Goals Increase knowledge and usability of the genre units and the ELA assessment units (dispositions, daily goals and objectives, activities) Increase.

GoalsGoals Increase knowledge and usability of the Increase knowledge and usability of the

genre units and the ELA assessment genre units and the ELA assessment units (dispositions, daily goals and units (dispositions, daily goals and objectives, activities)objectives, activities)

Highlights from the Highlights from the Romeo & Juliet Romeo & Juliet unitunit Blend the current curriculum, genre Blend the current curriculum, genre

units and assessment units and create a units and assessment units and create a pacing guidepacing guide

Create a system for adding future ideasCreate a system for adding future ideas

PacingPacing

Genre units overview Genre units overview 8:30-9:558:30-9:55Strategies reviewed and modeledStrategies reviewed and modeledquestions, dispositional thinkingquestions, dispositional thinking

Short breakShort break 9:55-10:009:55-10:00 Romeo & JulietRomeo & Juliet unit unit 10:00-11:30 10:00-11:30

LunchLunch 11:30-12:3011:30-12:30

ELA AssessmentELA Assessment unitsunits 12:30-1:3012:30-1:30 Short breakShort break 1:30-1:351:30-1:35

Weaving it all together, Weaving it all together, 1:35-2:001:35-2:00 Time to work on creating pacing guideTime to work on creating pacing guide 2:00-3:002:00-3:00 Final thoughts, questions, comments, Final thoughts, questions, comments, 3:00-3:303:00-3:30

where do we need to go from here?where do we need to go from here?

Common strategies and Common strategies and activitiesactivities

World Wide CaféWorld Wide Café BookmarksBookmarks Think-Write-Pair-Share (with whip around)Think-Write-Pair-Share (with whip around) JigsawJigsaw RAFTRAFT Character ChartsCharacter Charts Focus Questions (gradual release method)Focus Questions (gradual release method) Tear and ShareTear and Share Window BoxWindow Box Choral ReadingChoral Reading Reader’s TheaterReader’s Theater Vocabulary strategies Vocabulary strategies Data WallsData Walls

World Wide CafeWorld Wide Cafe

You simply put large sheets of paper on tables You simply put large sheets of paper on tables around the room with different topics or around the room with different topics or questions on each table.  Participants roam questions on each table.  Participants roam the room responding to the topic, question the room responding to the topic, question and one another's comments.  After a period and one another's comments.  After a period of time they revisit the tables to read what of time they revisit the tables to read what has been written.  One person summarizes has been written.  One person summarizes each table, if time permits.  “It is like Hyde each table, if time permits.  “It is like Hyde Park in London on Sunday Park in London on Sunday mornings...everyone has something to say and mornings...everyone has something to say and can say it.  Open forum,” Dr. Elaine Webercan say it.  Open forum,” Dr. Elaine Weber

Data WallsData Walls Data walls are a way to gather ongoing Data walls are a way to gather ongoing

performance data on students and performance data on students and classes.  They vary according to the classes.  They vary according to the learning that is being reflected and the learning that is being reflected and the information needed by the teacher and information needed by the teacher and student to plan for the next instructional student to plan for the next instructional steps or a way to differentiate steps or a way to differentiate instruction. They offer both individual instruction. They offer both individual and group data.  They are collaborative and group data.  They are collaborative and offer opportunities for increasing and offer opportunities for increasing total class (corporate) knowledge.total class (corporate) knowledge.

Data walls are made from chart paper, poster Data walls are made from chart paper, poster board or just vacant space on a board or just vacant space on a whiteboard/chalkboard.  They consist of whiteboard/chalkboard.  They consist of prompts that are intended to make students’ prompts that are intended to make students’ thinking public or as a way of monitoring thinking public or as a way of monitoring student and classroom progress and student and classroom progress and development. They can be a quick assessment development. They can be a quick assessment (determining learning styles) or progress over (determining learning styles) or progress over time (dialogue boards).  They also afford time (dialogue boards).  They also afford students the opportunity to see how their students the opportunity to see how their classmates are thinking and how they respond classmates are thinking and how they respond to prompts.  Some prompts encourage to prompts.  Some prompts encourage students to respond to one another. students to respond to one another.

