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Student Teaching Impact Project Grade 8 Language Arts & Social Studies Language Arts 1/19/14 Claire Whitby

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Student Teaching Impact Project Grade 8

Language Arts & Social Studies Language Arts

1/19/14 Claire Whitby

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Table of Contents

Part 1: Student Background Knowledge and Experience …………………… pgs. Part 2: Learning Goals and Objectives ………………………………… pgs. Part 3: Essential Content Knowledge ……………………………………… pgs. Part 4-8: ……………………………………………………………………… pgs.

Instructional Procedures Modifications Classroom Management Plan for Assessment and Evaluation of Student Learning

Part 9: Assessment and Evaluation ………………………………………. pgs. Part 10: Results and Analysis of Student Learning ……………………. pgs. Part 11: Reflection on Teaching and Learning …………………………. pgs.

                                           

 

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I. Part 1: Student Background Knowledge and Experience Student Number

Achievement/Developmental Data (percentile and test score)

504/IEP Modifications

*AYP Groups

Possible Environmental & Cultural Factors other than AYP

#1 52% and 3 White, female

#2 13% and 1 IEP- EC: Read Aloud, Extended time, multiple sessions, separate room, mark in book

White, male, EC

Discipline issues

#3 93% and 4 White, male, AIG- reading and math

Parents divorced

#4 20% & 2 White, male Parents divorced, mom been to jail

#5 73% & 3 White, male Parents divorced #6 17% & 2 White, male #7 N/A White, male,

self-proclaimed anger issues

#8 20% & 2 IEP: RA, ET, MS, SR, MIB

White, female, EC

Mom not present

#9 Extend 1 IEP: RA, ET, MS, SR, MIB, DS, MA, MG, Copy of notes

White, male, EC

#10 31% & 2 White, female

Poverty, borderline homeless

#11 73% & 3 White, male Single absent mom

#12 56% & 3 White, male, AIG-math

#13 93% & 4 White, female, AIG- reading and math

Single mom

#14 59% & 3 White, male Older parents

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#15 34% & 2 White, female

#16 83% & 3 White, female AIG- math

#17 Extend 2 IEP: RA, RTS, ET, MS, SR, MB, DS, MA, MG

Hispanic male, EC, IEP, ESL,

Parents speak little to no English

#18 99% & 4 White, female

#19 55% & 3 504: RA, SR, ET, MIB, MS, DD

White, male Autistic

#20 45% & 2 White, male #21 None White,

female Foster care

#22 80% & 3 White, female

#23 28% & 2 White, male, AIG- math

#24 88% & 3 White, female, AIG- reading & math

#25 10% & 1 White, male Poverty #26 52% & 3 White,

female, AIG-math

Divorced parents

#27 63% & 3 White, male Divorced parents

#28 67% & 3 White, female

#29 89% & 4 White, female

Lives with grandma, mom is in and out of jail

#30 83% & 3 White, male, AIG- reading and math

Older parents

#31 7% & 1 504- extended time

White, male Parents divorced and young

#32 2% & 1 IEP- RA, ET, MS, SR, MIB

White, male Dad’s in jail, mom’s dead, lives with grandparents

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#33 56% & 3 White, female, AIG- reading

#34 N/A White, female

#35 67% & 3 White, female, AIG- reading and math

Mom’s teacher at high school

#36 2% & 1 White, male Health issues #37 8% & 1 White, male #38 76% & 3 White, male #39 25% & 2 White, male Lives with

grandma and uncle

#40 12% & 1 White, male Potential poverty situation

#41 83% & 3 White, male #42 20% & 2 504- SR, ET,

MS, MIB White, male

#43 83% & 3 504- hearing, ET, SR, preferential seating

White, female

#44 34% & 2 White, male Mother died when he was young

#45 88% & 3 White, male, AIG- reading, math

Parents are divorced

#46 93% & 4 African American, female

#47 76% & 3 White, male, AIG- reading and math

#48 25% & 2 White, female

#49 80% & 3 White, male Raised by grandparents

#50 28% & 2 White, male Parents divorced #51 34% & 2 White,

female

#52 83% & 3 White, female

Parents divorced, step-

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dad died recently

#53 31% & 2 White, male #54 88% & 3 White, male,

AIG-reading and math

Parents divorced

#55 98% & 4 White, female, AIG-reading and math, level D

Mother abused by the dad

#56 20% & 2 White, male Twin brother, poverty

#57 N/A African American male

New student

#58 63% & 3 White, female, AIG- reading and math

Parents are divorced, step-mom very young

#59 2% & 1 EC- RA, ET, MS, SR, MIB

#60 89% & 4 White, female, AIG-math

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II. Part 2: Learning Goals and Objectives – Identify and state (in measurable terms) the intended outcomes of instruction expected as a result of this teaching/learning experience. Goals and objectives established here should be clearly connected to the plan created for assessment and evaluation of student learning.

Learning  Goals  and  Objectives  

Alignment  with  state  curriculum  

21st  Century  Skills  

Horizontal  Alignment  

Vertical  Alignment  

Students will be able to understand that there are many different forms of informational writing. Students will be able to recognize the importance of being able to write within the genre of informational writing. Students will be able to detect the differences between each type of informational text.  

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

Creativity and Innovation, & Critical  Thinking  and  Problem  Solving  

8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.  

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Students will be able to read an informational text and

CCSS.ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow;

Critical Thinking and Problem Solving, Information

8.H.1.1 Construct charts, graphs, and historical

CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what

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recognize the common conventions that informational text often includes such as titles, subheadings, boldface, captions, pictures, etc. Students will be able to recognize key elements of informational writing such as thesis statements, transitions, descriptive adjectives, examples, evidence, sequential words, photographs, diagrams, maps, labels, captions, etc.  

organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Literacy & Media Literacy  

narratives to explain particular events or issues.  

is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Students will be able to report on the findings of their interviews

CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete

Critical Thinking and Problem Solving  

  CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions,

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through a 300-word newspaper article.  

details, quotations, or other information and examples.

concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Students will be able to recognize and use key elements of informational writing such as thesis statements, transitions, descriptive adjectives, examples, evidence, sequential words, photographs, diagrams, maps, labels, captions, etc.  

CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Critical Thinking and Problem Solving  

  CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex

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ideas and concepts.

Students will be able to recognize and use key elements of informational writing such as thesis statements, transitions, descriptive adjectives, examples, evidence, sequential words, photographs, diagrams, maps, labels, captions, etc  

CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Critical Thinking and Problem Solving  

  CCSS.ELA-Literacy.W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Students will recognize figurative language types so as to use them in their writing throughout the week. Students will be able to use the informational writing conventions such as descriptive language, providing a picture and caption, and

CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Critical Thinking and Problem Solving  

  CCSS.ELA-Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory

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using sequential words to tell a story.  

language to convey a vivid picture of the experiences, events, setting, and/or characters.

 Students will be able to productively peer edit and self-edit their pieces for submission.  

CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Critical Thinking and Problem Solving, Communication and Collaboration, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, & Leadership and Responsibility  

  CCSS.ELA-Literacy.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-Literacy.W.9-10.5Develop 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.  

Students will CCSS.ELA- Critical   CCSS.ELA-

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be able to productively peer edit and self-edit their pieces for submission.  

Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Thinking and Problem Solving, Communication and Collaboration, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, & Leadership and Responsibility  

Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Students will be able to decipher the purpose and tactics of corporations in how they present their advertisements via television

CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)

Information Literacy & Media Literacy  

  CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and

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commercials.

behind its presentation.

explain how the ideas clarify a topic, text, or issue under study.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Students will be able to report on the findings of their interviews through a 300-word newspaper article.

 

                             

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III.  Part  3:  Essential  Content  Knowledge  -­  Teacher  candidates  examine  and  demonstrate  the  breadth  and  depth  of  content  knowledge  required  for  their  effective  understanding  and  teaching  of  the  subject  matter.  Candidates  should  be  familiar  with  vocabulary,  facts,  relationships  among  facts  and  concepts,  as  well  as  principles  and  generalizations  related  to  the  subject  matter.   Goal or Objective (learning goal)

Essential Vocabulary

Essential Content/Skill Developed

Related content --- (necessary for understanding new information)

Students will be able to understand that there are many different forms of informational writing.

Informational writing, description, problem/solution, time/order chronological, comparison/contrast, cause/effect

Students will come to understand that there are different forms of informational writing to be classified.

Students will be able to recognize the importance of being able to write within the genre of informational writing.

Students will understand how to write in several of the forms of informational writing.

Students will be able to detect the differences between each type of informational text.

Transition statements, critical words

Students will be able to establish a formal style.

Previous writing assignments

Students will be able to read an informational text and recognize the common conventions that informational text often includes such as titles, subheadings, boldface, captions, pictures, etc.

Context clues Students will be able to complete comprehension questions and discussion questions relating to the informational texts we read.

Context clues

Students will be Thesis statement, Students will be Informational texts

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able to recognize key elements of informational writing such as thesis statements, transitions, descriptive adjectives, examples, evidence, sequential words, photographs, diagrams, maps, labels, captions, etc.

transition statements and words, descriptive adjective, evidence, sequential words, photographs, diagrams, maps, labels, captions

able to recognize the importance of writing with tone and diction to cater to their audience.

(books/nonfiction texts)

Students will recognize figurative language types so as to use them in their writing throughout the week.

Simile, alliteration, metaphor, personification

Students will be able to use different forms of figurative language in order to give greater detail to their writing pieces.

Previous writing assignments or past curriculums

Students will be able to use the informational writing conventions such as descriptive language, providing a picture and caption, and using sequential words to tell a story.

Students will be able to tell a story through the details, pictures, captions, and subheadings they use with their writing pieces.

Previous writing assignments or past curriculums

Students will be able to productively peer edit and self-edit their pieces for submission.

Peer-edit Students will be able to give their peers productive feedback on their writing pieces.

 

Students will be able to decipher the purpose and tactics of corporations in

Media literacy Students will be able to understand and determine different aspects that deal with the

Seeing commercials

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how they present their advertisements via television commercials.

realm of media literacy.

IV. (Parts 4-9) Part 4: Instructional Procedures Informational Writing Unit: Day 1-2 Introduction into the World of Informational Writing Essential Question: What are some of the types of informational writing, and how can they help us speak and write about the world around us? Learning Goals:

• Students will be able to understand that there are many different forms of informational writing.

• Students will recognize figurative language types so as to use them in their writing throughout the week.

• Students will be able to recognize key elements of informational writing such as thesis statements, transitions, descriptive adjectives, examples, evidence, sequential words, photographs, diagrams, maps, labels, captions, etc.

• Students will be able to detect the differences between each type of informational text.

NC Common Core Standards:

• CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

• CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Warm Up: Pre-Assessment (25 min) I will give them a writing prompt (via camera projector) for them to hand into me to assess what level they are on. I will be assessing how well they are using descriptive detail, figurative language, sequential words, etc. Prompt: Think about your favorite place. Now write a description of that place for your teacher. Be sure to include details.

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Background (20 min) Draw this anchor chart out for the students to copy down in their notebooks.

Introduction to Post-Assessment: Today, I will tell every class about how each assignment that we will be doing this week will be assessed; however, they will get the chance at the end of the unit to pick one of their pieces from the unit to finish up and turn in via Edmodo.com for a final project grade. Remind them each day about this requirement. Activity: Work in pairs to Analyze (30 min) Instruction: I will read the Average paper out loud while modeling my thinking behind highlighting and underlining diction, sentence structure details, figurative language etc. Students will be following along on their packet of all three papers. Then, students will be paired off in order to read through the Weak and Excellent papers. For the Weak paper, they will be noticing and marking where more detail could have been added. For the Excellent paper, they will be noticing and marking where and how those characteristics of a great paper are used. I will take up the two (Weak and Excellent) papers to analyze how they annotated and analyzed the two pieces. This will be a formative assessment.

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• Read 3 different level informational pieces o Weak (scored a 2) o Average (scored a 3) o Excellent (scored a 4)

Students will come to understand why the text labeled “excellent” is labeled as such based on the writing conventions it follows. They will also come to understand what makes the other text weaker or stronger. Adaptations & Modifications:

• Block 1,2, & 5: Print out the informational texts for each student to have in front of them.

