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TITLE: Night (Novel) Mirror Diary
TASK DEVELOPER: Mrs. A. Brooks
GRADE AND CONTENT AREA: Grade 10, English II
SCHOOL: Mergenthaler Vocational Technical Senior High School
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STANDARDS:
Maryland Core Learning Goals, Expectations, and Indicators
English: Grades 9-12
Goal 2: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Expectation 2.1: The student will write compose oral, written, and visual presentations which inform, persuade, and express personal ideas.
Indicator 2.1.1: The student will compose to inform by using appropriate types of prose.
Assessment Limits:
- Composing to explain an idea or examine a topic:
- using description to support the writing purpose
- using personal ideas to support the writing purpose
- Composing to meet the criteria of the ECR rubric
- fulfilling the writing purpose as stated in the prompt
- including relevant and complete support of ideas
- organizing appropriately for the writing purpose
- using language carefully and correctly
- demonstrating attention to audience understanding and interest
- having no errors in usage or conventions that interfere with meaning
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PERFORMANCES:
The students will write a fictional/ historical journal entry (first-person)
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SETTING:
Real World Setting: History: You are a teenager in a German concentration camp in the year 1944. Like Elie, you are faced with the daily struggle to survive. You must work hard to complete your labor assignments and avoid attention from your menacing supervisors. Once you have completed your day, you reflect on the trials and tribulations that you have endured in a journal entry.
Requirements:
- at least 4 allusions to Night
- at least 3 vocabulary terms from this week's list
- at least 1 page long (divided into paragraghs)
- correct grammar and spelling
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INSTRUCTIONAL ACTIVITIES:
20-60-20 Teaching Model
Segment One: Mini-Lesson - Estimated Time: 20% of allocated time
During this segment of the lesson: Drill
Answer each question completely and be sure to use the vocabulary term in your answer.
- How might you pay homage to the family of a recently deceased friend?
- Describe a sight that wrenches your emotions.
Activity One: Novel Quiz (pg. 63-80)
- Attached questions (orally presented)
- Accountable Talk / Chapter review
Technology for this segment: n/a
Materials for this segment: pen, paper
Student product or performance for this segment: brief quiz answers
Scoring tool for this segment: answer key
Segment Two: Practice - Estimated Time: 60% of allocated time
- Novel Assignment - Diary Entry (see additional on-line lesson plan)
-at least 4 allusions to Night
-at least 3 vocabulary words from this week's terms
-at least 1 complete page
- Class Brainstorming
- ideas for journal writing and vocabulary/ allusion usage
Technology for this segment: n/a
Materials for this segment: novel, notes, pen, paper
Student product or performance for this segment: brainstorming ideas, draft of journal entry
Scoring tool for this segment: accountable talk / class discussion
Segment Three: Feedback - Estimated Time 20% of allocated time
- Drafting and Revision
- Class Brainstorming
- Individual Drafting
- Peer Review
- Revision/ Rewrite
Technology for this segment: n/a
Materials for this segment: pen, paper
Student product or performance for this segment: final draft of historical journal entry
Scoring tool for this segment: ECR rubric
Homework: Study for tomorrow's vocabulary quiz!
Complete Night (pgs. 80-109) by Wednesday, January 3rd
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SCORING:
Maryland High School English Rubric: Extended Constructed Response
LEVEL 4
The response is a well-developed essay that fulfills the writing purpose.
- Develops ideas using relevant and complete support and elaboration
- Uses an effective organizational structure
- Uses purposeful word choice
- Demonstrates attention to audience's understanding and interest
- Has no errors in usage or conventions that interfere with meaning
LEVEL 3
The response is a complete essay that addresses the writing purpose.
- Develops ideas using adequate support and elaboration
- Uses an organizational structure that supports the writing purpose
- Uses clear word choice
- Demonstrates an awareness of audience's understanding and interest
- Has few, if any, errors in usage and conventions that interfere with meaning
Proficient Performance = Level 3 and above
LEVEL 2
The response is an incomplete or oversimplified attempt to address the writing purpose.
- Has incomplete or unclear support and elaboration
- Attempts to use an organizational structure
- Demonstrates little awareness of audience's understanding and interest
- May have errors in usage and conventions that interfere with meaning
LEVEL 1
The response provides evidence of an attempt to address the prompt.
- Has minimal or no support or elaboration
- May be too brief to demonstrate an organizational structure
- Demonstrates little or no awareness of audience
- May have errors in usage and conventions that interfere with meaning
LEVEL 0
The response is completely irrelevant or incorrect.
NOTE: The rubric for ECRs was last edited and approved July, 2004. The rubric for BCRs was last edited
and approved July, 2004.
Source: http://mdk12.org/instruction/curriculum/hsa/language_arts/instructional.html
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RESULTS:
Organize: I assessed and scored the content standard listed above and discovered that 87% of my students performed at or above the proficient level on my scoring tool (ECR rubric - at least a 3 out of 4 points). In 2005, 37.8% of our students met the passing standard on the English 2 HSA. The 87% student performance in this lesson shows a stronger performance by this year's students in my class on the "composing" content standard that contributes to the overall passing score. The results are also encouraging because they support our school goal of a 10 percentage point increase in English 2.
Analyze: I examined the data to look for trends, contributing factors, and implications of student performance over a series of assessments of the same content standard.
- Contributing factors: Unlike past ECR experiences, I noticed that students seemed to enjoy the "setting" premise of this assignment. They related to the teenage protagonist in the novel Night, and easily personalized the now-historical experiences that Eliezer endured. The assignment asked for more than content - I also expected students to utilize specific vocabulary terms correctly and to follow proper grammar/spelling rules.
Reflect: What was valuable?...not valuable? The homework reading assignment and opening quiz were valuable to the lesson because they required that students read the novel prior to the class period. With most students clear on content expectations, they could then demonstrate their comprehension and writing skills in a creative project. This assignment would not be successful if students were not aggressively encouraged to complete the reading and note-taking for the novel.
I also found the writing process to be very valuable. I allowed my students approximately 20 minutes to DRAFT their ECR and then 5 minutes for PEER REVIEW and then an additional 10+ minutes to REVISE/REWRITE their draft (total class time= 35-40 minutes). This concrete timeline forced all students to stay focused on the task and manage their time accordingly. I chose these time limits based upon the general time allowed for ECRs on the English II HSA exam. During an exam students would not be permitted the opportunity to peer review or the time to revise/rewrite, but this is not a testing situation; instead, this was a classroom experience that focused on skill development. My goal is to develop the "writing process" mentality in my students so that in a testing situation they can complete all the above-mentioned steps independently.
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