Example 1
Example 1
Example 1
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Form: "*PACT - Elem Literacy - 1. Context Form v.<br />
2009"<br />
Created with: TaskStream - Advancing Educational Excellence<br />
Author: Jerry Sithiphone<br />
Date submitted: 04/10/2011 11:56 pm (PDT)<br />
Context for Learning Form<br />
Please provide the requested context information for the class selected for this Teaching<br />
Event.<br />
About the course you are teaching<br />
(REQUIRED) 1. How much time is devoted each day to specific instruction in<br />
reading, writing, and other aspects of literacy in your classroom?<br />
2 hours<br />
About the students in your class<br />
(REQUIRED) 2. How many students are in the class you are documenting?<br />
33<br />
(REQUIRED) 3a. How many students in the class are English learners?<br />
21<br />
(REQUIRED) 3b. How many students are Redesignated English Learners?<br />
9<br />
(REQUIRED) 3c. How many students in the class are Proficient English speakers?<br />
21<br />
(REQUIRED) 4.1.a. How many students are at the Beginning Listening CELDT<br />
level?<br />
0<br />
(REQUIRED) 4.1.b. How many students are at the Early Intermediate Listening<br />
CELDT level?<br />
3<br />
(REQUIRED) 4.1.c. How many students are at the Intermediate Listening CELDT<br />
level?<br />
4<br />
(REQUIRED) 4.1.d. How many students are at the Early Advanced Listening<br />
CELDT level?<br />
3
(REQUIRED) 4.1.e. How many students are at the Advanced Listening CELDT<br />
level?<br />
2<br />
(REQUIRED) 4.2.a. How many students are at the Beginning Speaking CELDT<br />
level?<br />
0<br />
(REQUIRED) 4.2.b. How many students are at the Early Intermediate Speaking<br />
CELDT level?<br />
0<br />
(REQUIRED) 4.2.c. How many students are at the Intermediate Speaking CELDT<br />
level?<br />
1<br />
(REQUIRED) 4.2.d. How many students are at the Early Advanced Speaking<br />
CELDT level?<br />
4<br />
(REQUIRED) 4.2.e. How many students are at the Advanced Speaking CELDT<br />
level?<br />
7<br />
(REQUIRED) 4.3.a. How many students are at the Beginning Reading CELDT<br />
level?<br />
1<br />
(REQUIRED) 4.3.b. How many students are at the Early Intermediate Reading<br />
CELDT level?<br />
1<br />
(REQUIRED) 4.3.c. How many students are at the Intermediate Reading CELDT<br />
level?<br />
4<br />
(REQUIRED) 4.3.d. How many students are at the Early Advanced Reading CELDT<br />
level?<br />
3<br />
(REQUIRED) 4.3.e. How many students are at the Advanced Reading CELDT<br />
level?<br />
3<br />
(REQUIRED) 4.4.a. How many students are at the Beginning Writing CELDT level?<br />
0<br />
(REQUIRED) 4.4.b. How many students are at the Early Intermediate Writing<br />
CELDT level?
2<br />
(REQUIRED) 4.4.c. How many students are at the Intermediate Writing CELDT<br />
level?<br />
4<br />
(REQUIRED) 4.4.d. How many students are at the Early Advanced Writing CELDT<br />
level?<br />
6<br />
(REQUIRED) 4.4.e. How many students are at the Advanced Writing CELDT level?<br />
0<br />
(REQUIRED) 4.5.a. How many students overall are at the Beginning CELDT level?<br />
0<br />
(REQUIRED) 4.5.b. How many students overall are at the Early Intermediate<br />
CELDT level?<br />
0<br />
(REQUIRED) 4.5.c. How many students overall are at the Intermediate CELDT<br />
level?<br />
7<br />
(REQUIRED) 4.5.d. How many students overall are at the Early Advanced CELDT<br />
level?<br />
2<br />
(REQUIRED) 4.5.e. How many students overall are at the Advanced CELDT level?<br />
3<br />
(REQUIRED) 5. How many students have Individualized Education Plans (IEPs)?<br />
2<br />
(REQUIRED) 6. How many students participate in a Gifted and Talented Education<br />
(GATE) program?<br />
0<br />
About the school curriculum and resources<br />
(REQUIRED) 7. Describe any specialized features of your classroom setting, e.g.,<br />
bilingual, Sheltered English.<br />
There are no specialized features in my classroom.<br />
(REQUIRED) 8. If there is a particular textbook or instructional program you<br />
primarily use for literacy instruction, what is it? (If a textbook, please provide the<br />
name, publisher, and date of publication.)
Open Court Reading Program, SRA/McGraw-Hill, 2005.<br />
(REQUIRED) 9. What other major resources do you use for instruction in this<br />
class?<br />
My cooperating teaching and I use a lot of novels, online resources, graphic organizers for<br />
literacy instruction.<br />
Context Commentary<br />
Please address the following prompts.<br />
(REQUIRED) 1. Briefly describe the following:<br />
- Type of school/program in which you teach, (e.g., middle/high school, themed school or<br />
program)<br />
- Kind of class you are teaching (e.g., third grade self-contained, sixth grade core<br />
English/social science) and the organization of the subject in the school (e.g.,<br />
departmentalized, interdisciplinary teams)<br />
- Degree of ability grouping or tracking, if any<br />
I am teaching at a public K-6 elementary school. The school is located within a<br />
predominantly low-socioeconomic status neighborhood given the fact that there are many<br />
low-income housing/rentals and “For Sale” signs. While the neighborhood surrounding the<br />
school is quite impoverished, there are many community resources like ethnic<br />
supermarkets, restaurants, clothing stores, schools, parks, Boys and Girls Club, district<br />
office that the school can take advantage of to support their students.<br />
I am teaching in a sixth grade self-contained classroom. All core subjects (English<br />
Language Arts, Mathematics, History/Social Science, Science) are taught within the<br />
classroom except English Language Development (ELD) and Physical Education (PE). For<br />
ELD, students are grouped by ELD levels and spend 30 minutes with another teacher<br />
everyday. In regards to PE, my students have PE twice a week for 40 minutes with the<br />
school’s PE teacher.<br />
In my classroom, the students are grouped by abilities. For example, when my cooperating<br />
teacher (CT) and I regroup the students, we try to best group students using a number of<br />
key factors. Some of the factors are: academic, social, gender and race/ethnicity to create<br />
groupings that will support all of their strengths and areas of improvement.<br />
2.<br />
Describe your class with respect to the features listed below. Focus on key factors that<br />
influence your planning and teaching of this learning segment. Be sure to describe<br />
what your students can do as well as what they are still learning to do.<br />
(REQUIRED) 2a. Academic development
Consider students prior knowledge, key skills, developmental levels, and other special<br />
educational needs. (TPE 8)<br />
The students have been working on the Unit “Taking a Stand” where they are learning about<br />
heroes from across the United States and around the world. Students were paired up and<br />
given a hero to research and learn why exactly they are considered heroes and what<br />
courageous actions they took. Thus, students have been learning about what “taking a<br />
stand” really means and the sacrifices their heroes had to make to stand up for what is right<br />
and wrong. As a part of their research, students were expected to give an oral presentation<br />
and to help them with their speeches, they were given outlines that they would fill-in with<br />
information that they would need to present. Therefore, through this process they were<br />
developing their critical thinking and writing skills that would be appropriate for my learning<br />
segment.<br />
(REQUIRED) 2b. Language development<br />
Consider aspects of language proficiency in relation to the oral and written English required<br />
to participate in classroom learning and assessment tasks. Describe the range in vocabulary<br />
and levels of complexity of language use within your entire class. When describing the<br />
proficiency of your English learners, describe what your English learners can and cannot yet<br />
do in relation to the language demands of tasks in the learning segment. (TPEs 7, 8)<br />
In my classroom, there are 21 English learners (ELs), 9 of them redesignated English<br />
learners and 12 English only students (EOs). The remaining 12 ELs are mostly Early<br />
Advanced (EA) or Advanced (A), so in regards to the range in vocabulary and levels of<br />
complexity of language use, the range is pretty small in this classroom as they are all<br />
learning new vocabulary and language use as a class. For my learning segment, the ELs<br />
and EOs will be able to write the letters because they have all been writing a lot in the<br />
classroom. They will also be able to think critically about the Rush Limbaugh incident in<br />
which I will be exposing them to because they have had to use their critical thinking skills<br />
before. For my learning segment, they will all need to learn the components of a persuasive<br />
letter (position, arguments, counterargument) and also think critically about being bilingual<br />
and discrimination.<br />
(REQUIRED) 2c. Social development<br />
Consider factors such as the students ability and experience in expressing themselves in<br />
constructive ways, negotiating and solving problems, and getting along with others. (TPE 8)<br />
The students in my classroom participate in a lot of group work. Thus, over time they have<br />
developed an understanding of what it means to work in groups and solve their own<br />
problems. By working in groups, not only do they have to get along with one another, but<br />
also share the workload and trust one another to follow through with their tasks completed.<br />
Furthermore, as they work in groups, they are given more freedom in regards to how they<br />
ultimately complete and present their assignments. While there is a list of expectations,<br />
they are able to express themselves individually and as a group in regards to how they<br />
envision the final product.<br />
(REQUIRED) 2d. Family and community contexts<br />
Consider key factors such as cultural context, knowledge acquired outside of school, socioeconomic<br />
background, access to technology, and home/community resources.
