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Middle Childhood English Language Arts Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus a. Describe the central focus and purpose of the content you will teach in the learning segment. [ This assignment’s central focus shall be vocabulary building, textual analysis, and sentence structures. Unit objectives include analyzing vocabulary within the given text. In this exercise, students shall scan through the text to find and highlight the vocabulary words they find hard to understand. For the ESL, the Spanish students shall be allowed to look up the meanings of the vocabulary identified and highlighted in their native language to facilitate easy learning and understanding. Additionally, students shall be taught how to express their opinions in clear and concise grammatical patterns. These arguments are essential during the peer reviews exercise and are also part of the learning activities where students shall be required to draft their discussions and review them. Additionally, the language skills that are being addressed in this unit include the capacity of the students to combine the use of comparatives while drawing comparisons to express their views and offer their recommendations to the teacher. They are essential for students because they enable them to formulate arguments that are comparatively structured to persuade others, offer advice and express their opinions, and disagree or agree with people efficiently without causing misunderstandings or hurting other people mentally.] b. Provide the title, author (or, if a film, the director), and a short description (about a paragraph) of salient features of the text(s) that a reviewer of your evidence, who is unfamiliar with the text(s), needs to know in order to understand your instruction. If there is more than one text, indicate the lesson(s) where each text will be the main focus. Consider including the following in your description: genre, text structure, theme, plot, imagery, or linguistic features, depending on the central focus of your learning segment. [ The short story novel used in instruction for this class is the Mystery Marker by Ren Jr. Saldana. Mrs. Abrego, the school administrator, summons Mickey Rangel, a fifth-grade student, out of class and into her office. On the other hand, Mickey is not in trouble; she needs his assistance to solve the mystery of who has been vandalizing the school building with graffiti. Mickey completed online training to become a private investigator, and he has assisted many individuals in resolving their issues. The most recent vandalism notes read, "Our Principle is not a 'friend' of anybody else's!" Mickey's questioning of Bucho and his old buddy Fito about their writing and spelling problems lead to the guilty party's identification. All of the novels include an anonymous "angel" who provides Mickey with witty, perplexing notes to assist him in solving crimes. Mickey discovers that Bucho, who seemed to be the offender, was not the actual culprit. Because Bucho is a school bully, Mickey is conflicted about whether or not to proclaim Bucho innocent of the charges against him. Mickey does the right thing by identifying the one who is responsible for the damage.] c. Given the central focus, describe how the standards and learning objectives within your learning segment address young adolescents’ abilities to use textual references to ◼ construct meaning from, interpret, or respond to complex text ◼ create a written product interpreting or responding to complex features of a text

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Middle Childhood English Language Arts Task 1: Planning Commentary

