Modified Thinking Organizer

Task One

EDUC 530

Background
The edTPA official website writes, One of the most important challenges facing public education is to ensure that the nations
increasingly young and inexperienced teacher workforce is prepared to meet the academic needs of all students. Teachers must be
ready to teach, with the necessary skills needed to support student learning, from the first day they enter the classroom. Therefore,
the edTPA assessment portfolio evaluates your ability to create student learning.

Purpose
The purpose of this summative assessment is for you to demonstrate your ability to properly plan instructional lessons that create
student learning.

Objectives
TSW develop a deeper understanding of complex ideas through dialogue.
TSW learn collaboration skills through the Socratic Seminar/Socratic Discussion.
TSW justify their planning choices using the thinking organizer.
TSW describe their planning choices in paragraph form using the thinking organizer.
TSW apply literacy concepts to build student content knowledge.

Directions
 With a partner, synthesize course content using this graphic organizer. Upload one copy to Moodle by August 21.
Planning Commentary Thinking Organizers and Helpful Hints

Please note: The purpose of this thinking organizer is to help you gather and organize your thoughts in preparation for writing
your planning commentary.

1. Central Focus

a. Describe the central focus and purpose for the content you will teach in the learning segment.

Sentence starters:

The central focus of this learning segment is the Socratic Seminar lesson. The Socratic Seminar is a structured activity that is
designed to engage students in deep thinking, leading to a deeper understanding of concepts. It not only increases knowledge
but it is our hope that students will the Socratic Seminar with an increased motivation for and interest in the United States
Judicial System. The students will read, write and discuss information from various texts to learn about the inner workings of
the three branches of the United States government. Everything that we do in this unit has been leading up the Socratic
Discussion on the three branches of government.

We are teaching this content because the Judicial Branch is an important topic of study in United States Government.
Knowledge in this unit helps students to gain a complete understanding of the three branches of government. The knowledge
the students gain about the judicial system will apply to the students lives beyond the classroom. After middle school the
students will attend high school. After completing high school, they will function independently in society. It is important that
they maintain knowledge of their rights and how those rights are upheld in the U.S. Government system. Studying the judicial
system prepares students to fulfill their roles as active citizens in the U.S. democracy. It informs them of their rights and
responsibilities as United States citizens. In this unit students will have the opportunity to play an active role in the various
branches as experts. Using a variety of historical texts (videos, articles, books and electronic media) to teach students about
 the judicial system also serves to provide students with insight as to how the ideas of government were formed in the past but
still have a powerful impact on the government of today.

b. Given the central focus, describe how the standards and learning objectives within your learning segment address
(Add one skill from your handbook)
Reading
Writing
Speaking and Listening

Organize your response:

List the standard or learning
objective
TSW describe the three branches
of the United States government
using an in-class Socratic
Discussion/Socratic Seminar.
Add the literacy practice used
Socratic Seminar
Explain how the objective, literacy skill
increase content knowledge
Socratic Seminars facilitate collaborative
learning of content vocabulary and
definitions amongst all participating
students. How? Keep thinking or keep
describing.

c. Use the information in the above chart to craft a paragraph. Answer this question: How are the standards, learning objectives,
and instructional choices build reading, writing, and listening and speaking skills related to your content?

Insert your answer in paragraph form here.

The students have been working on developing reading, writing and critical thinking skills by studying and annotating
 various texts, outside of class, on the three branches of the U.S. Government. In preparing for the Socratic Seminar
students have been thinking critically Howabout the various texts they have been studying and how they can provide
examples they will need to be successful in the discussion process. They have to think about the text argumentatively, but
prepare for the discussion by making certain they are not being critical of the findings, rationale, or opinions of their peers.
The Socratic Seminar is a lesson during which the students will construct knowledge collaboratively and gain a deeper
understanding of the United States Government by sharing information obtained through close readings of several primary
and secondary documents prior to class discussion. In preparation for a Socratic Seminar students must read text carefully,
write notes on what they read and then come to the Seminar ready to discuss the material. The students annotated various
texts and have filled in an instructor provided T-Chart. Upon arrival to class, students completed a KWHL chart focused on
class content. Prior to the seminar, students were prompted to collaborate and prepare with peer groupings within their
designated branch for the discussion. Students will experience and build skills for active listening and collaborative
interaction throughout the Socratic Seminar. Students will write a reflection; a stoplight exit ticket. They will need to call
upon what they have learned from their reading and annotating of texts, what they learned from the discussion with peers
and write about it. All of these skills lead to a deeper understanding of the function and inner workings of the branches of
the U.S. Government.

