EDSS 521: Blog #5

This semester, I have been surprised by the literacy levels of my students. They are able to write paragraphs about topics that interest them and read current event articles online. They are not able to comprehend grade-level readings, and they struggle to write standard paragraphs and essays following proper form (thesis, topic sentences, transitions, conclusion, etc.)

Journal

September 30, 2013

In my literacy rich classroom students write short daily journal entries on a variety of topics related to the learning in class. Students are becoming used to the routine, although many struggle to write for a full 5 minutes. My students are engaged in group readings and discussions and also in independent reading. They are reading articles and blogs that apply to what we are learning in class. We are about to begin reading a graphic novel.

December 15, 2013

In my literacy rich classroom students pull out their journals every morning and write for five minutes on the assigned prompt. They are usually given choices of which prompt to address. Most students write for the full 5 minutes. My students are engaged in active group discussions, and they often teach their classmates about a specific article. They read a mix of "easy" to comprehend articles and challenging articles, and I am surprised at their comprehension of the more difficult texts. They are writing in their journals daily, and are also writing reflections a few times a week. Our tests are writing-based in order to assess deeper understanding. They are discussing persuasive articles that use the rhetorical devices of ethos, pathos, and logos. As a group, they read the articles to find the techniques, and they then present to the rest of the class. They explain the rhetorical devices and whether they were effective or not.

May 30, 2014

In my literacy rich classroom students often ask for more than 5 minutes to finish their daily journal entries. Students teach each other vocabulary words and ask questions in order to better understand material. My students are engaged in some sort of reading activity every single day. They have improved their group discussions to the point that they can assign their own roles and effectively discuss the material at hand. Students connect our learning in class to their lives outside of school and often verbalize those connections in group or class discussions. They are capable of independent learning in the following areas: reading, writing, discussion, and reflection.

EDSS 521 Blog Post #4: Project Tomorrow

I read the report, “"Learning in the 21st Century Mobile Devices + Social Media = Personalized Learning." I wasn’t necessarily surprised that 50% of high school students have smart phones, but I was surprised that almost a quarter of high school students (21%) have tablets! I believe that using technology in the classroom is incredibly important, and I am not surprised that most parents, teachers, and administrators feel the same way. However, while I do believe it is important to include technology in the classroom, I don’t necessarily think buying thousands of students iPads is the way to go. I definitely think that teachers need to be trained in how to use their new technology, because the gadgets are useless if they do not know how to use them. Once teachers are trained, they can then train the students as well. I will probably administer a survey in my class to see how many students have smart phones and how many have access to the internet at home. The survey will then influence how I choose to use technology in the classroom. I really like the idea of using cell phones as academic tools in class rather than outlawing them, but it will be difficult to make sure that other students in class do not feel left out. 

            I tend to agree with Aubrey when she says that she doesn’t necessarily agree that cell phones are the best way to go about using technology in class. I want to try various methods for using cell phones in class, but I also think that they are a huge distraction. I know from personal experience how distracting it is to have my phone in my hand while in class. I know how tempting it is to text a friend or go on Facebook when I should be participating. As Aubrey mentions, I agree that it is incredibly important for students to have access to the internet in the classroom, so I think that all classrooms should have computers or some sort of internet access.

            My school site has a grant for an afterschool program called ASSETS. Various clubs run each day afterschool for students, and each club has a different purpose. A “Future Teachers” organization would be an excellent club to ad to the program. I think the idea of learning and creating lessons to teach to elementary school students is great! Actually teaching younger students will help high school students to reinforce their own learning and make them feel like “real” teachers. Even if students decide that teaching is not the right career for them they will have gained valuable experience and will have access to resources that will help them in finding a college and taking the correct steps towards achieving their next professional goal.

