New York State Academy for Teaching and Learning. Final Learning Experience

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1 New York State Academy for Teaching and Learning Final Learning Experience Please complete the informational tables below and return this form attached to the Learning Experience. Contact Information: Jamie Morawski School Information Grade Level Instructed Grade 3 Content Area addressed within LE School District in which the LE was implemented Specific School within District School Address (including street, city, state, and zip-code) ELA (Writing) Kenton School District Thomas Edison Elementary 236 Grayton Road Tonawanda, NY Title of Learning Experience: Using Feeling Words in Our Writing Framework: New York State English Language Arts Core Curriculum Level: Elementary Standard: Standard 2: Students will read, write, listen, and speak for literary response and expression. Performance Indicator: Use resources such as personal experiences and elements from other texts and performances to stimulate own writing Elementary/Beginning Level Intermediate Commencement Alternate/Students with Disabilities Peer Review Date: April, 2 nd 2009 Peer Review Focus Question(s): How can I improve my assessment plan?

2 LEARNING CONTEXT Purpose/Rationale for Learning Experience: To assess the students ability to produce a strong, focused writing piece about one moment/event when they felt a specific emotion. Enduring Understanding(s): Using a moment when they felt a strong emotion will bring out their voice and make their writing much more powerful. By writing about a personal experience in their life, they will develop and hone in on their voice. Essential Question(s): Why is it important to write about moments when we feel different emotions? Guiding Questions: What do we need to do as writers in order to improve our writing? Why is it important to include describing words/details in our writing? Why is it important to write about our emotions and feelings? What is our voice trait and what importance does it have in writing pieces? Learning Objective: 1.0 The learner will be able to describe, in writing, a single moment or event when they felt a certain emotion. 2.0 The learner will be able to produce, both in writing and on the computer, a writing piece that uses their proper voice. 2.1 Uses details and describing words. 2.2 Uses proper spelling, grammar, and mechanics usage. 7/6/09 Page 2

3 Congruency Table Instructional Level: Elementary/Beginning Level Grade Level: Grade 3 Standard: Standard 2: Students will read, write, listen, and speak for literary response and expression. Performance Indicators Instructional Task Learning Objectives Assessment Tool -Use resources such as personal experiences and elements from other texts and performances to stimulate own writing The learner will be able to describe, in writing, a single moment or event when they felt a certain emotion. -Student work will be portrayed in several ways. They will work both in their groups and as a class in order to write informal pieces using particular feeling words. They will also be expected to write a formal writing piece about one moment when they felt a certain emotion. - Student work will be assessed using 2 different rubrics. The Descriptive Writing Assessment acts as a student friendly rubric. This will act as a checklist or guide for the students while they are writing their piece. The teacher friendly rubric will assess how well the students were able to focus on their topic about this specific event when they felt a certain emotion. Overview of what students need to know/ be able to do in order to succeed- Prior to Learning Experience: In order for the students to successfully obtain the objectives of this learning experience, they must be able to recall the basic writing skills that we have built upon during previous lessons. The students will be expected to recall the fact that they need to include descriptive words and details in their writing. They must be able to provide examples of descriptive words and the importance of including such words in their writing. The students must also be able to define what the voice trait is from the Six Traits of Writing, which they had been working on during the previous weeks before this lesson. The students must be able to provide examples of what a strong voice in writing is like and also be able to include this trait into their own writing. The students must also know the basics of how to use proper grammar, spelling, and mechanics. They must be able to revise and edit their writing piece using the peer review rubric that they had been introduced to prior to this lesson. 7/6/09 Page 3

