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William ste. marie  educational portfolio2
 

William ste. marie educational portfolio2

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    William ste. marie  educational portfolio2 William ste. marie educational portfolio2 Document Transcript

    • qwertyuiopasdfghjklzxcvbnmqwertyui Part 1 Ste. Marie 1opasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopas Educational Portfoliodfghjklzxcvbnmqwertyuiopasdfghjklzx Planning, Learning, Reflecting William Ste. Mariecvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxc
    • Part 1 Ste. Marie 2 Table of Contents 1. Personal Statement a. b. Reflection (English in the Classroom & Beyond 2. Knowledge of Community and Parental Outreach 3. Classroom Management Action Plan 4. Professional Development/ Reflections a. Standard 9 (Professional Development/ Personal Metaphors) 5. Philosophy a. Standard 1 (Constructivist Learning Theory, Problem Solving, and Transfer and Understanding Student Differences) b. Reflection (Reflecting on Foundations of Learning) c. Standard 2 (Interdisciplinary unit plan) 6. Interdisciplinary Unit Plan 7. Non Fiction Forensics Unit Plan Teaching Project
    • Part 1 Ste. Marie 3To whoever possesses this portfolio, What you are holding is a body of work that was complied over my entire pedagogical education. These exhibits willserve as a sort of time capsule and chronology that charts my progress as an up and coming teacher. The contentsherein are the foundations of my beliefs as a professional. I am dedicated to the cause of providing equal opportunitiesfor education that is both rigorous and engaging. I will do everything within my power to ensure that all students arechallenged to not only think critically, but to think metacognitivly. This will ensure that all students value their educationand garner real world skills from my instruction. I believe that self-efficacy is the gateway to success and that I mustfacilitate an environment where students believe in their abilities as individuals. I know successful instruction is borne inclassrooms with positive environments and I will strive at all times to mirror these attributes in my classroom. I valueroutines and structures as I know they are integral to student success and comfort in the classroom. Informed by myeducational coursework, I am bound to the belief that co-construction of information must be present in the classroom.I will ensure that meaning is dispersed throughout the classroom and that all my students feel they are viable sources ofinformation. All students—including English as second learners and students with disabilities—must be provided aquality education. It is my duty to assist these students in any way possible by collaborating with special educationteachers and paraprofessionals to implement their IEP’s. In short, I pledge to continually implement all elements ofsuccessful practice held in this portfolio and adapt all instruction that feel short. Ultimately this portfolio exists as myfoundation for pedagogical knowledge, preferred practice and reflective dispositions.Sincerely,William Ste. Marie
    • Part 2 Ste. Marie 4 Knowledge of Community and Parental Outreach INTASC 10: School/Community InvolvementParent Coordinator: Mrs. WilliamsSo what is being done to establish family involvement in the school, does the school have any programs inplace?Oh yes, all day. We are constantly communicating with parents. We have many academic pep rallies where weinvite parents to come and support their children as they receive awards for academic achievement. All theevents we do are geared towards parental participation. We invite parents to every event we do here. We haveour arts day where students hold performances for their parents and the larger community. We also have manyprograms for home improvement and outreach. We want to make sure if the parents are having troublesupporting for their child that we support the parents. We are constantly providing parents with resources. Wehave a program to help f those formally incarcerated receive their GED. We have career workshops, and informparents of important government resources that may help them with their financial problems. We even have aprogram for those who have little technology at home acquire computes. We assist parents with getting eye carefor their children as well. We have a company come and perform tests and administer eye glasses to thestudents. It’s great, these glasses are great quality glasses, and whats really impressive is if they feel the studentneeds to be further evaluated theyll refer the student to an eye doctor free of charge. We also help parents bymany parents express difficulty visiting and getting information on the high schools their students are interestedin. So we bring the schools to them by inviting representatives from different high schools to our school tospeak to the parents and students.What about the larger community—what is being done to connect with and involve the outer community. We do a lot of community outreach here. We have some of 7th and 8th graders help younger children to read inmany K-5 schools in our community. We also have healthy living Zumba classes that are open to thecommunity. We have many open house arts shows where we invite the outer community to watch our shows.We have a big heritage day on thanksgiving where we give out food and celibate different heritages, we dontcall it thanksgiving but it happens on the day of Thanksgiving Day.What are some barriers in communicating with parents? What is being done to address these obstacles?The biggest thing about getting parents involved is for them to actually show up. A lot of the parents expressinterest in their childs future and will speak on the phone, but when it comes time to actually attend a show, or aPTA they may not show up. It use to be that food would be good enough incentive for the parents to show upbut now it doesnt always seem to work. It sounds funny, but youd be surprised what a difference food makes.Other barriers revolve around struggling parents. Many parents are afraid to admit that they have financialproblems and or trouble supporting their students and will avoid seeking help. We try to communicate that we
    • Part 2 Ste. Marie 5have the resources; they just have to ask for it. We are not mind readers here. Some accommodations are madefor those parents who struggle financially and may be working too many jobs to show up as often as they maylike. Constant communication on the telephone and letters home help to keep them informed, but we still stressthat they need to show up whenever possible.8th grade Lead ELA teacher: Mrs. de MeloWhat do you do to foster communication with your students parents?In the beginning of the year I established a weekly letter home to students parents keeping them informed ofwhat they learned, how they have been performing and what will be expected of them for the upcoming week.This worked out great especially for quality review, because when I was asked how often I communicated withstudents I could honestly say every week. A few of my students parents are directly involved with the school.One of my students mothers has a program that honors high academic achievement in the school with coolincentives. I keep in touch with the parents through En Grade as well. Students and parents can email mequestions through Engrade, but I havent gotten many emails. I think it’s really important to have parentsinvolved, and caring about their child’s progress.7th grade ELA teacher: Mr. Berry.What do you do to foster communication with your students parents?I think parental involvement is huge. Much of the order in my classroom has come with careful consideration ofindividual students. I have worked hard to develop those individual relationships and winning the parents overwas a big part of that. I do a lot of positive phone calls home. I have fun with it sometimes and even have thestudents script the phone call and I’ll recite whatever ridiculous praise they want. Sometimes it is difficult tocall home because many of the children at the school live in foster homes and may alternate guardians if moved.I also worry at times that the students parents may have a harsh reaction to negative phone calls home andcomplicate the issue.8th grade Math teacher: Mr. Lewis.What do you do to foster communication with your students parents?Id say I have built a relationship with just about every parent of my students this year. It’s been a big part ofwhat I do. I usually dont go about solving a problem without including the parents in the situation. I find out alot about whats going on with my kids through the parents. Usually many things can be traced back to the homeor if not the parent has some sort of idea of whats happening in school that I dont. I think it’s important to keepthe parents on board so that you have a team. Especially with math—it takes a lot of positive reinforcement thekids definitely someone close to them in their corner.Parental Involvement PlanStep One
    • Part 2 Ste. Marie 6Is to establish communications. I would like to adopt the weekly letter home informing parents what theirstudent learned and how they performed. On this letter would also be a place for parents to leave comments. Iwould also like to utilize some sort of online communication which would partially depend on what programthe school is using e.g., Pupalpath, Engrade. I will also give out my email for parents who struggle using thesoftwareStep TwoIs to establish positive relations with parents and make sure they know their involvement is necessary andvalued. This will include meeting or speaking with parents proactively to predict possible challenges studentsmay face when learning new material. This will also include cooperating together with parents createindividualized goals for each student. This will also include giving positive phone calls home and informingparents when students are meeting the goals we have identified.Step ThreeIs to sustain these positive relations by routinely celebrating a student’s success as well as monitoring theirstruggles. Opportunities will be made available for students to publish their work by performing it in front ofparents and displaying it in the class room and hallways. Parents will be encouraged to make suggestions orleave comments in homework assignments
    • Part 3 Ste. Marie 7
    • Part 3 Ste. Marie 8 Classroom Management Action Plan I am Identifying Michael’s lack of respect towards other classmates as a classroom management problem 1. Michael’s lack of respect can be described as being very abrasive and rude to other students. Michael refuses to work with many students and provides mostly negative feedback to his peers. He is quick to point out other’s mistakes and becomes hostile when other students point out anything wrong he is doing. Michael reacts very poorly to being chastised in any way by the teacher and his behavior must be calmly addressed or he becomes enraged. Because of this, many students do not even want to sit anywhere near Michael and have asked to move their seats. Michael’s background is very troubled. He just recently came back from a lengthy suspension for assaulting another classmate. Much of the school’s staff has reason to believe that he is gang affiliated and his parents have been in and out of work. In order to devise a management strategy the circumstantial evidence of gang relations and family problems must be validated by contacting parents and perhaps obtaining police reports. It may also be beneficial to look up his academic performance in ARIS to confirm whether his behavioral problems are linked to failures in school. It is also important to collect records of his attendance to see how often he is at risk of being unsupervised or on the streets. Many people will have to be involved to help create an effective intervention plan. The guidance councilor can help provide Michael with some of the resources that he may need to deal with the emotions that may lead him to his behavioral problems. The councilor may also collaborate with his parents to figure out if his parents need help finding work or supervising Michael. The police may also have to be involved. They may be able to provide Michael with programs that feature ex criminals speaking out against crime.2. In examining Michael’s behavioral problems, his issue falls under, “Domain 2, Component 2a: Creating an Environment of Respect and Rapport” of Danielson’s Framework for Teaching rubric.” Michaels behavior is particularly damaging to the classroom environment, as the rubric recognizes that, “as important as a teacher’s treatment of students is, how students are treated by their classmates is arguably even more important to students.” The rest of the class’s unwillingness to sit near Michael demonstrates the rubric’s idea that, “poor treatment causes students to feel rejected by their peers.” Michael’s harsh feedback and comments has resulted in a mutual rejection between him and his classmates. This is exactly in line with the rubric’s identifying, “Some students refusing to work with other students,” as an example classroom environment issue of Creating an Environment of Respect and Rapport. The rubric rates the way I am addressing the situation as “basic,” because, as a teacher I, “respond to disrespectful behavior among students with uneven results.” And because my attempts to address Michael’s behavior can be described as, “attempts to make connections with individual students, but student reactions indicate that the efforts are not completely successful or are unusual.”
    • Part 3 Ste. Marie 9 What When Result 1. Identify at least one First period on 3/7/2012 Michael made some student who shows inappropriate comments, but willingness to work the student didn’t react, most of with Michael in group the group work was done. work and pair them together. Observe Michael’s progress working with partner for at least 3 to 4 days. 2. Invite Michael to a group advisory session on providing effective feedback and dealing with, “bad attitudes” Call Michaels parents explaining the Michael was abrasive to the importance of him group, but agreed with some of attending the advisory 6th period during an advisory the methods of dealing with session. 3/9/2012 “bad attitudes.” 3. If Michael shows progress working with partner, indentify a handful of students who are willing to work with Michael. Include Michael in larger group setting. Make positive phone call home if Michael does well. 4. If Michael handles group work well, move TBD Michael’s seat next to other students. Monitor if he can handle being around other students. First period 3/14/12 If Michael misbehaves, hold an after class discussion and explain to Michael that you would like him to sit next to students, but
    • Part 3 Ste. Marie 10 will have to move him back, and will consider seating him next to students if his behavior improves. Make positive phone call home if Michael does well. 5. Arrange for a Criminal intervention workshop to be held at the school, assign class with a written TBD reflection assignment on the program. 3/20/12 Communicate to Michael’s parents the importance of every student attending school on that day. TBD
    • Part 3 Ste. Marie 11 TBD *TBD-To be determined. 5. The main adjustments that I made to my routines in the classroom involved the paring of students. Normally turn and talks involved students talking to the student next to them ,but because of Michael’s isolation, I had to pick students who were willing to travel to work with him. I would normally, prefer students have different partners with each activity, but I made an exception with Michael when he first started working with a partner, as I wanted to build off of the positive interacts he had with his partner in order to make sure he was ready to work with additional students. Because of Michael’s large impact on the classroom environment, the advisory session was also specifically geared towards Michaels needs as opposed to general advice towards the students. Many interventions were made towards Michael and the rest of the class. I had to change the culture of the class being afraid to work with Michael by slowing integrating him into classroom activities. The positive phone calls home helped give positive reinforcement towards Michael’s progress. The interventions addressed Michael’s withdrawal from classroom activities by slowing bringing him back into the activities. Michael’s issue of providing mostly negative comments and feedback was addressed by the advisory session on Peer feedback. Hopefully the workshop on crime helps Michael with his gang involvement as he will see the grimmer side of crime. Although many of the interventions appear to have been successful, some of the steps are yet to be implemented, and I will not truly know if he has improved until he is seated next to other students.
    • Part 4 Ste. Marie 12
    • Part 4 Ste. Marie 13 Using Data Driven Instruction/Data Tracking Endpoint Student Achievement Plan and Rubric: Working with a Small Group Apprentice Name: Session Leader Name:Part One:  First Week and Current Level of Engagement: Record each student’s name, their first week level of engagement (copy from the Midpoint Student Achievement Plan or from your data tracker) and their current level of engagement in class. 1 = These students show the least amount of engagement and effort. They are disengaged for parts of the lesson or are disruptive. 2 = These students are engaged for at least 80% of the lesson, but they may show off-task behavior a few (2-3) times during class. 3 = These students are engaged for almost the entire lesson. They show off-task behavior less than one time and are never disruptive. They are able to focus despite distractions and demonstrate an eagerness for learning.  Academic Indicator: What percentage of your whole class and small group objectives has this student mastered (mastery = 80% or higher)? Indicate the number of objectives assessed versus the number of objectives mastered to calculate the percentage (e.g. 10 objectives mastered/15 objectives assessed = 67% mastery of objectives).  Summary: Summarize each student’s progress from week one until now (4-5 sentences per student). Address both academic and behavioral progress in your summaries. Student Name First Current Academic Indicator Student Progress Summary Week Level LevelFoli, Christopher 2 3 62% Christopher was a high energy student from day one. In the first weeks he had a wealth of misplaced energy. In the following weeks, I engaged him in the lesson by giving him classroom responsibilities such as being my scribe. Weeks later, Christopher often helps assist passing out papers and with calls to attention. Academically, I have given Christopher the opportunity for some “Vegas” by having him earn credit for performing in activities. This differentiation has helped Christopher to express himself while earning extra creditBookman, 2 3 62% When I first arrived, Marques was disinterested, absent, and had a pending court case on hisMarques mind. Marque’s attendance has since improved dramatically, and when he tries, he has earned many 100’s in class. Improved. Because of his vast potential and general background knowledge (he has read nearly almost every independent reading book in the class) I have involved Marques as much as possible in the class. discussion I have had success using techniques like “Cold Call” to elicit responses from him. Marques has also shined throughout with the “Vegas” technique, in fact he just recently came in second place in a jeopardy review activity. Using the “what to do,” technique has made his behavior less aggressive, but he still struggles focusing and will sometimes disappear from class.
