crystal perez planning commentary

7/28/2019 Crystal Perez Planning Commentary

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Crystal Perez Planning Commentary

The central focus of this lesson is that students will be able to

identifyHigh Qualitysimile and metaphor as well as create

them based on the criteria students created for High Quality

Art-----Imagery, emotion, etc. Students will also buil upon their

existing schema ofHigh Qualitywhen it comes to word choice

and the authors meaning,

8.RL.4 (figurative language)

Determin the meaning of words and Phrases as they are used in a text, including figurative

and connotative meanings; analyze the impact of specific word choices on meaning and

tone, including analogies or allusions to other texts.

Success Criteria for Content Focus: See the Danielson

Framework- Domain 1a

2. Knowledge of Students to Inform Teaching

For each of the categories listed below (a-d), describe what you

know about your students prior learning and experiences with

respect to the central focus of the learning segment. What do

they know, what can they do and what are they are learning to

do? Be very specific about how you have gained knowledge about

your students. What sources of data have informed you? What

teaching experiences have informed you?


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a)Academic development- In terms of academic developmentmy students are performing on an 8th grade level. Last year

they went over basic similes and metaphors to where we

will no take word choice into account and create that High

Quality Piece. The students prior knowledge of knowing

how to identify a standard simile/ metaphor will now be

scaffold to really take into account the quality of word

choice. No special education accommodations need to be

made.

b)Academic Language development -When it comes to the Academic Language students are

developing their skills by collaborating with classmates in

our think pair share portion of our lesson where they have

to come up with the criteria for a High Quality similes and

metaphors.

c)Family/community/cultural assets -All examples ofmetaphors and similes are taken from hip hop lyrics and the

poetry of Langston Hughes. This cultural relevant piece was

used to make that connection to urban students. Not to

mention that the lyrics I chose as examples are all taken

from the radio that they listen to everyday. It really gives

an example of how those literary devices are important to


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convey they message of the author.

d)Social and emotional development -It is detrimental to student learning to have that interaction

within aThink Pair Share. This particular lesson also

allows them to collaboratively determine what constitutes a

High Quality Metaphor/simile. I believe with my students

that that interaction really makes them push each other. Its

almost like they are competing for to prove they have that

High Quality component.

e)Learning strategies -My students are definitely note takers and need those

anchor charts. I dont believe they rely on them, but they

have grown to always utilize them interchangeable. Ive

noticed the use especially when it comes to that inquiry

component. I see their eyes brushing the walls of the

classroom. When they notice that I purposely took them

down they get annoyed! I have been extremely blunt with

them when it comes to notes taking as a skill they must

master for College. They need to be able to properly refer

to their notes and annotate. My students need the I Do,

We Do, You Do. They need scaffolding because they want

to know how to get to the desired product. They some

times panic when it comes to inquiry.

Success criteria for Knowledge of Students to Inform Teaching:


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See Danielson Framework Domain 1b

3. Supporting Student Learning

Respond to prompts a-e below to explain how your plans support

your students learning related to the central focus of the

learning segment. As needed, refer to the instructional materials

you have included to support your explanations. Cite research

and theory to support your explanations.

a)Explain how your understanding of your students priorlearning, experiences and development guided your choice

or adaptation of learning tasks and materials, to develop

students' abilities to successfully meet lesson segment

outcomes.

Over the past few weeks I have been able to see how my

students learn and how I need to differentiate for them. For

example I know that to be successful I need to continuously

scaffold my kids. While they are performing well I know

that they tend to panic if I through to much at them. I

knew that the engagement of the lesson has to be extreme

so I chose those lyrics that I thought they would be

intrigued to know were High Quality. I also knew that

when In doubt they would immediately refer to their anchor

charts for a refresher.

Since the students already had a lesson on High Quality


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criteria and already created their own definitions I knew

that the students would be great judges when deciding

what simile and metaphors had that criteria.

b)How are the plans for instruction sequenced in the learningsegment to build connections between students prior

learning and experiences and new content skills and

strategies?

Not only is the lesson set up I do, We Do, You Do, I

continuously check for understanding throughout my

lesson. I scaffold the student in by showing them exactly

what it is that I want to see with their word choice and ask

them to Think, Create, Pair, Share, Collaborate! Students

are continuously pushed to draw from there previous

knowledge throughout the entire lesson. We even touch on

new learning when they are actually creating their High

Quality piece.

c)Explain how, throughout the learning segment, you will helpstudents make connections between skills and strategies in

ways that support their abilities to deepen their content

learning.