4 During and After the implementation of LE: The students will be able to produce a focused writing piece that uses proper grammar and spelling. This piece will have them writing about a singular, specific event/moment in their life where they were experiencing a particular emotion. The students will be able to incorporate specific details and descriptive words into their writing in order to bring this emotion or feeling to life. The students will be able to stay focused on this singular event in order to make the piece more unified. The writing piece will also incorporate the use of their strong voice, which will make their writing much more powerful. The students will display their knowledge and talent of the content through a variety of assessments, with the final one being a typed writing piece about a moment when they felt a certain emotion. The final product of this learning experience will require the students to: Follow oral directions Work in groups to create a uniformed story about a feeling word Create a list of different feeling words Write a detailed piece about a specific event using emotion and feeling words. Write a proper writing piece using correct grammar, spelling, and mechanics usage. Key Subject-Specific Vocabulary: Voice Trait: The writing trait that allows the reader to know that you are the one who is actually writing the piece. It s the distinctive style or technique that you use while writing that differs your writing from others. Descriptive Words: Words that clarify or describe something in order to make your writing more clear and concise. Feeling Words: Words that express emotions or feelings. ASSESSMENT PLAN Throughout the lesson, the students will be assessed multiple times, in a variety of ways. The assessments will be both summative and formative. A pre-assessment will occur in the anticipatory set during the first day. The students will complete an activity that will act as a formative assessment. This will allow the students to recall what they have learned during previous week in order to build upon it in this learning experience. The summative assessment will come at the end of the lesson, when the students will handwrite and eventually type out a singular event where they felt a certain emotion or feeling. The students will be following the "Cupcake Rubric" for this piece. The students will also be provided with a student-friendly rubric in order to clearly guide them on their writing. This rubric will act as a checklist for the students to use in order to improve their writing. Along with these two checklists, the students will also be provided with a peer review rubric and a student checklist in order to guide them on writing the best possible piece. 7/6/09 Page 4

5 The Cupcake Rubric was designed by my cooperating teacher and me in order to guide the students in their writing. The students were exposed to this rubric at the beginning of my placement and have used it as a reference in order to gage their progress in their writing. When I reviewed this rubric with the students, I provided them examples of student work on a single topic from all of the categories. This opportunity allowed for them to see what made the difference between a 3 and 4, etc... The Cupcake Rubric addresses specific points that we base our grading on, while providing kid-friendly visual aids for the students. 7/6/09 Page 5

6 The Kid-Friendly rubric was also reviewed at the beginning of my placement. I provided them with examples of writing pieces on the same topic from all categories. This rubric allows for the lower level students to clearly comprehend our expectations for them without needing prompts or help. It also acts as a tool for their editing process, where they are able to u se this rubric in order to fix and/or change any weaker points in their piece. 7/6/09 Page 6

7 The peer review rubric was also reviewed during my placement. This rubric was based on the 6 traits of writing, which we worked on in mini lessons during our writing block. I taught two lessons on each trait and then provided them with a reference chart for each trait. When I reviewed this rubric, I reminded the students of the lessons that we completed for each trait. I also provided them with students work from the different traits. These six examples allowed for the students to see how the trait was clearly and strongly addressed in the writing piece. The students used this rubric in order to review their peers writing piece. This opportunity allowed for them to reflect and improve on their own writing by distinguishing their peers strengths and weaknesses with each trait. 7/6/09 Page 7

8 The students will also be provided with a student, proofreading checklist. This will allow for them to edit the basics of their writing piece in order to improve upon their work. This tool can be used as a reference prior to when the students are publishing and/or typing their writing piece. 7/6/09 Page 8

