What I learned, what I hope my classroom will be

Literacy Level

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.

Journal--What will your literacy-rich classroom look like?

In the future--Sept. 30, 2013

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.

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.
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.

Diary...December 15, 2013

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.

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.

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.


Diary...May 30, 2014

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.

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.

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.

Unit Plan

1.   UNIT CONTEXT

Subject/Content Area:  English, Persuasive Writing Unit

Course:  English 3 College Prep, Per. 3

Grade Level:  11^th Grade    

Length of Unit:  5 Days

2.   FACTS ABOUT THE LEARNERS

Number of Students in Class: 43

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.

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.

Individual Student Information and Differentiation Strategies

English Language Learners

Student A—Student A is a 16 year old advanced English learner.  He has been in the school district since 7^th grade.  He was re-designated as RFEP in 10th grade.  He had a rough 9^th grade year due family issues at home and went to the continuation high school for his 10^th 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.

Student B—Student B is a 16 year old 11^th 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.

Student C—Student C is a 16 year old 11^th grader and a re-designated English learner.  He is in Avid and has been since 9^th 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.

Students with Special Needs

Student D—Student D is a 16 year old 11^th 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.

Student E—Student E is a 16 year old 11^th 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.   

3.   UNIT RATIONALE

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.

Enduring Understanding

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.

Essential Questions

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?

4.    UNIT OBJECTIVES

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.

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.

5.   ASSESSMENT

Each day has a different assessment planned.

Day 1:

Name of Assessment: ATO Assessment

Formality: Informal

Type:  Formative

Purpose:  To check for understanding of ATO concept

Implementation Method:  progress monitoring, teacher walks around and monitors student progress and understanding.

Communication of Expectations:  Sample is shown during power point slide of a sample ATO.

Day 2: 

Name of Assessment: ATO Peer-Review

Formality:  Informal

Type:  Formative

Purpose:  To allow students to see other student’s ATO’s and compare how well they did compared to their peers.

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.

Day 3: 

Name of Assessment: Body Paragraph Monitoring

Formality:  Informal

Type: Formative-Progress Monitoring

Purpose:  To allow students to write their body paragraphs in class and ask questions of the teacher if they have any.

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.

Day 5:

Name of Assessment:  Final Essay Peer-Review

Formality:  Informal

Type:  Peer-Review

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.

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.

Communication of Expectations:

Day 5:

Name of Assessment:  Peer-review grading

Formality:  Formal

Type:  Summative

Purpose:  Students are graded on how the peer-review and follow the direction that were stated in the beginning of the assignment.

Implementation Method:  Students are graded based on how well they follow directions at the beginning of the peer-review assignment.

6.   STEPS OF INSTRUCTION

Day 1:

Objectives—

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. 

Cognitive:  After looking at their graphic organizer, students will write an ATO that states the oppositions points in a respectful and polite manner.

Standards—

Writing Standards, 11-12 Grade, Text Types and Purposes:

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

Student Activities—

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.

Assessment—

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.

Lesson Plans

Instructional Strategies

A.   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)

B.   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)

C.   Guided Practice/Through—Teacher instructs students to write their thesis statement and share the statement with a neighbor.  (5 min)

D.   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)

E.   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.

Student Activities

A.   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)

B.   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)

C.   Guided Practice/Through—Students write their thesis statement and share the statement with a neighbor.  (5 min)

D.   Independent Practice/Through—Students begin writing their ATO’s using the format in the power point slide.  They work quietly while working.  (15 min)

E.   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

Day 2

Objectives—

Cognitive:  After writing their ATO, students will peer-review a classmates ATO to provide better understanding of their own work.

Standards—

Writing Standards, 11-12 Grade, Production and Distribution of Writing:

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.

Student Activities—

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.

Assessment—

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.

Lesson Plan

Instructional strategies

A.   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. 

B.   Instruction/Through—Teacher goes through all the directions with the students to insure they understand the directions. 

C.   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”.

D.   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.

E.   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.

Student Activities

A.   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. 

B.   Instruction/Through—Students follow along as the teacher goes through all the directions with the students to insure they understand. 

C.   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”.

D.   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.

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.

Day 3:

Objectives—

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.

Standards—

Writing Standards, 11-12 Grade, Text Types and Purposes:

 1.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

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.

f. Provide a concluding statement or section that follows from and supports the argument presented.

Student Activities—

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.

Assessment—

Formative:  progress monitoring by the teacher as they walk around while students are working.

