Task 1b Planning

Elementary Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within
the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and the essential literacy strategy for comprehending OR
composing text you will teach in the learning segment.
[The central focus for this literacy learning segment is for students to identify a
narrator/characters point of view and explain how it is different from their own point of view.
This aligns with the GSE Reading Literature Strategy, ELAGSE3RL6- Distinguish their own
point of view from that of the narrators or those of the characters. Through explicit instruction
and scaffolding, students will have a clear understanding of first, second, third point of view,
and perspective. Students will be able to identify the point of view a text is written, identify the
narrators or characters, perspective, and compare that to their own. Students will also practice
writing from different point of view.]
b. Given the central focus, describe how the standards and learning objectives within
your learning segment address
the essential literacy strategy
related skills that support use of the strategy
reading/writing connections
[The essential literacy strategy for third grade students involves comparing different points of
view from their own. Students will look at events in a story and compare a characters point of
view to their own. Students will also compare the point of view of two characters in a story and
identify which perspective is more similar to their own. Related skills student need in order to be
successful includes an understanding of the strategy compare and contrast. Students also need
to be familiar with recognizing pronouns, especially first-person pronouns I, me, my and we.
Students also need to understand that certain events affect a characters perspective. A variety
of text will be used, including teacher selected differentiation reading passages, mini passages,
task cards, independent reading books, and mentor text, and they will have to identify the point
of view it is written in as well as identifying different character perspectives. Once students are
familiar with seeing the different points of view an author writes in, students will practice writing
on their own. Students will practice writing in different points of view, through writing in different
perspectives, will see how events differ.]
c. Explain how your plans build on each other to help students make connections
between the essential literacy strategy to comprehend OR compose text and related
skills that support use of the strategy in meaningful contexts.
[These plans build onto each other during this learning segment. In lesson1, I will introduce
point of view and perspective. I will explain to students that, point of view is who is telling the
story and how a story is wrote. I will tell the students that sometimes the narrator or characters
in a story see and feel a certain way about someone or something. We call those feeling
perspective. Then I will identify the different points of view. First person point of view is when the
character is telling the story, the author, who is talking to the reader, tells second person point of
view and the narrator who is not a part of the story tells third person point of view. Also in
lesson, one I will explain to students that we use pronouns to help us identify which point of view
a text is written. I, me, and my are first person pronouns, you and your are second person
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pronouns, and he, she, and they are third person pronouns. Students will then practice
identifying the point of view an author has written in by coding the pronouns in story excerpts. At
the end of lesson 1 students will get to prove what they have retained through point of view
mini-posters. They will define point of view, first, second, and third point of view. They will
identify the pronouns used for each and give examples. In lesson two students will apply what
they learned in lesson one about point of view and signal words. Students will use an image to
create a mini story written in each point of view. In lesson three, students will identify a
characters point of view of a particular event in a story, looking at that same event students will
identify their own perspective and then distinguish between the two. In lesson four, students will
read passages and then distinguish two characters perspectives, and identify which perspective
is more like their own perspective. In the final lesson, students will create a variety of artifacts to
prove their understanding of point of view and perspective.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
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).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[I do not have any students with IEP or students with 504 plans. I do have 6 students who are in
the EIP (Early Intervention Program) for reading that have lower reading levels. These six
students need oral explanations for directions, need to be given extra time and more reading.
These six students will receive directions read aloud, visuals, and small group instruction over
this 5-day unit. These students may possibly need extra time on their assignments that requires
them to read. Since I have 6 EIP students I will read all passages aloud from whole group
exercise.
Before planning for these lessons, I looked at students pre-assessment over distinguishing their
point of view from a character/narrator to measure what students already knew. When pre-
assessment was administered all EIP students were provide with support by reading all
questions and answer choices aloud. I also further explained instructions as questions arise. I
also extended the testing time for those students who needed it.
Students have been exposed to comparing and contrasting so they know how to determine
similarities and differences. This will be helpful for students when distinguishing their point of
view from a character/narrator. Students should have prerequisite skills of identifying pronouns.
Students should be able to read text and identify pronouns. Once students are able to identify
pronouns they will determine the point of view that the text is written in. Students then will write
in different points of view. Students will also read text and identify a characters perspective and
then compare it to their own. Because all students dont learn the same or at the same rate
some of my students may have difficulty with this. I will modify instruction by reading aloud to
students, providing examples. Throughout my instruction I will model for my students.
Engagement is key to hold students attention.]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[ I am teaching in a third-grade class that isnt very ethically and culturally diverse. Through
observation students sometimes have a difficult time interacting with someone is different from
themselves. Nine-teen of the twenty students are African American and one Caucasian student.
When I notice students had a difficult time dealing with difference. I had a discussion with
students about inclusiveness and differences. I shared with students how our classroom and
people in the world are all unique. I discussed how we all have strengths and weakness and
thats what makes us unique as well as our attitudes and belief. I shared a strength and
weakness about myself and then class each shared something about themselves. This will
definitely be beneficial to students as we begin learning about perspectives. Students will see
that our differences are what shapes our perspectives in life.
The classroom is diverse in other ways. There are 6 students with an EIP plan in reading. The
students have a variety of interest, Students have a strong musical and dance interest, sports,
and technology. I did a learning style assessment on the students and I found that a large
number of the students are kinesthetic learners with visual learners being the second highest
score. I used this data in creating my lessons. In lesson two students will watch a Flocabulary
POV music video. Students will listen to the song and determine ways in which the video is
helpful for them learning about point of view. Also in lesson two students will use pictures as a
visual to help them create stories written in each point of view. I included pictures of sports and
dance for students to choose from to tell stories from since those were some of their top
interest.]
3. Supporting Students Literacy Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional materials
and lesson plans you have included as part of Literacy Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students prior academic learning, their assets, and
research/theory.
[In The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition by Carol
Ann Thomlinson (2014) she addresses the idea that Inclusive communities of learners are
stronger than exclusive. The classroom is more enriched when there are many voices and
perspectives. On several occasions, I have expressed to students that the classroom is a very
diverse environment and that we all have strengths and weakness and thats ok because thats
what makes us unique. We took time to share ways in which we are different. This connects to
the literacy study point of view. Students will see that there is no right or wrong when it comes to
point of view and perspective, people just view things or situations differently. Students will build
on their understanding as they look through a characters perspective and compare it to their
own.
Thomlinson, C (2014), The Differentiated Classroom: Responding to Student Learning, ISBN