The students in my classroom come from diverse backgrounds, cultures and languages.<br />
While the majority of the ELs come from families that speak Spanish, the remaining ELs are<br />
from families that speak Hmong, Cantonese, Vietnamese, Mien, Punjabi, and Hindi. Thus,<br />
not only do the ELs come with their own history and experiences, but the EOs also bring in<br />
their own traditions and unique experiences. Given the neighborhood that the school is<br />
located in, many of these students are coming from families with a low-socioeconomic<br />
status, but rich in cultures, languages, histories, and experiences. In regards to community<br />
resources, the school is located next to the Boys and Girls Club, which many of them are a<br />
part of, that provides them with access to the computers and printers. There is also a<br />
public library in the neighborhood that has computers and printers as well as books for<br />
them to read. The school is also located to many ethnic supermarkets and restaurants,<br />
clothing stores, district office and other community resources that the school could take<br />
advantage of to provide for their students.<br />
(REQUIRED) 3.<br />
Describe any district, school, or cooperating teacher requirements or expectations that<br />
might impact your planning or delivery of instruction, such as required curricula, pacing, use<br />
of specific instructional strategies, or standardized tests.<br />
Fortunately, my CT is very accommodating and allowed me to map out my own learning<br />
segment. The only requirement that she had me follow is that I make sure to teach and<br />
assess the students on one of the California English Language Arts Content Standards
Form: "*PACT - Elementary Literacy - 2. Planning<br />
Commentary Form v. 2009"<br />
Created with: TaskStream - Advancing Educational Excellence<br />
Author: Jerry Sithiphone<br />
Date submitted: 04/10/2011 11:56 pm (PDT)<br />
Write a commentary that addresses the following prompts.<br />
(REQUIRED) 1.<br />
What is the central focus of the learning segment? Apart from being present in the school<br />
curriculum, student academic content standards, or ELD standards, why is the content of<br />
the learning segment important for your particular students to learn? (TPE 1)<br />
The central focus of this learning segment is “Taking a Stand.” The students have been<br />
working on the unit taking a stand by researching and learning about heroes from across<br />
the United States and around the world. Through their research, they have discovered why<br />
we consider their heroes to be heroes and what courageous actions they took to become<br />
viewed as a hero. Not only have they learned why these heroes are considered heroes, but<br />
they have also learned that these heroes did not act alone and many of the courageous<br />
actions they took were planned. Given the impoverished neighborhoods that my students<br />
live in and the challenges that go along with living in such communities, it is important for<br />
my students to feel powerful and take a stand. Most of the times, students are always<br />
being told what to do, wear, eat, behave, etc., so there very few opportunities for them to<br />
feel empowered and like they are agents of change. Thus, with the incident of Rush<br />
Limbaugh mocking the Chinese language during President Hu Jintao’s speech, I thought this<br />
would be the perfect opportunity for the students to take a stand by writing a persuasive<br />
letter to Limbaugh asking for an apology.<br />
(REQUIRED) 2.<br />
Briefly describe the theoretical framework and/or research that inform your instructional<br />
design for developing your students knowledge and abilities in both literacy and academic<br />
language during the learning segment.<br />
The main theoretical framework that informs my instruction is that of Paulo Freire. Freire<br />
sees the education process as a mutual process in which teachers teach students and<br />
students teach teachers. Furthermore, he views education as a “practice of freedom,”<br />
where students and teachers are empowering themselves through the educational process.<br />
Thus, I believe that by having students engage in conversations about being bilingual and<br />
discrimination that they will be able to process that information and write powerful letters to<br />
Rush Limbaugh asking that he apologizes for his unprofessional and inappropriate actions.<br />
Additionally, Howard Gardner’s theory of multiple intelligences and Merrill Swain’s work on<br />
comprehensible output also guide my instructional plans. Gardner’s theory of multiple<br />
intelligences forces me to plan a variety of instructional strategies like using visuals, making<br />
logical connections and providing opportunities for students to use their interpersonal skills<br />
to express themselves and their thoughts. Finally with Swain’s work in mind and given the<br />
fact that the classroom is comprised of mainly ELs, students must be given the<br />
opportunities to use the language and that occurs in small group discussions as well as<br />
whole class discussions. These frameworks support students’ knowledge and abilities in<br />
both literacy and academic language because they are constantly being asked to think<br />
about the issue and also develop their own thoughts and opinions. By doing so, students
will be forced to use vocabulary like bilingual, discrimination, position, arguments, and<br />
counterarguments that develops their academic language and also supports their literacy,<br />
specifically writing.<br />
(REQUIRED) 3.<br />
How do key learning tasks in your plans build on each other to develop students abilities to<br />
comprehend and/or compose text, and to develop related academic language? Describe<br />
specific strategies that you will use to build student learning across the learning segment.<br />
Reference the instructional materials you have included, as needed. (TPEs 1, 4, 9)<br />
The focus of this learning segment is for students to take a stand by writing a persuasive<br />
letter to Rush Limbaugh on why they feel he should apologize for mocking the Chinese<br />
language during President Hu Jintao’s speech. Before writing their persuasive letters,<br />
students must first understand bilingualism and discrimination, listen to the audio clips of<br />
Rush Limbaugh and also the components of writing a persuasive letter. On day one, I will<br />
begin by using a cognitive content dictionary (CCD is a strategy to introduce new or<br />
unfamiliar words) chart to introduce/define the words bilingual and discrimination. In order<br />
for students to take a stand, they must understand what it means to be bilingual and the<br />
multiple forms of discrimination. Once we define the words and students provide examples,<br />
I will then pass out the Language Discrimination Scenario handouts and popcorn read the<br />
scenarios as a class. As we read the scenarios, I want the students to think about the<br />
following questions: What is the problem? Can you relate to the students? If not, how<br />
would you feel if you were in that situation? With the majority of my students speaking<br />
another language, I feel that many of them would be able to relate the students in the<br />
scenarios because they are also second language learners. After we read the scenarios, I<br />
will have the students discuss the questions in their groups and then have a classroom<br />
discussion. With the discussion fresh in their minds, I will then ask them to think about the<br />
pros and cons of being bilingual. In their groups, they will talk about the pros and cons of<br />
being bilingual and then as a class, we will create a T-Chart with the pros and cons of being<br />
bilingual. The goal for day one is to have the students think about bilingualism and its<br />
possible advantages and disadvantages before taking a stand on the Rush Limbaugh<br />
incident.<br />
Day two will start with a review of day one. I will ask the students: What did they<br />
learn/discuss yesterday? From there, I will pose the following questions: Is it okay to make<br />
fun of people who speak another language? Have you ever been made fun of for speaking<br />
another language? If so, how did you feel? What should you do if you do not understand<br />
someone speaking another language? I want students to first discuss the questions in their<br />
groups and then as a class, students can report what their groups discussed. Building off of<br />
the Language Discrimination Scenarios, our class list of pros and cons of being bilingual and<br />
their own experiences as English learners, I hope that the students come to a conclusion<br />
that it is not okay to make fun of people that speak another language. With the class<br />
consensus that making fun of people that speak another language is wrong, I will then play<br />
the audio clips of Rush Limbaugh mocking the Chinese language on national public radio.<br />
After listening to the audio clips, I want the students to think about these questions: What<br />
are your reactions? Are you angry? If so, why? Do you want to take action? Want to do<br />
something about it? Maybe take a stand? First, I want students to let out their initial<br />
reactions in small groups, before bringing the class back together as a class. Following the<br />
discussion, to provide students with more context and reactions from legislative officials, I<br />
will pass out the article “Rush Limbaugh Mocks Chinese President Hu Jintao” by ABC News’<br />
Huma Khan. As we popcorn read the article as a class, I want the students to think about<br />
these questions: What do you think about Limbaugh’s mocking of the Chinese language?