    • Part 4 Ste. Marie 14Smith, Roget 1 3 25% Over the course of my time with him, Roget went from being hostile and hardly getting any work done to finishing most of his assignments and joking lightheartedly with me. Using the “J factor,” has made a big difference in our rapport. Although some of his questions become a little too personal, he seems interested in building a positive relationship. His classwork has shown the vast improvement. Overall, Roget has had a lot of success due to the “challenge technique. By prodding him to think deeper, Roget has been more activity involved in class.Adams, Tishelle 2 3 37% My first experience with Tishelle involved her ripping her papers up and refusing to do work. While she still fights doing work, I was recently pleasantly surprised that she wrote me a letter explaining why she didn’t want to do the forensic science unit. Her maturity in expressing herself in general has developed leaps and bounds. Our rapport has vastly improved, after using the “J Factor” she often says “what’s popin’” and laughs when I fail to say it cool like her. Her engagement and completion of classwork has improved overall, but she still needs to work on not completely tuning out when she doesn’t like the subject matter.Ramirez, Sabrina 3 3 62% Overall, Sabrina’s improvements have fluctuated. She was trending more towards a four, but has recently dropped back down again. Despite the dips in her performance and engagement, she is on an upward path. Again, like many other students the “J factor” has made huge improvements in our rapport. We have an inside joke about ice cream, and it has become our standby to signal that she is off task. The “what to do,” technique has also had a lasting impact on Sabrina. She was very quick to argue and engage in the past, and now although she may look frustrated when corrected, she does not challenge me. Her grades are sporadic and she often needs to be reminded to finish assignments, but she has consistently given her work a second effort.Part Two:  Analyze the data above and your Small Group Data Tracker. Reflect and respond to the guiding questions below (~500 words) to create an action plan for your ongoing development into a highly-effective middle school teacher. o Positive Impact: Based on your analysis, what do you feel was the greatest positive effect that you had overall on your small group? What was the greatest positive effect that you had on an individual student? What student achievement data can you use to support your responses? What specific actions did you and your students take that enabled you to achieve these results? Describe how certain techniques you used were effective specifically in a middle school setting, and explain why you think these techniques are effective when
    • Part 4 Ste. Marie 15 working with middle school students. o Greatest Disparity: Based on your analysis, what student or students struggle the most to make gains in achievement? Why? What specific actions could you have taken or would you like to take to better support these students in accomplishing their goals? o Development Areas: Based on the data that you have collected and the greatest disparity that you have identified, what do you see as your greatest development areas in moving and motivating all middle school students to reach higher achievement levels? What specific next steps will you take to gain the knowledge, skills, resources, or habits of mind that you need to improve within your identified development areas? What is your timeline for your next steps? Throughout my experience two things have really stood out: establishing a classroom culture that is positive, and individualizing behavioral and academicstrategies. I am most proud of my contributions in establishing a positive rapport in both whole group and individual settings. Despite the struggles I havehad developing effective discussions with the small group, I believe I have ingrained a sense of value to student’s opinions. Through a class participationpoints system and positive reinforcement , many students who were previously introverted have fought to have their voice heard . All of a sudden I am nowhearing comments like, “why didn’t I get 5 points today? I answered some questions.” and, “Student X was distracting me, that’s why I couldn’t participate.”Tishelle’s progress from ripping up papers—to writing letters to express herself—speaks to empowerment students gain from instruction that values theirvoice. Getting to this point involved utilizing student evaluations of discussion techniques, as well as many strategies such as the “popcorn” technique and the“Pepper” technique. These strategies were vital in building students’ respect for one another, as the increased pace and tighter nit structure cut down onopportunities for heckling. This improvement was evident as many of the objectives students’ mastered in the data tracker are tied to the students successin respecting their own voice as well as others. Because off their sporadic performance, It is difficult to determine the longevity of the impact of these strategies on students like Marques and Sabrina.Although techniques like the “J factor” and “Vegas” were at times effective, I have learned that boundary issues come attached. Too much joking aroundmay curtail your leadership role as a teacher and appear as double standards to those students who respond to strict techniques like “No Warnings.” In thefuture, It would be helpful to set more strict and consistent expectations and boundaries associated with those techniques on the warmer side of things. Ihave also observed the necessity to build on success and to catch students from regressing into old habits. Thinking back, if I were more diligent incelebrating Sabrina and Marques’s progress they may not have had such sporadic academic and behavioral progress. Perhaps involving students in theirbehavior and academic plans would allow students to more effectively and tangibly track their progress. As a whole, I find that I need to make many of the techniques I have recorded my own. I feel that my current application of some of the techniques squashmy personality rather than highlighting it. Despite some of the success I have experienced with techniques like “ what to do” and the “no warnings,” I findmyself feeling unnaturally robotic. I agree with the sentiment behind positive framing of telling students what they should be doing rather than what theyshouldn’t, but I need to implement it in a way that feels more personable to me. I believe this internal debate I am having has resulted in the boundaryissues I have had with Sabrina and Marques . Finding the balance between warm and strict is a key area that I need to advance in. While I have had successwith both sides of the technique, knowing when to feature each side is the next step. Continuing to be aware of what I buy into as a teacher will allow me toapproach the techniques more effectively and in way that feels natural. I think role playing, video demonstrations, workshops, and observations will help toexemplify how these techniques can be personalized.
    • Part 4 Ste. Marie 16
    • Part 5 Ste. Marie 17 Reflections/Philosophy
    • Part 7 Ste. Marie 18
    • Part 7 Ste. Marie 19
    • Part 7 Ste. Marie 20
    • qwertyuiopasdfghjklzxcvbnmqwertyui Part 7 Ste. Marie 21opasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopas Educational Portfolio Planning, Learning, Reflectingdfghjklzxcvbnmqwertyuiopasdfghjklzx [Pick the date]cvbnmqwertyuiopasdfghjklzxcvbnmq William Ste. Mariewertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxc
    • Part 7 Ste. Marie 22 These three reflections on the theatrical concepts of Constructivist Learning Theory, Problem Solving, and Transferand Understanding Student Differences, are at the heart of my knowledge of learners and human development. Notonly do they demonstrate the theoretical foundations behind the developmental stages and differences of learners, butthey also highlight my real world experience witnessing these concepts. Through the field work observation componentof this assignment exists a candid and valuable assessment of how this knowledge of development and learning styles isaddressed in the classrooms I have witnessed. The assignment’s task to assess, evaluate, and provide meaningfulanswers to these developmental questions allowed me to synthesize my knowledge of these theories and begin myfuture as a reflective Practioner. The completion of this assignment essentially requested that I shed the theatrical fog that had often clouded my viewof these theories in favor of a real world revelation. Upon reflecting on Constructivist Learning Theory, Problem Solving,and Transfer I was shocked at the lack of emphasis on meaningful connections in school. I was truly disturbed when Iobserved a teacher dismiss a student’s comparison of Lenny from Of Mice and Men to its Warner Brother’s cartoonrepresentation. This exchange, among many others, impressed upon me the importance of valuing student’s priorknowledge and experience. On the lighter side of things, the assignment also confirmed my studies on the importance ofconstructivist learning, as I witnessed the wonderful transformation a class had when it moved from teacher asfacilitator to student centered learning. My observation of the effectiveness of ill-formed (open ended) questionsenriched my appreciation for classrooms with high cognitive demands and rigor. The creation of my reflection on “Theories of Psychosocial and Cognitive Development” fostered my awareness ofdevelopment processes. Concepts like “Indentify vs role” became more three dimensional as I was able to contextualizethem in common culture. This has since sparked my interest in determining the effect of social and gender roles oninstruction. My observation of a student writing in class that, “he hopes a sports jock and a sped cartoonist” can getalong still informs my belief that many students are well aware of their role in the classroom. The assignment alsoallowed me to witness how student’s schemas can be accessed more efficiently by certain teaching methods such as
    • Part 7 Ste. Marie 23chunking or active reading. This also engendered the importance of allowing students assimilate knowledge to theirschemas by providing them opportunities to build on prior knowledge and make connections to new information. Thevalue of student’s co constructing knowledge was all made very apparent to me, as I witnessed the positive effectsstudents gained from not having to feel chastised by their peers or teacher for arriving at a wrong answer. My piece on “Understanding Student Differences” revealed many equity issues in a classroom. I was deeply affectedby struggling students that were failed by strictly direct instruction based classrooms. Whereas witnessing the successstudents had when they were in environment of differentiated instruction left a positive impression on me to search andexploit students’ learning styles. As a result theories such as “Gardner’s multiple intelligences,” were forever engrainedin my repertoire of tools to engaging students. Ultimately these three reflective pieces mark the transition from theory to application in my development as ateacher. Looking back, I cannot imagine stepping into a classroom without considering the most important resourceavailable in the room—the students. Completing this activity has instilled my core belief that it is absolutely necessary toknow my students and to artfully plan and teach based on student differences, and developmental processes. SeeingGardner’s theory Multiple intelligences in action has had a direct effect in my teaching as I plan to continueadministering learning style surveys. And my observation use of “open ended” questions and constructivist learning hasinspired me to resist the temptation to rely solely on direct instruction in the future.
    • Part 7 Ste. Marie 24 Standard 1: Knowledge of Subject Matter Goal 1, Objective A: Knowledge of Subject Matter William Ste. Marie
    • Part 7 Ste. Marie 25 This unit embodies my understanding of my major, English Writing, as it builds on the knowledge I have of the writingprocess and literary interpretation to effectively teach students. Because of its focus on the Harlem Renaissance, thisunit specifically showcases my expertise in poetry. The topic of Harlem Renaissance highlights my awareness of howartistic movements affect genre and style of writing. The research portion of the unit highlights my experienceconducting and facilitating literary research. The unit’s emphasis on connecting writing to the real world, demonstratesmy ability to speak to the importance of literary and artistic expression in everyday life. Its interdisciplinary aspect showsmy capability to connect literary content to the larger context of historical and social movements. The creation of this unit allowed me to envision what generative writing might look like in an everyday classroom.This provided me with the opportunity to apply many of the theories I studied about the writing process to lessonplanning. My struggle at times facilitating meaningful writing exercises allowed me to navigate the challenge ofintegrating activities and content successfully. Creating this unit was invaluable practice implementing material that isengaging and connected to the students’ experience. Through its many engaging activities, I was also able to implementmy knowledge of writing and literary analysis. My exploration of the essential question, “How can we develop a voicethrough culture?” contextualized massive concepts like multiculturalism and student experience. Out of this, simpleideas like students writing about their neighborhood, and the history of New York were born. This experience hasprovided me with an essential touchstone for how to engage students through personal and cultural avenues. Because of the limited time frame of ten classes, I was truly challenged to do more with less content. This instilled anappreciation for close readings of texts in order to allow students to have a thorough rather than cursory understandingof content. The amount of skill-based and interconnected teaching objectives that I was able to fit in such a shortamount of time was truly inspiring. This has laid the foundation for my appreciation for the value of instructional time.After carefully planning the unit, I witnessed the value of eliminating unnecessary activities and implementingtimesavers such as student monitors for passing out papers and having materials and groups already out and organized. The interdisciplinary aspect of the unit revealed the necessity to bridge what students are learning in differentsubjects. I was surprised to discover all the ways Art, History, and English could be interwoven to scaffold students’learning. This, by design, provided students with differentiation even at the curriculum level. Students often tune out if
    • Part 7 Ste. Marie 26the unit’s topic is not of interest, but approaching it from different disciplines increased the propensity for student self-efficacy. Perhaps the student who would normally shut down because they are low performing in English would beuplifted by the aspects of History in the unit and vice versa. The variety of an interdisciplinary focus made the unit morepliable and provided opportunities for text to world, self, and text connections. After assessing the effectiveness of this unit plan and reflecting on the feedback I received, the main thing I will takeaway is the necessity of modeling activities. As ambitious as this unit is, if I were to plan it in the future I may cut downon some of the activities in favor of a more consistent routine. With the sheer amount of different activities that I wasimplementing in this unit, I am not sure I would have had the proper amount of time to successfully model how eachshould be completed. Much like how the creation of the unit taught me that you can do more with less content, I believeyou can do more with fewer activities. The importance of becoming efficient and comfortable with different proceduresand activities is essential to students’ learning of material. In the same vein, students’ journals and double columnedresponse logs needed to be implemented more predictably and consistently, this would allow for a smoother and moreorganic experience with generative writing. Although—after spending more time in front of the classroom—I havegravitated more towards direct instruction, and reading this unit plan has refreshed my knowledge of student generateddiscussions and discovery learning. In the future, my instruction needs to meet in the middle of these two styles,perhaps more modeling, but less teacher-led discussions. On the other hand, this unit has also blazed the trail for continuing to use my specific knowledge or poetry andwriting to design engaging and effective unit plans. Although the different amount of activities may have beenunrealistic, it demonstrates the variety of ways I can implement my knowledge of literature and poetry into theclassroom. Writing prompts and group poems are very connected to what I have studied as English major, and my firsthand experience learning through these tools will give me insight into teaching students.
    • Part 5 Ste. Marie 27 Planning: Interdisciplinary Unit PlanTopic/Title: Birth of a Voice: The Harlem RenaissanceGrade Level and Demographic Information:  10th grade  New Dorp School is a high school with 2323 students from grade 9 through grade 12. The school population comprises 19% Black, 20% Hispanic, 54% White, and 7% Asian students. The student body includes 6% English language learners and 10% special education students. Boys account for 51% of the students enrolled and girls account for 49%. The average attendance rate for the school year 2006-2007 was 91.6%. The school is in receipt of Title 1 funding with 38% eligibility. The school was redesigned in September 2006 into eight small learning communities.Lesson Timeframe: Ten 45-minute periods.Context:
    • Part 6 Ste. Marie 28 Students have previously engaged in many writing activities aimed at integrating common figurative techniquesspecifically mood, tone, irony and metaphor. The unit prior engaged students in many generative, informal writingexercises. Some of the featured activities were a, “Then and Now” memory activity about their house 6 years ago andnow, as well as a “listening to a place activity,” where students went to favorite neighborhood spot and recordedconversations and sensory details. Students have also engaged in generative writing geared towards tuning anddeveloping their voice. One of the featured activities was, “Who Owns the voice?” where students wrote a briefcharacter piece in the voice of someone known to the whole class. Students also engaged in the activity of, “Trying onOther Voices,” as they all imitated a long time favorite author, or an author that they have read previously in class. Theteacher has modeled how to properly keep a double-columned response log and students respond in it regularly as wellas in their less formal writing journals. The unit Birth of a Voice: The Harlem Renaissance builds on the previous unit’s introduction to voice by providing thestudents with a unique and culturally relevant avenue to foster their voice. Students will be inspired by both their localsurrounds and history to become a New York writer much as the artists of the Harlem Renaissance were. Manhattan’sparticularly artistic roots will provide relevant and accurate examples of texts written with a distinct artistic voice. Theunit will use History and Art as interdisciplinary scaffolds to show the varied ways in which voice is connected to culture.The unit will prepare students for the type of personal voice necessary for the next portion of the class which will focuson students’ creating a nonfiction memoir as well as longer creative works.Rationale: It is vital for students to feel what they’re saying is valid. Otherwise students are not emotionally or intellectuallyengaged in their work. Developing a voice is central in a student’s engagement in any form of writing. Studentsfrequently have difficulty relating to school subject matter. Often, especially in culturally diverse classrooms, they mayfeel as though their particular background or life experience is unworthy for academia. The Harlem Renaissance providesa unique opportunity to illustrate the value of both voice, and culture. By studying an artistic movement born out of
    • Part 6 Ste. Marie 29culture and background, students are encouraged to see the value of their own life experiences. The movement’s rootsin New York City specifically appeal to student’s specific local culture. At the same time, the movement will provide students with an opportunity to learn about a culture different fromtheir own. Because of the local connection students have the unique opportunity to see a close connection betweenpast and present. Students can further understand the world around them through past depictions of it. They can alsolearn about the past through their knowledge of present day New York City. The history and themes of the HarlemRenaissance demonstrate the importance of finding an artistic voice. The social acceptance garnered by AfricanAmericans as a result of the “new image” they created through their art is an empowering example of real lifeimportance of artistic expression. Because of the range of prominent artwork, students can develop their analytical skillsas they form connections between the various forms of art. The lack of a clear cut, easily defined genre during theHarlem Renaissance will offer the students a chance for exploratory learning, as they attempt to navigate the period.Key Concepts and Learning Goals for Students:  How can we develop a voice through culture?  How can we learn about the past through the present and vice versa  How can the same genre manifest in different artistic forms?Standards Addressed: Standard 5 is addressed as students will participate in workshops as well as revising their own work. Opportunities for revision are given during, “Being the Thing activity,” and with the culminating, “My New York” Text as student response partners provide feedback.
    • Part 6 Ste. Marie 30 Standard 7 of the ELA Writing standard “Research to Build and Present Knowledge,” is addressed as students are instructed to pose a self generated question about a local destination or landmark of their choice and research it. Standard 9 is addressed through the in class activity of, “Creating a Political Motto.” Students analyze and evaluate the validity of the political message in Claude McKay’s “If We Must Die,” as well as Langston Hughes’s “Harlem.” Standard 1 of the Common Core ELA “Speaking and Listening Standards,” is addressed in the Unit plan particularly parts A, B, and C. In the “Being the Thing activity,” Part A is addressed as the response partners are to have already done the work and research necessary to create a short poem based on an object in their neighborhood. The teacher modeled guidelines for effective response groups prior to the activity addresses Part B of the standard. Part C is fulfilled as the teacher requests students to prepare questions about their piece in
    • Part 6 Ste. Marie 31 advance to be discussed by their response partner. The standard and the parts specified prior are also adhered by the Response pair activity for the culminating assessment of the student created, “My New York Text” Standard 2 is also addressed by the response partners during the, “Being the Thing activity,” as well “My New York Text”, as students will be assessing and discussing a variety of different texts e.g., poems, visual representations , paintings. Standard 4 is addressed during the activity, “Clippings of The Rider of Dreams,” as students must use context clues Sterling Brown’s “Slim Greer in Hell,” to interpret the slang in the poem. Standard 5 is addressed in the activity, “Creative Dialog ,” as the students must grasp the figurative concept of characterization found in Sterling Brown’s “Slim Greer in Hell,” and provide examples of slang words with similar connotations in their nuanced translations.
