Elementary Education
Planning Commentary
Planning Commentary Directions: Respond to the prompts below (no more than 9 single-spaced
pages, including prompts) by typing your responses within the brackets following each prompt. Do not
delete or alter the prompts; both the prompts and your responses are included in the total page count
allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in this learning
segment.
[The central focus of this learning segment is identifying, analyzing, and synthesizing plot in a
passage, a short story, and in creative writing. The purpose for teaching plot is to help students
understand story structure used in fiction and for students to make connections with problemsolving skills by finding solutions through a series of events. Students will also recognize how
plot structure makes reading and writing more enjoyable and meaningful.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
 an essential literacy strategy
 requisite skills
 reading/writing connections
[The central focus of this segment is identifying, analyzing, and synthesizing plot. Students will
develop fluency in indentifying and incorporating plot features of conflict, rising action, climax,
and resolutions in reading and writing. Common Core and Tennessee State Standards require
4th grade students to know and comprehend the basic characteristics of a variety of genres
which includes identifying character, setting, and plot, as well as to determine the problem in a
story and recognize its solution. Students already have prior knowledge of character and
setting, so I will build on this by focusing on plot structure. Students will use graphic organizers
to visualize and show sequencing of plot features as they analyze passages and stories. I will
model how to identify plot using a story mountain graphic organizer first, then proceed with
guided practice. Students will progressively recognize plot as they move from basic to complex
reading of passages, to a variety of short stories and genres, and lastly, writing their own plot
passages. Students will demonstrate an understanding of plot structure by synthesizing
information as they work in groups to create a problem and solution for a unique plot and write a
story for presentation. I will continue to monitor groups and individual work as students
formulate ideas and follow the sequencing of plot. Students will continue to develop speaking
and listening skills as they engage in small groups throughout the lessons and present
summaries to fellow classmates.]
c. Explain how your plans build on each other to help students make connections
between skills and the essential strategy to comprehend OR compose text in meaningful
contexts.
[The lesson plans are arranged from basic to complex. In the first lesson students will identify
the plot features used in the set/motivator, from teacher modeling, then in guided practice by
reading a passage, and independent group practice reading short text. For the second lesson
students will advance to comprehending plot stories as they make connections between plot
concepts and procedures while reading, analyzing, and critiquing short stories. Students will
choose reading selections from a variety of short stories and genres for their individual groups.
Students will analyze and discuss the plots, then work together to complete a story mountain
graphic organizer that they will use to present a summary of the book to the class. They will also
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Elementary Education
Planning Commentary
be acting as critics of the books as they evaluate the writing and entertaining effect. Finally, on
the third lesson, in a more complex activity, students will demonstrate their understanding of this
segment by composing a creative story/passage using fiction and synthesizing a plot. Students
will work in groups to create a unique plot using combined story elements of character, setting,
and plot. They will present their plot as a summary to the class and evaluate each other’s plot
writing. Students will have an explicit reading and writing guide, as well as a scoring rubric to
help comprehend strategies and assignments.]
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, 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—What do
students know, what can they do, and what are they learning to do?
[Students have prior knowledge of identifying character, setting, and events. All students
understand story structure as having a beginning, middle, and end. They have been introduced
to plot features, however, they have had limited practice in connecting concepts of plot as only
being found in fiction and being connected to a problem that needs a resolution/solution.
Through daily scaffolding, students will learn how to manipulate the information to analyze
important events in the rising action that are the effects of the problem. I anticipate some
students will have difficulty differentiating the climax from the resolution and will carefully
monitor students as they work on story mountains to identify those needing extra help. IEPs,
underperforming, and struggling students are missing developmental comprehension skills due
to the lack of fluency in reading. Since it is important for students to be able to construct and
organize the meaning of plot, working as a group and having peer assistance will free up
working memory to focus on plot structure rather than reading. Students will be using graphic
organizers as a visual aid for sequencing plot. All of the students are still learning how to write
complete thoughts and sentences in paragraph form. During the last lesson students will
practice composing a plot. Students will be able to use their own imaginations for creative
writing and will be strongly encouraged and monitored to improve writing skills. The IEPs and
struggling readers have wild imaginations and fantastic drawing abilities. They will be the
illustrators of the plot and will be able to retell stories by viewing the story mountains and the
illustrations to demonstrate comprehension of plot characteristics.]
b. Personal/cultural/community assets related to the central focus—What do you know
about your students’ everyday experiences, cultural backgrounds and practices, and
interests?
