Student Teaching Planning and Assessment for Student Learning

Name: E. Nelson___________ Class: English 9A__________ Date: Dec 2013 Jan 2014_ _ Title of Unit: ____Short Stories____

Context for Learning: About the course you are teaching 1. What is the name of the course? English 9A 2. What is the length of the course (one semester, half semester, etc.)? One quarter 3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? 93 minutes every day . What is the degree of a!ility grou"ing or trac#ing, if any? None About the students in your class 5. $o% many students are in your class? &ales? 'emales? 32 students (14 male, 18 female (. What is the grade)level com"osition of the class? All 9th graders *. $o% many students in the class are +nglish language learners? 1 (un!onfirmed ,. $o% many students have -ndividuali.ed +ducation /lans (-+/s) or 50 "lans? 1 a. 0riefly descri!e any re1uired accommodations or modifications for students %ith -+/s or 50 "lans that %ill affect your "lanning and assessment. /o%er/oints2notes on &oodle +3tended time and alternate setting (s"ecial education room) for tests 4arge assignments !ro#en do%n into ste"s +3tra time on home%or# About the school curriculum and resources 9. -f there is a "articular te3t!oo# or instructional "rogram you "rimarily use for instruction, %hat is it? (-f it is a te3t!oo#, "lease "rovide the name, "u!lisher, and date of "u!lication.) None 10. 4ist other resources (e.g., 5mart0oard, mani"ulatives) you use for instruction in this class. "ro#e!tor $hite %oard and dry erase mar&ers 'oodle (oogle A))s i"ads and &ey%oards *hort *tories + ,-he *!arlet .%is/ (0ames 1urst , ,A 2as& of Amontillado/ (Edgar Allen "oe , ,-he Ne!&la!e/ ((uy de 'au)assant , ,'ost 3angerous (ame/ (4i!hard 2onnell , ,An 5nderground E)isode/ (Edmund $are , ,-he Adventure of the *)e!&led 6and/ (*ir Arthur 2onan 3oyle , ,1arrison 6ergeron/ (7urt 8onnegut
Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010 1

Context Commentary Write a commentary that addresses the follo%ing "rom"ts. 6ou can address each prompt separately or through a holistic essay as long as all prompts are addressed and labeled. 1. 7escri!e the variation across your class %ith res"ect to the features listed !elo%. Focus on key factors that influence your planning and teaching of this learning segment. 0e sure to descri!e %hat your students can do as %ell as %hat they are still learning to do. a. Academic development )) 8onsider students9 "rior #no%ledge, #ey s#ills, develo"mental levels, and other s"ecial educational needs. 9ast year, :hen these students :ere in 8th grade, they :ere taught the %asi!s of :riting a five;)aragra)h essay< After !he!&ing in :ith their 8th grade tea!her and as&ing the students :hat they &no:, . %elieve that thesis statements, transitions, and organi=ation should all %e revie:< $e have also %een revie:ing )arts of s)ee!h, so they should %e a%le to identify su%#e!ts and ver%s in their :riting and use !om)lete senten!es< 3evelo)mentally, these &ids are so!ial !reatures< -heir lives revolve around their friends and the :ay )eo)le )er!eive them< -hey all need role models, and some may %e in a )osition :here . am the only role model they have< !. Language development )) 8onsider as"ects of language "roficiency in relation to the oral and %ritten +nglish re1uired to "artici"ate in classroom learning and assessment tas#s. 7escri!e the range in voca!ulary and levels of com"le3ity of language use %ithin your entire class, not :ust for your +nglish language learners. -his grou) of students is !om)letely )rofi!ient in s)o&en English, and they love to remind me %y tal&ing through !lass> -hey are !onsistently )olite and res)e!tful :hen res)onding to their !lassmates? statements or ideas, so . try to give them o))ortunities to e@)lore ideas through !onversation< -heir vo!a%ulary is not )arti!ularly !om)le@, %ut they are a%le to e@)ress !om)le@ thoughts orally< 6e!ause of my training in *e!ond 9anguage A!quisition, . &no: that :riting is al:ays the most diffi!ult (and therefore last language fun!tion to develo)< 'ost of my students are right :here they should %e, develo)mentally, :ith their :ritingA they need a lot of stru!ture and guidan!e< c. Content dispositions )) 8onsider student attitudes, curiosity, fle3i!ility, and "ersistence in your content area. . have t:o se!tions of English 9A right no:, and this grou) is the one that seems to en#oy the !ontent< -here are several students :ho are high a!hievers, several :ho are dee) thin&ers, and a good num%er :ho are so e@!ited to !ome to !lass that they arrive u) to 1B minutes early< Not a single one of them has told me that they hate English, %ut several have told me they love it< All of my students are !urious, even those :ho struggle< *ome are more !on!erned a%out their grades than they are a%out their learningC some don?t !are a%out their grades at all< 3es)ite their e@!itement a%out the !ontent, though, a lot of my students :ill give u) easily :hen it !omes to diffi!ult assignments< Only a fe: :ill attem)t assignments they don?t understand< ,. didn?t get it/ is a !ommon refrain>
Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010 2