    • Part 6 Ste. Marie 32 History Standards Standard 4 is addressed by the activity , “Create a Political Motto,” as students’ will analize and evaluate the politically charged poems “Harleem” by Langston Hughes, and “If We Must Die” by Claude McKay. Standard 6 is adressed throughout the unit as a whole as students look at the period of the Harlem Renaissance through different perspectives and art forms. Standard 10 is addressed throughout the unit. Students have the opportunity to write over an extended period of time as they will revise and edit their, “My New York” text in response to the Harlem Renaissance. Students will also engage in a variety of short in class writing activities that cover a variety of tasks.
    • Part 6 Ste. Marie 33Resources: Poems  Slim Greer in Hell, Sterling Brown  Juke Box Love Song, Langston Hughes  Harlem, Langston Hughes.  If We Must Die, Claude McKay  Dawn in New York, Claude McKay  On Broadway, Claude McKay  Broadway, James Papastamos  Broadway, Kira Ulch  Silence (over Manhattan) by Paula Bardell  Howard Horowitz’s “Wordmap 1997. Short Play (clippings)  The Rider of Dreams, Ridgely Torrence Art  Palmer Hayden, Jeunesse.  Archibald J. Motley, Nightlife.  Aaron Douglas, Aspects of Negro Life #62: Song of the Towers.  Aaron Douglas, Crucifixion, 1927, oil on canvas.  Aaron Douglas, Study for Aspects of Negro Life: The Negro in an African Setting .
    • Part 6 Ste. Marie 34  James Lescesne Wells, Negro Worker.  Whered You Git Them High Top Shoes?, Palmer Hayden.  Lapeyrouse Wall 2004, Peter Doig (British, born 1959).  Jenny Beorkrem’s “Manhattan” 2003.  Here is New York (Selected Photographs from the gallery).Detailed Instructional Plan:Week OneDay One (Monday)SAMPLE LESSON PLANPrep: Before class teacher displays 5 copies on a desk of the poems “Juke Box Love Song” by Langston Hughes, LangstonHughes’s Harlem , Claude McKay’s, “If We Must Die,” Claude McKay’s, “Dawn in New York,” and Claude McKay’s, “OnBroadway,” on a group of desks for the “Shopping for Poetry activity.”)Learning GoalsStudents will interpret and interact with five main poems of the unit.Students will demonstrate one example of how they experienced the history of the Harlem Renaissance through thepoems.Aim: What does the Harlem Renaissance have to do with New York pride?  Housekeeping – attendance, students copy Aim off board. (2 minutes)  Teacher shows slides of selected 911 photographs from the Here is New York exhibit. (5 minutes)
    • Part 6 Ste. Marie 35 - Teacher asks, "how many of you remember 911?” Teacher then states, “It’s hard not to talk about what happened on the day of 911, where you were ect., But I want you to do just that; I want you to talk about the coming weeks after 911. What are some of the images you saw? What were some of the things you heard? How did the people of Manhattan react?” Teacher calls on some volunteers. Teacher then asks, “who here had heard about how all the different people of all ethnic backgrounds bound together?”  Teacher then switches gears, “it wasn’t always like that, many immigrants weren’t accepted.” Teacher then asks, “How many students have heard about the Harlem Renaissance ?” (3 minutes) - Teacher takes student volunteers. Teacher speaks about how many African Americans gained their political and social voice as a result of the acceptance garnered through their artistic voice.Activity “Shopping for Poetry” (2 minutes) - Students select a poem from the poems that are laid out on a desk in the far side of the classroom.  Teacher organizes groups based on numbers one through which poem the students pick. Students do a “Jig Saw” activity. (10 minutes) - Students meet with their expert groups and discuss some of the important elements of their particular poem. Some of the questions students will be addressing are, “What literary techniques is the poem using? What can you infer about Manhattan culture at the time of the Harlem Renaissance based on the poem?”  Teacher gives students numbers assigns students numbers 1 through 5 in each expert group and directs students to disband from their expert groups and to the group with their number. (10 minutes) - Students discuss the different poems they have analyzed in their expert groups with the home group. Teacher asks them to address the questions, “What is different about the poems? What is alike? Are there any common themes in the poems? What common literary techniques are employed in the poems?”
    • Part 6 Ste. Marie 36  Teacher asks each group to report their findings to the class adding that each person from each group should speak. (15 Minutes) - After each group responds, the teacher uses remaining time to have a whole class discussion. Some of the points of discussion are the political themes of the poems and Manhattan as a setting in the poems. The topic of characterization of urban slang is also discussed.HW: Pick three quotes from the poems you have read today respond to them in your double- column response log. Askquestions. What do you want to know more about? Respond emotionally. Can you think of something you’ve seen orfelt that’s similar?Week OneDay Two (Tuesday)Aim: A voice in the neighborhood: How is urban slang a part of characterization?  Teacher collects response logs.  Teacher hands out copies of, “Slim Greer in Hell” and reads it with the class, asking students to pick out words that they don’t know.  Teacher calls on student volunteers to translate the slang in the poem. Teacher then asks the students if they can think of how their friends might say the same thing.Activity “Intro Clippings”  Teacher asks students to pick from numbered clippings of Ridgely Torrence’s The Rider of Dreams, teacher then puts students into groups based on the number on the clipping. Students must interpret the Clipping from Rider of dreams and translate it to both modern day standard English and modern day
    • Part 6 Ste. Marie 37 slang. The teacher asks students to keep in mind how the slang in the play helps to characterize African Americans. “How the modern day is similar how is it different from the slang in the clipping?”  Students share their findings with the class; class discusses Urban slang and its affect on the Harlem Renaissance as well as how local culture informs characterization in general.Activity “Short Creative Dialog”  Students return to working with their groups to create a short creative dialog of a page of two current day characters speaking in slang that is indicative of their local culture.  Students share their creative dialog with the class, Teacher collects .Week OneDay Three (Wednesday)Aim: How can we develop a voice through politics?  Teacher hands out “Harlem” by Langston Hughes. Teacher asks students to record any morals, themes, or political stances they feel is present in the poem in their writing journals.  Teacher takes student volunteers; students share their notes. Class discussion develops based off student reactions.  Teacher puts students into groups based on numbers 1 to 5.  Students analyze the political message of, “If We Must Die” in their groups. Some questions they will address are: “How does the Harlem Renaissance work as a political tool for activists. How is this done today? Do you agree with this message?”  Groups report their findings.  Whole class discussion on how the seeds of Blacks developing a political voice were planted in their politically charged poems.Activity “Create a political Motto.”
    • Part 6 Ste. Marie 38  Students return to working with their groups. Teacher ask students to find a current political issue that they believe affects their particular local culture and come up with an inspiring motto, much like in “ If We Must Die.”Week OneDay Four (Thursday)Aim: How to get more connected to art through research?  Teacher asks students to take out their double-column response logs that they responded in for homework on Monday’s class.  Teacher asks students to volunteer some of the questions they asked about the poems, in the, “I want to know more,” portion of their homework.  Class tries to answer some of the individually volunteered questions as a group.Activity “Newspaper interview”  Teacher selects interview partners. Students imagine that they are news reporters from the time of the Harlem Renaissance, they must interview one of the authors and ask questions about the meaning of his work and why they wrote it.HW: Answer the questions you have posed in your group interviews individually through research at home.Week OneDay Five (Friday)(Prep: Teacher puts print outs of all the poems read previously in stacks on a desk in the far side of the class room.)
    • Part 6 Ste. Marie 39Aim: How can we express our voice in different genres?  Teacher asks students to present some facts about the poem and or author they researched.  Teacher shows slides of Palmer Hayden, Jeunesse Archibald J. Motley’s, Nightlife Aaron Douglas, Aspects of Negro Life #62: Song of the Towers Aaron Douglas’s, Crucifixion, 1927, oil on canvas. Aaron Douglas’s, Study for Aspects of Negro Life: The Negro in an African Setting, and Palmer Hayden’s Whered You Git Them High Top Shoes?, Palmer HaydenActivity “Paring Genres.”  Students are to work in pairs of two and select one poem and one painting that they feel are similar in some way. Students will answer questions: “What aspects of the painting characterize it as a Harlem Renaissance piece? How might the painting be changed to more accurately reflect the poem or vice versa?”  Teacher puts the categories, cultural characterization, political overtones, and sound (particularly jazz music) on the board, and explains that, “these are guides and we will add categories as we discuss your groups findings.”  Students will report their findings to the class. Class will discuss the common aspects of the poems and paintings. Class will discuss how each poem and painting fits into the categories on the board, adding whatever categories come up in discussion.  Class is asked to split from their group. Students select a painting that they do not believe is related to any of the poems and will create their own short poem based on it. Students are asked to include at least one of the common traits of Harlem Renaissance: cultural characterization, political overtones, sound, or any others included from the class discussion.  Teacher collects poems.
    • Part 6 Ste. Marie 40HW Using one of the Harlem Renaissance paintings, modernize the location so that it looks more how it would today.What’s changed? What’s the same? In what ways did the original painting influence people’s perception of New YorkCulture? Create a modern club, or redo Broadway. At this portion of the class we will be creating a working portfolio,please bring in an empty folder tomorrow and I tell you which pieces to include in your portfolio as we get to them.Week TwoDay Six (Monday)SAMPLE LESSON PLANAim: How can my neighborhood inform my voice?Learning GoalsStudents will demonstrate their knowledge of how local culture informs voice through the creation of a text that reflectstheir local neighborhood artistically.Students will make at least one connection in their journal as to how location can act as a symbol or theme.  Housekeeping – attendance, students copy Aim off board. (2 minutes)  Students present their modern day representations of the locations they read about from the Harlem Renaissance as well as their portfolio folders. (3 minutes)  Teacher hands out modern day versions of poems about Broadway, as well as other Manhattan inspired poetry. Pieces include: “Broadway” by James Papastamos, “Broadway,” by Kira Ulch, and, “Silence (over Manhattan),” by Paula Bardell - Teacher asks for student volunteers to read each poem. (2 minutes)  Teacher instructs students to reflect in their writing journals if their more modern artistic depictions of Manhattan relate to the modern poems about Manhattan in the same way they did in the “Pair Genre” activity from the previous class. (5 minutes)
    • Part 6 Ste. Marie 41 - Students will answer questions: “How is your picture similar to the modern poems we read? How is it different? Are there any common themes or symbols present in both artistic representations? In what ways is your view on the location unique?” Students will also reflect on how both their representation and the modern poems are similar and different from those of the Harlem Renaissance.  Students report their findings. Building off students’ answers to the question, “In what ways is your view on the location unique?” The discussion will focus on how artists develop a unique voice by their interpretation of their local culture including their neighborhood. Students’ responses to the question, “Are there any common themes or symbols present in both artistic representations?” Will also focus the discussion towards location as a symbol. (4 minutes) - The teacher states that, “Where you come from, even what neighborhood, can become a huge part of your voice as a writer. Some artists have used their neighborhood as a symbol of who they are. Not only can it inform the language you use as we’ve seen in, “Slim Greer in Hell,” and in your Creative dialogs, but where you come from can also serve as the setting of your poem, and in some cases it can be the poem itself. (2 minutes)  Teacher hands out Howard Horowitz’s “Wordmap,” and Jenny Beorkrem’s “Manhattan.”  Teacher explains how “Word Map” is actually in the shape of Manhattan (if the students haven’t noticed). Teacher explains that also the location of the words actually reflects the real life location in Manhattan. For example, when Horowitz is talking about Battery Park in the poem, the words Battery Park in the poem are located where Battery Park would be on a map. (2 minutes) - Teacher reads part of “Word Map” and asks students to follow along with the poem making note of any locations they recognize within the poem. ( 2 minutes)  Students report their findings; class discusses some of their favorite places from their neighborhood. (2 minutes)
    • Part 6 Ste. Marie 42  Teacher then asks students to look at Jenny Beorkrem’s “Manhattan.” - Teacher asks, “It is a bit more straight forward, but how is this also using Manhattan as a means of expressing the author’s voice? In what ways is the artist using Manhattan as a symbol? How does New York City culture inspire both pieces?” Class discusses these questions. Teacher then asks the class, “How is this similar to the works during the Harlem Renaissance? How is it different?” (3 minutes)Activity “Graphical Representation”  Teacher asks the students to create their own graphical representation of their neighborhood, - Students are organized by borough (if student lives somewhere out of state they have a choice of going into a group of their choice to learn more about the borough, or working individually to create their own neighborhood graphical representation). They must include specific locations of spots that interest them. Students are encouraged to have the visualization of the map reflect the places they chose. Teacher states, “ if it’s a sketchy place, make it look dangerous, put some spooky handwriting, or draw something intimidating. If it’s a place that you think is really beautiful, make it look beautiful give it some style on your map.” (10 minutes)  Students present their graphical representations to the class, each student will pick one location that they contributed and explain why it’s significant. (10 minutes)  Teacher instructs to put both the graphical representation piece as well as their modernized location piece in their working portfolio. HW Pick a place either from the texts in class, or one of the prominent places in your neighborhood that you listed in your graphic organizer. Make perditions on why it is what it is today. What might it have been previously? Record notes in your writing journal
    • Part 6 Ste. Marie 43Week TwoDay Seven (Tuesday)Aim: How can we incorporate figurative language in our local voice?  Teacher asks students to refer to the poem “Dawn in New York,” by Claude McKay that they have previously read.  Teacher explains to the class that, “we will be creating our own sort of “Dawn in new York” poem as a class.Activity “Class poem”  Students will create a class poem In response to dawn in New York, it must be set in New York, each line will start with, “today in the big city,” students will each individually create one line in their writing journals the  Teacher calls on volunteers to and writes the first 10 lines on the board.  The teacher calls on volunteers to finish the next 10 on the spot.Activity “Being the Thing”  Teacher asks students to individually start a poem pretending they are something in their neighborhood. Teacher instructs students that each line must start with “if I were.” Teacher suggests that students may want to write a poem on whatever location or thing they wrote about in their journals for homework the previous night.  Teacher hands the “My New York” and reflection assignment and introduces it explaining that, “Revise a work of art from their working portfolio (either your Being the Thing poem, Modern Image piece or your Graphical Representation of Manhattan. You will also write a one page reflection on how your
    • Part 6 Ste. Marie 44 piece is similar or different to the works of the Harlem Renaissance, you must make at least two connections to two specific pieces of the Harlem renaissance, one of the sources must be visual one must be literary. Things you want to start thinking about are literary devices such as characterization, political overtones, and Manhattan (or whatever location) as a symbol.  Teacher instructs the students to put the “Being the Thing” poem in their working portfolio.HW: Think about what artwork you want to revise, and its possible connections to the Harlem Renaissance. Be preparedto discuss your choice tomorrow. Bring in your, “Being the thing” poem tomorrow along with some questions youwould like to ask about your poem e.g., “Does this make sense? How else could I say this more creatively?”Week TwoDay Eight (Wednesday)Aim: Collaborative revision.  Teacher goes over guidelines to feedback and hands. Some of the guidelines include: reframing from harsh and or judgmental remarks, focusing on the piece and not the writer, and responding to the piece as a whole first before analyzing it. Students are also encouraged to make suggestions for additions and or improvements in the piece.Activity “Response Partners”  Students are grouped in teacher selected pairs. - Teacher asks the class to give their partner a chance to make any comments about their poem before the partner reads it. - The teacher then directs the groups to switch poems. - Teacher directs the class to read their partner’s poem and provide written feedback both in the margins and on the bottom of the poem.
    • Part 6 Ste. Marie 45 - Teacher directs class to ask their questions about their piece that they did for homework to their partner. - Teacher directs class to switch feedback. And instructs students to ask questions about their partner’s feedback.  Teacher calls on students to have conferences on their “My New York" piece. Students bring their portfolio (including their “ Being the Thing piece) with them and discuss which piece they’d like to revise and how it connects to the Harlem Renaissance - Teacher instructs students who are not being conference to select another piece from their portfolio that they’d like their partner to provide feedback on. Teacher says, “ if you are done providing feedback, start working on your reflection”HW: Start working on your revisions that we have talked about in our conferences, as well as your reflection. Bring in 2copies of your rough draft of your reflection for tomorrow’s class make sure you have a copy at home as I will becollecting the reflection as well as the “My New York” piece.Week TwoAim: How does “My New York” piece connect to the Harlem Renaissance?Day Nine  Teacher instructs students to note in their writing journal some of the best connections they made in their reflection of how their artistic piece connects to the Harlem Renaissance.  Teacher calls on student volunteers asking students to please tell us about their piece, (hold it up if it’s artwork) and to explain how it reflects their local culture as well as some of their examples of how their piece connects to the Harlem Renaissance.