Data walls can be created to record answers Data walls can be created to record answers to questions, responses to prompts, degrees to questions, responses to prompts, degrees of learning, content knowledge acquisition, of learning, content knowledge acquisition, progress on individual skills and student progress on individual skills and student samples of learning,  The data can be a color-samples of learning,  The data can be a color-coded tab, a written dialogue, a constructed coded tab, a written dialogue, a constructed response, an explanation, a sample of work, response, an explanation, a sample of work, or a place on a continuum.or a place on a continuum.

Students can use post-it notes to record their Students can use post-it notes to record their responses.  By putting a student number on responses.  By putting a student number on the note, they can be removed by the teacher the note, they can be removed by the teacher and put into a student file to keep for and put into a student file to keep for individual data. Middle and high school individual data. Middle and high school teachers can use color-coded post it notes for teachers can use color-coded post it notes for different classes (yellow for first hour tenth-different classes (yellow for first hour tenth-grade literature).grade literature).

http://fayette.k12.in.us/~cbhttp://fayette.k12.in.us/~cbeard/calliope/vocabindex.hteard/calliope/vocabindex.htmlml Directions: Directions:

Click on the link for the worksheet that goes with the group of Click on the link for the worksheet that goes with the group of words you are working on. words you are working on.

Print out the worksheet. Print out the worksheet. Click on the link for the first word in the list you are working with. Click on the link for the first word in the list you are working with. Read the stories and answer the questions as you go along. Read the stories and answer the questions as you go along. Follow your teacher's instructions on what to do with the Follow your teacher's instructions on what to do with the

worksheet when you are finished. worksheet when you are finished.

WorksheetsWorksheets Group A WorksheetGroup A Worksheet

Group B WorksheetGroup B WorksheetGroup C WorksheetGroup C WorksheetGroup D WorksheetGroup D WorksheetGroup E WorksheetGroup E Worksheet

GROUP AGROUP A atlasatlas

calypsocalypsofloralfloralmentormentorvolcanovolcano

Read about the origin of the word nemesis. Read about the origin of the word nemesis. Today the word Today the word nemesisnemesis has two meanings: has two meanings: "one who brings justice or revenge" "one who brings justice or revenge" (similar to the original Nemesis), and "an (similar to the original Nemesis), and "an unbeatable opponent." Most of the time unbeatable opponent." Most of the time people use the second definition. people use the second definition.

Using the Using the secondsecond definition above, which of definition above, which of the following would be Superman's the following would be Superman's nemesisnemesis??

Lex LuthorLex Luthor Lois LaneLois Lane Martha & Jon KentMartha & Jon Kent

Window BoxWindow Box

The teacher reads text out-loud and The teacher reads text out-loud and pauses at marked spots in the text. pauses at marked spots in the text. They then ask the students to fill-in They then ask the students to fill-in one or more spaces on the box. one or more spaces on the box.

Variations: You may choose to allow Variations: You may choose to allow the students to select the box they fill-the students to select the box they fill-in at each stop. You may have them in at each stop. You may have them make an entry in all boxes at each box make an entry in all boxes at each box or have them select 2 each time. Allow or have them select 2 each time. Allow students to draw instead of write.students to draw instead of write.

BookmarksBookmarks

Hand-out genre info sheetHand-out genre info sheet Have students read selectionHave students read selection They will fill-in spaces as they readThey will fill-in spaces as they read The idea is that the student is The idea is that the student is

finding examples of the genre unitsfinding examples of the genre units

JigsawJigsaw A technique that allows students to A technique that allows students to become knowledgeable in on text selection become knowledgeable in on text selection

and teach it to the rest of the class. and teach it to the rest of the class. Either have 4-6 separate texts (one for Either have 4-6 separate texts (one for

each group) or break a large text into 4-6 each group) or break a large text into 4-6 sections. Each group is responsible for sections. Each group is responsible for understanding the material in their understanding the material in their section and presenting it to the class. section and presenting it to the class. There are worksheets available to help There are worksheets available to help the students understand and present the the students understand and present the information.information.

Allows you to divide up a large amount of content Allows you to divide up a large amount of content into small pieces.into small pieces.

Allows all students to be experts on something.Allows all students to be experts on something. Encourages the teacher to take on a facilitator role, Encourages the teacher to take on a facilitator role,

and students to be active learners.and students to be active learners. Encourages collaborative cooperative learning.Encourages collaborative cooperative learning. It is a natural format for differentiation by:It is a natural format for differentiation by:

ReadinessReadinessInterestInterestLearning ProfilesLearning Profiles

Benefits of Jigsaw

Jigsaw DirectionsJigsaw Directions1.1. Place students into small heterogeneous home groups. Place students into small heterogeneous home groups.

