1. TASK 1: CONTEXT FOR LEARNING INFORMATION
Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
About the School Where You Are Teaching
1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.)
Middle school: _____
High school: __X___
Other (please describe): _____
Urban: _____
Suburban: __X___
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[The only special feature in any of my classes would be the concept of Foundations.
Foundations is a class designed to help freshmen that are struggling with English. I have
some of these students in the previous hour, therefore, I get to work with the same students
for two hours in a row.]
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[I do have a few requirements that may affect my planning/delivery instruction. I have a
required curriculum, which connects to the core curriculum. There is also an NWAA
standardize test for Foundation students called MAP, which measures their academic
performance. There is no pacing plan or instructional strategies for my unit. My cooperating
teacher wants me to get as much experience as possible, thus, he is giving me complete
freedom for this unit, as long as it connects with the required curriculum.]
About the Class Featured in this Learning Segment
1. How much time is devoted each day to English Language Arts instruction in your
classroom?
[There is two hours and forty-eight minutes (fifty-six minutes per class) dedicated to English
Language Arts every day.]
2. Is there any ability grouping or tracking in English Language Arts? If so, please describe
how it affects your class.
[The only tracking that Milford High School does is the MAP testing for the students who are
in the Foundations class.]
3. Identify any textbook or instructional program you primarily use for English Language Arts
instruction. If a textbook, please provide the title, publisher, and date of publication.

2. [One textbook in use for English Language Arts include Literature, published by McDougal
Littell in 2008, comprised by several authors.The other textbook is called Models for Writers
by Alfred Rosa and Paul Eschholz, published by Bedford/St.Martin’s in 2007. While these
textbooks are in use, the primary book that I will be using is the novel, Night, by Elie Wiesel,
published in 2006 by Farrar, Straus and Giroux.]
4. List other resources (e.g., electronic white board, online resources) you use for English
Language Arts instruction in this class.
[There are numerous electronic resources in this classroom, including Smart Boards, a cart
of Chrome books, printer, computer, and television.]
About the Students in the Class Featured in this Learning Segment
1. Grade-level(s):
[My classroom includes freshmen students.]
2. Number of
 students in the class: __34___
 males: __18___ females: __16___
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the charts. Some rows have
been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are not performing well or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one
of these students must have a specified learning need. Note: California candidates must
include one focus student who is an English language learner.
Students with IEPs/504 Plans
IEPs/504 Plans:
Classifications/Needs
Number of
Students
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, use audio text
Autistic 1 Performs better if able to type, instead of
write; sometimes needs more attention
Emotionally Impaired 1 Requests to sit at the back table and
medication
Learning Disorder 3 Severe ADHD - (medications, Foundations
class, close monitoring)
Reading disability - (extra time
accommodations, reduce assignment,
etc.)
Students with Specific Language Needs

3. Language Needs Number of
Students
Supports, Accommodations,
Modifications
Example: English language learners
with only a few words of English
2 Pre-teach key words and phrases through
examples and graphic organizers (e.g.,
word cluster, manipulatives, visuals)
Have students use pre-taught key words
and graphic organizers to
complete sentence starters
Example: Students who speak a
variety of English other than that
used in textbooks
5 Make connections between the language
students bring and the language used in
the textbook
Students with Other Learning Needs
Other Learning Needs Number of
Students
Supports, Accommodations,
Modifications
Example: Struggling readers 5 Provide oral explanations for directions,
extended time, and sentence frames to
support written responses
Struggling ELA students 8 Students are in Foundations, so I have an
extra hour to work with them; students are
given reading assignments beforehand

4. TASK 1.5: PLANNING COMMENTARY
Respond to the prompts below (no more than 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 this learning
segment.
[The central focus of this unit is for students to learn about and create nonfiction writing,
through learning the elements that are included in nonfiction literature and by reading the
novel Night by Elie Wiesel. In addition to nonfiction, students' central focus is also centered
on the overall freshmen theme this year - intolerance.]
b. Provide the title, author (or, if a film, the director), and a short description (about a
paragraph in length) of the learning segment, including: (1) the kind of approach you are
using (i.e., a reading/writing workshop; a craft/mentor text approach; a genre-based
approach; Socratic seminar discussion, etc.) and a brief explanation of this approach; (2)
the titles and authors of any written, oral, or visual texts used, and (3) the salient
features of the approach and the text(s) that a reviewer of your evidence, who is
unfamiliar with these, needs to know in order to understand your instruction. If there is
more than one text or approach, indicate the lesson(s) where each will be the focus.
Be sure to use professional vocabulary that aligns with the central focus of your learning
segment. For example, in your description, use terms like: genre, text structure, theme,
plot, imagery, pre-writing, revision, peer response, audience, or linguistic features.
[ Students will be reading the nonfiction narrative, Night by Elie Wiesel. Throughout this
novel, students will learn about the elements (imagery, diction, point-of-view, text structure,
dialogue, character development, etc.) included in the nonfiction genre. They will learn the
connection between symbols, motifs, and themes, as well as how to find theme throughout
the novel. This novel will also go along with the theme, intolerance, which is Milford´s year-
long theme for the freshmen class. Students will learn about nonfiction through a genre-
based approach. They will be engaging in Socratic seminar discussions, group discussion,
research projects, writing prompts, as well as visual presentations.]
c. Given the central focus, describe how the standards and learning objectives within your
learning segment address students’ abilities to
 construct meaning from, interpret, or respond to complex text and/or
 compose a written product that might interpret or respond to complex features of
a text or demonstrate an understanding of rhetorical considerations of audience,
purpose and genre.
[My lessons have prepared students to construct meaning, interpret, and respond to their
text, Night. I have spent an entire week on teaching things, such as nonfiction literature, the
proper way to write a reflection, motifs, themes, symbols, assigning a mini research project
about the Holocaust, etc. Students will use what they have learned in all of these lessons,
while they are reading Night. They are responsible for responding to journal prompts, filling
out a motif packet, symbolism charts, recognizing nonfiction elements, quizzes, tests, etc.
Many of these assignments and assessments will be due after my two-week chunk that I am
handing in for edTPA.]