• Block 2: Read aloud to the class each piece while modeling my thinking through the use of the camera projector.

Classroom Management–

• I will group students purposefully in order to avoid disruptiveness and to insure a successful learning environment.

• I will distribute the materials by passing a stack of papers back at the front of each row to save time. To collect them, they will pass them up the same way they were passed out.

• If students get too loud, I will quietly remind them to get back on task. • In the transition between each pieces of instruction, I will be talking to the

students to keep their attention on the topic. Bloom’s Taxonomy –

• Analyzing and Evaluating levels will be reached with today’s activity and assessment.

21st Century Skills – identify the 21st Century Skills that each activity/assignment/assessment addresses (see “Notes” section below).

• Critical Thinking and Problem Solving • Communication and Collaboration • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

Professional Consultations – My University Supervisor, Dr. Daigle, was consulted while making this lesson. Plan for Assessment and Evaluation of Student Learning:

• I will take up their warm-up and assess their understanding and confidence in the process of writing figuratively.

• I will take up each groups’ analyzed texts to look over and evaluate how much they understood.

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Materials: • Each article • Camera projector • Notebook paper

References: http://www.teacherspayteachers.com/Store/Presto-Plans http://www.eduplace.com/cgibin/schtemplate.cgi?template=/rdg/hme/benchmark/8/index.thtml&grades=6_8&alt=6-8 Informational Writing Unit: Day 3-4 Bethany Hamilton, Peer Interviews, & Newspaper Article Essential Question: What are some of the types of informational writing, and how can they help us speak and write about the world around us? Learning Goals:

• Students will be able to recognize the importance of being able to write within the genre of informational writing.

• Students will be able to conduct a meaningful and fruitful interview. • Students will be able to report on the findings of their interviews through a 300-

word newspaper article. • Students will be able to use the informational writing conventions such as

descriptive language, providing a picture and caption, and using sequential words to tell a story.

NC Common Core Standards:

• CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• CCSS.ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

• CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

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Warm Up: Figurative Language Task Cards (15-20 min) o Metaphor- a direct comparison between two unlike things.

Example- Love is a rose. o Alliteration- the repetition of an initial consonant sound.

Example- o Simile- a comparison between two unlike things using like or as.

Example- Watching the movie was as interesting as watching a snail cross the road.

o Personification- occurs when human characteristics are given to something non-living.

Example- The run down house appeared depressed. Example: Students should complete this prompt on a sheet of paper and hand it in.

Prompt: “My first day of school is often a carnival.” ( metaphor)

   Activity  1:  Scrambled  Egg  Critical  Thinking  Activity  

Work  in  Pairs  (read  the  text,  answer  questions  below)  Instruction:    

• Students  will  partner  read  the  Bethany  Hamilton  article  • Partners  must  work  together  to  answer  the  questions  (shown  below)  and  

complete  the  tasks,  which  will  be  cut  into  strips  and  placed  into  plastic  eggs  at  the  front  of  the  classroom.    

• One  student  will  be  the  scribe,  and  one  will  be  the  “runner.”    o The  scribe  writes  the  answers  down,  and  the  runner  walks  up  to  the  

front  of  the  room  to  retrieve  one  egg  at  a  time  to  bring  it  back  to  collaborate  with  their  partner  to  answer  the  question  or  complete  the  task.  Once  they  are  done  with  their  answer,  the  “runner”  will  trade  out  the  egg  for  a  new  one.    

• This  is  NOT  A  RACE,  but  I  will  be  taking  up  each  team’s  answer  sheets  to  evaluate  how  well  they  were  able  to  critically  analyze  the  piece  and  use  specific  text  evidence  to  find  the  right  answers.    

• This  activity  allows  for  a  little  healthy  classroom  competition.  The  team  who  gives  the  best  and  most  innovative  answers  will  get  jolly  ranchers.      

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Adaptations & Modifications: • Block 1,2, & 5: Print out the Bethany Hamilton article for each student to have in

front of them. • Block 2: Read aloud the Bethany Hamilton article while modeling my thinking

through the use of the camera projector. True Grit: Bethany Hamilton's Story By Margy Rochlin

Cheri Hamilton had no doubt her only daughter would grow up to become a

professional surfer. At age 4 Bethany was riding waves off the beaches of her home in

Kauai. By the time she was 8 she was competing in surfing contests. Taking on gigantic

waves was Bethany's specialty, and her parents, both surfers, would encourage her. "We'd

tell her, 'You can win this because you're strong. The other kids are going to run away

from the big surf,'" recalls Cheri. And sure enough, Bethany, who squealed with delight

when she caught a wave, would take home the trophy.

But eight years ago Bethany's dream of surfing greatness nearly came to an end

after she was attacked by a 14-foot tiger shark that tore off her left arm. That headline-

making tragedy, and her astonishing path to recovery, is the subject of a new movie, Soul

Surfer, starring AnnaSophia Robb (as Bethany) and Helen Hunt (as Cheri).

Today, sitting with her mother in a Santa Monica hotel lounge, Bethany, 21, looks

every bit the Hawaiian beach girl, dressed in cutoffs, a Rip Curl jean jacket and bare feet.

She smiles and laughs easily but becomes soft-spoken when she recounts the events of

that horrible day. Bethany and some friends had gone to Tunnels Beach, one of her

favorite surfing spots off Kauai's North Shore. She was lying on her surfboard when she

suddenly felt pressure on her arm and then a back-and-forth tugging -- "you know, like

how you eat a piece of steak," she says -- before noticing that the turquoise water around

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her was quickly turning red from her own blood. "I just had a sense of peace throughout

it all," says Bethany, whose friends fashioned a tourniquet from a surfboard leash once

they paddled her to shore. "I think that was one of the key factors that helped me -- if I

had panicked I would have lost more blood."

When Cheri finally saw her daughter at the local hospital, "I was just thankful she

was alive," she says. "That was my whole focus -- we'll deal with whatever we have to

deal with, but at least she's alive." Bethany's left arm was now a small knob of skin held

together with stitches. As the wound healed her focus returned to the water. Not only

would she continue to ride waves, but she also decided she would retrain herself. "To me

it was like never getting in a car again because you're afraid of having another collision,"

Bethany says. "Not surfing just didn't work for me." About a month after the attack,

around the time her doctor gave her the go-ahead to surf, Bethany stood up on a board as

her mother, her father, Tom, and her two older brothers, Noah and Timmy, cheered her

on.

In Soul Surfer, it's clear how much Bethany's family played a part in her

comeback success. One scene shows her brothers helping her rebuild her strength through

vigorous weight training and long runs on the beach. Another has her father (played by

Dennis Quaid) installing a handle on the upper end of her board so she could catch her

balance. "Our goal was to help her be at the top of her game," says Cheri, who

nevertheless had reservations about her daughter's return to competitive surfing. Cheri

knew surfing is traditionally a two-armed sport: You need both arms to paddle, grab the

sides of the board and raise yourself from a prone position. Instead of cheering her on,

she wondered, should they be encouraging her to slow down? "I wasn't sure she should

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do contests. At one point I told her, 'Just go and support your friends,'" says Cheri. "I

didn't want to set her up for failure."

Cheri couldn't bring herself to go with Bethany to her first comeback competition

on Hawaii's Big Island two months after the attack ("too painful," she says, wincing). But

when her daughter returned home with fifth place, she shifted gears. "If you can get fifth

place, you can get fourth place," Cheri told her. Six months later Bethany won her

division in a bigger contest in Waikiki. At the time of her attack she was considered an

amateur with signs of promise. Today she is ranked among the top 25 female surfers in

the world.

There have been moments when Bethany and her mother are haunted by that

October 2003 morning. Out on the water, Bethany might think, was that a shark in the

distance? Will it happen again? But "I hardly ever get worried," she says, and she has

ways of calming herself down. "I'll pray," she says, "or I'll sing a song, like, 'Ain't No

Mountain High Enough' or 'Somewhere Over the Rainbow.'"

Cheri struggles with post-traumatic stress. "If I'm sleeping and I hear a noise, I'll

wake up and feel adrenaline running through my body," she says. "It's diminished over

the years, but it still happens."

Mostly, though, Bethany uses her story to inspire people. She gives motivational

talks and, through her nonprofit foundation, Friends of Bethany, she works with other

amputees and shark-attack survivors. "I met one boy in Australia who was born with no

limbs and I took him surfing with me," she says. "We all have different challenges, but

his attitude was so positive it was infectious." The rest of the time she's traveling around

the world, catching waves -- and trophies -- on the competitive surfing circuit. "People

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ask me if I'm excited about the movie," says Bethany, who was on the Oahu set with her

family and did most of the one-armed surfing scenes in the film. "I am. It's a once-in-a-

lifetime opportunity. But I'm way more excited about surfing. Surfing is what I do."

Originally published in Ladies' Home Journal, May 2011.

© Copyright 2014 Meredith Corporation. All Rights Reserved. Questions  that  will  be  on  strips  of  paper  in  the  eggs: 1. Where is Bethany Hamilton from? Be specific. Kauai, Hawaii. 2. What kind of shark attacked Bethany Hamilton? Tiger shark. 3. In paragraph four, Bethany Hamilton compares not surfing after the attack to not driving a car after an accident. Can you think of a similar comparison? Write it. Student answers will vary. 4. Why is surfing traditionally considered a two-armed sport?

Answers will vary but should refer to balance or using both arms to paddle and/or move into position on the board.

5. In paragraph five, Bethany Hamilton’s mother says she had “reservations” about Bethany returning to competitive surfing. What do you think the word “reservations” means? Doubt or misgivings. 6. Why couldn’t Bethany Hamilton’s mom watch her first comeback competition? Be specific. Opinions will vary, but students should reference the text and state that it was “too painful” for Bethany’s mother. 7. Why might Bethany Hamilton sing a song to herself while surfing? To stay calm or gather strength. 8. Using context clues in paragraph eight, what is post- traumatic stress?

Post-traumatic stress is a disorder that causes stress and anxiety after a painful or shocking injury or event.

9. What choice would you have made in Bethany’s situation? Would you get back on a surfboard? Explain.

Student answers will vary. 10. As described in paragraph three, what are two factors that helped save Bethany’s

life? Bethany’s friends created a tourniquet to stop her blood loss, and Bethany remained calm and did not panic.

11. Were Bethany’s parents right to encourage her to continue competitive surfing, or should they have encouraged her to slow down? Explain. Student answers will vary. 12. What might be the difference between and amateur and professional athlete? Answers will vary but may point out differences in ability or compensation. 13. Write down one unfamiliar word in the passage. What do you think it might mean?

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Student answers will vary. 14. Where was Bethany Hamilton surfing when the shark attacked her? Be specific. Kauai’s North Shore- Hawaii. 15. Using the description in paragraph four, draw what Bethany’s arm looked like at the hospital. Student answers will vary. 16. What could you invent to help Bethany Hamilton surf or limit shark attacks on surfers? Draw and/or describe your invention. Student answers will vary. 17. How can your recognize someone that is motivated and/or has a good attitude? Student answers will vary. 18. The book and movie about Bethany Hamilton is titled Soul Surfer. Come up with your own, different title. Student answers will vary. 19. What does the idiom “top of her game” mean as used in paragraph five? Being the best at what one does. 20. Bethany compares the shark biting off her arm to what?

“…like how you eat a piece of steak.” Activity 2: Peer Interviews + Newspaper Article Instruction for Interviews: Students will interview their partners (from the Bethany Hamilton article) just like Margy Rochlin interviewed Bethany Hamilton for her piece: “True Grit: Bethany Hamilton’s Story.” I will tell the students they should, “Go into the interview with a few prepared questions that will yield facts needed to write up a piece. Questions like: Where? When? What happened? How did you feel then? How do you feel now about what happened? How has the experience affected you?” Each interviewer should start off with a question that asks their subject about a scary, memorable, happy, or sad experience in their life. (**Warn students to be wary of other’s feelings. Don’t share a story that is too sensitive or hurtful to remember and recount.) Students will be told that their notes and memory are the only thing they have to use for their newspaper article about their interviewee’s story. ** After completing interviews with Block 1 and only having done what is stated above with not much scaffolding, I realized I needed way more scaffolding and guidance for Block 2 and Block 5. My additions are in blue. Step 1 (5-7 min): Each partner writes the main question on the top of his or her notes sheet (Demonstrate how they should be taking notes by showing them the “brainstorming” sheet on the camera projector). Go around the classroom and number off each pair of students as Partner 1 and Partner 2. Step 2 (5 min): I annotated spots in the Bethany Hamilton article that exemplified good use of details, direct quotes, introductions, etc. I will go over what I have noticed so that before the interviewing process, students should recognize what type of details they should be looking for. I will leave the “guiding questions” up on the camera projector during the interview process. These questions can be seen below in blue. Step 3 (10 min): Partner 1 interviews Partner 2. Partner 1 takes notes on the interview. Step 4 (10 min): Partner 2 interviews Partner 1. Partner 2 takes notes on the interview.