2.2. Divide the lesson into segments, assigning one member of the Divide the lesson into segments, assigning one member of the group to each segment.group to each segment.

3.3. Have students move to expert groups, where they will work Have students move to expert groups, where they will work with others to master the same segment and rehearse a with others to master the same segment and rehearse a presentation that they will make to their home groups. presentation that they will make to their home groups.

4.4. Have students return to their home groups, where each student Have students return to their home groups, where each student presents his or her segment to the group. Others listen, ask presents his or her segment to the group. Others listen, ask questions to clarify information, and take notes.questions to clarify information, and take notes.

Jigsaw Sequence

1. “Home Base” Group: 1,2,3,4

2. “Expert” Group: 1,1,1,1

3. “Home Base” Group: 1,2,3,4

RAFTS & KUDsRAFTS & KUDs

A A RAFT RAFT isis…… … … an engaging, high level strategy that an engaging, high level strategy that

encourages writing across the curriculumencourages writing across the curriculum … … a way to encourage students to… a way to encourage students to…

……assume a assume a rolerole ……consider their consider their audienceaudience, , ……examine a examine a topictopic from a relevant from a relevant

perspective, perspective, ……write in a particular write in a particular formaformatt

All of the above can serve as motivators by All of the above can serve as motivators by giving students giving students choicechoice, appealing to their , appealing to their interestsinterests and and learning profileslearning profiles, and , and adapting to student readiness levels.adapting to student readiness levels.

RAFTRAFTs can…s can…

Be differentiated in a Be differentiated in a variety of ways: readiness variety of ways: readiness level, learning profile, level, learning profile, and/or student interestand/or student interest

Be created by the Be created by the students or Incorporate a students or Incorporate a blank row for that optionblank row for that option

Be used as introductory Be used as introductory “hooks” into a unit of “hooks” into a unit of studystudy

Keep one column Keep one column consistent while varying consistent while varying the other columns in the the other columns in the RAFT grid RAFT grid

Try it!Try it!

Fill-in the blanks, use the RAFT Fill-in the blanks, use the RAFT suggestion strips to helpsuggestion strips to help

Be creative and have fun!Be creative and have fun!

Tear Share ProcessTear Share Process

A A Tear and Share Tear and Share is a cooperative is a cooperative comprehension check-up paired with comprehension check-up paired with the Survey, Question, Read, Review, the Survey, Question, Read, Review, and Recite (SQ3R) reading strategy. and Recite (SQ3R) reading strategy. Students incorporate before, during, Students incorporate before, during, and after reading strategies to and after reading strategies to improve comprehension and improve comprehension and retention of ideas and concepts.retention of ideas and concepts.

Helpful HintsHelpful Hints The theme writing piece in the beginning of The theme writing piece in the beginning of

each unit can be scored by the students. each unit can be scored by the students. Have them use the rubric (provided) to score Have them use the rubric (provided) to score a classmate’s paper. Have each paper scored a classmate’s paper. Have each paper scored by two separate students (can remove names by two separate students (can remove names from paper) and record an average of the two from paper) and record an average of the two scores. If the student contests the grade, scores. If the student contests the grade, have them attach a brief note explaining, with have them attach a brief note explaining, with proof from the rubric, why they deserve a proof from the rubric, why they deserve a different grade. This allows the students to different grade. This allows the students to be exposed to the rubric and thus the be exposed to the rubric and thus the scoreable components of a writing piece and scoreable components of a writing piece and at least two student models of the same work.at least two student models of the same work.

The same method can be used with the ACT The same method can be used with the ACT writing prompts.writing prompts.

