tag:blogger.com,1999:blog-24657706953277345622024-03-12T20:12:53.037-07:00Forays in EducationMeganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-2465770695327734562.post-44561896637001970432012-11-26T15:48:00.000-08:002012-11-26T15:48:00.108-08:00What I learned, what I hope my classroom will beLiteracy Level<br />
<br />
This semester I have been surprised by the literacy levels of my students. They are able to draw the knowledge they used the previous year, relate it to, adapt it, and build on the knowledge with little prompting. They haves struggled with learning how to infer meaning from text but have slowly begun to pick subtle cues from texts they read and relate them to their own lives. However, they are not able to add adequate analysis to their persuasive essays. They have trouble voicing their own opinions and supporting their opinions with evidence. This is the first year that they are stating their own opinions about topics and they are tentative and shy about voicing their opinions.<br />
<br />
Journal--What will your literacy-rich classroom look like?<br />
<br />
In the future--Sept. 30, 2013<br />
<br />
In Sept 30, 2013, I hope to be running my own classroom for the first time on my own. My literacy rich classroom looks like a colorful library with a variety of graphic novels, fiction books, non-fiction books, newspapers, and important current events that effect student lives around the room.<br />
<br />
My students are engaged in a variety of self-driven tasks such as group discussion, projects that draw on visual literacy as well as written and reading literacy, current events, relating their own lives to books they've read, etc.<br />
They are reading a variety of fiction and non-fiction books and articles. Following Common Core standards, they will be reading more non-fiction than fiction. However, this will better prepare them for careers and/or college experiences.<br />
<br />
Diary...December 15, 2013<br />
<br />
My literacy rich classroom looks much like it did when the school year started, however, student work has been added to the walls to showcase exemplary student work.<br />
<br />
My students are engaged in formal debates that they have orchestrated and created about controversial topics. Rules have been decided upon by the students themselves as a consensus. They have come up with their own penalties if any team or student should veer from the agreed upon rules. The audience decides by tally marks who wins each debate.<br />
<br />
They are reading non-fiction articles and beginning to improve the analysis they use in their essays. They are discussing current event topics and relating real-life events in their own lives to themes and events that happen in the fiction and non-fiction pieces they read.<br />
<br />
<br />
Diary...May 30, 2014<br />
<br />
My literacy rich classroom looks like...students who are eager to learn but also eager to move on to new topics in the upcoming year. They are excited to use what they learned and incorporate it into future endeavors.<br />
<br />
My students are engaged in a final project that links a variety of texts over the course of the semester or year using a common theme.<br />
<br />
They are capable of independent learning in reading and writing. They can link texts they read to events that have happened in either their personal lives or to society around them.Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-59106970729119725892012-11-11T07:47:00.001-08:002012-11-11T07:49:30.894-08:00Unit Plan<br />
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<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;">1.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal; line-height: normal;">
</span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; line-height: 115%;">UNIT
CONTEXT<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Subject/Content Area: English, Persuasive Writing Unit<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Course: English 3 College Prep, Per. 3<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Grade Level: 11<sup>th</sup> Grade <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Length of Unit: 5 Days<o:p></o:p></span></div>
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<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: Arial;">2.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;">FACTS ABOUT THE LEARNERS<o:p></o:p></span></b></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Number of Students in Class: 43<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Demographic Information: The class is made up of 30 Caucasian
students, 10 Latino students, and 3 Asian students. There are 22 males and 21 females. The class is made up of 8 RFEP students, 2
IEP students, and 1 504 student.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, sans-serif; font-size: 12pt;">Developmental Needs: Students
are eager to learn and listen to instructions.
They are a mix of visual and auditory learners with a few kinesthetic
learners. The students have a variety of
interests ranging from skateboarding, cheerleading, drawing, writing, and
various sports.<o:p></o:p></span></div>
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<br /></div>
<h3>
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;">Individual
Student Information and Differentiation Strategies<o:p></o:p></span></h3>
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<br /></div>
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<b><span style="font-family: Arial, sans-serif; font-size: 12pt;">English Language Learners<o:p></o:p></span></b></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Student A—Student A is a 16 year old advanced English
learner. He has been in the school
district since 7<sup>th</sup> grade. He
was re-designated as RFEP in 10th grade.
He had a rough 9<sup>th</sup> grade year due family issues at home and
went to the continuation high school for his 10<sup>th</sup> grade year where
he could make up missed work. He is well
liked in the class and a team player.
When meeting new students, he introduces himself and shakes each
student’s hand. Student A needs minor
differentiation and sits in the front of the class to make it easier for him to
take notes. His grades this year
indicate above average to excellent grades.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Student B—Student B is a 16 year old 11<sup>th</sup> grader and an
English learner. Both her parents are
working professionals and she is originally from Mexico, living in the US for
about a year and half. She visits her
grandparents every summer in Mexico. Student
B is a kind, sweet, somewhat socially shy girl that is well-liked among her
peers. She works well in small
groups. She is literate in Spanish and
enjoys reading Spanish literature. Her
grades in Mexico indicate above average scores.
Student B is given Spanish-English, English-Spanish dictionary to help
her translate words she doesn’t know.
Work group work, she is paired with at least on other Spanish speaker to
help her translate her ideas. During
group work, progress monitoring would be the teacher walking around and
listening in on the ideas they offer and commenting, offering suggestions as
needed.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Student C—Student C is a 16 year old 11<sup>th</sup> grader and a
re-designated English learner. He is in
Avid and has been since 9<sup>th</sup> grade.