[Students live in an impoverished area and often come to school hungry. This may explain their
love for food and lack of concentration and need for motivation. I intentionally begin the lesson
with a problem making trail mix (which students will eat after lunch) in order to motivate and
encourage student engagement for the rest of the lesson. The first personal observations of
student performance in the classroom left me with the impression that, as a whole, this group
showed little or no interest in reading any type of literature. After conducting a student interest
survey, I became aware that part of the lack of enthusiasm came from the impoverished
situations, the lack of support at home due to living arrangements, and work schedules. Many
students do not have access to reading material, libraries, or computers outside of school.
Additionally, many students in 4th grade become involved in sports activities at this age and are
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Elementary Education
Planning Commentary
often practicing or participating in games, thus, leaving little, if any, time for meaningful or
enjoyable reading. However, the survey informed me that many students in this class enjoyed
reading mysteries, comedy, and realistic fiction, such as Diary of a Wimpy Kid by Jeff Kinney.
This will be a great asset in student engagement for plot and reading for entertainment.
Students will be able to think-square-share with groups of similar interest as they analyze plot
structure from genres that they enjoy. The IEPs and 504 students have learned to express
themselves through art. They love to draw! They will be able to contribute to group activities as
the assigned illustrators. They will also be able to retell or summarize texts with their groups and
to fellow students. Additionally, those having difficulty resolving conflicts in and outside of the
classroom may relate to plot stories that will enable them to understand how to solve problems
in real life and build on coping strategies.]
3. Supporting Students’ Literacy Learning
Respond to prompts 3a–c below. As needed, refer to the instructional materials and lesson
plans you have included to support your explanations. Use principles from research
and/or theory to support your explanations, where appropriate.
a. Explain how your understanding of your students’ prior academic learning and
personal/cultural/community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials.
[Understanding students’ prior knowledge in literary elements and story grammar, already
having foundational skills of recognizing character and setting, underlies where the focus of this
segment should be, on plot and finding solutions to problems. Jean Piaget and Jerome Bruner
recognize the need to introduce new concepts in a manner that will allow children to recall what
they know and then add to that knowledge. Students will be able to organize the new
information of plot structure by relating it to prior story structure and by putting new information
into practice. Part of the reading process listed in the Reading Act states that in order to be
affective teachers need to appeal to student interests. This knowledge of student interest guided
my decision to use hooks that would get students’ attention, using a more visual style graphic
organizer from what was shown in the basal reader, and my reading selections for analyzing
plot. In order to motivate students, they will be able to engage in reading-writing connections as
they choose to read and write about topics that interest them while still focusing on the objective
of identifying plot. Students that do not have access to reading material at home will be able to
read and complete the lesson in class with the guidance they need to understand plot and
entertaining reading material. The lesson plans are designed to encourage student
engagement, discussion and cooperation. Students will be working in small groups for most of
the lessons and will have the opportunity to develop healthy social skills.]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class and students with similar or specific learning
needs.
Consider students with IEPs, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students.
[Robert Marzano’s instructional strategies include setting learning objectives, cooperative
learning, using graphic organizers, and higher order thinking questions. These strategies are
incorporated in each of the daily lesson plans. I will use both deductive and inductive strategies,
as well as, cooperative learning and discussions. Each day will begin with an activity to capture
student attention. To increase retention of vocabulary related to plot structure, students will
engage in “fly-swat” and “sticky bars” activity rather than rote memorization. As a deductive
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Elementary Education
Planning Commentary
strategy, teacher modeling is one of the most efficient modes of learning of any new skill or
knowledge and is essential for understanding how to use the strategies in the lesson (Bandura,
1986). I will model the procedure for identifying plot in a think-aloud and how to use the graphic
organizer to sequence plot, as well as how to analyze text by asking questions for plot features
before asking students to work independently. The accompanying Reading Streets workbook
has one style of graphic organizer we will use for the workbook pages, however I will introduce
a different graphic organizer that students will use for the rest of the lessons because it puts the
plot in motion and students can visualize the rising action and climax of plot. Interpersonal
learners (most of the class) will participate in whole class, group, and partner discussions.
