Final Tpa 4 Apr 25 17

CalTPA–Culminating Teaching Experience Task ID #00000000
Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
Step 1: Learning about Students in the Whole Class and Two

Focus Students
Directions:
An important step in planning instruction is to learn about your students. Select one class, one
content area, subject matter within that content area, and two focus students to work with as you
complete this task. Respond to the questions about the whole class and the two focus students
below.
A. Class Information
Grade Level: 8 Age range of students: 13-14
Content Area: ELA Total number of students: 23
Subject matter: Literary Devices Number of Male Students: 12
Number of Female Students: 11
Percentage of students receiving free or reduced lunch: 98%
Areas in which students live (check all that apply) X Urban____Suburban____Rural___
Ethnicity of 17 African American or Black

students 0 American Indian/Alaskan Native
(provide 0 Asian or Pacific Islander
numbers) 0 White, not Hispanic
6 Hispanic or Latino
0 Other (Specify) __________________________
Language 3 Fluent English Proficient

proficiency of 2 English Learner(s)
students 18 English only (native speakers)
(provide
numbers)
Identified special ___ Specific Learning Disability ___ Speech/Language Impaired

need categories ___ Hard of Hearing X Visually Impaired
represented ___ Deaf ___ Orthopedically Impaired
(provide ___ Deaf-Blind ___ Emotionally Disturbed
numbers) ___ Other Health Impaired ___ Intellectual Disability
___ Multiple Disabilities ___ Autistic
___ Brain Injury ___ Established Medical
___ Gifted/Talented Disability (0-5 years)
Jan 2016 Copyright © 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved. 1
B. Learning About the Whole Class
Student Characteristics
Directions:
Provide a general description of what you learned about the general characteristics of students
in this class, and describe how you will use this information in planning academic instruction in
your selected subject matter.
Linguistic background
Provide a general description of what you Describe how you will use this information in
learned about students’ linguistic background. planning academic instruction in your selected
subject matter.
In this particular class of 8th grade ELA As a classroom teacher my goal is always to
students 5 out of 23 students total are reach 100% of my students. Because of this it
designated as English Learners; two of the EL is important that I incorperate as may different
students were “Initially Identified and English learning modalities as possible into my lessons
Proficient” (IFEP), one student was so that the content matter can be accessed be
“Redesignated as Fluent English Proficient” the varying skill levels in my class. For this
(RFEP), and two students are classified as lesson I have incorporated music, visual
English Learners. All five of these students imagery, and a kinesthetic exercise in order to
come from homes where Spanish is listed as increase engagement and to aid in
their primary language. The remaining 18 comprehension of grade level content.
students in the class are all native English
speakers with English being the only language
spoken at home.
Academic language abilities, content knowledge, and skills related to this subject matter
learned about students’ academic language planning academic instruction in your selected
abilities, content knowledge, and skills related to subject matter.
this subject matter.
In this class of 23 students, four students According to the state test scores the majority
scored a ‘4’ (exceeded standard) on their most (14/23) met or exceeded 7th grade standards
recent SBAC exam for English Language Arts. for ELA the previous year. However,
Ten (10) students received a score of ‘3’ according to the school’s independent
(standard met) on their most recent SBAC diagnostic only 3 students are performing on
exam for English Language Arts. Eight (8) the 8th grade level for reading and 16 students
students received scored a ‘2’ (standard nearly are specifically performing on or below the 6th
met) on their most recent SBAC exam for grade level. I will use this information to help
English Language Arts. One (1) student me choose appropriate literature that is
received a score of ‘1’ (standard not met) on accessible to students performing below grade
their most recent SBAC exam for English level but complex and interesting enough to
Language Arts. engage students on grade level. In addition,
the content taught in this lesson will be
In addition, at the beginning of the year each I supported with music, visual imagery and
administered a diagnostic exam to all of my kinesthetic activities aimed at scaffolding the
students. This exam (MAP) is an adaptive lesson and engaging students through multiple
computer based test administered by the learning modalities.

Northwest Evaluation Association. The data
gathered through this diagnostic provides me
with each student’s reading level. In this
particular class, the reading levels range from
as low as 3rd grade to as high as 8th grade.
Specifically, the present level of performance
for reading break down as follows:
Grade Level 3 = 1 student
Grade Level 4 = 4 students
Cultural and health considerations

learned about students’ cultural and health planning academic instruction in your selected
considerations. subject matter.
Of the 23 students in this class, six (6) students In planning the academic instruction I will
are identified as Latino on school records. The aim to activate prior knowledge by using
remaining 17 are identified as African- visual aids that represent the content of the
American. For the most part the students at my lesson as found in my students living
school are accustomed to attending schools environment. I will be using images of
that are primarily African-American in billboards, advertisements, and products that
population with various numbers of Latino my students are familiar with seeing in their
population. The area in which our school is neighborhood. I will be mindful to avoid
located is an historical African-American area scenarios and examples that are not culturally
in South Central Los Angeles and has been the familiar to them.
site of numerous high-profile events including
the 1992 Los Angeles riots.
There are no major health concerns for the

students in this class either on file with the
school or that have been relayed to me via
student surveys and/or parent contact.
Interests and aspirations

learned about students’ interests and planning academic instruction in your selected
aspirations. subject matter.
Through student interest surveys I have Using this information I will plan to make
learned that there are only a few students in the explicit, real-world connections to the content
class who feel that they know what they want material in order to illuminate why and how
to do or study as adults. Of those who are learning about irony is applicable to their
confident, aspirations include being a lawyer, lives. In my instruction I will be mindful to
doctor, nurse, performing arts, engineering, share the importance of irony as not only a
and being a sports caster. literary skill found in everyday life but that
can also make college bound students more
At this school here is a large emphasis on astute in making observations and can allow
“climbing the mountain to and through” them to be included in “inside jokes.”
college at this school. Students are well aware
that there is an expectation that they strive for
higher education of some sort and that
everything they are learning today is in an
effort to prepare them for the challenges and
expectations of those higher aspirations in their
future.
Our school also has a strong program that

provide assistance for students and families
find and apply to high schools best suited to
their interests and aspirations. In addition, this
program continues to provide support as each
alum graduates high school, applies for
college, and all the way through college
graduation. Through this program I have
learned that several of the students in this class
will be matriculating to high schools that
specialize in the arts, math and science, and
technology.
Developmental Factors That May Influence Instruction.