Do you agree with the reactions by Congress Members Chu and Wu? Senator Yee? Once<br />
again, before I have students share their reactions to the class, I will have them first<br />
discuss their thoughts in groups. With the students’ reactions fresh in their minds and<br />
desire to take action, I will introduce the prompt for their persuasive letters and also<br />
provide them with my sample letter and the rubric that I will be using to grade their letters.<br />
Building off of day one, day two provides the students the context and background<br />
knowledge to write effective persuasive letters.<br />
The final day of the learning segment will also begin with a review of the previous two days<br />
as students reflect upon what they have learned. To better help students understand their<br />
assignment, we will review my sample letter and rubric and have the students identify my<br />
position, two arguments and counterargument in my letter. From there, we will review the<br />
prompt once again and then to help students write their letters, I want them to discuss in<br />
their groups some possible arguments they would give to persuade Rush Limbaugh to<br />
apologize and some counterarguments Limbaugh would give for not wanting to apologize.<br />
As a class, we will create a T-Chart of possible arguments and counterarguments students<br />
could write in their letters. Finally, to take a stand and empower themselves and others,<br />
students will write their persuasive letters. Over the course of the three lessons, they are<br />
building upon another as the lessons develop the students academic language in<br />
preparation for their composition of the persuasive letters. By beginning the learning<br />
segment with a discussion of bilingualism and discrimination, the lesson not only sets the<br />
foundation for students to take a stand, but also allows them to use the academic language<br />
in the small group and whole class discussions. From there the students listen to the audio<br />
clips and with the previous discussions in mind, they will be able to think critically about the<br />
situation and have some tools to take a stand. To complete the task, students will be given<br />
the prompt, sample letter and rubric to see and understand what is expected of them. By<br />
reviewing the prompt, sample letter and rubrics, students will understand the components<br />
of a persuasive letter and use that knowledge to write their own.<br />
(REQUIRED) 4.<br />
4. Given the description of students that you provided in Task 1.Context for Learning, how<br />
do your choices of instructional strategies, materials, technology, and the sequence of<br />
learning tasks reflect your students backgrounds, interests, and needs? Be specific about<br />
how your knowledge of your students informed the lesson plans, such as the choice of text<br />
or materials used in lessons, how groups were formed or structured, using student learning<br />
or experiences (in or out of school) as a resource, or structuring new or deeper learning to<br />
take advantage of specific student strengths. (TPEs 4,6,7,8,9)<br />
To take advantage of my students’ backgrounds, interests, and needs as I plan the learning<br />
segment, I am focusing on two things: 1) They are mainly English learners and 2) They<br />
come from impoverished neighborhoods. Given the fact that there are a lot of English<br />
learners, I know that they will be able to relate to Language Discrimination Scenarios and<br />
be outraged when they hear the audio clip of Rush Limbaugh mocking the Chinese<br />
language. Additionally, given the classroom environment and level of respect the students<br />
have developed for one another, the English only students will also be able to relate in<br />
regards to discrimination as English only students or seeing the negative treatment of their<br />
bilingual classmates. Coming from an impoverished communities mean that many of the<br />
students have limited opportunities and experiences. Furthermore, in regards to making<br />
decisions in their lives, they have even less say because their parents tell them what to eat,<br />
where, do, etc. and at school, their options are limited as well. As a result, I want to<br />
provide my students with the opportunity to feel empowered and feel like they have the<br />
voice to change what they feel is wrong. Thus, over the course of the three lessons, I will
provide them with opportunities to reflect on their lives and experiences with bilingualism<br />
and give them the framework to empower them to create positive change.<br />
(REQUIRED) 5.<br />
Consider the language demands of the oral and written tasks in which you plan to have<br />
students engage as well as the various levels of English language proficiency related to<br />
classroom tasks as described in the Context Commentary. (TPE 7)<br />
a. Identify words and phrases (if appropriate) that you will emphasize in this learning<br />
segment. Why are these important for students to understand and use in completing<br />
classroom tasks in the learning segment? Which students?<br />
b. What oral and/or written academic language (organizational, stylistic, and/or<br />
grammatical features) will you teach and/or reinforce?<br />
c. Explain how specific features of the learning and assessment tasks in your plan, including<br />
your own use of language, support students in learning to understand and use these words,<br />
phrases (if appropriate), and academic language. How does this build on what your students<br />
are currently able to do and increase their abilities to follow and/or use different types of<br />
text and oral formats?<br />
The words and phrases that will be emphasized are: bilingual, discrimination, persuasive<br />
letter, position, argument and counterargument. All students must be able to understand<br />
and use these words and phrases to complete their persuasive letters. To begin, students<br />
must first understand and think critically about what it means to be bilingual and then the<br />
discrimination that sometimes occur with being bilingual. By having this conversation,<br />
students will be able to take their own stance on the issue as they develop their thoughts<br />
and opinions. From that foundation, students will then be able to write their persuasive<br />
letters, but they must first understand the components of a persuasive. By reviewing the<br />
prompt, sample letter and rubric, students will have that opportunity to learn about what a<br />
persuasive letter needs and looks like.<br />
The written academic language that I will be teaching is writing a persuasive letter. Before<br />
the students begin writing, I will give them their prompt, a sample letter and rubric. As a<br />
class, we will review the sample letter and identify the key components of a persuasive<br />
letter and how that coincides with the grading rubric. Students must understand that in a<br />
persuasive letter they must take a clear stance and then provide arguments to support their<br />
position. Students must also be able to think critically about counterarguments that might<br />
be given and how they will dismiss those counterarguments in their letters.<br />
To help students learn and use these words, I will first introduce the words using a CCD<br />
chart which is how my CT introduces new words in the classroom. With this familiarity,<br />
students will be able to reflect on their prior knowledge and work with one another to<br />
understand and be able to use the new words. To model the language, I will say things like,<br />
“Being bilingual has its benefits” or “Let’s think about what it means to be bilingual.” By<br />
doing so, the students will hear the words over and over and begin to use the language<br />
themselves. In regards to the assessment, students will be asked to write a persuasive<br />
letter and by building their background knowledge, they will have to tools to use what they<br />
learn in their letters. This process builds on what they are currently able to do because they<br />
are familiar with the process and will not be thrown off task because it is not something<br />
new.
(REQUIRED) 6.<br />
Explain how the collection of assessments from your plan allows you to evaluate your<br />
students learning of specific student standards/objectives and provide feedback to students<br />
on their learning. (TPEs 2, 3)<br />
The goal of this learning segment is to have the students take a stand by writing a<br />
persuasive letter, so the students will be assessed in accordance with the California English<br />
Language Arts Content Standards. The content standard for this learning segment is: 2.5<br />
Write persuasive compositions. A) State a clear position on a proposition or proposal B)<br />
Support the position with organized and relevant evidence C) Anticipate and address reader<br />
concerns and counterarguments. With the content standard in mind, I will create a rubric<br />
that assesses them on stating a clear position, their arguments and also counterargument.<br />
In addition, I will also assess the students’ spelling/grammar and overall organization of the<br />
letter. By creating a rubric, I will be able to systematically grade their letters and provide<br />
feedback on their writing of a persuasive letter.<br />
(REQUIRED) 7.<br />
Describe any teaching strategies you have planned for your students who have identified<br />
educational needs (e.g., English learners, GATE students, students with IEPs). Explain how<br />
these features of your learning and assessment tasks will provide students access to the<br />
curriculum and allow them to demonstrate their learning. (TPEs 9. 12)<br />
This learning segment is designed specifically to engage my English learners because they<br />
are bilingual and will be able to relate to the discrimination faced by the students in the<br />
Language Discrimination Scenarios. By being able to speak from personal experiences, my<br />
English learners will feel empowered as they share their experiences with their peers using<br />
the English language. To ensure that all students are given the opportunity to share their<br />
thoughts, I will have them talk in their groups first, then as a class, we will continue the<br />
discussion. These strategies will help engage the English learners because it is a topic that<br />
they are all familiar with and have to deal with daily. In regards to the assessment, by<br />
reviewing the prompt, sample letter, and rubric as a class will not only support the English<br />
learners, but the class as a whole. In order for students to fully understand their<br />
assignments, they must know what are the expectations and how they will be assessed.<br />
The sample letter will provide all students with a clear model of what they are expected to<br />
produce.
Form: "*PACT - Elementary Literacy - 3. Instruction<br />
Form v. 2009"<br />
Created with: TaskStream - Advancing Educational Excellence<br />
Author: Jerry Sithiphone<br />
Date submitted: 04/10/2011 11:56 pm (PDT)<br />
Video Label Form<br />
Candidate ID #<br />
213212117<br />
Elementary Literacy Clip(s)<br />
(REQUIRED) Lesson from which clip came: Lesson #<br />
3<br />
(REQUIRED) Focus of Clip(s) (Check all that apply.)<br />
• Student Composition of Text<br />
(REQUIRED) If Electronic, Video Format of Clip(s): (check one)<br />
• Windows Media Player<br />
Instruction Commentary<br />
Write a commentary that addresses the following prompts.<br />
(REQUIRED) 1.<br />
Other than what is stated in the lesson plan(s), what occurred immediately prior to and<br />
after the video clip(s) that is important to know in order to understand and interpret the<br />
interactions between and among you and your students? Please provide any other<br />
information needed to interpret the events and interactions in the video clip(s).<br />
As outlined in the lesson plan, what occurred immediately prior to the first clip was a review<br />
of the previous lessons. Immediately after the first clip, the students were working in<br />
groups coming up with possible arguments to persuade Rush Limbaugh to apologize and as<br />
well as counterarguments Limbaugh may have for not wanting to apologize. After the<br />
students have discussed their arguments and counterarguments, the second clip starts with<br />
students reporting their answers to create a T-Chart of arguments and counterarguments<br />
they could use in their persuasive letters. Immediately after the clip, students asked<br />
clarifying questions and were given line paper to write their persuasive letters. As they<br />
began writing, I circulated the classroom to keep students on task and also answer<br />
questions they had.<br />
(REQUIRED) 2.
