EdTPA Task 1 Planning Template Comparing Different Points of...

edTPA Planning Template

EdTPA Task 1 Planning Template

Comparing Different Points of View

5th Grade


Context for Learning

Provide a response anytime you see the [ sign.

Context for Learning Information Directions: Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching 1. In what type of school do you teach?

Elementary school: [ X ] Middle school: [ ] Other (please describe): [ ] Urban: [ ] Suburban: [ X ] Rural: [ ]

2. 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.

[We have a co-teacher. She works with the EC students in the classroom.]

3. 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.

[I am following the pacing guide when I teach my lesson. We are in the fantasy unit. They actually cover more than one standard in a day, and sometimes the standards or lessons don’t last longer than a day or two, so I kind of had to stretch it to fit my lessons for this unit.]

About the Class Featured in This Assessment 1. How much time is devoted each day to literacy instruction in your classroom?

[Each day two hours and ten minutes are spent on literacy. Reading block is an hour and forty minutes. They usually have a ten to twenty minute reading lesson, then spend twenty to thirty minutes practicing the new skill, and the rest of time is spent reading independently. They also use two different computer programs to assist the instruction, iReady and WriteAbout. The students use iReady during reading block. This program is specific to whatever level the student is on. WriteAbout is like a blogging site. The program will generate random prompts for the students to write about, and when they are ready to post it they can publish them.]

2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.

[Throughout the year my CT does running records for each student. This determines what level of book the students will read at. They also are grouped based on their reading level. They have book clubs where they read a book that is on the appropriate reading level. In the book clubs


they work with their group to decide how much to read each day and they lead their own discussions.]

3. Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide the title, publisher, and date of publication.

[Lucy Calkins teaching points, Common Core, iReady]

4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, on-line professional resources) you use for literacy instruction in this class.

[Classroom library, SmartBoard, DocCam, laptops, iReady]


About the Students in the Class Featured in This Assessment 1. Grade level(s) [5th grade

2. Number of

students in the class [ 22

males [14 and females [ 8

3. Complete the chart 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 chart. The first two 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 IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).

Learning Needs Category

Number of Students

Supports, Accommodations, Modifications, and/or Pertinent IEP Goals

English Language Learner’s 4 Working in groups, read directions aloud, Spanish copies

Struggling Readers 5 Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue, conferencing)

Gifted Students, AIG 4 Book talk book is at appropriate level, there is choice in tasks

Comment [t1]: Same as diversity clinical work.


Planning Commentary Planning Commentary Directions: Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

1. Central Focus

a. Describe the central focus and purpose for the content you will teach in this learning segment.

[The central focus of the literacy content is for students to identify the narrator’s point of view and explain how it impacts the events in a text. This aligns to the CCSS Reading Literature, CCSS.RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described. The teacher will provide explicit instruction and scaffolding in order for students to understand the different points of view and compare passages that are using different perspectives. Students will also get practice in writing from different points of view.]

b. Given the central focus, describe how the standards and learning objectives within your learning segment address

an essential literacy strategy

requisite skills

reading/writing connections

[The essential learning strategy for this learning segment is comparing different points of view; specifically, for this lesson students will be comparing multiple passages, written in different perspectives, and decide how each one impacts the story. In order for students to be successful, some of the requisite skills that students should have include recognizing pronouns and understanding author’s choice. Students should be familiar with pronouns, such as , he, she, me, and I. Students should also understand that author’s choose to write stories in certain ways. Students will be exposed to many texts, including passages selected by the teacher and their independent reading books, and they will have to identify the point of view that is used. Students will also have to compare texts told from differing point of views. This learning segment focuses on reading in that understanding the point of view is part of reading comprehension. In order to understand the meaning of a text, students have to understand the characters in the story and determining the point of view will give a better understanding of the characters. This segment focuses on writing in that student’s get to practice writing in different points of view, and they will get to experience how different perspectives can put the events into a different context.]

c. Explain how your plans build onto each other to help students make connections between skills and the essential strategy to comprehend OR compose text in meaningful contexts.

[These plans build onto each other during this learning segment. In the first lesson, I will introduce point of view and teach the different perspectives that are associated with point of view. I will explain that first person perspective is told by a character in the story, second person is where the narrator addresses the reader, and third person perspective is told by a narrator not in the story. During this lesson, I will explain that there are different signal words that the author uses to help us figure out which point of view the story is being told in, like me for first person, she for third person, or you for second person. At the end of this lesson, students will

Comment [t2]: This is an actual edTPA template that you will also complete during student teaching for your final project.


get the opportunity to identify different signal words and determine which point of view the author is using based on the signal words. In the second lesson, students will apply what they learned about signal words and point of view. They compare multiple passages with differing points of view. They will identify which point of view the story is in, based on the signal words, and also explain how the different perspectives impact the events in the story. In the third lesson, students will get to practice writing in different points of view. They will write from a certain character’s perspective.