5. d. Explain how your plans build on each other to help students make connections
between reading and writing, with attention to rhetorical awareness, textual references,
constructions of meaning, interpretations, and responses to a text to deepen their
learning of English Language Arts.
[During the first semester, students learned a lot about theme, using context clues, textual
evidence to support claims, inferencing, and character development. Their entire first
semester was spent reading fiction. However, second semester will be spent learning and
reading a new genre - nonfiction. Students will first learn about what nonfiction consists of,
so that they may recognize the components later on in the novel that they will be reading.
They will also be writing a brief nonfiction piece about themselves, getting them ready for
the large piece of nonfiction narrative that they will be creating later in the semester. Next,
students will be introduced to the Holocaust, through survivor and rescuer YouTube clips, as
well as filling out a KWL worksheet about the Holocaust. Students will then dive deeper into
the Holocaust on their own, by completing a research project. While they have practiced
their research skills first semester, they do struggle with citing sources and creating Work
Cited Pages. Therefore, I will be doing a lesson on creating sources, as well as how to tell if
a source is credible or unreliable, before we begin the research project. Then, students will
research topics on the Holocaust and present their findings to the class, thus preparing us
for the novel, Night by Elie Wiesel. While students have a lot of practice with themes, textual
evidence, etc., they have not learned about motifs. Before we begin the novel, students will
be taught what a motif is, how to find them, as well as the connections between motif,
symbols, and themes. Students then have a motif packet that they are responsible for filling
out throughout the novel. After the motif lesson, we will begin reading the novel, Night.
Students will use the above skills - nonfiction components, motifs, Holocaust background,
etc. - as well as concepts they learned in the first semester, to analyze the book and learn
about the nonfiction genre. Lastly, the students' theme all semester is intolerance. This book
goes along with the theme and will further their understanding about intolerant individuals
and the consequences they create.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of 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/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[I have asked students about their prior learning experiences in the beginning of this unit. In
eighth grade, students have read a Holocaust-inspired novel (The Diary of Anne Frank or
Daniel´s Story by Carol Matas). After reading their novel, most visited the Holocaust
museum, located in Farmington Hills. In addition, they have learned a lot about World War II
in their history classes, as they mentioned during this discussion. In regards to the nonfiction
genre, I learned that students understand that nonfiction novels are based on true events,
however they are not familiar with the elements found in the genre. They are also familiar
with nonfiction memoirs, as they have had to read them throughout their schooling. In
regards to specific Holocaust facts, I have had students fill out a KWL worksheet, which I will
be basing a lot of my teaching on.]

6. 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?
[Ultimately, all students have experiences writing about their lives, thus being able to
understand what a nonfiction narrative is, they just need to learn the rules of how to excel in
the genre. There are also students that I have heard talk about nonfiction TV series/movies
that they have enjoyed, thus showing me that students are able to be engaged with this
genre as long as the material is appealing. Students are learning about the Holocaust in
order to understand intolerance and change. Since this community/school is comprised with
students who do attend church, they will be able to connect to the importance of religious
influences in society. Throughout the novel, there are conflicts with parents, family struggles
and socioeconomic issues that students will also be able to relate to. Being a teenager
comes with conflicts with parents and individuals, as well as family struggles, whether it be
money, time, etc. The school I am student teaching at also has students from high class
families, to low class families, living in trailer parks or worse. Although students cannot
directly connect to Elie’s journey, there are several aspects they will be able to connect with
in this novel. Since students are being raised in present day, in the United States, they may
not be able to entirely understand World War II and the Holocaust. However, showing them
individuals in impoverished locations that are suffering in the world today is a great way to
prove to them that intolerant individuals will always exist and that we, as Americans, should
be thankful for what we have.]
3. Supporting Students’ English Language Arts Learning
Respond to prompts 3a–c below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b 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, their assets, and
research/theory.
[There are several lessons that I have added background information on (maps, images,
etc.) when discussing the Holocaust. This will give students an exact image, and more
history, of what they are reading about, since I know it is nearly impossible to imagine the
atrocities that occurred during this time. While students have read about what happened
during the Holocaust and World War II, many of them have only read one survivor story
(some have not even experienced one autobiography). Thus, I will be including several
different survivor stories throughout the unit, so that students can see that there were
different journeys, but with the same thing in common - intolerance. Students will also get to
meet and interview a Holocaust survivor in the flesh, which is an experience that many of
them have yet to have. Since I understand that it will be difficult for students to make literal
connections with Elie´s experience throughout Night, I have made writing prompts for
students to complete every day. These writing prompts include questions that help them
slightly relate to the harsh conditions that Elie had to endure through his journey. I also
understand that modern film/reading is more engaging to my students, as opposed to older
film/documentaries/stories. I have added modern day movie clips in my presentations about
motifs and the nonfiction genre, making it more familiar and modern for students.]

7. b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of 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/or gifted students).
[My instructional strategies and planned supports are appropriate for students in this class
because my lessons vary in many ways. I have class periods when the bulk of work is to be
done individually, however, I also have several cooperative lessons built into this lesson.
When group work is assigned, I will strategically place struggling students with high
performing students, so that they will get the push they need to stay on track. I will also be
monitoring the room, making sure everyone in the group is participating. In regards to
individual work, students who struggle may have more time to work on their assignments, as
long as they are working productively throughout class. There are direct, indirect, and
cooperative lesson plans all throughout this unit, therefore, students will have various
different learning environments. My lesson plans also include ways for auditory, visual,
kinesthetic, and reading/writing learners to excel. I feel that I have enough variety and
accommodations in this unit for students to succeed. Lastly, as I have mentioned, many of
the struggling readers are in the fourth hour Foundations Classroom. Their Foundations’
class time will be spent reading the assigned reading aloud in class, as well as getting the
extra help that they need from teachers, whether it be comprehension help, writing help for
journals/prompts, analyzing crucial scenes in the novel, etc.]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
[One common error that I am expecting from some students is the misunderstanding
between a motif and a theme, two very important concepts in nonfiction genre (or any genre
for that matter). I will continue to work these students, using different examples of
stories/movies they enjoy. I will also give them additional worksheets so that they can
continue practicing the two concepts. Another student error that is likely to occur is not
reading the assigned homework. Before the lesson each day, I will choose a couple of
students to summarize the reading section assigned from the day. This will (hopefully) help
students who are behind in the book. The writing prompts also have to do specifically with
students' lives and if there is a quote, I have the page number that they quote can be found
on. This way, students are able to find the quote immediately and engage in the
conversation. Students are responsible for reading quizzes and journal prompts, which I will
hopefully encourage them to read, because their grade really depends on it. Lastly, any
students who are in the Foundations Class will be able to catch up on reading during that
time. If I have a large workload for a lesson, I may even assign some of the work ahead of
time to the students who are in Foundations.]
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 Function. Using information about your students’ language assets and
needs, identify a language function essential to students as readers and writers within
your central focus. Listed below are some sample language functions. (Even though