Directions:
Provide a general description of developmental factors that may influence instruction of students
within this age range and in the selected class. Indicate how you will use this information
regarding developmental factors in planning academic instruction for this class in your selected
subject matter.
Physical Development
Provide a general description of developmental How will you use this information regarding
factors that may influence instruction of developmental factors in planning academic
students within this age range and in the instruction for this class in your selected
selected class. subject matter?
There are two students who have significant I will be sure to make the slide show portion
vision impairment that affect their ability to of the lesson available to students with vision
see the board. Both students have prescription impairment on a student computer so that they
glasses but will rarely use these glasses while are able to study the images required for
at school. participating in the class discussion.
In addition, there are a few students who are at The kinesthetic portion of the class discussion
an unhealthy weight for their age and size. One involves the use of dry erase boards at each
of the three students frequently exhibits the student’s desk. This will serve to help engage
effects of an unhealthy diet and sleep that students in a physical manner safely and
definitely effects his performance in class. This calmly.

student is often either extremely tired and
lethargic, or quite irritable and sometimes
hyperactive. I have been working with the
school dean, counselors, and family members
to provide this particular student with an
appropriate support plan.
Social Development
Compared to my other classes this particular This information allows me to frame the class
group of 8th graders are enjoy practicing discussion in a way that is both casual and
collegial talk during class time often referring professional so that my middle school
to each other as “teammate” and usually students have the opportunity to bridge their
supporting one another academically by naturally social nature with appropriate school
ensuring that their teammates are able to behavior.
complete a task and understand the lesson.
They are generally respectful to themselves,
their teammates, and their teachers and are
incredibly motivated to learn.
Emotional Development
Comparatively speaking this class is mature, With this information I am able to determine
responsible, and respectful. While there are that the content of my lesson is appropriate
age appropriate behavior issues that arise from for the development of my class. I have
time to time (such as peer to peer conflict and included cultural references to music and
negative responses to redirection), none of the films that my students will be able to relate to
behaviors are frequent enough – or significant in order to allow for better comprehension of
enough – as to impact the learning the content material.
environment. All in all this group is incredibly
motivated to learn and are focused on their
academic success.
C. Focus Students
Directions:
Select two students from the class you just described above. Select one student who is an English
learner and one student who presents a different instructional challenge. Consider your selected
content area when describing what you learned about the two focus students. In the boxed areas
below, provide:
 a description of what you learned about each of the students
 an explanation of how the information will influence your academic instructional
planning, including assessment.
Note: Single subject candidates for a credential in Languages Other Than English who are
delivering instruction entirely in the target language may choose another student with a different
instructional challenge rather than an English learner.
Student 1: An English Learner

Gender: Female
Age: 13
1. Why did you select this student?

This student is designated as an English Learner and his records indicate that his primary
language is Spanish. His most recent CELDT scores indicate that he is on the border of
Intermediate and Early Advance:
Comprehensive Score: 557
Overall Score: 549
Listening: 555
Speaking: 531
Reading: 559
Writing: 554
In addition, according to the diagnostic reading exam that I administered at the beginning of
the year this student’s current reading level is significantly below grade level (grade level
4). However, he did score a 3 on last year’s SBAC exam indicating that he did meet state
standards in English Language Arts.
2. What did you learn about this student’s linguistic background?

As mentioned above this student’s primary language at home is Spanish. While place of
birth is listed as Los Angeles the language spoken at home is Spanish, although I have
learned during parent-teacher conferences that mom also speaks English. His most recent
CELDT scores (as listed in #1) place him exactly between Intermediate and Early Advance.
3. What did you learn about this student’s academic language abilities related to this
subject matter?
This student scored lowest in regards on the Speaking portion of the CELDT exam (531). In
class this student does not usually raise his hand to ask questions and only a few times this
year has contribute nothing more than a short sentence or one word responses to the class
discussion. He will, however, from time to time volunteer to read text aloud. This student
has made immense growth since the beginning of the year in terms of motivation and work
completion and his work often shows a clear understanding of the material.
4. What did you learn about this student’s content knowledge and skills in this subject
matter?
This student “met standard” (3) on her most recent ELA SBAC exam. In addition, this
student has maintained a B average in my class including receiving skills assessment grades
ranging from a low B to a high A. Therefore, this student has shown an ability to master
and comprehend grade level text and content skill in spite of his language background,
although it does require effort and dedication.
5. What did you learn about this student’s physical, social, and emotional development
relevant to this academic content area?
This student is very heavy for her age. She, however, is well adjusted and very much liked
by her peers. She does not experience bullying as a result of her size and is never involved
in peer conflict. She is mild mannered and soft-spoken. She is not known by any of her
teachers to be engaged in off-task behavior during class instruction and always shows
respect for expectations at school as well as for her teachers and peers.
6. What did you learn about this student’s cultural background, including family and
home, relevant to this academic content area?
This student identifies as Latina and was born in Los Angeles. She lives in a close-knit
family that includes her mom, dad, and younger baby sibling. The home language listed in
Spanish but when I spoke with mom most recently in conference her English was fluent.
7. What did you learn about this student’s special considerations, including health issues,
She has no known health issues relevant to the content area. She remains focused in class and
attempts all work but will not always ask for help when he needs it. He never raises his hand
to participate but will participate to the best of his ability when called on. I will need to check
in with her periodically one-on-one to make sure that she is understanding the material and
that she is prepared to be successful on the assessment. This can be done during independent
work time in class or by arranging for him to attend my tutoring hours after school once a
week.
8. What did you learn about this student’s interests and aspirations related to this
academic content area?
During the first parent-teacher conferences I discovered that he wants to attend USC. As
stated above, he has expressed interest in the sciences but she is unsure as to what she wants
to be when she grows up. Becoming skilled at reading and comprehending English language
text will be a major component to accomplishing her goal. It is my responsibility to make
sure his language skills grow as much as possible during his time in my class in order to help
him reach his goals.
9. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, etc.).
Se has excellent attendance and is rarely tardy to school. She does not participate in extra-
curricular activities and usually (but not always) has her homework completed on time to the
best of her ability.
Student 2: A Student Who Presents A Different Instructional Challenge

Gender: Female
Age: 14
1. Why did you select this student?