9 Scoring Rubric Explanation: The rubrics for this learning experience have been designed for all of the students' writing pieces during my placement. The rubric assesses the students' ability to stay focused on the main topic of the piece, while providing details to make their writing more powerful. The rubric also assesses their grammar usage and spelling. Based on all of these guidelines, the students are rated on a scale of 1 to 4. This allows for me to gage the students' progress in a clear, concise manner. The student friendly rubric is given to the students in order to guide them to improve their writing. They are given the rubric before starting their writing piece. As they are in the process of handwriting their piece, they are reminded to use the rubric as a guide. This allows for the students to clearly know our expectations and how they will be graded. STUDENT WORK This learning experience was instructed in a 3rd grade classroom consisting of 21 students. There are a total of 9 girls and 12 boys. The grade level ability varies with students being seen as a starting 4th grade level, while others have been determined to be at a 2nd grade level. A majority of the students are able to produce a specific writing piece, but tend to lack using their voice, which makes their writing less powerful. There are 3 boys in the class who have been diagnosed with ADHD. These 3 students are performing at 2nd grade level and all have IEP's. These students have specific modifications, which are mentioned later in the learning experience. After scoring the students typed writing piece using both the kid friendly and Cupcake Rubric, I compiled the results on the chart below. A total of 3 students were given a score of 1on the Cupcake Rubric. A total of 3 students scored a 2 on their writing piece as well. A score of 1-2 would be considered in the developing range. A total of 8 students scored a 3, which is considered to be in the proficient range. A total of 7 students scored a 4 on the rubric, which is considered to be on the distinguished range. Based on these results, I have come to a few conclusions about the students performance. I was not surprised by the number of students who scored in the distinguished and proficient range. Most of the students performed well with the general idea of the task. I was also not surprised by the students who fell in the developing range. These students have struggled with their writing since the beginning of the school year. These students, along with those scoring a 2 on the cupcake rubric would benefit from writing centers about improving their work. Examples of developing, proficient, and distinguished student work can be found in the attachment section of this learning experience. 7/6/09 Page 9

10 Distribution of Student Scores X = one student Developing Proficient Distinguished X X X X X X X X X X X X X X X X X X X X PROCEDURE Day 1: Task One: Anticipatory Set 1.In order to introduce this new lesson, I created a mini Family Feud game. Prior to this lesson, the students learned the following ways to improve their writing: -Use descriptive words -Use appropriate details -Write about a small moment in your life -Use your voice. 2. The students work in their groups at their tables in order to think of one of these techniques. This activity allows for the students to activate their prior knowledge so we can build upon it. 3. I then explain that we will spend the week learning about another technique to improve our writing. 7/6/09 Page 10

11 Task Two: Modeling 1. For this part of the lesson, I explain to the students that one way to make our writing more powerful is to include emotions or feelings into it. 2. I then provide the definition of a feeling word and together we work on compiling a list of feeling words to reference. 3. The students are given a teacher exemplar, which shows them what they will be expected to do in their own writing pieces. 4. I also show them a weak writing piece for their own personal reference. We participate in a class discussion of what makes these pieces both strong and weak. Task Three: Guided Practice 1. The students are asked to work in their table groups on an activity about this topic. I provide each table with one piece of paper and give them 2 minutes to pick one word off of our list of feeling words. 2. The students are told the rules to this activity: -Each group member is given 2 minutes to write about the feeling that they have chosen. -The first person to write starts off the story and the rest of the group must follow along with what they have written. -The piece must be about a single, specific event centered on this feeling word. -The group members are not allowed to talk during this and are not be able to see what the others have written until it is their turn to write. 3. I then start the timer for 2 minutes to begin this activity. 4. After each group member has gone, they than have time to reread their piece as a whole. The students are given 5 minutes to make corrections or revisions to their work. 5. After they have read over their story, they transfer their "sloppy copy" onto construction paper. 6. Once the whole class has completed this, we can share our stories to everyone. Task Four: Closing Activity 1. Once the students have returned to their tables, I proceed to begin our "ticket to the rug" activity. This activity allows for the students to join the class on the rug in order to begin our next activity/subject. 2. For this activity, the students are asked to pick out one of the feeling words that I have placed inside a bag. 3. The students are then asked to use this word in a strong sentence. Once they have done this, they can join the rest of their peers on the rug. 7/6/09 Page 11