He is taking two honors classes, chemistry and geometry. He plans on taking an AP class next
year. He requires no differentiation and
is a go to for assisting other students who may require extra assistance.<o:p></o:p></span></div>
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<br /></div>
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<b><span style="font-family: Arial, sans-serif; font-size: 12pt;">Students with Special Needs<o:p></o:p></span></b></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Student D—Student D is a 16 year old 11<sup>th</sup> grader and
has an IEP. He reads at grade level with
80% accuracy. He is allotted more time
on tests at the testing center at his discretion. He rarely uses this opportunity. He is also given prime sitting in the front
of the classroom to allow him an ideal vantage point of the board. Student D enjoys skateboarding and reading
sports magazines. He also has a girlfriend that he likes to spend time with and
helps him study at times. He has trouble
maintaining passing grades in English and math classes. He is currently failing the course due to a
poor unit test grade and missing work. Student
D sits in the front of the class to make it easier for him to take notes. He works well in groups and is more likely to
offer his opinions in the groups.
Progress monitoring during group work is the same as Student B, teacher
walks around and listens while students discuss. Student D also does exceptionally well on
vocabulary tests.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, sans-serif; font-size: 12pt;">Student E—Student E is a 16 year old 11<sup>th</sup> grader and
has an IEP, as well as has been re-designated RFEP. He is quiet and tends to keep to himself
rather than interact with other students.
He likes punk music. He does well in small groups. Student E sits close to the front of the
board to allow him to better see. He is
allotted to take major tests at the testing center at his discretion. He has yet to take a test at the testing
center. His grades for the semester have
been average. Detailed notes, such as
grammar, are printed out for him. <o:p></o:p></span></div>
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<br /></div>
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<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: Arial;">3.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;">UNIT RATIONALE<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">This unit is designed to address student
needs in improving their writing skills and address requirements for the SAT
test. The unit seeks implement skills
and rules that will guide students into bettering their writing and attain a
higher score on the SAT’s as well as give them valuable tools to increasing their
success in university.<o:p></o:p></span></div>
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<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Enduring
Understanding<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">The main goal for students is to understand
how to write a persuasive essay. The
main parts of the essay are broken into groups to ease understanding of the
essay and make writing a step by step process.
Since the implementation of a writing section on the SAT’s, this unit is
designed to assist students in creating an essay that is laid out in a logical
manner that addresses the student’s point of view as well as politely
addressing those of the opposition.<o:p></o:p></span></div>
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<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Essential
Questions<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">How can students’ best write a persuasive
essay? How can students’ share their
ideas politely without insulting the opposition or becoming angry? How can students address the opposition to
their arguments in polite manner? Why is
it important for them to be able to address the opposition?<o:p></o:p></span></div>
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<br /></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0.25in; text-indent: -0.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: Arial;">4.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> </span></b><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;">UNIT OBJECTIVES<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">After
students follow the steps for writing a persuasive essay, they will be able to
write a coherent, organized essay that helps them be better prepared for the
SAT’s and college.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students
will be evaluated two different ways.
They will have their anticipating the opposition paragraphs
peer-reviewed as well as the full the essay peer-reviewed later in the
week. They will turn in a final draft of
the essay which I will grade based on a rubric they have been given.<o:p></o:p></span></div>
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<br /></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-indent: -0.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: Arial;">5.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;">ASSESSMENT</span></b><b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Each
day has a different assessment planned.<o:p></o:p></span></div>
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<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 1:<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Name
of Assessment: ATO Assessment<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Formality:
Informal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Type: Formative<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Purpose: To check for understanding of ATO concept<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Implementation
Method: progress monitoring, teacher
walks around and monitors student progress and understanding.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Communication
of Expectations: Sample is shown during
power point slide of a sample ATO.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 2: <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Name
of Assessment: ATO Peer-Review<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Formality: Informal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Type: Formative<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Purpose: To allow students to see other student’s
ATO’s and compare how well they did compared to their peers. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Implementation
Method: Students are given numbers to
write instead of their names on their papers to keep completely anonymous. Papers are collected and then passed
back. Students are graded on a specific
rubric and must give three reasons using the rubric why they gave the paper
that score.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 3: <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Name
of Assessment: Body Paragraph Monitoring<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Formality: Informal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Type:
Formative-Progress Monitoring<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Purpose: To allow students to write their body
paragraphs in class and ask questions of the teacher if they have any.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Implementation
Method: Teacher walks around while
students write and monitors their work.
They ask questions if they need help and the teacher checks how well
they understand the assignment by checking their writing. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 5: <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Name
of Assessment: Final Essay Peer-Review<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Formality: Informal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Type: Peer-Review<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Purpose: Students are given the opportunity to
peer-review their classmates and compare their own writing to see what they did
well and what they need to work on.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Implementation
Method: Students are given numbers to write instead of their names on their
papers to keep completely anonymous.
Papers are collected and then passed back. Students are graded on a specific rubric and
must give three reasons using the rubric why they gave the paper that
score. Students have the option of
having the teacher score the paper if they don’t like the score students gave
them.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Communication
of Expectations:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 5:<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Name
of Assessment: Peer-review grading<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Formality: Formal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Type: Summative<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Purpose: Students are graded on how the peer-review
and follow the direction that were stated in the beginning of the assignment.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Implementation
Method: Students are graded based on how
well they follow directions at the beginning of the peer-review assignment.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: Arial, sans-serif; font-size: 12pt;"><br /></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0.25in; text-indent: -0.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: Arial;">6.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;">STEPS OF INSTRUCTION<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 1:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Objectives—<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Cognitive: After picking a controversial
topic, students will write a “T” chart that organizes their ideas and opponents
ideas in an easily understandable graphic organizer. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Cognitive:
After looking at their graphic organizer, students will write an ATO that
states the oppositions points in a respectful and polite manner.<o:p></o:p></span></div>
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<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Standards—<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Writing
Standards, 11-12 Grade, Text Types and Purposes:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">1.
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Student
Activities—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Pick a controversial issue and create a “T” chart with
three points for your view and three points opposing your view. Students write their thesis statements. Students write their ATO’s, anticipating the
opposition, paragraphs based on the three opposing points from their “T”
charts. They are given a form to follow.<o:p></o:p></span></div>
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<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Assessment—<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Formative: monitor informally by going around while the
students write their thesis statements and monitor informally by going around while
students write their ATO’s. Finish ATO’s
for homework if they don’t finish in class.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Lesson
Plans<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instructional Strategies<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l7 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Anticipatory
Set/Into—Teacher uses a power point with slides to show the directions for the
assignment and projects them on the board.