I selected this student because she has been labeled as having a OHI (peanut allergies and
Asthma) and SPI (Speech and Language Impairment). She works closely with the school’s
resource specialist as well as the school counselor and dean. Before entering my 8 th grade
class she was enrolled in this school for 5th and 6th grade but spent 7th grade at a juvenile
detention center. She has a history of anger and interpersonal conflicts around campus but
has shown great improvements throughout the course of this year. While in my class,
however, she has usually shown great motivation and respect. Not only has her behavior been
of high quality while in my class, but she has shown tremendous motivation to achieve and
learn. It has also been reported to me by the resource specialist that she has made many
positive comments about my class and the way I break information down for her and she has
often been proactive about making sure she checks in with me if she has to miss a class. In
spit of all of this, however, her SPI often makes it difficult for her to complete longer
assignments or assessments and I find often that she is usually unable to demonstrate her
knowledge on paper as well as she can orally during class discussions. It is my hope that
through the process of completing this TPA that I will be able to reflect on how to strengthen
my assessment strategies in order to support her needs and the needs of other students who
have similar needs and challenges.
2. How is the instructional challenge that he or she presents different from that of the
other student?
She is an African-American female who is a native speaker of English, which is already
vastly different than the other student. While both students work with the challenges of
processing and comprehending written information, the reasons for this are different for each
student. In addition, as described above, this student’s needs carry a socio-emotional
component that requires different instructional and assessment approaches than those for the
EL student. She also arrives to school without a book bag and often only carries the most
essential books that she needs for class in hand. She sometimes forgets her book at home or
leaves her book behind in class. I will want to include the resource teacher in finding ways to
help her stay organized so that she has all the materials that she needs to be successful.
3. What did you learn about this student’s linguistic background?

She is a 14-year-old African-American female born and raised in the South Los Angeles
area. According to this student’s cum files, English is her only language at home. While she
is a native English speaker she does have difficulty with fluency and vocabulary of grade
level text in class. Her present level of performance as determined by the MAP test
administered by the school at the beginning of the year is at a Language Arts Level 3 (3rd
grade).
4. What did you learn about this student’s academic language abilities related to this
subject matter?
Again, this student’s present level of performance as determined by her MAP scores place
her at a Language Arts Level 3. However, during class discussion I have noticed that her
ability to think critically and apply higher level thinking skills (e.g. analogies and allusions)
is closer to grade level expectation. She can write basic grade level sentences but often
struggles with lengthy written assignments that require a demonstration of analysis. She has
no problems decoding unfamiliar words and is not shy about reading aloud.
5. What did you learn about this student’s content knowledge and skills in this subject
matter?
She works diligently with the RSP teacher in order to understand material given in class
and to keep her grades above failing. According to her IEP she qualifies for both pull out
services and small group testing which allows him to receive additional support. In an IEP
meeting with her mom and her advocate it was said that she was brought back to this school
because the academic rigor was not satisfying enough for the family so she has returned to
our school in order to make up for content she might have missed out on during 7th grade.
6. What did you learn about this student’s physical, social, and emotional development
As stated above, this student has a history and reputation with school administrators for
becoming unmanageable when angered. When speaking with the dean who worked with
her during her 6th grade year (before she left for the juvenile hall) I learned that she is often
triggered by interpersonal conflicts with her classmates or sometimes when she feels she is
being wrongfully punished or given an unfair consequence. While her behavior in my
classroom has never been anything less than the expectation, I have witnessed her arriving
to class having just been involved in one of these types of conflicts. During a recent IEP
meeting that I was involved in the dean did mention that the frequency of these episodes
had dropped dramatically since past years and that he has seen a great deal of improvement.
As a result, I will want to monitor her emotional state before the assessment is administered
to make sure she is prepared to focus on the academic task.
7. What did you learn about this student’s cultural background, including family and
home, relevant to this academic content area?
She comes from a lower-middle class African-American family. She was born and raised in
South Los Angeles and lives in a multi-generational household. Her mother has come to
school to check up on her performance both academically and behaviorally and has
complained that this student is not forthright with her about school. I will want to
communicate directly with mom about this student’s class work, performance, and
assessment.
8. What did you learn about this student’s special considerations, including health issues,
While reading through her IEP I discovered that she qualifies for the following testing
accommodations:
-Extra time on test within a testing day
-Supervised breaks within a section of the test
-Noise buffers for attention
-Testing in small group setting
-Test administration directions that are simplified or clarified
Her other listed modifications that will pertain to instruction in my class included:
-Extended time for assignments/assessments
-Reduce homework and classwork assignments by 50%
-Use visuals/manipulative
-Re-direction as needed
-Graphic organizers for reading/writing
-Positive reinforcement
-Assist with organization
-Retake assessments, quizzes earning a grade of C or lower.
My assessment already contains graphic organizers for reading/writing, which will address
that particular need. In addition, I will want to make sure that she is given plenty of time to
complete the assessment and that I work closely with the resource specialist in order to
provide her with the proper testing environment.
9. What did you learn about this student’s interests and aspirations related to this
academic content area?
When informally interviewing this student I learned that she does not particularly enjoy
reading but that she is motivated by the content of the reading material in my class. I also
learned that she is interested in becoming a lawyer when she grows up.
10. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, and so on).
Her attendance is good and she does not participate in any extracurricular activities.
Step 2: Learning Environment and Academic Instructional