Lower achieving students will be grouped with higher achieving students for peer assistance
and a deeper learning experience (Vygotsky). Close monitoring during guided practice and
group work will help to identify students having difficulty and keep students on task. Bloom’s
Taxonomy emphasizes that students need to go beyond just recognizing facts to learn; they
must be able to analyze, synthesize, and apply the concepts taught. I chose to include
analyzing short stories containing plot and creative writing to examine what and how much the
students comprehended about the use of plot and to assess alternative teaching methods I may
need to incorporate in future lessons. Although challenging and complex, this type of inductive
strategy will most likely help students to remember more about plot rather than just talking about
it (Bruner). Students will be able to discuss the story elements and share new ideas. Assigning
roles to individual students according to his/her ability will help all students to be successful and
to be active participants. There are many visual-spatial learners in this class so there will be
graphic organizers, illustrated stories, activity guides, and a rubric to keep students on task
(Gardner). IEPs, 504 student, and those with ADHD will be able to illustrate any one of the
sequences of the creative writing or all if they use a comic strip. They will be actively engaged in
the writing process as they participate in group discussions and listening in order to know what
to draw and how to retell the story.]
c. Describe common developmental approximations or common misconceptions within
your literacy central focus and how you will address them.
[Not all students are reading at the same level. There are four different leveled reading groups
within this class. This will affect the level of response and comprehension expected of individual
students. Students are just beginning to develop and appreciation of text and differentiating the
purpose of the text, if it was informational text or written for enjoyment. Questioning is moving
on to why’s and how’s rather than who, what, and when. They are ready to become deeper
thinkers. However, not all students in the classroom have reached this milestone in
metacognition yet. Still, Tennessee’s student performance indicators state that students should
identify plot as it is used in fiction and they should be able to find a problem and its solution.
IEPs, underperforming, and struggling students are missing developmental comprehension
skills due to the lack of fluency in reading. Since it is important for students to be able to
construct and organize the meaning of plot, modifications will be implemented for IEPs and
struggling readers during instructional activities and specific roles will be assigned according to
student ability. For example, these students will be able to listen to the text as group members
read and then retell and illustrate the plot. Rather than struggle to read and write, they can
concentrate on the central focus of identifying the plot. Students are still struggling with abstract
concepts. Trying to understand plot without an illustration could be overwhelming. The use of
visual aids, structured assignments, and scaffolding should help even the lowest leveled learner
to be able to identify plot. I anticipate some students will have difficulty differentiating the climax
from the resolution and will carefully monitor students as they work on story mountains to
identify those needing extra help. Having students analyze each feature within a text will help
students to recognize the difference between rising action, climax, and resolution, a more
difficult concept. Vygotsky’s Social Development Theory recognizes that social interaction is
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Elementary Education
Planning Commentary
critical for cognitive development. Whether students are low or high achievers, they all need to
be able to work in groups, especially at this age. Students will have ample opportunity to work
and assist each other in groups. I will use repetition, examples, modeling, and much patience
with students having difficulty and give as much positive feedback as possible to keep students
motivated to complete the task and to meet the central focus objectives.]
4. Supporting Literacy Development Through Language
a. Language Demand: Language Function. Identify one language function essential for
students to learn the literacy strategy within your central focus. Listed below are some
sample language functions. You may choose one of these or another more appropriate
for your learning segment.
Analyze
Argue
Interpret
Predict
Categorize Compare/contrast
Question
Retell
Describe
Explain
Summarize
[The language demand essential for this learning segment is for students to indentify, analyze,
and synthesize plot, as well as understand the structure of plot to make reading meaningful.
Students will analyze plot by separating the problem, rising action, climax, and resolution from
short passages and stories and be able to explain the differences of each plot feature. As
students analyze plot structure they will recognize the sequencing of fiction stories and develop
an understanding for the author’s purpose of entertaining the reader by use of plot. If students
can follow the sequencing of plot, they will be able to retell the problem and solution of a story.
Lower achievers can learn from higher achievers through listening as students ask questions
and features while filling in graphic organizers. The natural flow of the organizers will help
students analyze the sequencing and structure of plot.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function. In which lesson does the learning task occur?
(Give lesson/day number.)