8. many of these functions are interrelated, for the purposes of this response, select just
one. You may choose one of these or another more appropriate for your learning
segment.
Analyze Argue Describe Evaluate
Explain Interpret Justify Synthesize
Narrate Reflect IntroduceSummarize
[Narrating will be the language function that my students will focus on during this unit.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[The first lesson (Monday, January 25) will be about nonfiction narratives. Students will learn
what nonfiction and creative nonfiction literature is, as well components make up successful
nonfiction narratives. Students will then write a short nonfiction piece about themselves,
using some of the tools that they learn through the lesson plan. Then, once students begin
reading Night, nonfiction narrative elements will continue to be talked about throughout the
novel. At the end of the unit, students will write their own nonfiction narrative, using the
components that they have learned through lesson plans and night. While students will
complete this narrative, it will be toward the end of the unit and since I am submitting two
weeks worth of my unit edTPA, it will not be included in the documents/lesson plans.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use in order to be successful in this learning
segment:
 Vocabulary: the shared language readers and writers use for the learning task
and the language function you’ve chosen
 Plus at least one of the following:
 Syntax: i.e., how sentences are structured (complex vs. simple), why authors
structure sentences in this way, how authors can take charge of syntax in
their writing
 Discourse of the discipline: i.e., how language-in-use becomes meaningful in
specific contexts, especially in written texts
 Discourse of the classroom: i.e., how language-in-use becomes meaningful
in the classroom community
 Rhetorical Awareness: i.e., how audience, purpose, and situation construct
the genre of and approach to a text
[While there are several more complex components that students will use in a large
narrative assignment later on in this semester, the task above is a beginning step for
students when writing narratives. For the above task, students need to understand the
importance of point-of-view, narrative, text structure and figurative language, which are the
only components that I am requiring for the first narrative segment. Students will use syntax
and discourse in discipline to be successful for this learning segment.]

9. d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
 Identify and describe the planned instructional supports (during and/or prior to
the learning task) to help students understand, develop, and use the identified
language demands (language function, vocabulary, discourse, or syntax).
[Before diving into the novel, Night, students will have lessons on nonfiction narratives,
creative nonfiction and motifs, all of which are brand new concepts to them. They will use
their new information during Night, by filling out motif packets, talking about nonfiction
elements that are included, etc. Students will also be learning new vocabulary words
throughout the novel. First, they will use context clues and try to figure out the definition on
their own. Then, I will go over the correct definitions. Students will also be responsible for
taking vocab tests (not included in the two week section for edTPA). As for the discourse of
this unit, students are required to complete a mini research project about the Holocaust
before we begin reading the novel, so that they may have background knowledge on
individuals, places, things, and events that are involved in the horrific tragedy. Again, all of
this is connecting to the freshman theme this year - intolerance.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments, including a written
product, will provide direct evidence of students’ abilities to construct meaning
throughout the learning segment.
[Throughout this unit, I have included writing prompts, reading and vocabulary quizzes,
tests, a formal letter, article and movie questions, research projects, reflections, and a big
narrative at the end. However, since this is a six week unit, I am only including a two week
chunk for edTPA. During my two week chunk, students will have completed writing prompts,
a quiz, worksheets, discussion sheets and a research project. The worksheets, as well as all
of the discussion sheets, will continue to assess their understanding of the components
included in nonfiction. The quizzes and writing prompts - several being reflections and
connections - will not only prove to me that they are keeping up with their novel, but they will
also be able to connect somewhat with the book during the writing prompts. In addition,
quizzes will show me that they are able to inference (something they have learned in eighth
grade, as well a first semester) what is going on in some parts of the book. The discussion
sheets and research project will assess their understanding of intolerance, as well as
teaching themselves and each other about the history and context of the novel, Night,
before even beginning the novel. There are several other assessments throughout this unit,
after the two week chunk that I will be turning into edTPA.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of 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/or gifted students).
[Since there are students who learn in several different ways, I have made sure to include
learning for kinesthetic, auditory, visual, and read-write, learners, as well as individual and

10. group work all throughout the unit. I have modified lessons for the students who have IEPs
and 504 plans, including printing off notes from the Google Slides, allowing them more than
one book copy, allowing them more time to turn in assignments, etc. There is a specific
students who feels more comfortable and performs better when he is able to type
assignments, especially large writing assignments, rather than write them out. For students
who are in the Foundations Class (students who struggle with ELA) I have adapted some
the due dates, as well as the assigned dates. Since I am fortunate enough to see these
students for an extra hour every day, I will take the time to read through the novel with them,
go over any concepts they are not understanding, give them more time on ELA categories
that we will go over in class, etc. Also, when their is group work, I will be splitting up students
who perform strong academically, with students who struggle.]

11. TASK 2: INSTRUCTION COMMENTARY
Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing
your responses within the brackets following each prompt. Do not delete or alter the prompts.
Commentary pages exceeding the maximum will not be scored. You may insert no more than 2
additional pages of supporting documentation at the end of this file. These pages may include
graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible
portions. These pages do not count toward your page total.
1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson
plan number.
[The lesson shown in the video clips is Lesson 7: Night and Nonfiction Literature (Cont’d). The
first 30 seconds of the video titled “Direct 1” shows the organization of the classroom. You can
refer to the additional documents below, titled “Supporting Documentation” for the journal
prompt, passages, group roles/responsibilities, and any transcripts that this particular lesson
covers.]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to students
with varied needs and backgrounds, and challenge students to engage in learning?
[The video titled “Direct 1” begins before the class has started. This video is not audible.
Therefore, only refer to the first 30 seconds for the following sentences. I have appropriate,
contemporary music playing, which students request on a board in the back of the room. Milford
is not diverse in regards to race, however I do have one student who is able to share his culture
through the music that he has requested on the board. I do this every class period and students
are so used to it by now that when music is not playing, someone always comments about it. I
color code what we are going to cover for the day on the chalkboard, and I also color code
announcements on the Smartboard. I have had many students tell me it is easier to follow this
way. I also have bins/baskets in the back for “Worksheets for the Day”, “Drop Off”, and a graded
assignment folder. Again, this helps students stay more organized, as well as cuts down class
time for passing out/picking up papers. All of this can be seen in the very beginning of the video.
The rest of this prompt will be answered using the videos titled “Cooperative 1” and
“Cooperative 2”. In the video, “Cooperative 1”, viewers can see that I walk around and speak to
the students before the bell rings, making small talk. Before class starts, I talk about the dance
and ask students about it. There are also times (17:19) where you can see me actually sitting in
a desk with students. I am constantly walking around and making sure that students are on
track. As you can see in the video, the class maintained an appropriate volume and most
students were staying on task. While students are completing their journals (9:07), a student
has a question. I drop down to eye level to communicate with this student, showing mutual
respect. The journal prompts themselves, help students connect with the book as well. While it
may not be apparent in the video, the groups that I chose were specific to varied needs, thus, I
placed stronger students with weaker students. In the video titled, “Cooperative 2”, I also typed
out the passages on the board, highlighted them and added the page number, so that other
groups can follow along, as well as students who may be slower readers (11:51). I also required
students to summarize their conversation, verse reading directly off of their paper (12:16). Since
this is a cooperative lesson, students were required to engage with each other in order to learn.
When I began asking follow up questions (13:45, 17:49, 19:03, 23:15, etc.) students were
required to critically think about the novel and what was happening. This also challenged and
engaged the students.]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in reading and/or writing in complex ways.