9781416618638]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
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).
[To make sure that all of my students are academically successful, I have created
lessons using a variety of instructional strategies. To meet the needs of my six EIP
students I will provide them with reading materials on their instructional level and read
instructions aloud to them. In lesson four, I will differentiate instruction in the introduction
of the lesson by splitting the class into small groups for a task card activity. The task
cards are differentiated based on students reading level. This ensures that every
student will be working on task cards that are specifically for them. The cards also can
challenge my higher-level readers by giving them task cards above their reading level.
To meet a variety of student needs, instructional strategies will range from explicit
instruction, small groups, writing, reading, and group discussions from the learning
styles inventory that I administered to the class I was able to conclude that a large
portion of the class are Kinesthetic, visual, and musical learners. In lesson 2, students
will watch a Flocabulary Point of View music video. Students will turn and talk to their
partners about how the video is helpful for learning about POV.]
c. Describe common developmental approximations or common misconceptions within

your literacy central focus and how you will address them.
1. [A common misconception in relation to point of view is that point of view and

perspective are interchangeably mistaken. Point of view is who tells a story and
which pronouns are used when it is written. Perspective is how someone views
someone or a situation in other words ones opinion. In my lessons, I address
point of view (first, second, and third person) in lesson one, when students
practice identifying the pronouns the author uses from each point of view. In
lesson two students begin learning the difference between the two when students
view pictures and write a story in each point of view about the same photo. Then
students will look at their first-person point of view story and their third person
point of view story and compare the perspectives. In lesson 3 and 4 students will
read text and compare the characters perspective to their own, comparing how
they are similar and different.]
4. Supporting Literacy Development Through Language
As you respond to prompts 4ad, consider the range of students language assets and needs
what do students already know, what are they struggling with, and/or what is new to them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for students to develop and practice the
literacy strategy within your central focus. Listed below are some sample language
functions. You may choose one of these or another more appropriate for your learning
segment.
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize Distinguish
[Distinguish is the language function that is essential for student development the literacy
strategy within the central focus.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function in ways that support the essential literacy strategy.
Identify the lesson in which the learning task occurs. (Give lesson day/number.)
[On day 3 lesson #3, students will be distinguishing their perspective from a character.
Students will first listen to a mentor text that tells a story of a worms perspective of the
world. Student will keep track of different events that they feel can be looked at from a
different perspective. Then for a whole group activity we will create a T- chart and label one
side worms perspective and the other students perspective. Student will then share one of
the event that they think we can compare. This is where I will model a think aloud of
comparing how the worm view the event to how I would view the event. Students will then
complete an activity sheet which has five events from the story, in the corresponding box
students will write the worms perspective in one box and their perspective of the event in the
other box. As a closing activity students will choose two events from the story and write
about why the worms perspective is different from their own. In this lesson students have to
identify different events in a story, distinguish the characters perspective from their own and
be able to explain why it different.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
Vocabulary or key phrases
Plus at least one of the following:
Syntax
Discourse
[The students will have to understand the vocabulary words perspective, point of view, first
person, second person and third person. These words are taught explicitly throughout all
lessons so that students are able to interpret what Im saying. These words will be used
through discussions and feedback to students. In lesson three, particularly students must
understand when I ask what is the characters perspective? and compare it to your own.,
that I want to know how the character felt during this event and not what point of view it is
written in. Both discourse and syntax are addressed in the lesson. Discourse is addressed
when students discuss as a class events within the story that can be viewed from the
characters perspective and a students perspective. Syntax is addressed when students
write explanations of why two of the events in the story from a worms perspective is
