Treiber-Kawaoka Spring 2015

Your Name: ____Annaliz Panida______ Lesson Title: ___Visualizing Poetry with

Tableaux___
Reflection questions & edTPA Instructional Commentary
Note edTPA has you video a learning segment of 3 connected lessons and choosing a
lesson or lessons to edit. I am only requiring one lesson.
1. Non-edTPA question: Use your assessment tool to assess and discuss the learning of
3 diverse students. Copy and paste your tool here and show the scoring for your
students. Discuss the evidence what did they do or say. Be detailed and specific in your
descriptions. You may attach samples of student work or photos. If you did a student selfassessment, include the students response, too. (see exemplar from Past lessons)
For the application portion of Session 2, students were to interpret and demonstrate their
understanding of their poems using tableau, a drama technique they just learned in the
beginning of the lesson through modeling and guided practice. Because students were to
perform their tableaux to class in small groups, I decided to do a summative assessment
checklist on three small group presentations.

Group A
PA: Summative Assessment
Checklist:
_x_Able to freeze body shapes, eyes
focused on one spot
_x_Bodies and face are appropriately
expressive
_x_Different levels are used by the
actors to create a visual interest.
_x_Students work together to tell a
story
Advanced (older students or after a
couple of lessons using tableaux):
_x_Silent, no giggling (most students
have trouble with this initially).
_x_No one is blocking another person
_x_Back is not facing the audience

This group did a great job at distinguishing the

different types of levels: low, medium, and high. They
were able to freeze in their body shapes, keep their
eyes focused on one spot, and not giggle/laugh. By
the look of their body language and facial
expressions, I could tell that the girl on the bottom
looks frightened and scared while the other two
students look as if they are going to do something
mean to her since their arms are pointed straight out
and their faces look angry. The students worked
together well to tell a story. This frozen picture is
supposed to represent the line they chose from the
poem they wrote, which is, Derogatory marks hit like
a bullet, my muscles remain scarred, I think their
frozen picture relates to their frozen picture well

Treiber-Kawaoka Spring 2015

because you could tell the girl of the bottom is
affected by derogatory marks/gun pointed at her.

Group B
PA: Summative Assessment
Checklist:
_x_Able to freeze body shapes, eyes
focused on one spot
_x_Bodies and face are appropriately
expressive
_x_Different levels are used by the
actors to create a visual interest.
_x_Students work together to tell a
story
Advanced (older students or after a
couple of lessons using tableaux):
_x_Silent, no giggling (most students
have trouble with this initially).
_x_No one is blocking another person
___Back is not facing the audience

This group did a good job at distinguishing the

different types of level: low and high. They are able to
freeze on one spot, keep their eyes focused on one
spot, and not giggle/laugh. By the look of their body
language and some of their facial expressions, I could
tell that the boy with his fist out looks like a bully and
the boy on the bottom is the victim of the bully
because of how his arm is covering his face. As for
the student behind the bully, I think her role is to stop
the boy from hurting the student on the ground. The
bully showed some clear facial expressions, his eyes
looked so evil and mean. The student on the bottom
was unfortunately facing his back to the audience, so
we are not able to see his facial expression. This
groups frozen picture is supposed to represent the
line they chose from the poem they wrote, which is,
Bullying, physical and emotional insult. I think they
represented their tableau quite well. It tells a story
about bullying and what it effect it has on the victims.

Treiber-Kawaoka Spring 2015

Group C
PA: Summative Assessment
Checklist:
_x_Able to freeze body shapes, eyes
focused on one spot
___Bodies and face are appropriately
expressive
_x_Different levels are used by the
actors to create a visual interest.
_x_Students work together to tell a
story
Advanced (older students or after a
couple of lessons using tableaux):
___Silent, no giggling (most students
have trouble with this initially).
_x_No one is blocking another person
___Back is not facing the audience

This group demonstrates two different types of levels:

low and high. They were able to freeze their body
shapes for a couple of seconds. However, I dont think
their eyes were focused on one spot or on another
student. This group was also giggling during their
frozen picture. By the look of their body language and
facial expressions, I wasnt able to point out the role of
some of the students. The girl on the left, for instance,
looked kind of shocked because of the way her
hands are placed on her chest. The boy in the middle
seemed to be smiling during his tableau. But if you
look at the position of his right arm, it seems to be
somewhat important/powerful. The boy who is on his
knees, on the other hand, looks kind of timid and
scared, but I cannot tell for sure because his back is
facing towards the audience, so we are unable to see
his facial expressions. This groups frozen picture is
supposed to represent the line they chose from the
poem they wrote, which is, suffering, arguing,
divorce, sad/mens heart striking like a lighting bulb.
From hearing this quote, I think the boy in the middle
is supposed to be striking the boy on the bottom with
a lighting bulb in his hand. Although, I am not sure if
he supposed to be smiling or not.

