Artifact Five

27 Week Two Literacy/ Learning Plan/

& Analysis

My journey to get a single subject English credential began August 1st, 2018. After waiting on my financial aid, I was officially enrolled in my first five classes. This began with ITL600, an introduction to teaching. The second part of the journey, ITL602, was a fascinating look at the history and context of education. From the third step of the journey, ITL604, I chose the brochure 27 ways to Improve Parental Involvement for Artifact Three.  ITL 606 was a little different. Each candidate was asked to assess the portfolio itself. Here was my written response to the analysis questions. In the end, the professor agreed with my assessment. That was nerve racking because this professor graded to the hundredth of a point.

For ITL 608, we are again going back to adding artifacts to the digital portfolio. I am choosing the Literacy/ Learning plan I created with peer Shannon Williams. This assignment asked students to take the in depth case study we collaborated on in ITL 606. Using that case study we were to create a literacy and learning plan for Mr. Jone's students. My partner and I came up with an ELA lesson on mood and tone that used the excerpt Eleven by contemporary author Sandra Cisneros. This artifact has elements of all six TPEs. Specifically it touches on TPEs 1.4, 1.6, 1.7, 2.4, 3.5, 4.4, 5.1, and 6.1.

For the author’s continued growth, more time should be placed into the engagement process. Interviews with my field work teacher reveal the author tends to write for adults while creating lesson plans aimed at younger students. To address this the field work teacher suggested I ask questions that tie the story back to the students’ experiences. In the case of Eleven, the author could prompt engagement and build background by asking the students if a teacher had ever embarrassed them. How did they react? Once the students share their own discourse, their own stories, it will be easy to tie it back to the theme, message, mood and tone Cisneros is trying to convey.

Read Eleven by Sandra Cisneros
Instructor Name: Mr. Jones		Date Submitted: 12/06/2018
Class Location: Central Valley
LESSON BASICS
TPEs 1.4, 1.6, 1.7, 2.4, 3.1, 3.5, 4.4, 5.1, 6.1
Meaningful Topic: Understand vocabulary though imagery, kinesthetic and auditory reinforcement.	Student Types/Group: ☐ABE ☒ESL   ☐HS Equiv Prep ☐Career Aware            ☐College Prep ☐SPOKES       ☐Computer Lit	Length of Lesson:  One week: if scaffolding, pair share, collaboration, practice, whole class discussion, assessment and wrap up is used.
Standard(s): CCSS.ELA-Literacy.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. – TPE 3.1		Depth of Knowledge: ☐1. Recall and Reproduction ☐2. Skills and Concepts ☐3. Short-term Strategic   Thinking ☐4. Extended Thinking
Essential Question: How does word choice create the mood and tone of a story?
Objective(s): Read Eleven by Sandra Cisneros. Identify the narrator and her character traits through the author’s choice of words and phrases. ●       Students will: Gain a basic understanding of semantics through identifying and examining the concept of connotative meanings of words. ●       Differentiate between the connotative and denotative meaning of words ●       Demonstrate knowledge and control of the connotative power of words. ●       Write vivid and meaningful language. ●       Create a visual presentation of connotation. Possible Challenges: ●       Tone and mood are often used interchangeably. ●       Student needs to understand the tone is how the author feels about the story ●       The mood is how the story makes the reader feel
Required Materials/Equipment/Technology/Community Resources: ●       Eleven by Sandra Cisneros ●       PDF & Video versions for scaffolding ●       A dictionary ●       A Chromebook General ELL Accommodations ●       Word Picture Induction Strategies - Maria/ Araceli ●       Key word translations ●       Have her look at vocabulary and label pictures - TPE 1.6 IEP Accommodations ●       Talk to Type - Steven ●       Chromebook - Steven: ●       Advanced Vocabulary Organizers – Ray – TPE 4.4
Prior Knowledge/ Connections: Students will note words have literal [denotative] meanings. Words also have emotional [connotative] meanings Students will talk about how stories made them feel and how they knew what the author felt.  TPE 1.3	Required Vocabulary: ●       Vocabulary ●       Connotative Meaning ●       Denotative Meaning ●       Tone ●       Mood ●       Characters ●       Dynamic Character ●       Character Trait ●       Figurative Language ●       Simile ●       Metaphor ●       Hyperbole ●       Personification – TPE 3.5	Instructional Methods: ☐Large Group ☒Small Group ☒Cooperative Learning ☒Project-based ☐Independent Study ☒Computer-assisted ☐One-on-One Tutorial ☐Individualized ☐Guest Speaker ☐Field Trip ☐Other:

ACTIVITY PLAN

1.   Warm-up/Review/Connections: Read the short story Eleven by Sandra Cisneros

2.   Introduction to Content/Explanation: ●       Identify the narrator/ story POV: In eleven, it’s first person ●       Understand the difference between connotative and denotative definitions. ○       Identify and examine the concept of connotation ○       Differentiate between the connotative and denotative meaning of words ○       Interpret the connotative power of words – TPE 3.5