Gradual Release MethodGradual Release Method The following are suggestions for moving students from The following are suggestions for moving students from

guided practice to independence:guided practice to independence: Teacher uses Answer Plan and Possible Answer to model Teacher uses Answer Plan and Possible Answer to model

answering Focus Questions. (for 1 or 2 Focus Questions on answering Focus Questions. (for 1 or 2 Focus Questions on the basis of student understanding)the basis of student understanding)

Students work with partners using the Answer Plan, write a Students work with partners using the Answer Plan, write a shared answer then consult the Possible Answer and revise shared answer then consult the Possible Answer and revise answer to Focus Question. (for 4+ Focus Questions)answer to Focus Question. (for 4+ Focus Questions)

Students work with partners building an Answer Plan, write Students work with partners building an Answer Plan, write a shared answer, consult the Possible Answer and revise. a shared answer, consult the Possible Answer and revise. (for 2+ Focus Questions)(for 2+ Focus Questions)

Students work individually to build Answer Plan and answer Students work individually to build Answer Plan and answer question. (Option: Students could consult the Answer Plan question. (Option: Students could consult the Answer Plan and the Possible Answer to score their own or other’s and the Possible Answer to score their own or other’s papers.)papers.)

Have students answer Focus Questions in discussion form. Have students answer Focus Questions in discussion form. After students have had a brief discussion, have them After students have had a brief discussion, have them individually answer Focus Questions using the Answer Plan.individually answer Focus Questions using the Answer Plan.

Blogging, Podcasting, & Blogging, Podcasting, & Message BoardsMessage Boards

You can replace the data wall You can replace the data wall techniques with a message or blog techniques with a message or blog board.board.

As a creative option, you can have As a creative option, you can have the students make a podcastthe students make a podcast

http://web.mac.com/lampheretvhttp://web.mac.com/lampheretv

http://www.lamphere.k12.mi.us/education/components/messageboard/default.php?sectiondetailid=15383&sc_id=1199849791

DispositionsDispositions English Language Arts

Grade 9 Inter-Relationships and Self Reliance Questions Who am I? How do my skills and talents

help to define me? How do I relate to my family,

my community, and my society? How do I build networks of

people to support me? How am I a reflection of my relationships?

How do my relationships within and

across groups affect others? What influence do class,

religion, language, and culture have on

my relationships and my decisions? What can I contribute as an individual? What is my responsibility to society? How do I see my beliefs

reflected in government policies and by politicians? Thinking · Connect to self and world · Compare and contrast · Reflect

Task:Task: Name 3 synonyms for the word Name 3 synonyms for the word

disposition.disposition.

What purpose do you think they have?What purpose do you think they have?

Discuss: The dispositions are just another Discuss: The dispositions are just another layer in an already crowded curriculum. layer in an already crowded curriculum. OR The dispositions are a way to connect OR The dispositions are a way to connect the material to the students in they are the material to the students in they are emotional and developmentally ready for.emotional and developmentally ready for.

The Big IdeaThe Big Idea

Generally, the disposition Generally, the disposition is the way we view the is the way we view the drama. It is the frame drama. It is the frame that holds all the pieces that holds all the pieces together. The disposition together. The disposition comes from what science comes from what science says a student at each says a student at each level is mentally able to level is mentally able to process. It meets the process. It meets the students where they are students where they are at.at.

Where does the disposition Where does the disposition show-up?show-up?

Theme WritingTheme Writing Essential QuestionsEssential Questions QuickwritesQuickwrites ActivitiesActivities Final ProjectsFinal Projects

Examples from R & JExamples from R & J Which character comes closest to behaving according to

your own values—Tybalt, Mercutio, Romeo or Benvolio? Why? OR Which character makes the best decisions? Why?

Estimate how mature your brain has become over the teen years. Do you make better decisions then you did before?

Have students complete a Quick Write on the following question:

How may personal decisions affect my family or neighborhood?

Have students share their responses with the class.

More Examples…More Examples… Which character comes closest to behaving

according to your own values—Tybalt, Mercutio, Romeo or Benvolio? Why? OR Which character makes the best decisions? Why?

Focus for Viewing: Think about the importance of brain research and essential questions of the unit.

Romeo & JulietRomeo & Juliet

DispositionDisposition Note to Teachers: Note to Teachers: The disposition for 9th Grade The disposition for 9th Grade

from Michigan Meritfrom Michigan Merit Curriculum is "Inter-Relationships and Self-Curriculum is "Inter-Relationships and Self-

Reliance." As you teach this unit,Reliance." As you teach this unit, please keep this disposition in mind. We want please keep this disposition in mind. We want

students to think about theirstudents to think about their relationships with others (their connections to relationships with others (their connections to

and associations with others) and toand associations with others) and to become more self-reliant (to be able to use wisely become more self-reliant (to be able to use wisely

their own judgment andtheir own judgment and abilities) as they analyze stories for answers to abilities) as they analyze stories for answers to

their questions and problems.their questions and problems.