12. [Cooperative 1 - Students have journal prompts every day in the beginning of class (6:24) which
engages students in writing and connecting with their novel. When students finish their journal
prompt, I explain the cooperative lesson for the day (10:34). Students are required to write down
their responses. While their writing may not be the most complex in this particular lesson, their
thinking is absolutely complex. When students are presenting their ideas to the class, one group
member is required to read their passage aloud (Cooperative 2 -12:03, 16:42, etc). Each
passage is a complex passage, which requires students to connect to other parts of the book,
recognize figurative language, to inference, as well as identify nonfiction elements. Again, the
passage, the follow up questions that I ask students, as well as the writing/discussion prompts,
all require students to think complexly and critically. Each passage that I chose was taken from
a section of the book that students were responsible for reading. Therefore, their preparation for
this particular lesson involved complex reading because of the content of the novel (Night by
Elie Wiesel.]
b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
[As I mentioned above, the journal prompt every day requires the students reacting to
something that the character reacted to. They must put themselves in the main character’s
shoes, and make decisions based on what they know about history, in this particular case – the
Holocaust. Their decisions are also based on their personal and cultural beliefs. Their beliefs
also come into play with some of the follow up questions that I ask (Cooperative 2 -13:45, 17:49,
19:03, 23:15, etc). I have never had every student take one side or agree with the main
character’s decision(s). This reflects how students were raised, what community they were
raised in, as well as their personal beliefs and experiences. The novel also includes aspects that
students can connect to, depending on their upbringing and experiences. Students (may)
connect with a distant relationship with a parent, religion, standing up for what is right,
bullying/being bullied, etc. Many of the passages include these issues, which allow the students
to connect. Finally, the lessons that I taught before beginning the novel (Motifs, Nonfiction
Elements, etc.) helped students to answer some of the writing/discussion prompts. Themes,
figurative language, and reflection are also linked to prior academic learning from earlier this
semester, previous classes, as well as reviews that I have gone through with the students.]
4. Deepening Student Learning during Instruction
Refer to examples from the clips in your explanations.
a. Explain how you elicited and built on student responses to promote thinking and develop
students’ abilities to read and/or write in complex ways.
[I always go over students’ responses to their journals in class, which helps build on the
conversation, however, for this lesson I tried to fit as much as the cooperative lesson in as
possible, due to the recording aspect. I build on student responses to promote thinking and
develop students’ abilities to read in complex ways by asking follow up questions and
commenting on aspects of the novel that students may have missed (Cooperative 2 - 13:45,
17:49, 19:03, 23:15, 28:15, 31:46, 34:10, 37:58, 39:13, etc.). Talking about motifs, themes,
symbols, connections, etc., allow students to keep in mind that there are layers to the novel, not
just one surface. I have noticed in several lessons that when I make a connection, I can hear an
audible “ohhhh” from some students, proving to me that they understood the connection as well.
Answering prompts, taking part in discussion, listening intently to peers, as well as participating
in the small group work, will allow students to hear several interpretations of the novel, which
will (hopefully) stimulate their thinking. Therefore, the entire cooperative lesson that is recorded
may help students read more complexly, as they practice/learn different skills used for
interrupting a novel.]
b. Explain how you supported students in deepening their approaches to reading and writing;
i.e., using textual references (or, if a film, visual references or dialogue) to check or justify their

13. constructions of meaning from, interpretations of, or responses to complex text; reconsidering
their writing processes and or products through specific response to their work.
[I supported students in deepening their approaches to reading and writing by making them
responsible for interpreting more than just the surface of important passages in the novel, as
you can see in the passages that were chosen (refer to below documents, titled “Supporting
Documents”). Often times, reading and writing go hand-in-hand, therefore, when students begin
writing their own nonfiction narrative, they will keep these critical thinking prompts in mind for
their own audience. Again, please refer to the attached pages below for all of the passages and
prompts that are included in this lesson. Students must look for hidden messages in the novel.
Since we are going through eight to nine passages as a class, students will have practice
looking for hidden messages and responding to them. This will help them when they are reading
the novel and they see a motif, symbol, or theme that is reoccurring, thus making it an important
part to pay attention to. Students are also accountable for looking for figurative language
throughout the passages. This allows them to witness how authors use figurative language to
enhance their writing, thus (hopefully) adding figurative writing to their own work. Next, students
are responsible for thinking deeper and asking themselves why the author (in this case Wiesel)
would include this particular passage, using the writing and/or figurative language that he did.
This allows students to step into the author’s shoes and attempt to think like him/her. This helps
them in a few ways. First, if students are interested enough, they may look up background
information about the author, if they are curious as to why he/she added specific parts to the
book. This also allows students to think deeper and not just skim or read right through a novel.
Since we are doing group work throughout the novel, always answering these prompts, my
hope is that some of these prompts will stay with students and they will consider deep-thinking
questions while reading novels, because they will have practice with it. Finally, by asking follow-
up questions, I am allowing students even more critical thinking, which will help them deepen
their approaches to reading, and possibly writing. If students missed an important aspect in their
assigned passage, or if students briefly touched on an important aspect of their passage, I will
require them to elaborate. I also open up these critical thinking questions to the entire class, so
that they may participate in the conversation and share their own views, which may differ with
the group that was originally assigned the passage. This shows students that there are several
different ways to interpret passages and often times, it is dependent on your own experiences
and upbringing.]
5. Analyzing Teaching
Refer to examples from the clips in your responses to the prompts.
a. What changes would you make to your instruction—for the whole class and/or for students
who need greater support or challenge—to better support student learning of the central focus
(e.g., missed opportunities)?
Consider the variety of learners in your class who may require different strategies/support (such
as students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students).
[Since this video was taken in the first couple weeks of teaching, I clearly have a few changes
that I would make throughout my instruction. I tend to use the word “guys” (Cooperative 1 - 4:29,
4:47, etc.). I know not to use this when I am referring to everyone. This has been a bad habit to
break, but (two months into my teaching now) I am a lot better at using gender-appropriate
terms. I also use rhetorical questions a lot (4:56, 6:16, etc.). I am sure “okay” and “alright” are
acceptable to use some of the time, but as I watch the video, I feel that use these words as filler
words. Another simple mistake that I made was referring to “The Germans”, instead of “The
Nazis” (Cooperative 2 - 16:00, 19:35, 19:45, etc.). This was a simple mistake that I literally
changed the next class period. I also feel that I should have asked them to repeat directions
back to me, so that I know they understand what they are doing and what is expected of them.
Although it is not shown in these videos, students with IEPs/504 plans already have alternative