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a and 2b), 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 focuswhat do students know, what can they do, and
what are they learning to do?

Organize your response:


Students Related content already
learned
Students learned about the
Class as a whole Revolutionary Era and early
U.S. Government formation
in 7th Grade. They will
apply this previous
knowledge and build a
deeper understand of the
government system.
T-Chart was assistive and
Students with IEPs guiding with key terms and
ideas.
We do not have 504 plan
Students with 504 plans students.
T-Chart gave opportunities
Advanced Learners for expanded vocabulary and
definitions. how
Use the information in the above chart to craft a paragraph. Answer this question: What do students know, what can
they do, and what are they learning to do?
Related skills students
already have
Students have familiarity of
the 3 Branches of U.S.
Government how do you
know this or what evidence
supports this claim?
Students have seen an
instructor modeled Socratic
Seminar.
Visual learners will benefit
from the variety of texts.
Prove it
We do not have 504 plan
students.
Modeled Socratic Seminar
and Rubric.
What the students are
learning to do related to the
learning segment
Describe and compare good
through peer collaboration
the 3 Branches of U.S.
Government, their functions
and principle roles.
IEP students are monitored
and supported in applying
Socratic Seminar skills.
We do not have 504 plan
students.
These students may be
prompted via higher learning
scripts to elevate Socratic
Seminar depth. What does
this mean? Im not saying it
is wrong but you need to be
more explicit
 Insert answer in paragraph form here.
The students learned about the Revolutionary Era and early U.S. Government formation in 7th Grade. How do you know
this? Just because it was part of the curriculum does not mean that they learned it. For example, I went in a shoe store but
I did not buy anything. They will apply this previous knowledge and build a deeper understand of the government system
through a student centered discussion. How do you know this? What evidence do you have. They will be using a T-chart to
guide their understanding of key terms in this lesson. The T-chart can be differentiated to fit our array of vast diverse
learners. Our advanced students can go above and beyond. We have provided a few extra challenge terms and encourage
their usage throughout the Socratic Discussion. Pre Partially filled out T-charts and large print texts are available for
struggling students. We hope the students will make use of their T-chart by tying specific textual evidence and example
using vocabulary into their conversations. Students learn best when they can make connections between the curriculum,
their interests and their previous learning experiences. (Tomlinson, 1999)

a. Personal/cultural/community assets related to the central focuswhat do you know about your students everyday
experiences, cultural backgrounds and practices, and interests?

Organize your response:

Students everyday Students cultural
experiences related to backgrounds related Students practices Students interests related
Students the learning segment to the learning related to the learning to the learning segment
segment segment
Students have general Students have shared Students are currently Students have minimal
Class as a whole familiarity with 3 (where and or how) aware and attending to interest entering our
Branches through their that they are aware important learning segment. How do
multi-media sources. that their families are governmental current you know this? What did
Maybe say something actively discussing events. When and you do to make this
about the tool they the upcoming where assumption?
 used to familiarize elections.
themselves with the 3
branches?
Students have basic One student is foreign The students are Students have minimal
Students with IEPs knowledge of born and has brief demonstrating interest in politics.
government functions knowledge of awareness of the Students are mildly
(i.e., president, etc.) government functions governmental structure interested based on
but are unaware of all through immigration. and functions. See my current election.
the inner workings of How could you use comments above?
the government how this experience to
do you know it? inform or engage?
Students with 504 We have no 504 plan We have no 504 plan We have no 504 plan We have no 504 plan
plans students. students. students. students.
Advanced Learners Show the same Show the same Show the same Show the same awareness
awareness of class as a awareness of class as awareness of class as a of class as a whole.
whole. a whole. whole.

