1. Altogether, students at Liberty High scored below the county and state average in reading proficiency. However, 24.59% were reading at mastery level compared to 23.78% at state level. Only 8.89% scored above master and 1.40% scored at the distinguished level.
2. Students need to engage in more individual reading in which they are responsible for the material they have read on their own. Students in my class read as a group, which allows the students who are comfortable with reading to participate and those who are not to sit back and simply listen.
3. Jennifer Howerton, 9th grade English X Marks the Spot strategy
4. Cues, questions and advance organizers. Students can be specific about what they're trying to understand.
Providing feedback. Students give feedback throughout the reading process that the teacher can give feedback about after the process.
Reinforcing effort. Students generate their own learning process throughout the activity.
5. How can students better comprehend information they have read?
6. --an interest survey style questionairre asking students about their attitudes about reading, their strategies for reading and their interests and needs in reading.
Thursday, May 5, 2011
Action Research Reading
1. Getting Smarter at School
2. Students are having difficulty participating in an organized, strategized discussion.
3. The teacher gave the students a rubric to score themselves on their performance in discussion. They were able to see the changes they needed to make on their own.
4. Setting objectives, Providing feedback
5. Students wrote about specific changes they have made and what they have learned throughout the process. Students were also taking initiative to improve their performance.
6. Student surveys
7. Collaboratively as a group
8. Students were conducting organized discussions entirely on their own without intervention or prompts from the teacher.
2. Students are having difficulty participating in an organized, strategized discussion.
3. The teacher gave the students a rubric to score themselves on their performance in discussion. They were able to see the changes they needed to make on their own.
4. Setting objectives, Providing feedback
5. Students wrote about specific changes they have made and what they have learned throughout the process. Students were also taking initiative to improve their performance.
6. Student surveys
7. Collaboratively as a group
8. Students were conducting organized discussions entirely on their own without intervention or prompts from the teacher.
Tuesday, May 3, 2011
Tuesday, April 26, 2011
Lesson Plan 2
Teacher: Ivy Bartlett
Course: English 12
Date: 4/15/11
21st Century Tools: 21C.O.9-12.3.TT2 Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.
21C.O.9-12.2.LS4 Student visualizes connections and independently produces solutions; show originality, concentration, commitment to completion, and persistence to develop unique and cogent products.
WV CSOs
RLA.O.12.1.05 author's intended audience, purpose, style, voice and technique
RLA.O.12.1.12 analyze and evaluate persuasive language and techniques for intent, purpose, audience, type and effectiveness
RLA.O.12.2.03 identify, evaluate and analyze information (e.g. primary and secondary sources, print and electronic media, personal interview)
Question: What is a more persuasive and culturally relevant way to sell a particular candy bar?
Procedure:
Students will separate into groups and be assigned a particular candy bar.
Students will research ad campaigns for their candy bar.
Students will create a poster, jingle and pitch for their redesigned candy bar ads.
Students will present projects orally.
Materials needed: markers, posterboard, paper, computers
Assessment: final presentation of project
Course: English 12
Date: 4/15/11
21st Century Tools: 21C.O.9-12.3.TT2 Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.
21C.O.9-12.2.LS4 Student visualizes connections and independently produces solutions; show originality, concentration, commitment to completion, and persistence to develop unique and cogent products.
WV CSOs
RLA.O.12.1.05 author's intended audience, purpose, style, voice and technique
RLA.O.12.1.12 analyze and evaluate persuasive language and techniques for intent, purpose, audience, type and effectiveness
RLA.O.12.2.03 identify, evaluate and analyze information (e.g. primary and secondary sources, print and electronic media, personal interview)
Question: What is a more persuasive and culturally relevant way to sell a particular candy bar?
Procedure:
Students will separate into groups and be assigned a particular candy bar.
Students will research ad campaigns for their candy bar.
Students will create a poster, jingle and pitch for their redesigned candy bar ads.
Students will present projects orally.
Materials needed: markers, posterboard, paper, computers
Assessment: final presentation of project
Lesson Plan 1
Teacher: Ivy Bartlett
Course: English 12
Date: 4/14/11
21st Century Tools: 21C.O.9-12.1.TT10 Student implements various Internet search techniques to gather information; student evaluates the information for validity, appropriateness, content, bias, currency and usefulness
21st Century Learning Skills: 21C.O.9-12.2.LS2 Student draws conclusions from a variety of data sources to analyze and interpret systems.
WV CSOs:
RLA.O.11.1.04 apply appropriate reading strategies for a successful literary experience, to gain information and perform an assigned task.
RLA.O.12.2.03 identify, evaluate, and analyze information (e.g. primary and secondary sources, print and electronic media, personal interview)
RLA.O.12.1.10 elaborate on the meaning of texts to expand vocabulary and to draw connections to self and the real world.
Question: What does a particular news story mean to you poetically?
Procedure:
Students will use the internet and newspapers to select one news story that captures their interest.
Students will write a poem based on the news story they have selected. Poems can be written in any style.
Students will exchange poems in groups and use peer editing to provide feedback.
Students will revise poems and produce a final copy.
Students will orally recite their poems to the class.
Materials needed: newspapers, computers, paper
Assessment: final copy of poem stapled to original news story
Course: English 12
Date: 4/14/11
21st Century Tools: 21C.O.9-12.1.TT10 Student implements various Internet search techniques to gather information; student evaluates the information for validity, appropriateness, content, bias, currency and usefulness
21st Century Learning Skills: 21C.O.9-12.2.LS2 Student draws conclusions from a variety of data sources to analyze and interpret systems.
WV CSOs:
RLA.O.11.1.04 apply appropriate reading strategies for a successful literary experience, to gain information and perform an assigned task.
RLA.O.12.2.03 identify, evaluate, and analyze information (e.g. primary and secondary sources, print and electronic media, personal interview)
RLA.O.12.1.10 elaborate on the meaning of texts to expand vocabulary and to draw connections to self and the real world.
Question: What does a particular news story mean to you poetically?
Procedure:
Students will use the internet and newspapers to select one news story that captures their interest.
Students will write a poem based on the news story they have selected. Poems can be written in any style.
Students will exchange poems in groups and use peer editing to provide feedback.
Students will revise poems and produce a final copy.
Students will orally recite their poems to the class.
Materials needed: newspapers, computers, paper
Assessment: final copy of poem stapled to original news story
Tuesday, March 29, 2011
Monday, March 28, 2011
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