Tuesday, February 24, 2009
Problem with posting responses
I am not able to post my responses, so I typed them and will put them on angel.
My Fav Assessment
An assessment that I really enjoyed as a student was as a senior in Contemporary Literature. Our class was studying the beat-nick generation, paying close attention to Allan Gingsberg and even listening to music such as "Desolation Row" by Bob Dylan. Upon finishing a close read to "Howel" by Gingsberg, Mrs. Dickhut asked that we create our own piece of literature modeling "Howel." Our creation was to have the same format, style and similar language. This assessment forced us to have an understanding of the poem and language used, while being able to use our creative side. Not only did this assessment force us to understand, but we were able to internalize the poem and make connections. This was also a way for us to fully understand allusions and be able to integrate our own allusions into our piece. I still have by poem along with the examples Mrs. Dickhut provided us.
I would consider this activity to be a performance task assessment. We were asked to demonstrate our understanding of Gingsberg’s "Howel" through individually writing our own piece of literature. Mrs. Dickhut assessed our product, the piece of literature, for our format, language and content. I feel as though this was a valuable assessment because I still remember the experience and it is one piece of literature from school that I clearly remember and still enjoy reading. Not only was I learning, but I was given a chance to express myself and tap into my creative side.
I always wanted to teach this assignment to my future class. This style of assessment is one that I think would fit most students. Even if I were not to give this assignment to the whole class, I think that if they were working on a final project and were given choices, this would be one of them (differentiation). This idea would work great in a history class, looking at the Declaration of Independence and having to create your own declaration.
I would consider this activity to be a performance task assessment. We were asked to demonstrate our understanding of Gingsberg’s "Howel" through individually writing our own piece of literature. Mrs. Dickhut assessed our product, the piece of literature, for our format, language and content. I feel as though this was a valuable assessment because I still remember the experience and it is one piece of literature from school that I clearly remember and still enjoy reading. Not only was I learning, but I was given a chance to express myself and tap into my creative side.
I always wanted to teach this assignment to my future class. This style of assessment is one that I think would fit most students. Even if I were not to give this assignment to the whole class, I think that if they were working on a final project and were given choices, this would be one of them (differentiation). This idea would work great in a history class, looking at the Declaration of Independence and having to create your own declaration.
Tuesday, February 17, 2009
Mapping Standards to Learning Targets
http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html Link to Standards for ELA
Learning Target 1: Students will have an understanding of the Great Depression and the life of a migrant worker.
Standard 1: Within this standard a student is reading for information because he/she is obtaining facts and information about a particular time in history and of the lifestyle of a migrant worker.
Learning Target 2: Students will relate characters from Of Mice and Men to the historical time period of The Great Depression and life as a migrant worker
Standard 3: The students will be reading, listening and speaking in a way that show critical thinking relating how characters live and react to events which are caused by the effects of being a migrant worker and/or living during The Great Depression.
Standard 2: Students will be relating historical periods to the characters within the novel (text).
Learning Target 3: Students will empathize with the character George from the novel to have a better understanding of his character.
Standard 2: Students will be relating George to their own lives in order to obtain feelings of empathy, understand how that character feels.
Standard 3: Students will be looking at George from their own perspective and making judgments based on their own experiences and George’s.
Learning Target 4: Students will understand the concept of prejudice (gender, race and physical/mental disabilities) and how prejudice affects how one is viewed in society.
Standard 2: Students are looking closely at the culture and society surrounding them along with own life experiences to make a determination on how these prejudices affect people in society.
Learning Target 5: Students will closely examine the characters from OMM and determine which characters are experiencing prejudice based on either their race, gender or physical/mental disability
Standard 2: Students are looking closely at the culture and society surrounding them along with own life experiences to make a determination on how these prejudices affect people in society.
Standard 3: Students are using their personal experiences to make judgments on which characters are experiencing such prejudices within OMM.
Learning Target 6: Students will write a four paragraph essay to compare and contrast two characters from OMM who struggle based on their experiences with prejudices
Standard 3: Students will be completing a written performance based on their experiences and judgments as well as the information they have retrieved from the reading of OMM.
