Download - Spring 2016 Defense of Learning
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DEFENSE OF
LEARNING: SPRING
M E N T E E : L U M I C H A N
M E N T O R : C H R I S T I N E R U S S O
F O R T H A M I LT O N E L A R E S I D E N T
D AT E C O L L E C T I O N A P R I L - M AY
2 0 1 6 : P R E S E N TAT I O N J U N E 8 T H 2 0 1 6
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STUDENT DATA: BASELINE (SEPTEMBER)
6&7th period class: Double period literacy; all students
scored below a 3 on the 8th grade ELA exam
0
2
4
6
8
10
12
0-55 56-65 67-75 76-85 86-90 90-95 96-
100
Baseline Scores
# of Students
Baseline Essay: Students wrote a five paragraph
essay based on Steve Jobs commencement
speech in 2001. Student were to choose 2 out of
the 3 lessons Jobs describe in his speech.
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PURPOSE: DOL1 AND DOL2 DoL1 – Data collection and analysis based on Judith Hochman’s PIE Quick Outline
- Subskills: Writing an introduction sentence, transition sentence, evidence,
explanation, and conclusion sentence
Rationale: Students learned a structural outline in assistance to creating a well
written paragraph. Students can use the outline for any type of essay as long as
they follow the conventions of Topic Sentence, Point, Important Quote,
Explanation and Summary Sentence
DoL2 – Data collection and analysis based on Judith Hochman’s Introduction and
Conclusion Paragraphs
- Subskills: Writing an introduction paragraph for an Argumentative Essay
and Central Idea essay
Rationale: Students have the ability to create a coherent paragraph and now,
students must be able to produce a clear and coherent introduction and
conclusion paragraph in order to write a 5 paragraph essay.
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BREAKDOWN
Initial Strategy: Introduction and Conclusion Quick Outline Focus Skill: Constructing a introduction and conclusion paragraph Rationale: Based on the baseline assessment, students lack organization in their essay writing.
Subskills:
1. Forming an Argumentative Essay introduction with a General Statement, Specific Statement and Thesis Statement.
2. Forming an Argumentative Essay conclusion sentence with a Thesis Statement, Specific Statement and General Statement.
3. Forming a Central Idea Introduction with a Central Idea Sentence, Literary Element Sentence, Literary Element Definition Sentence.
Smart goal: Students will be able to compose a complete 5 paragraph essay, with an introduction and conclusion paragraph by May 31, 2016.
CCSS.ELA-LITERACY.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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CYCLE 1: INTRODUCTION TO INTRODUCTION
STRUCTURE FOR CENTRAL IDEA ESSAYS
For the first cycle, students were introduced to
the structure of a general central idea
paragraph. Students will first focus on the
structure of the introduction before given
extra steps of modifications.
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CYCLE 1 PRACTICE
After going through the
layout of how a
introduction
paragraph, students
practiced explaining
how each sentence
is either a General,
Specific or Thesis
Statement.
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CYCLE 1 PRACTICE
Based on the previous play
we read, together as a
class, students
identified each
statement and labeled
them according to the
introduction layout.
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CYCLE 1: FBI (CENTRAL IDEA PARAGRAPH)
APRIL
Together as a class, we came up with the
entire introduction paragraph together.
This is the first time students were
required to write an entire introduction.
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CYCLE 1
All students for the first cycle created the
same introduction paragraph. This
practice was to help students practice
creating an introduction paragraph.
Thesis Statement
Specific
Statement
General Statement
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CYCLE 2: CENTRAL IDEA
Through Literature Circles,
students practiced
continuously with
identifying literary
elements in their
books.
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CYCLE 2: SENTENCE STARTERS
The central idea paragraph is structured through a set sentence
structure for students to follow such as…
1) The central idea of “(Article/book name)”, is _______________
_____________________________________________________.
2) One literary element that supports the central idea is through
literary element (mood/tone/conflict/characterization/setting).
3) (Definition of literary element).
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CYCLE 2: CENTRAL IDEA WITH LITERARY
ELEMENT
Ciara (Low)
- Students composed their own introduction
paragraph based on the set outline of a
central idea introduction paragraph.