14. methods in place. For example, one of the students is a slow writer/responder and he tends to
do better when typing on a computer. Therefore, he always knows that he is allowed to use a
laptop for responses, any time that he would like. I do feel that I implemented help to students
who struggle with ELA/reading by placing them in groups and allowing them to learn from their
peers, before learning from me, if they are misunderstanding something in the novel. However,
next time, I will add that the groups summarize the reading section as the first step, so that
individuals who have not read the section understand what is going on. Also, I always go over
the journal prompt with the students after they are done writing about it. We usually have about
a five to ten minute conversation on it. However, during this particular lesson, I did say that we
would talk about the prompt the next day (Cooperative 1 - 10:25). I did this so that I could get
most of the lesson on video, however, if I could do it differently, I would have followed our
normal routine and talked about the prompt, then get into the lesson. I also should have had the
passages already typed out, so that I did not have to go around to each group and explain to
them what passage they were responsible for. As you can see around Cooperative 1 - 14:30,
the group that they camera is focused on is waiting for their passage. I typed out the passages
during the next group day and it went flawless. Finally, there are times that I should have had
students elaborate a bit more, or elaborate for them, when they answer some questions
(Cooperative 2 – 14:35, 15:28 ). I will go in detail about this mistake in the below prompt.]
b. Why do you think these changes would improve student learning? Support your explanation
with evidence of student learning AND principles from theory and/or research.
[Using the word “guys”, may offend females in the classroom. I have not had any complaints,
however it is more respectful to my students to use words that refer to both genders, not just
one. This respect, in turn, may help them respect/appreciate me more. According to principles
from theory and research, having students repeat instructions back to me, instead of simply
answering my own rhetorical questions with filler-answers, will help tremendously. First, I will
know that students understand my expectations and will know what is expected of them (what to
turn in, how the lesson will go, etc.). This will also cut down on explanation time. I had to go to
several groups, multiple times, because individuals had questions and did not quite understand
what they were turning in. There was a lot of explanation for this lesson, so I should have had
another student or two clearly state back the explanations to me/the class. This may also help
students because when a student is paraphrasing what I explained, his/her peers may catch
something that they missed from my explanation. Adding the summary step in the very
beginning will help out many students as well. Several students forget, or simply do not keep up
with the reading, therefore it is hard for them to participate in these groups when they have no
idea what is going on. If the groups’ members who have read the novel summarize for the
group, and elaborate on important parts/elements, then it will permit students who have not read
the novel to have a simple understand of what is going on and will allow them to be able to
contribute and respond appropriately to their group’s discussion. This will also give the other
group members some help, when answering their writing prompts. I have also learned through
research/theory that the more time students have to sit around and not work on something, the
more likely the class will get out of hand. By typing out the passage and quickly giving them out
to each group, it cuts down on students being bored and waiting impatiently, thus, cuts down on
talking time. They are able to get right on task and they do not have time to talk to others around
them. When I changed this the next time we had a group day, there was less talking, more
working and students went right to work. I rush these ideas/answers because I wanted to get
through all of these passages in one day. Finally, it has been about a month since this was
recorded and I have really worked on not rushing answers, elaborating students’ ideas/answers
more in depth, and “going with the flow” instead of staying strictly on a schedule. I am an
organized, time-management, scheduled individual and I really wanted to focus this semester
on taking a step back, relaxing, and “going with the flow”. However, according to theory and
research, it is more important to have a good conversation and have students really involved

15. and engaged, instead of moving on and going through ideas/reasoning quickly, just to make it
through the lesson. I believe that I have drastically changed with these concepts since this
video.]
Supporting Documentation (Additional Pages)
Journal Prompt: Journal 4: 2/8/16 - What was your reaction to how Elie reacted when his father
was being beat in front of him? How do you think you would have reacted? Why?
Passages for this Lesson:
1. ¨It was a beautiful day in May. The fragrances of spring were in the air. The sun was
setting. But no sooner had we taken a few more steps than we saw the barbed wire of
another camp. This one had an iron gate with overhead inscription: ARBEIT MACHT
FREI. Work makes you free.¨ (p 40)
2. ¨After the hot shower, we stood showering in the darkness. Our clothes had been left
behind; we had been promised other clothes. Around midnight, we were told to run. aster!”
yelled our guards. The faster you run, the faster you’ll get to go to sleep.” (p 41)
3. Therefore, muster your strength and keep your faith. We shall all see the day of
liberation. Have faith in life, a thousand times faith. By driving out despair, you will move away
from death. Hell does not last forever . . . And now, here is a prayer or rather a piece of advice:
let there be camaraderie among you. We are all brothers and share the same fate. The same
smoke hovers over all our heads. Help each other. That is the only way to survive.”(p 41)
4. ¨But I lied: ´Yes, my mother did hear from them. Reizel is fine. So are the children,´¨…
The prevailing opinion was that the war was about to end.¨ (p 42 & 44)
5. ¨Some of the men spoke of God: His mysterious ways, the sins of the Jewish people,
and the redemption to come. As for me, I had ceased to pray. I concurred with Job! I was not
denying His existence, but I doubted His absolute justice.¨ (p 45)
6. An assassin’s face, fleshy lips, hands resembling a wolf´s paws. The camp´s food had
agreed with him: he could hardly move, he was so fat. Like the head of the camp, he liked
children. Immediately after our arrival, he had bread brought for them, some soup and
margarine. (In fact, this affection was not entirely altruistic; there existed here a veritable traffic
of children among homosexuals, I learned later.¨ (p 48)
7. ¨Still lost in Kabbalistic dreams, Akiba Drumer had discovered a verse from the Bible,
which, translated into numbers, made it possible for him to predict Redemption in the weeks to
come. (p 51)
8. ¨It was good to have a Jew as your leader. His name was Alphonse. A young man with a
startlingly wizened face. He was totally devoted to defending ¨his¨ block. Whenever he could, he
would ¨organize¨ a cauldron of soup for the young, for the weak, for all those who dreamed
more of an extra portion of food than of liberty. (p 51)
9. ¨My father had not recognized him. He must have barely known him, always being up to
his neck in communal affairs and not knowledgeable in family matters. He was always
elsewhere, lost in thought. (Once, a cousin came to see us in Sighet. She had stayed at our
house and eaten at our table for two weeks before my father noticed her presence for the first
time.) No, he did not remember Stein.¨ …
Group Discussion:
- Page number
- What is happening in this passage?