[ The lesson is designed to address the Common Core English standard 9.12.1 which requires learners to build meanings from oral presentations and literature texts via grade appropriate content presentation techniques such as reading, listening and watching. This standard guideline also expects that ELL are engaged in grade-appropriate written and oral presentations of ideas, opinions, analyses, peer reviews and any other relevant information related to the topic in section 9.12.2. Furthermore, the English Language Proficiency Development requirement 9.12.4 is addressed in my unit sequence, which states that English language learners can make grade-appropriate written and spoken assertions and back them up with reading and supporting evidence. Section 9.12.4 stipulates that by the end of an ELL lesson, the learners can make grade-appropriate written and oral claims supported by textual and cited evidence and sound reasoning (Hauck, Wolf & Mislevy, 2016). In addition, the learners should improve their oral and writing communication abilities by using comparatives, providing advice, expressing views, and agreeing and disagreeing in suitable situations.] d. Explain how your plans build on each other to help young adolescents make connections between textual references, constructions of meaning, interpretations, and responses to a text to deepen their learning of Middle Childhood English Language Arts. [ To ensure that learners understand how to create correct assertions that are compelling, I developed a three-lesson sequence for the whole unit that is interconnected with one another. The students will learn about different pragmatic ways of agreeing and disagreeing politely via the group activities that will take place in each group. By successfully analyzing the text, the students should have developed their critical analysis and thinking skills. Furthermore, using the text as a basis for the lesson, students shall also be taught how to formulate concise arguments without sounding rude to their peers. The three learning lesson objectives teach students how to identify acceptable methods to draw comparisons, offer advice, and communicate their views in various situations. Students will also learn how to prevent misunderstanding while making agreeing and disagreeing comments due to the objectives. Students will be able to achieve the English Language Proficiency Development standards and the applicable common core standards if they follow these learning objectives, which are the foundation of my instructional sequence. Furthermore, students shall be expected to develop a wide array of vocabulary by the end of the lesson from the various activities they shall be engaged in throughout the semester. To develop their vocabulary and English language in general, the students’ metalinguistic knowledge shall be evaluated by dictating some of the words identified from the text and then asked to write their correct spelling and meaning.] e. Explain how you will help students make interdisciplinary or integrative connections between the central focus of the learning segment and other subject areas. [ By learning how to make outstanding arguments and peacefully without colliding with other students, the learners can carry forward these skills to other subjects. Furthermore, learners in this class shall be required to learn how to make decisions when under pressure and in different circumstances. These are necessary for developing their critical thinking and decision-making skills. Suppose the learners can identify and analyze different dramatic elements, including character, setting, plot, themes, and stage directions. In that case, they will identify conflicting arguments that do not flow logically or contain fallacies. Furthermore, successful analysis of the different media and information sources will help the learners handle peer-review assignments and tasks. Thus, by the end of this class, the students shall be expected to have improved their research skills, including their vocabulary, formation of clear arguments, and correct citation of the sources. These skills are essential in other subjects that require students write their term papers on different topics.]

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Middle Childhood English Language Arts Task 1: Planning Commentary

2. Knowledge of Students to Inform Teaching For each of the prompts 2a–c below, describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of young adolescent learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students, or those with gaps in academic knowledge, and gifted students). a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what young adolescents know, what they can do, and what they are still learning to do. [ The students in my class are already capable of comprehending and reading academic essays at the 3rd-5th grade levels. Before beginning the learning sequence, the students have learned how to acquire the essential components of adjectives from various sources. While the students may not have any formal academic understanding of how to use comparatives correctly, the diversity of personalities in the class ensures that the students will embrace comparatives with enthusiasm. Students in my class can distinguish between variations in the color, age, sizes, and duration of events. Learning new words, their meanings, and how they are included in the sentences to form a clear sentence with no grammatical errors is an activity the students in my class have done in previous grades (Redmond et al., 2018). Concerning formal speaking skills in comparatives, the students have learned how to spell terms that involve comparative adjectives in their formal speaking abilities. The students in my class are also aware of the diverse opinions and expressions present in different arguments they come across. By the end of this class, the students shall be informed on how to counter-argue without emotional or psychological hurt caused to the individual. Learning new words, their meanings, formation of concise grammatical sentences, clear arguments, and counter-arguments shall be taught in this class. These are depicted in the objectives from the three lesson plans provided, which state, "by the end of the lesson, the students shall be able to analyze vocabulary using contextual clues." The students shall also be expected "to combine information from different print and nonprint media to create a clear understanding of an issue or topic." To achieve this objective, students shall be expected to read the Magic Marker Mystery and use other print and non-print media such as video illustrations of the story and audio. As a result, they will draw connections between their own experience and the primary topic, and they will utilize new language and sentence structures to make comparisons, provide advice, express views, and agree or disagree as necessary.] b. Personal, cultural, and community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? [ The school is not racially divided, and every student is allowed to join in for learning. The

ethically and culturally similar students are social, academic, and linguistically diverse. In my focus class, there are seven students with identified needs and receive services. They are taught one-on-one with a special needs teacher to help identity with their diversities. This implies that I must pay extra attention and ensure that the learning examples I provide to the kids do not serve as unwanted memories of past trauma. The language and material presented in the lesson should be suitable for and accessible by students with a variety of English proficiency levels, cultural backgrounds, and personal experiences of their own.]