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, 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—What do students know, what can they do, and what are they learning to do?

[Students should have the prerequisite skill of identifying pronouns. They should be able to read a passage and identify the pronouns. After they do this they will determine which point of view is being used based on the pronouns. Students will also describe how this point of view influences the story.Some of the students in the class may have an easier time with this than others. I will have to modify the instruction to meet the specific needs of my students. I will review what a pronoun is for the four ELL students and struggling readers in the class. I have to model the new concepts and scaffold my instruction to engage the students in their learning. It will also be important to engage the AIG students in the class. During the focus and review I am intentionally allowing them to build on their knowledge. ]

b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

[The students in this classroom come from very diverse backgrounds. This class has some students who were not born in the United States, some students who have only lived in Concord, NC, some students who live in a rural area, some live near downtown Concord, four gifted students, four English Language Learner’s, six students who receive Exceptional Children services and are supported by the co-teacher, and students who are transitioning out of the behavior support classroom. The students also have a variety of interests. Students are interested in MineCraft, basketball, and technology. The different backgrounds and interests build right into my lesson. Students can understand that they view something different than someone else. Students in this class have a great appreciation for diversity. Understanding that we are different builds into perspectives because we may see or describe something different based on our personal backgrounds.]

3. Supporting Students’ Literacy Learning

Respond to prompts 3a–c below. As needed, refer to the instructional materials and lesson plans you have included to support your explanations. Use principles from research and/or theory to support your explanations, where appropriate.


a. Explain how your understanding of your students’ prior academic learning and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials.

[In Human Diversity in Education: An Integrative Approach by Kenneth Cushner (1992), he addresses the idea that it is important, especially in the classroom, to understand and interact with those who are different from themselves. In this classroom, students have had many opportunities to interact with others different from themselves. They have also discussed these differences. We can make the connection to literacy, when looking at points of view. We will explore that when we look at different points of view, one is not more right or wrong than the others, they just provide different information and vantage points. Students will build on their comprehension because they will not only better understand the character, they will begin to think about why the author made certain choices. Cushner, K. (1992), Human Diversity: An Integrative Approach, ISBN-0-07-014998-4]

b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.

Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[Throughout my lesson, I provide opportunities for all of my students to be successful. I do this by teaching using different strategies such as explicit instruction, turn and talk with partner, whole class discussions, small groups, reading, speaking and writing opportunities, music and other strategies. In the first lesson, during teacher input, I engage all learners by involving the class during instruction. Instead of just sharing with them all of the signal words, I explain a couple and then allow them come up with some on their own. Students who do not need much instruction on signal words are still involved in this lesson, students who are beginning to understand it can make connections based on the examples and my modeling, and students who are struggling can see a visual of these signal words. In this lesson, I also differentiate instruction because in the independent practice students are working with their independent reading book. This book is based on their reading level, so every students will be working with a book specifically for them. In all of the lessons I will support struggling readers by read alouds. I also provide support for English Language learner’s by providing Spanish copies. Through each instructional strategy, I provide opportunities for all students to be challenged and supported.]

c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them.

[A common misconception related to point of view is understandint the difference between narrative point of view (first person perspective, second person perspective, third person perspective) and point of view as one’s own biases. In my lesson I address both types of point of view because students will get to “get inside a character’s head” and write from that perspective. The first lesson, we only focus on narrative point of view, but we are constantly moving to understand both types addressed.]

4. Supporting Literacy Development Through Language

a. Language Demand: Language Function. Identify one language function essential for students to learn the literacy strategy within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment:


Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

[Students will be analyzing texts to determine the point of view and explain how it impacts the story.]

b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. In which lesson does the learning task occur? (Give lesson/day number.)

[In lesson #2 on day 2, students will be analyzing multiple passages written from differing perspectives. First the teacher will model showing two passages describing the same school scene, one written from first person perspective, in the perspective of the student and the secon written in third person perspective where the narrator is not in the story and we know the thoughts and actions of all the characters. Then as a class discuss the differences between the two different perspectives. This is analyzing because it is comparing the two different passages and explaining how the story is impacted. Students will get an opportunity to analyze on their own, and they will read two passages and create a t-chart noting how the story changes when it is told in a different perspective. When referring to Bloom’s Taxonomy the analysis level is breaking down material into smaller parts, and students have to understand both the content material and the structural format. In this lesson students have to identify which point of view is being used, and analyze the relationship between the two passages.]

c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use.