Describe any routines or working structures of the class (e.g., group work roles, class<br />
discussion norms) that were operating in the learning task(s) seen on the video clip(s). If<br />
specific routines or working structures are new to the students, how did you prepare<br />
students for them? (TPE 10)<br />
In order to eliminate any confusion, I kept the classroom routines and working structures in<br />
regards to class discussions. As seen on the first clip, the students were first asked a<br />
question, then discussed the possible answers in groups, and finally shared their answers to<br />
the entire class. This classroom norm not only provided stability for the students, but also<br />
gave them the opportunity to work in groups to come up with their answers.<br />
(REQUIRED) 3.<br />
In the instruction seen in the clip(s), how did you further the students knowledge and skills<br />
and engage them intellectually in comprehending and/or composing text? Provide examples<br />
from the clips of both general strategies to address the needs of all of your students and<br />
strategies to address specific individual needs. (TPEs 1, 2, 4, 5, 7, 11)<br />
In the first clip, I furthered the students’ knowledge and skills in composing text by<br />
reviewing the prompt, sample letter and rubric. To help the students understand what was<br />
expected of them, I asked them to identify the arguments and counterargument that I<br />
wrote in my letter. By doing so, students were given a clear picture of what they were<br />
expected to produce in terms of their own writing. Additionally, students were able to work<br />
in groups to think through the arguments and counterargument that I wrote and how the<br />
arguments and counterargument would persuade Rush Limbaugh to apologize. After<br />
reviewing the sample letter and rubric, I refocused the class by going over the prompt once<br />
again and point out what they were expected write in their persuasive letters. To further<br />
support the students compose their persuasive letters, I asked them to work in groups to<br />
come up with possible arguments to persuade Limbaugh to apologize and counterarguments<br />
Limbaugh may have for not wanting the apologize. The second clip shows the creation of<br />
the T-Chart as students proposed their arguments and counterarguments. By creating a T-<br />
Chart of arguments and counterarguments, I provided the students with a foundation to<br />
begin their letters. In addition to the sample letter and rubric, the students now had a list<br />
of arguments and counterarguments they could use to help them write their persuasive<br />
letters. These strategies provided all of the students with the tools and resources they<br />
would need to complete their persuasive letters. To complete their assignment, the<br />
students simply had to sit there and write their letters because they had all of the supports<br />
needed.<br />
(REQUIRED) 4.<br />
Given the language abilities of your students as described in Task 1. Context for Learning,<br />
provide examples of language supports seen in the clips that help your students understand<br />
the content and/or academic language central to the lesson. (TPEs 4, 7)<br />
This lesson was about giving students the tools and skills they would need to take a stand<br />
and write their persuasive letters. To do so, students had to first understand the<br />
components of a persuasive letter. Having the students identify the arguments and<br />
counterargument in the letter that I wrote provided them with the opportunity to use the<br />
academic language. In regards to language support, in the first clip, students were unsure<br />
what counterargument meant, so I had to rephrase a couple times before I asked them to<br />
find the counterargument in my letter. As a result, they were then able to effectively<br />
complete the task by identifying the counterargument. In the second clip as students were
eporting their arguments and counterarguments, I had to summarize/condense their<br />
thoughts in order to write an argument or counterargument that the class would have been<br />
able to use in their letters. By doing, I not only validated their responses, but made the<br />
arguments and counterarguments clearer for the entire class to understand.<br />
(REQUIRED) 5.<br />
Describe the strategies you used to monitor student learning during the learning task shown<br />
on the video clip(s). Cite one or two examples of what students said and/or did in the video<br />
clip(s) or in assessments related to the lesson that indicated their progress toward<br />
accomplishing the lessons learning objectives. (TPEs 2, 3)<br />
In the first clip, I monitored student learning by circulating the classroom and making sure<br />
that they were identifying the arguments and counterargument that I wrote in my letter. As<br />
I circulated the classroom, I made sure that the students were on task and if they were<br />
taking their time to start, I refocused them by asking, “What are the two arguments?” The<br />
first clip shows students actively reading my letter to find the arguments and<br />
counterargument, which means that they not only understood the directions, but will also<br />
be able to provide those components in their letters. Students were also working in groups,<br />
so they were supporting one another as they sought out the arguments and<br />
counterarguments. For the second clip, I monitored student learning by clarifying their<br />
arguments and counterarguments. Some of the reasons that the students were giving<br />
could have been interpreted as arguments as opposed to counterarguments and vice versa,<br />
so I had to refocus them and make the appropriate interpretations.
Summary of Student Learning<br />
Category 3 2 1<br />
Position<br />
Position is clearly<br />
stated. (73%)<br />
Position is stated,<br />
but unclear. (7%)<br />
Position is not<br />
stated. (20%)<br />
Arguments<br />
Arguments are<br />
clearly stated and<br />
supported. (37%)<br />
Arguments are<br />
stated, but are<br />
unclear and not<br />
supported. (63%)<br />
Arguments are not<br />
stated. (0%)<br />
Counterargument<br />
Counterargument<br />
is stated and<br />
supported. (7%)<br />
Counterargument<br />
is stated, but is<br />
unclear and not<br />
supported. (40%)<br />
Counterargument<br />
is not stated.<br />
(53%)<br />
Spelling/Grammar<br />
There are no<br />
spelling or<br />
grammar errors.<br />
(0%)<br />
There are 1-3<br />
errors in spelling<br />
and/or grammar.<br />
(33%)<br />
There are 4 or<br />
more errors in<br />
spelling and/or<br />
grammar. (67%)<br />
Organization<br />
The letter is wellorganized<br />
and<br />
written. (7%)<br />
The letter is either<br />
not wellorganized<br />
or<br />
written. (76%)<br />
The letter is not<br />
well-organized or<br />
written. (17%)
Form: "*PACT - Elementary Literacy - 4. Assessment<br />
Commentary Form v. 2009"<br />
Created with: TaskStream - Advancing Educational Excellence<br />
Author: Jerry Sithiphone<br />
Date submitted: 04/10/2011 11:56 pm (PDT)<br />
Write a commentary that addresses the following prompts.<br />
(REQUIRED) 1.<br />
Identify the specific standards/objectives measured by the assessment chosen for analysis.<br />
You may just cite the appropriate lesson(s) if you are assessing all of the<br />
standards/objectives listed.<br />
The California English Language Arts Content Standard that is being measured through this<br />
assessment is: 2.5 Write persuasive compositions. A) State a clear position on a proposition<br />
or proposal B) Support the position with organized and relevant evidence C) Anticipate and<br />
address reader concerns and counterarguments.<br />
(REQUIRED) 2.<br />
Create a summary of student learning across the whole class relative to your evaluative<br />
criteria (or rubric). Summarize the results in narrative and/or graphic form (e.g., table or<br />
chart). Attach your rubric or evaluative criteria, and note any changes from what was<br />
planned as described in Planning commentary, prompt 6. (You may use the optional chart<br />
provided following the Assessment Commentary prompts to provide the evaluative criteria,<br />
including descriptions of student performance at different levels.) (TPEs 3, 5)<br />
Using the rubric, I scored the students across five different categories (position, arguments,<br />
counterarguments, spelling/grammar, and organization) on a scale of 1-3. For position,<br />
73% of the class received a 3, which means that their position was clearly stated in their<br />
letters, 7% of the class received a 2, which means that their position was stated, but not<br />
clear, and 20% of the class received a 1 for not stating their positions at all. Moving on to<br />
arguments, 37% of the class clearly stated their arguments with supporting detail to get a 3<br />
and the rest of the class (63%) got a 2 for stating their arguments, but either not clearly or<br />
did not provide support. For counterarguments, 7% of the class received a 3 for stating and<br />
supporting their counterarguments, while 40% of the class got a 2 for stating their<br />
counterarguments, but was either unclear or not supported, and 53% of the class got a 1<br />
for not stating their counterarguments at all. With spelling and grammar, no students<br />
received a 3 for having no spelling/grammar errors, 33% of the class got a 2 for<br />
spelling/grammar, which means they made between 1-3 spelling/grammar errors, while the<br />
remainder of the class (67%) received a 1 for having 4 or more spelling/grammar errors.<br />
Finally, for organization, 7% of the class received a 3 for writing a letter that was wellwritten<br />
and organized, while 67% received a 2 for writing a letter that was either not wellwritten<br />
or organized, and 17% of the class got a 1 for writing a letter that was not wellwritten<br />
or organized.<br />
(REQUIRED) 3.<br />
Discuss what most students appear to understand well, and, if relevant, any<br />
misunderstandings, confusions, or needs (including a need for greater challenge) that were
apparent for some or most students. Cite evidence to support your analysis from the three<br />
student work samples or the documentation of student work you selected. (TPE 3)<br />
Based on the summary of student learning in regards to the standards, students understood<br />
how to clearly state their position and also provide some arguments with supporting detail.<br />
73% of the class received a 3 for their position, which means they clearly stated their<br />
positions in response to the prompt in their letters. For example, in looking at student work<br />
sample 1, this student wrote, “I strongly believe that you should apologize to Hu Jintao for<br />
mocking him,” giving that student a 3 for a stating a clear position. Additionally, in<br />
examining student work sample 2, this student wrote, “You should take back what you did<br />
to President Hu Jintao” and also received a 3 for a stating a clear position in response to the<br />
prompt. The entire class also wrote arguments in their letters with 37% of the class<br />
receiving a 3 for having clearly stated arguments and supporting details while 63% got a 2<br />
for writing their arguments, but was either unclear or not supported. Focusing on student<br />
