Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Rebekka Inglefield
Topic:
I created my Validated Practices Project during my high school rotation at Perry Hall
High. During this rotation, I taught five 9th grade English classes; one standard and four honors
courses. At Perry Hall High, there are about 2,000 students ranging from 9th-12th grade; the
largest high school in Baltimore County. Perry Hall stands out from other schools because of the
For this project, I chose to analyze 2A. This is an honors course that I saw every other
day for 90 minutes. There are 24 students in this class; 14 males and 10 women. I chose this class
because of the diversity in the classroom; gender, ethnicity and academic knowledge level. I also
chose this class because of the relationship I had with the students. This was a class that I saw
regularly during my part-time and full-time rotation. I knew where the students were with their
reading and writing skills. When designing this instructional strategy, I knew every student could
benefit from strengthening their writing skills. Every student is at a different level in their
writing, through these instructional strategies all students can work at their own pace to improve
their writing.
The three lessons for my project were about producing clear and coherent writing in order
to prepare for the SAT. The objectives below include my pre and post-assessment objectives:
Inglefield 2
SWBAT identify the differences between how an author and film maker establish mood.
(Pre-assessment)
SWBAT to draw evidence from the mentor text in order to support their analysis.
SWBAT to use appropriate signal phrases in order to create cohesion and introduce new
speakers.
SWBAT to implement certain grammar conventions in order to produce clear and
coherent writing.
SWBAT use feedback and specific writing skills in order to revise and rewrite a
This instruction directly aligns to the Common Core State Standard CCSS: W.9.4: Produce
clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. These lessons are created to help strengthen students writing and
deepen the understanding necessary to support the schools ELA goal for the SAT. Even though
this instruction is aligned specifically with the SAT, these skills are meant to assist the students in
Assessment Plan:
The pre-assessment asks students to write a short response that answers the
question How do authors and film makers convey mood? For this response students
need to use specific examples from To Kill a Mockingbird. The first lessons objective
asks students to draw evidence from the mentor text in order to support their analysis.
When introducing an example, students need to properly introduce it. This aligns with the
second objective; use appropriate signal phrases in order to create cohesion. When
writing any kind of written response, students need to make sure they are using their
conventions, assists students in writing that clear and coherent piece of writing. The post
assessment was having the students revise one body paragraph of their SAT essay. The
Essay was done prior to the lessons, so I could not score their first draft of their SAT
essay. Both the pre-assessment and post-assessment are graded using the 4 point PARCC
rubric.
After each lesson, there was some kind of formative assessment. During the first
lesson, students scored and revised a model mood short response. This was an informal
way to assess the students understanding of providing examples. For the second lesson,
students had to introduce three different quotes using signal phrases. Students needed to
state who was speaking and the action verb that described the purpose of the quote. For
the third lesson, students had a comma and ellipses practice. They had 5 minutes to
complete the practice and we went over it in class. This was my way of quickly assessing
Students scored rather poorly on their pre-assessment. Even though it was in the
prompt, students did not provide specific examples from the text. Since they were not
providing examples, they also were not introducing their examples using signal phrases.
Students also were not taking the time to produce a clear and coherent response. I created
Instruction:
Inglefield 4
Each VPP mini lesson has a full lesson plan incorporated into a 90 minute lesson. This
section has a brief recap of the lesson. For more details please take a look at each lesson plan.
Lesson one incorporated analyzing and scoring a model short response. The objective for
lesson one was SWBAT to draw evidence from the mentor text in order to support their analysis.
This gave students the opportunity to understand the process when analyzing a short response.
The rubric given to the students is the same rubric I used to grade all of their writing
assignments; the 4 point PARCC rubric. While the response was out of twenty points, it goes off
of the four point scale. A zero means that the student demonstrated no comprehension by
providing inaccurate or no analysis, inappropriate to the task and purpose, no text-evidence and
lacks organization. A four means the student demonstrated full comprehension through the
analysis, provides effective and comprehensive development of ideas, clear reasoning and an
effective writing style. Students have been previously introduced to this rubric, so it is not a new
concept. Students had to score the rubric and explain their reasoning, explain what is missing
from the response and how they would revise the response. Students realized the response was
missing specific examples from the text. As a class, we discussed the importance of supporting
Lesson two incorporated signal phrases in order to introduce speakers. The objective for
that lesson was SWBAT to use appropriate signal phrases in order to create cohesion and
introduce new speakers. The writer must introduce their speakers in order to create clarity for the
reader. Students will understand the importance of this when they must include more than one
speaker in their writing. As a class, we reviewed the importance of a signal phrases in order to
introduce a speaker. Students took Cornell notes during class and then had to complete a
practice. Overall students did very well on this practice. If the students werent paying close
Inglefield 5
attention they missed the author of the third quote. Answers to the first two quotes were Atticus
Finch, the third quote was from a case we read in class on Deirdre Stevens. Students who did not
pay close attention said all three quotes were by Atticus Finch.
