidence at a
beginners level. However, the student lacked in the syntax of explaining their evidence and
connecting it to their answer in three of their responses. In each response, I have commented
“Explain…” and then advice on how to explain. Student 3 shows a struggle of syntax ability as
well as the student has three attempts to use textual evidence in her responses, but does so
very vaguely by paraphrasing, or randomly inserting in a page number.
In Video Clip 1, students can be seen using the vocabulary of point of view in order to
interpret the effect of 2nd person point of view on the story. At 1:10 in the clip, the student
responds to the question “How did you feel while reading the story” and she replied, “It made
me feel bad about myself because I haven’t’ worked as hard at something”. This student is
beginning to interpret this story in the way that the 2nd person point of view helps the reader
internalize the story more and requires the reader to put themselves in the shoes of the narrator.
In the first clip, I elicited student responses by asking them open-ended questions like, “Think
narrator”? This allows students to think specifically about themselves in relation to the text,
which helps them interpret and make meaning of the short story.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, describe next
steps for instruction to impact student learning:
¡ For the whole class
¡ For the 3 focus students and other individuals/groups with specific needs
[ Next steps for the whole class would be to include an constructed response assignment later
on within the unit to further practice their constructed response syntax. When giving the next
R.A.C.E assignment, I will provide a more scaffold approach to the assignment. The two things
that the whole class struggled with the most is properly citing evidence, some did it, but did not
do it 100% perfectly, and most struggled with explain after their evidence. To scaffold this, I will
provide students with the language support of sentence starters. For evidence, giving them
multiples ways in which they can begin their quote and then insert it in, rather than just always
saying “on page 5 it states”. For the explanation, I will provide other sentences starters that
begin with “This quote demonstrates” or “This illustrates that” this will help student begin to think
about how this quote is connected to their answer. Rather just allowing the students the class
period to work the next time we do constructed responses, the students will be given multiple
days, in which I provide mini modeling lessons beforehand on how to properly cite evidence and
explain it. By having more structure and support with their constructed responses, the students
will gain a better understanding of what a R.A.C.E. constructed response entails.
For the focus students that I included, the scaffolding and sentence starters will aid
Student 2 and 3 tremendously. Student 1 will be needed a greater challenge. For this student,
and other that fall into this category, I will challenge these students to focus on the conventions
and the mechanics of their responses. They will be help to a higher standard that they are
properly using MLA in-text citation rules/standards. I will create curriculum for these students in
which they can review, learn, and practice these types of conventions.
For students who have IEPs, 504s or other learning needs, I think that the scaffolding
will tremendously help their responses becomes more in-depth. These sentences starters will
help the students that need help staying organized in their writing, and help students reach their
goal of writing a 3 paragraph response. For students with language needs, the
scaffolding/sentence starters help the student practice using academic language because the
beginning language vocabulary is already in place.
Additionally, my next steps for student learning after this include taking the student’s
interpretations of these themes to the next step: applying them into their own lives to reflect,
which can be seen beginning to happen in question 4 of the assessment. What is not shown in
this learning segment, is that this short story is a part of a larger coming of age unit. Students
have been interpreting text and media to make sense of character’s and people’s identities,
essentially content to answer the essential questions. The culminating activity for this unit is to
write their own memoir in which they reflect on a specific event in their lives and relay a
universal theme that they have learned from it. This short story lesson is a spring board for
student to begin interpreting things in their own lives in a similar way that they have interpreted
this short story.]
b. Explain how these next steps follow from your analysis of student learning. Support
your explanation with principles from research and/or theory.
[ My next steps that follow my analysis of student learning directly reflect my goals that I had
wanted the students to achieve in the assessment. From my responses in 1a-c, it is clear that
students do well at finding and interpreting the themes, however need more work with syntax
and their constructed responses. My next steps include scaffolding and mini-lessons that model
a R.A.C.E. constructed response which aligns with two theorist, Vygotsky and Marzano. The
scaffolding comes from Vygotsky’s theory of Zone of Proximal Development (ZPD). The ZPD is
the place in student learning where the student can’t do a particular task on their own, but can
do the task with teacher guidance. Currently, majority of my students are in the ZPD when it
comes to R.A.C.E. constructed response and citing evidence. I will use scaffolding to help
students move through this ZPD. Additionally, Robert Marzano’s “I do, we do, you do” modeling
theory will help assist students in their ZPD. In “I do” I model to the students a constructed
response that is exemplary. The students will then do a R.A.C.E response with me, as that is
“we do”, lastly, after providing these supports, the students will do their own individual response.
Because of the nature of our grading and assessment, I want the student to develop a growth
mindset when it comes to their writing. Each student is able to redo this response to receive a
“goal” grade. My goal is to provide students with the resources to make meaning of these
concepts on their own, a more student-centered approach. I want to provide my students with a
step-by-step release of information so that they are able to make sense of each part of the
material.]
Assessment:
7.RL.2.1 Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
responses.
1. Basketball and the court represent more than the game and a space to play. Readers
learn early in the story that to “you” basketball is “more than just ball. It’s a way out.” (p.
2) Muni Gym is the place “where you will learn the world.” (p. 9)? What life skills OR
lessons does the main character learn by playing at Muni Gym?
Response:
2. What does the narrator mean by this: “If you let it, [the lazy part] of your brain will hold
you back from every dream you will ever have.” (p. 5)?
Response:
3. How does Dante, his father, or Slim, influence the main character? Choose one of these
characters to talk about.
Response:
4. What people, events, or things influence you in a similar way?
Response:

