TPE 4 Planning Instruction and Designing Learning Experiences for All Students

  Introduction: 

During the first half of the school year we have been reading a novel in class. Throughout the novel we have been exploring the different elements of a story. The first element we explored were plot of a story, now we have begun to explore literary point of view.

4.1. Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes. 

4.2. Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students. 

4.8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning. 

Before I create a lesson for my students I take into consideration my students disabilities, accommodations, academic needs, and grade level so I can apply the appropriate content standards. This information can be found in my students IEP's under Information/Eligibility and Accomodations. While some of my students are considered ELD all of my students are considered EL and are classified as beginning or emerging. I support my students by providing visuals, step by step instruction, modeling, and scaffolding. For this lesson I created a power point discussing 3 literary point of views placing each point of view on an individual slide with a definition of the point of view, key words, and an example. On the last slide I summarized each point of view for the students and left it up as a visual. 

4.3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

4.4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

 appropriate use of instructional technology, including assistive technology;

 applying principles of UDL and MTSS;

 use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;

 appropriate modifications for students with disabilities in the general education classroom;

 opportunities for students to support each other in learning; and

 use of community resources and services as applicable.

4.5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

4.7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

Throughout the power point presentation I constantly checked for understanding by asking questions to my students such as "what do you think a good sentence would be for this point of view?" or, "could you tell me a book or movie that uses third person point of view?" If students could not think of examples I would name a movie and have students describe how the movie is presented and tell me what point of view that fell under. Once I finished the instructional part of the lesson I then provided students with a Point of View worksheet we completed as a class. I then gave students a second worksheet and had them complete them on their own. I left the overview slide that had all the point of views with key words on it reflected on the board for students to reference. While they worked independently I walked around the classroom and offered extra support to students who needed it.

4.6. Access resources for planning and instruction, including the expertise of community and school colleagues through in person or virtual collaboration, co-teaching, coaching, and/or networking.

I accessed the point of view examples for my slides and my worksheets through a program called Teachers Pay Teachers (a site paid for by my school). This site provides lessons and worksheets from other teachers in an attempt to collaborate and network connecting through social media and personalized websites.

CA Standards

CCSS.ELA-LITERACY.RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

CCSS.ELA-LITERACY.RL.8.6: 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.

ELD Standards

ELD.PI.7.3: Examine the characteristics of written and spoken text and demonstrate understanding of key ideas and details.

ELD.PI.8.5: Adapt spoken language to a variety of contexts by using appropriate register and vocabulary.

ELD.PI.8.6: Analyze how different forms, genres, and conventions of text serve various purposes in communication.

Reflection/Area of Growth

I felt the students needed a little more examples for the Point of Views. What I plan to do to provide extra examples is use an Edpuzzle so I can assess if the students understood the lesson or if they needs more support.