The power point goes into detail what an ATO is, it’s purpose, and
examples of an ATO. Students are shown
how to make a graphic organizer to write down their thoughts. They are then given directions on what to do
next. Step 1: write down a controversial
topic (no abortion, death penalty, gay rights, legalization of drugs). Step 2: create a “T”-chart with three
supporting ideas on the left side and three opposing ideas on the other side. Step 3: circle the two ideas that are most
different on the left-hand side. Step 4:
write a thesis statement reiterating the student’s viewpoint. Step 5: student’s write a ATO using the three
opposing ideas on the right hand side using a format shown in the power point
slide. (15 min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l7 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Instruction/Through—Teacher
instructs the students to begin with step 1: write down a controversial topic,
followed by step 2: create a “T”-chart with three supporting ideas and 3
opposing ideas on opposite sides, and then to circle the two ideas that are
most different. (5min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l7 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Guided
Practice/Through—Teacher instructs students to write their thesis statement and
share the statement with a neighbor. (5
min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l7 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Independent
Practice/Through—Teacher then instructs students to begin writing their ATO’s
using the format in the power point slide.
They work quietly while working.
(15 min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l7 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Closure—Teacher
asks students to write their number and not their name on the top right corner
and hand in their ATO’s. They will be
peer-reviewed the next day.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Student Activities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Anticipatory
Set/Into—Students follow along as the teacher uses a power point with slides to
show the directions for the assignment and projects them on the board. The power point goes into detail what an ATO
is, it’s purpose, and examples of an ATO.
Students are shown how to make a graphic organizer to write down their
thoughts. They are then given directions
on what to do next. Step 1: write down a
controversial topic (no abortion, death penalty, gay rights, legalization of
drugs). Step 2: create a “T”-chart with
three supporting ideas on the left side and three opposing ideas on the other
side. Step 3: circle the two ideas that
are most different on the left-hand side.
Step 4: write a thesis statement reiterating the student’s
viewpoint. Step 5: student’s write a ATO
using the three opposing ideas on the right hand side using a format shown in
the power point slide. (15 min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Instruction/Through—Students
begin with step 1: write down a controversial topic, followed by step 2: create
a “T”-chart with three supporting ideas and 3 opposing ideas on opposite sides,
and then to circle the two ideas that are most different. (5min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Guided
Practice/Through—Students write their thesis statement and share the statement
with a neighbor. (5 min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l6 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Independent
Practice/Through—Students begin writing their ATO’s using the format in the
power point slide. They work quietly
while working. (15 min)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l6 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Closure—Students
write their number and not their name on the top right corner and hand in their
ATO’s. They will be peer-reviewed the next
day<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 2<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Objectives—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Cognitive: After writing their ATO, students will
peer-review a classmates ATO to provide better understanding of their own work.</span><b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Standards—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Writing Standards, 11-12 Grade, Production and
Distribution of Writing:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">5.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Student
Activities—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Peer-review of students ATO’s in
class. Students exchange their ATO’s
with two students in the class and follow a rubric that has been provided. They must list three examples using the
rubric in complete sentences to justify their score.</span><b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Assessment—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Formative and Summative: Teacher walks around and observes what
comments the students are writing on the essays. Students are graded on how they peer-review.</span><b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Lesson
Plan<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instructional strategies<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Anticipatory
Set/Into—Teacher displays a power point presentation detailing the directions
for the assignment on the white board.
They are also given a rubric to use while peer-reviewing. Grade sheets are placed at the front of the
room. The grade sheet is broken into quadrants.
The top left quadrant includes a space to fill out the period number of
the author as well as the author’s writing number on the left hand side. The top right quadrant includes a place for
the reviewer to fill in their own period number and writing number. The bottom left quadrant is where reviewers
write three points from the rubric that proves the score the reviewer’s
score. The bottom right quadrant is
where the reviewer writes a note to the author explaining what they have done
well and what they need to improve on.
Teacher instructs the students to pick up a grade sheet and a student’s
paper that is not theirs or a friend’s to grade. Step 1: Write the author's writing number and
reviewer’s writing number in the appropriate spaces. Step 2:
Read the paper, underline the thesis statement, and make sure the ATO
follows the guidelines of the previous days template. Step 3: Using the rubric, score the
paper. Write three reasons using the
rubric why the paper received that score.
Step 4: Write a note to the
author explaining what they did well and what they need to work on. Step 5:
Stand up, wait for another student to stand-up, and switch papers with
them. Step 6: Repeat the process one
more time with the new paper. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instruction/Through—Teacher
goes through all the directions with the students to insure they understand the
directions. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Guided
practice/Through— Teacher instructs the students to make sure that they are
polite when leaving comments and to not leave any comments such as “bad
writing” or “your handwriting sucks”. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Independent
Practice/Through—Teacher instructs students to come up and pick up a grade
sheet and a paper. Using the rubric,
they begin peer-grading their classmates ATO’s.
All students switch papers once so they each grade two papers and each
paper has two grades.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Closure—The
teacher collects the papers and grades the ATO’s using the peer-grades. If the two grades are one away from each
other, the two numbers are added together and averaged. Ten points is added to the averaged number
and that’s the score the student receives on their ATO.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Student Activities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Anticipatory
Set/Into—Students listen and follow along as the teacher displays a power point
presentation detailing the directions for the assignment on the white
board. They are also given a rubric to
use while peer-reviewing. Grade sheets
are placed at the front of the room. The grade sheet is broken into
quadrants. The top left quadrant
includes a space to fill out the period number of the author as well as the
author’s writing number on the left hand side.
The top right quadrant includes a place for the reviewer to fill in
their own period number and writing number.