3.   Presentation/Model the Learning Process:   ●       Independently: Find three words, phrases or sentences that help you understand how the narrator feels about turning eleven and why you think that the narrator feels this way. ●       ELL Note: If necessary, write/discuss in primary language to better understand concept of connotation. ●       Share with your partner what three words the student chose and why. o   Rukshana/ Dillon o   Bill/ Steven o   Marta/Gina o   Bill/Ray – TPE 2.2/ Pairing chosen with thought to TPE 2.4 ●       At student tables discuss the three words, phrases or sentences with classmates. ●       Add two additional sentences, phrases or words after the discussion with other students at your table that help understand how the author feels about turning eleven. ●       Discuss those five words with the class and how they show what the main character feels about turning eleven. – TPE 3.1

4.   Scaffolded/Guided Concrete Practice: Create flashcards for those five words or phrases you chose that include the denotative (dictionary) meaning as well as a picture of what they make you think of: their connotative meaning. Listen to the video Sandra Cisneros reading Eleven. UDL/ Second method if Rep ●       Which words does she emphasize? ●       What do you see in her facial expression as she reads the story? ●       How is that compare with the first three words you chose? Cultural Connections: How does your family celebrate birthdays? Is it the same or different than the way Sandra Cisneros describes her Eleventh birthday? Why?-  TPE 1.7

5.   Communicative/Collaborative Concrete Practice and Grouping Strategies: Pair share the tree words you chose with the partners assigned in the case study.   o   Rukshana/ Dillon o   Bill/ Steven o   Marta/Gina o   Bill/Ray  At your table, discuss how the words you highlighted make you feel when you hear them from family and friends. Is there a certain event that you would associate the words you chose with (i.e. a birthday/wedding)? Explain why you would feel that way and explain the connection that the words have to the event?

6.   Independent Concrete Practice/Application: ●       Personal reflection: Write a paragraph about how you feel/felt on your birthday. Was it a happy time? Were you afraid of getting older? Pay attention to how your word choice tells the reader how you feel. ●       Have volunteers share with the class. ○       Can the class decipher their tone? ○       How does the reader feel about birthdays? ○       How does the class know

LESSON ASSESSMENT

Given five vocabulary words or phrases from a story, the student will describe the mood and tone of the story. The student will defend their answer by demonstrating they understand the difference between the connotative and denotative meaning of the words and phrases they were given. To count the student will need to support whichever tone or mood they cite with textual evidence. Students will be assessed by ability to differentiate between connotative and denotative meanings of words discussed during class discussion. Students will be assessed by their ability to recognize that denotative meanings are literal and that connotative meanings are emotional connections readers make with words. – TPE 5.1

7.   Wrap-up/Concluding Activity:  Have the students work in pairs and exchange the paragraphs they wrote. Their partners will choose one word, phrase, or sentence and will then create a flashcard illustrating the connotative and denotative meaning of the word, phrase, or sentence.

REFLECTION

●       What went well? Each day, the instructor will ask about three words connected to the story, their connotative meaning and why. If the student can do this quickly, it will be okay to move on. If not, more building background is needed.. ●       What should change? There may be some modeling required. Students might not hear the connotative meanings of words they are struggling to sound out.. ●       What did not go as planned? In the case of difficulty, the lesson will be slowed down. If students are having difficulty realizing some words have an emotional component the video of Cisneros reading Eleven will be used as a building background tool.. ●       What should be addressed in future lessons? Future lessons could apply the same questions to different stories. The standard is how word choice contributes to tone and mood, so any short story about a dynamic character will work. Dynamic characters are usually dealing with some type of internal conflict that will lend itself to discussing tone and mood. – TPE 6.1

UDL Summary: Multiple Means of Engagement: ●       7.2 (the lesson plan is grade level appropriate) ●       7.3 (the lesson plan incorporates a whole class discussion) Multiple Means of Representation: ●       2.1 (Teacher provides examples of the words that the teacher found in the story) ●       2.4 (Provide a list of words in Spanish translations that can be found in the story) Multiple Means of Expression: ●       4.2 (The Chromebook and the equipment that Steven has can fit here) ●       5.1 ( Use of multimedia, i.e Chromebook/ video presentation) - TPE 1.4

The author’s growth comes in recognizing what was left out. For the author to inspire his TK12 learners, the author must include all elements of the learning map. While the main activity and scaffolding activities are well laid out, more attention should be given to the wide variety of learners. More thought should have been directed to management and accommodations. In the case study, Steve was being bullied. There is a strong chance, this would force the teacher to address the issue of bullying while unveiling the lesson on bullying. Without embarrassing any student, most would recognize the ties to their own behavior. This could have a very positive effect on the classroom environment, if it were handled in a thoughtful and non-judgmental manner. 

Based on this artifact the author’s continued growth plan is to:

1. First, the author must focus on engagement activities that connect the reader to the story, at the reader’s level. The author tended to write for adults, the author needs to write for the intended audience. Related TPE 1.1.
2. Second, the author must put more time and attention to a wider variety of management strategies. These strategies should be based on the profile of his TK-12 learners. Related TPE 6.1.

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In Conclusion... The TPES link to expectations California's adopted content standards for students. They also connect to the need to understand and engage the students by understanding the background and trauma in their history. Artifact Five does this since the case study that proceed it pairs students based on their needs. The lesson plan itself is tied to the Common Core standard on understanding an author's tone and purpose. This through line, ties everything together and brings a strong aspect of TPE 3.1.