work sample 3, this student wrote, “Think of children listening to your radio show. They<br />
may be mocking you and the mocking the Chinese culture. What if someone did that to<br />
[you?] Wouldn’t you be mad [?].” This student has a great argument, “Think of children<br />
listening to your radio show,” but needs to support this argument more by explaining that<br />
perhaps children tend to imitate what they see and hear, so he should be careful with what<br />
he says and does. Or, this student could support the argument by saying that Limbaugh’s<br />
actions suggest that it is okay for people to mock people because they do not understand<br />
them or because it is something “different.” This student’s work is a good example of what<br />
many students (63%) did in regards to stating their arguments, but not supporting them<br />
well, but also some only stated one argument, when they were prompted to have written<br />
two arguments. Overwhelmingly, the students struggled with counterarguments. With<br />
40% of the class receiving a 2 for writing their counterargument unclearly or without<br />
supporting detail and 53% of the class not writing a counterargument at all shows that the<br />
students needed more support and/or examples. Looking at student work sample 2, this<br />
student wrote, “If you were in Hu Jintao’s place and you had no translator what would you<br />
think if a person like you were making fun of you?” This student is clearly attempting to<br />
write an effective counterargument, but just misses the target a bit. The counterargument<br />
could have been, “Perhaps you have been in that situation before and you were made fun<br />
of, but that does not mean you should then make fun of others.” By doing so, the student<br />
does not just hypothetically place Limbaugh in that situation, but acknowledges that<br />
Limbaugh may have already been in such a predicament, then rejects his actions when he<br />
witnesses someone else in that exact same situation. Once again, this student’s attempt at<br />
writing and supporting a counterargument highlights the challenges my students faced in<br />
writing their counterarguments.<br />
(REQUIRED) 4.<br />
From the three students whose work samples were selected, choose two students, at least<br />
one of which is an English Learner. For these two students, describe their prior knowledge of<br />
the content and their individual learning strengths and challenges (e.g., academic<br />
development, language proficiency, special needs). What did you conclude about their<br />
learning during the learning segment? Cite specific evidence from the work samples and<br />
from other classroom assessments relevant to the same evaluative criteria (or rubric). (TPE<br />
3)<br />
For all of my students, this would be their first time writing a persuasive letter in the<br />
classroom in accordance to the California English Language Arts Content Standards. While<br />
they have been doing a lot of writing in class, they were not taught the key components of a<br />
persuasive letter (position, argument, counterargument). The two student work samples
that I have chosen for further analysis are from students 2 and 3. Student 2 is also an<br />
English learner, but students 2 and 3 collectively represent a microcosm of the entire<br />
classroom because like the class as a whole, their literacy strengths are reading and oral<br />
language comprehension, but struggle with writing and composing their own text. Based on<br />
their literacy strengths and area of need, their letters highlight their reading and oral<br />
language comprehension, but show their continuing need for support in their writing. For<br />
example, student 2 wrote, “Making fun of others makes you look like a fool. Also it looks<br />
like you’re a person that have no manners and is not nice at all.” These two sentences<br />
exemplify the fact that student 2 clearly understands the assignment and requirement of<br />
giving arguments as to why Limbaugh should apologize for mocking the Chinese language.<br />
This student is drawing upon their own experience as a bilingual student as well as class<br />
discussions to support their writing. However, there are a few grammatical errors and the<br />
language that this student decided to use gives the letter an angry tone. While this student<br />
has every right to be angry with Limbaugh’s actions, in order to persuade him to apologize,<br />
the letter needs to be a bit more subtle and have more sophisticated word choices.<br />
Nonetheless, I have learned that student 2 is an active listener and comprehends extremely<br />
well. On the other hand, student 2 could use additional support in writing. Perhaps a minilesson<br />
on words with multiple meanings would help this student learn and use more<br />
sophisticated language in their oral and written language. Looking at student 3, this<br />
student wrote, “Think of children listening to your radio show. They may be mocking you<br />
and the mocking the Chinese culture. What if someone did that to [you?] Wouldn’t you be<br />
mad [?].” Once again, this student displays an understanding of the prompt, more<br />
specifically, the act of persuasion. The student wrote, “Think of children listening to your<br />
radio show.” While short, this sentence is powerful because it forces the reader to reflect<br />
for just a bit and “think of children” and what their reaction might be. The challenge for this<br />
student to expand their thoughts and make their connections explicit for their readers.<br />
Simply stating “They may be mocking you and mocking the Chinese culture,” does not<br />
make it clear for the readers why they would be mocking the Chinese culture. The<br />
assumption could be made that children are mocking Chinese people and culture because<br />
they imitate what they see and hear, but that is not the role of the reader, but the writer.<br />
Like student 2, I learned that student 3 comprehends extremely well, but needs additional<br />
support with more detailed writing. To assist student 3, a mini-lesson on brainstorming<br />
would help this student expand their thoughts and ideas before they begin their writing.<br />
(REQUIRED) 5.<br />
What oral and/or written feedback was provided to individual students and/or the group as<br />
a whole (refer the reviewer to any feedback written directly on submitted student work<br />
samples)? How and why do your approaches to feedback support students further learning?<br />
In what ways does your feedback address individual students needs and learning goals? Cite<br />
specific examples of oral or written feedback, and reference the three student work samples<br />
(or documentation of student work) as evidence t o support your explanation<br />
In regards to oral feedback during the persuasive letter writing, I noticed that some of the<br />
students took a little longer than others to start, so I reminded them and the class as a<br />
whole to use the arguments and counterarguments that we came up with as a class to help<br />
them write their letters. By doing so, the feedback refocused the students and supported<br />
them in completing their task to further their learning by demonstrating their ability to write<br />
effective arguments and counterarguments. For written feedback, I wrote, “It looks like you<br />
are trying to make a counterargument” for student 2 because this student was attempting<br />
to make a counterargument, but was just off target. The comment acknowledges the<br />
student’s effort, but also forces that student to reexamine what they wrote and how they<br />
can make it a valid counterargument. The feedback also gives this student the guidance
they need to become a better writer, which is this student’s area of need. For student 3, I<br />
wrote, “Good arguments, need to support them though” because this student has great<br />
ideas and thoughts, but tends to leave them at that, forcing the reader to make the<br />
connections themselves. Once again, the comment validates the student’s writing, but also<br />
guides the student to think about what else they need to add to make the letter stronger.<br />
While there are times when keeping things short and simple is necessary, there are also<br />
times to expand on your thoughts, so the feedback further develops the student’s thinking<br />
and writing.<br />
(REQUIRED) 6.<br />
Based on the student performance on this assessment, describe the next steps for<br />
instruction for your students. If different, describe any individualized next steps for the two<br />
students whose individual learning you analyzed. These next steps may include a specific<br />
instructional activity or other forms of re-teaching to support or extend continued learning<br />
of objectives, standards, central focus, and/or relevant academic language for the learning<br />
segment. In your description, be sure to explain how these next steps follow from your<br />
analysis of the student performances. (TPEs 2, 3, 4, 13)<br />
Based on the summary of student learning, the next step for instruction for all my students<br />
would be to re-teach counterarguments. The summary shows that 40% of the students<br />
received a 2 and 53% a 1, which means they either struggled with counterarguments or<br />
forgot about them altogether. As a result, they could use another lesson on<br />
counterarguments. To begin the lesson, I will ask the students in their groups to define<br />
counterarguments. As a class, we would then discuss the possible definitions and decide on<br />
a class definition that everyone understands. For an analogy, I will use the Courtroom,<br />
where the prosecution attempts to persuade the jury to find the defendant guilty. The<br />
defendant’s job then, with or without their lawyer is to come up with many<br />
counterarguments that would refute the arguments that the prosecution is making. To<br />
make it more personal for the students, an analogy could be where their parents argue that<br />
their bedtime should be at 9pm, but the students believe their bedtime should be at 10pm,<br />
so they must come up with several counterarguments to persuade their parents. With<br />
these analogies in mind, I will then divide the class in half to play the “Arguments vs.<br />
Counterarguments” game. I will call one student up for either half of the class and read<br />
them an argument and they must be the first to answer with a valid counterargument to<br />
receive a point for their team. For example, using the bedtime analogy, the argument<br />
parents would give is, “You need at least 8 hours of sleep every night and you will get those<br />
8 hours if you are in bed by 9pm.” A possible counterargument would be, “I know I need 8<br />
hours of sleep, so if I sleep by 10pm and get up at 7am, then I get more than 8 hours every<br />
night.” After the game, I will hand back their letters and ask them to rewrite or give more<br />
supporting details to their counterarguments. By re-teaching counterarguments, I will meet<br />
the needs of my students because their letters showed that they were unsuccessful in<br />
writing counterarguments and this lesson will support their understanding of<br />
counterarguments and also give them an opportunity to rewrite them.