My lines, my linesMy lines, my lines To introduce students to the premise of the To introduce students to the premise of the

unit, say something such asunit, say something such as ““As we talk, read, and write about the texts As we talk, read, and write about the texts

and ideas in this unit, we will viewand ideas in this unit, we will view everything through the lens of the unit everything through the lens of the unit

themes: (See themes: (See Appendix #1Appendix #1.).) · · Decisions can have long -term effects.Decisions can have long -term effects. · · The quality of relationships defines The quality of relationships defines

lives.lives. · · We can avoid replicating the mistakes We can avoid replicating the mistakes

we have made only when wewe have made only when we recognize them as mistakes.recognize them as mistakes.

Tear-Share activityTear-Share activity

The four questions are:The four questions are: · How do you make a decision?· How do you make a decision? · How responsible are you to other · How responsible are you to other

people when you make a decision?people when you make a decision? · Can decisions be reversed?· Can decisions be reversed? · Do you think about the possible · Do you think about the possible

consequences of a decision?consequences of a decision?

Core ComponentsCore Components

Themed writingThemed writing Essential questionsEssential questions Linking text—brain based research Linking text—brain based research

on youth and decision makingon youth and decision making Focus questionsFocus questions Culminating, multimedia Culminating, multimedia

presentation presentation

Now that students have had an opportunity to understand and Now that students have had an opportunity to understand and evaluate theevaluate the

research on The Teenage Brain, they will view a short piece from research on The Teenage Brain, they will view a short piece from the Onlinethe Online

NewsHour with Jim Leher.NewsHour with Jim Leher. Introduce the piece by reading the following summary:Introduce the piece by reading the following summary: ““We now know, ‘New research on physical and developmental We now know, ‘New research on physical and developmental

differencesdifferences between the brains of adolescents and adults may explain why some between the brains of adolescents and adults may explain why some

teenagersteenagers behave erratically. The findings could have a major impact on U.S. behave erratically. The findings could have a major impact on U.S.

court cases,court cases, especially those that deal with minors and the death penalty. ” As especially those that deal with minors and the death penalty. ” As

you view theyou view the following segment on following segment on The Teenage BrainThe Teenage Brain, think about the possible , think about the possible

implications ofimplications of this research.”this research.” http://www.pbs.org/newshour/bb/science/july-dec04/brain_10-http://www.pbs.org/newshour/bb/science/july-dec04/brain_10-

13.html13.html

Have students create a chart of the possible Have students create a chart of the possible implications of this research. They then should implications of this research. They then should report out their opinions to the class.report out their opinions to the class.

And / orAnd / or

Now that the students have a clear Now that the students have a clear understanding of the teenage brain and understanding of the teenage brain and relationship it has to decision making. Have relationship it has to decision making. Have students complete the followingstudents complete the following

Quick Write:Quick Write: · · How can potential consequences guide my How can potential consequences guide my

decision making?decision making? Have students share their responses with the Have students share their responses with the

class.class.

Romeo and JulietRomeo and Juliet Name: Name: ______________________________________________

Introduction to The PrologueIntroduction to The ProloguePeriod: ______Period: ______

Elizabethan Version (Bryant Translation)Elizabethan Version (Bryant Translation)    Two households, both alike in dignity,Two households, both alike in dignity, In fair Verona, where we lay our sceneIn fair Verona, where we lay our scene From ancient grudge break to new mutinyFrom ancient grudge break to new mutiny Where civil blood makes civil hands unclean.Where civil blood makes civil hands unclean. From forth the the fatal loins of of these two foesFrom forth the the fatal loins of of these two foes A pair of star-crossed lovers take their lifeA pair of star-crossed lovers take their life Whose misadventured piteous overthrowsWhose misadventured piteous overthrows Doth with their death bury their parents' strife.Doth with their death bury their parents' strife. The fearful passage of their death-marked love,The fearful passage of their death-marked love, And the continuance of their parents' rage,And the continuance of their parents' rage, Which, but their children's end, naught could remove,Which, but their children's end, naught could remove, Is now the two hours' traffic of our stage;Is now the two hours' traffic of our stage; The which if you with patient ears attend,The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.What here shall miss, our toil shall strive to mend.