    • Part 6 Ste. Marie 46  The teacher asks the class if they’d like to volunteer any advice or ideas about each students piece.  Teacher asks students to find their response partner from last class and explains that they will workshop both their reflection and their “My New York,” in the same way they did their response partners for the “Being the thing activity .Activity “Response Partners” - Teacher asks the class to give their partner a chance to make any comments about their piece before the partner reads it. - The teacher then directs the groups to switch reflections. - Teacher directs the class to read their partner’s reflection and provide written feedback both in the margins and on the bottom of the reflections. - Teacher directs class to ask their questions about their piece that they did for home work to their partner. - Teacher directs class to switch feedback. And instructs students to ask questions about their partner’s feedback. - Teacher walks around the room checking in on the progress of feedback. - Students repeat process with their “My New York” pieces.  Teacher collects Students copy of their reflections and “My New York” piecesHW: Review your feedback for your “My New York” piece. Make a second rough draft incorporating the feedback. Comeready to workshop more tomorrow.Week TwoDay Ten (Friday)Aim: Finishing up!
    • Part 6 Ste. Marie 47  Teacher hands back first rough draft with feedback.Activity “Response Partners” (with some variation)  Teacher instructs students to meet again with their response partners with a slight variation of the feedback procedure.  Teacher instructs students to immediately switch papers.  Each feedback partner is to respond to the teacher’s feedback by answering the questions: “in what ways could your partner address my feedback if they haven’t already in their second draft? Do you have any questions about the feedback that might help with your own My New York piece?  While students are working with their response partners, the teacher calls up students for final conferences on their, “My New York Piece” and their reflection.  At the end of class, the teacher requests students to ask any questions about the feedback that they discovered while working with their response partner if they were not addressed in their conference.HW: Reflection and “My New York” piece due on Monday. Also note that these will be published in the classroom so ifyou want to add any decorative parts go right ahead.Assessment Plan:  Informal - Students are assessed informally through their double-columned response logs. Teacher encourages students to ask questions about the material which allows the teacher to gauge which content needs more explaining. Students are also assessed based on the student generated discussions that develop from their writing journals. Two conferences are held to assess students’ progress in their culminating
    • Part 6 Ste. Marie 48 “My New York” piece. Teacher will also assess student progress during their response partner activities, as the teacher will check in with groups.  Formal  Students are assessed formally throughout the unit as they will compile a portfolio of works that reflect their understanding of the concepts of the unit. Various student generated texts will be included into the portfolio including: a Graphic representation of Manhattan, a “Being the Thing,” poem, and a “Modern visualization of an old place” to assess their progress in the key concepts, “How can we develop a voice through culture?” How can the same genre manifest in different artistic forms? How can we learn about the past through the present and vice versa? The culminating “My New York” piece and reflection piece assess student understanding of all of the key concepts of the unit. The “My New York” piece tests students’ grasp of how they can use local culture to develop their voice, as their piece must reflect their local culture. The reflection piece also tests students understanding of how history informs the present and vice versa, as students must explain how their “My New York” connects to the Harlem Renaissance. The reflection piece also tests students’ understanding of the different types of genres as students are required to connect their “My New York” piece to both a non-print and print source. Students will also be assessed on some of the day by day learning goals as many of the activities they complete will be collected. Students will also be assessed on their grasp of Characterization as their “creative dialogs” will be collected and reviewed. Students will be assessed on their grasp of the political overtones of the Harlem Renaissance, as their “Political Mottos” will be collected and reviewed. Student’s work in their response groups will also be assessed as their feedback will be submitted through emails.From Theory to Practice:
    • Part 6 Ste. Marie 49 The unit’s main topic, the Harlem Renaissance involves students learning about local culture, “in order to establish asense of pride” (Smagorinksky 141).The unit’s design of connecting the texts and concepts to the student life also makes the unit, “relevant to the studentinterests and personal situations” (Smagorinksky 145). The unit’s goal of fostering the development of the students’voice also prepares students for their future schooling as well as their self expression throughout life. (Smagorinksky145).The general process used throughout the unit of the teacher leading the discussion to the students working in big groupsthen moving to smaller groups to eventually independent work is recommended by Smagorinsky in Teaching English byDesign in his chapter Providing Scaffolds for Student Learning. This model of learning can be seen most specifically in hismodeling of instructional scaffolding (Smagorinsky 23). The double-column response log used throughout the unit is alsorecommended as an instructional scaffold (Smagorinsky 23). The frequent opportunities for students to write areinspired by the idea of providing opportunities for students to develop “fluency” (Inside Out 16). The unit also plans forstudents to have their work published upon completion (Inside Out 22). Many of the activities in the unit are directlyadopted from inside out. The activity where students created a poem as a class based off of their response to “Dawn inNew York is an example of “Class Poetry” (Inside Out 163). The activity where students write a poem pretending to besomething from their neighborhood is directly from the “Being the Thing,” exercise (Inside Out 164.) The unit’s“response partners” activity and the guidelines for feedback are also directly inspired from Inside Out’s, “DevelopingEffective Response Groups” (111). The, “shopping for poetry” activity and the, “interview an author activity” are alsosuggested in Inside Out (Inside Out 182). Many of the activities throughout the unit are applications of Smagorinsky’sideas of Alternatives to Teacher Led Discussions. The student-led discussion based on students’ written response to whatmorals they find in Langston Hughes’s Harlem demonstrates “informal writing as the basis for discussion” (Smagorinsky34). The activity based on creating a Graphical representation of Manhattan , and the activity where students create amodernized location from the Harlem Renaissance relate to Gardner’s theory of multiple intelligences, specificallyspatial intelligence, as students create an image (Smagorinsky 16). The activities “A Creative dialog,” and “Being the
    • Part 6 Ste. Marie 50Thing,” also encourage the students to use their linguistic intelligence (Smagorinsky 16). The unit also incorporatesBloom’s taxonomy (Pohl 7). The students’ production of, “creative dialogs” and a, “Being the Thing” poem involves the“creating” stage of Bloom’s taxonomy (Pohl 7). Students are also “evaluating” in the, “Make a political Motto” activityas they consider whether the political statements of the poets are valid (Pohl 8). Students are also “applying” what theyknow about the techniques of the Harlem Renaissance artists as they create their “My New York” piece that mustincorporate techniques that students have studied from the Harlem renaissance (Pohl 7). The creation of the double-column response log also prompts students to use the comprehension strategy of making inferences while reading(Harvey, Goudvis 19). The unit’s focus on New York culture in general and in students’ own local neighborhood inparticular in the “My New York” and “Being the Thing activities employs the theory of text to self (Harvey, Goudvis 19).The unit also incorporates, “entering-text activities that inspire curiosity and create a climate of inquiry,” during thepresentation of Here is New York slides, of photography from 911 (Landay 46).Reflection: The main challenge of teaching the unit plan is the freedom students have in choosing what their “My New York”piece is. While this provides the opportunity for the students to navigate the different works they have completed intheir portfolio, it may also create some confusion for the students. The conferences are vital in guiding the students intheir creation of their piece. As with any collaborative work, there is a risk of a slight bit of chaos, as such the guidelinesfor feedback and the teacher’s mediating of the different parts of the feedback are key. I also recognize that the unit’slocal foundation may present challenges when teaching students who live out of state. It is important that the texts fromthe Harlem Renaissance and the student produced texts provide enough information about New York to scaffold the outof state students. Extra attention must be given to these students to communicate that some of the concepts of localculture in the unit are universal and can be applied to their hometown as well. I also feel that it may be challenging forstudents to grasp the concept of the two way nature of present and past, as such I feel this concept needs carefulattention.
    • Part 6 Ste. Marie 51 Creating a unit plan is always a learning experience. After I crafting my unit I am reminded that teaching is in fact ajob. Unit plans always feel like some hodge-podge creation of both art and science. Adhering to all of the differentrequirements, be it, state, theoretical, and even a touch magical, is the epitome of the fine line we sometimes walk asteachers. I will come away from this experience thinking about this balance between art and science. I have certainlylearned in creating this unit that I must truly be passionate about the unique choices I make in my unit plan, because forevery step you take out of the box, their is more explaining to do. I have learned that if an activity or task sounds a bitstrange, people will be skeptical, and I owe it to my audience to explain why in fact I am taking their students on thiswild ride that is the unit plan.Appendices:Handouts My New York Piece and Reflection Revise a work of art from their working portfolio (either your Being the Thing poem, Modern Image piece or your Graphical Representation of Manhattan. In revising, pay careful attention to your piece’s connection to your local culture as well as the techniques used during the Harlem Renaissance. You will also write a one page reflection on how your piece is similar or different to the works of the Harlem Renaissance, you must make at least two connections to two specific pieces of the Harlem renaissance, one of the sources must be visual one must be literary. Things to consider are literary devices such as characterization, political overtones, and Manhattan (or whatever location) as a symbol.
    • Part 6 Ste. Marie 52Rubric: Criteria 4 3 2 1 Student creatively Student makes Student makes few Student does little and effectively many supporting supporting to demonstrate Connection provides many statements to statement as to connection of how statements and explain how their why his piece is his piece connects to examples of how piece is connected connected to the to Harlem their piece is to the Harlem Harlem renaissance Harlem connected to the Renaissance. Renaissance Renaissance Harlem Renaissance Student provides Student provides Student provides Student makes convincing and clear many clear details some vague details little mention of examples and details and examples of as to how their how their piece is of how their piece is how their piece is piece is connected connected to their connected to their connected to their to their local local culture. Incorporation local culture. local culture. Some culture. may be irrelevant. of local culture. Student connects Student connects Student provides Student provides the theme or the theme or one example of a little to no techniques used in techniques used in technique or evidence of use of their piece to one their piece to two theme in their any of the print and one non texts associated piece from either techniques or Technique print text associated with the Harlem print or non print themes associated with the Harlem Renaissance but that is associated with the Harlem and theme. Renaissance both texts are with the Harlem Renaissance either are non Renaissance print or print
    • Part 6 Ste. Marie 53 Personal Student provides Student provides Student provides Student provides clear examples of clear examples of some examples of little to no connection how the piece as well how the piece why the piece examples of how as how local culture relates to them. relates to them, the piece relates to at large relates to but only gives them personally them vague cultural reasons.
    • Part 6 Ste. Marie 54Keeping in mind the artistic style of both Horowitz and Beorkrem, design a graphicalrepresentation of Manhattan. Fill in Your own favorite or notable locations into the blankmap, or create your own completely different representation.
    • Part 6 Ste. Marie 55ARTPalmer Hayden, Jeunesse
    • Part 6 Ste. Marie 56Whered You Git Them High Top Shoes?, Palmer Hayden
    • Part 6 Ste. Marie 571 Archibald J. Motley, Nightlife
    • Part 6 Ste. Marie 58Aaron Douglas, Aspects of Negro Life #62: Song of the Towers.
    • Part 6 Ste. Marie 59Aaron Douglas: Study for Aspects of Negro Life: The Negro in an African Setting
    • Part 6 Ste. Marie 60Aaron Douglas, Crucifixion, 1927, oil on canvas.
    • Part 6 Ste. Marie 61Lapeyrouse Wall Peter Doig (British, born 1959)
    • Part 6 Ste. Marie 62Graphical Representations
    • Part 6 Ste. Marie 63On the left, Howard Horowitz’s “wordmap” 1997, on the right Jenny Beorkrem’s “Manhattan”
    • Part 6 Ste. Marie 64Photographs from Here is New York Gallery
    • Part 6 Ste. Marie 65
    • Part 6 Ste. Marie 66PoemsSlim Greer in Hell, Sterling Brown Slim Greer went to heaven; St. Peter said, "Slim, You been a right good boy." An he winked at him. "You been travelin rascal In yoday. You kin roam once mo; Den you come to stay. "Put dese wings on yo shoulders, An save yo feet." Slim grin, and he speak up, "Thankye, Pete." Den Peter say, "Go To Hell an see, All dat is doing, and Report to me. "Be sure to remember
    • Part 6 Ste. Marie 67 How everything go." Slim say, "I be seein yuh On de late watch, bo." Slim got to cavortin Swell as you choose, Like Lindy in de Spirit Of St. Louis Blues. He flew an he flew, Till at last he hit A hangar wid de sign readin DIS IS IT. Den he parked his wings, An strolled aroun, Gittin used to his feet On de solid ground. Sterling A. BrownJuke Box Love Song, Langston Hughes I could take the Harlem night and wrap around you, Take the neon lights and make a crown, Take the Lenox Avenue busses, Taxis, subways, And for your love song tone their rumble down. Take Harlems heartbeat, Make a drumbeat, Put it on a record, let it whirl, And while we listen to it play, Dance with you till day-- Dance with you, my sweet brown Harlem girl. Langston HughesHarlem
    • Part 6 Ste. Marie 68 BY LANGSTON HUGHESWhat happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? If We Must Die by Claude McKay If we must die—let it not be like hogs Hunted and penned in an inglorious spot, While round us bark the mad and hungry dogs, Making their mock at our accursed lot. If we must die—oh, let us nobly die, So that our precious blood may not be shed In vain; then even the monsters we defy Shall be constrained to honor us though dead! Oh, Kinsmen! We must meet the common foe; Though far outnumbered, let us show us brave, And for their thousand blows deal one deathblow! What though before us lies the open grave? Like men well face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back!