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o For their assignment, each student must write a newspaper article about their interviewee and tell the story they just shared with them.

Step 5 (25-30 min): Students should begin working on a newspaper article that tells the story of their interview subject. Students will not be finished by the time class ends. They can choose to continue their work on the piece in order to turn it in for a grade at the end of the unit. If they choose to, a rubric is attached. Suggestions for How to start your article (will be displayed on camera projector when students begin writing):

• Decide on the main focus of the story. After you do all of your research and you are ready to start writing, settle on what point is most important.

• Pick a quote. Perhaps your main source said something interesting or shocking that is pertinent to the main focus of the story. Although some writers look down upon beginning an article with a quote, it can be a great tool for grasping the reader's attention.

• Set the scene. The main creative difference between writing for newspapers and writing for magazines is the ability to be more literary and descriptive with your writing. A creatively depicted scene can lure the reader into the world where the event or interview takes place.

• Start with a description of whom the article is about. People love reading about other people. A short description of the subject, especially if it’s a profile, can intrigue the reader to learn more about them and give the article a clear foundation of whom you spoke with.

• Be short and to the point. Although magazines give room to be more descriptive with your writing, a short and punchy first sentence (especially one that makes some sort of assertion) can immediately hook the reader.

• Jump into the middle. Start with a reference to the crux of your story. Make the conflict clear. Get the reader interested in what’s happening now, then go back and explain how it came about. Conclude with what was resolved or what should be done to resolve it.

Newspaper Article Criteria: Before students begin with Step 4 (writing their article), they will be asked what they believe a good newspaper article has. I will add in the extra requirements if they do not think of some.

1. All newspaper articles are written in the third person. Ex. Bubba Smith lost his chickens during a storm last week.

2. Newspaper articles answer the 5 W’s… Who, what, when, where, why??? 3. Newspapers have editors who look for and correct grammar and spelling

mistakes… check yours! 4. Descriptive language. 5. Direct quotes or paraphrase. 6. Sequential words like: first, next, then, finally, soon, later, once, etc. (Draw an

anchor chart for the students to give them reminders of Sequential Words. 7. Title Banner (name of newspaper, date, etc.) 8. Creative, catchy headline. 9. Story at least 300 words (1-2 pages for honors).

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10. Photo and caption (must be drawn). 11. Excellent grammar and spelling

*Note*: If students are uncomfortable talking about a personal event or just don’t have one they want to talk about in an interview, I will allow students to talk write about a certain event/scene from a movie or a person they know (maybe a friend or family member). The point is that it be written like a news article. Guiding Questions for Interview: Students will only rely on these if they are unsure of what else to ask about. These will be printed and displayed on the camera projector to help guide in the interviewing process.

1. Who? a. Name b. Age at time of occurrence c. Supporting “characters” – who else was there? Other people involved.

2. What? – The “meat”/sequential story

a. First, then, next, last, earlier b. Verbs and adjectives (Ashley was huffing and puffing as she sprinted

furiously away from the burning barn.) c. What was going through their mind? What were their thoughts about what

would happen in the future?

3. When? a. Time of day and temperature/weather b. Date or year/school year c. When in relativity to other events in their life

4. Where?

a. Location b. Details of physical surroundings

5. Why?

a. What led up to this happening? b. How did they get there?

6. How?

a. How did they feel as it was happening and/or after it happened? b. Has this ever happened before or ever again?

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Newspaper Article Rubric Not Quite Yet

2 marks Good Start

3 marks You Did It!

4 marks Wow!

5 marks Enough Information Given 5 W’s Answered

Article is too short and lacking information. Two or fewer of the five W’s are answered.

Minimal information. Only three out of the five W’s are answered.

Adequate amount of information; however only four of the five W’s are answered.

Plentiful amount of information and all five W’s are answered.

Descriptive Language Powerful adjectives, and figurative language

No use of powerful adjectives and/or figurative language.

Minimal use of powerful adjectives and/or figurative language.

Adequate use of powerful adjectives and figurative language.

Went above and beyond with the inclusion of powerful adjectives, and figurative language.

3rd Person Not written in 3rd person.

Goes in and out of 3rd person.

Written in third person.

Written in third person.

Sequence of Events Sequential language

Not enough information. Too vague.

Could have used some more details and sequential language to aid reader in comprehension of events.

Used sequential language to adequately to aid reader in comprehension of events.

Exceptionally and appropriately used sequential language to aid reader in comprehension of events.

Title, Quotations, & Picture Creative title, direct quotes or paraphrase, picture with caption

No title. No use of quotes and did not attempt to directly quote or paraphrase any line from the interview. No picture or caption.

Unoriginal title. Attempted the use of a direct quote or paraphrase, but it was not formatted correctly. Picture and caption was not relevant.

Title was adequate. At least one direct quote or paraphrase that added detail to the article. Picture and caption make sense for the events or interviewee.

Very creative title. Went above and beyond with the inclusion of direct quotes and/or paraphrases that added detail to the article. Picture and caption detailed and cohesive.

Conventions of Writing & Length Spelling Grammar Punctuation

Too short. Frequent errors in simple writing.

Could have been longer in length. Errors in basic language are noticeable.

Adequate length, but still could have used more detail. May be some errors in complex language.

Appropriate length. Occasional errors using complex and complicated writing.

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Anchor Chart I will draw for Sequential Words Reminder:

Classroom Management–

• I will group students purposefully in order to avoid disruptiveness and to insure a successful learning environment.

• I will distribute the materials by passing a stack of papers back at the front of each row to save time. To collect them, they will pass them up the same way they were passed out.

• If students get too loud, I will quietly remind them to get back on task. • In the transition between each pieces of instruction, I will be talking to the

students to keep their attention on the topic. Bloom’s Taxonomy –

• Applying, Analyzing, Evaluating, and Creating levels will be reached with today’s activity and assessment.

21st Century Skills –

o Global Awareness o Creativity and Innovation o Critical Thinking and Problem Solving o Communication and Collaboration o Social and Cross-Cultural Skills o Productivity and Accountability o Leadership and Responsibility

Professional Consultations – My University Supervisor, Dr. Daigle, was consulted while making this lesson.

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Plan for Assessment and Evaluation of Student Learning:

• I will take up their warm-up and assess their understanding and confidence in the process of writing figuratively.

• Scrambled Egg Critical Thinking Activity: I will take each team’s answer sheet up, and evaluate them on how innovative and factually accurate  their  answers  are.  I  will  go  based  on  the  answer  key  I  have  left  above  and  my  own  discretion  when  it  comes  to  how  innovative  they  are  being.

• Interview:    I  will  take  up  each  student’s  note  sheet  from  the  interview  process  to  give  him  or  her  a  completion  and  participation  grade.

• Newspaper Article: I will grade each article based on the rubric I have made for the assignment.

Materials:

• “True Grit: Bethany Hamilton’s Story” • Plastic Easter eggs • Strips of paper (questions) on them • Note-taking guide sheet • Notebook paper to begin their article

References: http://www.lhj.com/volunteering/bethany-hamilton-soul-surfer/ http://www.teacherspayteachers.com/Product/Common-Core-Informational-Text-Comprehension-and-Critical-Thinking-Activity-1-374775 http://www.teacherspayteachers.com/Product/Introduction-To-Interviewing-2935 http://polkapics.org/2013/01/08/expository-writing/

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Informational Writing Unit: Day 5 Vampire bat debate, Compare/Contrast Mountain Scenes Essential Question: What are some of the types of informational writing, and how can they help us speak and write about the world around us? Learning Goals:

• Students will be able to understand how informational writing can be used to compare and contrast viewpoints.

• Students will be able to describe their viewpoints on two different mountain scenes: Hawaiian mountains vs. Montana mountains.

NC Common Core Standards:

• CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

• CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Warm Up: Figurative Language Task Cards (15-20 min)

o Metaphor- a direct comparison between two unlike things. Example- Love is a rose.

o Alliteration- the repetition of an initial consonant sound. Example-

o Simile- a comparison between two unlike things using like or as. Example- Watching the movie was as interesting as watching a

snail cross the road. o Personification- occurs when human characteristics are given to

something non-living. Example- The run down house appeared depressed.

Example: Students should complete this prompt on a sheet of paper and hand it in.

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Prompt: “Desert as hot as boiling water” ( simile)

Activity 1: Read “Vampire bat debate: To kill or not to kill”- Los Angeles Times Instruction: Unless otherwise modified, students will read the article aloud with a partner. Each will take turns. I will number students off, partner 1 and partner 2, to save time. Partner 1 will start the reading. Their first task is to find the contrasting viewpoints and put brackets around the two sections in the article that state different views than the other. Adaptations & Modifications: Blocks 1,2, & 5: Print out the informational text for each student to have in front of them. Blocks 1 & 5: Students will read with a partner. Block 2: Read “Vampire bat debate” out loud with the class, while modeling my thinking through the use of the camera projector.

Vampire bat debate: To kill or not to kill

Los  Angeles  Times

May  18,  2005

By  Chris  Kraul  

____________________________________  

TONOSI,  Panama  —  Cattleman  Francisco  Oliva  was  on  a  round-­‐up-­‐-­‐of  vampire  bats.  

After  a  swarm  of  the  blood-­‐slurping  creatures  dive-­‐bombed  his  herd  and  drank  their  fill  

one  recent  night,  he  corralled  several  dozen  of  them  in  special  contraptions  that  look  

like  giant  badminton  nets.  He  put  each  bat  in  a  cage  and  then  applied  a  poison  called  

vampirin  to  their  backs  with  a  brush  before  releasing  them.  Back  in  the  bat  roost,  the  

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animals  would  be  groomed1  by  about  20  other  bats,  causing  their  deaths.  

Here  in  the  remote  and  hilly  southwest  corner  of  Panama,  he  and  other  

cattlemen  wage  a  continual  battle  against  a  variety  of  livestock  pests  such  as  coyotes,  

crocodiles,  ticks,  worms  and  a  host  of  tropical  diseases.  But  he  has  been  driven  to  the  

edge  of  desperation  by  the  increasing  bat  attacks.  

Surveying  his  cattle,  most  of  Oliva’s  300-­‐head  herd  bore  fang  markings  and  red  

stains  from  the  nightly  bloodletting.  During  the  month  of  April,  Oliva  said,  he  lost  10  

calves  to  anemia  caused  by  successive  bloodlettings.  He  and  other  cattlemen  bemoan2  

the  scarcity  of  the  bat-­‐catching  nets,  which  are  strictly  controlled  by  the  Panamanian  

government  to  prevent  their  use  to  capture  endangered  birds.  

Oliva  said  adult  vampire  bats,  which  have  a  wingspan  of  8  inches,  swoop  down  

by  the  hundreds  over  his  herd,  land  on  the  ground  and  then  jump  up  on  the  animals'  

legs,  underbellies  or  faces  to  bite  them.  A  bat's  saliva  contains  an  anticoagulant  that  

makes  blood  flow  freely,  and  the  bat  laps  up  the  blood.  Oliva  said  he  would  exterminate  

every  bat  if  he  could.  