Planning for the Whole Class
A. Information about the Learning Environment
Directions:
Consider what you learned about your students in Step 1. Respond to the prompts below about
the learning environment. For each response include:
 a description of what you do to establish and/or maintain an
effective environment for learning
 a rationale for why the decisions are appropriate for the class.
1. In what ways do you establish and maintain a positive climate for learning?
Greetings
It is important to establish kindness, respect, and readiness from the moment a student
walks into the classroom. In order to establish this I have created and maintain a ritual of
standing by the door and greeting each student as they enter with a “Good morning/Good
afternoon” and a fist bump (or a personal handshake as requested by a few students).
During this time it is expected that students return the greeting in a calm, respectful, and
appropriate manner to signify that they respect the learning space and that they are ready to
learn.
Affirmation
In addition to the greeting I have also instituted a daily affirmation into the class procedure.
For this, students stand next to their desk and repeat the following affirmation three times in
a row: My thoughts become my reality. I choose to think great things. This helps to set the
tone by creating a climate of positivity before the start of any learning activities planned for
the day.
Leadership
As the year progresses I will also appoint student leaders to lead the affirmation as well as
to lead the class lesson for a day. I clearly communicate with the students that student
leaders and teachers are chosen based upon how well they have followed and participated in
the prior day’s class.
Professional address
Students are encouraged to address each other directly during class discussion using the
term “teammate” in order to provide a positive sense of collective learning. This is also an
opportunity to practice addressing each other in a professional and respectful manner -
which is often an important skill for middle school students to practice because of the
amount of intense personal conflicts that can often (and frequently) arise at this
developmental age.
2. In what ways do you establish and maintain rapport with all students and their
families?
A parent newsletter is sent home on a weekly basis that will contain updates and important
information about my class. In addition, families and students frequently communicate with
me via Google classroom and our school’s grading and report portal Illuminate. I begin
establishing rapport with families at the beginning of the year with a parent letter as well as
phone calls and informal conferences meant specifically to introduce myself and ask if
there are any concerns entering the new school. These concerns – as well as any others that
I notice in the classroom - are then revisited frequently during formal parent-teacher
conferences and phone calls home or text messages sent to parents. Students are also asked
to fill out an interest survey at the beginning of the year so that they can communicate
concerns, goals and interests. I am then mindful to incorporate as much information
gathered as possible throughout the school year within the class curriculum.
3. In what ways do you encourage students to take responsibility for their own learning
and to work responsibly with others and independently?
In order to encourage students to take responsibility for their own learning I am mindful to
create as much transparency as possible in the evaluation process. Students are given access
to grading rubrics for weekly homework assignments and larger projects and then asked to
complete these rubrics as part of the submission process, thereby making self-evaluation and
self-reflection an integral part of the learning process.
As the year progresses, group work becomes an integral part of the class structure. This is
most frequently done when students are asked to practice writing about the literature that
they have read. In my class, writing is a communal process where students are encouraged to
brainstorm in teams whereby students learn cooperatively from one another in dialogue.
The responsibility to work independently arises every 3-4 weeks when students are asked to
take a new skill assessment. I communicate with students that skills assessments are
opportunities for students to “show what they know.” Prior to each skills assessment students
are prepared with instruction and notes and encouraged to ask questions, stay after school for
tutoring, and to study their class notes in an effort to show responsibility for their learning.
4. In what ways do you establish clear expectations for academic and social behavior and
respond to behavior that does not meet those expectations?
I establish clear expectations for academic and social behavior by verbally communicating
them with students as well as posting a visual representation of my expectations on the walls
of my classroom. I treat everyday as an opportunity to revisit and review the expectations
both within the framework of class discussions as well as while outlining each learning
activity. Early on within the school year I make sure to take my students through a learning
activity for both behavior and academic expectations where they must articulate what each
expectation “looks like, sounds like, feels like.”
When students are exhibiting trouble meeting the expectations set forth I give them the
opportunity to do try it again. This gives the students the opportunity to take ownership for
correcting their own behavior and to learn how to self-correct in the moment. This also
allows for immediate positive feedback once they have self-corrected their own behavior
rather than focusing on the negative behavior only. A focus on positive feedback helps to
promote a positive learning environment for the students.
5. Discuss the classroom routines and procedures that you use, including how you
establish and maintain them.
The classroom routines begin before students enter the class with an orderly line up. As
students enter the class I am always at the door ready to greet each student as they walk in,
typically with a “good morning” or “good afternoon,” a smile, and a fist pound or high-five.
Once students enter the class they will typically read the board for instructions on the
assignment (Do Now) that they are to begin working on. In addition, the agenda and daily
goals will also be written on the board for students to read as well. Once all students have
entered the room, and received a greeting, class typically begins with the daily affirmation.
For the affirmation, students will stand next to their desk and repeat the following in unison:
My thoughts become my reality, I choose to think great things. This is an opportunity to unify
the class into one focused discussion after each individual student has had time to complete
the Do Now on their own. After the affirmation, I will begin direct instruction for the day
during which point I will explain the daily agenda in greater detail. Instructions for learning
activities will be delivered as well as the expectation for the learning outcome of that day. All
of these daily routines and procedures are established at the beginning of the year and
maintained by daily ritualization.
B. Information about Academic Instructional Planning
Directions:
As you begin to think about the lesson that you will present to this class of students, consider
what you learned about them and what you want them to learn in the lesson. Respond to the
questions below regarding your plan for instruction for the whole class.
1. At what point in the sequence of the unit is this lesson? Check one:
X At the beginning of the unit of study
Between the beginning and the end of the unit of study
At the end of the unit of study
2. The video is a 20 minute portion of a 45 minute lesson.
3. List the state-adopted academic content standard(s) or state-adopted framework you

will address in this lesson.
RL 8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
RL8.6: Analyze how differences in the points of view of the characters and the audience or
reader (e.g. created through the use of dramatic irony) create such effects as suspense or
humor.
4. What is (are) the academic learning goal(s)? What specifically do you expect students
to know or be able to do as a result of this lesson?
Students will be able to define Irony and the 3 types differing types of irony (Dramatic,
Situational, Verbal).
Students will be able to identify all 3 types of Irony (Verbal, Dramatic, Situational) with
80% accuracy when given examples.
Student will be able to explain what makes something ironic or not and explain by
clarifying or providing examples.
Students will be able to independently analyze a given text for its use of irony.
5. How is (are) the academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?
Students will be given two short texts – one poem and one piece of dramatic dialogue as
independent practice to conclude this lesson. Students will need to analyze how key lines of
dialogue given reveal aspects of a character in order to identify the irony at work in the text.
Similarly, Elizabeth Bishop’s poem “Fishes” prepares students to consider varying points of
view by analyzing the ironic ending to her poem. This lesson comes at the beginning of a
unit of study in which students will be reading and analyzing excerpts from dramatic
literature including Shakespeare’s Romeo & Juliet, Hamlet, and Lorraine Hansberry’s A
Raisin in the Sun. Students will need a strong understanding of irony in order to pick up on
the humor and suspense created by each playwright.
6. How will the content of the lesson build on what the students already know and are able
to do?
The core of this lesson is built around images and scenarios that students are likely to
encounter in their everyday lives (e.g., billboard advertisements). The lesson is structured
this way in order to activate schema for students new to the key concept of irony as a
literary element. In this way I will be able to show student that they innately already know
how to recognize irony because their life is filled with examples that they can recognize.
7. How does the content of this lesson connect to the content of preceding and subsequent
lessons?
As stated above, this lesson is specifically designed to provide students with a new skill to
be applied to the reading of dramatic literature. Students will later be asked to apply their
knowledge of the three forms of irony in order to comprehend and analyze dialogue and
incidents in a story (RL 8.3) as well as how varying points of view create suspense and
humor in literature (RL 8.6).
8. What difficulties do you anticipate students may have with the lesson content? Why do
you think these will be areas of difficulty?
Irony is considered to be a sophisticated literary device that requires deeper processing
skills especially when the example given is unfamiliar or new to the reader. To become
adept at recognizing and analyzing irony requires the simultaneous use of analysis and
inference as students must understand the literal meaning as well as interpret the intended
meaning by understanding the contextual circumstances and finding the disconnect. Some
examples of more irony are more commonly found than others, which can create challenges
for young students of literature. Students at the 8th grade level are more likely to be
successful with commonly found instances of verbal irony such as sarcasm than more
complex dramatic or situational irony found more often in dramatic literature.
9. What evidence will you collect during the lesson and/or at the end of the lesson that will
show the extent to which the students have made progress toward the academic
learning goal(s)?
At the end of this lesson I will collect all student notes as well as the independent practice.
Students notes will be taken on a graphic organizer that I have created and printed and will
contain an overall definition for irony as well as definitions and examples of the three
specific types. The independent practice is a learning activity that asks students to analyze a
short poem (six lines) and four lines of dialogue for instances situational and verbal irony.
Students will be able to use their notes to complete the independent practice.
Student Notes:
Independent Practice
10. Think about how you will sequence your instruction of the academic content to be
covered in this lesson. Describe your plan for instruction in the order in which it will be
implemented. Address each of the following and provide a rationale for each of your
decisions:
 Communicating the academic learning goal(s) to the students
 Instructional strategies
 Student activities
 Student grouping
 Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
 Monitoring of student learning
Instructional Plan Rationale