Vocabulary or key phrases

Plus at least one of the following:

Syntax

Discourse

Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them?

[The students will have to understand the following vocabulary terms: bias, point of view, opinion, narrator, viewpoint, first person, second person, third person, omniscient, and perspective. These terms are explicitly taught by the teacher in teacher input, and students will have to apply this vocabulary in their independent practice. Discourse is also addressed in the lesson because students will have to write out their explanations. For example in the first lesson students will write the point of view that their book uses and the signal words that helped them make this conclusion. Students will also write out what the sentence would look like if it was told from a different perspective.]

d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.

Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.


[One instructional support that I use is graphic organizers. In the first lesson students are learning how to use signal words to help them figure out which point of view the text is using. Some of the signal words include-he,she,me,my,we,or I. Students have to write a sentence from their IRB and decide which point of view is being used based on the signal words. Graphic organizers help students to make connections and see the purpose in what they are doing. For this specific lesson, students see the text, then break it down to the signal word, then decide the point of view.

5. Monitoring Student Learning

Refer to the assessments you will submit as part of the materials for Task 1.

a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the literacy strategy and requisite skills to comprehend or compose text throughout the learning segment.

[Throughout the lesson, I have planned informal and formal assements to show the knowledge of the students. For my informal assessments, I am asking questions throughout the lessons. I am also building off of the questions that I ask. For example, in lesson 1, I ask students to decide what point of view is being used, how they know, and why they think the author chose to write in this point of view. As students are working I also walk around and monitor and conference with them. I will also challenge them. Throughout these lessons students will work in partners, small groups and as a whole class. During teacher input, I use the strategy of turn and talk to their partner. This strategy allows all students to participate. One time that I have students turn and talk is to share what they learned that day. Students get to hear the perspective of their partner, which relates back to the literacy strategy as well as encourages communication skills. For the formal assessment I align it specifically with the daily lesson objective. The lesson’s assessment targets the use of identifying the point of view using signal words. The second lesson has the students comparing and analyzing two passages. The third lesson’s assessment student write a piece from a specific perspective based on the book they are reading as a class-The City of Ember.]

b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.

Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[Throughout all of the lessons and assessments, I provide opportunity for all students to demonstrate their learning. For struggling readers and English language learners I read the directions aloud. In these lessons I also explicitly model the learning tasks. Students learn from teacher modeling, so I provide students with the information and strategy, we work through it as a class or in small groups, then students practice on their own. In the first lesson, students are using their own independent reading book, and because each book is at their level, students are being challenged at the appropriate level. I also provide a Spanish copy of the assessment, this allows the student who does not speak English to participate.]


Student Teaching edTPA Lesson Plan Template

Subject:

English Language Arts/5th grade

Central Focus:

Comparing different points of view

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator or speaker's point of view influences how events are described.

Date submitted: Date taught:

Daily Lesson Objective:

Students will independently determine the point of view of a text. Students are expected to earn 8 out of 10 points.

21st Century Skills:

Learning and Innovation Skills

Creativity‐students will tell sentences from a different perspective

Communication and collaboration‐ students work with partners and as a whole class, and they will participate in discussions involving speaking and listening

Life and Career Skills

Productivity and accountability‐By the end of this lesson, students will complete a worksheet that shows they are developing an understanding of point of view. They have to identify the signal words, as well as explain their choices.

Academic Language Demand (Language Function and Vocabulary):

a. Language Function‐ Analyze: compare different points of view. This will involve knowledge that the narrator uses different points of view to tell the story in a certain way.

b. Language Demand‐Students will be speaking and listening throughout the lesson by participating in collaborative discussions. During focus and review students will turn and talk to a partner, and in teacher input and guided practice, we will have whole class discussions. They will also be reading different texts and determining the points of view. Students will also write a piece from a specific perspective to confirm understanding on point of view.

c. Vocabulary/key terms‐bias, point of view, opinion, narrator, viewpoint, first person, second person, third person, omniscient, perspective

Prior Knowledge: Understand that stories have a narrator, and the author has choice in determining who narrates the story. Stories can have more than one side or perspective.

Activity Description of Activities and Setting Time

1. Focus and Review

The teacher will begin by showing a picture on the board of “Wife and Mother-in-law.” (Picture included below) Depending on how the image is viewed, the viewer will see a young woman or an older woman. The teacher will give the students the opportunity to look at the picture, and then they will turn and talk to a partner about what

7 mins


they see in the picture.

Ask students to:

Describe what you see?

Explain process in determining what you saw in the picture?

Is there a right or wrong way to look at the picture?