[In Lesson 2 students will practice using the language function by actively participating in a
group discussion to identify and analyze the plot found in fictional stories. Students will choose
one of several books to read in as five separate groups and will begin to analyze the structure of
the story as they take turns reading. While reading the story, students will use an interactive
reading guide that will help them analyze and break down each feature of the plot one question
at a time. Students will follow the sequence outlined by the flow of the graphic organizer (story
mountain). They will work together to identify the character and setting first, then identify the
main problem and work towards identifying the solution. After discussing the elements of plot,
students will complete individual story mountain organizers placing the series of events in the
correct sequencing order. IEPs and struggling students will illustrate one feature of the plot.
While analyzing the plot students must be able to differentiate between the rising action, climax,
and resolution. Students will practice retelling the story using the appropriate terms for each plot
feature with a partner. They will use the organizer as a guide and begin by stating the character,
setting, and problem. Then continue the sequence stating “the rising action is when . . . and
then the character said . . . or did . . . The climax happened when . . and finally they found a
resolution and all ended . . .” By using the written evidence they have identified for each feature
and follow the sequencing pattern of the story mountain using proper sequencing words,
students will be able to summarize the story to their partner and then to the class.]
c. Additional Language Demands. Given the language function and task identified
above, describe the following associated language demands (written or oral) students
need to understand and/or use.
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Elementary Education
Planning Commentary
 Vocabulary or key phrases
 Plus at least one of the following:
 Syntax
 Discourse
Consider the range of students’ understandings of the language function and other
demands—what do students already know, what are they struggling with, and/or what is
new to them?
[In order to understand how to analyze a short story for plot structure and entertaining features
students will need to know what it means to analyze. Students will need to know how to break
down the parts of the story into four separate categories and know how to sequence the events.
This is the purpose of introducing graphic organizer or story mountain in the first lesson.
Students will need to know how to use the graphic organizer while they are reading and
discussing the story. They also need to understand how to work collaboratively in their groups
so the process will go smoothly. Students have been practicing since January on how to have
group discussions and how to take turns so everyone can participate as speakers and listeners.
Reading is essential to this task. In order to understand the reading, the struggling readers will
be allowed to read smaller portions or even pass on the reading so they can focus on
comprehending the text.
Syntax is essential for reaching the objectives of the learning segment. The lesson’s objective is
to analyze plot and retell or summarize the story. Students will need to understand grammar
structure and sequencing of plot. Understanding how to manipulate ideas into complete
thoughts and sentences will help as students summarize their stories. All literary elements
should be included in the retells as part of story grammar.
For the discourse, students will need to practice exceptional listening and speaking skills as
they take turns reading, discussing, questioning, and sharing ideas. Explicit instructions on how
to do this will be given and posted as a guide during the learning task. Teacher monitoring and
observations will also hold students accountable for participation. It is important that they
understand the directions to fully participate in the activities and help the members of the team
succeed. Students will have time to rehearse their summaries/retells with a partner before
sharing with the class. When presenting the retells to the class they need to speak clearly and
loudly so everyone can hear and enjoy what they have to share.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
 Describe the instructional supports (during and/or prior to the learning task) that help
students understand and successfully use the language function and additional
language identified in prompts 4a–c.
[Instructional supports are included in the hook/motivator of the lessons and during lesson
activities for using the language function. In lesson one, the hook will show plot in action by
demonstrating a problem that needs a solution. Teacher modeling will provided visual support
on how to identify plot by working through a series of steps and then label them on a graphic
organizer until a solution is found. Students will practice language function during guided
instruction, using textbook series worksheets, and further practice during independent activities
as students analyze a passage from the textbook and work in a group to identify and graph the
plot. Students will end in a “think, pair, share” activity to explain the features of plot to each
other. In Lesson 2 students will have the opportunity to practice plot vocabulary during
set/motivator “fly swat” and “sticky bars” activities, then during instruction students will
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Elementary Education
Planning Commentary
participate in group discussions while identifying, analyzing, and synthesizing plot in short
stories. Teacher will model how to use questioning in order to determine plot features and to
learn how to use the plot graphic organizer to break down the problem, rising action, climax, and
resolution. Teacher will give explicit directions and guidance in how each member of the group
should participate in listening, reading, writing, and speaking. Teacher will explain the interactive
reading guide that will be posted on the promethean board to help students learn how to ask
questions when analyzing the selected short stories. After discussing the story and evaluating
the author, each student will illustrate the plot features of their group’s story on a story
mountain, being sure to follow story sequence. Students may assist each other as they
complete the story mountain. When they are finished, students will retell the story to their
partner using the story mountain and content language. Students will practice the language
function again when they present their summary to the class. Students will be reminded to use
sequencing words they already know, such as first, next, then, and last or finally in their
summary presentations. Lesson 3 will be more complex as students demonstrate
understanding of plot structure when they create a unique plot written for student entertainment.