Communicating Learning Goals Communicating Learning Goals
Firstly, the Learning Goals will be written on Having the learning goals written down
the board next to the daily agenda. Secondly, and allowing students time to process the
as a Do Now students will review the goals goals into their own words gives students
for the class and then rewrite the goals in time to prepare any questions they might
her/his own words. In addition, I will have before the lesson begins. This
introduce the lesson by stating the overall increases engagement and understanding.
objective in a student friendly/conversational Complementing this with a verbal
manner (i.e. “Today we are going to learn explanation of the learning goals allows for
about irony and the three different types that auditory processing of the goals as well as
can be found in literature and in life!”) visual.
Instructional Strategies Instructional Strategies

Hook Hook
This lesson begins with a Hook that This hook is designed to engage students
introduces the concept of irony as used in pop by introducing the content of the lesson
culture. I will introduce and play Alanis using music and contemporary culture. The
Morrissette’s famous hit “Ironic” with an use of music will help to activate the brain
essential question: “What makes something in new and creative ways that will prepare
ironic?” I then explain to the students that the students for the necessary deeper analytical
song has gained some notoriety over the years thinking required for the new skill that they
as people discovered that the examples within will be learning. In addition, this hook is
the song might not actually be correct designed to help students make the
examples of irony. I then suggest to them that connection between what they learn in
by the end of the lesson they will be able to English class to the every day lives.
use their knowledge to decide if Alanis’ song
“Ironic” contains irony.
Direct Instructions Direct Instructions
I will provide students with the definition of Having students write down the definitions
irony as well as definitions of the three aids in the processing of information that
specific types of irony (verbal, situational, they will then apply during guided practice.
dramatic). I will also provide students with Giving students specific examples to place
examples of each. Students will copy down all with each definition helps to clarify the
definitions and examples into a graphic definition. Providing examples will also
organizer that I will provide them. They will allow me to activate schema through the
then refer to these notes taken during both the use of commonly known scenarios and
guided practice and the independent practice. stories. For example, for an example of
dramatic irony I will use the plot of “Home
Alone” which most of my students will
know.
Guided Practice Guided Practice

For this portion of the lesson I will take Using visual aids and images using
students through a slide show of various real commonly known – or ever day – instances
life examples of irony, including verbal, of irony will allow students to gain
dramatic, and situational. This slide show will confidence in recognizing irony before
contain different images and written they are asked to find it in text. Having
scenarios. Using the notes that they took students refer to their notes will allow me
during direct instruction, students will attempt to focus on their understanding of the
to label each example correctly for the type of content material as they have processed it.
irony. Students will have mini white boards The use of white boards will allow me to
on which they will write their chosen answers. check 100% of the students present
Each student will hold their written answers immediately as well as immediately
up to show me their answers. I will gauge the address misconceptions before moving on.
accuracy of responses for each example given Having students use white boards will also
by reading all the student white boards and help me make sure that all students are
then engage students in a short discussion engaged in the learning process, especially
about each example. This discussion will those students who are reluctant to speak
include having students explain why they up during class discussion. In addition, this
chose the correct and/or why they didn’t lesson is designed to get students to begin
choose another answer option. I will also take applying their ELA skills to the real world
the opportunity to clarify any by having them think critically about ads,
misunderstandings surrounding a specific billboards, and common scenarios.
example.
Independent Practice Independent Practice

Students will be given a learning activity that Asking students to independently apply the
includes a short six-line poem (The Fish by skill that they have been taught allows me
Elizabeth Bishop) and a four-line example of to get a more accurate reading of how well
dialogue. Students will be able to refer to their the information was conveyed during direct
notes during this independent practice. For instruction and guided practice. Having
both the poem and the dialogue students will students utilize their notes allows me to
answer questions that will allow students to gauge whether or not they understand the
explain the irony contained in each example. literary device. Reading student responses
Students will turn in this activity once will also allow me to understand where
complete so that I can read over their answers. misconceptions about the new skill arouse.
This activity will be handed back to students
and I will then be able to clarify any
misunderstandings or common mistakes.
Exit ticket Exit ticket

As a way to tie the lesson together I will pass I chose to end the lesson in this way in
out the lyrics sheet for the Alanis Morrissette order to emphasis the direct application of
song that I played at the beginning of the their new ELA skills to the real world. This
lesson and ask students to “fix” (or edit) only exercise is designed to get students to
one of the examples in her songs. Students begin to think critically not only about the
will annotate their lyrics with their music that they consume but also about the
recommendation of what will make the world around them. Also, this exit ticket
example of irony more correct. Once students provides students with the opportunity to
have made their edits I will then play a reflect on what new information that they
Youtube video of a student project in which learned through participating in the lesson
the students rewrote the lyrics so that they are by applying the new information to the
more accurate examples of irony. Students song introduced at the beginning of the
will then compare. lesson.
Student Activities Student Activities