Explain, “we have different ways of looking at things, we look at things from different perspectives, and our literary term that we are learning about today is point of view.”

2. Statement of Objective

for Student

I will learn different signal words to identify the narrator’s point of view and I will be able to explain how each perspectives impacts the text.

3. Teacher Input

The teacher will begin by explaining, “that just like we can view the picture from different perspectives, we can do the same in our texts. Authors will let us know what perspective they are writing in based on certain signal words.”

Teacher will create an anchor chart to emphasize signal words. The teacher will use the chart to explain that authors use point of view to tell about the same events in different ways.

At the top of the chart, have the question-who is telling the story? Then split the chart into three different columns and use each column to explain the different points of view-first person, second person, and third person. For first person some of the signal words are “we, I, me, myself and our,” for second person some of the signal words are “you and your,” and some of the signal words for third person include “he, she, and them.”

After giving students a couple of examples for each category allow them to add to the chart by asking them, “what other signal words can we add?” Encourage them to look at the words that are in each section first.

Explain that, “first person perspective is told by a character in the story, so the narrator is describing his or her thoughts and feelings.” Next, explain that, “second person perspective is when the narrator will address the reader.” Then, explain that, “third person perspective is told by a narrator not in the story.”

15 mins


Ask students to, “think about why the author would choose a particular point of view.” Then have students turn and talk to their partner, and as students are sharing the teacher will go around and talk with groups.

4. Guided Practice

On the DocCam, the teacher will show a chart that is divided into three different sections-first person perspective, second person perspective, and third person perspective.

The teacher will also have a set of sticky notes with different sentences on them:

Luke bought a bag of chips from the cafeteria. (3rd)

You are really good at volleyball. (2nd)

After I get home from school, I am going to take a nap. (1st)

Julianna and Diana are best friends. (3rd)

We get to go on a field trip next week. (1st)

As a class, we will determine which section each sticky goes. The teacher will remind students to look at the signal words.

In order to encourage students to think at a higher level, the teacher will ask students, “what the sentence would look like if it were in one of the other perspectives.” For example, a possible response could be: If the first sentence, “Luke bought a bag of chips from the cafeteria” was told in first person perspective, it would read as “I bought a bag of chips from the cafeteria,” or in second person “You bought a bag of chips…”

15 mins

5. Independent Practice

The teacher will explain that, “students will use what we learned about point of view for this assignment.”

Students will work by themselves to complete a worksheet on identifying the point of view using signal words based on their independent reading book.

Students will select certain sentences in their book, and determine the point of view, and include the key words that helped them figure this out. Students will follow this format three different times, and they will also choose one sentence and rewrite it using a different perspective and explain how it changes the meaning of the story.

(Worksheet is included below)

20 mins


6. Assessment Methods of

all objectives/skills:

Formative or informal assessments:

Throughout the lesson the teacher will ask questions to check for understanding. For example, during teacher input the teacher will ask students to add more signal words to the chart. Students will be able to come up with signal words after the teacher gives a few examples. During teacher input students are also asked to think about why the narrator chooses a certain point of view to tell the story. Also, during guided practice the teacher asks questions by asking students to determine and explain where each sticky note goes, and by challenging students to give an example of what the sentence would look like if told from a different perspective.

Summative or formal assessment:

Students will fill out a point of view worksheet where they have to identify and explain the narrator’s point of view. Students will have to follow the format of the worksheet, and provide a sentence from their independent reading book, and explain what point of view is used and how they know. Students will also choose one sentence to rewrite from a different perspective, and explain how it changes the meaning of the text. Each worksheet has three boxes. Each box is worth three points. One point for the signal word, one point for text, and one point for the right point of view. The whole worksheet will be worth 9 poibts.

7. Closure

Show Flocabulary Points of View video- https://vimeo.com/93104211

Before showing the video, remind students to look for different signal words when determining the point of view.

3 mins

8. Assessment Results of


Targeted Students Modifications/Accommodations

ELL students- read the directions aloud, provide Spanish copy for student who is just beginning to speak English

Student/Small Group Modifications/Accommodations

Struggling readers-Read aloud the entire worksheet

Materials/Technology: SmartBoard, DocCam, sticky notes, worksheet, Flocabulary video

Reflection on lesson:


Picture below is used in focus and review-

Edwund Boring, You see my Wife, and Mother-in-Law, 1941

http://spaceandperspective.com/2013/02/22/masters-of-deception-part-ii/


Name: _________________________________ Date: __________________

Point of View

A point of view is the different perspective, or vantage point, from which a story is told.