The bottom left quadrant is where reviewers write three points from the
rubric that proves the score the reviewer’s score. The bottom right quadrant is where the
reviewer writes a note to the author explaining what they have done well and
what they need to improve on. Teacher
instructs the students to pick up a grade sheet and a student’s paper that is
not theirs or a friend’s to grade. Step
1: Write the author's writing number and reviewer’s writing number in the
appropriate spaces. Step 2: Read the paper, underline the thesis
statement, and make sure the ATO follows the guidelines of the previous days template. Step 3: Using the rubric, score the
paper. Write three reasons using the
rubric why the paper received that score.
Step 4: Write a note to the
author explaining what they did well and what they need to work on. Step 5:
Stand up, wait for another student to stand-up, and switch papers with
them. Step 6: Repeat the process one
more time with the new paper. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instruction/Through—Students
follow along as the teacher goes through all the directions with the students
to insure they understand. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Guided
practice/Through—Students listen as the teacher instructs the students to make
sure that they are polite when leaving comments and to not leave any comments
such as “bad writing” or “your handwriting sucks”.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Independent
Practice/Through—Students begin to come up and pick up a grade sheet and a
paper as instructed by their teacher.
Using the rubric, they begin peer-grading their classmates ATO’s. All students switch papers once so they each
grade two papers and each paper has two grades.<o:p></o:p></span></div>
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Closure—Students pass
in the papers and the teacher grades the ATO’s using the peer-grades. If the two grades are one away from each
other, the two numbers are added together and averaged. Ten points is added to the averaged number
and that’s the score the student receives on their ATO.</span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 3:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Objectives—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Cognitive:
After using the same graphic organizer they created earlier in the week;
students will write their two body paragraphs that state their views on their
topic. Cognitive: After completing these
statement, body paragraphs, and ATO, students will write a conclusion that
reiterates their points and neatly ends their persuasive essay.</span><b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Standards—</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Writing Standards, 11-12 Grade, Text Types and
Purposes:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> 1. Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">b. Develop
claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">e.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">f. Provide a concluding statement or section that
follows from and supports the argument presented.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Student
Activities—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Write the two body paragraphs for their essay. Students are asked to write a one or two
sentence intro that includes their thesis statement as well. Students are asked to write a conclusion
following set criteria. A power point
with tips for writing both an intro and conclusion is displayed to the
students. Students are asked to make
corrections to their ATO’s and type up a complete essay to turn in next class.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Assessment—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Formative:
progress monitoring by the teacher as they walk around while students
are working.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Lesson
Plan<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instructional strategies<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Anticipatory
Set/Into—The teacher passes back the student’s peer-reviewed ATO’s from the
previous day. The teacher displays the
directions for the assignment on the whiteboard using a power point
presentation. Step 1: review the
comments left by the two reviewers. Step
2: On a new sheet of paper, write two goals based on the comments on the top of
the paper. Step 3: Using the same topic as the ATO, write a brief
2 sentence introduction plus a thesis statement. Step 4:
Write two body paragraphs from the graphic organizer from the previous
assignment. Step 5: write a conclusion
that answers the question “so what?”.
Step 6: Take home the essay and
type it up at home, check for spelling and grammatical errors.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instruction/Through—The
teacher goes through all the directions and asks students if they have any
questions. They also instruct the
students if they have an issue with the score they received from their
peer-reviewers to see the teacher and they will grade it.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Guided
practice/Through—The teacher shows a few sample body paragraphs to show
students what is expected of them and what they are aiming for.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Independent
Practice/Through—Teacher instructs students to begin working on their
essays. They start with their brief
introduction, moving on to the two body paragraphs, and ending with the “so
what?” conclusion.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Closure—Teacher
instructs students to take home what they have on their essays and to finish
writing them at home. They are asked to
please type them up. They are due the
next class period.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Student Activities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Anticipatory
Set/Into—Students listen and follow along as the teacher passes back the
student’s peer-reviewed ATO’s from the previous day. The teacher displays the directions for the
assignment on the whiteboard using a power point presentation. Step 1: review the comments left by the two
reviewers. Step 2: On a new sheet of
paper, write two goals based on the comments on the top of the paper. Step 3:
Using the same topic as the ATO, write a brief 2 sentence introduction
plus a thesis statement. Step 4: Write two body paragraphs from the graphic
organizer from the previous assignment.
Step 5: write a conclusion that answers the question “so what?”. Step 6:
Take home the essay and type it up at home, check for spelling and
grammatical errors.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instruction/Through—Students
listen and follow along as the teacher goes through all the directions and asks
students if they have any questions.
They also instruct the students if they have an issue with the score
they received from their peer-reviewers to see the teacher and they will grade
it.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Guided
practice/Through—Students observe the examples the teacher shows them and ask
any question they may have about the assignment.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Independent
Practice/Through—Students begin working on their essays. They start with their brief introduction,
moving on to the two body paragraphs, and ending with the “so what?”
conclusion.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Closure—Students
take home what they have on their essays and to finish writing them at
home. They are asked to please type them
up. They are due the next class period.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Day 5:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Objectives—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Cognitive: After writing their persuasive essay,
students will peer-review their classmates completed essays to provide a
concise understanding of others writing styles, techniques, and ideas. </span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Standards—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Writing Standards, 11-12 Grade, Production and Distribution
of Writing: <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">5.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Student
Activities—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Students handed in their essays the previous
class. Each student was given a random
number to write instead of their name on their paper. Peer-review: students peer-review another
period’s papers using a set rubric. They
must list three reasons using the rubric to justify their score. 10 points are added to the averaged score
just for writing the essay.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Assessment—<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Formative and Summative: progress monitoring while students are
peer-reviewing. Summative: grading based
on a rubric once students have turned in their work.</span></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Lesson
Plan<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instructional strategies<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Anticipatory
Set/Into—The teacher posts similar directions to the ones used during the
previous peer-review session. The same
grade sheets are also used. The grade
sheet is broken into quadrants. The top
left quadrant includes a space to fill out the period number of the author as
well as the author’s writing number on the left hand side. The top right quadrant includes a place for
the reviewer to fill in their own period number and writing number. The bottom left quadrant is where reviewers
write three points from the rubric that proves the score the reviewer’s
score. The bottom right quadrant is
where the reviewer writes a note to the author explaining what they have done
well and what they need to improve on.