Monday, March 7, 2011<br />
What is working is the CCD Chart. All of the students were able to work in their groups to<br />
discuss the meanings of the words and contributed to the class discussion. The Language<br />
Discrimination Scenarios was also effective because not only were the ELs able to relate, but<br />
also the EOs. The pros and cons of being bilingual T-Chart was effective, but some students<br />
had difficulty coming up with cons.<br />
For the next lesson when we review, I will need to emphasize and provide more examples of<br />
possible cons of being bilingual.<br />
Tuesday, March 8, 2011<br />
What really worked today was having the students listen to the audio clips of Rush<br />
Limbaugh. They were shocked, angry, and outraged, so I used that energy to have them<br />
focus on taking action by writing a persuasive letter. Reading the article was also helpful<br />
because it gave the students more background information on what happened and what were<br />
some of the reactions. We began to review the prompt, sample letter and rubric, but ran out<br />
of time.<br />
For the next lesson, we will definitely need to spend time reviewing the prompt, sample letter<br />
and rubric before they write their letters.<br />
Wednesday, March 9, 2011<br />
I think what really helped the students was having them identify the components of a<br />
persuasive letter in my sample letter. Having the students talk about possible arguments and<br />
counterarguments in their groups also helped them begin to think about what they would<br />
write. There was an initial confusion on counterarguments, so that may be an issue in their<br />
writing. Not all of the students started once they got their papers, so some may have written<br />
less than others.<br />
In grading their letters, I should check for their understanding of counterarguments and<br />
consider time constraints in regards to the completeness of the letters.
Form: "*PACT - Elementary Literacy - 5. Reflection<br />
Commentary Form v. 2009"<br />
Created with: TaskStream - Advancing Educational Excellence<br />
Author: Jerry Sithiphone<br />
Date submitted: 04/10/2011 11:56 pm (PDT)<br />
Write a commentary that addresses the following prompts.<br />
(REQUIRED) 1.<br />
When you consider the content learning of your students and the development of their<br />
academic language, what do you think explains the learning or differences in learning that<br />
you observed during the learning segment? Cite relevant research or theory that explains<br />
what you observed. (See Planning Commentary, prompt # 2.) (TPEs 7, 8, 13)<br />
In regards to the learning that I observed during this learning segment, I definitely would<br />
say that Gardner’s theory of multiple intelligences and Swain’s work on comprehensible<br />
output explain my observations. While the ultimate assessment for this learning segment<br />
was the persuasive letters, as I read the letters, I could picture myself having conversations<br />
with my students because while the overall writing could have used some additional<br />
support, the ideas and thoughts were not lacking. The reason why their thoughts were so<br />
evident was because they had numerous opportunities to discuss the topics with their peers,<br />
so they were able to use their interpersonal skills (Gardner) and make comprehensible<br />
output (Swain). Thus, it began with the conversations they had in their small groups, then<br />
the discussions we had as a class stuck with them and all of the information came pouring<br />
out in their letters. Without the conversations and discussions, they would not have been<br />
able to retain the same about of information and knowledge had they solely been lectured<br />
and asked to think about the topics individually and not asked to verbally produce anything.<br />
(REQUIRED) 2.<br />
Based on your experience teaching this learning segment, what did you learn about your<br />
students as literacy learners (e.g., easy/difficult concepts and skills, easy/difficult learning<br />
tasks, easy/difficult features of academic language, common misunderstandings)? Please<br />
cite specific evidence from previous Teaching Event tasks as well as specific research and<br />
theories that inform your analysis. (TPE 13)<br />
Given the fact that over 90% of my students struggled with counterarguments in their<br />
writing suggests that they could have benefited from more comprehensible input. Stephen<br />
Krashen argues that in second language acquisition students need to acquire language<br />
through direct and explicit instruction without necessarily having to produce language (as<br />
opposed to Swain). While I believe that students should receive both comprehensible<br />
in/output, in regards to counterarguments, I should have been more explicit in my<br />
instructions before asking them to produce the language. Thus, with respect to literacy, I<br />
should have given them more examples and opportunities to fully demonstrate their<br />
understanding of counterarguments before having to identify and write them.<br />
(REQUIRED) 3.<br />
If you could go back and teach this learning segment again to the same group of students,<br />
what would you do differently in relation to planning, instruction, and assessment? How
would the changes improve the learning of students with different needs and<br />
characteristics? (TPE 13)<br />
If I were to go back and teach the same learning segment to the same group of students, I<br />
would first plan to give myself and my students more time. Upon reflection on their<br />
assessments, I would also plan to write out a letter as class in addition to providing them<br />
with a sample letter. As we write the letter out as a class, I would highlight the arguments<br />
and the supporting details. For the counterarguments, I would not only highlight the<br />
supporting details, but also point out why it is in fact a counterargument to the arguments<br />
already given. In regards to the assessment, I would not change it because the goal is for<br />
them to take a stand by persuading Rush Limbaugh to apologize for mocking the Chinese<br />
language. The improvements in planning and instruction will better assist the students in<br />
writing extremely powerful and sophisticated letters. With more explicit instruction, all<br />
students will have access to the material and be able to produce their best work in the end.
Overview<br />
Lesson Plan Title: Taking a Stand<br />
Content Purpose: Writing a persuasive letter<br />
Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model of<br />
Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): Human<br />
Relations – students will be working in groups, so they will need to understand the different working styles,<br />
strengths and areas of growth of each group member.<br />
Key Concepts: bilingual, discrimination, taking a stand<br />
Relevancy to students’ lives, needs and interests: By writing a persuasive letter, students are given the<br />
opportunity to take a stand on an issue and give arguments and counterarguments for readers to understand<br />
their perspective. Furthermore, through the writing of the persuasive letters, students will feel empowered<br />
and that are able to create change in this world.<br />
Cohesiveness/Continuity: Students have been working on the taking a stand unit and this is the<br />
culminating learning segment of that unit.<br />
Vocabulary: Bilingual, discrimination<br />
Integration with Other Content Areas: VAPA<br />
Supplementary Materials (include a description of how these materials reflect content, input, and or<br />
the values that supports/reinforces your MCE/Social Justice Purpose; also include integration of<br />
technology and resources): Language Discrimination Scenario Handouts, Cognitive Content Dictionary<br />
(CCD) Chart, T-Chart pros/cons of bilingualism<br />
Standards (Content and/or ELA/ELD): 2.5 Write persuasive compositions. A) State a clear position on a<br />
proposition or proposal B) Support the position with organized and relevant evidence C) Anticipate and<br />
address reader concerns and counterarguments<br />
List Objectives in this<br />
column:<br />
Content Objective/s<br />
BTEOTL, SWBAT orally<br />
explain the definitions of<br />
bilingual and discrimination.<br />
Describe formative<br />
Assessment and Criteria<br />
Students will explain<br />
orally and provide an<br />
example.<br />
Describe summative<br />
Assessment and<br />
Criteria<br />
Assessment Tool<br />
(attach a sample)<br />
Observation<br />
Language Objective/s:<br />
BTEOTL, SWBAT orally<br />
state one pro and con of<br />
being bilingual.<br />
Students will explain<br />
orally and provide an<br />
example.<br />
Observation
Multicultural/Social Justice<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
the pros and cons of being<br />
bilingual.<br />
Critical Thinking<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
the pros and cons being<br />
bilingual.<br />
Students will take part in a<br />
group/class discussion.<br />
Students will take part in a<br />
group/class discussion.<br />
Observation<br />
Observation<br />
Rationale for emphasis on certain objective/s: The emphasis will be on the Language Objective because<br />
students need to be able to express their views on the pros/cons of being bilingual.<br />
Lesson<br />
Outline<br />
Timing<br />
Description [include a specific description<br />
of what the Teacher (T) and Students (Ss)<br />
will do]<br />
Special considerations (include<br />
grouping, adaptations for ELs and<br />
students with special needs, how<br />
vocabulary, concepts and skills will<br />
be introduced, emphasized, and<br />
reviewed, etc.)<br />
Intro 10<br />
10<br />
10<br />
T: Use CCD Chart to define the words<br />
bilingual and discrimination with the class.<br />
First, ask how many students have or have<br />
not heard the words before. Then have<br />
students make predictions in their groups<br />
using the context clue and their own<br />
background knowledge. Ask for their<br />
predictions and then give them the<br />
dictionary definition. Finally, ask for<br />
examples.<br />
Ss: Use context clue to predict what<br />
bilingual and discrimination mean and then<br />
come up with examples in groups.<br />
T: Pass out Language Discrimination<br />
Scenario handouts. Popcorn read as a<br />
class. Have students think about these<br />
questions as they read: What is the<br />
problem? Can you relate to the students? If<br />
not, how would you feel if you were in that<br />
situation?<br />
Ss: Students will read and listen to the<br />
Language Discrimination Scenarios and<br />
think about the questions.<br />
T: What is the problem? Can you relate to<br />
TPS, Circulate classroom
Practice/<br />
Application<br />
the students? If not, how would you feel if<br />
you were in that situation?<br />
Ss: Students discuss questions in their<br />
groups and then one person shares out to<br />
the class.<br />
15 T: What are the pros and cons of being<br />
bilingual? Discuss in your groups and<br />
come up with at least 3 pros and cons. As<br />
a class, create a T-Chart.<br />
Ss: Discuss the pros and cons of being<br />
bilingual. Share out at least one pro and<br />
con of being bilingual.<br />
TPS<br />
Circulate classroom and remind<br />
students to come up with at least 3<br />
pros and cons.<br />
Review 5 T: Have 3-5 students state 1 pro and con of<br />
being bilingual and explain their answers.<br />
Ss: State and explain 1 pro and con of<br />
being bilingual.