Directions: Fill in each box. Using your independent reading book, select a sentence in the text that describes an event that involves a character in the story. For each box, include the page number, the direct text, what point of view it is, and what key words helped you figure this out. For ONE rewrite the passage from a different point of view and explain how the meaning of the story changes (use back if necessary).

IRB Book: _____________________________________ Author: ________________

Text:______________________________________________________ ___________________________________________________________________________________#: ______________

Point of View:___________________________

Signal Words:_______________________________________________________________

Text:______________________________________________________ ___________________________________________________________________________________#: ______________

Point of View:___________________________

Signal Words:_______________________________________________________________

Text:______________________________________________________ ___________________________________________________________________________________#: ______________

Point of View:___________________________

Signal Words:_______________________________________________________________



Subject:

English Language Arts/ 5th grade

Central Focus:

Comparing different points of view


CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator or speaker's point of view influences how events are described.

Date submitted: Date taught:

Daily Lesson Objective: Students will independently complete a T-chart, and accurately list at least three points for each passage.



Creativity‐students will tell an excerpt of The City of Ember from different perspectives

Communication and collaboration‐ students work with partners, small groups and as a whole class, and they will participate in discussions involving speaking and listening


Productivity and accountability‐By the end of this lesson, students will complete a T‐chart that shows they are developing an understanding of point of view. They will be comparing two different points of view and explaining how they provide a different meaning


a. Language Function‐ Analyze: compare different points of view. This will involve knowledge that the narrator uses different points of view to tell the story in a certain way.

b. Language Demand‐Students will be speaking and listening throughout the lesson by participating in collaborative discussions. During focus and review students will turn and talk to a partner, and in teacher input and guided practice, we will have whole class discussions. They will also be reading different texts and determining the points of view. Students will also write a piece from a specific perspective to confirm understanding on point of view.

c. Vocabulary/key terms‐bias, point of view, opinion, narrator, viewpoint, first person, second person, third person, omniscient, perspective

Prior Knowledge:


1. Focus and Review

The teacher will begin the lesson by asking students to, “remind me of what they learned about yesterday”. Explain, “we talked about point of view.”

8 mins


Ask:

What are the different points of view we discussed? (First person perspective, second person perspective, third person perspective)

How do we know what perspective the author or narrator is using? (Signal words)

What are some of the signal words? (I, me, you, she, he…)

Show Flocabulary video on point of view

Go over the line that is repeated in the video “Everybody wants to know my POV! First person is me, second person is you, third person is he, third person is she, everyone wants to know my POV!” Ask students, “how can remembering this rap help you with remembering point of view?”


for Student

I will compare texts told from different points of view, noticing how it changes my experience of a text (for example, a book narrated in first person usually seems much more personal and immediate than one told by a narrator).

3. Teacher Input

Begin by explaining, “when we are determining point of view, we follow three steps: first, we read the passage, second we cross out or ignore the dialogue (any spoken word or internal thought), and third we focus on pronouns (signal words we focused on yesterday). The teacher should also create an anchor chart, so students have a visual of the three steps.

Next, the teacher will do a role-playing scenario. One or student will be needed to help with the role-play, depending on if the teacher wants to participate in this part of the role-play.

This scene is taking place in Mr. Boring’s classroom.

Actor 1 (student, Jim) is daydreaming during one of Ms. Boring’s very exciting and super fun classes

Actor 2 (the teacher) Mr. Boring

Student: Hold up thought bubble that says, “I’m starving! I wonder what’s for lunch…hopefully pizza!”

Teacher: Raise your hand if you can think of a synonym for companion. The teacher looks around the classroom, then calls on Jim even though it looks like he is not paying attention. Jim, what do you think?

Student: Looks confused, and rushes to come up with

15 mins


something…uhhh, yes, noun.

End scene.

After the role-play, as a class they will examine two different descriptions of the scene that they just acted out. One description will be in first person and one in third person. Students will all receive a copy of the two passages.

First person perspective-

I was sitting in Mr. Boring’s classroom during language arts. All I could think about was how hungry I was. I started thinking about what was going to be on the menu for lunch, and I was hoping it was pizza. “Jim?” Mr. Boring said. Oh no, I thought, he just called on me and I have no idea what he was talking about. “Noun?” I responded nervously and quiet, unsure of what he just asked.

Third person perspective-

Jim was sitting in Mr. Boring’s class during language arts, thinking about how hungry he was. He was hoping they would have pizza for lunch. “What is a synonym for companion?” asked Mr. Boring as he surveyed the room. He noticed Jim had not spoke up in a while, and called on him, “Jim?” Oh no, Jim thought, he had no idea what he was talking about, so he weakly answered “noun.”