Teacher instructs the students to pick up a grade sheet and a student’s
paper that is not theirs or a friend’s to grade. Step 1: Write the author's writing number and
reviewer’s writing number in the appropriate spaces. Step 2:
Read the paper, underline the thesis statement, underline the topic
sentence for each body paragraph, and check the ATO. Step 3: Using the rubric, score the
paper. Write three reasons using the
rubric why the paper received that score.
Step 4: Write a note to the
author explaining what they did well and what they need to work on. Step 5:
Stand up, wait for another student to stand-up, and switch papers with
them. Step 6: Repeat the process one
more time with the new paper. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instruction/Through—The
teacher goes through all the directions with the students to insure they
understand the directions. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Guided
practice/Through—The teacher instructs the students to make sure that they are
polite when leaving comments and to not leave any comments such as “bad
writing” or “your handwriting sucks”.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Independent
Practice/Through—The teacher instructs students to come up and pick up a grade
sheet and a paper. Using the rubric,
they begin peer-grading their classmates essays. All students switch papers once so they each
grade two papers and each paper has two grades.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Closure—The
teacher collects the papers and records the grades using the same procedure as
before. If the two scores are one point
off or closer they are averaged. Ten
points is added to the averaged score for the total points earned by the essay.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">F.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Beyond—All
in-class essays from here on out will start with 45 minutes with the times
slowly whittled down to 25 minutes to prep students for the written portion of
the SAT test.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Student Activities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Anticipatory
Set/Into—Students listen and follow along as the teacher posts similar
directions to the ones used during the previous peer-review session. The same grade sheets are also used. The grade sheet is broken into
quadrants. The top left quadrant
includes a space to fill out the period number of the author as well as the
author’s writing number on the left hand side.
The top right quadrant includes a place for the reviewer to fill in
their own period number and writing number.
The bottom left quadrant is where reviewers write three points from the
rubric that proves the score the reviewer’s score. The bottom right quadrant is where the
reviewer writes a note to the author explaining what they have done well and
what they need to improve on. Teacher
instructs the students to pick up a grade sheet and a student’s paper that is
not theirs or a friend’s to grade. Step
1: Write the author's writing number and reviewer’s writing number in the
appropriate spaces. Step 2: Read the paper, underline the thesis
statement, underline the topic sentence for each body paragraph, and check the
ATO. Step 3: Using the rubric, score the
paper. Write three reasons using the
rubric why the paper received that score.
Step 4: Write a note to the
author explaining what they did well and what they need to work on. Step 5:
Stand up, wait for another student to stand-up, and switch papers with
them. Step 6: Repeat the process one
more time with the new paper.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Instruction/Through—Students
follow along as the teacher goes through all the directions with the students
to insure they understand the directions.
<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Guided
practice/Through—Students listen as the teacher instructs the students to make
sure that they are polite when leaving comments and to not leave any comments
such as “bad writing” or “your handwriting sucks”.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">D.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Independent
Practice/Through—Students begin working on peer-reviewing. Students to come up and pick up a grade sheet
and a paper. Using the rubric, they
begin peer-grading their classmates essays.
All students switch papers once so they each grade two papers and each
paper has two grades.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">G.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Closure—Students
hand in the papers so the teacher can record the grades using the same
procedure as before. If the two scores are
one point off or closer they are averaged.
Ten points is added to the averaged score for the total points earned by
the essay.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">E.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Beyond—All
in-class essays from here on out will start with 45 minutes with the times
slowly whittled down to 25 minutes to prep students for the written portion of
the SAT test.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Closure/Beyond<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students will use the techniques in this unit
throughout the school year. They will
continue to write persuasive essays on set topics. They will also be given a time limit to mimic
the SAT’s. At first they will be given
45-50 minutes to write an essay. Slowly,
the time will be whittled away until they are writing an essay in 25 minutes.</span><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;"><o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-indent: -0.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: Arial;">7.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt;">MATERIAL/RESOURCES<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Power
point slides on next page.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Graphic
Organizer—Students make their own graphic organizers, however they are given
instructions on how to make them as demonstrated below.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: .25in; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-bottom-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-right-alt: solid black .5pt; mso-border-right-themecolor: text1; mso-border-right-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Supporting Ideas for Thesis<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border: none; mso-border-bottom-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-left-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Opposing Ideas to Thesis<o:p></o:p></span></div>
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Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-3071468273233130432012-11-05T14:42:00.004-08:002012-11-05T14:42:57.573-08:00P21 ToolKit<br />
<div class="MsoNormal">
P21-ToolKit</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>p. 37-38.</b></div>
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<b>Where and how does creativity occur in your class?</b></div>
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<b>Where and how does critical thinking and problem solving
occur?</b></div>
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<b>Where and how does communication, discussion, and
collaboration occur?</b></div>
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Creativity occurs in my classroom through group projects and
individual projects. In group projects,
they complete them in class using materials they’ve brought in. One projects, students were asked to bring in
a song that they thought was transcendental with a paragraph explaining why. Students got into groups of 4 and selected
one song from their pool of 4. They then
create a poster depicting the song with a brief summary, transcendental
elements it represents, and a drawing the illustrates a main idea of the
song. Students also show their
creativity through individual work they do.
For example, they also create their own gothic poems that then
illustrate.</div>
<div class="MsoNormal">
Critical thinking and problem solving occurs during group
discussions about readings that we are doing in class. Many of the books, poems, and articles that
the students read are read to them in class.
During pauses from the reading, students are asked questions about the
text to draw on their critical thinking skills and make inferences based on
what we’ve read.</div>
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The majority of the discussion happens inside the
classroom. Communication is not,
however, limited to the classroom.