Students will independently take notes during Having students write down the definitions
direct instruction. During guided practice, for irony at the beginning of the lesson
students will engage in whole class discussion allows for deeper processing and greater
while simultaneously participating in silent retention of the information to be used
one-on-one check for understandings with throughout the lesson. The one-on-one
their responses written on white boards. To checks for understanding during whole
conclude, students will independently work on class instruction allows for all students to
their irony worksheets and exit ticket. be able to communicate their
understanding both verbally and non-
verbally.
Student Grouping Student Grouping

During direct instruction students will work I have chosen to keep students primarily
independently to take down the definitions of working individually as well as
irony. During guided practice students will participating in whole class discussion in
vacillate between labeling each example given order to support the amount of direct
independently and discussing each example instruction planned because this lesson is
given as a whole group. During the introducing a new skill that students will
independent practice students will once again not have prior experience with.
work independently in order to put their
understanding to the test.
Materials and Technology Materials and Technology

Students will use mini white boards to engage The mini white boards will be used in
in the guided practice. I will present images order to increase engagement and
and written examples on an overhead communication throughout the lesson as
projector. Students will complete the learning well as to better check for understanding
activity on paper that I will hand out and notes on a moment-to-moment basis. Visual
will be taken on a graphic organizer that I will images and musical learning tools will be
provide for them. used as a way to incorporate multiple
learning modalities within the lesson.
Monitoring of Student Learning Monitoring of Student Learning

During direct instruction I can monitor student Walking around the classroom during
learning by walking around and looking over direct instruction will allow me to view and
the note sheets as they copy down their notes. observe student progress in order to
During guided practice I will be able to address misconceptions about the material
monitor student learning by reading each early on. Having students communicate
student responses written on their white their understanding on white boards will
boards, which they will hold up in the air. help me determine what portions of the
During independent instruction I will be able subject matter need to be retaught a

to walk around the room answering questions different way and what portions of the
and reading responses on the student learning subject matter are clear. This will allow me
activity. In addition, The student activity will to gain immediate feedback on my lesson
be collected so that I can read over student in real time as I teach as opposed to
responses. gathering all the information at the end to
be reviewed after students have left the
room.
11. Discuss the specific classroom routines and procedures you will use in this lesson to
maximize instructional time.
I will stand at the door and greet students in the usual manner in order to pre-assess any
particular behavior that may not be conducive to the learning environment. In order to
maximize instructional time students will begin the lesson with the usual Do Now activity.
For this students will write down the lesson objective and agenda for the day and then re-
write it in their own words along with a brief explanation of what they imagine they will be
doing that day. This will be followed by the daily affirmation that each class performs every
day as a way to refocus the class in preparation for direct instruction. All students will stand
next to their desk and be directed to repeat the following affirmation: “My thoughts become
my reality. I choose to think great things.” Each of these procedures are designed to prepare
and engage students for the lesson planned for that day by allowing space and time for
behavior management as well as mental preparation.
12. In what ways will you ensure the active and equitable participation of all students
during the lesson?
As described before this lesson requires each student to participate in guided practice using
a dry-erase board. This will ensure the active and equitable participation of all students
during the lesson regardless of their level of comfort in speaking during classroom
discussions. In addition, I will be monitoring participation as I walk around the room and as
I call on students to check for understanding based upon their participation. If any students
seem to be off track in terms of understanding during guided discussion I can make
adjustments as I go and follow up by asking questions assessing the student’s
understanding.
13. Given the difficulties you anticipate students may have with the content, what
additional steps might you take to foster access and comprehension for the students?
During the lesson I am prepared to immediately address any misunderstandings about the
content by constantly assessing students understanding through using non-verbal checks for
understanding and clarifying incorrect answers in the moment. In addition, I can pull
students aside at the end of the lesson during independent practice for small group
instruction with students who are struggling to apply the skill independently. For any
students who continue to exhibit difficulty with the content I am prepared to utilize my
weekly tutorial hour as a time to provide one-on-one follow up instruction that will include
additional practice material and tutorial aids.
14. In what ways will you share the results of the instruction with students and/or families?
During the lesson students will receive immediate verbal feedback on their understanding
of the guided practice. After students have had the chance to practice the content
independently I will be able to provide written feedback on their learning activities
accompanied with a grade based on a points earned. Grades for this lesson will be entered
into the grade book that families can access on-line. Weekly grade reports are also sent
home with students that will contain the results of the instruction for both students and
families. For those students who have a track record of low performance I will follow up
with families by making a phone call to families with a request that their student plan to
come to my weekly tutorial hour so that they can continue to practice the material with the
goal of showing mastery.
Step 3: Lesson Adaptations for the Two Focus Students

Directions:
Consider what you have learned about the two focus students in Step 1, and the implications for
instruction that you identified for each of them. For the two students, determine what
adaptations you will make to this lesson that you have planned for the whole class. Describe
those adaptations for each of the two focus students. If you determine that no adaptations are
needed for a part of the plan for instruction, explain that decision.
A. Adaptation for Student 1: An English Learner
1. What adaptations to the instructional plan will you make for the student?
I will make close observations about the responses that she gives on the white board during
guided practice. I will also be sure to walk by her desk and check to make sure she is
copying the notes down correctly during direct instruction. I have also provided a graphic
organizer for the purposes of taking notes during direct instruction. I have also carefully
constructed the lesson to contain plenty of visual imagery to represent the content material
as well as music to engage thinking about the material in multiple modalities.
2. Why are these adaptations appropriate for the student?

These adaptations are based upon various SADIE techniques recommended to engage
English Language Learners.
3. For the part(s) of the plan for instruction that you are not adapting, why are they
appropriate for the student as planned?
I am not adapting the independent practice so that I can clearly determine how affective the
other adaptations were in preparing her to apply the new skill to a text independently as she
will have to do on standardized tests.
B. Adaptation for Student 2: A Student Who Presents A

Different Instructional Challenge
1. What adaptations to the instructional plan will you make for the student?
In addition to the benefiting from the same SADIE adaptations that the ELL student will
receive (visual representation of content, graphic organizer, the use of music as a learning
tool) I have also coordinated with the RSP teacher for pull out services to be provided if
needed in a small group setting for the independent practice portion of the lesson.
2. Why are these adaptations appropriate for the student?

