October 30, 2020.

 
Today we have our fall holiday party. The whole school can wear pajamas, orange or

black color. I know the students will be really excited today because they know that we will have

a party in the afternoon. While preparing for the party, at the same time, I also prepared my

students for their assessment. I don’t have to prepare for the assessment because the school

prepared the assessment, however, I have to make sure that my students learn everything and

reach all of the learning objectives. For the past couple of weeks, I’ve been preparing my

students to be ready with the unit assessment test. I did not see the test until three days prior and

I’m pretty sure that the majority of my students will have no problem with the assessment.  

After the morning meeting, we start our reading lesson. During reading time, I told my

students the purpose of the authors of creating their writing (Domain 3 Instruction). First, I

introduce them to PIE (Persuade, Inform, and Entertain). Then, I explain to them the difference

between the three PIE. After that, I pick some books from the classroom (I already selected the

books ahead of time), then I read some of the sentences with the first book, next, I gave them two

choices and asked them to give me a thumbs-up if they think the author’s purpose is to persuade

or thumbs-down if the purpose of the author’s is to inform (Domain 3c Engaging students in

learning). Same thing with the rest of the books, I just changed the choices to inform or

entertain. I also explained and discussed with them why this book is persuasive, informative, or

entertaining (Domain 3b Using questioning and discussion techniques). After I felt that they

knew the difference, I told them that we will watch a read aloud book from YouTube “What to

do When Something Wants to Eat You?” and I told them, while they watch the read aloud, I will

give them a piece of paper and they should not do anything with the paper until we are done with

the read aloud and I will tell them what they are supposed to do with the paper (Domain 1f
Designing student assessment). After we watched the read aloud book, I told them to get their

pencil and eraser. Then, after they get everything, I asked them to pay attention to me and then I

gave them the direction of what they are supposed to do with the piece of paper that I gave to

them. After I read the direction on the piece of the paper, I asked them to circle their answer and

reminded them to write their name. Then, I wait for a couple of minutes and told them if they

were done with the paper, they could give me a thumbs-up and I will collect their paper. While I

collected their paper from their hand, I noticed most of them give me the right answer and six of

them circled entertainment and few of them circled persuade. 

Even though most of them got the right answer I was still not happy because some of the

student’s answers were entertainment. I think I learned that the read aloud book that I chose used

cartoon pictures and not real-life animals. I think that is what made them believe that the author’s

purpose for this book is just to entertainment because when I give them the example during “we

do”, the books that I chose were cartoon pictures for entertainment and real-life pictures for

persuade and inform.

From this mistake, I want to set my goal to make sure that I will give them consistency. For

example, if I give cartoon sample books for the lesson, then for the assessment, I also will use

the cartoon books. I thought I prepared and planned everything for the lesson, the read aloud

books clearly stated the different animals used to defend themselves when they are in trouble,

which is giving them information on how different animals have different ways to protect

themselves, and still some of my students were confused because the book that I choose for the

assessment had cartoon pictures and not a real life pictures. 

 
 Reference:
 
The Framework for Teaching Evaluation Instrument (2013): http://danielsongroup.org/books-
materials/