Overview<br />
Lesson Plan Title: Taking a Stand<br />
Content Purpose: Writing a persuasive letter<br />
Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model of<br />
Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): Human<br />
Relations – students will be working in groups, so they will need to understand the different working styles,<br />
strengths and areas of growth of each group member.<br />
Key Concepts: bilingual, discrimination, taking a stand<br />
Relevancy to students’ lives, needs and interests: By writing a persuasive letter, students are given the<br />
opportunity to take a stand on an issue and give arguments and counterarguments for readers to understand<br />
their perspective. Furthermore, through the writing of the persuasive letters, students will feel empowered<br />
and that are able to create change in this world.<br />
Cohesiveness/Continuity: Students have been working on the taking a stand unit and this is the<br />
culminating learning segment of that unit.<br />
Vocabulary: Bilingual, discrimination, arguments, counterarguments<br />
Integration with Other Content Areas: VAPA<br />
Supplementary Materials (include a description of how these materials reflect content, input, and or<br />
the values that supports/reinforces your MCE/Social Justice Purpose; also include integration of<br />
technology and resources): Language Discrimination Scenario Handouts, Cognitive Content Dictionary<br />
(CCD) Chart, T-Chart pros/cons of bilingualism, “Rush Limbaugh Mocks Chinese President Hu Jintao”<br />
article, sample letter and rubric.<br />
Standards (Content and/or ELA/ELD): 2.5 Write persuasive compositions. A) State a clear position on a<br />
proposition or proposal B) Support the position with organized and relevant evidence C) Anticipate and<br />
address reader concerns and counterarguments<br />
List Objectives in this<br />
column:<br />
Content Objective/s<br />
BTEOTL, SWBAT orally<br />
explain the 3 parts of a<br />
persuasive letter.<br />
Describe formative<br />
Assessment and Criteria<br />
Students will explain<br />
orally and provide an<br />
example.<br />
Describe summative<br />
Assessment and<br />
Criteria<br />
Assessment Tool<br />
(attach a sample)<br />
Observation<br />
Language Objective/s:<br />
BTEOTL, SWBAT orally<br />
explain the 3 parts of a<br />
persuasive letter.<br />
Students will explain<br />
orally and provide an<br />
example.<br />
Observation
Multicultural/Social Justice<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
their reactions to Limbaugh’s<br />
mocking of the Chinese<br />
language.<br />
Critical Thinking<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
their reactions to Limbaugh’s<br />
mocking of the Chinese<br />
language.<br />
Students will take part in a<br />
group/class discussion.<br />
Students will take part in a<br />
group/class discussion.<br />
Observation<br />
Observation<br />
Rationale for emphasis on certain objective/s: The emphasis will be on the Multicultural/Social Justice<br />
and Critical Thinking Objectives because students are being asked to take a stand on Rush Limbaugh’s<br />
remarks. To do so, they must be able to express their reactions to hearing a national figure mock a language<br />
on public radio for the entire world to hear.<br />
Lesson<br />
Outline<br />
Timing<br />
Description [include a specific description<br />
of what the Teacher (T) and Students (Ss)<br />
will do]<br />
Special considerations (include<br />
grouping, adaptations for ELs and<br />
students with special needs, how<br />
vocabulary, concepts and skills will<br />
be introduced, emphasized, and<br />
reviewed, etc.)<br />
Intro 5<br />
5<br />
T: Review CCD Chart, Language<br />
Discrimination Scenarios, and pros and<br />
cons of being bilingual. What did we<br />
learn/discuss yesterday? Have students first<br />
review/reflect with their groups and then<br />
ask students to share out.<br />
Ss: Discuss what they learned the day<br />
before in groups and as a class.<br />
T: Is it okay to make fun of people who<br />
speak another language? Have you ever<br />
been made fun of for speaking another<br />
language? If so, how did you feel? What<br />
should you do if you do not understand<br />
someone speaking another language?<br />
Ss: Discuss questions in groups and then as<br />
a class.<br />
TPS<br />
TPS<br />
Practice/ 5 T: Have students listen to the audio clips of
Application<br />
Rush Limbaugh.<br />
[http://www.huffingtonpost.com/2011/01/1<br />
9/rush-limbaugh-mocks-huji_n_811223.html]<br />
Ss: Listen to the audio clips of Rush<br />
Limbaugh.<br />
5<br />
10<br />
10<br />
10<br />
T: What are your reactions? Are you<br />
angry? If so, why? Do you want to take<br />
action? Want to do something about it?<br />
Maybe take a stand?<br />
Ss: Discuss their reactions in groups, then<br />
as a class.<br />
T: Hand out article “Rush Limbaugh<br />
Mocks Chinese President Hu Jintao” by<br />
ABC News’ Huma Khan to students.<br />
Popcorn read the article as a class and have<br />
students think about the following<br />
questions: What do you think about<br />
Limbaugh’s mocking of the Chinese<br />
language? Do you agree with the reactions<br />
by Congress Members Chu and Wu?<br />
Senator Yee?<br />
Ss: Read and listen to article and think<br />
about the questions posed.<br />
T: What do you think about Limbaugh’s<br />
mocking of the Chinese language? Do you<br />
agree with the reactions by Congress<br />
Members Chu and Wu? Senator Yee?<br />
Ss: Discuss the questions in groups and<br />
then share out to the class.<br />
T: Review prompt: Write a persuasive<br />
letter to Limbaugh on why you believe he<br />
should apologize for mocking the Chinese<br />
language. Give and explain 2 arguments.<br />
Also, address 1 counterargument<br />
Limbaugh might have for not apologizing.<br />
Hand out sample letter and rubric. Popcorn<br />
read sample letter and rubric as a class.<br />
Ss: Read and listen to prompt, sample letter<br />
and rubric.<br />
TPS<br />
TPS<br />
Review 5 T: Have 3 students identify the 3 parts of<br />
the persuasive letter.<br />
Ss: Identify the 3 parts of the persuasive<br />
letter.