The teacher will explain, “we just looked at two different passages on the same story, but they look a little different because they are told from different perspectives. The first one is told in first person perspective and the second one is told in third person perspective.” Ask:

How do we know the first one is told in first person perspective? (signal word‐I)

Who is telling the story? (Jim)

How do we know what perspective the second passage is told in? (look for signal words, see character’s names)

How are the two passages similar/different? (varied responses)

4. Guided Practice

The teacher will explain, “we looked at the same story from two different perspectives, and now you will work in groups to identify the perspective a story is told in and explain how it impacts the text.” The teacher will explain that students will work in groups of four to come up with a sentence of how the “Climbing the light pole” scene would be different if told from Doon’s perspective or Lina’s perspective. First the teacher will read from page 19. When the teacher is finished reading, she will explain “on the pink sticky note write Lina’s perspective and on the blue write Doon’s perspective.” Each group will only write one sentence for each character. As

10 mins


groups are working the teacher will go around and talk with them. When groups are finished they will place their sticky note on the class anchor chart, which has a T-chart that shows City of Ember told by…with Lina on one side and Doon on the other side.

Call on different groups to share what they come up with. Ask:

What perspective is our story originally told in? (third person)

How do we know? (we know the characters thoughts and actions, pronouns are he, she, character’s names)

What perspective did we use when we wrote from Lina’s perspective? (1st) Doon’s? (1st)

Why did the perspectives look different? (different characters)

How does the story change if Lina is telling it? If Doon is telling it?

Why do you think the author Jeanne DuPrau chose to write this story in third person?

Is one of the points of view more effective than the others, for this story? Which one? Why?


Students will read two passages: one written in first person perspective and one written in third person perspective. Then, they will independently complete a t-chart that compares the two sample passages, and explain how the different perspectives make the story different even though they are both describing the same events. Students should also note how it changes their own experience when reading. (When reading in first person perspective, the story is more personal, the reader feels more apart of the story than in third person perspective.) Students will have to list at least three points for each perspective explaining how each passage is different.

15 mins



Formative or informal assessments:

During teacher input the teacher asks questions to build on what they learned about point of view yesterday, and to help them remember the signal words to look for when determining what perspective a story is told in. In teacher input the teacher asks students who is telling the story, and how the two passages are similar or different. In guided practice there is both small group and whole class discussion where the teacher is asking what the different perspectives look like.

Summative or formal assessment:

Students will fill complete a graphic organizer of a T-chart for comparing the two passages. In order to receive full credit, students will have to provide three explanations or examples on how the passages are similar or different.

7. Closure Allow a few students to share some of the points that they came up with in independent practice. Students will share with a partner what they learned today about point of view.

5 mins





ELL students- read the directions aloud, provide Spanish copy for student who is just beginning to speak English


Struggling readers- read alouds

Materials/Technology: SmartBoard, Flocabulary video, anchor chart paper



Subject:

English Language Arts/ 5th grade

Central Focus:

Compare different point of views


CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

Date submitted: Date taught: February 25, 2015

Daily Lesson Objective: Students will independently write a letter to the mayor in a specific perspective using evidence to explain their job.



Creativity-students will tell sentences from a different perspective

Communication and collaboration- students work with partners and as a whole class, and they will participate in discussions involving speaking and listening


Productivity and accountability‐By the end of this lesson, students will complete a worksheet that shows they are developing an understanding of point of view. They have to identify the signal words, as well as explain their choices.


d. Language Function‐ Analyze: compare different points of view. This will involve knowledge that the narrator uses different points of view to tell the story in a certain way.

e. Language Demand‐Students will be speaking and listening throughout the lesson by participating in collaborative discussions. During focus and review students will turn and talk to a partner, and in teacher input and guided practice, we will have whole class discussions. They will also be reading different texts and determining the points of view. Students will also write a piece from a specific perspective to confirm understanding on point of view.

f. Vocabulary/key terms‐bias, point of view, opinion, narrator, viewpoint, first person, second person, third person, omniscient, perspective

Prior Knowledge: Understand that authors can write from different perspectives, understanding of chapter one of The City of Ember


1. Focus and Review

Ask students:

What have you learned about point of view?

Why do author’s use different points of view?

5 mins



for Student

I will apply my knowledge of point of view by writing from a specific perspective.

3. Teacher Input

Re-read chapter one of City of Ember. As teacher is reading have students write on sticky notes anything that they notice about point of view. The teacher will give an example at the end of page 2. Say, “I am thinking this part is telling me about the point of view. This says ‘In the second row was a boy named Doon Harrow. He sat with his shoulders hunched…’ this makes me think this story is not being told by Doon because we see his name and it refers to him as he.” Ask, “what would it look like if it was being told by Doon?” Continue reading, and stop to discuss point of view when given more details. After reading, ask, “what point of view do you think is being used in City of Ember? What makes you think this? Why do you think the author chose this POV?”