1st Sentence: Identify the Central Idea
2nd Sentence: Identify the Literary Element
3rd Sentence: Definition of Literary Element
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CYCLE 2: CENTRAL IDEA WITH LITERARY
ELEMENT
Aaliyah (Medium)
1st Sentence: Identify the Central Idea
2nd Sentence: Identify the Literary Element
3rd Sentence: Definition of Literary Element
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CYCLE 2: CENTRAL IDEA WITH LITERARY
ELEMENT
Abigail (High)
1st Sentence: Identify the Central Idea
2nd Sentence: Identify the Literary Element
3rd Sentence: Definition of Literary Element
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CYCLE 2: LITERATURE CIRCLES (EXTENSION)
Students were able to compose a
introduction based on a central
idea in a text. This extension helps
students develop a coherent and
grounded explanation to their
reasoning, exanding on past skills.
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CYCLE 2: LITERATURE CIRCLE PRACTICE (EXTENSION)
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CYCLE 2: LITERATURE CIRCLE PRACTICE (EXTENSION)
Ciara (Low) Literature Circle Practice: “Father”
in Living Up The Street by Gary Soto.
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CYCLE 2: LITERATURE CIRCLE PRACTICE (EXTENSION)
Abigail (High) Literature Circle Practice:
“Father” in Living Up The Street by Gary Soto.
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CYCLE 3: ARGUMENTATIVE ESSAY INTRODUCTION
AND CONCLUSIONS
Students created their own paragraphs
based on the play Romeo and Juliet.
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CYCLE 3:INTRODUCTION VS. CONCLUSION PARAGRAPH
The only difference between the
introduction and conclusion is that
layout is reversed.
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CYCLE 3: INTRODUCTION WORKSHEET
All students created the
same introduction
paragraph together.
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CYCLE 3: CONCLUSION WORKSHEET
Students individually
created their own
reworded version of the
Introduction Paragraph
outline.
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CYCLE 3: ARGUMENTATIVE ESSAY INTRODUCTION
AND CONCLUSIONS
Ciara (Low)
*Resource Room assistance
Introduction Paragraph
Conclusion Paragraph
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CYCLE 3: ARGUMENTATIVE ESSAY INTRODUCTION
AND CONCLUSIONS
Aaliyah (Medium)
Introduction Paragraph
Conclusion Paragraph
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CYCLE 3: ARGUMENTATIVE ESSAY INTRODUCTION
AND CONCLUSIONS
Abigail (High)
Introduction Paragraph
Conclusion Paragraph
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FINAL DATA: SEPTEMBER VS. MAY
0
1
2
3
4
5
6
7
8
9
10
0 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
0
2
4
6
8
10
12
0-55 56-65 67-75 76-85 86-90 90-95 96-100
Baseline Scores Romeo and Juliet’s Argumentative Scores
Part 2: Argumentative Common Core Rubric
0 – 0-45
1 – 46-55
2 – 56-60
3 – 61-64
4 – 65-80
5 – 85-93
6 – 94-100
25% passing rate
61% passing rate
Student passing rate through
strategies implemented through
DoL1 and DoL2 data collected shows
a 36% passing rate increase.
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STUDENT PASSING RATE
0
5
10
15
20
25
30
Fall
2015
Spring
2016
Amount of Students Passed
Amount of
Students
Passed
There was a 41% (10
students) increase in
passing rate from Fall
2015 to Spring 2016.
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CHALLENGES AND INSTRUCTIONAL NEXT STEPS
Challenges:
1) Students are able to explain their quotes well, but struggle to
relate it back to the central idea. Missing the “HOW”.
2) Students are able to pick out strong quotes, but struggle with
proper citations (Titles, Articles, Page Numbers)
Next Steps:
1) Continue to have scaffold student’s writing through literature
circles. Prompting students to cite and explain the how in their
writing.
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RESOURCES & OVERALL REFLECTION
• Mentor, Fellow Teachers at FHHS, Fellow Residents at FHHS, Site
Coach, Fellow English Cohort members
• Hunter Classes:
English Methods SEDC 704 – Building Foundations of Literacy in
Adolescent 7-12
English Methods SEDC 781 - Laura Preisser (Practicum: Activities)
• Professional Development
• Books:
Jeff Zwier’s Building Academic Language: Meeting Common Core
Standards Across Disciplines, Grade 5-12
Reiss, Jodi. 120 Content Strategies For English Language Learners
Teaching For Academic Success in Secondary School
Overall Reflection:
Based on data alone, overall class passing rate on a argumentative essay
is 36%. Although many students are still just meeting the passing score,
they have significantly improved from a 1 to a 3 for the argumentative
essay. Students that have not shown progression are students with
consistent absences and disruptive behavior (in which intervention took
place but no changes shown).