12 Task Five: Independent Practice 1. For the Independent Practice, the students are asked to complete a sloppy copy of their writing piece. 2. For this piece, the students are asked to pick a feeling off of our list of words. They are then asked to write about one specific event or moment in their life when they felt this emotion. 2nd Day: Task One: Anticipatory Set 1. For the second day, I begin the lesson by doing a read aloud. -I read the book "The Way I Feel," by Janan Cain to the whole class. This book is about a character that experiences a lot of feelings in a short span of time. 2. As I finish reading each page, I call on different students to come up and write down what feeling words they see on that page. 3. At the end of the book, we work as a class in order to rewrite the book using the feeling words that we read about. -I remind the students that we need to use a strong voice in order to differentiate our version of the book from Janan Cain's. Task Two: Modeling 1. I explain to the students that today we will be editing their sloppy copies of their writing pieces. 2. Prior to the lesson, I copied the strong teacher exemplar from yesterday s lesson onto chart paper. 3. After reading the exemplar again, I highlight the different parts of the piece based on a key provided below. 4. I explain to the students that they would be completing this activity with one of their peer s writing piece. 5. I then grouped the students into pairs, putting higher level students with the struggling writers. Task Three: Guided practice 1. The guided practice consists of the students exchanging their sloppy copies to another student in the class. 2. They are told to read over what their peer has written about. 7/6/09 Page 12

13 3. The students are given a key and three highlighters. The key will represent the following: -Blue: Highlight for Details -Yellow: Highlight for Descriptive Words -Pink: Highlight for Description of Feeling Word 4. The students highlight their peers work, using the different colors. 5. They are given a peer review rubric which they have been exposed to prior to this lesson. -They review each others work using the rubric as a guide. Task Four: Closing Activity 1. In order to close this lesson, the students are told that they will be writing another story like the one they have been working on, but this time, we will work on it as a class. 2. I pick one student to come in front of the class. 3. I tell the students which word we are writing about and begin the first sentence of the story. 4. The student I have selected will then continue on in the story. -I give that student the beginning part of a ball of yarn. 5. I ll then pick another student to come up and add to the story and they will hold on to another part of the string. 6. We continue with this until all of the students have added to the story and are all holding a part of the yarn. -In the end we have completed a story web about our feeling word. 7. I ll have the students sit down and we read the story as a class. Task Five: Independent Practice 1. For homework, the students are asked to edit and revise their sloppy copy. 2. They are asked to add to what they have already written and cut out any unnecessary details. 3rd day: Task One Anticipatory Set 1. To introduce this lesson, I remind the students of all of the activities that we have completed this week in order to improve our writing. 2. I explain to the students that today they will finish their work with feeling words by completing their final copy. 3. I explain to them that they will be typing up their final copy, which we will share as a class together. 7/6/09 Page 13

14 Task Two: Guided Practice 1. For the final day of this lesson, the students are working in the computer lab. 2. The students are given the opportunity to type up their drafts. 3. I remind the students of how to type up these writing pieces, which we covered during a previous week in my placement. Task Three: Differentiated Instruction 1. Once they have finished, the students are given the opportunity to revisit the games and activities that they have been playing online for the past week during their morning time. -The first website allows for the students to complete an online word search of different feeling words. -The second website allows for students to edit and revise different descriptive pieces in a game format. This technology shows the students how they can improve their writing using feeling words. The technology is used with the hope that this activity will improve their writing. The students are given the opportunity to use this form of technology during their morning work time so that all students can use it. Task Four: Closing Activity 1. The students are sharing their final pieces. 2. The students can print out their typed pieces and return to the classroom. 3. We then sit in a circle on the rug and each student will be given a turn to share what they have written. 4. The students are given the opportunity to read their story using a megaphone, which they have had practice using prior to this lesson. -This allows for the quieter students to be heard by everyone and overall, makes the story more exciting. 7/6/09 Page 14

15 RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION References: 6+1 Traits of Writing by Ruth Culham Supplies: Chart Paper Sentence Strips Dry Erase Board, Markers Highlighters Yarn The Way I Feel, by Janan Cain Laptops Megaphone Student Materials { S elf M ade T eaching A id } Teacher Exemplar of Strong and Weak Writing Piece Feeling Words Reference Chart Feeling Words Grab Bag Websites 7/6/09 Page 15