Notes: Stay positive discuss your student's assets

Keep the learning segment in mind only discuss student assets related to the learning segment

a. Use the information in the above chart to craft a paragraph. Answer this question: What do you know about your students
everyday experiences, cultural backgrounds and practices, and interests?

Insert answer in paragraph form here.

This class of 24 eighth graders is rich in diversity with mostly working class families. How can you use this information to
engage the students? The state, district and school requirements that could potentially impact this lesson are minimal. I
dont know what this means. English is the primary language spoken in our classroom and throughout most of our students
 homes. We have three students with IEP requirements which are related to behavioral and reading difficulties. The U.S.
government is a somewhat difficult content for middle school students to grasp.Says who? We used an idea of backwards
learning for this unit. We looked at The Understanding by Design framework by Wiggins and McTighe (2011), which talks
about applying concepts from the past and applying them to future events (i.e. current presidential elections and early
government formation). A backwards planning process provides a plan for establishing meaningful objectives and then
establishing a means of achieving that goal. This is true but how is it related to your instructional planning or related to the
box you prepared above? Our goal is for students to be able to relate information learned in the lesson to real life.
Therefore, we tried to tie in pictures of current heads of state and role changes to help keep the lesson engaging, as well as
support visual learners and tie into real life situations.

3. Supporting Students History/Social Studies Learning

a. Explain how your understanding of your students prior learning and personal/cultural/community assets (from prompts 2ab
above) guided your choice or adaptation of learning tasks and materials.

Organize your answer:

Chosen learning task Associated student Why did you make this What research How does the research
or material (or learning or asset choice? supports this choice? support this choice?
adaptation of either)
Socratic Seminar Social and aware. Gives students a fun Social learning and Middle school
and engaging activity higher order thinking. students are
to elevate their interest developmentally
and learning. oriented to social
activities. Says who?

b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals,
and groups of students with 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 needing greater support or challenge.

Organize your answer:

Instructional/planned support
Collaborative learning.
T-Chart
How is this tied to the Why this is appropriate for the whole class or what
learning objective? particular group of students is this designed for?
Fits the seminar approach Appropriate for the whole class as the range of assets/skills
and the describe objective. is shared and mutual benefit is facilitated.
Identifies for the students Prepares students with guided reading and notetaking.
key terms associated with the
focus of the seminar.

Insert your answer in paragraph form here.

The students have previously explored the concept of the Socratic Seminar earlier this school year in both this class and their
language arts class. In previous years students have explored the U.S. government system, starting in the fourth grade.
Each year students have become increasingly aware of its inner workings. It is our goal to deepen their understanding. The
middle school student is a social being in nature. They work better creating meaning by verbalizing thoughts and ideas with
peers. The Socratic Discussion is ideal for this class of eighth graders as it allows for social interaction, verbalizing and
making sense collaboratively with peers. Students generate understand and a verbal thought process. They discuss their
ideas and understandings with each other, see each others understand, compare and come to conclusions based on personal
observations and group clarifications. They know how to read and write effectively in the eighth grade. The multiple forms
of text and communication allows for understand that reaches multiple skill levels of learners in any cultural background.
Students from different backgrounds and with IEP requirements as well as gifted students can all benefit from the
collaborative discussion process of the Socratic Seminar.
c. Describe key misconceptions within your central focus and how you will address them.

Organize your answer:

Possible student preconception
General myths about governmental
branch roles and functions. Which are
what?
How will you identify if students have How will you address it during
this preconception? instruction?
Entrance ticket will indicate any Encourage clarification as needed in
evidence.good pre-seminar collaborative groups.

Insert your answer in paragraph form here.