EDSS 511: Unit Plan

	Day 1	Day 2	Day 3		Day 4	Day 5
Content Standards	CA Content Standards: Listening and Speaking Strategies Comprehension 1.1     Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. ELD Standards: Listening and Speaking Cluster 3: Speak to Be Understood I Make oneself be understood when speaking by using consistent standard English grammatical forms and sounds, however, some rules may not be followed. Cluster 4: Vary Ways of Speaking EA Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter. A Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.	CA Content Standards: Listening and Speaking Strategies            1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience. ELD Standards: Listening and Speaking Cluster 3: Speak to Be Understood I Make oneself be understood when speaking by using consistent standard English grammatical forms and sounds, however, some rules may not be followed. Cluster 4: Vary Ways of Speaking EA Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter. A Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.	CA Content Standards: Listening and Speaking Strategies Comprehension 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. Speaking Applications 2.5 Deliver persuasive arguments d. Anticipate and address the listener’s concerns and counterarguments ELD Standards: Listening and Speaking Cluster 3: Speak to Be Understood I Make oneself be understood when speaking by using consistent standard English grammatical forms and sounds, however, some rules may not be followed. Cluster 4: Vary Ways of Speaking EA Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter. A Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.	CA Content Standards: Research and Technology   1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. ELD Standards: Reading Comprehension Cluster 3: Synthesize Ideas I Read text and use detailed sentences to identify orally the main ideas and use them to make predictions about informational text. EA Apply knowledge of language to achieve comprehension of informational materials. A Apply knowledge of language to achieve comprehension of informational materials. Writing Strategies and Applications Cluster 7: Use the Writing Process I Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed.) EA Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, with consistent use of standard grammatical forms. A Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, by using standard grammatical forms.		CA Content Standards: Research and Technology   1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. ELD Standards: Reading Comprehension Cluster 3: Synthesize Ideas I Read text and use detailed sentences to identify orally the main ideas and use them to make predictions about informational text. EA Apply knowledge of language to achieve comprehension of informational materials. A Apply knowledge of language to achieve comprehension of informational materials. Writing Strategies and Applications Cluster 7: Use the Writing Process I Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed.) EA Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, with consistent use of standard grammatical forms. A Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, by using standard grammatical forms.
Learning Objectives	After a teacher example of a controversial topic, SWBAT give examples of controversial topics that they know about and articulate their own positions on the topics.	After taking notes on a power point about argumentative writing, SWBAT clearly articulate why tone is important in a Think-Write-Pair-Share.	After discussing a multitude of controversial topics and viewing a power point regarding counterargument and tone, SWBAT participate in a class debate on a controversial topic (cognitive, psychomotor) using respectful and academic language and incorporating counterarguments (language).		After watching the teacher model how to fill out the graphic organizers, SWBAT research their controversial topics online and begin to fill out their graphic organizers using short sentences and labeling fact vs. opinion.	After beginning the graphic organizers the previous day, SWBAT finish the graphic organizers that they began and recognize the difference between fact and opinion.
Student Activity	1.Anticipatory Set/Into (5 mins)  Students help teacher to define the word controversial “controversial” and discuss what it means. 2. Guided Practice/Through (40 mins) Students give examples of controversial topics as teacher records the examples on the overhead. Students identify the opposing sides of the issue. Students copy the list of controversial topics as notes into their journals. 3. Closure (10 mins) Students listen to teacher explain that they will be choosing a controversial topic to write an argumentative essay. Students look at notes and sign up for the controversial topic that they would like to research and write about. 4. Beyond Students will learn argumentative techniques the next class and will then participate in a debate regarding a controversial topic.	1. Anticipatory Set/Into (5 mins) Students tell teacher what they know about arguing. 2. Guided Practice/Through (15 mins) Students take notes during a power point on “Argumentative Writing.” 2. Independent Practice/Through (25 mins) Students respond to the following prompt in their journals: “Why is your tone important when you argue? Have you had an experience where your tone either helped or hurt your argument? (5 mins) Students turn to a partner for a Think-Write-Pair-Share. They share their experience with their partner. Students then turn to a different partner and repeat the same process as before. (20 mins) 6. Closure (10 mins) Students return to their seats and participate in a class discussion. Some students volunteer to share their examples of using tone in arguments. (10 mins) 6. Beyond Students will put what they have learned about tone and respectful language into effect in a debate the next day.	1. Anticipatory Set/Into (5 mins) Students listen and ask questions as TC explains the debate rules. 2. Instruction/ Through (3 mins) Students move to a seat depending on what their position is on the debate topic. Students call heads or tails for coin flip. 3. Guided Practice/Through (30 mins) Students debate a controversial topic. All students participate in some capacity. They focus on forming counter arguments and use respectful language. 4. Independent Practice/Through (15 mins) Students listen as TC explains the instructions for the reflection and ask clarifying questions. Students work on reflections until finished. They raise their hands if they need help. 5. Closure (2 mins) Students turn in reflections. 6. Beyond Next class there will be a class discussion focused on how to transfer what they learned about speaking during the debate into their writing.		1. Anticipatory Set/Into (5 mins) Students give opinions on the previous day’s debate. 2. Instruction/ Through (10 mins) Students watch and give input as teacher models how to fill out the two graphic organizers. 3. Independent Practice/Through (35 mins) Students log onto class computers and begin researching their controversial topics online. They fill out graphic organizers as they research. 4. Closure (5 mins) Students ask questions about anything that is confusing them and listen to teacher give the plan for the next week. 5. Beyond   Next class the students will finish the graphic organizers.	1.Anticipatory Set/Into (3 mins) Students get graphic organizers as teacher explains the plan for the day. 2. Independent Practice/Through (40 mins) Students log onto computers and continue to research their topic and finish filling out graphic organizers. 3. Instruction (10 mins) Students listen and follow along as teacher shows and explains the rubric for the essay. Students ask questions as needed. 4. Closure (2 mins) Students listen as  teacher passes out rubric and explains that a rough draft will be due on Tuesday at the end of class. Students submit graphic organizers. 5. Beyond Students will have Monday and Tuesday to finish the rough draft in class.
Assessment	Entry Level/Formative: Students will be assessed on their class participation during the discussion and also on their notes.	Formative: Students will be assessed on the completeness of their notes (notes will be stamped). Students will also be assessed on their Think-Write-Pair-Share participation.	Formative: Students participate in debate and use respectful language/tone and clear counterarguments. Students will also be assessed on their complete reflection sheet. Reflection sheet is graded out of 12 points (2 pts per question).		Formative: Students will be assessed on whether they are on appropriate websites and are filling in their graphic organizers. Students should be able to answer questions about what they are supposed to be doing when asked.	Formative: Students will be assessed on whether they are on appropriate websites and are filling in their graphic organizers. Students should be able to answer questions about what they are supposed to be doing when asked. Summative: Students will be assessed on their completion of the graphic organizers.