Treiber-Kawaoka Spring 2015

EdTPA Instructional Commentary: Your edTPA commentary should be no more than

6 single-spaced pages, including the prompts. Use Arial 11 point type, with 11
margins. If needed, insert no more than 2 additional pages of supporting
documentation for the video recordings at the end of the commentary (e.g., digital
copies of indiscernible materials or transcriptions of inaudible comments). Read the
edTPA Handbook pages 18 25.
2. Promoting a Positive Learning Environment: Refer to scenes in the video clip(s) or the
lesson you implemented 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?
In clip (00:11) from Session 2, I demonstrated a positive and safe learning environment
by affirming students responses to my question about what tableau was. I also
expressed enthusiasm for my students participation in the whole class tableau activity
we did in the beginning (4:10). I believe my enthusiasm helped build a learning
environment where confidence to participate is valued. During this whole class activity, I
also encouraged students that it was okay to have a different body language/facial
expression tableau from their peers because everyone has their own unique perspective
on certain things. I accepted all my students choices in tableaux with respect, even if
some of them did not match the given scenario. For the next activity, I began by asking
for three volunteers to help model for the class what everyone will be doing next in small
groups. These volunteers were given the task to make a snapshot/tableau of them
playing baseball. For the students that were observing, I gave them the opportunity to
engage in the process by giving their peers suggestions of what should be in their
snapshot. When calling upon for answers, I chose different students so that everyone
was held accountable for their active participation and understanding (6:09).
3. Engaging Students in Learning: Refer to examples from the video clip(s) or the lesson you
implemented in your responses to the prompts.
a. Explain how your instruction engaged students in developing key understandings and
requisite skills.
At the very beginning of my clip, I shared with the class the definition of tableau and how
it is a technique used in drama. After introducing them to some new information, I had
the class explain what they just learned to engage them in developing key
understandings. However, because students had several different responses, I had to
step in and support their understanding by offering hints and clues of the definition of
tableau and how it is used in drama. I then lead the students into the first activity that
builds from their understanding of tableau. This activity is locomotive, engaging, and fun.
Students enjoyed using their requisite skills of body language and expression to form a
frozen picture in relation to the given scenario.
b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.

Treiber-Kawaoka Spring 2015

In Session 2, I had my students connect tableau to the their prior knowledge of poetry
and figurative language at the very beginning of my lesson. Students understood that
both tableau and poetry share the importance of visualization, expression, and emotion
to tell a story. The last two activities I did with my students did not fit into my video clip.
However, during those activities, I had my students connect the understanding of tableau
and poetry. For example, in small groups, I had my students create a tableau or frozen
picture from a chosen line in a poem they read together as a class in Session 1. After
that, I had my students demonstrate two tableaux from lines in the poem they originally
created last class in small groups. I believe my instruction engaged students prior
knowledge and encouraged confidence in the poem and tableaux they developed as a
group.
4. Deepening Student Learning during Instruction (Subject Specific Pedagogy)
a. Explain how you elicited and built on student responses to promote thinking and develop
key understandings.
In clip (12:50), my first group of students came up to the front of the class to reveal their
snapshot/frozen picture of a birthday party. As they stood still for a couple of seconds, I
had the rest of the class make observations of the group and the choices they made for
there frozen picture. Once they concluded their observations, I chose some students to
share their findings and opinions about the group presenting. Then, I had the group
explain to the class their frozen picture, what each person was doing, and how body
language and expressions were used in their tableau. I continued to elicit and build on
students responses after each group presented to promote thinking and develop key
understandings.
b. Explain how you facilitated interactions among students so they develop or apply
strategies or representations in ways that deepen and extend their understanding of key
concepts.
In the whole class activity, in clip (3:30), I gave students an overview of the tableau
exercise they were going to do. I also used Miss Mahi as an example to model student
expectations for this activity. When it was the students turn to practice tableaux, I
instructed that they stay in a still/frozen position until I clapped two times for them to
relax their bodies. For almost every still posture, I would assure students to notice what
their peers are doing differently from body languages to expressions, as a way to
deepen and extend their understanding of tableaux.
5. Subject-Specific Pedagogy
a. Explain how you support students to learn, practice and apply the essential performing
arts strategy in a meaning-based context? (for edTPA this will be a math or language

Treiber-Kawaoka Spring 2015

arts question)
In clip (2:51), I support students to learn, practice and apply the essential performing arts
strategy, tableau, in a meaning-based context by having the other student teacher, Miss
Mahi, model an example of the students expectations when given a scenario. Also, in
clip (12:50), I had three students, volunteer to help me show what the following small
group activity was going to be like. After the instructions of both the first and second
activities were modeled, I had the students practice these strategies independently for
the whole class activity, and together in small groups for the second activity before doing
the application part of the lesson. Once the students developed this strategy, they were
able to apply it to the poems they wrote in Session 1. For example, students were to
create a tableau that represented the two lines they chose from the poem they
completed as a group last class.
6. Analyzing Teaching
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto 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 (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 change I would make to my instruction would be to include more engaging whole class
discussions, where students are able to elicit responses among their peers and the
choices they made for their tableau. Throughout my instruction, I would frequently ask
students questions about what they saw or thought about their peers tableau choices;
however, I wish I had them elaborate their understanding of tableau by describing in
depth the different body language and expressions their peers did to help tell a story to
the class. I believe this would have developed some key understandings about the
central focus and would have built on open class discussions. Moreover, a change I
would make to my instruction for students who need greater support for learning would
be to build more discussion around the three students who were modeling the next
activity. I felt I brushed through their example too quickly. I could put more emphasis on
the tableau choices they made and how it helps the audience understand the story. I
could also have these three volunteers show the class an example of a bad frozen
picture that shows no commitment from the students. I believe this visual would help
struggling students understand appropriate tableau expectations.
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.
I think these changes would improve students learning because it allows them to share
a deeper understanding of the drama technique, tableau, and how it is used to help the
audience visually see what the frozen picture is portraying. When students are sharing

Treiber-Kawaoka Spring 2015

their thoughts aloud in class discussions, their minds are actively thinking and other
students are learning from their peers responses. From this experience, students should
become more confident, committed, and thoughtful when initiating a tableau or when
writing a poem. Furthermore, I think using students as examples to elaborate on my
instruction is good for modeling how to respond to the choices students make.