We have supplied students with the learning objectives we hope they will learn. Then we supplied them with a T-Chart to
aid in note taking while reading and listening to an array of texts. We also have the students filing out a pre discussion
KWHL chart. In this process the students can ask clarifying questions and point out confusions. We will observe these prior
to the discussion, while students are meeting with their peers in preparation for the discussion. Students also can converse
with peers about questions and confusions they may have prior to the Socratic Seminar taking place. It is our hope that the
students explore his topic and both create and build upon knowledge through this Socratic Seminar process. Middle
Schoolers are social beings, it is our goal that the students create a deeper, shared understanding through this exploratory
Socratic discussion process.

4. Supporting Content Development through Language

a. Language Function.
Identify one language function essential for students to learn in your content 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 Compare/contrast Construct Describe Evaluate

Examine Identify Interpret Justify Locate

Sentence starter: The language function essential for student learning within my central focus is compare/contrast.

b. Identify the key learning task from your plans that provides students with opportunities to practice using the language
function.
Sentence starter: The key learning task that gives students the opportunity to practice using the language function is Socratic
Seminar. This task occurs on day _1___ in Lesson __1___.

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:
- Vocabulary and/or symbols
- Plus at least one of the following:
- Syntax
- Discourse
 Consider the range of students understandings of the language function and other language demandswhat do students
already know, what are they struggling with, and/or what is new to them
Organizing your response:
Language demand What do students already What are they struggling What is new to them?
know? with?
T-Chart provided with Understanding how the 3 Roles and functions of the 3
Vocabulary vocabulary and definitions. Branches of Government Branches of Government.
KWHL entrance ticket helps compare/contrast with each
identify this (K). other. KWHL entrance ticket
helps identify this (W).
3 Branches each have Where modern Branch heads The heads pictures and
Symbols respective heads. provided are aligned. Branch.

Word tenses, arrangement of How to apply(incorporate) Putting it all together in their

Syntax words, punctuation.
Socratic Seminar has been
Discourse modeled and explained.
Student- to student, peer
interaction.
well-formed phrases or
clauses into the discussion.
Learning to converse using
correct terminology from the
texts to apply in an academic
conversation.
chosen end of the unit
project.
Conducting and leading
Socratic Seminar on their
own.

Insert your answer in paragraph form here.

In social studies vocabulary can be difficult for students to understand. We personalize the lesson for the students. They can
pick which sources of text to consult from the provided suggestions. They can pick what to write about in their T-chart.
They can bring up what interest them about their designated branches. A T-Chart was provided prior to class with key
vocabulary terms and definitions for students to find and review while reading. Students will gain from collaborative sharing
with peers in the seminar.
c. Language Supports.
Refer to your lesson plan and instructional materials as needed in your response to the prompts.
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 demands identified in prompts 4ac.
Organizing your response:
How does this language support help
Language demand: Compare/contrast Language support planned students use the language function?
Socratic Seminar. Interactive and collaborative experience
Language function (Describe) to descriptively share their respective
findings.
T-Chart, visual, text and audio Gives students an array to choose from
Vocabulary and/or symbols resources. that supports their learning styles.

Seminar training and rubric. Guides student discourse and roles for
Syntax and/or discourse the seminar.

Insert your answer in paragraph form here.

On the T-chart, we provided a few basic terms like: both, similar, contrast, as basic concepts to understand in relation to
being able to compare the similarities and differences of the U.S. branches. Understanding these basic terms helps students
 to be able to compare concepts as well as key chapter vocabulary. The students will now be applying them to their
conversation. Students were also provided with the opportunity to converse in their groups prior to the discussion. During
the seminar, students mutually reinforce each others sharing and listening skills.

5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you planned.
a. Describe how the planned formal and informal assessments provide direct evidence of how students learn your content.
Organize your response:
Explain how this assessment will provide
Area of Targeted Student Description of assessments designed to evidence of student mastery of this area of
Learning monitor the targeted student learning. targeted student learning?
Definitions they produce for T-Chart
Reading T-Chart vocabulary.
Clipboard observation form. Will show key criteria targeted on form.
T-Chart definitions and KWHL entrance Initially, the definitions on their T-Chart
Writing ticket. and KWHL entrance ticket will guide
formative assessment of writing.
Stoplight exit ticket. Will show what theyve learned.
Rubric for Socratic Seminar. Rubric for Socratic Seminar will guide
Listening and Speaking instructor assessment of student
performance.
 Peer tally sheet. Peer assessment will be guided and
student-driven.