16. - What is the tone of the passage?
- Why do you think Wiesel includes this passage?
- Are there any hidden messages and/or symbolism in this passage? If so, explain.
- What are your thought about this passage?
Group Roles & Responsibilities
Orienter: 1. Will read passages and evidence to the class 2. Provides a summary to the group
after each bullet point is discussed
Recorder: 1. Writes down answers to his/her group’s prompts 2. Includes examples of
nonfiction literature with evidence
Initiator: 1. Proposes original ideas and initiates discussion 2. Makes sure the group stays on
task 3. Informs group of the time
Leader: 1. Makes sure group has sufficient answers 2. Seeks opinions of all group members
3. Plays Devil’s Advocate when necessary

17. TASK 3: ASSESSMENT COMMENTARY
Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing
your responses within the brackets following each prompt. Do not delete or alter the prompts.
Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to
evaluate student performance (no more than 5 additional pages) to the end of this file. If you submit
feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages
do not count toward your page total.
1. Analyzing Student Learning
a. Identify the specific learning objectives measured by the assessment you chose for analysis.
[ The specific learning objectives measured in this assessment include: distinguishing the
difference between first, second, and third person, identifying components of nonfiction
literature, creating figurative language, comparing / contrasting credible sources from unreliable
sources, defining what a motif is, identifying motifs, distinguishing the relationship between a
symbol, motif, and theme, describing/comprehending what is directly occurring in the novel,
defining vocabulary, recognizing characterization, using context clues, identifying components
of text structure and recognizing figurative language and the purpose of using it in nonfiction.]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted in
Assessment Task 3, Part D.
[The average for students was an 80% for this assessment. Most students seem to have
mastered the following objectives: distinguishing between first, second, and third person,
creating figurative language, comparing/contrasting credible sources from unreliable sources,
defining vocabulary identifying motifs, and describing/comprehending what is directly occurring
in the novel. The questions that connected to these objectives (Questions 1, 2, 4, 5, 8, 10, 11,
12, and 13) were answered correctly by most students. Depending on the question, about 76%-
98% of students answered these correctly. However, only about half of the students mastered
the following objectives: creating figurative language, distinguishing the relationship between a
symbol, motif and theme, and recognizing characterization. These objectives directly match to
questions 2, 11 and 14. Again, depending on the question, about 43%-58% of students
answered these questions correctly. Finally, the following objectives need to be practiced and
retaught: identifying components of nonfiction literature, defining what a motif is, recognizing
figurative language and the purpose of using it in nonfiction, and identifying components of text
structure. Again, depending on the question, about 9%-33% answered the questions correctly.
This indicates that students need more practice and that I need to reteach these objectives,
possibly in a different way. Using context clues to define a word, is the only objective that I am
unable to assess, which will be explained in the following prompt. For more information on
student learning, refer to Prompt 1C below.]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or individual
learners relative to
¡ constructing meaning from complex text OR
¡ interpreting OR responding to complex text
¡ analyzing rhetorically the audience, purpose, situation and genre of a written text
Consider what students understand and do well, and where they continue to struggle (e.g.,
common errors, confusions, need for greater challenge).

18. [There were a few patterns found after assessing this test. About 87% of students did not
receive full credit on Question #3, which required them to recognize and interpret a passage
from Night. Infact, about 31% of students simply underlined or repeated something in this
passage, instead of writing what metaphor Wiesel is making. This indicates that students are
not able to recognize metaphors or that they are lacking interpreting skills. I think practicing
interpretations and having students underline important aspects of a passage may help them
with this skill. I also need to do another lesson on figurative language. Although students have
gone over figurative language with their cooperating teacher, as well as myself, some students
seem to not understand. Therefore, another lesson, specifically about figurative language, will
help students master this objective. There was also some confusion on nonfiction elements. I
found a pattern from the class as a whole in regards to the responses for Question #7 (Name
three components of the nonfiction genre). About 89% of students received partial credit, only
7% of students receiving full credit, and 4% received no credit, due to leaving the answer blank.
This indicates that I need to reteach the nonfiction lesson, perhaps in another way. I did this by
going over the Google Slide presentation, as well as having students find nonfiction components
in the book. Students simply needed more practice and more time dealing with the nonfiction
genre. Less than 1% of students answered Question #6 correctly, which required students to
use context clues to define a word. However, after reviewing this question, I have realized that
this was my fault. I chose a poor passage for this objective. There is nothing in the excerpt that
helps students clearly define the word, “surreptitiously”. With this in mind, I gave each student
full credit for this question. Question #10 was answered correctly by about 95% of students and
Question #13 was answered correctly by about 97% of students. This indicated that the
teaching was successful and that many students have mastered the objectives connected to the
questions (identifying motifs and distinguishing the difference between first, second, and third
person). For the most part, my sample students followed the above patterns. They each
received partial credit for Question #7, like most of the class. Each sample student also
answered Question #13 correctly. However, the three sample students differed from the class
as a whole in minor ways. For example, all sample students elaborated their answers more in
depth, which showed me that they knew what they were talking about, thus receiving full points
for many questions that the whole class averaged partial points.. All three students received full
credit for Question #3, which required them to interpret; the whole class sample had trouble with
this skill. Although everyone received full credit for Question #6, due to the lack of context clues,
Student 1 actually answered Question #6 correctly, being in the extremely low percentile for that
specific question. These sample students are ahead in the class, their writing/inferencing is
above par, and overall, they are excellent students! ]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g.,
position, physical description) whose work is portrayed.
[I did not use a video to assess, but Task 2 of edTPA includes my focus students, which is
explained in the next prompt.]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. (Delete choices that do not apply.)
¡ Written directly on work samples or in separate documents that were provided to the focus
students
INCLUDE: WRITTEN WORK / FEEDBACK
[ add to - do I need to include this? Is the prompt asking if I have a video for the
assessment or in step 2?] Cooperative 2 - 15:38, 27:30, 32:06