16 MODIFICATION TABLE Most of the modifications I have made are for my students with IEP s. These modifications are suited for my students with ADHD. I had a total of 4 students who I made these modifications for. The modifications ranged from their environment to their instructional tasks. This was done in order to improve their concentration, which would eventually improve the quality of their work. Modification Type Specific Modification Rationale Benefits Environmental and Management Instructional Content/Material Tasks -Students with ADHD and those who are struggling are seated in individual desks, away from the student tables. -Students with ADHD were given a post-it note everyday with an ordered list of the activities we would be completing that day. -For their formal writing piece, I allowed for the students to write a shorter piece about their event (about a paragraph in length). -Allow students with poor handwriting skills and/or bad coordination to use a laptop in lieu of handwriting for their formal assessment. -The reasoning behind regrouping these students is that it allows for minimal distractions for those students with ADHD. -The reasoning behind this was because these students struggled with transitions because they were unaware and nervous of what came next in the lesson. -This allowed for the students who struggle in writing to focus more on the heart of the piece and their topic. -This allowed for the students to be more effective of their time during guided and independent practice instead of focusing on their handwriting skills only. -The use of separate desks allows for them to stay focused on the task and complete their work more thoroughly. -The post-it notes allowed for the students to know exactly what was going to happen that day so they weren t surprised by the transition period. This allowed them to go right into the next activity without wasting time during the transition. -The students were able to write shorter, more concise paragraphs about their event when they felt a certain emotion. -The use of laptops allows for these students to complete their writing piece in a shorter period of time and allows for more content of the piece. 7/6/09 Page 16

17 TIME REQUIRED Planning: The planning of this lesson took approximately 1 hour. I took some time to prepare a list of feeling words for the students to use as a guide. I also worked on a teacher exemplar for both a strong and weak writing piece. This allowed for the students to see what my expectations were for them. Implementation: The implementation of this learning experience took 3 days. The students worked for 2 writing blocks, which lasted approximately an hour each. Within these lessons, students who finished early would work on a writing packet, which addresses their spelling, grammar, and punctuation skills. Students who needed extended time would be given the opportunity of working at either the end of the day or at the beginning of the school day. For the third day, the students will also have the opportunity to type up their formal writing pieces during our time at the computer lab. Assessment (per student): The scoring of student work took approximately 5 minutes for each student. The time to complete the formal assessment varied for each student. The students began working on their final writing piece on the first day, and continued to add, edit, and revise to their piece throughout the three days. The students were asked to complete their rough draft of the piece on the first day of the learning experience. They then worked on editing it on the second day and were asked to revise it for homework. Finally, they were asked to type up their final piece at the end of the third day during our time at the computer lab. Schedule / unit plan: This 3 day lesson is part of a greater writing unit. The writing units are blocked off monthly. Each month, we address a new trait from the 6+1 Traits of Writing. This unit focused on the voice trait. This learning experience fell in the third week of the unit. Before this lesson, the students spent a week on adding appropriate details to their writing. They also spent a week working on using descriptive words in their writing. REFLECTION In general, the lessons on feeling words were a success. Most of the students performed well in their assessment. More than half of the students were able to stay focused on a single topic and were able to write about an emotion. Day 1: The students were all able to recall their prior knowledge and think of at least one thing that they learned about in the previous weeks. The students all worked well in their groups. 3 out of the 4 groups were able to write a unified story about an emotion. One group listed different events when they felt an emotion rather than continuing to write a single story. 7/6/09 Page 17