Students also have Schoolloop which allows for teachers to post
homework, notes, announcements, and details about what went on during the class
for students and parents to access later.</div>
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<br /></div>
<div class="MsoNormal">
<b>P. 39</b></div>
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<b>Where and how do you support and teach information
literacy?</b></div>
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<b>Where and how do you teach media literacy?</b></div>
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<b>Where and how do you use technology in your class for
students to research, organize, evaluate, and communicate information?<o:p></o:p></b></div>
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Students are taught
how to access the internet to find relevant sources of information. They are instructed how to look at a website
to tell if it is a valid source. One
website they are not allowed to use is Wikipedia. While Wikipedia is a valuable source of
information and is continually updated through free-source postings of users,
students are taught that there are other more accurate sources of information
at their disposal that provide what is considered to be a reliable.<o:p></o:p></div>
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My students activily
use Schoolloop to check their homework and other work for their classes. This is especially helpful for days they are
absent from school.<o:p></o:p></div>
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Students have a
research project that they do in 10<sup>th</sup> grade English. Part of the project is researching a
controversial topic, write an essay, and then presenting the information they gained
to a panel of three. Students use the
same techniques they learned the previous year to research background
information for books and poems that we read.
For example, before reading the Crucible, students researched selected
topics to further their understanding of the time period, politics of the era,
deeper meaning of the play, and author information.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b>P. 40 How do you teach students to work independently and
provide opportunities for tem to be self-directed learners?<o:p></o:p></b></div>
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Students are given
many opportunities to work independently of each other. One such assignment is the independent
reading assignment. Each student picks a
book on their own, reads it, and completes a project on their own that they
then presents in front of the class.</div>
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<br /></div>
<div class="MsoNormal">
<b>p. 41 How do you provide students with opportunities to
interact with others, work effectively in diverse teams, manage projects, and
produce results? </b></div>
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Students are given opportunities to work in groups during
group assignments and discussions.
Before students began reading The Crucible, they researched in groups
background information that they then presented in front of the class. The students that weren’t presenting took
notes. The information that the students
offered was tested on during the Unit test. </div>
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Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-287740924711555632012-10-29T13:56:00.001-07:002012-10-29T13:57:24.839-07:00Instructional Strategies<b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">WRITING STRATEGIES</span></b><br />
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Daily journaling about a given topic</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Timed essays with real world topics</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Poems based on given theme or related to student’s life</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Formal essays</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Quick writes--beginning of the class following a set prompt</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Self reflections where students self evaluate their writing, oral presentations, or group contributions</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Outlining or “T” charts to assist with writing essays</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Peer tutoring or peer-reviews for students to assess each other’s work based on a set rubric.</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Group essays (2-3 students) with a visual representation</span></b></li>
<li style="font-family: Arial; font-size: 15px; list-style-type: decimal; vertical-align: baseline;"><b id="internal-source-marker_0.7480116027873009" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">Short story journals--students write a short story for themes they’ve learned in class, possibly based on what they are currently reading.</span></b></li>
</ol>
Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-80374252398290137332012-10-22T07:36:00.004-07:002012-10-22T07:36:44.388-07:00Sociocultural Aspects of Schooling for ELsAn issue that I would like to address at my school site is creating an atmosphere of welcome for new comers and non-English speakers. My school site is very receptive of new comers, however dealing with non-English speakers can be daunting with the language barrier. I think tutoring should be emphasized to help build the bridge between EL's and native English speakers. Also, festivals held during lunch that highlight different cultures should be held at least once a month and should avoid the stereotypes that some may grasp on to.Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-25561010851741872622012-10-15T16:04:00.004-07:002012-10-22T05:37:10.343-07:00Lesson PlanningMy overall lesson design incorporates semantic memory and emotional memory. Depending on the student, episodic memory may also be incorporated. The lesson asks students to find a Transcendental song from their music library that they listen to. A model is shown to them through a visual representation of lyrics of Jack Johnson's "Gone" on the Smartboard/powerpoint/whiteboard. An audio recording of the song is then played to the students so they may hear the song as well as read it. The playing of the song plays is a form of episodic memory. The students remember the song and remember the time they spent in class. This helps them to remember the assignment.<br />
<br />
The use of the music as well as relating the lesson to songs they know and choose assists them in wanting to complete the assignment.Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-65692443783655461752012-10-15T07:46:00.001-07:002012-10-15T07:46:46.483-07:00Classroom Management Plan<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Classroom
Management Plan<o:p></o:p></span></div>
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<br /></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Introduction<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Much like I am a mesh of educational
philosophies, so too am I mesh of classroom management approaches. My mesh of reconstructionist, essentialist,
and experimentalist educational philosophies dictate how I view the education
system, classroom, and my students.
Students hold the key to their own education and acquisition of
knowledge; teachers are the guides for students to achieve their goals as well
as to changing the world through social activism and change. As any decent
guide, I must lead the students while not inhibiting their creativity, ideas,
and zeal while managing the classroom to create the best environment. I feel the best approach to do this is
through synergy as well as through <i>Assertive
Discipline</i>, <i>Cooperative Discipline</i>,
and <i>Discipline through Self-Control</i>. I believe these four approaches best suit my
philosophies as well as my students needs.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Preventive Approach<o:p></o:p></span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Preventive approaches are much like
preventive healthcare, they seek to cure illness the before the sickness sets
in. In the case of a classroom,
preventive approaches address behavior problems before they can develop in the
student.<o:p></o:p></span></div>
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<br /></div>
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</div>
<ol>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Create rules and
present them to the students from day one (Canter 1976). The Assertive discipline created by Lee and
Marlene Canter can be harsh at times, however, I agree with setting rules with
set consequences and insuring that students are aware of the consequences eliminates
many problems before they manifest. In
my classroom, rules for the class are introduced on the first day. Consequences are clearly stated for violating
the rules, the most imperative of the rules being cheating and plagiarism.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Look for
students behaving or “being good” (Albert 1996). Preventing behavior issues is more than
informing students of the rules and consequences beforehand. Students respond to positive reinforcement,
especially to reinforcement that they didn’t expect.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Motivate students
to create excitement and energy (Charles 2000).