Stefan  Klose,  a  research  zoologist,  begged  to  differ.  He  not  only  stuck  up  for  

vampire  bats,  but  described  the  animals  as  boons  to  humanity,  unlike  other  useless  

pests  like  fire  ants  which  provide  no  particular  benefit  to  man.  Bat-­‐based  research  led  to  

the  development  of  sonar  and  anti-­‐coagulant  medicines  that  prevent  heart  attacks,  and  

scientists  are  only  beginning  to  understand  the  creatures.  “Very  little  of  what  we  have  

invented  has  been  made  from  scratch.  Nature  usually  provides  the  template.  Vampires  

could  hold  the  key  to  a  problem  we  want  to  solve,  like  AIDS  or  cancer.  But  if  you  destroy  

them,  they  are  lost  for  eternity.”  

Klose  also  confessed  a  fondness  for  the  creatures.  The  scientist  said  feeding  

                                                                                                               1  groomed-­‐  cleaned  by  other  animals  of  the  same  kind    2  bemoan-­‐  complain  about;  whine  about  

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time,  when  the  bats  accept  bits  of  banana  from  his  hand,  is  a  “really  sweet  and  peaceful  

sight.  It  always  reminds  me  of  how  close  these  animals  are  to  us  and  how  incredibly  

intelligent  they  are  –  certainly  more  exotic  and  wilder  than  my  neighbor’s  dog,  but  no  

less  smart  and  cuddly.”  In  addition,  Panama’s  bat  population  plays  an  important  role  in  

pollination  and  insect  control.    

Panama  has  120  bat  species  and  bats  are  found  globally  except  in  Antarctica.  

Non-­‐vampire  bats  make  up  the  majority  of  the  1,100  known  bat  species.  There  are  only  

three  blood-­‐sucking,  or  vampire,  species  of  bats.  

Vampire  bats  have  always  been  present  in  Panama,  and  their  attacks  have  ebbed  

and  flowed,  but  now  the  attacks  have  become  more  frequent.  Scientists  theorize  that  

the  increased  attacks  on  livestock  are  due  to  timber  cutting  that  has  flushed  bats  out  of  

food-­‐rich  forests  to  the  cattle  herds,  a  ready-­‐make  and  usually  stationary  food  supply  

for  the  bats.  

Activity 2: Compare/Contrast Mountain Scenes Instruction: I will tell the students that I am going to model how I want this to be done. I will first project two pictures of chow chows via the Smart Board and read them my compare/contrast paragraph. I will assure them that their paragraph does not have to sound exactly like mine, but the high level of detail and descriptive language is what I’m looking for. I will also have compare/contrast essays that with differing scores. I can show them these to help them grasp the expectations even better. Next, I will show the class the two photographs of mountain landscapes they will be analyzing and writing about. The photos will be shown side by side. Students must take a couple minutes to analyze the similarities and differences between the two. Then, they must write a paragraph detailing those similarities and differences using descriptive language and immense detail. ** Enrichment Activity (for students who finish “Mountain Scenes” activity quickly): Instruction: I will tell students to write a paragraph describing the contrasting viewpoints within the Vampire bat debate article using the Compare and Contrast Toolkit below.

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Ask for student input for the completion of this anchor chart:

Dog Pictures are for my example to the students: Sad Shaved Chow Happy Fluffy Chow

My Example of a Compare/Contrast Paragraph: There are two pictures of chow chows. They both have immensely thick fur that is of a bright caramel color in common. Their eyes are a dark brown. If one stares into them, they might feel as if they are staring down into a vastly deep well. Both dog’s ears are pointy and triangular which seem to be reaching towards the Heavens or in pursuit of the sun’s warmth. However, it is evident that there are more differences than similarities between the two pictures. The chow on the left is lying down on the cold pavement on what appears to be an overcast day. The darkness in the photo gives it a sad tone. This chow’s emotion further shows this sad and depressing nature. It looks like his whole world was just taken away from him. The sorrow in his eyes and in his submissive demeanor is heartbreaking. He looks as if his owner recently got him shaved. Maybe it’s hot where he lives. The way the groomer shaved him makes him look like he has the mane of a mighty lion. Yet, he doesn’t dawn the confidence and fierceness that a lion portrays. Instead, he looks like he is naked and ashamed of how he looks. Contrary to the sad chow chow, the picture on the right showcases a very happy-go-lucky dog. He sticks out his tongue as if to say, “I know you think I’m cute.” Unlike the dog on the left, he is not shaved and seems to be very proud and happy of his appearance. The sunlight shining

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down on his poufy fur makes him feel warm and safe and gives the photo an overall happy tone. Even the way he is panting from the heat of the sun’s radiance makes him appear to be smiling. Montana Mountain Scene Hawaii Mountain Scene

Things they might notice:

• Snowcapped vs. green mountains • Field vs. flower bush and bay • Types of trees • Horses • Barns • Both mountain ranges are in background of photo • Fence in Montana scene is similar to how flowers are acting as a fence in Hawaii

scene • Both photos were taken on overcast days

Compare/Contrast  Mountain  Scene  Rubric:     Insufficient  

1  point  Fair  2  points  

Superior  3  points  

Conventions  of  Writing  Spelling    Grammar  

Frequent errors in simple writing.

May be some errors in complex writing.  

Occasional errors using complex writing.

Figurative  Language:    Details,    Descriptive  Adjectives,  Sequential  Words,  Compare/Contrast  Words  

Lacking  details,  descriptive  language,  sequential  words,  and  compare/contrast  words.  Incidentally,  the  paragraph  (or  page)  does  not  make  sense  or  flow.    

Very  few  details,  and  uses  of  descriptive  language  through  adjectives,  sequential  words,  and  compare/contrast  words,  but  the  paragraph  (or  page)  

Impressive  amount  of  detail,  descriptive  language,  sequential  and  compare/contrast  words.  Paragraph  (or  page)  flows  nicely  and  it  makes  perfect  sense.  

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still  makes  sense.  

Adaptations/Modifications:

Block 2: Find 2 things that contrast and 2 things that are alike.

Classroom Management– • I will group students purposefully in order to avoid disruptiveness and to insure a

successful learning environment. • I will distribute the materials by passing a stack of papers back at the front of each

row to save time. To collect them, they will pass them up the same way they were passed out.

• If students get too loud, I will quietly remind them to get back on task. • In the transition between each pieces of instruction, I will be talking to the

students to keep their attention on the topic. Bloom’s Taxonomy –

• Understanding and Analyzing levels will be reached with today’s activity and assessment.

21st Century Skills –

• Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration • Leadership and Responsibility

Professional Consultations – My University Supervisor, Dr. Daigle, was consulted while making this lesson. Plan for Assessment and Evaluation of Student Learning:

• I will take up their warm-up and assess their understanding and confidence in the process of writing figuratively.

• I will take up each student’s compare/contrast paragraphs that detail the similarities and differences between the two mountain scenes to evaluate their use of descriptive language, details, and contrast words.

Materials:

• Vampire bat debate article • Photographs of chow chows and mountain scenes • Smart board • Notebook paper

References: http://articles.chicagotribune.com/2005-05-27/news/0505270275_1_vampire-bats-bat-species-island-research-station

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http://devotedtovocabulary.wordpress.com/2012/10/01/failing-at-vocabulary/ http://www.whatbreedismydog.co.uk/wp-content/uploads/2011/02/Chow-Chow2.jpg http://media.onsugar.com/files/2010/10/39/0/501/5012897/photo_2.preview.jpg http://myamericanodyssey.com/wpcontent/uploads/2012/04/Bitterroots_of_Montana.jpg http://www.fabulousnature.com/data/media/24/Maui%20Tropical%20Plantation,%20Hawaii.jpg Informational Writing Unit: Day 6 Evaluation Reading & Writing: Texting Article & Media Literacy Commercial Evaluation Essential Question: What are some of the types of informational writing, and how can they help us speak and write about the world around us? Learning Goals:

• Students will be able to read an informational text and complete reading comprehension questions that go along with the text.

• Students will be able to decipher the purpose and tactics of corporations in how they present their advertisements via television commercials.

NC Common Core Standards: • CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

• CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

• CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

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Warm Up: Figurative Language Task Cards (15-20 min) • Introduce- metaphor, alliteration, simile, and personification.

o Metaphor- a direct comparison between two unlike things. Example- Love is a rose.

o Alliteration- the repetition of an initial consonant sound. Example-

o Simile- a comparison between two unlike things using like or as. Example- Watching the movie was as interesting as watching a

snail cross the road. o Personification- occurs when human characteristics are given to

something non-living. Example- The run down house appeared depressed.

Example: Students should complete this prompt on a sheet of paper and hand it in.

Prompt: “Dragon Description Device” (alliteration)

Activity 1: Texting Article & Complete Comprehension Questions Instruction: Students will read the passage about how texting may be affecting the English language with their partner and completing a graphic organizer that makes sense for this type of text. During their reading they should be trying to decipher how the article is written. What type of informational writing is it? This will help them with the next activity. They should choose a graphic organizer from the anchor chart (day 1-2) to fill in as a note-taking guide during and after their reading. Adaptations & Modifications:

• Block 1,2, & 5: Print out the informational text for each student to have in front of them.

• Block 2: Use a different article “Expert says txt is gr8 4 language” from BBC. Read aloud to the class while modeling my thinking through the use of the camera projector.

• Block 1 & 5: Use the article by John McWhorter called “Is Texting Killing the English Language?”

• Block 1 & 2: I will scaffold the graphic organizer part of the activity by picking out the graphic organizer in which to use and by completing some blanks for them

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so they see what kinds of information from the text connect to the visual organizer.

• Block 5: Students will get to decide which graphic organizer to use to take notes from the article.

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Texting has long been bemoaned as the downfall of the written word, “penmanship for illiterates,” as one critic called it. To which the proper response is LOL. Texting properly isn’t writing at all — it’s actually more akin to spoken language. And it’s a “spoken” language that is getting richer and more complex by the year.

First, some historical perspective. Writing was only invented 5,500 years ago, whereas language probably traces back at least 80,000 years. Thus talking came first; writing is just an artifice that came along later. As such, the first writing was based on the way people talk, with short sentences — think of the Old Testament. However, while talk is largely subconscious and rapid, writing is deliberate and slow. Over time, writers took advantage of this and started crafting tapeworm sentences such as this one, from The Decline and Fall of the Roman Empire: “The whole engagement lasted above 12 hours, till the gradual retreat of the Persians was changed into a disorderly flight, of which the shameful example was given by the principal leaders and the Surenas himself.”

No one talks like that casually — or should. But it is natural to desire to do so for special occasions, and that’s what oratory is, like the grand-old kinds of speeches that William Jennings Bryan delivered. In the old days, we didn’t much write like talking because there was no mechanism to reproduce the speed of conversation. But texting and instant messaging do — and a revolution has begun. It

involves the brute mechanics of writing, but in its economy, spontaneity and even vulgarity, texting is actually a new kind of talking. There is a virtual cult of concision and little interest in capitalization or punctuation. The

argument that texting is “poor writing” is analogous, then, to one that the Rolling Stones is “bad music” because it doesn’t use violas. Texting is developing its own kind of grammar and conventions. Take LOL. It doesn’t actually mean “laughing out loud” in a literal sense anymore. LOL has evolved into something much subtler and sophisticated and is used even when nothing is remotely amusing. Jocelyn texts “Where have you been?” and Annabelle texts back “LOL at the library studying for two hours.” LOL signals basic empathy between texters, easing tension and creating a sense of equality. Instead of having a literal meaning, it does something — conveying an attitude — just like the -ed ending conveys past tense rather than “meaning” anything. LOL, of all things, is grammar.

Of course no one thinks about that consciously. But then most of communication operates below the radar. Over time, the meaning of a word or an expression drifts — meat used to mean any kind of food, silly used to mean, believe it or not, blessed.

Civilization, then, is fine — people banging away on their smartphones are fluently using a code separate from the one they use in actual writing, and there is no evidence that texting is ruining composition skills. Worldwide people speak differently from the way they write, and texting — quick, casual and only intended to be read once — is actually a way of talking with your fingers.

All indications are that America’s youth are doing it quite well. Texting, far from being a scourge, is a work in progress.

Is Texting Killing The English Language By John McWhorter

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Expert says txt is gr8 4 language A linguistics expert has rejected claims that texting by mobile phone is bad for language and literacy skills.

Professor David Crystal argues that such condensed messages enhance and enrich language skills.

He called it an "urban myth" that school work was riddled with text speech, and said in fact students knew when to use it in the right context.

The honorary professor of linguistics at Bangor University said texting was widespread across all age groups.