In our lesson students will be able to make connections

between identifying similes /metaphor because the examples


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are comparisons between issues and topics they deal with

everyday. They can also make a connection with the examples

because they are fro popular songs they hear everyday. I

continuously use modeling, allow them to create their own

examples to share and make that connection as well as having

them transform their own word choices in the short stories

they are writing as a assessment.

d)Describe common developmental approximations andmisunderstandings within your content focus and how you

will address them.

The leading common misunderstanding that I will address

in my lesson is that there are other signal words for a simile

not just like. I will intro these signal words quickly as we

refresh and refresh and tap into our existing schemas.

e)Describe any instructional strategies planned to supportstudents with specific learning needs.-

Some of the instructional strategies that I will use for some of

my struggling students will be that think, pair, share. We will

also tap in to students exiting schema by talking out our

KWL. I also know that I will have to be partners with 3 of my

students make sure they are successful in the lesson. The

three students will be sat at the front pickle table.


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Success criteria for Supporting Student Learning: See Danielson

Framework Domain 1e

4. Supporting Student Understanding and Use of Academic

Language

Respond to the prompts below to explain how your plans support

your students academic language development.

a) Identify the key academic language demand and explain why

it is integral to the central focus for the segment and appropriate

to students academic language development. Consider language

functions and language forms, essential vocabulary, and/or

phrases for the concepts and skills being taught, and

instructional language necessary for students to understand or

produce oral and/or written language within learning tasks and

activities.

The academic language is always supported throughout the

lesson. Not only are students tapping into their existing schemas

of what they already know about figurative language they are

taking their knowledge to the next step by really connecting the

criteria of High quality word choice in their creations of simile

and metaphor, but also holding it to their own interpretation of

what makes it High Quality(inquiry) .All communications of

vocabulary and key written points are housed in the students

Reading Notebooks. Working vocabulary is always on our word


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wall, easily accessible to the students. Directions and tasks are

always posted on the marker board.

b) Explain how planned instructional supports will assist students

to understand academic language related to the key language

demand to express and develop their content learning. Describe

how planned supports vary for students at different levels of

academic language development.

Instructional supports seem to be built into a way of everyday

happenings. With the Daily Double Lesson Plan format there is

constant, explicit modeling. There is collaborative conversation

with peers during hands on work, discussion amongst teacher

and student about our activity, Teacher models the text, teacher

and students co construct written text and students write

independently. All of these aspects are being used to foster the

academic language that crosses all levels of development.

Success criteria for Supporting Use of Academic Language: See

Danielson Framework Domain 1e

5. Monitoring Student Learning

a)Explain how the informal and formal assessments youselect and/or designed will provide evidence you will use to


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monitor student progress toward the standards/objectives.

Consider how the assessments will provide evidence of

students use of content specific skills and strategies to

promote rigorous learning.

Some of the informal assessments that my lesson includes

are collaborative work. I am able to walk around the room

an see them actively discussing and creating their own

High Quality products based on the criteria they students

came up with. I am able to cold call and check for

understanding as well. These informal assessments help me

instantly see if I have to quickly reteach, remodel or even

redirect and give another example. This allows me to make

sure they are tapping into their existing schema and build

upon the concept of High Quality word choices.

My formal assessments are more direct and clear in the

data. With the use of daily exit tickets, a write long that

includes examples of High Quality uses of simile and

metaphor and other literary devices throughout the week, I

am able to concretely see where students need help and

whose getting it ad whose not. I am able to not only see if

students are really applying High Quality word choice the

way we have molded or if they need more supports or extra

practice/reteach. The paper has a specific rubric that

students are familiar with and the rubric allows me to see

specific areas where students might be struggling. At the


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end of the week we will have a study island test on all a few

different literary devices and that will allow me to see if

students are can 1) identify the device, 2) determine the

meaning of the device, 3) determine the theme/tone of

word choices. This type of formal assessment allows the

teacher to see if the overall lesson needs work.

Both forms of assessment push students both in content

and in conclusions. I am able to have data driven evidence

of where my students need to be and what they can apply

and synthesize in producing something. Both are keeping

me, the teacher, with my eye on my objective.

b) Describe any modifications or accommodations to the planned

assessment tools or procedures that allow students with specific

needs to demonstrate their learning.

The modification that I make for my three students are copies of

the hand out/ reading notebook notes. I do this because they are

so concerned with getting the notes down that they cant be

100% engaged in the learning, so to fix that I they dont have t

rush writing notes anymore. I also situate them in a group with

me for small group work. When it comes to assessments they

have extended time, but the same test. These students dont

have IEPs, but they do need lots of support. I give them the

tools they need to be successful.


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Success criteria for Monitoring Student Learning: See Danielson

Framework Domain 1f

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