    • Part 6 Ste. Marie 69Dawn in New YorkThe Dawn! The Dawn! The crimson-tinted, comesOut of the low still skies, over the hills,Manhattans roofs and spires and cheerless domes!The Dawn! My spirit to its spirit thrills.Almost the mighty city is asleep,No pushing crowd, no tramping, tramping feet.But here and there a few cars groaning creepAlong, above, and underneath the street,Bearing their strangely-ghostly burdens by,The women and the men of garish nights,Their eyes wine-weakened and their clothes awry,Grotesques beneath the strong electric lights.The shadows wane. The Dawn comes to New York.And I go darkly-rebel to my work.-Claude McKayOn BroadwayAbout me young careless feetLinger along the garish street;Above, a hundred shouting signs
    • Part 6 Ste. Marie 70Shed down their bright fantastic glowUpon the merry crowd and linesOf moving carriages below.Oh wonderful is Broadway -- onlyMy heart, my heart is lonely.Desire naked, linked with Passion,Goes trutting by in brazen fashion;From playhouse, cabaret and innThe rainbow lights of Broadway blazeAll gay without, all glad within;As in a dream I stand and gazeAt Broadway, shining Broadway -- onlyMy heart, my heart is lonely.-Claude McKayBroadwayAh! The power of dreams! !New York harborTickles the feet of Broadway, withWaves of obscurity who ride herBroad shoulders with narrow visions ofLiving big on so small a budgetNeon signs radiate their seductive lureInviting, enticing...anticipatingThe arrival of sudden impact, whileSkyscrapers shadow the lights of Broadway,Its windows to reflect the glamour andGlitter than only mid town can offer42nd street rips through ManhattanLike butter through Broadway
    • Part 6 Ste. Marie 71Bed and breakfast at the Edison,Dinner for two at the YAmerica, I cried, give us your poor,Your humbled masses, learning toBroaden their perspective, as onlyBroadway might dare as muchJames Papastamos BroadwaySomeone told me you had made it on BroadwayWorking a stageMany had walked beforeThose who had tossed caution to the crowdTaken their chancesWho had lost their dreamsSeduced by the glitz and glamAnd had walked away hollowed, some brokenAnd some changed at having tried for the glory at that center spotlight.Someone told me that you had made it on BroadwayRaving your reviewsDaring to rework a historical tragedy,A plagiarized script by my signature handAnd I wondered, how bold are youBut when did this become a war of wills?Upon that stage, I was toldYou had won the hearts of the cold criticsHad mastered their shortcomingsAnd had attracted the crowds in drovesSomeone told me you had made it on BroadwayAnd I hadn’t believed them.To see with my own eyesI had walked down that street to your theatreOver cracked side walk ruts and rainbow graffiti, trash in the guttersHad stared at the ticket box closed, wooden slats nailed shut tightSaw your name shining bright in burned out bulbs and cracked lettered signsPerforming a dramatized act upon an empty stageAnd I had wondered, who was the audience?Someone had told me that your life was BroadwayThat if I go there again I can watch from first row as you dance
    • Part 6 Ste. Marie 72Watch them dance, a partnered twisted tangoBut no, I’ll leave you to your puppetsLet you maneuver their stringsLet you listen to your adoring silent crowdAs they applaud from balconies highI understand the lure of the lights and how the curtain can call,So take your bow,The show must go on.Kira UlchSilence (over Manhattan)by Paula BardellA black September shadow cloaks the dawn,The City’s once white teeth now rotting stumps,Midst choking dusty embers ether-borne,Its shrunken soundless heart now barely pumps.Infernos upon retribution rise,Fanaticism maddening the flames,Its once imposing deities abscise,As the faceless antagonist proclaims:A consummation sweet but unfulfilled,A penetrative burst without regret,A zealous passion never to be stilled,An earthly instinct powerful, and yet -
    • Part 6 Ste. Marie 73This bitter loathing blowing from the East,Curtailed but could not kill the feisty beast.ManhattanBy HOWARD HOROWITZPublished: August 30, 1997The islands tip was sliced by a ship canal that tamed the Spuyten Duyvil shoals, but severed Marble Hill from Inwood. Medievaltapestry unicorns grace the Cloisters; a flag-pole and stockade mark old Fort Tryon. Lofty crags overlook the broad Hudson River asbedrock & history anchor the Heights to the George Washington Bridge. Walk east toward the Bronx across High bridge; gaze to thesouth from Sugar Hill, where trumpeters and tap dancers stepped up into the sun. Ages ago Iapetus (an older Atlantic Ocean) closed;the kiss with Africa heated a melting pot. Lava was injected in veins of rock and coagulated to form Palisade cliffs. The legacy ofAlgonquian life is hidden in our place names and our meals. The newcomers (first the Dutch, then English, African, Irish, German,Italian, Jewish, Chinese, Greek, Ukrainian, Armenian, Puerto Rican, Pakistani, Cuban, Dominican, Haitian, Filipino, and all) haveshed blood in a thousand places, but millions live. Legends of Gotham: Father Knickerbocker, Boss Tweed, Emma Lazarus, Fiorello,the roar of the el, the blizzard of 47, Giants at the Polo Grounds. Offshore, barges ply swirling brown water near North River sewagepipes, as striped bass and shad swim up the river that flows both ways: a tidal reach of the sea all the way up to Albany. Brownstone,bodega, ball court & bus stop: on warm nights in Harlem, noisy streets and quiet rooftops. Kids splash around a hydrant as loversembrace on a Riverside Park bench and rush-hour traffic in stalled on the Triborough Bridge. Some uptown options: gospel choir onSunday, sooty Grants Tomb, hiphop the Apollo, ribs at Sylvias, law at Columbia, mangos in El Barrio, peace garden in the Cathedral,rowboat on the Meer, pub-crawl the West Side, listen to poetry at the 92nd St. Y, nosh at Songbirds alight in leafy woods as a turtlelays eggs near a pond in Central Park. Grand museums flank the green with dinosaur bones and Egyptian tombs. When it snows, weramble out to Sheep Meadow & the Great Lawn; in sunshine, to Strawberry Fields, the Lake, & the Zoo. Buy hot dogs from pushcartsnear Madison boutiques, or subways. (Take the A train, ride the Lexington line, or change at 59th Street for the IRT. Catch the F outto Queens.) Gneiss but full of schist, the bedrock sparkles with mica. It bears the weight of midtown; Skyscrapers at Columbus Circle,Fifth Avenue, and Park Avenue. Attend concerts at Carnegie, ice skating shows at Rockefeller Center, Mass at St. Patricks Cathedral.Our eyes are drawn up to a blue slice of sky as vertical walls enclose us. 100 gridlocked taxis honk at police blockades as Fidel speaksat the U.N. Revelers jam Times Suqare on New Years Eve, to jostle and sing as the ball drops. Buses come in (the Lincoln Tunnel) toPort Authority, trains to Grand Central. The lion-flanked public library was once a reservoir; we love the Art Deco classic Chryslerspire. From Hells Kitchen walk to broadway, buy tickets for Showboat or Cats - hey, the Knicks won at the buzzer in the Garden!See Macys flat parade, then gape from atop the Empire State, where mighty Kong took a fall. Diamond jewelers join fur-clad windowshoppers as herds of jaywalkers cross against the light in the Garment District. Graffiti-scrawled boards near the Flatiron Buildingenclose pits of unconsolidated sediment Consolidated Edison must dig. Workers repair Gramercy Park cables, reroute Chelsea steampipes, plug a burst main flooding streets by Union Square. (Tap water flows down from the Catskills in deep tunnels; garbage ishauled to a landfill at Fresh Kills.) The riverfront was filled for barnacle-crusted piers, and Minetta Brook wetlands became lots inGreenwich Village. A sweatshop horror: 146 locked-in women lost their lives in the Triangle Shirtwaist fire. Watch skateboarddemons cavort among panhandlers as old men play chess near the arch in Washington Square, N.Y.U. students, art film fans, coffeedrinkers, & East Village poets crowd smoky joints on Saturday night; some cross (the Holland Tunnel) back out to New Jersey. Cheapgallery space is a memory in SoHo; cast-iron lofts rent high, as do TriBeCa warehouses. A bag lady seeks warmth huddled over asidewalk grate on the Bowery, where Stuyvesants farm once spread in old New Amsterdam. The original steal (this island, traded for$24 in beads) lies plastered in muth and concrete, obscured like the African Burial Grounds. A Lower East Side delicatessen sellsgood chicken soup; enjoy zuppa di pesca at the Festival of San Gennaro, or birds nest soup in Chinatown. Marchers to City Hall crossthe Brooklyn Bridge to demonstrate, as tourists at South Street Seaport eat lunch with a view. The Fulton Fish Market is mobbed
    • Part 6 Ste. Marie 74before dawn. Precambrian stocks bond the upper crust with solid foundations below the Trade Towers, Trinity Church and WallStreet. Ferryboats to Staten Island, Ellis Island, the Statue of Liberty, and Governors Island depart from wind-swept docks at BatteryPark.Clippings from The Rider of Dreams, Ridgely TorrenceIll get youahn an Books fix dat waytoo. I goin to have plenty society grub in meall de time.Don tech me. Im a flame of fieh an
    • Part 6 Ste. Marie 75Ill singe you sho.an what does I find? [Ifinds shes a fine fat roll er bills,I done got my ear-string bus now an dempreachah wuds cant fool me no moMadison, dats de wrong kin of trash fo disbaby to heah. Go lay down, honey. Tek debowl wif you.
    • Part 7 Ste. Marie 76 Planning Non-Fiction Forensic UnitGRADE LEVEL: 8LENGTH OF UNIT: 2 weeks (10 teaching days)CONTENT: English Language Arts  Reading Genre: Non-fiction  Theme: Forensic Science  Writing Genre: Argumentative EssayUNIT OF STUDY/THEMATIC UNIT:Essential Questions: Guiding Questions: Goals: SWBAT:,“How do we determine the author’s How do I know which information is validcentral idea in a text?” and trustworthy and which is not? to compare and contrast video and text formats,How does persuasive writing apply to How can distinguishing between identify author’s purpose,every day life? irrelevant and relevant information make me a more effective reader? Utilize opposing views to strengthen mainWhy is it important to compare & argument.evaluate different mediums of How can I effectively and insightfullyinformation? compare and contrast text and video complete final works on 3 Forensic Science books.“What does a strong argument look like?” How can I develop a voice thats appropriate for a given audience? How do I utilize rhetoric to enhance my argument?Standards:Common Core- Reading Standards:RI 7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present aparticular topic or idea.RI 8: Trace and evaluate the argument and specific claims in a text assessing if evidence is relevant and sufficient.RI 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts
    • Part 6 Ste. Marie 77disagree on matters of fact or interpretation.Common Core- Speaking and Listening Standards:SL 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound validreasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL 2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluatethe motives (e.g., social, commercial, political) behind its presentation.Common Core- Writing Standards:WS 1.A-E: Write arguments to support claims with reasons and evidence, provide a concluding statement or sectionWS 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, andaudience.WS.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sittingor a day or two) for a range of discipline-specific tasks, purposes, and audiences.Mini-Lesson Teaching Points:SWBAT: Analyze and Identify how rhetoric is used to support an argument.SWBAT Analyze mediums of information by comparing text to video.SWBAT Evaluate the validity of information by determining relevant and irrelevant detailsSWBAT Write with a formal voice.SWBAT Evaluate and compare opposing arguments.SWBAT Support arguments with effective rhetoric.Reading Comprehension Skills:Reader’s Purpose, Author’s Purpose, Determining Irrelevant and Relevant Details, Making Inferences.Shared Reading / Read-Alouds / Mentor Texts:Publisher: Compass Point BooksLevel TForensics: Chemistry and Crime 15 copiesAuthor/Series: Navigators Science SeriesPublisher: Compass Point BooksLevel UEyes for Evidence: Have you got what it takes to be a forensic scientist 30 copiesAuthor/Series: On the JobPublisher: Compass Point BooksLevel XForensic Science 15 copiesAuthor/Series: Cool SciencePublisher: Lerner PublicationsFingerprints and Talking Bones
    • Part 6 Ste. Marie 78Writing Skills: Writing a persuasive essay. Using effective rhetoric and appropriate voice.Vocabulary: Common non-fiction vocabulary. Subject specific scientific and legal language. Examples: Forensic, larceny,preliminary, odontologist, fraudulent, inadequate, insufficient, fabricated, languished, exonerated…Differentiated Instruction: Work designed for learning styles. Varying levels of questioning.Tier One: Independent reading Level T. Tier Two: Independent reading Level U Tier Three: independent reading Level X.Questioning strategies to build from Questioning strategies to build from Questioning strategies to build fromBloom’s “knowledge” to “evaluation.” Bloom’s “application” to “evaluation” Exit Bloom’s to “evaluation” Exit Slips focusingExit slips based on “knowledge Slips focusing on “application” “synthesis” on “application” “synthesis” and“comprehension” and “application” level and “evaluation” level. “evaluation” level.Assessment: Initial Formative CulminatingPretest on unit skills, multiple Exit Slips, graphic organizers, question Persuasive essay, student portfolios,intelligences survey checks for understanding, student Student Court Case Presentation. reflections and evaluations of activities, conferencing.Types of Homework: Reading short articles prior to class discussion.Resources:Technology: Trips / Arts: Other:Overhead, ELMO, LCD, internet, Videos Poetry reading pending.from CSI NY, Law and Order, My CousinVinny.Power Reading Standards:RL/RI1. Using evidence to support claims and make inferencesRL/RI2: Identify theme and summarize a textRL/RI4: Determine meaning of words and phrases in a text (using context clues)RL/RI10: Read and comprehend literature on grade level (comprehend grade level vocabulary)
    • Part B Ste. Marie 79 Connection to Standards  RI 7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. o The unit addresses this standard in several of the activities. Students are evaluating the difference between text and video as they analyze the disadvantages and advantages of forensic science in Lessons 1 and 2. This is also addressed as students reflect on the difference between reading court case transcripts and watching the CSI NY episode in lessons 3 and 4. It is also addressed in lessons 7, 8 and 15 as students are analyzing and evaluating the use of rhetoric and courtroom procedures through watching My Cousin Vinny as compared with their reading.  RI 8: Trace and evaluate the argument and specific claims in a text assessing if evidence is relevant and sufficient. o This is addressed throughout the Unit and specifically through the lesson 2 and 4’s teaching point, “SWBAT Evaluate the validity of information by determining relevant and irrelevant details.” Lessons 1 and 2 specifically address this as students have to decipher relevant and irrelevant details from a CSI NY episode case transcript as well as the episode itself. This is addressed in students’ formal writing exercise where they have to argue whether to fire ten scientist or police officers using relevant information from supplied articles. This is also addressed in the Unit’s court case presentation, as students must object to one example of irrelevant information.  RI 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. o The unit addresses this standard in several of the activities. Students are evaluating the argument of whether more forensic science is helpful or harmful for the justice system. They are watching a video and reading articles to analyze the disadvantages and advantages of forensic science in Lessons 1 and 2. This is also involved as students will evaluate who they believe out of the opposing arguments of the prosecution and defense in the court case activity.Common Core- Speaking and Listening Standards:  SL 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. o This is addressed by students’ court case performance, as the whole class has to present a case that emphasizes relevant details in particular and given the limited time and scope of the activity the students also have to pick well chosen and focused details to make their case.  SL 2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. o This is addressed by lessons 1 and 2 as the students will be evaluating the motive behind each position in the video.Common Core- Writing Standards:  WS 1.A-E: Write arguments to support claims with reasons and evidence, provide a concluding statement or section o This is present throughout the unit. This is addressed in detail during the rhetorical writing activity where students have to write a text to self themed argumentative paragraph that must include valid evidence (ethos). This is also emphasized by the court case activity, as students are writing closing statements for their “argument” or case.  WS 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. o This is expected of students throughout the Unit. It is particularly emphasized when students are writing their formal writing essay on whether to fire 10 forensic scientists or police officers. In this task students are being graded for formal writing style in particular
    • Part B Ste. Marie 80  WS.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. o There are consistent writing opportunities throughout the unit. Many of the do knows in the lesson plans involve students reflecting on their learning or making text to self connects in short written pieces. This standard is specifically addressed by the opening and closing statement portion of students’ court case performance as students will have an opportunity to evaluate their own work and to complete check lists that request them to review their writing. Writing is incorporated in most of all activities throughout the unit. Students also have to address different audiences particularly in the formal to informal conversion writing activity where students have to change their voice to address formal and informal audiences.
    • Part B Ste. Marie 81 Lessons 1-2Topic/Title: Persuasive Forensics: Introducing a New UnitDate 4/22/12Grade Level 8th gradeLesson Timeframe: One 45-minute sessionLearning Objectives:SWBAT: Evaluate two opposing arguments based off of analysis of videos on forensics.SWBAT: Evaluate and establish methods for effective discussion.Using Data to Drive Instruction:  Because the new unit is focused more college preparatory than anything the students have worked on, some of the skills may be new to them. I plan to consistently collect data to update my assessment of the students’ abilities. A pretest will be given at the beginning of the lesson in order to provide data on students’ potential to learn the new skills.  Standards Addressed:  Standard 8 of the Common Core ELA Reading Standards for Informational Text is also employed. Students evaluate the validity of the arguments found in the forensic evidence video.  Standard 7 is engaged, as students are evaluating both text and visual sources of information in the lesson...
    • Part B Ste. Marie 82  Standard 1 of the Common Core ELA Speaking and Listening Standard is addressed, as students engage in a variety of effective collaborative discussions from teacher led-to student group discussions. IAssessment Plan: There are many formal and informal assessments present in the lesson. The “Pre test” will becollected to determine student participation and understanding prior to the lesson. Exit slips will be collected to assesswhether students have achieved mastery of the skill of evaluating arguments. Discussion evaluations will also becollected and reviewed Informal assessments will include circulating the room to check for students understanding aswell as monitoring students’ answers in class discussion.
    • Part B Ste. Marie 83FIRST PERIODSWBAT: Evaluate two opposing arguments based off of analysis of videos on forensics.SWBAT: Evaluate and establish methods for effective discussion.Do Now:  7 minutes Students complete survey (pretest).  5 Minutes: Students complete multiple intelligences survey  5 Minutes: Teacher has students complete word map of Forensics on the board.  1 Minutes: Teacher has students write down working definition of forensics.Guided practice  4 Minutes Teacher models evaluation forms & introduces previewing part of the lesson - Teacher explains that the word map was one of 4 discussion techniques that class will be previewing and evaluating.  5 minutes Teacher previews a Whip Around discussion - Teacher asks students to read an article on disadvantages of forensic science underlining a word, a phrase, and a sentence that stands out to them.  4 minutes Class discusses in a Whip Around format.  2 minutes Students evaluate activity.  6 Minutes Students preview “The Yarn” technique. - Teacher first models the technique - Be prepared to discuss what the positives and negatives of Forensic Science.
    • Part B Ste. Marie 84 - What are some positive and negative aspects of forensic science - Which video did you find more convincing why? - Students watch video on what can go wrong with Forensic Science  5 minutes: Students share out  1 minutes Students evaluate activity. - Ask for observable signal for completion of evaluation, “hold it up in the air when done.”Exit slip: 5 minutes: 1. What is Forensic Science? 2. Name one benefit and one disadvantage to Forensic Science
    • Part B Ste. Marie 85 Lessons 3-4Topic/Title: Knowing What’s Relevant: Determining relevant and irrelevant details.Grade Level 8th gradeLesson Timeframe: Two 45-minute sessionsLearning Objectives:SWBAT: Evaluate the validity of information by determining relevant and irrelevant detailsUsing Data to Drive Instruction:  Based on the results of the pre-test given at the beginning of the unit, only roughly half of the students have achieved mastery of the skill determining relevant and irrelevant details. Based on these findings, I have devised a lesson geared towards engaging and providing students with a unique look at relevant and irrelevant details.Standards Addressed:  Standard 8 of the Common Core ELA Reading Standards for Informational Text is employed throughout lesson. Students having to read the statements from a transcript of a CSI episode and decide which evidence are relevant and which is irrelevant.  Standard 7 is engaged, as students are evaluating both text and visual sources of information in the lesson to answer their prediction of who committed the crime.