Learning Target 7: Students will display their full understanding of the characters and events within OMM through the completion of a RAFT exercise [This target needs to be more specific].
Standard 2: Students will be artistically completing an exercise which relates the characters and events within OMM together and create something (F) to show their full understanding of the text and characters.
Learning Target 1: Students will have an understanding of the Great Depression and the life of a migrant worker.
Standard 1: Within this standard a student is reading for information because he/she is obtaining facts and information about a particular time in history and of the lifestyle of a migrant worker.
Learning Target 2: Students will relate characters from Of Mice and Men to the historical time period of The Great Depression and life as a migrant worker
Standard 3: The students will be reading, listening and speaking in a way that show critical thinking relating how characters live and react to events which are caused by the effects of being a migrant worker and/or living during The Great Depression.
Standard 2: Students will be relating historical periods to the characters within the novel (text).
Learning Target 3: Students will empathize with the character George from the novel to have a better understanding of his character.
Standard 2: Students will be relating George to their own lives in order to obtain feelings of empathy, understand how that character feels.
Standard 3: Students will be looking at George from their own perspective and making judgments based on their own experiences and George’s.
Learning Target 4: Students will understand the concept of prejudice (gender, race and physical/mental disabilities) and how prejudice affects how one is viewed in society.
Standard 2: Students are looking closely at the culture and society surrounding them along with own life experiences to make a determination on how these prejudices affect people in society.
Learning Target 5: Students will closely examine the characters from OMM and determine which characters are experiencing prejudice based on either their race, gender or physical/mental disability
Standard 2: Students are looking closely at the culture and society surrounding them along with own life experiences to make a determination on how these prejudices affect people in society.
Standard 3: Students are using their personal experiences to make judgments on which characters are experiencing such prejudices within OMM.
Learning Target 6: Students will write a four paragraph essay to compare and contrast two characters from OMM who struggle based on their experiences with prejudices
Standard 3: Students will be completing a written performance based on their experiences and judgments as well as the information they have retrieved from the reading of OMM.
Learning Target 7: Students will display their full understanding of the characters and events within OMM through the completion of a RAFT exercise [This target needs to be more specific].
Standard 2: Students will be artistically completing an exercise which relates the characters and events within OMM together and create something (F) to show their full understanding of the text and characters.
Sunday, February 15, 2009
Learning Targets Draft
In this unit, we will be reading John Steinbeck’s Of Mice and Men. To have a better understanding of both the characters and the events within the story we will be looking at the time period surrounding the events, life styles, etc. (The Great Depression, prejudice, and migrant workers).
1) Students will have an understanding of the Great Depression and the life of a migrant worker
1) Students will have an understanding of the Great Depression and the life of a migrant worker
- Mastery
- define, explain, summarize, describe, infer (Bloom)
2) Students will relate characters from Of Mice and Men to the historical time period of The Great Depression and life as a migrant worker
- Mastery
- apply, identify, list, explain, differentiate (Bloom)
3)Students will empathize with the character George from the novel to have a better understanding of his character
- Developmental
- describe, defend, differentiate, share, alter (Krothwohl)
4) Students will understand the concept of prejudice (gender, race and physical/mental disabilities) and how prejudice affects how one is viewed in society
- Developmental
- discover, explain, predict (Bloom)
relate, display, describe (Krathwohl)
5) Students will closely examine the characters from OMM and determine which characters are experiencing prejudice based on either their race, gender or physical/mental disability
- Mastery
- examine, identify, categorize, discover, appraise (Bloom)
6) Students will write a four paragraph essay to compare and contrast two characters from OMM who struggle based on their experiences with prejudices
- Developmental
- compare, contrast, investigate, examine, explain, compile (Bloom)
7) Students will display their full understanding of the characters and events within OMM through the completion of a RAFT exercise
- Mastery
- investigate, examine, tell, describe, compute, conclude (Bloom)
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