Edtpa Website

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Edtpa Website

Загружено:

Авторское право:

Доступные форматы

Secondary English Language Arts

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

About the School Where You Are Teaching

About the Class Featured in this Learning Segment

About the Students in the Class Featured in this Learning Segment

Students with IEPs/504 Plans

Accommodations: Test read aloud,

Accommodations: Test read aloud, 50%

Accommodations: Test read aloud, 50%

Accommodations: Test read aloud, 50%

Students with Other Learning Needs

Modify assignments, have more in-depth

Provide text at their reading level

Central Focus: Essential Question(s):

Extending the Lesson

Lesson Topic: _POV Rewriting_ Grade level:_7th__ Length of lesson: _1 hr 19 minutes_

State Content Standard(s):

Student objectives (outcomes):

Students will be able to:

Performance Task(s): Other Evidence:

Additional Modifications for Individual Students:

Extending the Lesson

How does this setting influence the main character’s development?

How do the other character’s influence the main character?

Lesson Plan 1 Starts

Journal Writing Essential Questions “How to Transform an Everyday, Ordinary Hoop

Written in the Narrative Structure

Climbed up the water spout

Down came the rain

And washed the spider out

Out came the sun

And dried up all the rain

And the itsy-bitsy spider

Climbed up the spout again

Parallel Interactive What is a Theme?

Now, ask yourself… Review Questions

Lesson Plan 2 Starts here

Share answers to questions: POV Let’s reread the first passage...

What did you like best? Padlet Point of View

It creates…. For example…

It makes you…. For instance on….

It helps… when he writes...

Point of View Writing Responses:

Lesson Plan 3 Starts here

What is Narrative Structure? Narrative structure describes the

It's how a book is __________________, and

Narrative structure is built from various

Types of Narrative Structures: 1. Linear/Chronological:​ Using a linear

4. Parallel:​ In parallel structure, the

2. How do the other character’s influence the main character?

4. What people, events, or things influence you in a similar way?

TASK 1: PLANNING COMMENTARY

2. Knowledge of Students to Inform Teaching

Analyze Argue Describe Evaluate

Explain Interpret Justify Synthesize

TASK 2: INSTRUCTION COMMENTARY

a. Explain how your instruction engaged students in constructing meaning from,

struggling readers, underperforming students or those with gaps in academic

Clip 2, Lesson 3 Script:

1:54 “Like when he woke up at 5:00am when he didn’t want to”

2:16 “Yeah he was very determined in that game. He won”

TASK 3: ASSESSMENT COMMENTARY

Types of Narrative Structures: 1. Linear/Chronological: Using a linear

4. Parallel: In parallel structure, the