d. Patterns of social interaction )) 8onsider factors such as the students9 a!ility and e3"erience in e3"ressing themselves in constructive %ays, %or#ing %ith others to negotiate and solve "ro!lems, and getting along %ith other students . -his is definitely a strength for this grou) of &idsD -hey do a great #o% :or&ing in grou)s, !onversing in a )olite and res)e!tful manner, and using ea!h other as resour!es< $e have a !lassroom environment of mutual res)e!tC the one rule in my !lassroom is res)e!t, and this grou) is %etter at follo:ing that rule than any other grou) .?ve had< Even those :ho aren?t friends get along :hile they are in my !lassroom< e. Family and community contexts )) 8onsider #ey factors such as cultural conte3t, #no%ledge ac1uired outside of school, socio)economic !ac#ground, access to technology, and home2community resources. 6yron 1igh *!hool has, for the most )art, a :hite middle;!lass student )o)ulationC :e don?t deal :ith a lot of !ultural diversity< -he diversity :e see is so!ioe!onomi!< -he distri!t has several foster families and a num%er of students :ho are homeless or living %elo: the )overty line< All students have i"ads this year, %ut some of them don?t have an internet !onne!tion or )rinter at home< . have to %e !areful a%out assigning anything that requires e@tended internet time as home:or&< A lot of the &ids :ithout internet have figured out a :ay to get to s!hool early or :or& during lun!h time< 2. 7escri!e any district, school, or coo"erating teacher re1uirements or e3"ectations that might im"act your teaching and assessment "ractice, such as co)"lanning, re1uired curricula, "acing, or standardi.ed tests including interim or !enchmar# assessments. 2ore !urri!ulum is )rovided, %ut . am allo:ed fle@i%ility in ho: . tea!h it< All English tea!hers are required to use !ommon assessments< .*3 E31 is in its first year of 1A1 i"ad im)lementation for grades F;12C additionally, :e are %eginning to %uild a distri!t;:ide !urri!ulum re)ository< At the high s!hool, ea!h tea!her is as&ed to develo) and :or& on a "rofessional (ro:th "lan ("(" throughout the s!hool year<

Professional Resources: Please select a research or best practices source (e.g. print or electronic article, book chapter, website, etc.) to reference in designing your unit and cite it below. Possible topics include: content pedagogy, student exceptionalities, instructional strategies, or assessment types. Briefly summarize the main points and/or recommendations. Describe how you used this information in your planning. 0uehl, 7oug. 2lassroom *trategies for .ntera!tive 9earning< &ar.ano, ;o!ert. 2lassroom .nstru!tion that $or&s<

Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010

STAGE 1GOALS/OBJECTIVES
Are clear and manageable Are written in measurable terms Ask valid and important questions Are connected to curriculum Consider student ability, interests, and background

