Amy Morgan Cluster 4 11/4/12

TPA Task 2 1. In the instruction seen in the clip(s), describe strategies you used to engage students in learning tasks to develop skills and strategies to comprehend or compose text. To begin this lesson on Point of View, I started with note taking. To save time, keep attention, and modify for students with IEPs, I decided to use notes. I read through the notes and asked for help from students to fill in the missing sections. There were also questions that students needed to fill out along the way. For example, Which words in the following sentence let you know the point of view is 3rd person limited? or, What are examples of 3rd person pronouns? This kept the students involved and thinking during the note taking process, instead of just copying notes from the board. Cloze notes are especially helpful for students with IEPs that do not have as much stamina for note taking. It allows for minimal writing and maximum information. The notes also assisted in the students language development, because it familiarized them with the vocabulary key to the lesson: point of view, 3 rd person limited, and 3rd person omniscient. Students needed to reference these words in their notes as well as the graphic organizer that we used during the video section. The graphic organizer allowed students to identify the types of point of view from each video and to explain why it was that point of view. This lesson was especially focused on the students cultural and lived experiences. I chose to do videos since students react so positively to them. The video examples that I chose were engaging and fun examples, but were not too easy that the answers were obvious. I chose an animated movie, a song, a television show (the one the students were most excited about), and another movie. By showing students videos, I gave them real life examples of point of view. I feel that this made the subject more authentic and relatable for them. Another strategy that I use throughout the video is positive framing. I focused on making note of the students that were on task and productive. I do this through narration, as well as giving students raffle tickets. At the end of the day, I pulled a raffle ticket and gave several students rewards for their behavior. This has had very positive results. The last strategy that I used was an exit ticket. For this exit ticket, I asked students to describe to me what point of view their independent reading book was told in, and how they knew (quote, pronouns, etc). This will show me in real time whether the students understood the topic or not.

2. Cite examples of language supports seen in the clip(s) to help your students understand that content and/or participate in literacy discourse central to the lesson. In the notes portion of the video, I use words that are important to understanding point of view. For example, narrator, pronouns, limited, and omniscient. These words are stated multiple times throughout the lesson so that students can become familiar with the words. These words are also listed on their graphic organizers and notes. I mention several times that the lesson depends on the students, and that there are expectations. I do so that the students understand that they are in ownership of their own learning. 2. Describe strategies for eliciting student thinking and how your ongoing responses further their learning. Cite examples from the clip(s). I made sure that students took an active part in the note taking process by leaving places for their input. It can be an easy expectation for students to just copy notes, but this way forced students to consider how to complete the notes on their own. I ask students to fill out the graphic organizer on their own. They needed to name an example they found for each video, and explain why. You will notice that throughout the videos I will ask students to listen at a certain part. After Stranger than Fiction, a student gives an answer and I tell the student, If that is what you think, explain why. This helped the student expand on their answer and explain in detail on their graphic organizer. The exit ticket also shows me that students are able to apply the subject to other areas other than the videos. They had to explain point of view based off of a book they were reading. 3. Reflection This was a topic that was very note-heavy. I felt that the cloze notes was a great timesaver and also helped the students to stay focused. The notes would have taken much longer if I just asked the students to copy in their notebooks. Since there were so many videos, I needed as much time as I could get. I do not show it all in the edited video, but the students gave a lot of great examples and ideas in the note taking segment. The students were really engaged by the videos. This is normally a very talkative group. We had very minimal issues with talking, and this was because they love to watch videos so much. At one point they started talking. I said to them, Are we going to be able to do this, or should we move onto a worksheet instead? There are audible No!s heard at this point. They were very happy to be able to watch the clips.

I was very glad that I decided to do an exit ticket. During independent reading, I walked around and read the students exit tickets. I was able to talk to them about why they chose the point of view that they did, and if there were any issues I was able to give them one on one attention immediately. Looking back, I am very disappointed that I didnt give students time to work in groups. This lesson was largely focused on individual work. This is good because it shows me that the students can work on their own, but at the same time Im sure they would have appreciated an opportunity to work with their peers. I should have incorporated some kind of Think, Pair, Share or Turn and Talk segment. That is my number one regret about this lesson. I also could have asked students to tell me their examples after each video. I didnt do so because I wanted to see what students were able to determine on their own. For students with diverse needs, a good idea would have been to give the song lyrics. That way, they could read and listen at the same time. It actually may have been helpful to all students. I ended up replaying the song again at the end (not shown in the video).

Name of Video

Point of View
1 , 2 , 3 Limited, 3 Omniscient
st nd rd rd

How do you know?

Quotes from video: include pronouns that are used.

1.

2.

3.

4.

5.