Rules of Engagement: Reading and Middle Graders…the LDC Way Latoya Y. McCormick, M.A.Ed Latoya Y....
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Rules of Engagement: Reading and Middle Graders…the LDC Way Latoya Y. McCormick, M.A.Ed. 8 th grade ELA Pembroke Middle School Pembroke, NC
Rules of Engagement: Reading and Middle Graders…the LDC Way Latoya Y. McCormick, M.A.Ed Latoya Y. McCormick, M.A.Ed. 8 th grade ELA Pembroke Middle School
Rules of Engagement: Reading and Middle Gradersthe LDC Way
Latoya Y. McCormick, M.A.Ed Latoya Y. McCormick, M.A.Ed. 8 th grade
ELA Pembroke Middle School Pembroke, NC
Wife, mother, 8 th grade language arts teacher, book lover 2 nd
year beginning, lateral entry teacher B.A. Sociology M.A.Ed. Adult
Education and Training 5 years experience in adolescent mental
health Married since 2010 2 year old daughter Busy Wife, mother, 8
th grade language arts teacher, book lover 2 nd year beginning,
lateral entry teacher B.A. Sociology M.A.Ed. Adult Education and
Training 5 years experience in adolescent mental health Married
since 2010 2 year old daughter Busy
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At least what I thought teachers did Teacher: magical beings
that successfully taught all children, graded papers, wrote
phenomenal lesson plans, while raising a family and looking
fabulous all at the same time Basically a unicorn.
Slide 6
Lesson Planning Informational Text Grading Papers Lack of
experience Behavioral problems Engaging the students Informational
Text Time Management Clear use and understanding of CCSS Pacing and
lesson planning Difficulties before LDC Engaging students Data and
scores Behavioral Problems Behavioral Problems
Slide 7
Lord of the Flies by William Golding
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NONE Students were bored. They struggled with concepts. They
had no real direction and were not presented with opportunities to
relate the novel to the real world.
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LDC
Slide 14
LDC is a national community of educators providing a teacher-
designed and research-proven framework, online tools, and resources
for creating literacy-rich assignments and courses across content
areas (SREB, 2014).
Slide 15
Meet the students at their level. Determine student interest
via survey: https://www.surveymonkey.com/s/5GRPXMV Student
conferences (EOG, Benchmark data, history, RTI) Outline
expectations
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video link: The Story of Human Rights
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LT represents what the student will be able to do upon the end
of the lesson EQ represents the level of thinking for student
performance using textual evidence, process of elimination, etc. It
provides students with a focus on what they should know upon the
end of the lesson.
Slide 21
Students work in groups of 4 (5 max) Each student has a role in
the reading circle. 1.Dictionary Detective 2.Making Connections
3.Illustrator 4.Reader/Discussion Director 5.Story Mapper Students
work in groups of 4 (5 max) Each student has a role in the reading
circle. 1.Dictionary Detective 2.Making Connections 3.Illustrator
4.Reader/Discussion Director 5.Story Mapper
Slide 22
Eliminates inconsistencies in grading Provides students with
clear expectations Provides a framework/guide for the
assignment
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NAME:________________________DATE:__________ PERIOD:_____ SIFT
Literary Analysis Strategy Directions: Use the table below to
record examples of each of the poetic devices from the literary
work Title:________________________ Author:____________________ S
ymbols Examine the title and text for symbolism I mages Identify
images and sensory details (sight, sound, taste, odor, texture) F
igurative Language Identify and analyze non-standard use of
language, including metaphor, simile, repetition, omission, unusual
word order, slang, etc. T one and Theme 1) Discuss the tone taken
by the author. 2) Message or moral: Why did the author create this
work?
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Engagement through Formative and Summative Assessments
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Students created paper Fakebook pages for assigned characters.
Students could not use any visuals from the film. Information must
show textual evidence.
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Create a cookbook written specifically for survival when living
in District 12. Create a survival guide that would be used in the
games. Could be written from the perspective of a participant in
the games or a spectator. } Both projects must show textual
evidence to support the claims being made. This project is used as
a summative assessment.
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Old School Students are uncertain about what to do. Usually a
rephrasing of the authors original work. Rudimentary for 8 th
gradersbelow grade level Boring Does not adhere to CCSS Does not
allow students to make inferences and relate the text to the real
world
Slide 31
Using QR codes Students can do interactive gallery walks
Teachers can conduct scavenger hunts Students can scan codes for
study guides, homework, etc. Facilitates curiosity and
interest
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Students become more invested in their education. Increase in
test scores They understand the whys of learning If WE as teachers
are not successful, we are failing ourselves, students, and future
generations.
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Without teachers, there would not be any other professions. Our
job is important
Slide 36
www.discoveryeducation.com www.newsela.com
www.readwritethink.org www.ereadingworksheets.com
www.teenbiz3000.com Accelerated Reader www.huffingtonpost.com/teen/
(Teen Huffington Post) Curriculum Coach handbook SREB LDC handbook
The teaching channel Pinterest http://www.qrstuff.com/
www.Animoto.com www.Youtube.com Common Core Standards (app) and
flip chart Depth of Knowledge chart
Slide 37
Email: [email protected] School webpage:
http://www.robeson.k12.nc.us/Domain/5158