Established Goals: What relevant goals (e.g., national or state content standards, course or program objectives, learning outcomes) will this design address?
9. .1.1 8ite strong and thorough te3tual evidence to su""ort analysis of %hat the te3t says e3"licitly as %ell as inferences dra%n from the te3t. 9. .2.2 7etermine a theme or central idea of a te3t and analy.e in detail its develo"ment over the course of the te3t, including ho% it emerges and is sha"ed and refined !y s"ecific details< "rovide an o!:ective summary of the te3t. 9. .3.3 =naly.e ho% com"le3 characters (e.g., those %ith multi"le or conflicting motivations) develo" over the course of a te3t, interact %ith other characters, and advance the "lot or develo" the theme. 9. . . 7etermine the meaning of %ords and "hrases as they are used in the te3t, including figurative and connotative meanings< analy.e the cumulative im"act of s"ecific %ord choices on meaning and tone (e.g., ho% the language evo#es a sense of time and "lace< ho% it sets a formal or informal tone). 9. .5.5 =naly.e ho% an author9s choices concerning ho% to structure a te3t, order events %ithin it (e.g., "arallel "lots), and mani"ulate time (e.g., "acing, flash!ac#s) create such effects as mystery, tension, or sur"rise. 9. .*.* =naly.e the re"resentation of a su!:ect or a #ey scene in t%o different artistic mediums, including %hat is em"hasi.ed or a!sent in each treatment (e.g., =uden9s >&us?e des 0eau3 =rts@ and 0reughel9s 4andsca"e %ith the 'all of -carus). 9. .10.10 0y the end of grade 9, read and com"rehend literature and other te3ts including stories, dramas, and "oems, in the grades 9A10 te3t com"le3ity !and "roficiently, %ith scaffolding as needed at the high end of the range. a. 5elf)select te3ts for "ersonal en:oyment, interest, and academic tas#s. !. ;ead %idely to understand multi"le "ers"ectives and "luralistic vie%"oints. 9.9.1.1 -nitiate and "artici"ate effectively in a range of colla!orative discussions (one)on)one, in grou"s, and teacher) led) %ith diverse "artners on grades 9A10 to"ics, te3ts, and issues, including those !y and a!out &innesota =merican -ndians, !uilding on others9 ideas and e3"ressing their o%n clearly and "ersuasively. a. 8ome to discussions "re"ared, having read and researched material under study< e3"licitly dra% on that "re"aration !y referring to evidence from te3ts and other research on the to"ic or issue to stimulate a Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010

!. c. d.

thoughtful, %ell)reasoned e3change of ideas. Wor# %ith "eers to set rules for collegial discussions and decision)ma#ing (e.g., informal consensus, ta#ing votes on #ey issues, "resentation of alternate vie%s), clear goals and deadlines, and individual roles as needed. /ro"el conversations !y "osing and res"onding to 1uestions that relate the current discussion to !roader themes or larger ideas< actively incor"orate others into the discussion< and clarify, verify, or challenge ideas and conclusions. ;es"ond thoughtfully to diverse "ers"ectives, summari.e "oints of agreement and disagreement, and, %hen %arranted, 1ualify or :ustify their o%n vie%s and understanding and ma#e ne% connections in light of the evidence and reasoning "resented.

9.*.9.9 7ra% evidence from literary or informational te3ts to su""ort analysis, reflection, and research. a. =""ly grades 9A10 ;eading standards to literature (e.g., >=naly.e ho% an author dra%s on and transforms source material in a s"ecific %or# Be.g., ho% 5ha#es"eare treats a theme or to"ic from Cvid or the 0i!le or ho% a later author dra%s on a "lay !y 5ha#es"eareD@). !. =""ly grades 9A10 ;eading standards to literary nonfiction (e.g., >7elineate and evaluate the argument and s"ecific claims in a te3t, assessing %hether the reasoning is valid and the evidence is relevant and sufficient< identify false statements and fallacious reasoning@). 9.*.10.10 Write routinely over e3tended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or t%o) for a range of tas#s, "ur"oses, and audiences. a. -nde"endently select %riting to"ics and formats for "ersonal en:oyment, interest, and academic tas#s.