These adaptations are appropriate because all of these techniques have been used with her
before to great success.
3. For the part(s) of the plan for instruction that you are not adapting, why are they
appropriate for the student as planned?
No part of the lesson has not been adapted for this student.
Step 4: Teaching and Video Recording the Lesson: Whole Class,

including Two Focus Students
Directions:
Make a twenty-minute video of you teaching the lesson to this class of students.
Before beginning the lesson, review chapter 7 of the Candidate Handbook.

Check to make sure you have permission slips for any student and/or adult
who will be visible on the video. Students who do not have permission to be
videoed may participate in the lesson off-camera.
Provide a succinct description of your teaching context; include what you believe would be
helpful for assessors to know when viewing the video. Consider including details of any state or
district mandates that may shape your teaching (e.g., required curricula, standardized tests,
pacing, texts). You might also include information regarding the degree to which you have
access to current technologies.
I have been the teacher for this class since the beginning of the school year. As a result I
have established and maintained a rapport with this class that includes daily procedures,
classroom expectations, and class discussion etiquette. Overall this is an enthusiastic group
with an odd mixture of highly verbal processers and very quite and shy students who will
rarely speak out during a class discussion. It can be difficult to ask the enthusiastic students
to volunteer less because they are often incredibly insightful and help move the class lesson
forward. This is why you will see me make use of the non-verbal check for understanding
after each example in an effort to harness both modalities during the lesson. Additionally,
this group is has grown accustom to my non-verbal redirection as well in order to address
behavior that I can recognize before it really becomes an issue due to my relationship with
each student. This clip starts right after the class has said the daily affirmation.
Attach a simple floor plan of your classroom at the back of your completed response.
Step 5: Analyzing the Lesson

Directions:
Review the video of this lesson and consider all the assessment responses. Select three responses
of students other than your two focus students that represent the range of achievement within the
class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus
students’ assessment responses as Student 1 and Student 2. Submit all five assessment responses.
Review carefully the evidence of student learning you are submitting. Answer the questions
below.
1. Did you teach this lesson as planned? If not, what changes did you make to the lesson
and why?
I began the lesson according to plan but I did not go through all of the guided practice
examples that I had prepared because the class discussion was extremely active and I could
tell during the check for understandings that all students were understanding more than
90% of the examples. Because I over-planned I knew that I could move them into
independent practice with confidence that they were prepared. Most students went through
the independent practice in less time than allotted and were able to complete the exit ticket
prior to the end of class. So while I did have to cut the guided practice shorter than planned
everything with the lesson went as expected.
2. How appropriate were your time allocations for the students, the content, and the
planned instructional strategies and student activities? Cite specific examples.
As stated above I did over plan the guided practice portion in part because I did not
anticipate such fruitful class discussion and participation. I do believe that the class
discussion and participation is indicative of the level of appropriateness the content was for
the class. For example, during direct instruction students were asked whether or not they
had seen Home Alone the movie and 99% of the class knew the film. I was even able to call
on a student to summarize the film in order to explain the example given. This was true of
many of the examples of irony given was made the content skill very accessible to the class.
In addition, the planned instructional strategies that I planned were also appropriate to the
character of the class. For example, having students provide answers to practice problems
on white boards allowed me to manage the actively engaged students along with the more
shy students so that they could all participate in a fair and equitable manner.
3. To what extent did the class as a whole achieve the academic learning goals of the
lesson?
Based on observations made during the lesson as well the evidence collected at the end of
the lesson it is clear that the class as a whole understood irony well enough that they could
independently recognize and explain the literary device in a new text with 98% accuracy.
4. In what ways did the environment in the classroom, including climate, rapport,
routines, and procedures, contribute to student learning?
The rapport and class climate contributed greatly to the active yet focused class discussion.
There were laughs and there were important questions being asked. It is also evident that I
have built enough of a rapport that the students felt comfortable being called on to answer
follow up questions without fear of getting it “wrong.” I believe that it is also clear that
students are comfortable with attempting new material in my class even if it means not
“getting it right” immediately because they know that I am there to support their learning
and help them achieve the learning goals. Students also understand that all routines and
procedures are a support system to aid in the aforementioned class climate. Everything is
centered on student success with a growth mindset.
Think about the components of the lesson and the evidence of student academic learning that you
see in your video. Respond for your whole class, and for each of the two focus students.
A. For the Whole Class
1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
First, my lesson was effective in engaging student interest starting with the use of popular
music to introduce the content as well as by using various real life examples that students
would already be familiar with. This made effective use of schema (prior knowledge) as a
means of teaching them a new skill. In addition, my lesson was effective in engaging all
students in the learning process during the guided practice especially. And ultimately, this
lesson was highly effective at having students apply a new skill to literature independently
within one class period. In order to improve the lesson I would like to find other literary
texts to use as supplemental text during the independent practice in order to progressively
scaffold the learning upwards towards more complex text within the same class period for
those students who are grasping the concept quickly and are ready for more challenging
text.
2. How well did the lesson connect with the students’ background and developmental
information? Cite specific examples.
This lesson connected directly with students’ background as evidenced in the class
discussion. Starting with the hook and Intro to new material this lesson utilized familiar
music, films, and life examples that allowed students to relate to and connect to the content
quickly and easily. For example, the use of Alanis Morrissette’s famous song entitled
“Ironic” was a creative way to engage students in anchor questions about the content that
they were then able to answer at the end of the lesson. Also, this lesson also allowed me to
leverage their understanding of sarcasm and their understanding of logical story sequencing
in order to create new knowledge of verbal and situational irony.
3. What will you do for the student(s) who did not achieve the academic learning goals?
For the students who did not achieve the learning goal I will be sure to meet with them in a
small group setting or one-on-one during tutoring in order to go over the material at a
slower pace and to give them another chance to ask and answer questions. During this time
I will offer them additional tutorial videos and supplemental materials that will provide
additional explanations and examples of the concept.
4. What are your next steps with the class?