Lesson three incorporated implementing grammar techniques into their writing. The
objective for this lesson was SWBAT to implement certain grammar conventions in order to
produce clear and coherent writing. Students read two different passages and were asked which
excerpt was more concise and easier to read. At their tables, they needed to explain why it was
easier to read. As a class, we came up with the ellipses and commas that made it easier to read.
Students took out their writing notes and added notes on Ellipses and Commas. After they were
done, they completed a comma practice. Overall, there was a mixture of scores on this comma
practice. Attached in my VPP are three student copies; the scores are 3, 5, and 7. None of the
students scored a 100% on the practice, most scores were between the 3-8 marks. I was okay
with this, because this was the first time I was working on improving these skills. I know my
mentor will continue to work on building these skills throughout the year.
As a class, there was a 19% gain between the pre-assessment and the post-
assessment. Writing is something takes time to improve on, so I am extremely happy with
our percent gain. Overall there were four students that did not improve on their scores
between the pre-assessment and the post-assessment. Most of these students were
constantly distracted in class or were not fully participating in the lessons. Student three
has not done well in both marking periods and is constantly doing the bare minimum. I
Inglefield 6
always strive to push this student to work harder in school but he has become to realize
he can give the bare minimum and still pass. Student 13 got a 17.5 for the pre-assessment
and did not see the purpose in strengthening her writing. She expressed on several
occasions that she is happy with her writing and does not see the point in strengthening it.
Students 15 and 18 did not give the lessons their full attention because they did not feel
they needed to strengthen their writing skills. From participation and motivation, it was
clear which students would improve, and which ones would not.
One strategy I believe was effective was during lesson one. I believe giving the
model response and having the students analyze it, was effective. In the beginning,
students wanted to score this response four out of four, but once they began to analyze the
prompt and the response, they realized it was missing a huge piece. By giving students a
response that looked similar to their own, it made them realize what they missed. One
strategy I would like to try next time would be spreading out the lessons out and have the
students write short responses after every lesson (related to the SLO/VPP). This way I
can analyze exactly how the students are using these skills, not just on the Pre and post-
assessment. For this assignment, there was not enough time, but in my future classroom I
is making sure my instructions are clear for the students to understand. For the pre-
assessment, I wanted the students to provide examples directly from the unit (Ch. 12-15).
I assumed that the students would pull examples from their packet that we completed as a
class. I reminded them verbally to use their packets, but since that was a requirement on
Inglefield 7
mine, it should have been in the written instructions. Once of my professional goals
Lesson 1 Draw evidence SWBAT to draw Students will use their Poster Activity: Students
from literary or evidence from the pre-assessment and to discuss why it is importan
Providin
informational texts mentor text in this lesson for practice explain your reasoning in an
g essay, using the rubric score
to support order to support in order to implement
Example model response and revise t
analysis, reflection, their analysis. proper use of
s short response.
and research. examples in the SAT
practice essay.
W 9.9.
Lesson 2 Use appropriate SWBAT to use Students will use their Introducing quotes
and varied appropriate signal pre-assessment and practice.
Introduc
transitions to link phrases in order to this lesson for practice
ing
the major sections create cohesion in order to implement
quotes
of the text, create and introduce new signal phrases before
using
cohesion, and speakers. a quote. This provides
signal
clarify the the audience with an
phrases
relationships introduction to a new
among complex speaker.
ideas and
concepts.
W 9.2.
Statement of Outcome:
Students in the ninth grade will implement certain writing skills such as clear and coherent
writing and providing examples. Ex. Short responses.
Rationale:
In order for students to support the schools ELA goal for the SAT, I will be working on
strengthening their writing.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Assessments:
POSSIBLE
POINTS ON
POSSIBLE POINTS ON POINTS ON PERCENT POINTS ON PERCE
STUDENT ID CODE POST-
PRE- ASSESSMENT PREASSESSEMENT SCORE POST- SCOR
ASSESSMENT
ASSESSMENT