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Completed Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structur

Completed Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structured Interview Form B
Requestor:
Lee Spillane-Larke

Learner:
Lee Spillane-Larke

Date Started:
Mar 1, 2012 10:41:05 AM

Date Submitted:
Mar 1, 2012 11:42:42 AM

Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structured Interview Form B
Copyright Robert J. Marzano Instructions: Please attach your lesson plan, assessments, scoring guides, and/or rubrics to this document. Please be prepared to discuss the following questions in preparation for the planning conference.

Classroom Demographics
Briefl describe the students in our classroom (e.g., number of students, gender, special needs etc.)
In my 5th period AP Literature class there are 24 students: 8 boys and 16 girls. 6 students are black, 13 are Hispanic, 2 are white and 3 are Asian/Indian. Of the 24 students, 13 students receive free/reduced lunch. Reading levels as measured by students 10th grade FCAT reading test vary: 7 students scored at a level 2 on the 10th grade FCAT Reading test last year many of these students just crossed the 300 point threshold. Scores at this level range from 304-316. These level 2 readers were not recommended by their 10th grade teachers for an A.P. class; instead they registered for the course with a parent over-ride. Students at the lowest reading r levels in class have a desire to succeed and an interest in the course content, but are often underprepared for the rigors and workload of an AP class. The remaining students span the achievement spectrum: 9 students are level 3; 2 students are level 4 and 5 students are level 5 readers. Nearly all of the students are involved in extracurricular activities: 1 of these student are in the medical academy, 4 are in the band, 6 are in drama, 4 are in ROTC and several are year round, multi-sport athletes, 4 are in AVIDall of these take considerable time outside of school and require that I make the most out of class time as students have difficulty completing more than 30 minutes of homework a night. In addition, there is a student in this class whose parents were the victims of violent crime; I have taken this into consideration as I crafted this unit. Attached is the college readiness data that I used to assess this group of students. Students in this class period are color-coded yellow. Because teachers are given a data file of all the juniors in the school, I use colors to identify my students by class period.

Attachments:
data-11th_college_readiness2011.xlsx

Planning and Preparing for Lessons and Units

How will ou scaffold the content within the lesson?
Please describe: the rationale for how the content of the lesson is organized the rationale for the sequence of instruction how the content is related to previous lessons, units or other content possible confusions that may impact the lesson
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Completed Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structur

This lesson is day 4 of a multi-week argument unit. Argument and it s elements (appeals, claims, counterclaims, etc) are challenging concepts; because the content is challenging the texts we use to investigate argument are thematically selected on a topic of interest to students (the death penalty). Students have read, identified and analyzed appeals used by writers arguing for and against the death penalty. They are now beginning to write their own arguments in the form of a documented position paper. We have planned, discussed and gathered evidence in prior lessons. It is now time to begin writing. The class will begin with students finding new seats as a result of the previous day s exit slip which asked students to rate their understanding of argument concepts and their readiness to write argument. Students are differentiated into 4 leveled groups based on their perceived comfort and skill level regarding analysis and creation of argument. The leveled groups are differentiation in terms of support the learners will receive as follows: one your own (independent writing), work with friends (peer supported learning), more planning please (independent reading/writing/planning) and help! (teacher supported small group instruction). Differentiation is also planned in terms of resources. Student writers will have access to and be provided with texts differentiated by reading complexity: high, middle and low. Bellwork will revisit a source from the previous day s lesson. Students will have a few minutes to talk in their groups about the evidence presented by the source and how it could support or refute the argument they will posit as they craft positions. Next, to help students feel less overwhelmed by the process, I will review our learning goal and the process/procedures for the day s work, reminding students of the purposes of our 4 groups. From there students will work in small groups to begin writing. Each group has it s own color-coded folder with directions for the group (attached). I will work with the students who assessed themselves as needing more help. After re-teaching and modeling the process by writing for and with students, I will circulate and monitor the progress of the remaining students. While I am working with the Help! group, students that have a question or need me will be asked to note their name on our classroom parking lot. I will attend to them just as soon as the Help! group is working on their own. Today s lesson puts into practice concepts we have studied in others writing and demands that students apply what they have learned and demonstrate that learning by writing. Students writings will lay the foundation for lessons to follow as students needs will be determined by the position paper rough drafts they turn in. Based on previous experience, I anticipate that students may struggle with the introduction to their piece. They also may have difficulty embedding direction quotations (and citing them) from source materials into their own writing smoothly. Teaching students these lessons will come after the drafting is done. Today will likely be less about real confusion over elements of argumentstudents have identified, analyzed, and discussed these across several texts and topicsand more about lack of confidence regarding argument writing.

Attachments:
Q3-AP-_per_5_&_6.docx death_penalty_paper_pre-writing.docx my_death_penalty_paper.docx Argument_unti_scale_-_plan.docx position_paper_death_penalty.doc writing_groups_differentiation.docx

How does this lesson progress within the unit over time?
Please describe: how lessons within the unit progress toward deep understanding and transfer of content describe how students will make choices and take initiative how learning will be extended The lessons within the unit will build in complexity over time as the simpler contentbasic elements of argumentare mastered and we move on to the same analysis with more complex text. Then I will continue to layer more complex content with simpler text until they master that, and then increase the difficulty with more challenging texts. We begin with short, modern texts in terms of reading and spontaneous think writes and lists in terms of writing. We will end the unit with longer, classical text and academic, researched writing. Students track their essay progress over time using AP rubrics and feedback posted to Progress Book. Students have the opportunity to choose areas in which they want to improve. Students will set individual goals for this unit and will self-assess on their progress at the end of the unit. The homework for this lesson was to complete the Planning My Position graphic organizer which I designed to scaffold not only the brainstorming of arguments but also the organization of the argument essay/position paper. By Friday students should be able to demonstrate understanding of the basic elements of argument (claims, counter claims, evidence and commentary) as well as appeals used to persuade (logical, emotional and ethical)

