Example 1

Describe any routines or working structures of the class (e.g., group work roles, class
discussion norms) that were operating in the learning task(s) seen on the video clip(s). If
specific routines or working structures are new to the students, how did you prepare
students for them? (TPE 10)
In order to eliminate any confusion, I kept the classroom routines and working structures in
regards to class discussions. As seen on the first clip, the students were first asked a
question, then discussed the possible answers in groups, and finally shared their answers to
the entire class. This classroom norm not only provided stability for the students, but also
gave them the opportunity to work in groups to come up with their answers.
(REQUIRED) 3.
In the instruction seen in the clip(s), how did you further the students knowledge and skills
and engage them intellectually in comprehending and/or composing text? Provide examples
from the clips of both general strategies to address the needs of all of your students and
strategies to address specific individual needs. (TPEs 1, 2, 4, 5, 7, 11)
In the first clip, I furthered the students’ knowledge and skills in composing text by
reviewing the prompt, sample letter and rubric. To help the students understand what was
expected of them, I asked them to identify the arguments and counterargument that I
wrote in my letter. By doing so, students were given a clear picture of what they were
expected to produce in terms of their own writing. Additionally, students were able to work
in groups to think through the arguments and counterargument that I wrote and how the
arguments and counterargument would persuade Rush Limbaugh to apologize. After
reviewing the sample letter and rubric, I refocused the class by going over the prompt once
again and point out what they were expected write in their persuasive letters. To further
support the students compose their persuasive letters, I asked them to work in groups to
come up with possible arguments to persuade Limbaugh to apologize and counterarguments
Limbaugh may have for not wanting the apologize. The second clip shows the creation of
the T-Chart as students proposed their arguments and counterarguments. By creating a T-
Chart of arguments and counterarguments, I provided the students with a foundation to
begin their letters. In addition to the sample letter and rubric, the students now had a list
of arguments and counterarguments they could use to help them write their persuasive
letters. These strategies provided all of the students with the tools and resources they
would need to complete their persuasive letters. To complete their assignment, the
students simply had to sit there and write their letters because they had all of the supports
needed.
(REQUIRED) 4.
Given the language abilities of your students as described in Task 1. Context for Learning,
provide examples of language supports seen in the clips that help your students understand
the content and/or academic language central to the lesson. (TPEs 4, 7)
This lesson was about giving students the tools and skills they would need to take a stand
and write their persuasive letters. To do so, students had to first understand the
components of a persuasive letter. Having the students identify the arguments and
counterargument in the letter that I wrote provided them with the opportunity to use the
academic language. In regards to language support, in the first clip, students were unsure
what counterargument meant, so I had to rephrase a couple times before I asked them to
find the counterargument in my letter. As a result, they were then able to effectively
complete the task by identifying the counterargument. In the second clip as students were