Insert your answer in paragraph form here.

We start with having the students fill out a KWHL to tell us exactly what they feel they know and what they feel they are
still struggling with. Students have a rubric to guide and for us to assess the discussion process. The students were given this
in advance to read so they are aware of expectations. Peers will be able to critique each other using a peer tally sheets.
Observation form will guide instructor assessment. Exit ticket will show post seminar gains for students.

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.
Organize your response:
The student(s) for whom the assessment How does this assessment allow this
Description of assessment or was designed or adapted student(s) to demonstrate his/her
assessment adaptations learning?
T-Chart Advanced learners. Extra vocabulary options.
IEP students. Vocabulary prompts identified.
Socratic Seminar Rubric All Objective criteria for performance
during task.
Peer tally sheet. All Peer to peer reflection of seminar
discussion.
 Instruction Commentary Thinking Organizers and Helpful Hints

Please note: The purpose of this thinking organizer is to help you gather and organize your thoughts in preparation for writing
your instruction commentary. You will still need to write your answers in paragraph form in the official edTPA instruction
commentary template.

1. Promoting a Positive Learning Environment

a. How will you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and
backgrounds, and challenge students to engage in learning?
Organize your answer:
Characteristic of Positive Learning Related to classroom
Environment procedures
All students will have an
Mutual respect for students opportunity to speak
during the Socratic
Seminar
Calling students by name
Rapport with students Greet and welcome
students in hall prior to
class.
Related to classroom
materials
Course textbook, maps,
handouts, documents, various
books, books on tape, video
recordings.
Model and expect respect for
materials, self/others
property and spaces.
Related to classroom content
Students were given a variety
of texts to choose from and
were encouraged to also find
some on their own in
preparation for discussion.
Make topic inter-personal and
timely related to current
election.

Responsiveness to students needs
Challenging students to engage in
Brain break for transition,
movement and dual brain
hemisphere exercise.
Provide reflective in-class
exercises and reinforce
Array of student chosen texts. T-Chart variations, visual,
audio and written modes.
Array of texts with varied Speak through thoughts and
complexity levels. ideas for clarity, create
learning seminar protocols. collaborative understanding.

3. Engaging Students in Learning

a. Explain how your instruction will engage students in developing the following (related to your content)
Reading
Writing
Speaking and Listening
Insert your answer in paragraph form here.

The Socratic Discussion is a form of Inquiry-Based instruction, whereby the students read and annotate various texts prior to the
discussion. The teacher poses a question or two to prompt discussion. The students read their various texts prior to class, making
annotations along the way to help them construct meaning, build knowledge, develop understanding and form opinions. The
Socratic Discussion inspires engagement in an academic conversation where they will share their findings and opinions, as well as,
practice active listening skills. The students will interactively pose and answer questions.
 Sources

Archer, Margarette(2013). Social Morphogenesis. Netherlands: Springer.

Ed, L. (2007). The Declaration of Independence & The Constitution of the United States [Recorded by F. L. Gaines]. [Compact Disc,
sound recording of text of documents]. Portland, Maine, US: Random House.

Sobel, S. (1999). How the U.S. Government Works ...and how it all comes together to make a nation. New York: San Val, Incorporated.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision
and Curriculum Development.

unknown. (1979, March 3). School House Rock Three Ring Government Lyrics. Retrieved July 29, 2016, from Lyrics Mania:
http://www.lyricsmania.com/three_ring_government_lyrics_schoolhouse_rock.html

Wiggins, G. & J. McTighe (2011). The Understanding by Design framework. Alexandria, VA:ASCD.

Woolfolk, Anita (2015) Educational Psychology Enhanced Pearson 13th ed. Boston, MA. Pearson College Div.