Enduring Understanding(s)/ Essential Question(s)/: What understandings are desired? (Students will understand that) What essential questions will be considered? Short story elements Literary elements What do they add to a text? What is the connection between literature and our lives? Why should we care?

Measurable Objectives: Students will know (What key knowledge will students acquire as a result of this unit?) Students will be able to (What key skills will students acquire as a result of this unit?) SWBAT identify the essential elements of each short story and use a graphic organizer to represent them. SWBAT use details from the text to discuss each short story with their classmates. SWBAT define and identify literary devices. SWBAT define and correctly use key vocabulary terms.

STAGE 2ASSESSMENT EVIDENCE

Links goals and objectives with corresponding assessment tools Is an appropriate tool with valid results Informs instruction Uses differentiated forms of assessment

What evidence will show that students understand? How will you assess students at various points in time?
Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010 5

Pre-Assessment(s): Daily journals Teacher observations Formative Assessment(s): Daily journals Short story notes Story wheels Discussions Group work Vocabulary quizzes Summative Assessment(s): Short story test Vocabulary final

STAGE 3LEARNING PLAN

Includes activities related to goals/objectives Includes activities that are engaging and purposeful Includes activities that are differentiated based on students needs Includes an appropriate time line that is linked to Pre-Assessment and Formative Assessment

Learning Activities: What learning experiences and instruction will enable students to achieve the goals/objectives? Daily Journals Group Work/Discussion Vocabulary Lists/Quizzes Story Wheels Various reading strategies

Tuesday 12/10: (STRESS RELIEF DAY LATE START) Prepositions; writing tips; short story notes Wednesday 12/11: Literary terms activity; conjunctions; start parts of speech review Thursday 12/12: Rough draft of Lord of the Flies paper due; peer editing; interjections; parts of speech review Friday 12/13: Finish parts of speech review; parts of speech test; start reading Cask Monday 12/16: Discuss parts of speech test; finish reading Cask; story wheel and discussion Tuesday 12/17: Cask vocabulary quiz; hand back Lord of the Flies papers; final draft expectations; pride paragraph (pre-reading for Scarlet Ibis)
Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010 6

Wednesday 12/18: Read Scarlet Ibis; story wheel and worksheet; discussion Thursday 12/19: (SEMINAR) Finish Scarlet Ibis discussion; start watching Simon Birch Friday 12/20: (EARLY RELEASE) Scarlet Ibis vocabulary quiz; final draft of Lord of the Flies paper due; finish watching Simon Birch WINTER BREAK 12/21 1/1 Thursday 1/2: (SEMINAR) Hand back Lord of the Flies papers; Speckled Band story wheel and discussion Friday 1/3: Speckled Band vocabulary quiz; start reading Most Dangerous Game Monday 1/6: Most Dangerous Game vocabulary quiz; Most Dangerous Game story wheel and discussion; direct objects Tuesday 1/7: Read The Necklace; story wheel and discussion; indirect objects Wednesday 1/8: DO/IO quiz; finish The Necklace story wheel and discussion; The Necklace vocabulary quiz; predicate adjectives Thursday 1/9: (SEMINAR) Read Underground; Underground story wheel and discussion; predicate nominatives Friday 1/10: Underground vocabulary quiz; PA/PN quiz; ePortfolios Monday 1/13: Read Harrison; Harrison story wheel and discussion Tuesday 1/14: Harrison vocabulary quiz; literary terms review Wednesday 1/15: (LATE START) Literary terms test Thursday 1/16: (SEMINAR and REGISTRATION DAY) Short story review Friday 1/17: Short story test

Adopted from: Understanding by Design by Grant P. Wiggins and Jay McTighe (2005) 8/29/2010