    • Part B Ste. Marie 86  Standard 1 of the Common Core ELA Speaking and Listening Standard is addressed, as students engage in a variety of effective collaborative discussions from teacher led-to student group discussions.Assessment Plan: There are many formal and informal assessments present in the lesson. Students’ Do Now’s will becollected to assess their entry level ability to distinguish relevant details. Formal assessments such as discussions will beheld to check understanding and students’ reasoning for their selection of relevant and irrelevant details. This will alsoinclude circulating the room during pair work. Student’s graphic organizers will also be collected to assess students’progress in group work.
    • Part B Ste. Marie 87FIRST PERIOD4/29/12SWBAT: Evaluate the validity of information by determining relevant and irrelevant detailsDo Now:  2 minutes Students look at a picture on projector and write 3 most important details.  2 Minutes: Students share out one detail in Whip Around format. o Teacher sets stopwatch and says they want to see how much participation they can get in 2 minutes. Teacher pushes questioning by eliciting students to explain why.Mini Lesson  3 Minutes Teacher defines relevant and irrelevant details. - Teacher models example of irrelevant details in a picture description by doing a Think Aloud.Guided Practice  3 minutes Teacher shows another picture description of irrelevant details and explains that they will be doing a Whip Around discussion. - Teacher asks class to read the description and determine whether details are relevant or irrelevant  2 minutes Students share out in a Whip Around format only saying relevant or irrelevant.  2 minutes Teacher cold calls using Popsicle sticks with students names and asks them to explain their answer. The teacher then asks another student if they agree or disagree.  4 minutes Teacher models court case activityIndependent Practice
    • Part B Ste. Marie 88  20 Minutes Students work in pairs to pick a suspect based off the cop’s and suspect’s statements. Students must record which details were relevant and irrelevant in making their decision into the first page of their graphic organizers.  3 minutes: Students share out there suspects and one relevant detail in Whip Around format .SECOND PERIODSWBAT: Evaluate the validity of information by determining relevant and irrelevant details  2 Minutes Teacher explains that when watching the episode students are to cross out any details they thought were relevant but weren’t. “Once we know who the suspect is, you’ll be filling out the back of graphic organizer based the relevant and irrelevant evidence.”  40 minutes Students watch CSI episode and complete other side of graphic organizer. o When the killer is starting to become revealed pause video and tell class to start looking to fill out back of graphic organizer.  3 Minutes Students finish up graphic organizers.
    • Part B Ste. Marie 89 Lessons 5-6FIRST PERIOD 8:52-9:375-2SWBAT: Analyze and identify how rhetoric is used to support an argument.Do Now:  30 minutes Independent Reading o If you are close to being done with book log raise your hand. o Last 5 minutes put people’s folders in the bins.  5 Minutes: Students share out one detail in Whip Around format. o Class shares out one detail they have read in the book in Whip Around format.  10 Minutes Explain folders/ class participation system. - Teacher models example of rhetoricSECOND PERIOD 9:37-1020Class 803SWBAT: Analyze and identify how rhetoric is used to support an argument.Put what we learned so far this week. Celebrate student success.Do Now:  2 minutes Rhetorical questions on the board.  2 Minutes: Students share out their matching statements.
    • Part B Ste. Marie 90  2 minutes Teacher goes over the agenda for the day.Mini Lesson  1 Minutes Teacher makes connection from Do Now.  5 Minutes Teacher defines rhetoric, provides examples. - Teacher models examples of rhetoric.  Teacher hands out rhetorical strategy forms and asks class to record them as they’re watching. Teacher also reminds students that they will be calling out  6 minutes Shows clip one of My cousin Vinny rhetoric.  2 minutes Teacher cold calls using Popsicle sticks with students names and asks them to explain their answer. The teacher then asks another student if they agree or disagree.  6 minutes Shows second clip one of My Cousin Vinny rhetoric.  2 minutes Teacher cold calls using Popsicle sticks with students names and asks them to explain their answer. The teacher then asks another student if they agree or disagree.Model Activity  10 Minutes Students work in pairs to determine rhetoric examples.  5 minutes: Exit Slip
    • Part B Ste. Marie 91 Lessons 7-85-7FIRST PERIOD 801803 8:52-9:37 801 12:37-120Desks Grouped for jeopardy teamsSWBAT: Synthesize knowledge of Rhetorical strategies by writing an argument with effective rhetoric.Do Now:  3 minutes Do Now  4 Minutes: Teacher picks students to share out with popsicles o Just one rhetorical strategy for each person then asks another student to explain what it is.Mini Lesson  1 Minutes Teacher comments on class’s behavioral performance  2 minutes Teacher introduces participation system.  3 Minutes Teacher Answers Do Now makes connection to the day.  5 minutes Teacher Models looking for rhetoric in IR. - Teacher shows class what rhetoric might look like in the context of their readings. - Teacher wants students to record at least three examples of rhetoric on sheets.Guided Practice  15 minutes Students do IR and look for rhetoric. - Students will be highlight examples of rhetoric in their independent reading articles.
    • Part B Ste. Marie 92  5 minutes Teacher picks students to share out with Popsicle sticks.  5 minutes Teacher explains Jeopardy game - Rules.SECOND PERIODSWBAT: Synthesize knowledge of unit by competing in a Jeopardy game. 45 minutes Students compete in jeopardy game to review for unit.
    • Part B Ste. Marie 93 Lessons 9-10FIRST PERIOD801 11:07-1150 801 12:37-120 Desks Grouped individuallySWBAT: Synthesize knowledge of Rhetorical strategies by writing an argument with effective rhetoric.Do Now:  20 minutes Midpoint assessment.  10 minutes Independent reading of articles . o Go around the room switch books if necessary.Mini Lesson  5 Minutes: Teacher introduces and models informal rhetoric writing assignment.  15 minutes Students work in pairs to write introductions that use rhetoric o Extension work, write a script to argument.  5 minutes Call on volunteers to act out their argument.SECOND PERIODSWBAT: Synthesize knowledge of rhetorical strategies by writing an argument with effective rhetoric  5 Minutes: Teacher introduces and models formal rhetoric writing assignment and culminating assessment.  20 minutes students work in pairs to write introductions that use rhetoric.  5 minutes Students complete exit slips.  10 minutes Independent reading of articles o Go around the room switch books if necessary
    • Part B Ste. Marie 94 Lessons 11-125/9/12FIRST PERIOD 801801 12:37-120Desks Grouped in pairsSWBAT: Analyze use of author’s voice to appeal to different audiences.Do Now:  3 minutes Do Now o Students will determine which statement a person is talking to a friend and which is a statement talking to a boss.  4 Minutes: Teacher picks students to share out in Whip Around format o Students are only saying whether they agree with the labeling of the statements in the Do Now, yes or no.Mini Lesson  5 Minutes Teacher Models what a formal voice is. - Teacher provides definition and examples of the same statement said in formal and informal voice.  2 minutes Teacher asks for volunteers to translate one sentence into formal and formal voice  3 Minutes Teacher models Informal to formal conversion activity.Independent Practice  15 minutes Students complete Informal to Formal conversion activity.
    • Part B Ste. Marie 95 - Students must take examples of informal voice and convert it to formal voice and vice versa. - Teacher circulates room helping to clarify activity .Guided Practice  12 minutes Students do IR and highlight examples of formal language in their reading and compare short excerpt from Wikipedia about forensic science to their independent reading book.SECOND PERIODSWBAT: Synthesize knowledge of formal voice by writing an introduction to an argument using formal voice.  5 minutes Teacher models formal voice writing assignment. - Teacher demonstrates effective use of formal voice by showing students completed paragraph that uses appropriate vocabulary and organization format. - Teacher models peer review demonstrating which words to highlight and effective comments to give partner.  25 minutes Students write paragraph using formal voice. Students must write as lawyers representing their client who is accused of robbery but was on vacation at the time of the incident. - Teacher circulates to monitor students’ progress.  5 minutes Students peer review each other’s paragraphs checking for use of formal vocabulary and voice.  5 minutes Teacher asks for volunteers to share out their paragraph.  5 minutes Students complete exit slip asking them what formal voice is and to provide an example
    • Part B Ste. Marie 96 5-10-12Lessons 13-14801 12:37-120Desks Grouped in pairsSWBAT: Analyze courtroom procedures and objections.Do Now:  3 minutes Do Now o Students will recall what formal voice is.  4 Minutes: Teacher picks students to share out in Whip Around format. o Students are only saying what they think formal and informal voice is.  5 Minutes Students complete court vocabulary fill in the blanks sheet.  3 Minutes Students share out their answers o Teacher reveals right answer for each of the vocabulary words.Mini Lesson  5 Minutes Teacher models different types of objections. - Teacher provides definitions of the four common objections of conjecture, malarkey, irrelevant information, and badgering the witness. Teacher provides examples for each type of objection  Teacher has class all shout out the objections at the end of each example.  2 minutes Teacher asks for the class to figure out which objection should be called in four examples and to shout it out as a class.  3 Minutes Teacher models graphic organizer for the different types of objections showing students to pick which objection and why.
    • Part B Ste. Marie 97Independent Practice  15 minutes Students complete objection activity together. - Students must pick the correct objection to given statements and give a reason why. - Teacher circulates room helping to clarify activity
    • Part B Ste. Marie 98 5 14 Lessons 15-16FIRST PERIOD803 :8:52-937 801 12:37-1:20Desks Grouped individuallySWBAT: Analyze courtroom procedure of final assessment by filling out Question and answer graphic organizer.Do Now:  10 Minutes Student’s read short article about courtroom procedure. o If students are done they can do additional book log for Extra credit- Introduce that in general!  1 minutes Teacher has monitors hand out folders, Gives shout outs for students who did a good job on classroom points and class work.  5 minutes Students List people who are present in courtroom.  2 Minute Teacher does Whip Around asking each student to name someone who’s present in a courtroom.Mini Lesson  2 Minutes Teacher shows list of people present in courtroom and their jobs.  5 Minutes: Teacher introduces and models final assessment  2 Minutes Teacher models question and answer sheetIndependent Practice  10 minutes Students fill out question sheets  Students Switch papers
    • Part B Ste. Marie 99  5 minutes Partners try to answer each other’s question in writingSECOND PERIOD803 9:37-1020 801 1:22-2:05SWBAT: Understand courtroom procedures of final assessment by analyzing a video of courtroom procedure.Mini Lesson  3 Minutes Teacher explains that we first have to know how the trial proceeds models how to fill out courtroom example worksheet.  3 Minutes Rules of the courtroom (when people can talk when people can make objections) what each part is. Points system.  25 minutes Teacher shows clip from My Cousin Vinny stopping it and asking the class what part of the trial procedure we’re talking about.
    • Part B Ste. Marie 100 Lessons 17-18FIRST PERIOD801 11:07-11:50 803 1:22-2:05Desks Grouped in ParisSWBAT: Synthesize their knowledge of rhetoric and formal voice by creating opening statements for theircourt case.  10 Minutes Student’s read question and answer sheet from yesterday about opening statements. Students read court case scenarios.  1 minutes Teacher has monitors hand out folders, gives shout-outs for students who did a good job on classroom points and class work.Do Now:  5 minutes Students activate prior knowledge about opening statements  2 Minute Teacher does popsicle stick cold call for answersMini Lesson  5 Minutes Teacher presents example of opening statement that uses rhetoric and formal voiceIndependent Practice  15 Minutes: Students work in paris to write opening statement for defense and prosecution (801 for first 5 minutes read over cases) o Complete evaluate check list for rhetoric and formal voice  15 Minutes Students complete closing statements of case.
    • Part B Ste. Marie 101 o Complete evaluation check list for rhetoric and formal voice  10 minutes Students fill out question sheets  Students switch papers  5 minutes Partners try to answer each other’s question in writingSECOND PERIOD801 12:37-1:20 803 2:07-2:50SWBAT: Synthesize knowledge of relevant and irrelevant details and Forensic Science by creating witnesstestimonies to apply their knowledgeMini Lesson  5 minutes Teacher models what witness statement should look like.  20 minutes Students fill out eyewitness testimony in question and answer format o Must include one irrelevant detail.  20 minutes Students fill out Forensic Scientist Witness Question and Answers  5 Minutes Rules of the courtroom (when people can talk when people can make objections) what each part of the case entails. Points system.
    • Part B Ste. Marie 102 Lessons 19-205/16/12FIRST PERIOD 803801 11:07-1150 801 12:37-120Desks Grouped in pairsSWBAT: Students will evaluate their knowledge of rhetoric, irrelevant details, formal voice, and forensicscience by completing checklists and Jury evaluation forms..Do Now:  5 minutes Students answer questions about the roles of each classmate during the court performance.Mini Lesson  5 Minutes: Teacher demonstrates the different responsibilities of each court member.  5 Minutes: Teacher models jury’s evaluation sheet.  10 minutes Teacher asks students to look at each of the different roles worksheets to become familiar for what’s expected of them.  10 minutes Teacher asks for student volunteers to model their completed court case by performing each part of the court case assignment for the class. o Teacher also involves the whole class in the court case by asking for volunteers to play different roles in the court and by having students fill out Jury Evaluation sheets .  5 minutes Teacher asks class to share out their evaluation sheets.
    • Part B Ste. Marie 103  10 Minutes: Students work with their court case partners to complete assignment check lists and jury evaluation sheets on their own court case to ensure they have completed all parts of the assignment thoroughly .  10 Minutes Students will than peer edit each other’s court cases .Exit Slip  5 minutes Students complete exit slip asking them to recall the different parts of the court case assignment.SECOND PERIODSWBAT: Synthesize knowledge of rhetoric, irrelevant details, formal voice, and forensic facts and procedure byperforming a court case that emphasizes each of these skills.  5 Minutes: Teacher hands out jury evaluation forms and restates procedures for the court case activity and expectations for particular roles in court.  30 minutes students perform court cases. o Students will be graded on court case presentations in pairs, but the case will be presented the case as a class. The student pairs are only responsible for performing the defense and prosecution lawyers; the rest of the class will play the following roles, the Judge, the Bailiff, the court reporter, The witnesses, sketch artists and the remainder of the class is the Jury. o Students who are part of the Jury will be evaluating classmates based off of their use of rhetoric, irrelevant and relevant details, formal voice and forensic science facts.  5 minutes Students complete evaluation forms on their classmates.
    • Part 7 Ste. Marie 104 Part C Rubrics/ Assessments
    • Part C Ste. Marie 105 Pre Test/ Survey
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    • Part C Ste. Marie 107 MidpointMS 57 NAME:___________________Class:_________ Date:_____________________ Mid Unit Assessment 1. Forensic Science is: a. The study of the courtroom to prove new techniques for solving crime. b. The study of law, order, and justice. c. The science of looking at things close under the microscope. d. A variety of sciences used to answer questions for a court of law or to interpret clues. 2. irrelevant details are a. Details that explain the text. b. Details that are completely untrue and inaccurate. c. Information about the author. d. Details that are unrelated or off topic to the main idea. 3. Relevant details are: a. Details those are interesting and exciting to read. b. Details those are completely untrue or inaccurate. c. Details that prove your point. d. Details those are significant and related to the main idea. 4. If you are looking to answer a question, relevant details are_____________ in finding the answer, whereas Irrelevant details are ______________ to finding the answer. 5. Your suspect, a construction worker who is known for rolling his own cigarettes, is accused of murdering someone. Based on what you know about him, which piece of evidence would be most relevant to proving he committed the crime. a. The body was found on the east river burned to death. b. The murder must have been wearing gloves when he killed the victim. c. The victim was found in a restricted area that only building crews have access to and we found tobacco everywhere. d. We found a cigarette and a hammer at the scene of the crime. 6. Your suspect, an Olympic weight lifting champion, is being accused of breaking into a store and stealing up to 10K (thousand) in cash. Which details are most relevant in proving he committed the crime? a. People who saw the crime said it was someone famous who they recognized & whoever broke in ripped a 400 pound door right off its hinges.