My next step with this class will be to review the results of the graded learning activity and
then to prepare students for the application of the new skill to our unit on dramatic
literature. In order to do this I will want to administer a small skill assessment to measure
their understanding of irony prior to the reading of our plays and then again at the end of
the unit in order to measure overall growth of understanding. This will also give the
students a chance to utilize their skill on more complex text in a sequential manner from the
beginning of the unit to the end.
B. For Student 1: An English Learner
the lesson?
This lesson was most effective if providing me with more opportunities to check for
understanding throughout the entire lesson from beginning to end. This helped me ensure
that this student was on the right path to success before independent practice even began. I
would not make in changes to this particular lesson.
2. How well did this lesson connect with the student’s background and developmental
This student was noticeably engaged as observed through laughter and through class
discussion. She was able to recognize all of the cultural references and even provided
explanation for a few during class discussion.
3. To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
This student achieved all of the learning goals set with 100% accuracy. The work sample
shows that this student was able to independently analyze the two different forms of irony
in a given text.
I will set up a time during the following class to pull aside students that did not achieve the
academic goal into a small group with me where I can go over the material at a more
suitable pace. I will also be able to provide additional resources such as tutorial videos and
web based learning practice in these small group settings.
5. What are your next steps with this focus student?

My next steps are to continue scaffolding the content so that the student is able to apply
their understanding of irony to more complex text.
6. What would be your next steps in planning to facilitate this student’s English Language
Development?
My next steps will include researching more complex text that is culturally relevant and
grade level appropriate that can also incorporate the additional skills in the unit to come
while providing opportunities to review irony often.
C. For Student 2: A Student Who Presents A Different

Instructional Challenge
the lesson?
This student had difficulty correctly filling in the graphic organizer with the notes provided
during direct instruction. In order to improve the lesson for this student I would like to
provide a visual example of what the notes should look like.
2. How well did the lesson connect with the student’s background and developmental
This student was definitely connected to the visual images provided during guided practice
as well as the examples described aloud in class. This student was able to verbally describe
and understand the examples of verbal and situational irony given.
3. To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
The student was able to demonstrate progress during guided practice with visual aides and
the support of the teacher and peers. I was able to observe this with the guided practice
check for understanding activity using the student white boards. This student was able to
recognize 70% of the examples given with guidance.
I will be sure to provide this student with small group instruction that will include
additional instructional support such as tutorial videos and web-based learning sites.
5. What are your next steps with this focus student?
My next steps with this student will be to coordinate with the RSP teacher in order to plan
for small group instruction as well as to reteach the content at a more manageable pace for
her.
Step 6: Reflection after Instruction

Directions:
Review your responses for Steps 1 to 5. Consider what you have learned through the
Culminating Teaching Experience task about the lesson, the student learning as a result of the
lesson, and your analysis of the lesson and the student learning. Answer the questions below.
1. Given your analysis of this lesson and the student learning that resulted, how will you
use this information to guide your planning for future lessons?
In the future I will be sure to add more frequent check for understandings throughout the
lesson that allows for all students to give feedback on the process. Using the student white
boards was a new adaptation for my lesson that I will definitely incorporate more often as it
allowed me to confidently move into independent practice when it was clear that all
students were ready as opposed to just knowing when the more vocal students are reading
when I solely depend on class discussion alone.
2. After reflecting upon this instructional experience, what have you learned about the
need for making adaptations as you plan for differentiated instruction? Cite specific
information about the students, your plan for instruction, and the analysis of the lesson
to explain your answer.
This instructional experience made me realize that although it can be challenging to
incorporate multiple learning modalities into an ELA lesson, when I go above and beyond
to do so it makes the learning more dynamic and effect for the students. In particular,
finding visual representation in a language class can give students with various learning
needs faster access to the content material. Additionally, this instructional experience
reminded me that checking for understanding should happened throughout the entire lesson
and not just be left to the independent practice or exit ticket. While it won’t ensure that
every student will be able to make the transition into independent practice on their own it
will definitely provide me with the necessary footprints to retrace for the re-teaching.
3. What are your goals for increasing your knowledge and skill in implementing
instruction? How will achieving these goals help you become a more effective teacher?
My goals include seeking out more ways to check for understanding throughout the
beginning of the lesson that will engage all students in the class. This can include learning
how to incorporate more technology (e.g., the creation of Google forms) as well as
committing to the use of more frequent informal checks. This instructional experience has
taught me that in order to become a more effective teacher it is imperative that I know what
my students are understanding as early as possible in a lesson and that this will improve the
student success rate when moving into independent practice and beyond.
HIGH
MEDIUM
LOW
ELL STUDENT
DIFFERENT
INSTRUCTIONAL
CHALLENGE
REALEASE FORM

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CalTPA–Culminating Teaching Experience Task ID #00000000

Step 1: Learning about Students in the Whole Class and Two

Ethnicity of 17 African American or Black

Language 3 Fluent English Proficient

Identified special ___ Specific Learning Disability ___ Speech/Language Impaired

B. Learning About the Whole Class

computer based test administered by the learning modalities.

Cultural and health considerations

There are no major health concerns for the

Interests and aspirations

Our school also has a strong program that

Developmental Factors That May Influence Instruction.

definitely effects his performance in class. This calmly.

Student 1: An English Learner

1. Why did you select this student?

2. What did you learn about this student’s linguistic background?

Student 2: A Student Who Presents A Different Instructional Challenge

1. Why did you select this student?

3. What did you learn about this student’s linguistic background?

Step 2: Learning Environment and Academic Instructional

A. Information about the Learning Environment

B. Information about Academic Instructional Planning

2. The video is a 20 minute portion of a 45 minute lesson.

3. List the state-adopted academic content standard(s) or state-adopted framework you

Instructional Plan Rationale

Instructional Strategies Instructional Strategies

Guided Practice Guided Practice

Independent Practice Independent Practice

Exit ticket Exit ticket

Student Activities Student Activities

Student Grouping Student Grouping

Materials and Technology Materials and Technology

Monitoring of Student Learning Monitoring of Student Learning

During independent instruction I will be able subject matter need to be retaught a

Step 3: Lesson Adaptations for the Two Focus Students

A. Adaptation for Student 1: An English Learner

2. Why are these adaptations appropriate for the student?

B. Adaptation for Student 2: A Student Who Presents A

2. Why are these adaptations appropriate for the student?

Step 4: Teaching and Video Recording the Lesson: Whole Class,

Before beginning the lesson, review chapter 7 of the Candidate Handbook.

Step 5: Analyzing the Lesson

A. For the Whole Class

4. What are your next steps with the class?

B. For Student 1: An English Learner

5. What are your next steps with this focus student?

C. For Student 2: A Student Who Presents A Different

5. What are your next steps with this focus student?

Step 6: Reflection after Instruction

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Identified special _ Specific Learning Disability _ Speech/Language Impaired