different from their own.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary or key phrases, discourse, or syntax).
[For instructional support, I will use the mini-poster booklets. In lesson one students will
use the mini posters they create to help them distinguish between first, second, and,
third person by listing who tells the story, and pronouns used for each point of view.
Students also write their own examples to help the see and hear what a particular point
of view would look and sound like. They also had to define the word perspective and
point of view to help them better understand the difference in the two terms. Pictures will
be used as another instructional support. In lesson two, students will be provided with
pictures to help them get a visual understanding of the word perspective. Students will
tell a story about a character in a picture written in each point of view. We will discuss if
we tell a story about the same picture from another character the perspective will be
different. Specifically, for lesson #3, students will use a graphic organizer to help them
make the organize what a character in a story perspective is on a particular event and
their own. The graphic organizer will help them to clearly state a characters perspective
and their own. And then connect that to writing by explaining why their perspectives are
different.]
5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the
materials for Literacy Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence that students can use the essential literacy strategy to comprehend OR
compose text AND related skills throughout the learning segment.
[Throughout my five lessons, I have planned both formal and informal assessments to
assess student knowledge. My informal assessments include questioning. In lesson two
I ask students as a recap from the previous lesson what is point of view? What are the
different point of view that we learned? How can we determine who is telling a story and
how the story is written? When students are working on independent practice I will walk
around and monitor students progress. I will also conference with students. I will listen in
on student conversations when students turn and talk with partners as a way to
informally assess student thinking and understanding.
To formally assess students, based off of performance aligned to the lesson objectives.
For lesson one the learning objective states that students will be able to distinguish point
of view from perspective and distinguish first, second, and third person. Students will
create mini posters for this lesson where they have to define point of view, perspective,
first person, second person, third person and write an example of each. In lesson. In
lesson 2 the learning objective is students will be able to distinguish first, second, and
third person through story writing. Students will write stories about a character in a
picture form each point of view. In Lesson three and four, students will be able to
distinguish their point of view from a character. In lesson three the assessment will be
students explaining in writing how their point of view is different from a character. In
lesson 4 assessments students have to retell a story from their point of view. In Lesson 5
the objective states students will be able to create artifacts to show their understanding
of point of view and perspective. For lesson five the assessment is students creating 3
artifacts of their choice from the point of view project menu.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
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).
[Throughout all of my assessments I make sure that I use a variety of techniques to for
students to demonstrate their understanding. For my EIP students who struggle with
reading I will read all directions aloud to students and give detailed instructions.
Modeling is the key so I will gradually release responsibility to my students. I will model
for my students the learning task, we will work together, and then students will do the
task on their own. Also, to meet the needs of all of learners I will provide passages and
task cars that are on their reading level. In lesson four students will work in small groups
with task cards. Each of the task cards are differentiated base off of students reading
level and needs. The cards will range from low to high. High being above students
reading level so that I can challenge my students who are at a higher reading level as
well to challenge their thinking. In lesson four the reading passages are also
differentiated for students. So that they all can complete the same task but each student
can read on their independent reading level.]

Task 1b Planning

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Elementary Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Thomlinson, C (2014), The Differentiated Classroom: Responding to Student Learning, ISBN

underperforming students or those with gaps in academic knowledge, and/or gifted

c. Describe common developmental approximations or common misconceptions within

1. [A common misconception in relation to point of view is that point of view and

4. Supporting Literacy Development Through Language

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize Distinguish

5. Monitoring Student Learning

underperforming students or those with gaps in academic knowledge, and/or gifted

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