15 mins

4. Guided Practice

“Stop and think to yourself how the story would be different if it was told from Lina’s perspective? Doon’s? What would you do if you were in this class on assignment day? Write some of these ideas down. Then after five minutes, share with a partner.”

10 mins


“We have talked about what the different perspectives are, and how they are used. Now you are going to get a chance to write from a certain perspective. In the City of Ember, when students are twelve years old they begin working for the city. The mayor will come to their class on Assignment Day, and they will choose a job randomly out of a bag and they work for their city for the next three years. They are not always satisfied with their jobs.”

Explain, “today you will imagine you are in Lina and Doon’s class on Assignment Day. You are going to get the chance to draw a job from the bag, and then you will write a job to Mayor Cole explaining whether you like your job or not. Before we draw jobs, I will read the specific directions that the mayor gives the class, that way you will really have the perspective of the different students.” Re-read instructions from Mayor in chapter one, stop at “who cares to be first?” and allow students to come to the front and draw a job out of the bag. “When you write your letters, I will be looking for three things, 1) Your job title and description 2) Whether or not you like/want your job 3)Why or why not.” Some of the jobs include: messenger, pipe works laborer, greenhouse keeper, trash sifter, mold scraper, and electrician’s assistant.

20 mins



Formative Assessment:

Asking questions in teacher input and guided practice

Summative Assessment:

Students will write a letter to the mayor that includes 1) Your job title and


description 2) Whether or not you like/want your job 3) Why or why not?

7. Closure Students get a chance to read letters aloud to class. Discuss the different perspectives. “Why do the letters sound different? Why would some people like their jobs?

7 mins




Spanish version of the letter for independent practice for student who is learning English.


Re-read parts of the book aloud for struggling readers. Read the directions out loud.

Materials/Technology: DocCam, Flocabulary video, The City of Ember book, job bag


edTPA project Rubric Numbers in parentheses are point values.

edTPA Rubrics (identical to those used in student teaching)

*Only levels 1, 2, 3, and 4 are provided here. Please reference the actual edTPA rubric to see descriptions of Level 5.

Unit section Level 1 Level 2 Level 3 Level 4 Points earned

Planning for Literacy Learning (edTPA rubric)

(1a, 1b, and 1c)

Candidate’s plans focus solely on literacy skills without connections to any strategy for comprehending or composing text.

(1-3)

Plans for instruction support student learning of skills with vague connections to strategies for comprehending or composing text.

(4-5)

Plans for instruction build on each other to support learning of skills with clear connections to the essential literacy strategy for comprehending or composing text.

(6-7)

Plans for instruction build on each other to create a meaningful context that supports learning of the essential literacy strategy for comprehending OR composing text with clear AND consistent connections to skills.

(8)

7

Planning to Support Varied Learning Needs (edTPA rubric)

(3b)

There is little or no evidence of planned supports. OR

Candidate does not attend to requirements in IEPs and 504 plans.

(1-3)

Planned supports are loosely tied to learning objectives or the central focus of the learning segment. AND

Candidate attends to requirements in IEPs and 504 plans.

(4-5)

Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND

Candidate attends to requirements in IEPs and 504 plans.

(6-7)

Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs.

(8)

5

7

Using Knowledge of Students to Inform Teaching and Learning (edTPA rubric)

Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds.

(1-3)

Candidate justifies learning tasks with limited attention to students’ prior academic learning OR personal/cultural/community assets.

(4-5)

Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of

Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ • prior academic learning AND • personal/cultural/community

8


(3a and 3b) personal/cultural/ community assets Candidate makes superficial connections to research and/or theory.

(6-7)

assets. Candidate makes connections to research and/or theory.

(8)

Identifying and Supporting Language Demands (edTPA rubric)

(4a, 4b, and 4c)

Language demands7 identified by the candidate are not consistent with the selected language function OR task. OR

Language supports are missing or are not aligned with the language demand(s) for the learning task.

(1-3)

Candidate identifies vocabulary as the major language demand associated with the language function. Attention to additional demands is superficial. Language supports primarily address definitions of vocabulary.

(4-5)

Candidate identifies vocabulary and additional language demand(s) associated with the language function. Plans include general support for use of vocabulary as well as additional language demand(s).

(6-7)

Targeted language supports address use of • vocabulary AND • one or more additional language demand(s) (syntax, discourse).

(8)

5

7

Planning Assessments to Monitor and Support Student Learning (edTPA rubric)

(5a and 5b)

The assessments only provide evidence of students’ use of skills.

