Ver. 1.

0 09/16/2014
Non-subject Specific (All Content Areas)
Task 2: Instruction Commentary

TASK 2: INSTRUCTION COMMENTARY

Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing your responses
within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the
maximum will not be scored. You may insert no more than 2 additional pages of supporting documentation at the
end of this file. These pages may include graphics, texts, or images that are not clearly visible in the video or a
transcript for occasionally inaudible portions. These pages do not count toward your page total.

1. Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by
lesson plan number. (if you videotaped your lesson)
[ ]Wonders of Nature, Lets be a Tree.
2. Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) or the lesson you implemented where you
provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage
in learning?
I demonstrated mutual respect by listening thoughtfully to each students response
and validating their responses.Also by reminding the other students to listen
respectfully to each other as well. I challenged them in learning (beginning of video)
by asking them to predict what the story was going to be about.
[ ]
3. Engaging Students in Learning
Refer to examples from the video clip(s) or the lesson you implemented in your
responses to the prompts.
a. Explain how your instruction engaged students in developing key understandings
and requisite skills.
During the story I asked several interactive questions to deepen understanding.
I gave the students opportunities to build up acting out the movements. First, they
copied me doing simple motions. Then they imitated different animals. Finally we
moved on to the imitating of a trees life cycle.
[ ]
b. Describe how your instruction linked students prior academic learning and
personal, cultural, and community assets with new learning.
The students have been involved in a nature unit for almost two weeks. Theyve
been discussing different kinds of plants and what they need to grow. Theyve been
drawing pictures and writing sentences about them, hearing stories about them and
even went on a nature walk.
[ ]
4. Deepening Student Learning during Instruction (Subject Specific Pedagogy)
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Ver. 1.0 09/16/2014

Non-subject Specific (All Content Areas)
Task 2: Instruction Commentary
a. Explain how you elicited and built on student responses to promote thinking
and develop key understandings.
[ ] As the students were acting out the different motions I coached them and validated
the different movements they were making with their bodies.
As we were reading the book, I asked questions.
c. Explain how you facilitated interactions among students so they develop or apply
strategies or representations in ways that deepen and extend their understanding
of key concepts.
The students participated in a think, pair, share where they got to discuss what they
learned about being a tree or what was their favorite part.
[ ]
5. Analyzing Teaching (lesson plan reflection question)
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language
learners, struggling readers, underperforming students or those with gaps in
academic knowledge, and/or gifted students).
[ ] After completing the lesson, I see many things I could have done differently. I was
a little worried about time and I think this made me go a little too quickly. I could have
stretched each section out a little longer or added on the last section. I also feel like I
may have modeled a little too much and therefore limited their creativity. My main
regret though, is not doing enough coaching, I have to work on taking the time to
really communicate with them what Im seeing. I should have communicated from
the beginning that they were to try to stay on their spot. And I should have reminded
them about what the voice level expectations were.
Overall, they did really have fun, and I think they learned the life stages of a tree in a
memorable learning experience.
I also did not have time to write down any assessments as I went, like I had hoped.
Something I need to work on is really sharpening my observation skills so that after a
lesson I can remember each individuals strengths and challenges.

b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
[ ]

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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks
is permitted only pursuant to the terms of a written license agreement.

Ver. 1.0 09/16/2014

Non-subject Specific (All Content Areas)
Task 2: Instruction Commentary
Some students seemed a little unsure of themselves. Maybe if I had spent more time
thinking out loud about what was observing others doing, those students would have
felt a little more confident. Perhaps if we had practiced more, even just basic things,
such as staying in our spot, it would have gone a little better. In Creating Meaning
through Literature and the Arts, Cornett tells us that A serious problem in schooling
is inappropriate and inadequate amounts and kinds of practice (Cornett 2011 p.73).
She goes on further to discuss coaching and descriptive feedback as important parts
of this process. She says its not just about praising their good work but instead
pointing out specific actions and therefore giving guidance. This also helps to
validate the student and make them feel encouraged.

Cornett C.E (2011) Creating Meaning through Literature and the Arts, Arts
Integration for Classroom Teachers. Pearson Education Inc.

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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks
is permitted only pursuant to the terms of a written license agreement.