Prof Crystal said that texting had had a bad press, and it was merely another way to use language.

Whilst researching his book - Txtng: the Gr8 Db8 - Prof Crystal said the oldest example of texter he had found was an 86-year-old grandmother in the United States.

It was also a misconception that text messages were all made up of abbreviated words, he said.

“ The panic about texting and its effects on language is totally misplaced... it adds a new dimension, enriches language, gives you a new option ” Prof David Crystal "If you collected a huge pile of messages and counted all the whole words and the abbreviations, the fact of the matter is that less than 10% would be shortened." Even older people who claimed to be passed by, unable or unwilling to text would have done something similar when they were young. "In the past comics such as the Dandy and Beano would have had quizzes where you had to guess a sentence from letters and pictures. 'New style evolves'

"The only difference now is that people are using it with mobile phones."

Prof Crystal added: "The panic about texting and its effects on language is totally misplaced.

"It adds a new dimension, enriches language, gives you a new option."

Any reading and writing was good for literacy, he argued.

"As part of the research I did I asked teachers if work in the classroom was riddled with abbreviations, and it wasn't.

"If you ask kids if they use the same style in their work they look at you as if you are mad.

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"This is just a story going around, a huge urban myth," he said.

Despite it being well used however, texting has not been around long enough to have an established convention, or style.

"It's only really started properly in the last 10 years but it shows how quickly a new style evolves," he added.

Prof Crystyal will give the TR Miles 'Txtng and Ltrcy' public lecture at Bangor University's main arts lecture theatre on Thursday, 22 May, at 1730 BST.

Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/wales/north_west/7410201.stm Published: 2008/05/20 14:03:23 GMT © BBC 2014 Activity 2: Media Literacy/Commercial Deconstruction Instruction: Students will be put into groups of no more than 4. I will pick the groups according to past behavior and who will work best with each other.

• First, I will show students this classic cell phone commercial from the 80s: http://www.youtube.com/watch?v=rb9XVKSb1XU&list=PLIOg5Z8b_GxPTZBw10lN7_ucEh1J2ezYe I will show it to them once before I say anything about what we’re doing. I will then show it to them a second time while pausing every time I see something that needs to be mentioned like the music, lighting, the woman’s facial expression, etc. Students will be asked to contribute by speaking up and telling what they are noticing about how this company is getting the consumer to buy this product.

• Secondly, I will assign each group a different commercial (they will watch them on iPads I reserve for the day). Each group must write down the elements of the commercial they notice after just the first viewing. Bullet points will suffice. Then they must further analyze it after a second viewing.

• The commercials I will assign each group are listed here: o Doritos

http://www.youtube.com/watch?v=QmhhbJIBoNs o The Force Volkswagen

http://www.youtube.com/watch?v=R55e-uHQna0 o BMW

http://www.youtube.com/watch?v=H6Z6QhpCH9g o 1990s McDonald’s

http://www.youtube.com/watch?v=mt49CfBad5w Persuasive Techniques Commercials Use: (added in during instructional time because I realized these would be needed in order to write their evaluations)

• Media Facts/Figures- Statistics and information are provided by professionals • Emotional Appeal- A person is made to have strong feelings about a product

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• Target Audience- A group to which an advertisement is particularly directed • Snob Appeal- A well known person supports a product or service • Humor- Purpose is to make audience laugh • Bandwagon- Suggests everyone is using a specific product

Nostalgia- Suggests that using a product makes you a better person • Special Offer- Certain discounts, coupons, or free gifts are offered • Testimonials- Regular “everyday” people are used

If there’s time, students should take the bullet points they came up with as a group and individually begin to write a review about how that commercial used different tactics to get the viewing audience to like and potentially purchase the product being sold. They must comment on an overall theme, and commentate on the selling tactics that the commercial uses. Each student’s review must be 3 paragraphs. Analyzing  Commercials  Rubric:     Insufficient    

1  point  Fair  2  points  

Superior  3  points  

Conventions  of  Writing  

Frequent errors in simple writing.

May be some errors in complex writing.  

Occasional errors using complex writing.

Analyze  List  below  shows  the  requirements  for  analyzing  the  commercials.    

2  or  fewer  requirements  from  the  list  have  been  met.  

Only  3  requirements  from  the  list  have  been  met.  

All  4  requirements  from  the  list  have  been  met  completely.    

Figurative  Language  Details,  descriptive  adjectives  

Poor  usage  of  details  and  descriptive  adjectives.  

Adequate  usage  of  details  and  descriptive  adjectives.    

Excellent  use  of  details  and  descriptive  adjectives.  

Review Requirements: 1. States the overall message or theme 2. States what they like about it 3. States if they would be affected by this commercial in any way (maybe not in

buying the actual product, but emotionally) 4. Lists and describes the tactics the company used to get the audience’s attention

Adaptations & Modifications:

• Block 2: Only have to write 2 paragraphs. • Block 5: Review must be 1 page.

Classroom Management–

• I will distribute the materials by passing a stack of papers back at the front of each row to save time. To collect them, they will pass them up the same way they were passed out.

• If students get too loud, I will quietly remind them to get back on task.

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• In the transition between each pieces of instruction, I will be talking to the students to keep their attention on the topic.

Bloom’s Taxonomy – The level of “evaluating” will be reached during this lesson. 21st Century Skills –

• Global Awareness • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration • Information Literacy • Media Literacy • Leadership and Responsibility

Professional Consultations –

• University Supervisor- Dr. Daigle • School Inclusion Teacher

Plan for Assessment and Evaluation of Student Learning:

• I will take up their warm-up and assess their understanding and confidence in the process of writing figuratively.

• As I walk around and observe each group’s productivity, I will be assessing how well they are grasping the information and applying the information.

Informational Writing Unit: Day 7 Common Conventions of Informational Writing & Zombie or Disaster Survival Manual Essential Question: What are some of the types of informational writing, and how can they help us speak and write about the world around us? Learning Goals:

• Students will be able to read an informational text and recognize the common conventions that informational text often includes such as titles, subheadings, boldface, captions, pictures, etc.

• Students will be able to write a form of a how-to paper through writing a survival manual.

NC Common Core Standards: • CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• CCSS.ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when

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useful to aiding comprehension.

• CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

• CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Warm Up: Figurative Language Task Cards (15-20 min)

• Introduce- metaphor, alliteration, simile, and personification. o Metaphor- a direct comparison between two unlike things.

Example- Love is a rose. o Alliteration- the repetition of an initial consonant sound.

Example- o Simile- a comparison between two unlike things using like or as.

Example- Watching the movie was as interesting as watching a snail cross the road.

o Personification- occurs when human characteristics are given to something non-living.

Example- The run down house appeared depressed. Example: Students should complete this prompt on a sheet of paper and hand it in. Prompt: “My cell phone cries” (personification)

  Activity 1: Discuss the Conventions of Informational Texts (20 min) Via Follet Shelf through the school’s website, I will open up an informational text about the Olympics called DK Eyewitness: Olympics. Firstly, I will allow students to take two minutes to jot down how many informational text characteristics they can find. I will point out the ones they might have missed. (boldface, title, subtitles, captions, pictures, etc.) They will need to know this information in order to write their Zombie (or disaster) Survival Manual.

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I will also show them a book called What You Can Do to Stop Global Warming by Laurie David and Cambria Gordon to demonstrate some good “how-to” type paragraphs.

• Page 19 has a good example I want them to realize that a how-to paper doesn’t have to just be a list of “first, then you, and then” statements. It can be a narrative of suggestions and details to help add substance. Activity 2: Zombie Survival Manual (40 min) Instruction: Each student will be given a sheet of paper with the prompt on it. This sheet is on the subsequent page. This activity is supposed to mirror a how-to paper of sorts. They will have a title, and subtitles that introduce the next topic. The subtitles are written out for them. Students must begin this writing exercise in class. *Note*- For any reason, if a student decides to opt out of the zombie portion of the assignment, I will allow the student to pick a different disaster such as a hurricane, tornado, etc. to write a Disaster Survival Manual. 5 Subheadings:

1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath

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Zombie Survival Manual The government has contacted you, the leading expert on zombies and the undead, to take part in a mission. The World Heath Organization reveals that a virus has recently broken out that is spreading at an alarming rate. After a person contracts the virus by being bitten by someone infected, they immediately die and return to life vicious and hungry for human blood. There are indications that a zombie apocalypse is eminent. The government has enlisted you to create a Zombie Survival Guide for immediate distribution to the people of earth. This guide should include the following sections: 1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite Each of the 5 sections should have a brief paragraph, which pertains to the title. You can also include point form lists, diagrams, and drawings that will help the victims. Remember that your reader knows absolutely nothing about zombies and will need the information to be detailed, organized, and thorough! Their lives are in your hands. Also, consider using procedural writing strategies when possible so people will need to know what to do step-by-step. You will be assessed on the following criteria: - Conventions of Writing (Appropriate use of spelling, punctuation, grammar, and sentence structure) - Content (A variety of details are provided in a clear and detailed manner) - Organization (The manual is easy to follow, and is arranged appropriately)

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Zombie Survival Manual Rubric  

     

Not Quite Yet 1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite 1 point

Good Start 1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite 2 points

You Did It! 1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite 3 points

Necessary Subheadings Do you have all 5?

Only 1-2 subheadings are accounted for.

Only 3-4 subheadings are accounted for.

All 5 subheadings are accounted for.

This is Not a List! Sequences and suggestions are listed out numerically.

Sequences and suggestions are listed out, but there is no content in between suggestions.

Sequences and suggestions are intermixed with extra content and details.

Content Very few examples and poor detail in the description of content.

Adequate use of examples, however descriptions could’ve used more detail.

Great use of examples and detailed descriptions to explain the content.

Descriptive Language Powerful adjectives, figurative language

Minimal use of powerful adjectives and/or figurative language.

Adequate use of powerful adjectives and figurative language.

Went above and beyond with the inclusion of powerful adjectives, and figurative language.

Organization Ease of navigation, use of subheadings, diagrams/pictures

Difficult to follow. Poor use of subheadings. Few diagrams, or pictures.

Manual is in sequential order. Good use of subheadings and adequate use of diagrams/pictures.

Manual is easy to follow. Excellent use of subheadings and diagrams/pictures.

Conventions of Writing Spelling Grammar Punctuation

Grammar and punctuation mistakes present.

Very few grammar or punctuation mistakes

Almost no grammar or punctuation mistakes.

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Disaster  Survival  Manual:        

Not Quite Yet 1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath 1 point

Good Start 1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath 2 points

You Did It! 1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath 3 points

Necessary Subheadings Do you have all 5?

Only 1-2 subheadings are accounted for.

Only 3-4 subheadings are accounted for.

All 5 subheadings are accounted for.

This is Not a List!! Sequences and suggestions are listed out numerically.

Sequences and suggestions are listed out, but there is no content in between suggestions.

Sequences and suggestions are intermixed with extra content and details.

Content Very few examples and poor detail in the description of content.

Adequate use of examples, however descriptions could’ve used more detail.

Great use of examples and detailed descriptions to explain the content.

Descriptive Language Powerful adjectives, figurative language

Minimal use of powerful adjectives and/or figurative language.

Adequate use of powerful adjectives and figurative language.

Went above and beyond with the inclusion of powerful adjectives, and figurative language.

Organization Ease of navigation, use of subheadings, diagrams/pictures

Difficult to follow. Poor use of subheadings. Few diagrams, or pictures.

Manual is in sequential order. Good use of subheadings and adequate use of diagrams/pictures.

Manual is easy to follow. Excellent use of subheadings and diagrams/pictures.

Conventions of Writing Spelling Grammar Punctuation

Grammar and punctuation mistakes present.

Very few grammar or punctuation mistakes

Almost no grammar or punctuation mistakes.

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Adaptations & Modifications: • Block 1,2, & 5: Use the Smartboard to show the class the different aspects of

informational texts via Follet Shelf. Classroom Management–

• I will distribute the materials by passing a stack of papers back at the front of each row to save time. To collect them, they will pass them up the same way they were passed out.