Assessment adaptations required by IEP or 504 plans are NOT made. OR Assessments are NOT aligned with the central focus and standards/objectives for the learning segment.

(1-3)

Planned assessments provide limited evidence to monitor students’ use of the essential strategy OR

skills during the learning segment.

(4-5)

Planned assessments provide evidence to monitor students’ use of the essential strategy and skills during the learning segment.

(6-7)

The assessments provide multiple forms of evidence to monitor students’ use of • the essential strategy AND • skills throughout the learning segment.

(8) 5

7


Additional Rubrics

Context for Learning (6 points)

School Context School information is incorrect or it is not provided.

(0)

School information is accurately provided.

(1) 1


Classroom Context

Classroom information is missing. (0)

Classroom information is thoroughly provided for 2 or 3 of the following areas: The amount of time for literacy

instruction each day with specific mention of writing time and reading time;

Information about ability grouping and how it impacts the class;

Information about textbooks and instructional programs;

Other resources frequently used for literacy instruction.

(1)

Classroom information is thoroughly provided for all of the following areas: The amount of time for literacy

instruction each day with specific mention of writing time and reading time;

Information about ability grouping and how it impacts the class;

Information about textbooks and instructional programs;

Other resources frequently used for literacy instruction.

(2)

1

Student Information

Student information about their learning needs is missing.

(0)

Student information is provided including: At least two learning needs

categories that vaguely describe supports and accommodations OR

Only learning need category is described.

(2-4)

Student information is provided including: At least two learning needs categories

that thoroughly describe supports and accommodations

(5)

5

Learning Segment Lesson Plans (45 points, 15 points each)

Lesson Plans and Materials

The following are requirements for the lesson plans. Use the templates provided by your instructor. Include lesson number and title for each lesson. Each lesson must build toward teaching the identified central focus of the learning segment and must include both reading and

writing connections. Students must use the technology in at least one lesson. Digital technology use includes, but is not limited to: computers,

digital cameras, MP3 players, calculators, DVDs, CDs, radio, interactive white boards, digital microscopes, and microphone. 21st Century skills and culturally responsive teaching strategies must be included in all three lessons. All lessons must include appropriate instructional strategies. Appropriate differentiated learning activities to meet the diverse needs of students in your class must be included in all three

lessons.

42

45


Rubric 1-Planning for Literacy Learning

Each lesson builds on each other to supports skills that connect with comparing points of view. The first lesson students are introduced to point of view and they begin to identify points of view using signal words. The second lesson students compare passages, and the third lesson students practice writing a piece.

Rubric 2-Planning to Support Varied Student Learning Needs

Lessons must include both formative and summative assessments. The final lesson must include a summative assessment that determines students’ level of proficiency with the literacy strategy taught across all three lessons.

Standard Writing Conventions (5 points)

Grammar and Spelling

There are more than three writing errors (grammar, spelling, sentence and paragraph structure, punctuation, capitalization).

(0-2)

There are no more than two or three minor writing errors (grammar, spelling, sentence and paragraph structure, punctuation, capitalization) and they do not detract from the meaning.

(3-4)

There are no writing errors (grammar, spelling, sentence and paragraph structure, punctuation, capitalization).

(5)

5

Sources Resources used in writing the unit are not cited in the text and/or in the lessons or only some are cited. A reference list is included at the end of the unit but it is incomplete or a reference list is not included in the unit. Formatting for citations and references that are present has major errors.

(0)

Resources used in writing the unit are cited in the text or in the lessons and a complete and reference list is included at the end of the unit. There are minor formatting errors but the required information is present.

(1)

Resources used in writing the unit are cited correctly in the text or in the lessons and a complete and correctly formatted reference list is included at the end of the unit.

(2)

2

Total points possible: 100

87

96


I address the specific needs of students in my classroom and connect this to the literacy standard. Point of view is a comprehension strategy and to support struggling readers I provide opportunities for read aloud, so they can still be successful in this lesson.

Rubric 3-Using Knowledge of Students to Inform Teaching and Learning

I make specific connections to the students in my class. I relate this literacy standard of point of view to the diverse population of students in this class. People will often form own opinions and biases based on backgrounds, and this relates to point of view.

Rubric 4-Identifying and Supporting Language Demands

I identify new vocabulary that is essential to this lesson. I also identify how this uses discourse, students apply what they are learning to writing pieces.

Rubric 5-Planning Assessment to Monitor and Support Student Learning

Multiple forms of assessment are used throughout the lesson. These assessments are used to check for understanding and challenge the students thinking. These questions often build on one another, and are designed for everyone in the class to be successful.

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