Overview<br />
Lesson Plan Title: Taking a Stand<br />
Content Purpose: Writing a persuasive letter<br />
Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model of<br />
Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): Human<br />
Relations – students will be working in groups, so they will need to understand the different working styles,<br />
strengths and areas of growth of each group member.<br />
Key Concepts: bilingual, discrimination, taking a stand<br />
Relevancy to students’ lives, needs and interests: By writing a persuasive letter, students are given the<br />
opportunity to take a stand on an issue and give arguments and counterarguments for readers to understand<br />
their perspective. Furthermore, through the writing of the persuasive letters, students will feel empowered<br />
and that are able to create change in this world.<br />
Cohesiveness/Continuity: Students have been working on the taking a stand unit and this is the<br />
culminating learning segment of that unit.<br />
Vocabulary: Bilingual, discrimination, arguments, counterarguments<br />
Integration with Other Content Areas: VAPA<br />
Supplementary Materials (include a description of how these materials reflect content, input, and or<br />
the values that supports/reinforces your MCE/Social Justice Purpose; also include integration of<br />
technology and resources): Language Discrimination Scenario Handouts, Cognitive Content Dictionary<br />
(CCD) Chart, T-Chart pros/cons of bilingualism, “Rush Limbaugh Mocks Chinese President Hu Jintao”<br />
article, sample letter and rubric.<br />
Standards (Content and/or ELA/ELD): 2.5 Write persuasive compositions. A) State a clear position on a<br />
proposition or proposal B) Support the position with organized and relevant evidence C) Anticipate and<br />
address reader concerns and counterarguments<br />
List Objectives in this<br />
column:<br />
Content Objective/s<br />
BTEOTL, SWBAT write a<br />
persuasive letter to Rush<br />
Limbaugh on why they<br />
believe he should apologize<br />
for mocking the Chinese<br />
language.<br />
Describe formative<br />
Assessment and Criteria<br />
Describe summative<br />
Assessment and<br />
Criteria<br />
Students will write a<br />
persuasive letter that<br />
states a clear position,<br />
has at least 2 arguments<br />
and 1 counterargument.<br />
Assessment Tool<br />
(attach a sample)<br />
Rubric<br />
Language Objective/s:<br />
BTEOTL, SWBAT write a<br />
persuasive letter to Rush<br />
Limbaugh on why they<br />
Students will write a<br />
persuasive letter that<br />
Rubric
elieve he should apologize<br />
for mocking the Chinese<br />
language.<br />
states a clear position,<br />
has at least 2 arguments<br />
and 1 counterargument.<br />
Multicultural/Social Justice<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
arguments to write to<br />
Limbaugh to apologize and<br />
counterarguments Limbaugh<br />
may have for not wanting to<br />
apologize.<br />
Critical Thinking<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
arguments to write to<br />
Limbaugh to apologize and<br />
counterarguments Limbaugh<br />
may have for not wanting to<br />
apologize.<br />
Students will take part in a<br />
group/class discussion.<br />
Students will take part in a<br />
group/class discussion.<br />
Observation<br />
Observation<br />
Rationale for emphasis on certain objective/s: The emphasis will be on the Content and Language<br />
Objectives because students will need to be able to demonstrate their learning over the past two days by<br />
writing a persuasive letter to Rush Limbaugh.<br />
Lesson<br />
Outline<br />
Timing<br />
Description [include a specific description<br />
of what the Teacher (T) and Students (Ss)<br />
will do]<br />
Special considerations (include<br />
grouping, adaptations for ELs and<br />
students with special needs, how<br />
vocabulary, concepts and skills will<br />
be introduced, emphasized, and<br />
reviewed, etc.)<br />
Intro 5<br />
10<br />
T: Review CCD Chart, Language<br />
Discrimination Scenarios, and pros and<br />
cons of being bilingual, audio clip and<br />
article. What have we learned/discussed<br />
over the past two days? Have students first<br />
review/reflect with their groups and then<br />
ask students to share out.<br />
Ss: Discuss what they learned the past two<br />
days in groups and as a class.<br />
T: Review rubric and sample letter. What<br />
is my position in the letter? What are my<br />
two arguments? What is my<br />
counterargument?<br />
Ss: In groups, identify the position, two<br />
TPS<br />
TPS
10<br />
arguments and counterargument in the<br />
letter.<br />
T: Read prompt: Write a persuasive letter<br />
to Limbaugh on why you believe he should<br />
apologize for mocking the Chinese<br />
language. Give and explain two arguments.<br />
Also, address one counterargument<br />
Limbaugh might have for not apologizing.<br />
Have students discuss in their groups<br />
arguments to persuade Limbaugh to<br />
apologize and counterarguments Limbaugh<br />
might have for not wanting to apologize.<br />
Create a T-Chart of arguments and<br />
counterarguments.<br />
Ss: Read and listen to prompt and discuss<br />
in groups and then with the class possible<br />
arguments and counterarguments.<br />
TPS<br />
Practice/<br />
Application<br />
30 T: Hand out line paper and have students<br />
write their persuasive letters. Address any<br />
questions students may have before writing<br />
their letters.<br />
Ss: Write their persuasive letters.<br />
Circulate classroom and address any<br />
questions and/or concerns.<br />
Review 5 T: Have three students read their<br />
persuasive letters to the class.<br />
Ss: Read and listen to the persuasive<br />
letters.
March 8, 2011<br />
Dear Mr. Limbaugh,<br />
I believe you should apologize for mocking the Chinese language because that was very<br />
unprofessional and offensive.<br />
Your mocking of the Chinese language was extremely unprofessional. Even though you did not<br />
understand what President Hu Jintao was saying does not mean you have the right to mock the<br />
language. As a professional, you should know by now that if you do not understand something,<br />
then it is your job to figure it out or ask for help and in this case, find a translator for yourself.<br />
Not only was your mockery unprofessional, but it was also very offensive to everyone who<br />
speaks another language. Through your actions, you are sending the message that “If you do not<br />
speak English, then I will mock your language because I do not understand,” which is simply<br />
discriminatory. Living in a country that has people from all over the world with different<br />
cultures, foods, languages, etc., you should understand that not everyone only speaks English and<br />
be more tolerant of differences.<br />
While I understand that we all have “Freedom of Speech” in the United States, your mockery of<br />
the Chinese language was not an example of you exercising your right to speak your mind, but<br />
an example of your ignorance. We should all have the right to say what is on our minds, but that<br />
does not mean we have the right to be hurtful and make fun of others. As the saying goes, “If<br />
you do not have something nice to say, then do not say anything at all.”<br />
Thank you for reading my letter and I hope to hear an apology from you soon.<br />
Sincerely,<br />
Mr. Sithiphone
Rush Limbaugh Mocks Chinese President Hu Jintao<br />
ABC News’ Huma Khan reports: Conservative radio personality Rush Limbaugh is at the center of controversy<br />
once again, and this new one goes beyond U.S. borders.<br />
The talk show host is taking heat for mocking a speech made by Chinese President Hu Jintao at the White<br />
House Wednesday.<br />
"Hu Jintao -- He was speaking and they weren’t translating. They normally translate every couple of words. Hu<br />
Jintao was just going ching chong, ching chong cha," Limbaugh said, before launching into a 17-<br />
second imitation of the Chinese leader's dialect.<br />
Rep. Judy Chu, D-Calif., the first Chinese-American woman elected to the U.S. House of Representatives, said<br />
she was "shocked and appalled" by Limbaugh's comments.<br />
"Calling the Chinese names and imitating the Chinese language was a childish and offensive tactic," she said in<br />
a statement to ABC News. "It is one thing to disagree with a nation and criticize its policies, but it is another<br />
thing to demonize an entire people.<br />
"Over the last 150 years, Chinese in America have faced severe racial discrimination. It wasn’t that long ago<br />
that the Chinese in America were legally excluded from the basic rights given to every other newcomer. They<br />
were called racial slurs, were spat upon in the streets, derided in the halls of Congress and even brutally<br />
murdered," she added. "So when I hear popular leaders in the media, like Mr. Limbaugh, unearth the same type<br />
of derogatory rhetoric I can only think about how far we have come and worry about whether we want to head<br />
back in that direction."<br />
Rep. David Wu, D-Ore., the first Chinese-American to serve in the House, called Limbaugh's recent rhetoric<br />
another example of his "fundamental lack of character."<br />
"What begins as an ugly display quickly becomes as striking for its pathetic childishness," Wu said in a<br />
statement to ABC News. "Mr. Limbaugh proves once again his disinterest in civil and thoughtful discourse, and<br />
in doing so he ridicules one of the world’s oldest languages, insults the Chinese American and Asian American<br />
communities, and disrespects the 1.3 billion people of China."<br />
The mockery is being criticized my many across the country. California State Sen. Leland Yee asked Limbaugh<br />
to apologize for his “classless act” and touted Wednesday’s show as an example of the “bigotry that has often<br />
plagued his commentary.”<br />
"His classless act is an insult to over 3,000 years of cultural history, and is a slap in the face to the millions of<br />
Chinese Americans who have struggled in this country and to a people who constitute one-quarter of the world's<br />
population," Yee said in a statement.<br />
Salon.com editor and blogger Andrew Leonard called Limbaugh’s “bravura performance” an embarrassment to<br />
the country.<br />
“This is just embarrassing,” Leonard wrote. “I'm sure the clip is already surging through the Chinese Internet,<br />
and hundreds of millions of Chinese citizens are contemplating the fact that one of the heroes of the newly<br />
ascendant Republican party is a nativist ignoramus intent on purposely humiliating the current leader of the<br />
world's next great superpower.”