Lesson Plan

Instructional strategies

A.   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.

B.   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.

C.   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.

D.   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.

E.   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.

Student Activities

A.   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.

B.   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.

C.   Guided practice/Through—Students observe the examples the teacher shows them and ask any question they may have about the assignment.

D.   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.

E.   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.

Day 5:

Objectives—

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. 

Standards—

Writing Standards, 11-12 Grade, Production and Distribution of Writing:

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.

Student Activities—

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.

Assessment—

Formative and Summative:  progress monitoring while students are peer-reviewing.  Summative: grading based on a rubric once students have turned in their work.

Lesson Plan

Instructional strategies

A.   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. 

B.   Instruction/Through—The teacher goes through all the directions with the students to insure they understand the directions. 

C.   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”.

D.   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.

E.   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.

F.    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.

Student Activities

A.   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.

B.   Instruction/Through—Students follow along as the teacher goes through all the directions with the students to insure they understand the directions. 

C.   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”.

D.   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.

G.   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.

E.   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.

Closure/Beyond

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.

7.   MATERIAL/RESOURCES

Power point slides on next page.

Graphic Organizer—Students make their own graphic organizers, however they are given instructions on how to make them as demonstrated below.

Supporting Ideas for Thesis	Opposing Ideas to Thesis

P21 ToolKit

P21-ToolKit

p. 37-38.

Where and how does creativity occur in your class?

Where and how does critical thinking and problem solving occur?

Where and how does communication, discussion, and collaboration occur?

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.

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.

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.

P. 39

Where and how do you support and teach information literacy?

Where and how do you teach media literacy?

Where and how do you use technology in your class for students to research, organize, evaluate, and communicate information?

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.

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.

Students have a research project that they do in 10^th 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.

P. 40 How do you teach students to work independently and provide opportunities for tem to be self-directed learners?

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.

p. 41 How do you provide students with opportunities to interact with others, work effectively in diverse teams, manage projects, and produce results?

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.

Instructional Strategies

WRITING STRATEGIES

1. Daily journaling about a given topic
2. Timed essays with real world topics
3. Poems based on given theme or related to student’s life
4. Formal essays
5. Quick writes--beginning of the class following a set prompt
6. Self reflections where students self evaluate their writing, oral presentations, or group contributions
7. Outlining or “T” charts to assist with writing essays
8. Peer tutoring or peer-reviews for students to assess each other’s work based on a set rubric.
9. Group essays (2-3 students) with a visual representation
10. Short story journals--students write a short story for themes they’ve learned in class, possibly based on what they are currently reading.

Sociocultural Aspects of Schooling for ELs

An 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.

Lesson Planning

My 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.

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.

Classroom Management Plan

Classroom Management Plan

Introduction

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 Assertive Discipline, Cooperative Discipline, and Discipline through Self-Control.  I believe these four approaches best suit my philosophies as well as my students needs.

Preventive Approach

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.

1. 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.
2. 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.
3. 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.
4. 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.
5. 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. 
6. 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.
7. 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.

Supportive Approach

1. Students respond amazingly well to supportive behaviors by the teacher and their peers.  Students are given the opportunity to solve their own problems (Coloroso 1994).  Teenagers are an odd mix of dependency and new independence.  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.  They must think for themselves to solve the situation they put themselves in.  It shifts the responsibility from the teacher to the student, giving the student the independence to solve their problem.
2. Provide clear consequences and state them calmly, matter-a-factly, and do not waiver (Canter 1976).  By stating the consequences of misbehavior and sticking to it, I seek to create a fair environment without favoritism or discrimination.  Also, with the rules clearly stated, there is less opportunity for students to say that they didn’t know.  For example, the late work policy in my cooperating teacher’s classroom is posted in five different locations and in the syllabus.  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.  Students are much more likely to take responsibility for their actions if the rules are clearly stated and enforced.
3. Use the teacher “eye” (Albert 1996).  Using the teacher “eye” is essential in a classroom.  Often times, students don’t need to be verbally reprimanded for every infraction or deviation from the task at hand.  Students watch the teacher as much as the teacher watches them.  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.
4. It’s okay to make mistakes (Coloroso 1994).  People make mistakes.  They are a part of everyday life and should be viewed as a learning opportunity, not a failure.  The only time a mistake should be considered a failure is if the student (or teacher) fails to learn from it.  

Corrective Approach

1.  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.
2.  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.
3. 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.
4.  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.