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Middle Childhood English Language Arts Task 1: Planning Commentary

c. young adolescent developmental assets related to the central focus—What do you know about your students’ cognitive, physical, social, and emotional development? [ "I will defend my position by either agreeing or disagreeing without prejudice, and I will provide supporting evidence to my assertions and declarations," says the primary emphasis of my sequence. After observing different debates among the students, it will be necessary to choose a subject that will allow the students to express their views on various topics, whether they are in agreement or disagreement. When combined with the students' general outgoing nature and enthusiasm for speaking activities, this section creates a strong link between the learners' prior individual and cultural experiences and the new content and language skills taught throughout the three lessons for the entire unit, allowing for more effective communication.] 3. Supporting Students’ English Language Arts Learning Respond to prompts 3a–d below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Planning Task 1. In addition, support your justifications using research and/or theory principles, including how the research/theory reflects elements of young adolescent development. a. Justify how your understanding of your students’ prior academic learning (from prompt 2a above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning and research/theory. [ Based on their experience with individuals who express differing views, I chose to give examples based on characteristics of their home countries (national cuisines, goods, geographical regions, etc.), as well as the sizes and ages of those who expressed such opinions. The linguistic structures that the learners are already acquainted with will be used as a backdrop to help them improve their knowledge and abilities in learning new words, establishing their meanings and how they are used in sentences, drawing comparisons, expressing views, and agreeing or disagreeing with others. When planning the activities for the classroom, I will make sure that the designs for learners are appropriate for a low-pressure environment. Smaller-scale speaking and listening activities may be adapted to the needs students with limited integrated formal education students and learners who may be on an Individualized Education Plan.] b. Justify how your understanding of your students’ personal, cultural, community, and developmental assets (from prompts 2b–c above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ assets and research/theory. [ I choose to utilize group activities that are both competitive and collaborative because of the theoretical and practical need for increasing communication in the class. Specific classroom tasks were conducted alone, while others were conducted in groups. Individual classroom activities are used to guarantee that students acquire self-reflective attitudes to their classwork due to their experiences. Individual writing assignments and vocal expressions in the classroom are more stressful than small group work activities, which are less stressful. For this reason, while planning classroom activities, I will make sure that I develop methods that allow learners to interact with one another in a low-pressure environment and practice new language functions together. This would also provide me with more opportunities to assess the pupils both informally and officially due to this.]

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Middle Childhood English Language Arts Task 1: Planning Commentary

c. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and groups of young adolescents with specific learning needs. Consider the variety of young adolescent learners in your class who may require different strategies/support (e.g., young adolescents with IEPs or 504 plans, English language learners, struggling readers, underperforming students, or those with gaps in academic knowledge, and gifted students). [ The teaching methods are primarily short direct instruction followed by activities that promote group work, low-stress opportunities, and cooperative communication in the classroom. I would assist students via regular circulation in the classroom by encouraging them to practice grammar following the primary emphasis and assessing their progress concerning the learning objectives. There are many students with limited integrated formal education learners in my classroom and a kid with IEP criteria linked to dyslexia. A tremendous amount of progress has been achieved by the students with limited integrated formal education learners in their transition from a novice to a standard high school curriculum. However, there are concerns about post-traumatic stress disorder (PTSD) due to their immigration to the United States, as well as gaps in their fundamental class knowledge. In this particular instance, I organized my sequence to use straightforward spoken language that was readily understood. In particular, these techniques are critical for IEP learners, who are required to participate in spoken activities and who often have difficulties with written tasks that do not include other learning styles. Therefore, students would be expected to submit written assessments and answer questions verbally throughout their studies.] d. Describe common student errors or misunderstandings within your central focus and how you will address them. [ The significant problem encountered in achieving the course objectives includes ESL students' unwillingness to participate in the learning activities involved in this lesson. These students are unwilling to participate because of their cultural differences from the other EFL students. Thus, the main barrier to meeting the cause objectives is the culture shock that has ESL students unable to participate in the learning activities as other students (Sharma & Shearman, 2021). Thus, noticing this issue and dealing with it by providing individualized help to such students is mandatory. Furthermore, the lesson plans also outline grouping the learners into mixed groups. This is particularly helpful since it will help the ESL students learn from their peers quicker and without fear since they have interacted to some level and developed a relationship among them. The lesson plans also encourage conversation among the group members to discuss the vocabulary and its use and the various analysis skills required in meeting the lesson's outcomes.] 4. Supporting English Language Arts Development Through Language As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them? a. Language Fu...