    • Part C Ste. Marie 108 b. People said they thought they might have seen the criminal fleeing the scene ultra fast like a track runner c. The suspect came in at exactly 3:01a.m and used an industrial sized bolt cutter. d. The criminal most have known somebody inside the store, because they knew the security codes for the front door. 7. Rhetoric is: a. The art of confusing people. b. The skill of getting people to listen to you. c. The skill of using language persuasively and effectively. d. The skill of using language to craft lies. 8. Using Rhetoric can_______________ your argument by appealing to____________ the three rhetorical strategies are__________________ and____________ 9. Ethos helps to persuade by: a. Building the speakers own image and credibility. b. Using very detailed evidence and facts. c. Appealing to emotions, e.g.,(for example) sympathy and guilt. d. Using hyperbole. 10. Pathos helps to persuade by: a. Building the speakers own image and credibility. b. Using very detailed evidence and facts. c. Appealing to emotions, e.g.,(for example) sympathy and guilt. d. Using forensic evidence. 11. Logos helps to persuade by: a. Building the speakers own image and credibility. b. Using very detailed evidence and facts. c. Tricking the audience into believing the opposite argument. d. Appealing to emotions, e.g.,(for example) sympathy and guilt.Write a short paragraph to argue why you should be able to watch movies all the time inschool.  In your argument be sure to include one sentence that uses, Ethos, Pathos, and Logos.________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Part C Ste. Marie 109 1 2 3 4Arguments Thesis is unclear, or Thesis is clear, at Thesis is clear, at Prompt is answered supported by 1 or less least 2 strong least 3 strong completely thesis is arguments. There are arguments. Some arguments. Specific clear. Argument is not specific details arguments are details support supported with 3 backing up argument. No supported by most arguments. At details and student use of rhetorical details some aren’t least one rhetorical used 3 examples of strategies strategy is used rhetoric effectivelyVoice & Style Essay repeats, uses Essay does not Essay does not Essay does not informal language. repeat but uses repeat, has either repeat, includes Student fails to use informal language. formal language formal language rhetoric to engage the Fails to Use rhetoric and engaging use of and engaging use of reader to engage the rhetoric, but does rhetoric reader. not have both.Structure Essay does not follow Essay may be Essay may include Essays has five the “intro, 3 body missing more than all parts of the essay formats and paragraphs, conclusion” one part of the 5 essay, but does not uses well organized and Thesis, 3 Arguments, paragraph essay have well organized transitions. 3 details” Structure. format. transitions.Mechanics Many errors in sentence All sentences are Very few errors Sentences all begin construction, issues with capitalized. Some with spelling, but with capital letters. clarity. Many sentence errors with essay may include There are few to no beginnings are not sentence many grammatical grammatical errors capitalized. Many construction and errors such as and or spelling spelling and grammar issues with clarity. sentence problems. problems. Grammar and fragments. spelling problems make it somewhat unclear.
    • Part C Ste. Marie 110
    • Part E Ste. Marie 111
    • Part C Ste. Marie 112 Adapted Instruction After giving John and Jen their pre-tests I realized that Jen was struggling with persuasive writing and Johnwas struggling with relevant and irrelevant details. After giving multiple intelligences survey, I determinedthat John was an interpersonal learner and Jen was a visual learner. After discovering the student’s difficultiesand their particular learning styles I enacted many scaffolds for the students. For Jen when it came time to do the rhetorical strategies portion of the persuasive writing focus I madesure I printed out a copy of the model I had on the board of the triangle of Rhetorical strategies, Ethos Pathos,and Logos. I also color coded all of my slides and made special attention that her copies were in color, despitethe scarcity of color copies available to me. When it came time for Jen to write an argumentative paragraphthat utilized rhetorical strategies, I designed a bulleted worksheet that broke the essay up into workable,visual parts. I also made sure to engage the Jen and visual learners in general by including short videodemonstrations throughout e.g., including CSI NY episodes to demonstrate forensics and irrelevant details andMy Cousin Vinny and Law and Order to demonstrate effective rhetoric. I also made sure to keep a visualrepresentation of her progress in the class both academically and behaviorally by recording points awardedand retracted for positive classroom interactions. This allowed students like Jen to have a visual, tangible viewof their academic and behavioral performance. I also made sure to constantly incorporate graphic organizersin with all the activities to allow students like Jen who have strong visual/special intelligence to organize theirthoughts. These graphic organizers were not limited to T charts; I also incorporated sequential charts and flowcharts to visualize the process involved with an assignment. I also made sure to use shading and borders to
    • Part C Ste. Marie 113help distinguish different portions of the assignment. All teacher models were numbered in numerical steps toassist visual learners as well. The scaffolds for John were quite different. As an interpersonal learner, he often struggled to maintainfocus and avoid constant communication with classmates. I fostered his learning style by creating manyopportunities for him to interact with the class. He was often picked as a monitor to handout work and as ascribe to write students’ responses on the board. He was also used for “call to attentions” where he wasresponsible for saying certain quiet signals for the class. I designed many opportunities for interpersonallearners to perform for the class. These included giving interpersonal learns opportunities to present theirwork as student models in “teach the class” activities. I also made sure to encourage John to get up in front ofthe class and read pre-screened Do Now’s and independent work to the class. Many of the activities involvedpair work that engaged interpersonal learners by using their social skills to develop effective argumentstogether with students. I allowed John to be the group leader in the Jeopardy review for the midterm and heutilized his interpersonal abilities to pull his team together and come in second place in the tournament! Thelearning objective of students’ utilizing rhetoric to improve their arguments also proved to be a greatopportunity for John to shine. I made sure to incorporate various text to self writing activities where studentscould reflect and built on their own personal experience. John was able to use his knowledge of socialinteractions to write interesting and well written argumentative essays based on his personal experience. Ialso consistently provided opportunities for John to play speaking roles in the court case activity. He was ableto act as the judge, witness, and bailiff. In order to help John learn irrelevant details I allowed him to take thelead on the objection activity, he reveled in the opportunity to yell out objection, irrelevant details! This littlebit of spot light made the somewhat dry topic of relevant and irrelevant details particularly engaging for John.
    • Part C Ste. Marie 114
    • Part C Ste. Marie 115 Part H Materials for Lessons 1-20
    • Part C Ste. Marie 116
    • Part F Ste. Marie 117
    • Part F Ste. Marie 118
    • Part F Ste. Marie 119 MS 57 NAME:___________________ Class:_________ Date:_____________________ CSI Investigation Activity Directions Read the transcript of CSI’s investigation of a crime. Based off of the statements from the suspects and police officers, who do you think committed the crime? Put your prediction in the arrow labeled “My Suspect.” Record three pieces of evidence that are relevant (or necessary) in picking your suspect and three pieces of irrelevant evidence that was not important in picking your suspect. After Video Write CSI’s perpetrator and write which evidence from the statements was relevant and which was irrelevant in their search. My Suspect____________ Relevant Details Irrelevant Details Evidence #1 Evidence #1 Evidence #2 Evidence #2 Evidence # 3 Evidence # 3
    • Part F Ste. Marie 120 CSI’s Perp ____________`` Relevant Details Irrelevant Details Evidence #1 Evidence #1 Evidence #2 Evidence #2 Evidence # 3 Evidence # 3
    • Part F Ste. Marie 121
    • Part E Ste. Marie 122Materials Lesson 5 and 6MS 57 NAME:___________________Class:_________ Date:_____________________Ethos Logos Pathos#1 Example of Ethos #1 Example of Logos #1 Example of PathosThis is ethos because: This is Logos because: This is Pathos because:_____________________ _____________________ __________________________________________ _____________________ _____________________
    • Part E Ste. Marie 123#2 Example of Ethos #2 Example of Logos #2 Example of PathosFoot Note number ___ Foot Note number ___ Foot Note number ___This is ethos because: This is Logos because: This is Logos because:_____________________ _____________________ __________________________________________ _____________________ __________________________________________ _____________________ __________________________________________ _____________________ _____________________ Extension Work
    • Part E Ste. Marie 124 Challenge What you Know about Rhetoric 1. I do not need to resort to techniques like exaggerating evidence, or having theatrics—an honest lawyer never does. This is an example of__________ because: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 2. Bam the door slammed, everyone was trembling when this murderer carelessly discarded these young men’s future! This is an example of__________ because: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
    • Part E Ste. Marie 125Materials: Lesson 7 and 8 Jeopardy10 Facts about Relevant and Rhetoric, evidence. Forensic Pros and Cons forensic science Irrelevant details Procedures & of Forensic from IR reading Techniques Evidence20 True or false: True or False: What is the goal of True or false: True or False: Identical twins persuasive writing? have the same Relevant details Shoe prints are Forensic are more unique Science is fingerprints. than fingerprints. always right? Related to the main idea of the text.40 These details are True or False: This is a vital True or false: unrelated to the piece of Mislabeling True or false main idea . Rhetoric is the art evidence can be and Human Forensic science is of lying in order to found in people’s error in the of science in prove an hair, skin, and Forensic order to answer a argument. blood. science result question for a in wrongful court of law convictions based50 True or false there True or false Rhetoric can be This type of True or false are: Three different broken up into forensic science Irrelevant details New York types of finger these 3 categories. studies poison print patterns. are wrong and and harmful State is untrue. ranked 3rd in chemicals. the USA for wrongful convictions6080 What is trace True or false This rhetorical True or false a True or False: evidence? relevant details strategy involves person’s DNA More people are the most appealing to changes when have been interesting details. people’s emotions. they get older? freed by DNA testing then
    • Part E Ste. Marie 126 convicted.100 This process You are What type of These forensic Forensic involves obtaining investigating a rhetoric is used in scientists obtain Science has the fingerprints robbery and your the following and analyze data been from a crime suspect is a mail quote,” in order to solve responsible scene. man. Is finding a computer I have been a carrying case at related crimes. the scene of the Doctor for 40 years crime irrelevant and in my expert opinion she or relevant to solving your case? needed to go to a mental health facility”
    • Part E Ste. Marie 127Materials Lessons 9 and 10MS 57 NAME:___________________Class:_________ Date:_____________________ Mid Unit Assessment 12. Forensic Science is: a. The study of the court room to prove new techniques for solving crime. b. The study of law, order, and justice. c. The science of looking at things close under the microscope. d. A variety of sciences used to answer questions for a court of law or to interpret clues. 13. irrelevant details are e. Details that explain the text. f. Details that are completely untrue and inaccurate. g. Information about the author. h. Details that are unrelated or off topic to the main idea. 14. Relevant details are: e. Details those are interesting and exciting to read. f. Details those are completely untrue or inaccurate. g. Details that prove your point. h. Details those are significant and related to the main idea. 15. If you are looking to answer a question, relevant details are_____________ in finding the answer, whereas Irrelevant details are ______________ to finding the answer.
    • Part E Ste. Marie 128 16. Your suspect, a construction worker who is known for rolling his own cigarettes, is accused of murdering someone. Based on what you know about him, which piece of evidence would be most relevant to proving he committed the crime. a. The body was found on the east river burned to death. b. The murder must have been wearing gloves when he killed the victim. c. The victim was found in a restricted area that only building crews have access to and we found tobacco everywhere. d. We found a cigarette and a hammer at the scene of the crime. 17. Your suspect, an Olympic weight lifting champion, is being accused of breaking into a store and stealing up to 10K (thousand) in cash. Which details are most relevant in proving he committed the crime? a. People who saw the crime said it was someone famous who they recognized & whoever broke in ripped a 400 pound door right off its hinges. b. People said they thought they might have seen the criminal fleeing the scene ultra fast like a track runner c. The suspect came in at exactly 3:01a.m and used an industrial sized bolt cutter. d. The criminal most have known somebody inside the store, because they knew the security codes for the front door. 18. Rhetoric is: e. The art of confusing people. f. The skill of getting people to listen to you. g. The skill of using language persuasively and effectively. h. The skill of using language to craft lies. 19. Using Rhetoric can_______________ your argument by appealing to____________ the three rhetorical strategies are__________________ and____________ 20. Ethos helps to persuade by: a. Building the speakers own image and credibility. b. Using very detailed evidence and facts. c. Appealing to emotions, e.g.,(for example) sympathy and guilt. d. Using hyperbole. 21. Pathos helps to persuade by: a. Building the speakers own image and credibility. b. Using very detailed evidence and facts. c. Appealing to emotions, e.g.,(for example) sympathy and guilt. d. Using forensic evidence. 22. Logos helps to persuade by: a. Building the speakers own image and credibility.
    • Part E Ste. Marie 129 b. Using very detailed evidence and facts. c. Tricking the audience into believing the opposite argument. d. Appealing to emotions, e.g.,(for example) sympathy and guilt.Write a short paragraph to argue why you should be able to watch movies all the time inschool.  In your argument be sure to include one sentence that uses, Ethos, Pathos, and Logos. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________Materials Lessons 11 and 12 Differentiated Worksheet for the low performing students in rhetoric.MS 57 NAME:___________________Class:_________ Date:_____________________ I picked______________________________________  (Ethos)_______________________________________________________________________ _________________________________________________________ _________________________________________________________________________________ _________________________________________________________  (Pathos)______________________________________________________________________ _________________________________________________________ _________________________________________________________________________________ _________________________________________________________
    • Part E Ste. Marie 130  (Logos)_______________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________________ Insert formal informal Graphic Organizers here
    • Part E Ste. Marie 131
    • Part E Ste. Marie 132 Independent Reading Hand outMS 57 NAME:___________________Class:_________ Date:_____________________Forensic science (often shortened to forensics) is the application of a broad spectrum of sciences to answer questions ofinterest to a legal system. This may be in relation to a crime or a civil action. The word forensic comes from theLatin forēnsis, meaning "of or before the forum."[1] In Roman times, a criminal charge meant presenting the case beforea group of public individuals in the forum. Both the person accused of the crime and the accuser would give speechesbased on their sides of the story. The individual with the best argument and delivery would determine the outcome ofthe case. This origin is the source of the two modern usages of the word forensic – as a form of legal evidence and as acategory of public presentation.
    • Part E Ste. Marie 133In modern use, the term "forensics" in the place of "forensic science" can be considered correct as the term "forensic" iseffectively a synonym for "legal" or "related to courts". However the term is now so closely associated with the scientificfield that many dictionaries include the meaning that equates the word "forensics" with "forensic science".1. How is this different than the writing in your Independent reading books?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. What type of audience do you think this excerpt is trying to reach? What is its purpose? How do you know?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Part E Ste. Marie 134Materials Lessons 13-14
    • Part E Ste. Marie 135Insert Objection Activity here
    • Part E Ste. Marie 136Materials Lessons 15-16 Steps of the Court CaseEach Court Session will have a:
    • Part E Ste. Marie 137  Must include one example of Ethos Pathos & logos In opening statement  One witness must be a Forensic Scientist  Must have at least one objection for an irrelevant detail.
    • Part E Ste. Marie 138 Types of Objections •Badgering the Witness: annoying or intimidating the witness. Repeating questioning. •Irrelevant: Facts that are unrelated to the main purpose of the case. •Pure Conjecture: Guess work, making statements based off of opinions •Malarkey: Exaggerated or foolish talk, usually intended to deceive:  Jury Must fill out check list. They must also record one example of Ethos Pathos and LogosMS 57 NAME:___________________
    • Part E Ste. Marie 139Class:_________ Date:_____________________Question I have about Assignment Answer I got About the Assignment
    • Part E Ste. Marie 140MS 57 NAME:___________________Class:_________ Date:_____________________Question I have about Assignment1. Example of Opening Statement:2. Example of Oath:3. Example of Direct Examination:4. Example of Cross Examination:5. Example of Defense Direct Examination:6. Example of Closing Statements:7. Example of Jury Deliberation:
    • Part E Ste. Marie 141Materials 17-18 Prosecution’s Witnesses  Forensic Science: Mrs. Markman, forensic scientist. Hired to figure the cause of the destruction of Mr. Wiley’s house. Specializes in Forensics Engineering.  Eye Witness: Leslie, Paperboy carrier, witnessed boys fleeing the scene of the crime Defense’s Witnesses  Forensic Science: Mr. Lux Hired Forensic Scientist. Specializes in forensic Engineering
    • Part E Ste. Marie 142  Eye Witness: Jamal Goodland, Mr. Wiley’s neighbor. Claims that Tony could not have thrown it from where he was standing. Ali’s flash drive was left at the scene of the crimeProsecution’s Witnesses  Forensic Science: Mr. Tillman Private investigator. Hired to figure out Drug problems in school. Specializes in Cyber Forensics
    • Part E Ste. Marie 143  Eye Witness: Matt, Alli’s classmate who was also searchedDefense’s Witnesses  Forensic Science: John Carmen Hired Forensic Scientist. Specializes in forensic toxicology  Eye Witness: Rob, Alil’s cousin was there when he bought the backpack. State V. Crimson Samuel Crimson is being accused of first degree murder of Julia Reynolds. Samuels is a former cop andcurrently a security guard for local, Parking lot 12 on Bedford & Empire Blvd, Brooklyn NY. Julia was found shot deadMonday 5/14/12 in the parking lot after it what appears to be forced entry to her car. Samuel’s gun is traced to thecrime, but he claims it was stolen from his security booth Tuesday morning 5/14/12. Her body was found 3 days aftershe was killed.Prosecution’s Witnesses  Forensic Science: Mrs. Lock, private investigator and forensic scientist. Specializes in Forensic Entomology.  Eye Witness: Business manager who worked on the 20th floor of office building right next to parking lot.Defense’s Witnesses  Forensic Science: Raul Caltini Hired Forensic Scientist. Specializes in Forensics Engineering  Eye Witness: Bob Gulberts Samuel’s partner and security officer.