• If students get too loud, I will quietly remind them to get back on task. • In the transition between each pieces of instruction, I will be talking to the

students to keep their attention on the topic. Bloom’s Taxonomy – The levels of “understanding” and “creating” will be reached during this lesson. 21st Century Skills –

• Information Literacy • Media Literacy

Professional Consultations –

• University Supervisor- Dr. Daigle • School Inclusion Teacher

Plan for Assessment and Evaluation of Student Learning:

• I will take up their warm-up and assess their understanding and confidence in the process of writing figuratively.

• I will observe how well they understand the information I am teaching them by asking questions while I walk around to observe their progress in beginning their Zombie Survival Manual.

Materials:

• Notebook paper • Global Warming book • Follet Shelf

o https://wbb14955.follettshelf.com/shelf/servlet/presentshelfform.do?site=14955

References: David, Laurie, and Cambria Gordon. Get down to Earth!: What You Can Do to Stop

Global Warming. New York: Orchard, 2008.

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Informational Writing Unit: Day 8-10 Finish Up, Post-Assessment, & Enrichment Activity Learning Goals:

• Students will be able to productively peer edit and self-edit their pieces for submission.

Common Core Standards: • CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 here.)

• CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Day 8 (or third to last day of unit): Pick it Out, Self-edit, & Type Instruction: Students will use today to pick out their one writing piece from the week to work on, edit, and finalize. I will reserve the computer lab for Day 8 & 10.

• Today, they will type out what they’ve already written for this piece of writing and use the rest of the class time to add some detail and edit.

Day 9 (or second to last day of unit): Peer Edit Instruction: Students will use today to peer edit each other’s papers. I will pair students in each class based on how well they will work together. The checklists below will be put in front of the class as handouts the students can come grab to edit their peer’s assignment. Peer Edit Checklist: Newspaper Article

1. Does it answer the five W’s? Who? What? When? Where? Why? 2. Does each anecdote/part of the story have a detailed description? Suggest

figurative language. 3. Is it written in third person as if they are a news reporter? Don’t use “I”!! 4. Does the article make sense sequentially? They should have used

sequential words to help the reader comprehend the story. Remember the chart.

5. Is there at least one paraphrase of something their partner directly said? Maybe there’s even a direct quotation!

6. Last thing you should check: spelling, grammar, and punctuation.

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Peer Edit Checklist: Compare/Contrast Mountains 1. Did they find an adequate number of contrasting and comparable features?

Should be very detailed. 2. Was the language used descriptive? Good diction? 3. Did they use enough compare/contrast words? 4. Last thing you should check: spelling, grammar, and punctuation.

Peer Edit Checklist: Analyzing Commercials

5. Did they state the overall message or theme of the commercial? 6. Did they state what they liked about it? 7. Did they state if they would’ve been affected by the commercial in any

way? (maybe not in buying the product being sold, but maybe emotionally affected)

8. Did they list and describe the tactics the company used to get the audience’s attention?

9. Last thing you should check: spelling, grammar, and punctuation.

Peer Edit Checklist: Zombie or Disaster Manual 1. This is not supposed to be a list! Make sure it’s not camouflaged as one! 2. Are their details descriptive? Did they use figurative language and

transition words? 3. Is their manual well organized? Are the subheadings in the right places? 4. Did they use diagrams to give further detail and description of their

suggestions? 5. Last thing you should check: spelling, grammar, and punctuation.

Day 10 (last day): Finalize & Edmodo Instruction: Students will use today to edit and add their additions from the peer-edit day to their piece and upload a final draft to my cooperating teacher’s Edmodo account. If student’s piece includes a picture or diagrams, I will also take up their hard copy to grade the Edmodo post as well as their hard copy with the drawings on it as a whole. Enrichment Activity (for the students who finish uploading their piece early): Instruction: Students who finish uploading their piece to Edmodo on the last day of the unit will research and analyze an article on the computer that mimics the genre of informational writing they chose to turn in.

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Post-Assessment Rubrics: Newspaper Article Rubric: Not Quite Yet

1 point Good Start

2 points You Did It!

3 points Enough Information Given 5 W’s Answered

Article is too short and lacking information. Two or fewer of the five W’s are answered.

Adequate amount of information; however only three or four of the five W’s are answered.

Plentiful amount of information and all five W’s are answered.

Descriptive Language Powerful adjectives, and figurative language

No use of powerful adjectives and/or figurative language.

Adequate use of powerful adjectives and figurative language.

Went above and beyond with the inclusion of powerful adjectives, and figurative language.

3rd Person Not written in 3rd person.

Goes in and out of 3rd person.

Written in third person.

Sequence of Events Sequential language

Not enough information. Too vague.

Used sequential language to adequately to aid reader in comprehension of events.

Exceptionally and appropriately used sequential language to aid reader in comprehension of events.

Title, Quotations, & Picture Creative title, direct quotes or paraphrase, picture with caption

No title. No use of quotes and did not attempt to directly quote or paraphrase any line from the interview. No picture or caption.

Title was adequate. At least one direct quote or paraphrase that added detail to the article. Picture and caption make sense for the events or interviewee.

Very creative title. Went above and beyond with the inclusion of direct quotes and/or paraphrases that added detail to the article. Picture and caption detailed and cohesive.

Conventions of Writing & Length Spelling Grammar Punctuation

Too short. Frequent errors in simple writing.

Adequate length, but still could have used more detail. May be some errors in complex language.

Appropriate length. Occasional errors using complex and complicated writing.

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Compare/Contrast Mountain Scene Rubric: Not Quite

1 point Good Start 2 points

You Did It! 3 points

Conventions of Writing Spelling Grammar Punctuation

Frequent errors in simple writing.

May be some errors in complex writing.

Occasional errors using complex writing.

Figurative Language: Details, Descriptive Adjectives, Sequential Words, Compare/Contrast Words, Diction

Lacking details, descriptive language, sequential words, and compare/contrast words. Incidentally, the paragraph (or page) does not make sense or flow. Not good diction.

Very few details, and uses of descriptive language through adjectives, sequential words, and compare/contrast words, but the paragraph (or page) still makes sense. Not too much diction variance.

Impressive amount of detail, descriptive language, sequential and compare/contrast words. Good diction throughout. Paragraph (or page) flows nicely and it makes perfect sense.

Analyzing Commercials Rubric: Not Quite Yet

1 point Good Start 2 points

You Did It! 3 points

Conventions of Writing Spelling Grammar Punctuation

Frequent errors in simple writing.

May be some errors in complex writing.

Occasional errors using complex writing.

Analyze List below shows the requirements for analyzing the commercials.

2 or fewer requirements from the list have been met.

Only 3 requirements from the list have been met.

All 4 requirements from the list have been met completely.

Figurative Language Details, descriptive adjectives

Poor usage of details and descriptive adjectives.

Adequate usage of details and descriptive adjectives.

Excellent use of details and descriptive adjectives.

1. States the overall message or theme 2. States what they like about it 3. States if they would be affected by this commercial in any way (maybe not in

buying the actual product, but emotionally) 4. Lists and describes the tactics the company used to get the audience’s attention

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Zombie/Disaster Survival Manual: Not Quite

1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite 1 point

Good Start 1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite 2 points

You Did It! 1. Abilities and Behavioral Patterns Of Zombies 2. Weapons and Fighting Techniques 3. Safe Places & Zombie Proofing 4. Essential Items 5. In The Event Of A Bite 3 points

Necessary Subheadings Do you have all 5?

Only 1-2 subheadings are accounted for.

Only 3-4 subheadings are accounted for.

All 5 subheadings are accounted for.

This is Not a List!

Sequences and suggestions are listed out numerically.

Sequences and suggestions are listed out, but there is no content in between suggestions.

Sequences and suggestions are intermixed with extra content and details.

Content Very few examples and poor detail in the description of content.

Adequate use of examples, however descriptions could’ve used more detail.

Great use of examples and detailed descriptions to explain the content.

Descriptive Language Powerful adjectives, figurative language

Minimal use of powerful adjectives and/or figurative language.

Adequate use of powerful adjectives and figurative language.

Went above and beyond with the inclusion of powerful adjectives, and figurative language.

Organization Ease of navigation, use of subheadings, diagrams/pictures

Difficult to follow. Poor use of subheadings. Few diagrams, or pictures.

Manual is in sequential order. Good use of subheadings and adequate use of diagrams/pictures.

Manual is easy to follow. Excellent use of subheadings and diagrams/pictures.

Conventions of Writing Spelling Grammar Punctuation

Grammar and punctuation mistakes present.

Very few grammar or punctuation mistakes

Almost no grammar or punctuation mistakes.

Conventions of Writing Spelling Grammar Punctuation

Grammar and punctuation mistakes present.

Very few grammar or punctuation mistakes

Almost no grammar or punctuation mistakes.

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Disaster Survival Manual Rubric

Not Quite Yet 1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath 1 point

Good Start 1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath 2 points

You Did It! 1. Patterns, Characteristics, and Statistics of the Disaster 2. Stocking Up for the Disaster 3. Safe Places 4. In the Event the Power Goes Out 5. How to Pick Up in the Aftermath 3 points

Necessary Subheadings Do you have all 5?

Only 1-2 subheadings are accounted for.

Only 3-4 subheadings are accounted for.

All 5 subheadings are accounted for.

This is Not a List!!

Sequences and suggestions are listed out numerically.

Sequences and suggestions are listed out, but there is no content in between suggestions.

Sequences and suggestions are intermixed with extra content and details.

Content Very few examples and poor detail in the description of content.

Adequate use of examples, however descriptions could’ve used more detail.

Great use of examples and detailed descriptions to explain the content.

Descriptive Language Powerful adjectives, figurative language

Minimal use of powerful adjectives and/or figurative language.

Adequate use of powerful adjectives and figurative language.

Went above and beyond with the inclusion of powerful adjectives, and figurative language.

Organization Ease of navigation, use of subheadings, diagrams/pictures

Difficult to follow. Poor use of subheadings. Few diagrams, or pictures.

Manual is in sequential order. Good use of subheadings and adequate use of diagrams/pictures.

Manual is easy to follow. Excellent use of subheadings and diagrams/pictures.

Conventions of Writing Spelling Grammar Punctuation

Grammar and punctuation mistakes present.

Very few grammar or punctuation mistakes

Almost no grammar or punctuation mistakes.

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Classroom Management– • I will group students purposefully in order to avoid disruptiveness and to insure a

successful learning environment. • If students get too loud, I will quietly remind them to get back on task. • In the transition between each pieces of instruction, I will be talking to the

students to keep their attention on the topic. Bloom’s Taxonomy –

• “Evaluating” and “Creating” levels will be reached with the peer-editing and post-assessment.

21st Century Skills – identify the 21st Century Skills that each activity/assignment/assessment addresses (see “Notes” section below).

• Critical Thinking and Problem Solving • Communication and Collaboration • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

Professional Consultations – My University Supervisor, Dr. Daigle, was consulted while making this lesson. Plan for Assessment and Evaluation of Student Learning:

• Day 9- I will walk around during the peer-editing process to ensure students are on-task and are doing their job as editors.

• Day 10- I will be summatively assessing all students by having them post their chosen piece to be posted on the class’s Edmodo site.

Materials: • Computer lab • https://www.edmodo.com/ • Enrichment Activity

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Part 9: Assessment and Evaluation of Student Learning Lesson Day 1&2 (Intro into Informational Writing) –

This day’s lesson took more time than I originally planned. I also had to start the unit a day early with my first block because the other two blocks were finishing other things up. Therefore, in first block the lesson started on Tuesday and ended on Wednesday, and for the second and fifth blocks it started on Wednesday and ended on Thursday.

The first day, Tuesday, ran smoothly with first block; however, in hindsight, I shouldn’t have let them take as much time with the writing pretest as I did. The only thing that was bothersome and that I had to call out, were a couple kids with their eyes closed or heads on their desk. I quickly called them out and said, “Name, please wake up,” and moved on. With a little prompting they helped me dissect the “average” (score 3 paper) description paper I had them analyze. They picked out some good and bad aspects, and then the next day were able to work with a partner to analyze the score 2 and 4 papers. I walked around to monitor behavior, keep them on track, and assess how they were analyzing them. When second block (inclusion) partner-analyzed the score 2 and 4 papers, I had to walk around and do a little more prompting and guiding. Both blocks tended to analyze how the papers did or didn’t flow (text structure). On Thursday, fifth block analyzed the score 2 and score 4 description papers. They dissected both with little prompting necessary and even found some parts I didn’t notice. After further analyzing of how each block dissected and critiqued the score 2 and 4 papers, each block did a good job with picking out awesome and poor word choice, essay structure, and opportunities for figurative language implementation.