1. What is the setting of the play?1. What is the setting of the play?

2. What is the conflict?2. What is the conflict?

3. What is the consequence of the conflict? 3. What is the consequence of the conflict?

4. Can you think of any modern day feuds?4. Can you think of any modern day feuds?

The Shakespearean sonnetThe Shakespearean sonnet .Mark the rhyme scheme (abab cdcd efef gg)..Mark the rhyme scheme (abab cdcd efef gg). .Mark the three quatrains and final couplet..Mark the three quatrains and final couplet.

Study GuidesStudy Guides

http://www.argo217.k12.il.us/http://www.argo217.k12.il.us/departs/english/blettiere/departs/english/blettiere/romeojuliet.htm#act_04romeojuliet.htm#act_04

More good stuffMore good stuff

As a way to introduce the As a way to introduce the background information on background information on Shakespeare, have students listen to Shakespeare, have students listen to the NPR piece “Could Shakespeare the NPR piece “Could Shakespeare Survive in Hollywood?”Survive in Hollywood?”

http://www.npr.org/templates/story/http://www.npr.org/templates/story/story.php?storyId=6492156story.php?storyId=6492156

Activity for Scene III: Activity for Scene III: Have students write an Have students write an advice column on Romeo’sadvice column on Romeo’s

Predicament.Predicament. Students will do a choral reading of Act V.Students will do a choral reading of Act V. Have students chart the foreshadowing of death Have students chart the foreshadowing of death

that they observed in the play.that they observed in the play. Answers:Answers: o “Nightly shall be to strew thy grave and weep”- o “Nightly shall be to strew thy grave and weep”-

ParisParis o “While I descend into this bed of death”- Romeoo “While I descend into this bed of death”- Romeo o “But chiefly to take hence from her dead o “But chiefly to take hence from her dead

finger”- Romeofinger”- Romeo

Students will now reflect and write about Students will now reflect and write about Frontline Episode: “Inside the TeenageFrontline Episode: “Inside the Teenage

Brain.”Brain.” http://www.pbs.org/wgbh/pages/frontline/http://www.pbs.org/wgbh/pages/frontline/

shows/teenbrain/view/#hereshows/teenbrain/view/#here Focus for Viewing: Think about the Focus for Viewing: Think about the

importance of brain research and essentialimportance of brain research and essential questions of the unit (See questions of the unit (See Appendix #1Appendix #1):): · Who am I?· Who am I? · How do my skills and talents help define · How do my skills and talents help define

me?me? · How do I relate to my family, my · How do I relate to my family, my

community and society?community and society?

LinkingLinking Provide students with the handout as they Provide students with the handout as they

write about the following topic based onwrite about the following topic based on the Will Smith song “Parents Just Don’t the Will Smith song “Parents Just Don’t

Understand.” (See Understand.” (See Appendix #15Appendix #15.).) As students listen to the song, they will As students listen to the song, they will

write about a time in their lives that theirwrite about a time in their lives that their parent(s)/ guardian(s) did not understand parent(s)/ guardian(s) did not understand

a decision they made. Provide them witha decision they made. Provide them with examples if necessary. examples if necessary. (The friends they (The friends they

have made, a bad grade on anhave made, a bad grade on an assignment, not completing a chore, etc.)assignment, not completing a chore, etc.)

OptionsOptions

Instead of the quickwrite, use the Instead of the quickwrite, use the same song lyrics but create a RAFT same song lyrics but create a RAFT for the student activity.for the student activity.

Instead of the Will Smith song, Instead of the Will Smith song, choose a different song or poem choose a different song or poem about the nature of about the nature of misunderstanding between parent misunderstanding between parent and child.and child.

ELA Assessment ELA Assessment UnitsUnits

Tear-Share-PairTear-Share-Pair

Formative assessmentsFormative assessments1. Define formative assessment.1. Define formative assessment.2. What is the difference between 2. What is the difference between

a a formative and a summative formative and a summative assessment?assessment?

3. How can formative assessments 3. How can formative assessments be be used drive curriculum? used drive curriculum?

4. Create a vision for using 4. Create a vision for using formative formative assessments in your assessments in your department.department.

Formative Formative AssessmentsAssessments

1. Define formative assessment.1. Define formative assessment. 2. What is the difference 2. What is the difference between a formative and a between a formative and a summative assessment?summative assessment?

3. How can formative 3. How can formative assessments be used to drive assessments be used to drive curriculum?curriculum?