    • Part E Ste. Marie 144 MS 57 NAME:___________________ Class:_________ Date:_____________________ Forensic Scientist Witness Answer Sheet Witness’s Name____________ Answer #1_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Answer #2 Must include Forensic Evidence and must relate to their Forensic Specialty. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
    • Part E Ste. Marie 145 _______________________________________________________________________________________________ ______________________________________________________________________ Answer #3 _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________ MS 57 NAME:___________________ Class:_________ Date:_____________________ Eye Witness Answer Sheet Witness’s Name____________ Answer #1_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Answer #2 Must have irrelevant details if they are not in the question already. _______________________________________________________________________________________________ _______________________________________________________________________________________________
    • Part E Ste. Marie 146 _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________ Answer #3 _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________ MS 57 NAME:___________________ Class:_________ Date:_____________________ Forensic Scientist Witness I am the____________ Lawyer. Question #1____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Part E Ste. Marie 147 Question #2 Must relate to Forensic evidence and the Scientist’s Specialty (For example: Forensic Toxicology, Cyber Forensics ) relate tonsic tist’s __________________________________________________________________________ alty __________________________________________________________________________ __________________________________________________________________________ ______________________________ Question #3 ________________________________________________________________________________ ________________________________________________________________________________ MS 57 NAME:___________________ Class:_________ Date:_____________________ Forensic Scientist Witness Witness’s Name____________ Answer #1 ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
    • Part E Ste. Marie 148_____________________________________________________________________________________________________________ Answer #2 Must include Forensic Evidence and must relate to their Forensic Specialty. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________ Answer #3 _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________ Opening Statement Must write an opening statement of at least five sentences to explain why the defendant is either innocent or guilty. Must have:  At least 3 examples of the Rhetorical Strategies of Ethos Pathos & Logos.  The use of a formal voice.  Evidence from the case.  The correct format including a welcoming and a request for innocent or guilty
    • Part E Ste. Marie 149____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________MS 57 NAME:___________________Class:_________ Date:_____________________ClosingMust write an opening statement of at least five sentences to explain why the defendant is either innocent or guilty. Must have:
    • Part E Ste. Marie 150  At least 3 examples of the Rhetorical Strategies of Ethos Pathos & Logos.  The use of a formal voice.  Evidence from the case.  The correct format for closing a case including exit request to find the client innocent or guilty________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Part E Ste. Marie 151 Materials Lessons 19-20
    • Part E Ste. Marie 152MS 57 NAME:___________________Class:_________ Date:_____________________ Bailiff 1) Names of students in pair who are performing their case.Prosecutor___________ Defense_____________ Court case___________ 2) As a Baliff you will be responsible for Opening the trial by reading the parts that say Baliff.You will read off of the pair who is performing’s sheet. They already will have the blanks filled out except for the judge is whoever is playing the judge. - The top of their court case sheet will look like this except they will have these parts filled in for you: whatever the pair wants Whoever is playing the judge Whatever case the pair picked. 3) You are also responsible for escorting the witnesses to and from the witness stand.Prosecution’s Witnesses: Witness Name ______________ Student performing it______________ Witness Name ______________ Student performing it______________Defense’s Witnesses : Witness Name ______________ Student performing it______________ Witness Name ______________ Student performing it______________
    • Part E Ste. Marie 153MS 57 NAME:___________________Class:_________ Date:_____________________ Judge a) Names of students in pair who are performing their case.Prosecutor___________ Defense_____________ Defendant_________ Court case___________ b) As a judge you will be responsible for Opening the trial by reading the parts that say Judge.You will read off of the pair who is performing’s sheet. They already will have the blanks filled out except for the judge is whoever is playing the judge. - The top of their court case sheet will look like this except they will have these parts filled in for you:
    • Part E Ste. Marie 154MS 57 NAME:___________________Class:_________ Date:_____________________ Court Reporter 1) Names of students in pair who are performing their case.Prosecutor___________ Defense_____________ Court case___________The judge___________ The Baliff___________ The Sketch Artist__________Prosecution’s Witnesses: Witness Name ______________ Student performing it______________ Witness Name ______________ Student performing it______________Defense’s Witnesses : Witness Name ______________ Student performing it______________ Witness Name ______________ Student performing it______________ 2) Record each part of the court caseOpening Statement Prosecution.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Opening Statement Defense.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • Part E Ste. Marie 155
    • Part E Ste. Marie 156 MS 57 NAME:_________________ Class:_________ Date:___________________ Sketch Artist 1) Names of students in pair who are performing their case. Prosecutor___________ Defense_____________ Court case___________ Defendant ___________ 2) Make a sketch sequence that tells the story of the case. Try to capture what happened in the court case in order of ea case. 1. Opening Statements 2. Cross Examination/ Direct Examination 3. Closin Vedict
    • Part E Ste. Marie 157MS 57 NAME:___________________Class:_________ Date:_____________________ Bailiff 1) Names of students in pair who are performing their case.Prosecutor___________ Defense_____________ Court case___________ 2) As a Baliff you will be responsible for Opening the trial by reading the parts that say Baliff.You will read off of the pair who is performing’s sheet. They already will have the blanks filled out except for the judge is whoever is playing the judge. - The top of their court case sheet will look like this except they will have these parts filled in for you: whatever the pair wants Whoever is playing the judge Whatever case the pair picked. 3) You are also responsible for escorting the witnesses to and from the witness stand.Prosecution’s Witnesses: Witness Name ______________ Student performing it______________ Witness Name ______________ Student performing it______________Defense’s Witnesses : Witness Name ______________ Student performing it______________ Witness Name ______________ Student performing it______________
    • Part E Ste. Marie 158 A. Student learning goals and standards addressed by unit B. Lesson plans for unit C. Rubric(s) and other assessment instrument(s) used in unit D. Samples of focal student(s)’ work assessed with rubric/assessment instrument E. Summary of how you adapted instruction for focal student(s) F. Reflective paper on how your unit demonstrated INTASC Standards 3, 4, 6, 7, and 8 (see below) G. Supervisor’s feedback form based on observation(s) during teaching of project
    • Part E Ste. Marie 159 Reflections The creation of this teaching project put many of my teaching skills to the test. The skills emphasized inINTASC Standards 3, 4, 6, 7, were all necessary in creating this project. Throughout the teaching project, I constantlyemployed multiple instructional strategies and adapted the strategies to address the needs of focal students anddifferent learners. My skills utilizing communication and Technology and Instructional Planning were particularly atwork in designing the engagement pieces of the teaching project’s lessons. The project was also filled with informal andformal Assessments. INTASC 3 of adapting instruction is present in many parts of the teaching project. The project involves using manyactivities that address different learners’ needs. By using a gardeners’ multiple intelligence survey I was able to includemany activities and even direct instructional parts of the lesson that were differentiated. For the auditory learners Imade sure to consistently read out loud Do Now’s, models and examples. I also engaged in some Read Alouds of articles.I also provided many opportunities for extended discussion of important facts in case the auditory learners didn’t pickup on my PowerPoint’s. I included whole class call and responses as well so as to reemphasize information. I alsoengaged kinesthetic learners throughout the teaching project by allowing them opportunities to go up and write on the
    • Part E Ste. Marie 160board. I also made sure to include a sketch artist during the court case performance as well as a judge role that involvedbanging a gavel. Kinesthetic learners were also given opportunities to act out their informal rhetoric activities. Thisadaptation is particularly emphasized in section E, as I employed various strategies to adapt my instruction to addressthe needs of the focal students. This involved identifying areas that these students struggled in and determining theirstyle of learning. Many scaffolds and forms of differentiation were used to address these focal students’ needs. Addingcharts, color coding, video clips, graphic organizers were only some of the ways I modified my instruction to meet theneeds of my struggling visual focal student. Adding opportunities for student involvement in classroom procedures alsohelped address my struggling interpersonal focal student. This included having classroom monitors, “teach the class”activities and various performances. The student body in general is very low performing and many of them have difficulthome situations. I made sure to provide as much engagement as possible for the unit including video clips and episodesset in their hometown Brooklyn. I made sure to incorporate various texts to self writing activities where studentscould reflect and built on their own personal experience. INTASC standard 4 was also addressed consistently throughout the unit. Many of the Do Now’s and exitslips in the lessons had blooms taxonomy built in. The first questions were usually at the understand orknowledge level while the second usually involved applying or analyzing what students’ were learning. The lastquestion would usually involve synthesis or evaluation often asking students to be metacognitive about theirlearning. These questions might look like, “what is rhetoric” (knowledge) “What part of this statement involvesrhetoric “(analysis) why do you think it is effective to use rhetoric in an argument, or “which rhetoricalstrategy do you think is most effective? Why?” (Evaluation). Students were also encouraged to bemetacognitive about their use of language in their formal to informal conversion activity. This gave students achance to “code switch” between their slang and academic/formal jargon. I also consistently used the triad
    • Part E Ste. Marie 161response technique whereby one student had to agree or disagree with another than a third student wouldhave to evaluate the prior students’ points. Many of the lessons involved opportunities for students to write responses to the questions in the lesson thusencouraging them to go deeper. Student’s problem solving skills were addressed in many unique ways. Theirrelevant and relevant CSI NY activity fostered students’ problem solving skills as they literary had to dodetective work to determine whether details were relevant or irrelevant. Other parts of the lessons such as theDo Now of formal writing lesson involved having students determine what was wrong with an already labeledanswer and how to fix it. In student’s informal rhetorical writing assignment students had to use the power ofrhetoric to convince readers’ of their solution to common problems they had in their school such as equity of theschool’s classes. Students were able to provide solutions for problems like, “all the other classes get to gooutside except mine.” For those students who need to feel competition or challenge I also providedopportunities for them to increase their performance by competing in a jeopardy review for a midpointassessment. I also encouraged students’ classroom performance by keeping a chart of positive classroomperformance. INTASC 6 was employed throughout the teaching project in many ways. The discussion piece of the classwas aided by many different discussion formats. Many of the lessons involved high energy participationtechniques such as Whip Arounds where every student was expected to share in rapid succession all awayaround the room. I consistently cold called on students objectively by pulling out Popsicle sticks with students’names which allowed students who are hesitant to share to speak on a consistent basis. I also cold called withoutthe Popsicle sticks in order to check for understanding. I developed a points system to reward classparticipation and published students’ scores who made positive contributions to class. I also used a triad
    • Part E Ste. Marie 162response technique assisted by passing around a yarn ball. Students who had the yarn would have to speak thenpass it to a student who would have to explain why they agree or disagree with what the previous student said. I also gave students many opportunities to provide feedback to each other and to the teacher. Evaluationforms were given out for students to rate how they enjoyed certain activities and even discussion styles.Students also peer reviewed each other’s work effectively during their court case activity when they filled outtheir jury evaluation forms based on their classmates’ performance. Student’s questions were encouragedthroughout as the unit provided many reflective opportunities for students to evaluate their work with check listsand to ask their peers questions. The introduction of the court case activity also provided students with anopportunity to ask step by step questions about the assignment before they would be working on it. Maybe nonverbal methods of communication were established. Signals for completed work were established such asstudents putting their hands on their head their done. Non verbal behavioral reminders were also utilized to keepmanagement issues objective. INTASC 7 was featured throughout the teaching project in a variety of ways. Much thought was put into thestudents’ current experience when planning the unit. Considering the fact that the students were completely overworked from studying for the ELA and Math exams I made sure to voice my sympathy for their situation and toprovide engaging materials. Because the student body of the school are struggling students’ I made sure toprovide as much engagement as possible. I also made sure to celebrate students’ success consistently byoffering genuine positive reinforcement whenever I could as well as publishing students’ work. Also throughthe class participation system I designed students would receive “shout outs” when they for making positivecontributions to class discussion or general improvement in their work. Considering the students’ in my class’sinterest in court and police I implemented as much content around these themes as possible. Also considering
    • Part E Ste. Marie 163the strong Arts and dancing program in the school I provided students with an outlet to perform in theclassroom during their court case performance activity. Though it was difficult, I employed the curriculum goals of students reading a variety of non-fiction textsand supporting arguments with evidence throughout the unit. I balanced these non-fiction writing goals with thehighly fictional content through a consistent Independent reading routine. To foster engagement and to tie itclose to forensics I shaped content such CSI NY Law and Order and My Cousin Vinny around the writing andlearning objectives. This involved cutting video clips and encouraging a close and focused viewing of the clips.All of the videos were directly tied into the students’ activities. I also considering students difficulty with someof the vocabulary of forensic science I made sure to encourage students to develop a vocabulary list as a classfrom their independent reading books as well as their experience with the video clips and reading articles. I alsoknew students had very little prior knowledge about the court system procedures so I provided manyopportunities for students to learn about the procedures individually through independent reading focused on thecourtroom procedures and class room discussions based on courtroom procedures. I also allowed students tointeract with the topic by writing down all of the people they could think of working in a courtroom andidentifying all the different people and procedures of the courtroom by showing the class a video of courtprocedure. Standard 8 was implemented in many forms throughout the teaching project. I implemented many formaland informal assessments throughout the unit. From the start, students completed both a pretest and a multipleintelligences survey to determine their entry level abilities and particular learning styles. These formalassessments provided me with data to base my initial instruction off of. The majority of lessons throughout theunit included exit slips to assess students’ mastery of objectives on a daily basis. The exit slips were designedto assess different levels of mastery by asking students a range of questions aligned to Bloom’s Taxonomy.
    • Part E Ste. Marie 164These exit slips often determined the nature of the next class’s Do Now, as I would determine whether studentsneeded a more thorough review of the previous lesson. Out of these exit slips also came extension work andscaffolded worksheets. After determining that some students had mastered all levels of Bloom’s Taxonomy onthe exit slip I would then design extension work and side projects to foster and build on their high achievement.After reviewing exit slips, some lessons would need to be re-taught based and differentiated to the level that thestudents scored on their exit slips. I also included a jeopardy review to assess how students would do on theirmidpoint assessments and to provide last minute tips mini-lessons and reminders. The midpoint assessmentsalso provided me with great data on how to close out the unit and which skills to address again. It also served asa cut off point for what I could teach by the end of the unit and after looking at the midpoint I opted to teachless content in favor of providing students with a deeper understanding of the skills. The rubrics and finalassessments provided me with an objective and standard based criteria by which to judge students’ work.
    • Part E Ste. Marie 165 Knowledge of Subject Matter
    • Part E Ste. Marie 166
    • Part F Ste. Marie 167 H. Student learning goals and standards addressed by unit I. Lesson plans for unit J. Rubric(s) and other assessment instrument(s) used in unit K. Samples of focal student(s)’ work assessed with rubric/assessment instrument L. Summary of how you adapted instruction for focal student(s) M. Reflective paper on how your unit demonstrated INTASC Standards 3, 4, 6, 7, and 8 (see below) Standard 3: Goal 2, Objective B: Skill of Teaching. Implement effective teaching/learning strategies. Adapting Instructional Strategies Standard 4: Goal 2, Objective B: Skill of Teaching (SEE ABOVE) Multiple instructional Strategies Standard 6: Goal 2, Objective B: Skill of Teaching (SEE ABOVE) Communication and Technology Standard 7: Goal 1, Objective B: Knowledge of Pedagogy. Design and implement instruction that demonstrates an understanding of the discipline, its central concepts, principles, andInstructional process of inquiry.Planning Goal 2, Objective A: Skill of Planning. Plan instruction using various strategies that reflect an understanding of the cognitive, affective, and physical characteristics of each learner. Standard 8: Goal 2, Objective D: Skill of Assessment. Assess the relationship between instruction and student learning and adopt assessment practices that result in meaningful feedback andAssessment student accountability for learning. of Learning N. Supervisor’s feedback form based on observation(s) during teaching of project