Part 1 TPA
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School
CUNY Queens College *
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Course
360
Subject
English
Date
Jan 9, 2024
Type
Pages
2
Uploaded by BaronWater28632
Queens College Teacher Portfolio Assessment (QCTPA), Pilot 2022-023
Part 1: Reflective Commentaries
Central Focus
1.
Describe the central focus.
-
The central focus of the lesson is to facilitate students in developing and writing a
personal narrative, and enhancing their understanding of narrative elements while
promoting the use of vivid details and coherent structure in their writing.
2.
Given the central focus, describe how the academic content standards address the
essential content area focus.
-
The academic content standards, specifically CCSS.ELA-LITERACY.W.5.3, align with
the central focus by encouraging students to write narratives with effective techniques,
descriptive details, and clear event sequences, thus addressing the essential focus of
understanding and creating a structured personal narrative.
3.
Given the central focus, describe how the learning objectives address the central focus.
Provide 2-3 examples from your lesson plan.
-
The learning objectives of the lesson directly address the central focus by aiming for
students to understand and utilize multiple prewriting strategies to plan their narratives,
comprehend and employ the elements of narrative writing, and generate and list ideas for
writing. For instance, students will first generate ideas using a three-column chart
(names, descriptions, anecdotes) and then develop these ideas into a personal narrative.
They will also set personal writing goals to further guide their narrative writing process.
Knowledge of students to inform teaching
1.
What do you know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests? (Include 1 example from each of the
categories).
-
Everyday experiences:
The students are exposed to a variety of experiences that involve
using and hearing language, such as conversations with family and friends, social media,
and television.
-
Cultural and language backgrounds and practices:
The class is a diverse mix of
backgrounds and languages, including students who are English Language Learners and
others who speak a different language at home.
-
Interests:
Many students enjoy reading and writing, while others are enthusiastic about
humor, especially jokes and word play, which makes this lesson particularly engaging.
2.
How did this knowledge inform your instruction?
-
This knowledge influenced the design of the lesson, such as the choice to focus on
personal narratives to leverage students' natural inclination to share stories.
Understanding their diverse backgrounds also emphasizes the value of sharing their
unique experiences through narratives.
3.
Give evidence of prior learning on what students know, what they can do, and what they
are still learning to do related to the lesson/unit focus? (Include 1 example from each of
the categories).
-
What students know:
Students have a basic understanding of narrative writing,
including its structure and use of descriptive language.
-
What they can do:
Students can brainstorm and generate ideas for their writing, and they
can form coherent sentences and paragraphs.
-
What they are still learning to do related to the lesson/unit focus:
Students are still
learning to effectively use various prewriting strategies, include vivid details, and
maintain a clear sequence of events in narrative writing.
4.
Based on the information in the first three bullets, describe how your knowledge of the
students informed your lesson development, Specifically reference the NYS CR-SE
framework in your discussion.
-
Knowing students' backgrounds, interests, and current abilities informed the lesson's
development. For instance, using storytelling and personal narratives leverages students'
interests, while modeling and scaffolding strategies for planning and writing narratives
support their developing skills. In aligning with the NYS Culturally
Responsive-Sustaining (CR-S) Education framework, the lesson acknowledges and
values students' diverse cultural backgrounds and languages by encouraging them to draw
upon their unique experiences when writing personal narratives, promoting inclusivity
and cultural understanding.
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