19. b. Explain how feedback provided to the 3 focus students addresses their individual strengths
and needs relative to the learning objectives measured.
[I have a tendency to write a lot of feedback on students’ assignments because I feel it is
important for them to know what they did right and what they need to work on, especially in
English. I always write warm feedback, before going into the cold feedback. I also underline
sentences/phrases that I really enjoyed or that stuck out to me for some reason. For example, in
all of my sample students’ reflections, I always underline lines that talk about how they feel,
instead of what the story is about, showing them that a reflection is highly based on their
feelings and emotions that occurred during a reading/video. There are often times that I use
sticky notes to write even more feedback, so that students understand exactly what I am looking
for. I also reworded questions on the test in my feedback for my sample students, hopefully
helping them understand the question more, as well as my expectations. In regards to their
journals, I always comment, not just on the journal itself, but also how the student is doing in the
classroom (always volunteering. reading, encouraging them to share their ideas if they are not
volunteering, etc.). Circling parts of a question indicates that the student(s) missed a part of the
question in their response. For example, one sample student only listed one way the Germans
won over the Jews (Question #5), but the question asks for two ways. If part of the answer is
correct, I will cross out the part that is incorrect, indicating what was right/wrong. Even if an
answer is correct, there are times that I will include another answer to a student’s response,
thus giving them more information/reasoning. I will also ask a follow up question at times, which
allows the student(s) to do even more critical thinking. Finally, I give students advice about how
they may improve something that they are struggling in - usually by offering another worksheet
for them to practice on. All of the above can be seen throughout my sample students’ work.]
c. Describe how you will support each focus student to understand and use this feedback to
further their learning related to learning objectives, either within the learning segment or at a
later time.
[As I mentioned above, when I realize that students are not quite mastering a subject, especially
the sample students (who are the better students), then I create worksheets so that students
can get more practice and help on the different subjects. Student 1 is an intelligent, eager
student, who always loves to volunteer. As you can see from my comments, Karen started out
writing summaries for her reflections. After receiving her papers back, with the comments from
me, her summaries very quickly turned into excellent, thorough reflections. On her extra credit
assignment I saw that she was not understanding figurative language. I included a note, offering
her help to further her understanding. In regards to her journal, it only took one time for me to
remind her to keep up with all of the writing prompts, for her to receive full points after for every
single journal. She continued to volunteer her ideas/answers, as well as read, which may be
contributed to the warm feedback I wrote about her volunteering in her journal. Next is Student
2. He has been excellent from the beginning. His ideas are brilliant and he is easily one of the
most passionate students in the class. There are times that Student 2 does not expand his
answers or use enough detail for his reader to understand. If you look in his journals where I am
asking for explanations, as well as his nonfiction piece, asking for further detail. Finally, Student
3 is a unique student who is quiet, but is one of the best critical thinkers and writers that I have
seen in the freshman class. If one was observing Student 3, he/she would think that Student 3
was not the happiest student and a little pessimistic due to her body language, lack of smile,
and lack of volunteering. However, Student 3 is quite the opposite. She is always writing me
notes on assignments (“Have a Great day!”, “There’s no such thing as luck!”, etc.). I always
make sure to write something back, showing her that I appreciate the time she took to write
something. While this may not be academic, I do believe that it helps gain a great relationship
with my student. Academically, I tend to write more critical-thinking questions on Student 3’s

20. paper, to help her expand even more so on her brilliant thinking. I also offered/suggested in
feedback that she complete another motif/theme worksheet because she is not quite
understanding motifs and themes. While Student 3 wrote an incredible “short” biography on the
first day that students learned about the nonfiction genre, I advised her to add a few things in
the upcoming autobiography project. Many of these concepts will be on the unit test, later in the
semester, thus, allowing me to see if my feedback was helpful for these students. Also, all three
students received feedback on their nonfiction pieces, advising them how to enhance their
writing when they begin their large biography project. I will use this feedback to see how far they
have come and how much they have learned by the time they finish their autobiographies.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or student
work samples as evidence. Evidence from the clip(s) may focus on one or more students.
You may provide evidence of students’ language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
language use.
2. Submit an additional video file named “Language Use” of no more than 5 minutes in
length and cite language use (this can be footage of one or more students’ language use).
Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite language use.
a. Explain and provide concrete examples for the extent to which your students were able to
use or struggled to use the
¡ selected language function,
¡ vocabulary, AND
¡ discourse or syntax or rhetorical awareness
to develop content understandings.
[The language function that I selected for this unit was narrate. At the beginning of this unit,
students wrote a brief nonfiction piece about themselves. They also took a test which asks
questions about nonfiction and elements involved in the genre (including questions #7, #9, #10,
#13, #14, and #15). Many students struggled with text structure, components of nonfiction, and
defining a motif, however giving an example of a motif, figurative language, and point of view is
where students seem to excel, as you can see on the student sample tests. As for vocabulary,
students were responsible for looking up Yiddish/German vocabulary (that is used in the novel)
before reading. After presentations were given, we began the novel and every time we ran
across one of the twenty words that students presented on, we would go over the word again
and I would provide more content. This can be seen in the PowerPoint presentations from my
sample students. When reading the novel, students are also recommended to write down
specific words that I write on the board that they may not understand. While this is not required,
many students write these words/definitions in their journals (which can be seen in the student
samples). Later on in this unit (not included in edTPA) students will be taking vocabulary tests
as well. Finally, motif is a new vocabulary term for them. In discussion, as well as packets, extra
credit, worksheets, etc., all deal with motifs. I have even created another worksheet for more
practice on motifs, should students need it. Students should be very familiar with the term and
they should also be able to provide concrete examples because we have worked with motifs
throughout this entire semester. I have used journal prompts every class for students to
understand the discourse to develop the content understandings. I understand that students are
not able to relate to Elie’s horrific experience, however many prompts ask how they would have
handled things if they were in Elie’s situation(s), thus, helping them connect to the novel.

21. Students have completed presentations (included in sample work) before reading the novel, to
help them have a better understanding of the Holocaust, the individuals involved, the places
involved, and what was occurring during the time. Finally, there have been multiple assignments
(not included in edTPA) that cover vocabulary, the language function that I chose, and the
discourse to for this unit’s content.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, describe next steps
for instruction:
¡ For the whole class
¡ For the 3 focus students and other individuals/groups with specific needs
Consider the variety of 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/or gifted students).
[As I have mentioned in previous prompts, the following objectives need to be revisited and
retaught: creating figurative language, distinguishing the relationship between a symbol, motif
and theme, and recognizing characterization, components of nonfiction literature, defining what
a motif is, recognizing figurative language and the purpose of using it in nonfiction, and
identifying components of text structure. First, I will go over this test with students and I will ask
them what they are not understanding. If it is a simple matter of me going too fast throughout
lessons, then I will reteach the lessons at a much slower pace and ask several questions at the
end, to ensure that students are catching on. However, if students are still not understanding
after we take more time and practice on these skills, then I will reteach teach these lessons in a
different way. I believe that there are a few outcomes that students have not had enough time to
develop, therefore time is an important aspect in this particular case. As for students with a 504
plan, I will offer them more practice with worksheets and I will also spend one on one time with
them before/after school or during seminar, should they need it. There are also “catch up days”
that I allow, where students have the entire hour to finish/catch up on any work that is due, as
well as ask me any question(s) they may have. This would be an excellent time for students
who are struggling to come see me about their individual concerns/questions. For example, if
there are students who have a learning gap and do not understand what a theme or symbol is, it
is going to be difficult for them to understand the concept of motifs. Therefore, we will start from
square one, learning about symbols and themes, before I reteach them motifs. Lastly, any
struggling ELA student will have plenty of time one-on-one with me and/or my cooperative
teacher during Foundations’ Class every day. I will help them out in any way that I can (more
worksheets, differentiation in lessons, etc.). ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[I chose the above steps to help my students’ learning due to the research and theories that I
have learned throughout my college courses and my student teaching experience. I have
learned from day one of my courses, that if several students do not answer a question right, it is
most likely the educators fault. Therefore, I did a lot of reflection about what I could have done
wrong and what I could do differently, as mentioned above. I have learned that asking several
questions during/after the lesson will give me a quick formative assessment of the content, to
see if I need to continue the lesson or if students are understanding. There are specific students
in this class with a 504 Plan that get overwhelmed easily, therefore, “catch up days” will
(hopefully) encourage these students and help calm them down. I have also learned through
courses at EMU that there will always be learning gaps in every classroom. I understand that