Attachments:
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Q3-AP-_per_5_&_6.docx

Argument_unti_scale_-_plan.docx

How will ou align this lesson with established content standards identified b the district and the manner in which that content should be sequenced?
Please describe: important content (scope) identified by the district sequence of the content to be taught as identified by the district Argument and analysis makes up two thirds of the AP Language and Composition examstudents must be able to analyze an argument for appeals used by the writer and determine what these contribute to meaning in both a multiple choice and essay format. These concepts (the elements of argument) are reflected in the purpose and goals of my unit (see attached) as well as in the Next Generation Sunshine State Standards (NGSSS), Common Core Standards and College Board standards. The NGSSS are noted in parenthesis on the attached unit page. There is no district level scope and sequence for AP Language and Composition. I use a 13 page syllabus outlining the scope and sequence collaboratively created by AP Language and Composition teachers here at Cypress. The syllabus had to be submitted to the College Board; it was approved. In additional I align my instruction horizontally with my peer, Jackie Owens, the other AP Language and Composition teacher and vertically with Rebecca Mayo, currently the AP Literature teacher. We make time to plan together, to choose common texts (at the 11th grade level) and to reflection on teaching and student achievement. In addition to planning with my Cypress colleagues, I also seek advice from teachers in other buildings (University High School teacher Kathleen Richardville) and across the country via Twitter and the English Companion Ning. Paul W. Hankins, to point to one specific example, teaches AP Language and Composition in Floyds Knobs, Indiana. Mr. Hankins (@PaulWHankins), and composition textbook author/ teacher, Gary Anderson (@AndersonGL) of Chicago, Illinois were instrumental in helping me set up Bear English. The AP Lit and Language group, a group on the English Companion Ning, a social network for English teachers established by recognized expert and master-teacher, Jim Burke, boasts more than 1,000 members (http://englishcompanion.ning.com/group/aplitandlanguage). These are the experts that support me as I work to create and sequence curriculum for the AP Language course I teach.

Attachments:
Advanced_Placement_Language_and_CompositionCB2.doc standards-flsss.docx

Planning and Preparing for Use of Resources and Technology

How will the resources and materials that ou select be used to enhance students' understanding of the content?
Please describe the resources that will be used: traditional resources technology I have opted to have students purchase a textbook for AP Language and Composition to best meet the needs of my students. Few students have the reading level that allows for them to simply read a text. Ownership allows students to mark up their texts, annotating in order to process and comprehend. I purchased extra copies of the text we are using and gave them to students in need. When (or if) a student still lacked access to text we searched for it online, and create posts of links to texts on our social network Bear English (http://www.bearenglish.ning.com). As a last resort, I make paper copies of texts we read in class. Generally, we are able to access resources in print or online. One of the larger concepts for this course is intertextuality, so students being able to revisit previous texts is critical. Using an anthology allows for such recursiveness, as does posting links to online texts to our Discussion group on Bear English. Students can also annotate these digital texts by using Diigo, a social bookmarking and annotation tool which I have shown students how to use and have had installed as a
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Completed Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structur

browser feature on the student machines in the classroom. Bear English is a Ning site which I pay for yearly in order to have an unlimited number of members (enough for all English teachers and their students) and an advertising free Ning site (to conform to district advertising and digital policies). Simply put, Bear English is a social network for school that allows users to blog, share and publish content. I fund Bear English with the lead teacher money teachers receive at the start of each school year. The posts on our AP Lang Spillane group help build support materials and resources for student learning. For this lesson students will have access to copies of texts they can mine for evidence to support their position about the death penalty. Texts are differentiation in terms of difficulty and color-coded. Texts are offered in print and as links online, so that students can have 24/7 access to these resources as they continue to write from home. Access to texts is not the sole use of technology in this lesson. I will also use the document camera to model my thinking and writing with the Planning My Position graphic organizer. Prior to this, the students and I have discussed our ideas for writing in small groups and in a Socratic Seminar discussion. In class, students have used and will use their own devices (BYOD) to respond to exit questions using Socrative.com.

Attachments:
tagged_resources_image.png Ning_group_clip.png

Planning and Preparing for the Special Needs of Students

How do ou plan to address the special needs of our students to include special education students, ELL students and students who come from home environments that offer little support for schooling?
Please describe: specific accommodations that will be made I have 2 gifted students in this class. To meet their needs, to challenge them, I have at the ready complex texts they may use to gather evidence for their positions. I have also tagged several online resources with death-penalty to support further research and more in-depth exploration of the topic. I do not have any special education or ELL students in this class. I recognize that several of my students lack home support for schooling and therefore have little exposure to the background knowledge for the academic texts we are reading in AP Language or access to Internet, communication and technology tools. Knowing this, I provide student with needed materials including notes to use for analysis and graphic organizers, often of my own creation, to help break down the thinking process for analysis. In addition, I will provide support for students struggling with the content (argument elements and appeals), processes (reading to analyze, writing argument) or technology after school. As previously mentioned, we also make use of our group on Bear English. In addition I record lessons from class or create additional video lessons that I post online (http://www.laspillane.org/help-movie.html) in order to provide 24/7 just enough, just in time and just for me support for students learning (Peters). References Peters, Kristine. June 2007. m-Learning: Positioning educators for a mobile, connected future. The International Review of Research in Open and Distance Learning.

Attachments:
tagged_resources_image.png

https://www.effectiveeducators.com/conferenceResponse/show/4f4f9891e4b0d5523918b40e

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