After grading and reading their pretest descriptive writing essays, all blocks noticeably need help with basic writing conventions like the proper usage of there (there their, they’re), commas, and apostrophes. Some other aspects of their writing that would be worth me making a mini lesson for one of my days within the unit would be capitalization, the proper time to use was versus were, punctuation, and the usage of figurative language. I have made sure to implement warm-ups that work on writing with figurative language. The first figurative language warm-up was completed by block one on metaphors. Most students used them correctly, but some wrote similes instead (probably on accident). I will definitely need to go over metaphors again through a mini-lesson or another warm-up opportunity. Lesson Day 3-4 (Bethany Hamilton, Interviews, & Newspaper Articles) –

Because I have had to prolong some of these lesson plans, I did simile warm up on the day the students read the Bethany Hamilton article and did the Scrambled Egg Activity. After assessing the warm-ups, students definitely understand similes better than metaphors, and I may revisit it one more time just as a reminder on what isn’t a simile. A couple students were getting confused. First block completed the Scrambled Egg Activity a couple days before second and fifth blocks. They did not get all the way finished with their twenty questions due to mandatory tornado awareness PowerPoint and drill. Second and fifth block completed

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this activity on Monday, March 9th. All blocks completed the activity without any problems. I walked around to monitor progress and behavior. Since first block had completed the Scrambled Egg Activity on Thursday of the previous week, we began interviewing on Monday. It was a disaster. They didn’t understand how to ask their partner questions. Thank goodness I realized how much scaffolding was missing, I managed to revamp and add scaffolding to my lesson (in blue in the lesson plan) for second and fifth blocks for the following day. We didn’t end up reading the Bethany Hamilton article to block two. I decided they could handle partner reading. That’s what they did, and they did fine with this off-the-cuff decision. Students did pretty well with how starting their newspaper article rough drafts and were able to get most in to me within one to two class days. There are still students who have failed to turn those in. Those students will be getting a poor grade because they failed to give it adequate effort in class. Considering I gave students two class days and assigned in for homework for Block 1, they should have some form of rough draft in to me. My cooperating teacher and I will monitor each class throughout the rest of my unit with how diligently students turn in other rough drafts. In order to conserve time, I may end up telling the honors class to keep working on a rough draft for homework to turn into me the following day. After grading their daily figurative language warm-ups, I have noticed many of them making simple grammar mistakes. I will intertwine a few grammar “reminder” warm-ups from now on within the figurative language warm-ups. Lesson Day 5 (Compare/Contrast Mtn. Scenes) –

Students did well partner-reading the vampire bat debate article. Students were easily able to recognize both arguments presented in the article about vampire bats. All classes had a short discussion about both of those two differing viewpoints before we moved on to writing. I showed each class my example of a comparison/contrast paragraph to help them understand my expectations. I pointed out my use of comparison/contrast buzzwords like “unlike, contrary to, and in common” to further understanding of the assignment. I proceeded to show students the two pictures of mountain scenes and scaffolded it for block two specifically. I mentioned a couple of physical aspects in the picture that they should recognize to be different. In the moment, I realized it might be helpful for some of them to write out the similarities and differences in the pictures on a “T-chart” or in a Venn diagram. Most students chose to make a chart first and then start writing. In block two, I forgot to carry out my modification of telling them to have at least four things that are similar and four things that are different. If students decide to edit and finalize this piece of writing, I will make sure to mention this requirement for block two.

In hindsight, all blocks needed more scaffolding than I had on my original lessons. After gauging how poorly first block was doing with recognizing elements, I quickly had the students paused and pointed some of the ones that should be obvious. More students understood after I gave them those hints. I did the same for second and fifth blocks. Even after I had given honors some hints, I was getting questioned as to the validity of their observations.

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Being able to walk around and observe students working, I believe I need to provide some motivation and justifications to the classes to help them connect with why writing is important. As I walked around, I noticed several students getting off track quickly and daydreaming. Maybe there is a way I can get them more interested in the realm of writing. I need to get through to them in a way that they will understand that writing will help them succeed in life, and that they need writing to get to where they want to go. Lesson Day 6 (Media Literacy Commercials Evaluation) –

The first day, we had a little difficulty with the iPads working for the first block. But when we realized this problem, we were able to set them up for each subsequent class. Each class left off with only a couple sentences for the beginning of their rough draft in each class. Analyzing the commercials took a little longer than expected. I counted on the next day to continue analyzing in their groups and to start on their individual evaluations.

The second day, we started off with a “coordinating conjunction and comma” usage warm up. I did not take those up, but I had the students write down example sentences, little reminders, and key phrases to be able to reference this sheet when writing. I played each commercial once again for those who wanted to start theirs off with a summary of the events in the commercial. Those who did not want to do that got to watch everyone else’s commercials. For the rest of class, I walked around to help students with their questions and to monitor behavior and progress. Each block, especially block five, seemed to really respond to analyzing the commercials. Block five kept mentioning other commercials with selling tactics. Based on this short, out-of-hand discussion I could formatively assess that they understood the purpose of analyzing commercials and becoming weary consumers.

In hindsight, I wish I had handled the classroom management a little better with each block a little differently. I could have had a discussion with each block about other commercials that they can think of with obvious selling tactics. This might have taken half a class day we didn’t have, but it would’ve been worth exploring and hearing the students’ comments and evaluations of the media they get exposed to. I could’ve used this as another opportunity for a formative assessment, but thought of it too late.

Block one needs to be kicked into gear a little bit with the next writing assignment. Students continue to slack off when given class time to work on their rough drafts. I’m not giving homework on purpose: a major portion of the group will not complete it. By the looks of it, we will need to spend a couple days solely adding to their rough drafts and making self-editions. I might eventually need to assign homework (to finish their chosen rough draft). By the end of the unit, no one picked this piece of writing to work on. I think that is because I did not scaffold enough on how to actually go about writing it.

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Lesson Day 7 (Zombie or Disaster Survival Manual) – This lesson took two days. Immediately, students were very receptive to this topic, and some even wanted to start on a final draft (booklet) the first day. Many of them wanted to start drawing the pictures with the captions first, but I encouraged them to start writing an eight-sentence paragraph for each subheading as a first requirement.

After having the students write on these for a little while in class, I was getting a couple questions regarding one of the subheadings. The “Essential Items” subheading was going to be really challenging to write without writing it in list format. So, in class, I changed the requirements after assessing this to be true. Unless students had already found some way to make this section eight sentences, I allowed students to write two to three sentences along with a bulleted list below detailing their essential items.

The students were so excited and pulling me over to their desks to ask if their idea was a good one. I really think after how excited the students were to write on this subject that the majority will pick this one to finish up, finalize, type up, and submit on Edmodo. Lesson Day 8-10 (Finish, Self-edit, Peer Edit, Type up, Edmodo) – These lessons spanned over the time period of four days. The first day, students received their rough drafts to read over all four of them individually. I told them that they had to read all four before they made their decision about which one they wanted to continue to write on. For the rest of the day, they worked on finishing those drafts up and make it into a full rough draft. I walked around helping students with diction, sentence structure, and answered any questions. If a student asked a question I thought would be helpful for the whole class to hear, I brought that question to the class’s attention and then answered it. Usually, another question about the requirements for the paper followed. In hindsight, I did not fully think of everything beforehand. For instance, the page number requirement. Initially, my thought was to gauge their papers individually as they were writing to see whether or not they needed more substance and/or pages. However, that wasn’t the best way to go about it. It was hard to place a page requirement on every single different rough draft because for some it would stifle their creativity and not allow them to go past a certain number; however, for most it would help them understand that that was an expectation. What I ended up doing for the majority of the papers (zombie or disaster guide) was to put an eight-sentence paragraph length requirement for each subheading’s paragraph. If they did not reach that expectation, they got counted off a few points as I was grading them. After that initial day, of writing I told them that we’d work on them tomorrow in class as well. However, they also knew that whatever they didn’t get done in class was going to be homework, yet some students still proceeded to come back that next day with their rough drafts not completely done and ready to peer-edit. My cooperating teacher decided to send those students down to the ISS teacher to have them finish it up in there and that they would just be a day behind in the peer editing and typing up process. For the peer edit day, I gave them checklists for each separate piece of writing they could’ve chosen. I thought it was specific enough, but the kids were still just reading their peer’s papers and checking items off the list in ten seconds. What I had to end up doing was going around individually to each pair to assess how many comments they had

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left each other. Again, regarding how many constructive comments I was requiring, I didn’t have a number and probably should have. Looking back, I should have started off with me showing them a poorly done paper while going through and giving constructive comments all the while asking for their input. In the end, I required that they show me their peer’s paper to see how constructive and helpful their comments were. I also made them write at least two compliments such as “good diction here” or “awesome simile”. The type up day ended up taking two and a half days. It was a total mess. The Internet was spotty every day that we had the laptops in the room. Students were required to save their papers in the “Student Work” folder, and the Internet was required to access this folder. With a lot of trouble-shooting and saving papers to students’ individual flash drives as well as my teacher’s personal flash drive, we got them all saved and printed within the next week. Regarding Edmodo, I decided in the middle of class on the last day to avoid uploading their pieces onto Edmodo because of all the technology and Internet difficulties we had been experiencing. I did not want to put the students, my teacher, or myself through the trouble. I wish we could have utilized that technology because it was ideally meant to give the students a 21st century skill with knowing how to upload a document to an online portfolio. It was also supposed to give them the pride of “publishing their work”. However, it would have taken a whole other day just to trouble-shoot with the Internet and upload a document. I just didn’t want to waste class time. V. Part 10: Results and Analysis of Student Learning – Teacher candidates will accurately report and represent student outcomes, examining patterns of performance for individuals and groups of students. **** The pretest grades that have been recorded on the chart below were grades given based upon whether students followed directions and how much effort they made. Ideally, a warm-up exercise (pretest) like this would not be graded based on more than following directions and effort, but because I had to assess if my students grew over the span of my writing unit, I assessed my student’s (increase/decrease) growth looking at each of their formative assessments, their rough drafts after self editing and peer editing, and what I have gauged and assessed throughout the five-week span of my unit. In my opinion (because writing is so subjective), each one of my students’ growth increased.****

Student #

Pre-Test

Formative Assessment

Formative Assessment

Formative Assessment

Formative Assessment

Formative Assessment

Post-Test

Growth Increase/ Decrease

Comments /Observations for Formative Assessment Analysis

S1 100 80 85 90 75 93 93 Increase Attentive, receptive to material. Sometimes disruptive to class but asked questions that were helpful to

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others. S2 100 90 80 75 75 85 85 Increase Attentive,

receptive to material

S3 80 85 100 75 75 70 85 Increase Minimal growth due to lack of attentiveness. Reluctant to do the work.

S4 100 80 75 85 90 80 85 Increase Attentive, receptive to material

S5 90 75 70 80 85 90 87 Increase Attentive, receptive to material

S6 100 90 80 100 80 95 91 Increase Attentive, receptive to material

S7 100 85 80 75 70 90 80 Increase Attentive, receptive to material

S8 Absent 80 70 65 85 90 85 Increase Attentive, receptive to material, reluctant to do the work

S9 100 90 100 95 75 90 90 Increase Attentive, receptive to material

S10 90   75   80   100   90   85   85 Increase Attentive, receptive to material  

S11 100   90   85   90   90   95   94 Increase Attentive, receptive to material  

S12 100   100   90   100   95   85   91 Increase Attentive, receptive to material  

S13 90   90   100   85   85   90   92 Increase Attentive, receptive to material  

S14 100   90   100   90   85   100   97 Increase Attentive, receptive to material  

S15 100   100   95   100   95   85   94 Increase Attentive, questioned the subject matter and my teaching at times  

S16 80 80 80 75 90 90 80 Increase Reluctant to do the work.

S17 80 75 50 70 80 70 77 Increase Reluctant to do the work.