4. Create a vision for using formative 4. Create a vision for using formative assessments in your department.assessments in your department.

Introduction to ELA Introduction to ELA AssessmentsAssessments

General Description Each MISD high school ELA

formative assessment unit is thematic and includes mirror or disparate texts. The assessments are designed to assess the MDE Model units/MISD designed units and willcontain the following:

SummariesSummariesJourneys can change perception Journeys can change perception

indeliblyindelibly

Song of HiawathaSong of Hiawatha

The Legacy of ApolloThe Legacy of Apollo

The Legacy of ApolloThe Legacy of Apollo

The photographs The photographs from Apollo revealed from Apollo revealed Earth’s insignificance Earth’s insignificance and her uniqueness. and her uniqueness. Mankind saw the Mankind saw the earth from a new earth from a new perspective and perspective and recognized that the recognized that the myopia of its vision myopia of its vision limited limited understanding. understanding.

Song of HiawathaSong of Hiawatha“Should you ask me,“Should you ask me,

whence these stories?” whence these stories?”

Henry Longfellow’s epic poem based Henry Longfellow’s epic poem based on the legends of the Ojibway on the legends of the Ojibway IndiansIndians

““Hiawatha and Mudjekeewis” –Hiawatha and Mudjekeewis” –

In which Hiawatha learns about hisIn which Hiawatha learns about his

Father and sets out to meet himFather and sets out to meet him

The journey, both geographical The journey, both geographical and emotional, has changed and emotional, has changed Hiawitha into a man and his Hiawitha into a man and his father’s equal.father’s equal.

We are just We are just one spec one spec in one of in one of the the numerous numerous galaxies galaxies that exist that exist in the in the universeuniverse

““Our conceptions are altered when the Our conceptions are altered when the point of view is shifted.”point of view is shifted.”

The journey into space has changed The journey into space has changed our perception of ourselves and our our perception of ourselves and our planet.planet.

Epic Poetry 9.4Epic Poetry 9.4Assessment UnitAssessment Unit

Journeys can change perceptions Journeys can change perceptions indeliblyindelibly

Main Text SelectionsMain Text Selections

The Song of HiawathaThe Song of Hiawatha

Legacy of ApolloLegacy of Apollo

Responding to Reading, Responding to Reading, Audio, Audio,

and Visual Textand Visual Text

Multiple Choice QuestionsMultiple Choice Questions

Response to LiteratureResponse to Literature

Portfolio ProjectsPortfolio Projects

Research Project OutlineResearch Project Outline Stanza for Epic PoemStanza for Epic Poem Narrative PoemNarrative Poem

Close and Critical Close and Critical ReadingReading

Constructed responses to the Constructed responses to the following questions:following questions:

What does the text say?What does the text say? How does the text say it?How does the text say it? What does the text mean?What does the text mean? So what?So what?

ACT Grammar and ACT Grammar and RhetoricRhetoric

Uses the ACT formatUses the ACT format Responses are to grammar use in Responses are to grammar use in

the context of writingthe context of writing The option of “no change” is usedThe option of “no change” is used

SynthesisSynthesis Use the two selections:Use the two selections:

The Song of HiawathaThe Song of Hiawatha Legacy of ApolloLegacy of Apollo

The generalization used for the The generalization used for the synthesis issynthesis is……

“ “Truth is more likely found in Truth is more likely found in perception perception

than in factsthan in facts””

Persuasive WritingPersuasive Writing The Song of HiawathaThe Song of Hiawatha by Henry by Henry

LongfellowLongfellow

Literacy criticism for both pro and con Literacy criticism for both pro and con are provided and the student must are provided and the student must choose a position and write a choose a position and write a persuasive essay. persuasive essay.

“ “Is this an epic poem or not?”Is this an epic poem or not?”

Blending the Curriculum Blending the Curriculum and Creating a Pacing and Creating a Pacing

GuideGuide

This is much like putting together a This is much like putting together a jigsaw puzzle; there are several jigsaw puzzle; there are several pieces that need to come together, pieces that need to come together, but once complete makes a beautiful but once complete makes a beautiful picture. picture.