Synergy brings back memories of company outings or picnics with fun
games, prizes, and BBQ’s all with pep talks by guest speakers and reinforcement
of being a good employee. Unlike company
picnics or meetings, synergy in the classroom creates an atmosphere that
students want to learn in. By teachers
motivating their students to create excitement whether through games (prizes
maybe arbitrary marks on the board or the rare extra credit point), the
likelihood of students misbehaving decreases.
The students want to be there and enjoy the environment and positive
energy they created.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Build a
positive, caring relationship between students and the teacher (Albert
1996). One of the most important things
I’ve seen with my cooperating teacher and her students is the caring nature she
has and they have for her. She achieved
this through sharing a bit of life with them.
By giving them insight into her life (though not too much insight to be
inappropriate), they came to view her more than just a teacher feeding them
information they may or may not want to a person.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Treat the
students as adults (Coloroso 1994).
There is no denying the tumultuous teen years are tough. High school students have graduated from the
middling years in middle school to the responsibility and freedom that drivers
licenses, jobs, and less restrictive social lives bring. Treating the students with the respect of an
adult inflates their ego, but to the teachers benefit. </span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Furniture
arrangement (Kohn 1996). How the
furniture is arranged in a classroom affects how students learn and are willing
to learn. Arranging the desks so that
they face each other in small groups allows for students to interact with each
other, creating an environment conducive to discussion and collaboration.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Student artwork
on walls (Kohn 1996). Student work is the
best artwork. They become Picassos,
Rembrandts, and Raphaels of the classroom.
The pride of having their own work decorate the walls creates an
atmosphere of welcoming and a learning environment where students want to share
their work.</span></li>
</ol>
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<br /></div>
<div class="MsoNormalCxSpMiddle" style="border: none;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Supportive Approach<o:p></o:p></span></b></div>
<div class="MsoNormalCxSpMiddle" style="border: none;">
<br /></div>
<div class="MsoNormalCxSpMiddle" style="border: none;">
</div>
<ol>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Students respond amazingly well to
supportive behaviors by the teacher and their peers. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Students are
given the opportunity to solve their own problems (Coloroso 1994).</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Teenagers are an odd mix of dependency and
new independence.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Talking with a student
and informing them that they made a mistake and it’s up to them to fix the
situation places the responsibility on them.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">
</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">They must think for themselves to solve the situation they put
themselves in.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">It shifts the
responsibility from the teacher to the student, giving the student the
independence to solve their problem.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Provide clear
consequences and state them calmly, matter-a-factly, and do not waiver (Canter
1976).</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">By stating the consequences of
misbehavior and sticking to it, I seek to create a fair environment without
favoritism or discrimination.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Also, with
the rules clearly stated, there is less opportunity for students to say that
they didn’t know.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">For example, the late
work policy in my cooperating teacher’s classroom is posted in five different
locations and in the syllabus.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Students
do try and claim that they didn’t know about the policy, however, pointing out
the locations of the policy quickly deflates that excuse.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Students are much more likely to take
responsibility for their actions if the rules are clearly stated and enforced.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Use the teacher
“eye” (Albert 1996).</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Using the teacher
“eye” is essential in a classroom.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Often
times, students don’t need to be verbally reprimanded for every infraction or
deviation from the task at hand.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">
</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Students watch the teacher as much as the teacher watches them.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">They may goof off, however, the teacher can
give them “the eye” and as long as they see it, it’s all students need to get
back on track.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;">It’s okay to make
mistakes (Coloroso 1994).</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;">People make
mistakes.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;">They are a part of everyday
life and should be viewed as a learning opportunity, not a failure.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;">The only time a mistake should be considered
a failure is if the student (or teacher) fails to learn from it.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> </span></li>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Corrective Approach<o:p></o:p></span></b></div>
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<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Play
a musical sound (Albert 1996). This is
ideal for when the class overall is acting out.
It’s a quick and efficient way to grab the student’s attention without
shouting or straining voice muscles. My
cooperating teacher has a small xylophone that she uses to grab student’s
attention. It works well. Students immediately stop talking and shift
their attention to the front of the classroom to where she is waiting to shift
to the next assignment.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">The
teacher should look and address the cause of the misbehavior without being
confrontational (Charles 2000). Student
misbehavior comes from somewhere. It may
be from problems at home, issues with friends, or some other problem that is
causing the student to manifest the misbehavior and act out in class. Talking with the student that is causing the
trouble shows that the teacher cares about the student and wants to solve
situation in a calm manner without yelling or accusations. By approaching students and people in general
in this manner, they are much more likely to be receptive to talking with the
teacher and resolving the issue.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Rules
should be clear (Coloroso 1994). The
classroom is almost like a mini courtroom.