S18 100 90 100 90 100 85 85 Increase Attentive, receptive to material

S19 100 85 100 85 80 90 85 Increase Attentive, receptive to material

S20 100 100 90 80 85 85 91 Increase Attentive, receptive to material. Asked questions that were helpful to others.

S21 100 100 90 75 85 80 83 Increase Attentive, receptive to material

S22 100 100 100 90 80 85 83 Increase Attentive, receptive to material

S23 100 90 90 100 70 90 76 Increase Attentive, receptive to material

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S24 95 80 100 90 75 80 80 Increase Attentive, receptive to material

S25 100 100 70 85 90 90 85 Increase Attentive, receptive to material

S26 100 80 80 70 70 85 90 Increase Reluctant to do the work unless individual help is given.

S27 100 90 100 100 90 90 93 Increase Attentive, receptive to material

S28 95 100 100 95 95 95 95 Increase Attentive, receptive to material

S29 100 100 80 90 90 85 97 Increase Attentive, receptive to material. Asked questions that were helpful to others.

S30 100 100 90 90 95 80 94 Increase Attentive, receptive to material

S31 90 90 85 100 85 85 95 Increase Attentive, receptive to material. Reluctant to do the work unless individual help is given. Disruptive to class.

S32 93 95 100 90 90 85 97 Increase Attentive, quiet but receptive to material

S33 95 100 95 100 90 85 100 Increase Attentive, receptive to material. Sometimes disruptively talking.

S34 100 100 100 95 90 95 100 Increase Attentive, receptive to material. Sometimes disruptively talking.

S35 95 100 95 85 100 100 95 Increase Attentive, receptive to material

S36 100 85 90 80 100 95 87 Increase Attentive, receptive to material

S37 100 90 95 100 100 90 100 Increase Attentive, quiet but receptive to material

S38 93 100 95 80 85 95 93 Increase Attentive, receptive to material

S39 90 100 95 100 100 95 98 Increase Attentive, receptive to material. Asked questions that were helpful to others.

S40 100 100 100 95 100 95 100 Increase Attentive, receptive to material

S41 93 100 90 85 90 95 98 Increase Attentive, receptive to material

S42 100 95 90 100 100 100 100 Increase Attentive, receptive to material

S43 95 95 100 100 80 85 96 Increase Attentive, receptive to material

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S44 Absent 95 90 100 90 85 85 Increase Attentive, receptive to material

S45 100 95 100 95 100 90 94 Increase Attentive, receptive to material

S46 100 100 90 90 95 95 85 Increase Attentive, receptive to material

S47 93 100 100 100 97 Increase Attentive, quiet but receptive to material

S48 95 90 90 90 85 95 85 Increase Attentive, quiet but receptive to material

S49 100 90 95 100 85 90 87 Increase Attentive, receptive to material

S50 93 100 85 100 90 95 97 Increase Attentive, receptive to material. Would ask questions helpful to other students.

S51 90 90 85 100 90 85 90 Increase Attentive, quiet but receptive to material

S52 95 100 90 100 100 95 95 Increase Attentive, receptive to material and always asking questions about paper requirements.

S53 95 100 100 95 80 90 98 Increase Attentive, receptive to material. Asked questions that were helpful to others.

S54 Absent 100 95 95 100 90 90 Increase Attentive, receptive to material. Always completed work quickly.

S55 93 90 100 85 95 100 96 Increase Attentive, receptive to material

S56 100 100 95 100 95 90 94 Increase Attentive, receptive to material

S58 100 90 95 95 95 93 Increase Attentive, receptive to material and eager to add own creativity to the piece.

Overall, this unit was very successful, and the students seemed receptive to the

material and writing prompts given. There were several factors that contributed to their success. Each writing prompt was chosen because it aligned with standards, but it also would be interesting and intriguing to the students. They also were able to work in groups and pairs in order to collaborate and discuss their brainstorming processes with each other. I believe this helped and made students comfortable when it came time to work individually.

Throughout the unit, students progressed in their 21st century skills, namely communication and collaboration, creativity and innovation, and media literacy. Through working in pairs or small groups, students were able to strengthen their communication skills in order to work collaboratively together towards a common goal. Communication skills were also being worked on when students had to interview each other for the

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newspaper article draft. Also, with many of their writing pieces, students were able to input creativity and innovation when coming up with ideas for zombie abilities as well as figurative language describing the scenery of two mountain scenes. The 21st century skill of media literacy came into play when students were made to analyze television commercials within their small groups. Students analyzed what tactics the company was using to get the audience’s attention.

My student data demonstrates growth in the goals and objectives for the project. Based on my learning goals that I set for each day’s lesson, I saw an increase in knowledge with my classes. Growth was also made when assessing how much students learned regarding the North Carolina Common Core Standards for English Language Arts. I used several research-based strategies when it came down to teaching my students how to write an informational text. I utilized anchor charts, the Think Pair Share method, preferential and purposeful seating, pairing, group work, and many others. Based on the growth that I saw within my three Language Arts classrooms, I would use these methods again.

When preparing my unit for my classes, the EC teacher in my second block helped me with purposeful pairing and grouping for that class as well as specific modifications for certain students. She also helped me think about giving them a goal such as “write at least three paragraphs” or “write two examples of personification”, etc. I planned this unit with the help of my supervising teacher at Appalachian State. She really helped me wrap my mind around how I should structure this unit. She also helped me think about how to properly grade a piece of writing. In hindsight, I could have done better in how I graded the papers. The benefit of collaborating with a colleague was fantastic.

VI. Part 11: Reflection on Teaching and Learning – Teacher candidates will examine their impact on student learning, including their planning of effective instruction, use of appropriate and accurate assessments, analysis of student learning, and plans for future instruction. Additionally, the focus is developing a reflective disposition and on continuous teacher candidate professional improvement.

This is a reflection on my impact project, which was recently completed during

my student teaching experience of spring 2014. The project required me to design and co-

teach a five-lesson unit. In collaboration with my cooperating teacher, we decided that I

should do an Informational Writing unit. This unit was taught over the time span of five

weeks to three eighth grade English Language Arts classes.

At the beginning of this unit I administered a pre-test prompt to see what level the

students were on when it came to good descriptive language and figurative language

because these are two skills I believe to be necessary to write an informational text.

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Throughout the lessons I used formative assessment through warm ups and observation to

help guide my instruction daily and weekly. The unit consisted of four different

informational writing prompts that students wrote about. At the end of the unit, students

got to choose which prompt they felt like they could be the most creative with as well as

show off their new writing skills. I used rubrics to guide me in assessing students’ growth

from the pre-test prompt to the final draft of informational writing. Each lesson was

designed to be developmentally responsive, using researched based methods, to provide

the most comprehensive learning environment possible. On a daily basis students were

engaging in a wide array of activities such as group discussions and activities, figurative

language and grammar bell-ringers, creative writing, “Think, Pair, Share,” peer editing,

and analyzing television commercials within a group. All of these activities allowed the

students to develop 21st century skills such as creativity, communication, collaboration,

and media literacy.

There was a one hundred percent growth rate for the students. Some students

only increased growth by a fraction, while other students grew considerably. Most

students had issues with implementing figurative language into their pieces of writing as

well as how to start off their papers. I chose not to focus on introductions and thesis

statements. Evidently, I should have focused on those aspects more so because my

students seemed to be stuck when it came to those characteristics of a paper. To further

instruction with these details, I would implement a lesson where students had to write a

thesis statement for an intro that had already been written. I would show them how to do

this first by completing one myself. Then with partners, they would come up with an

accurate thesis statement for another intro paragraph. Then, individually, they would

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come up with a third thesis statement for a third introduction. I would provide personal

assistance when students were working with partners as well as when they worked

individually.

Designing and implementing this unit allowed me to reflect on what my strengths

and weaknesses are in relation to effective planning and instruction. I found that my

strengths are coming up with fun and creative ways that kids can express and showcase

what they’ve learned. Project-based or performance-based learning is a research-based

strategy to assess students. I pride myself on finding and coming up with entertaining and

fun activities and writing prompts that students become enthusiastic about. Summative

assessment seems to be a strength of mine. Another strength of mine is implementing

research-based strategies in my teaching. I had the students create several anchor charts

along with me and also had them pull out those anchor charts when writing their papers.

Students were accessing and performing on the highest level of Bloom’s taxonomy when

completing anchor charts for later use: create. A weakness I perceive I have is using

formative assessment to gauge when there needs to be a change in the lesson. In each

lesson, a figurative language or grammar warm up was featured. The grammar warm ups

are not written down, but I did implement them when I felt some grammar reminders

were necessary. Those warm ups were meant to be formative assessment, and I could

assess how well they were understanding a particular literary device like simile or

metaphor, but I wasn’t helping them connect the dots as to how to put those in their

writing pieces. In reflection, I did show student individually where they could put a

simile, but I could’ve used the formative assessments to better understand that some kids

just weren’t getting the information. I’ve also realized and come to understand that

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formative assessment can be as simple as asking a particular student a question. I was

asking questions and getting answers but was forgetting to take note of the answers given

to assess their understanding.

The biggest weakness I learned that I noticed through teaching this project was

being too rigid with the time I had allotted for each lesson. I had a time frame of how

long I wanted each assignment to go on for but realized that more often than not it was

not realistic. I tend to set a plan and not want to stray from the plan, however, that is

necessary most, if not all, of the time in teaching. If through formative assessment, I

realize that a handful of students do not understand, I need to stop and do a quick mini-

lesson to help those students gain more understanding in order to move on. I really need

to realize that this is a crucial aspect of teaching and take a deep breath when I feel like

my plans aren’t going the way I planned because things will happen, kids won’t fully

understand, and I will have to pause and redirect. During my first year of teaching, I will

focus highly on time management and being able to redirect instruction when necessary

for the students.

In reflecting on my classroom management, there were several things I could

have done differently. My biggest weakness regarding classroom management was not

having a consistent or clear way of getting the students’ attention. I needed to come up

with some sort of signal I could have used. I ended up just raising my voice a little in

order for them to hear my voice and then I would lower it to a normal volume once they

had settled and were listening. I would also stand up front and wait for their eyes to be on

me and for them to be silent. Those were semi-effective, yet I know there was a better

way I could’ve gotten their attention without wasting as much instructional time. During

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my first year of teaching, I am going to strive to implement a more consistent form of

classroom management so that students know from the beginning how they are expected

to be working and behave.

A strength I had regarding classroom management was talking students one on

one. When a student was being unruly and disruptive to the class, I would nonchalantly

walk over to that student’s desk and lower myself to their eye level and quietly talk to

them about being disruptive. The student would sometimes want to explain their side of

the story or come up with excuses, but I was able to calmly ask them to get back to work

and ignore their peers. I would also walk around and ask students what they had gotten

done to give them some accountability when all they had been doing up until I walked up

was goofing off with a buddy. Purposeful seating was not very effective in a few of my

classes. As hard as my cooperating teacher and I tried to get disruptive students away

from each other, somehow those students would still find a way to misbehave. Some

students just know everybody and find some way to be disruptive with whoever is sitting

near them.

I had to opportunity to be in these classrooms and form relationships with the

students several weeks prior to implementing this unit on informational writing. I would

have to say that this is the most effective when it comes to classroom management. When

you have a relationship with the students built, they give you their respect and in return

you give them yours. The moments I took to talk to kids individually or in groups when

they were not on task, I believe this prior relationship helped me have grounds to say

what I often said to those students, which was “I’m expecting you to get this done”. In

my first year of teaching, my goal is to form this strong relationship very early on in the

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year because I believe that with a sturdy relationship and positive classroom

environment, respect and hard work can be the focus of the classroom.

In terms of content for my specific project, I was able to get reacquainted with all

of the different genres and styles of writing that can be considered informational writing.

Some of the students were baffled that something like a Zombie Survival Manual would

be considered an informational piece because they had so much creative control over that

piece, and indeed it was considered an informational text by the end of it based on its text

features and the how-to nature of it.

I am planning to use all that I have learned from this project for my future

instructional experiences within my first year of teaching. I have learned some valuable

and useful lessons through the implementation of this unit plan, and am excited to be able

to implement all that I have learned when it comes to formative assessment, time

management and letting go of rigid plans, and classroom management strategies.