Don’t throw the baby out Don’t throw the baby out with the bathwater with the bathwater

New Curriculum

activiti

es

Romeo & Juliet Romeo & Juliet CatalogueCatalogue

Established Established LessonsLessons

Genre Genre Units Units

Managing CatalogueManaging Catalogue

Store on a common hard driveStore on a common hard drive Store in a common file cabinetStore in a common file cabinet Establish a core or standard pacing Establish a core or standard pacing

guide for each unitguide for each unit

Steps:Steps: Select lessons for established curriculum for Select lessons for established curriculum for

useuse Preview unit for desired lessons; create a Preview unit for desired lessons; create a

catalogue of lessons with these selectionscatalogue of lessons with these selections Decide how many days to spend on unitsDecide how many days to spend on units Create a curriculum calendar by blending the Create a curriculum calendar by blending the

chosen lessons together with the assessment chosen lessons together with the assessment unitunit

Assemble all resources and create an Assemble all resources and create an appendixappendix

Develop a pacing guide after using the Develop a pacing guide after using the assessment unit (this will be done by each assessment unit (this will be done by each individual teacher for each class)individual teacher for each class)

Teacher Steps:Teacher Steps:

Using the assessment units, the teacher Using the assessment units, the teacher will gather information on the will gather information on the students’ knowledge of the genre. students’ knowledge of the genre.

Determine the areas of weakness and Determine the areas of weakness and select appropriate lessons from the select appropriate lessons from the catalogue. catalogue.

Create a pacing guide.Create a pacing guide.

Assemble resources.Assemble resources.

The Pacing GuideThe Pacing Guide

Can make one for all departmentCan make one for all department Can have teacher make their own for Can have teacher make their own for

each class drawing on the catalogue each class drawing on the catalogue of lessonsof lessons

Can use either a long or short formatCan use either a long or short format Minimally, one should fill-out the Minimally, one should fill-out the

pacing guide title sheetpacing guide title sheet

Data Driven InstructionData Driven Instruction

Creating a catalogue of lessons allows Creating a catalogue of lessons allows a teacher to:a teacher to: Blend in tried and true or favorite lessons Blend in tried and true or favorite lessons Add new lessons Add new lessons Chose lessons based on the needs of each Chose lessons based on the needs of each

individual classindividual class There will be a common structure to the There will be a common structure to the

pacing guide that will facilitate planning pacing guide that will facilitate planning while allowing for the appropriate amount while allowing for the appropriate amount of flexibility to meet student needsof flexibility to meet student needs

Choices for gathering Choices for gathering datadata

PearsonPearson Multiple choice literary element Multiple choice literary element

alignment worksheet (see sample)alignment worksheet (see sample) Quick surveyQuick survey Item analysisItem analysis Fill-out pacing guide title sheetFill-out pacing guide title sheet

Adding new ideasAdding new ideas

Adding new lessons to the Adding new lessons to the curriculum will be easy. Simply add curriculum will be easy. Simply add the lesson to the catalogue of the lesson to the catalogue of lessons for the unit. Since the lessons for the unit. Since the teacher will be creating a new teacher will be creating a new pacing guide for each class, he/she pacing guide for each class, he/she has the option of including the new has the option of including the new lesson. lesson.

NCLBNCLB

NCLBNCLB What happens when you’ve selected What happens when you’ve selected

appropriate lessons, enriched and appropriate lessons, enriched and retaught, and the students still aren’t retaught, and the students still aren’t getting it? Is it okay to move on? getting it? Is it okay to move on? Isn’t that leaving children behind?Isn’t that leaving children behind?

Learning Curve

0

20

40

60

80

100

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Pacing GuidePacing Guide The department will create a standard The department will create a standard

template or pacing guide for each unit.template or pacing guide for each unit. The teacher can choose to use the data The teacher can choose to use the data

gathered in the assessment unit to make gathered in the assessment unit to make decisions about the lesson selections.decisions about the lesson selections.

The beginning of the unit should always The beginning of the unit should always be the same regardless of the class. This be the same regardless of the class. This will allow the teacher time to create an will allow the teacher time to create an individual pacing guide for each class.individual pacing guide for each class.

About the second to third week into the About the second to third week into the unit, the teacher should have a good idea unit, the teacher should have a good idea about the needs of the class and can about the needs of the class and can choose to add or delete lessons to ensure choose to add or delete lessons to ensure that the students are on target. that the students are on target.

The templates can offer a variety of The templates can offer a variety of options in the second to third weeks or options in the second to third weeks or the teacher can make their own pacing the teacher can make their own pacing guide.guide.