They will have to put the basic concepts or plot into abstract ideas as they work in sequencing
their stories and discussing ideas. Students will add new ideas or agree with group members’
ideas as they take turns and follow assigned roles to complete the task. The posted interactive
reading guide and the teacher will closely monitor individuals and groups to ensure all students
are practicing the language function and participating in group’s discussion. Throughout the
learning segment students will be supported through visual aids, modeling, scaffolding, peer
assistance, and ongoing feedback.]
5. Monitoring Student Learning
Refer to the assessments you will submit as part of the materials for Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence that students can use the literacy strategy and requisite skills to comprehend
or compose text throughout the learning segment.
[Throughout the learning segment, students will be informally assessed through teacher
questioning and responses. In Lesson 1 students will be having group discussions to identify the
plot in a short text. Each student will be assigned one of the features to record on the graphic
organizer and initial his/hers written feature. I will circulate the room to monitor student
participation and cooperation. When the groups have completed the story mountain and
identified all of the plot features they will take turns explaining the feature they were assigned to
their partners. Each group will have a red light bulb (paper) on the desk to hold up when they
get stuck or need to have clarifications on the language function or the procedures. I will have a
clipboard with each student’s name on it to write observational notes about what the student
understands or needs help with and how they work with the group (did they participate willingly,
did they share in discussion, complete the assigned role). Verbal feedback will be given during
circulation to help students progress and completion of task. I will also listen as students “think,
pair, share” to describe a problem that could be used for plot and explain the differences
between each of the plot features. In the second lesson I will use formative assessment
throughout the entire lesson. I will pre-assess plot vocabulary and identification of each feature
using a “fly swat” and “sticky bars” activity. During this time I will give positive feedback for
correct responses that will state why they were correct and use prompting to help mistaken
understandings. Students will use thumbs up, thumbs down in response to think-pair-share
questions at the beginning of instructional procedures. As students participate in group work
and follow interactive reading guide I will continue to keep individual observation notes as I
conference with each group to monitor progress on graphic organizers and member
participation. I will be looking for proper sequencing of structure and accurate identifications of
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Elementary Education
Planning Commentary
the plot features, giving verbal feedback as needed and building confidence along the way. As a
formative assessment on identifying plot features students will complete a cloze paragraph
before separating into leveled reader groups. On the final day of this learning segment, I will
hook students with a passage from Diary of a Wimpy Kid and select students to label the story
mountain on the promethean whiteboard. I will informally assess students that are labeling and
students who are observing to see if any spot errors or have a different idea on what to add to
the events. During the lesson students will be working independently in groups to write a
creative plot. I will informally assess student content knowledge and application of plot structure
through questioning as they compose text and engage collaboratively during group discussions.
Students will continue to use red light bulbs to indicate need for help in all three lessons. I will
use a rubric to formally assess students’ use of plot and creative writing (rubrics in artifacts).
Students will evaluate peers after presentations.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider all students, including students with IEPs, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students.
[Consider all students, including students with IEPs, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/or gifted
students.
Students with specific needs will be actively engaged and participating in group discussions.
There will be peer assistance to help IEPs and 504 student to label their graphic organizers.
During group readings IEPs, 504 student and struggling readers will be able to listen to the story
as it is being read by other group members. These students will be able to listen to peers
explain problem, events in rising action, climax, and resolution. After listening, they will retell
what they understand to their partner. I will ask my higher achievers to assist students in this
activity. IEPs and 504 student will be assigned as the group’s illustrator. I will have these
students use their illustration as a visual aid to retell the plot. I will have and individual
conferencing with each of these students to have them demonstrate their learning of plot by
using the illustrations and by asking pertinent questions about the features.
Additionally, if students are unable to complete the assignments during the allowed time, an
extension of time will be given later in the day. The central focus will continue to be practiced
throughout the week during leveled-reader group sessions.]
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