Rules must be specific. If they
are vague, just as in a court of law, students can make a case as to why they
shouldn’t be punished or have to do an assignment. By insuring that rules are clearly stated, it
removes student’s ability to wiggle out of responsibility. They will still try, however, the likelihood
of them being successful is reduced greatly.</span></li>
<li><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: -0.25in;">Communication,
communication, communication (Coloroso
1994). The classroom relationship is
like any relationship, communication is key for it to survive. Students must be able to come to the teacher
and discuss issues they are having in the classroom or at home. A warm, welcoming environment will help
students be open and willing to discuss pertinent issues are experiencing. Through this, the students will be much more
likely to communicate with the teacher and vis versa. </span></li>
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Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-58231510579797636102012-10-08T07:36:00.003-07:002012-10-08T07:36:29.946-07:00Assessment for English learners<br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">ELD STANDARD(S)<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> Use
Figurative Language: Cluster 6,
A—Demonstrate an understanding of figurative language and idiomatic expressions
by responding to such expressions by using them appropriately.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">ASSESSMENT<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">A.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Diagnostic/Entry
Level—Teacher asks the students informally how many students know any of the
literary terms listed on the board or power point slide.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">B.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Formative—Progress
Monitoring—Students must check with the teacher to have the shortened
definition of their assigned literary term approved.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: Arial;">C.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Summative—A
literary term test is administered two-three days after the presentations are
complete in order to insure student understanding. Students will then have follow up tests
throughout the school year to check their learning.<o:p></o:p></span></div>
Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-48514169947023844722012-09-24T18:25:00.002-07:002012-09-24T18:25:55.915-07:00SDAIE BlogOne SDAIE strategy that I've observed at my school site (specifically that my CT does) is using both visual representations such as power point slides to convey information on what the class is currently working on or relaying the homework for the day as well as verbally reinforcing the written directions. This helps ELL's through both hearing the directions and through seeing the words projected on the smartboard.Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-17383040045170106502012-09-09T11:37:00.003-07:002012-09-09T11:37:46.033-07:00"Desk-gate"<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKq-oUwEoEmjkqikLalU6mS_LZHQk5icMXz5nXe3E8uNGhZJuHfDis0GDta7cTHrH-FY4hiirR5S917SYBom0-ijoId-yyhumV6JZ6y1AwSEoaBOTRrVOrVxpq1CqMgaMr2mp0Kqk1IIU/s1600/Photo0322.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKq-oUwEoEmjkqikLalU6mS_LZHQk5icMXz5nXe3E8uNGhZJuHfDis0GDta7cTHrH-FY4hiirR5S917SYBom0-ijoId-yyhumV6JZ6y1AwSEoaBOTRrVOrVxpq1CqMgaMr2mp0Kqk1IIU/s320/Photo0322.jpg" width="320" /></a></div>
<br />
There are multiple injustices at my school site. There aren't enough textbooks for every student and some teachers are making due with a classroom set of books that are meant to serve anywhere from 120-210 students. However, the injustice I chose has to do with the desks in the classroom. For the first three schools days, there were not enough desks. Classroom size ranges from 40-44 students and we were short 8 desks for those three days. The students that arrived late either had to stand for the entire two hour class or sit on the floor. <br />
<br />
Two teachers were laid off over the summer, however this doesn't account for the lack of seats. Budget cuts and the desire to have all the desks look the same caused "Desk-gate". Our classroom was not the only one that was short desks, however, we were one of the last to get the desks we needed. The students were the ones to suffer in this mess of a situation. Those that were forced to sit on the floor had trouble seeing the board. The only consolation is that it was in the beginning of the school year when introductions were still in progress and in-depth instruction had yet to begin.Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-83479638910550485992012-09-08T20:22:00.000-07:002012-09-08T20:22:07.154-07:00Literacy Survey<br />
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I grew up with two parents who loved to read. Almost every weekend was spent in a bookstore
acquiring more books. Good books, bad
books, science fiction books, horror books, mystery books, young adult books,
definitely adult books, reading was always an important part of my life. Many a late afternoon was spent sprawled on
the couch or purple unicorn bedspread, eyes dancing across inked words with
minds far away conjuring images of places that could only exist if I closed my
eyes. I saw a movie every weekend that
no one else could see but me. I love to
read. My own personal tier of hell
consists of being a world devoid of books and writing or something similar to <i>Idiocracy</i>.</div>
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With my love of reading and books, I understand that not
everyone shares my passion. My parents
were instrumental in my literacy and parents are the keystone to whether
children grow up liking to read. I
designed a simple survey that I gave to three class periods at my school site. All three periods were English 3 CP and a
total of 112 students were surveyed anonymously. The survey asked four questions:</div>
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<ol>
<li>Do your parents read (newspapers, books, etc.)?</li>
<li>How often do you read on your own (non school books,
magazines, social media sites, etc.)?</li>
<li>What do you read the most (magazines, books, social media
sites, etc.)?</li>
<li>Do you like to read?
Why or why not?</li>
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91 of the students responded that their parents read in some
form. 64 students said they enjoyed
reading. The majority of these students said they preferred books and reading
material they picked. However, I found
issues with the survey. Some students
either read the questions wrong or didn’t care enough to answer the question
correctly. For example, one student
wrote “yes” for question 2. There were a
few other anomalies that followed along the same lines. Many students were very vague for the second
question and I believe that was my fault for wording the question the way I
did. For future surveys, if I ask that
question, I’ll have to ask it in a multiple choice format. </div>
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One of the common comments that students wrote for why they
don’t like to read is that books are boring or that it takes up too much
time. These two comments convince me of
one thing, the students haven’t found the right book. A book exists for everyone, sometimes it’s
difficult to dig through the ones that the person has no interest in. </div>
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Overall, I learned quite a bit from the survey, though I
will have to rework a few questions for clarity if I decide to use this survey
again.</div>
<br />
Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0tag:blogger.com,1999:blog-2465770695327734562.post-6026568471539111162012-08-27T07:28:00.001-07:002012-08-27T11:02:09.917-07:00What's in a Name?<br />
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My name is Megan.
Growing up, I hated my name. In
school, every class I was in had 2 to 3 girls with the same name as me. Normally, their names would be spelled the
same, however once in awhile there would be an added “H” or “a”. This was a rarity, however. I was even less enthused when a cousin was
born and named Megan, though with an added “h” for flair.</div>
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It wasn’t
until middle school that my father told me how he and my mother had selected my
name. He joked that I had come very
close to being named “Davida”, a feminized version of his name. He then told me that he and my mom where
looking through a baby name book when they came across the welsh name Megan. It means “little pearl” and is a variation of
Margaret. My dad had a beloved aunt that
was named Margaret and my name was chosen as a way to honor her memory. The revelation changed me. No longer could I hate a name that was given
to me in memory of another. I realized
my name had meaning and wasn’t just one more Megan.</div>
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My name
is not unique. Many share it. However, the origin of my name is
unique. The reasons my parents chose my
name is unique to me and that is what makes a name special. It’s not the name it’s self, but the story
behind the name. Whether it’s sad,
happy, or inspiring, the history and story behind a name adds the spark and distinctiveness
that makes everyone different. </div>
Meganhttp://www.blogger.com/profile/15995318349668366376noreply@blogger.com0