18 Day 2: For this day, the students had no trouble picking out the different feeling words found in the book. They were able to rewrite the story with the use of prompts. When asked to edit and highlight their peers work, most of the class was able to do this independently. I worked with a small group of 6 students to help guide them farther on my expectations for this task. I modified my lesson for them by taking it one step at a time in order to simplify the directions and make it more clearly for them. This worked out well for these students so they wouldn't become overwhelmed. The students also really enjoyed the web activity. This allowed the opportunity for the students to get out of their seats and take a more hands-on approach. John, one of the students who have ADHD, said the following about the web activity: "Can we do all of our writing like this from now on because it's really fun!" The students were extremely successful on picking up where the last student left off when continuing the story. Day 3: The students needed a review session to help them begin to format their word document. Once they all set up their documents as a whole class, the students were all able to finish typing their writing pieces. Overall, the lesson was very successful. The students were able to include feeling words into their writing. Some struggled with the concept of picking one event to write about for their final piece, but instead listed a variety of occasions when they felt their emotion. All together, I know all of the students will be able to improve their writing using feeling words. I chose to develop this learning experience because I felt that it was necessary to improve their writing. The students had been preparing for the New York State ELA tests so most of their writing had been based on a structured topic that was given to them. This caused most of the students' writing to become dry and without a real "voice." I felt that this lesson would make their writing more personal, which would in effect improve the general quality of their work. I also felt that by making the topic about an actual moment in their life, the students would be able to include appropriate details in their writing, something they had been struggling with. In General: Overall, I felt that I did achieve the objectives of the lesson, both for the students and myself. The students were able to complete both the formative and summative assessments using appropriate details. The students were also able to recognize the importance of using their voice in their writing. As far as my teaching objectives are concerned, I was able to vary the method of instruction in order to make the writing block more interesting for the students. This allowed for the students to be excited about writing, which reflected in their work. In general, I believe both the students and I achieved the pre-determined objectives of the lesson and created some real interesting and personal writing pieces. With this lesson, the students will be able to use these skills outside of the classroom. Other than just being able to improve their writing, they can use the skills acquired during the lesson in their everyday lives. The students can use these writing skills to channel their emotions through the use of writing in journals. The students will be able to write about moments in their lives 7/6/09 Page 18

19 when they felt a strong emotion as a form of therapy. This allows them to have a form of relaxation to control their emotions in a positive manner. Reflection for my Peer Group Session: I have also learned several things during my peer review session. I had my peer review session on April 2, The focus question for my peer review was how can I improve my assessment plan, in particular the rubric. I wanted to improve my method of assessment as well as the criteria used to judge their progress. Overall, my peer review was successful. Leslie Myers, a member of my peer review group said the following about my learning experience: "The ideas and activities you have come up with in this lesson allows for the kids to see writing in a new, fun light! I especially loved the web activity. Who knew writing could include hands-on activity?" Based on my peer review comments, I specified how technology was used in the classroom. One of my peer reviewers was unclear if all of the students had the opportunity to use the technology aspect of the lesson. I explained that the students had the chance to use the technology, both in the computer lab and during their morning work time. I told the reviews that the students were able to use at least one of the games during the week. After my session, I went back and revised this part of my lesson in order to make it more clear. I also modified my reflection in order to address some questions that I had left out. I finally added comments to the questions that my peer reviewers had in order to clarify any questions and/or concerns that they had. 7/6/09 Page 19

20 APPENDICIES - attachments 1.) Sample Letter Home Dear Parents/Guardians: I wanted to take this opportunity to inform you that your child will be working on making their writing pieces more powerful this week. We will be focused on improving their writing by making it more meaningful to them as well as to those who read it. I will be addressing this skill by having the students writing about a small moment or event when they felt a certain emotion or feeling. Your child will be participating in different instructional activities in order to strengthen their writing skills. This skill is important for your child to master in order to give their writing a voice. In order for your child to build upon their writing skills, your help would be appreciated. The students will be responsible for completing a final writing piece at the end of this unit. The students will be asked to write a formal piece about a specific event/moment in their life when they felt a certain emotion or feeling. It would be appreciated if you would work with your child every night on this piece. I will be sending home a copy of a checklist and rubric in order to help you guide them along. The rubric will be used to determine their final grade. Should you have any questions and/or concerns, you can contact me at You can also send a note in with your child to school. Thank you for your cooperation, I know it will make all the difference in their writing! Sincerely, Ms. Jamie Morawski 7/6/09 Page 20

21 2.) Classroom Floor Plan 7/6/09 Page 21

22 3). Classroom Rules and Procedures 1.) Raise your hand to speak and wait to be called on. 2.) Use appropriate and positive language. 3.) Keep your hands, feet, and belongings to yourself. 4) Listen when someone else is speaking. 7/6/09 Page 22

