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TPA Task 2
IUTPA: Task 2
Brandon Kinnaird
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Brandon Kinnaird
TPA Task 2
Table of Contents
Detailed Narrative
Instruction Commentary
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Brandon Kinnaird
TPA Task 2
Detailed Narrative
1. Identify the number of the lesson among the plans in the learning segment
which contain the focus lesson.
Day 1
This focus lesson took place during the first day of the unit on weather.
This day is the most important due to it being the first time the
students are seeing the new material. With students of this age group,
the first time with the material can be the most crucial because that is
when they decide whether it is going to be hard or not.
Starting the day with a typical routine, popsicle sticks were pulled out
of a cup that has the students names on it. Questions were asked to
students in Spanish using vocabulary and phrases that they already
know. It is important for students to continue practicing and speaking
in Spanish, even for just a little bit, every day because learning a new
language requires constant practice and use or else it will be forgotten.
Next, teaching began with the new vocabulary based on weather. The
first thing that was done was reading through the vocabulary words in
Spanish together as a class so that the students would be able to hear
the correct pronunciation of each word. Complete class participation
was held during this phase. The correct English translation of each
vocabulary word was given to the students after giving them the
opportunity to guess what each word meant.
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TPA Task 2
They were also told that some think that the reason we use Hace is
because Spain is a very religious country and it could be believed that
they use Hace to say that God makes the weather. For example,
Hace viento directly translates to It makes wind but is also in the
form of He makes wind. This could be seen as religious to some
people.
This gave students practice matching their new vocabulary with visuals
and by seeing/hearing how to ask someone what the weather is like.
Students responded very well to this activity. It started off with only
around half of the class responding to each slide but after 4-5 slides,
the whole class was participating.
Some students were then asked individually what the weather was
based on the pictures on the slides. At the end of the activity, the class
was asked to show, on their hands, in a scale of 1-5 how they feel with
their new vocabulary. Mostly 3s with a few 2s and a few 4s were
received.
The final activity of the class was a Kahoot based on their new weather
vocabulary. The activity was prefaced by telling the students that it is
not expected of them to be able to correctly answer all of the questions
during the Kahoot due to this being their first day with the new
vocabulary.
The students understood and were still excited to see if they knew
more than their peers. The Kahoot went very well with the top scorer
only missing 3 questions out of 16. This is very impressive for the little
amount of practice that the students have had with the vocabulary.
The only issue that could be found was the students slow response
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TPA Task 2
time to each question. This would normally be a cause for alarm but
too much thought was not into it because of how little time they have
spent with the new vocabulary.
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Instruction Commentary
1. Engaging and Deepening Students in Learning
Refer to examples from your description of the focus lesson in your explanations.
a. Explain how your instruction engaged students in developing a
deeper understanding of content-related concepts. Cite specific
examples of what happened in your classroom to support your
explanation.
a. Students gained a deeper understanding of content-related
concepts through the use of a variety of teaching methods
that they are very familiar and comfortable with. I decided
to use and emphasize multiple types of activities that have
proved effective in the past in order to obtain the deepest
understanding on the first day of new content that I could.
The most obvious of these is the visual section of the
PowerPoint. While PowerPoints are typically not very
engaging for students, I made it engaging by using
gestures and trying to get the class into the activity. The
students showed an interest in the content and it showed
during the following Kahoot quiz due to their
excitement/disappointment when answering questions
correctly/incorrectly.
b. Describe how your instruction linked students prior academic
learning and personal, cultural, and community assets with new
learning.
a. One situation that I used to link students prior knowledge
with what they are learning is through my use of
connecting Spanishs use of Hace to the possibility of this
being having religious origins. I emphasized that Spain is a
very religious country, which the students already knew
because we had already studied Spain at this point, and
that this may be why they use Hace (It/He makes). The
students were very interested in this due to it being related
to something that they had already studied earlier in the 9weeks.
b. I also put a lot of emphasis on prior knowledge during the
question warm-up at the beginning of class. I ask a
question to each student based on content that they have
previously learned and the students have been doing a
very good job of responding quickly and correctly.
c. Explain how you elicited student responses during the focus
lesson to promote thinking and deepen students understanding
of content area material. Consider ways you have facilitated
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2. Analyzing Teaching
Refer to examples from your description of the focus lesson (prompt 1 above) in your
explanations.
a. How did your instruction support learning for the whole class
AND students who need greater support or challenge? For
example, 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).
i. One way that I supported all types of learners in this lesson
was through my use of different teach methods and
activities. During the PowerPoint activity, I provided a lot of
visuals and gestures for the students that are more visual
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TPA Task 2
learners. I also asked students questions in Spanish for the
more aural learners. The logical learners received
instruction during the section of the class where I asked
students to think of what the words meant in English based
on what they already know in Spanish and English. This
required them to use both logic and reasoning to obtain
the correct answer.
Brandon Kinnaird
TPA Task 2
more time deepening their understanding of the content
instead of trying to explain why these words are the way
that they are. This also took time away from the students
that did understand the words and therefore my deeper
explanation at the beginning would have improved their
learning in the long run by giving them more time to
practice instead of listening to the same explanation over
and over.
ii. An activity that involves movement is important for
students at this age because they become antsy in their
seats and need time to move around. Giving them the time
to stand up and talk in Spanish both helps to encourage
the thought that the classroom is not solely focused on the
teacher talking to the students and also allows the
students to talk to each other in Spanish.
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