Juvenile Delinquents in a Residential Treatment Facility
Content Area: English Language Arts
Grade Level – Multiple levels in a classroom –Differentiated
Communicate through various means;
Identify the theme and tone of any communication;
Evaluate the message being presented by the writer, artist, or speaker; and,
Clarify the understandings through a variety of strategies.
What is propaganda?
What is the difference between a fact and an opinion?
What is the author/artist trying to communicate?
What is Active Reading?
How can I utilize Active Reading to improve my comprehension?
What can I do to help my understanding?
What is the most effective way to respond?
All communication has a purpose;
Strategies to determine communication they don’t understand;
How tone can be used to convey different meanings;
Responses may take different forms;
Facts can be used to provide evidence for opinions;
Different forms of art can be used to convey the same message; and,
Fiction can be used to present a moral.
Determine the author’s purpose;
Use different strategies to determine meanings of word they don’t know;
Identify the tone of the author;
Identify the theme of the writing;
Write a story conveying a theme; and,
Write an opinion paper supported by facts.
Michigan High School English Language Arts Content Expectations:
CE 1.1.3, CE 1.1.4, CE 1.1.7, CE 1.3.2, CE1.5.1, CE 1.5.3
CE 2.1.2, CE 2.1.3, CE 2.1.10, CE 2.1.12, CE 2.2.1, CE 2.2.3
CE 3.1.1, CE 3.4.2, CE 3.4.3
CE 4.1.2, CE 4.1.3, CE 4.2.2, CE4.24
Other evidence to collect
Student Self-Assessment and Reflection
Assessment Task Blueprint
Rubric for Assessment
Issue Fair – Students will develop and present a supported opinion on a current issue.
Newspaper Critic – Students will write a critique of another students presentation during the issue fair.
Fact/Opinion – Quiz
Prompt – Uniforms at Thomas More School – a good choice or a bad choice?
Self – Assessment of Presentation and Display
Reflection on development of their opinion about their issue.
Self-assess Newspaper Critic Article
Understanding or Goals assessed through task
Select format and tone
Use effective written and spoken language
Use effective visual representations
Creation of powerful, creative, and critical messages
1 2 3 4 5 The claim I make a claim and explain why it is controversial I make a claim but donít explain why itís controversial My claim is buried, confused, and/or unclear. I donít say what my argument or claim is. Reasons in support of the claim I give clear and accurate reasons in support of my claim. I give reasons in support of my claim, but I overlook important reasons. I give 1 or 2 weak reasons that donít support my claim, and/or irrelevant or confusing reasons. I donít give reasons in support of my claim. Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway. I discuss the reasons against my claim but neglect some or donít explain why the claim still stands. I say that there are reasons against the claim, but I donít discuss them. I donít acknowledge or discuss the reasons against the claim. Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end. My organization is rough but workable. I may sometimes get off topic. My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I tell how I think and feel about it. My tone is OK, but my paper could have been written by anyone. I need to tell how I think and feel. My writing is bland or pretentious. There is either no hint of a real person in it, or it sounds like Iím faking it. My writing is too formal or informal. It sounds like I donít like the topic of the essay. Word choice The words that I use are striking but natural, varied and vivid. I make some fine and some routine word choices. The words that I use are often dull or uninspired, or sound like Iím trying too hard to impress I use the same words over and over. Some words may be confusing or used incorrectly. Sentence My sentences are clear, complete, and of varying lengths. My sentences are well-constructed. My essay marches along, but doesnít dance. My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read. Conventions I use correct grammar, punctuation, and spelling I have a few errors to fix, but I generally use correct conventions. I have enough errors in my essay to make my paper distract a reader. Numerous errors make my paper hard to read.
W - Ensure students know WHERE the unit is headed and WHY.
H - HOOK students in the beginning and HOLD their attention throughout.
E - EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals.
R - Provide students with numerous opportunities to RETHINK big ideas, reflect on progress, and REVISE their work.
E - Build in opportunities for students to EVALAUTE progress and self-assess.
T - Be TAILORED to reflect individual talents, interests, styles, and needs.
O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage (Wiggins & McTighe, pp. 197-198).
Study the work of John Dewey
Study the work of Jerome Bruner
Study the work of Carol Ann Tomlinson on Differentiated Instruction
Keep an assessment folder for each student to help you understand where the student is in the process of growth and learning.
Design you curriculum around Big Ideas
Develop knowledge of the Six Facets of Understanding
by Wiggins and McTighe (2005)
1. Explanation 2. Interpretation 3. Application
4. Perspective 5. Empathy 6. Self-knowledge
Utilize WHERETO (Wiggins & McTighe, 2005),
in the development and organization of your currciulum
Learn the differences in Formative and Summative Assessments and how both can be utilized in the classroom
Study the developmental stages of adolescent boys – Utilize the developmental stages to plan with student interests in mind
Provide opportunities for student self-assessment.
Provide material to each student,
which is challenging, but accessible.
Andrade, H. (Feb 2000). Using rubrics to promote thinking and learning. Educational Leadership , 17.
Fisher, D. &. (2007). Checking for understanding: formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Michigan Department of Education. (2006). High school English language arts content expectations. Lansing, MI: Michigan Department of Education.
Tomlinson, C. A. (1999, September). Mapping a Route Toward Differentiated Instruction. Educational Leadership , pp. 12-16.
Tomlinson, C. A. (2000, September). Reconcilable Differences? Standards-Based Teaching and Differentiation. Educational Leadership , pp. 6-11.
Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design: Connecting content and kids. Alexandria, VA: Association of Supervision and Curriculum Development.
Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA.: Association for Supervision and Curriculum Development.
Wiggins, G. &. (2007). Schooling by design: mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.