23 4). Teacher Exemplar Strong Copy: Last week was a very exciting time in my life! I came home from school where I had just received a perfect score on my Math test. As I walked into the house, I saw my parents sitting at the kitchen table, which made me nervous. They asked me to join them at the table and I slowly put my backpack on the floor and sat in the chair. They then gave me some thrilling news! They told me that we were going on vacation in April. I was so excited and couldn t wait to actually go. My parents told me that we would be going to Florida, which made me very happy. They then described our trip and how we would be going to Walt Disney World and Universal Studios. I was so overwhelmed with excitement that I could barely stay in my seat. We then decided that we would start a countdown on the refrigerator until our trip. Each day I would cross off another day until it was time for our actual trip. I was so anxious and couldn t wait until a crossed out the final day! I am so excited and can t wait for all of the fun things to see and do on my vacation! Weak Copy: I was so scared the one time we went to the haunted house. At first, I was scared of all of the creepy things jumping out at me. Then, I was excited to see what would come next. After that, I wasn t as scared because I knew nothing would hurt me. This one guy came out and was wearing a funny mask, which I laughed at. Then we went to the mall afterwards. I was excited to eat in the food court. I ordered a hotdog at Ted s because they are good. We went shopping and I bought a couple of shirts that I liked. Then I went home and went to bed because I was really tired. That was my day when I was really scared! 7/6/09 Page 23

24 5) Blank Rubric 7/6/09 Page 24

25 6). Samples of Student Work (Distinguished, Proficient, and Developing) Example of a Developing Essay 7/6/09 Page 25

26 Scoring Rubric for Developing Student 7/6/09 Page 26

27 Example of a Proficient Essay 7/6/09 Page 27

28 Scoring Rubric for Proficient Student 7/6/09 Page 28

29 Example of a Distinguished Essay 7/6/09 Page 29

30 Scoring Rubric for Distinguished Essay 7/6/09 Page 30

31 Levels of Student Work for Group Writing Activity Developing Proficient Distinguished 7/6/09 Page 31

32 7.) Pictures of Activities 7/6/09 Page 32

33 8.) Peer Review Comments Warm Comments RELATION TO LEARNING STANDARDS The related words are bolded throughout the congruency table. Learning Experience is aligned with the NYS Standards. Learning Experience clearly states the NYS Standards. INTELLECTUAL CHALLENGE LE allows the students to make real-world connections. Like the peer editing, because it makes the other students more focused on their own writing. Having students come up with their own list of feeling words is great. Builds on prior knowledge and skills using a variety of strategies. ASSESSMENT PLAN Like the use of pictures on the rubric. The rubric seems like the students know what is expected of them. Checklists are great for students! ENGAGEMENT Great combination of small group and individual activities. Family Feud game and the use of a megaphone is engaging. Students seem to be engaged because of the variety of activities. Good opening and closing activities. ADAPTABILITY It seems like great strides were made to modify the lesson to help those students with ADHD (Typing, shorter piece, separate seating). Lesson is adaptable for different grades. Like the strong and weak examples of writing pieces. Cool Comments RELATION TO LEARNING STANDARDS Any other NYS Standards that could have been used? INTELLECTUAL CHALLENGE Could students have added a visual to their writing piece? Were students able to make conclusions about their feelings based on their writing? ASSESSMENT PLAN The pictures for the different levels on the rubric could have used labels. Could you have made the assignment worth more than four points? Do all the different checklists get confusing? Did the students actually actively participate in the peer review? ENGAGEMENT Are students who are sitting alone still engaged in the lesson? How did the students like the story web? Was the story web effective? ADAPTABILITY Did you make any adaptations for the three boys that struggle in writing? Were the modifications for the special education students effective? Maybe instead of having children write shorter pieces, have them type up their piece. By shortening the piece, it could actually lower the expectations for the child. Could you have used prompts? 9.) Power Rubric: Attached to learning experience 7/6/09 Page 33

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