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.

Final Portfolio

Click HERE to see my final portfolio for the coffee house poetry project.

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

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

Multiple Intelligence Survey

My 3 learning styles were:

1. Self
2. Language
3. Musical

Driving Question & Anchor Video

My driving question is: What are some conventions of a sonnet?

Click here to see my anchor video!

Power Standard

In a Shakespeare based unit, students would read Macbeth along with a variety of Shakesperean sonnets. Students would begin by learning about the time period in which Shakespeare wrote plays to better understand the theatrical conventions of the time. Next, they would read Macbeth aloud by performing it as a play with each of the students assigned a new character each day. This would allow my struggling student the opportunity to direct his energy toward classroom material, would fulfill his desire for attention and give him the opportunity to utilize his humor through the characters in the play. Public performance may be one of his strengths based on his desire to be noticed in the classroom. Next, students would create epitaphs for the characters using this lesson plan. Students would then read and analyze sonnets in order to fulfill this power standard.