22. many students are embarrassed to tell me if they are behind or if they are not understanding,
therefore, encouraging students to come see me before/after class should they need it. ]

23. Name: _______________________________ Hour:_______
Test One - 30 points
Answer the following prompts. Your answers do not have to be in complete sentences,
however, make sure you answer questions thorough enough so that I know you are keeping up
with the reading and comprehending the material. Each question is worth a different amount of
points (listed in parentheses). If you have any questions, raise your hand. After you are finished
with your test, place it in the back shelf, under the appropriate class hour and continue reading
the novel.
Good luck!
1. Name three laws passed against the Jews in Sighet. (3 pts)
2. Why did Elie’s father refuse to go with Maria, their maid, to her village? What does this
reveal about his character? (3 pts)
3. “No one was praying for the night to pass quickly. The stars were but sparks of the
immense conflagration that was consuming us. Were this conflagration to be
extinguished one day, nothing would be left in the sky but extinct stars and unseeing
eyes.”
Explain what is happening in the above passage. What metaphor is Wiesel making here? (3 pts)
4. Why did the people in Wiesel’s village doubt Hitler’s plan to exterminate the Jewish
population? (2 pts)
5. List two ways that the Germans win over the people in Sighet? (2 pts)

24. 6. Using context clues, what can you infer surreptitious means in the following excerpt from
Night:
“Children were crying for water.
Water! There was water close by inside the houses, the backyards, but it was forbidden to break
rank.
‘Water, Mother, I am thirsty!’
Some of the Jewish police surreptitiously went to fill a few jugs. My sisters and I were still
allowed to move about, as we were destined for the last convoy, and so we helped as best we
could.” (1 pt)
7. Name three components of the nonfiction genre. (3 pts)
8. Name two components that a credible source has, that an unreliable source does not
have. Also, list two sources that are always unreliable. (2 pts)
9. What is a motif? (1 pt)
10. Name a motif that has come up in Night thus far and give a piece of evidence that
proves it is a motif. (2 pts)

25. 11. What two literary terms are in direct connection with a motif? (2 pts)
12. Name and define one vocab word that we have gone over in class or that you/your
classmates have presented. (1 pt)
13. What point of view are autobiographies usually written in? (1 pt)
14. Give an example of a simile or a metaphor and label it “simile” or “metaphor”. (2 pts)
15. List two reasons why text structure is so important in nonfiction literature. (2 pts)
KEY

26. Test One - 30 points
Answers may vary. Acceptable answers (but not limited to):
1. Wear the Star of David, Curfew - 6:00 , not allowed valuables, not allowed weapons, not
allowed to go certain places, etc.
2. Elie’s father refused to go with Maria because he wanted to stay with his family; he did
not want them to be separated.This reveals that Mr. Wiesel is a family man, who cares for the
wellbeing of his relatives. OR Elie’s father claims that he is too old to leave his home. This
reveals that he is set in his ways and he takes pride in his house and location OR Elie’s father
did not believe that the Jews were in grave danger and he trusted his government and the
safety of his well being. This shows that he is hopeful in the situation OR that he is
ignorant/stubborn because he is unwilling to read/accept the signs.
3. In this passage, the Wiesel is looking up at the sky and the stars and awaiting his fate
the next day - evacuation day. Wiesel is clearly making a metaphor between the night sky,
including the stars and the fate of the Jewish people. There are several different ways to view
this metaphor, including (but not limited to): the stars being the Jewish people, the conflagration
being the Germans, the conflagration being the Jewish people's’ optimism/hope, the unseeing
eyes being the population (at the time) in regards to the Holocaust, etc.
4. The people doubted Hitler’s plan for a few reasons. First, the idea of genocide was
unheard of and too atrocious to believe. Second, the Jews of Sighet believed that the front was
going to bring an end to the war any day. Last, the village of Sighet, as well as several
individuals around the world, did not hear of the horrible abominations occurring in the
concentration camps.
5. The Germans acted nice and sincere when they first entered Sighet; they were not
hostile or aggressive. The Germans also bought chocolates for the women of the house.
6. Secretly
7. can be written in any point-of-view (first,second,third), plays on sympathetic and
relatable characters, usually is surrounded by conflict, tends to add dramatization for effect,
often times is chronologically ordered, tone is essential and sets the story up, use of figurative
language helps the reader understand and connect, imagery, glossary and maps are optional,
etc.
8. Credible Source: credible author, created in the last 10 years, publisher, .gov, .edu, work
cited page/sources, etc. / Unreliable Sources: blogs, Facebook, Twitter, opinionated websites,

27. etc.
9. A motif is a recurring idea throughout a novel.
10. Struggle to Maintain Faith: Elie not believing/trusting in God anymore, Father/Son Bond:
Elie gives his father his rations, Hope: Continue to hope for the Russians to rescue them,
Inhumanity: Germans killing Jews, etc.
11. Symbols and Themes
12. jest - amusement, Moishe (name: Savior drawn from the water), Beadle: Ceremonial
officer of a church, college, or similar institution, Hasidic: branch of the Orthodox Judaism that
promotes spirituality “loving/kindness”, Shtibl: used for communal Jewish prayer “little
house/room”, penury: extreme poverty, err: sin / wrong doing, waiflike: homeless, Shekhinah in
Exile: story in Kabbalah (Jewish Bible) that God shares in the exiles with the Jewish people,
Talmud: collection of Jewish law and tradition, Maimonides: Jewish scholastic philosopher,
rabbi, and astronomer, Gestapo: secret police of the Nazis in Germany, Rosh Hashanah:
Jewish New Year, Rebbe of Borsche: Rebbe - Jewish spiritual leader / Borsche: location,
Zionism: a movement for the reestablishment and development and protection of the Jewish
settlement (now Israel), Nylas Party: Hungarian Nazi Party who ruled Hungary during the
Holocaust
13. 1st person
14. Similes: He was as strong as a lion. / Metaphor: She was a rose.
15. Helps us connect to other texts, Leads us to what is important in text, Helps summarize
(i.e. autobiography), Illustrate the passing of time