Teacher Work Sample Tonya Snyder First Research Paper Jan. 31- Feb.

21 Sixth Grade Writing / Language Arts

Table Of Contents

Standard I: Classroom Contextual Factors (DM1)..pg 3 Standard II: Unit Plan (DM2).......................................................................................pg 6 Standard III: Lesson Plans (DM2)..pg 12 Standard IV: Analysis of Student Learning (DM2).pg 33 Standard V: Reflection and Self-Evaluation (DM4)pg 35 Appendix.............................................................................................................................pg 37

Teacher Candidate: Tonya Snyder Subject:Writing Grade:Sixth Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2 pages-typed-double-space). You will need to use differentiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below. 1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students. a. Students: Total #_31__ Males: _14__ Females:_17_

b. Ethnicity: White: _28__ Hispanic/Mexican: 3__ Asian: ______

African American:__0____ Other: __0____

Native American:_______

3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom. There are no ELL students. All the students speak proficient English.

4. Exceptionalities: Identify the number and type of exceptionalities in the class. Exceptionalities would consist of students who are below grade level for reading and writing. There are sixth grade students who operate on a second and third grade reading level and a few students who are unable to write a complete sentence. There are neither gifted students, nor students with other exceptionalities that have been with recognized. There are no IEP or accommodations except for my students who need extra time to write, type, and read.

5. Social Economic Status (SES) According to the principal, Brad Christensen, the school has an economic status of 340 out of 593 who eat free or reduced lunches. That is a fifty seven percentage who qualify for the free/reduced food program.

6. Academic Knowledge (If available): Describe the academic data results of the students
thus far (grades, attendance, discipline factors, core tests. etc.).

As far as grades go they range from I to passing. Attendance is relatively good, unless someone is sick and discipline factors in this class are nothing that proximity or a reminder cant fix.

7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content. According to the ESL teacher, Mr. Hepworth, such programs as WIDA are the adopted core for the ESL students. He describes this program as having revised rubrics to meet the expectations of these students. He also notes that this program divides students into categories from one to five; each category shows different levels that the students can expect to process or produce in Language Arts. He advises me that I should always use visuals in every lesson, repetition, and allow their peers to re-teach a concept to one another. 8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students. This example also comes from Mr. Hepworth. He explains that every culture has different responses that vary from one another. For example, Native Americans feel it is impolite to look directly at you when speaking. Basically, learning a little about the various cultures in the classroom may help some awkward situations in the future. At this time there are only Caucasian and a few Hispanic in this writing class, whose cultures mirror my own. 9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and mathematics prior knowledge and give a percentage of the number of students in these different levels for reading and mathematics such as Below, Basic, or Advanced. Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.). Prior knowledge that my students will need to know are items that will be reviewed throughout the lessons, such as a thesis statement, hook, and supportive evidence. I have been working with these students since practicum and know what items need to be retaught as my mentor teacher and I have discussed them together. We have discovered that our students, who may write slow and at times are unreadable, produce faster, more legible work off of their chrome books. Their typing skills are vitally important. The typing teacher has agreed to continue working with the students on both their speed and their accuracy. 10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments. Student exceptionalities as stated before are those who both read and write below grade level. There are a few who lack social skills and who need to be reminded what acceptable behavior is.

10. Identify sub-groups of students: Based on your contextual class factors- identify the sub-groups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class. Subgroups would be gender. Boys tend to want to write papers about things blowing up and people dying and or getting into a fight and my girls tend to want to write about happy endings. Modifications would be to allow them to write about that which interests them individually. Talented, my fast typers and thinkers, who tend to get finished early would get the modification of an added bonus of getting early feedback such as things they can revise and edit in their papers.

Standard II: Unit Plan (DM2) Dixie State University Secondary Education UNIT PLAN TEMPLATE
Stage 1 DESIRED RESULTS
Content Standards & Goals
Sixth Grade Writing Standards 1,2,4,5,7,8,9 and 10

Transfer
Students will be able to independently use their learning to Write their first research paper in MLA format which includes a topic for research, three articles found through the schools pioneer website. Five healthy paragraphs which include a hook, three body paragraphs which will have quotations and or paraphrases taken from their sources and a final concluding paragraph. The paper will also have a works cite page.

Write arguments to support claims with clear reasons and relevant evidence. o CCSS.ELALiteracy.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. o CCSS.ELALiteracy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. o CCSS.ELALiteracy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. o CCSS.ELALiteracy.W.6.1d

Meaning
UNDERSTANDINGS Students will understand that A quote is words that are taken directly from the source. A paraphrase is taking what an author has written and or said and summarizing them in my own words. Not everything on the internet is a valid source ESSENTIAL QUESTIONS Students will keep considering

Why do writers need to cite sources? What topics are there that I would like to research and turn into an informative paper?

Establish and maintain a formal style. o CCSS.ELALiteracy.W.6.1e Provide a concluding statement or section that follows from the argument presented. CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. o CCSS.ELALiteracy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contras t, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. o CCSS.ELALiteracy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

Acquisition
Students will know Students will be skilled at Writing a correct citation for their works cited page Researching a topic that intrigues them

How to use the basic writing concepts of an MLA paper such as font size & type, along with spacing and citations.

and examples. CCSS.ELALiteracy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts. CCSS.ELALiteracy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELALiteracy.W.6.2e Establish and maintain a formal style. CCSS.ELALiteracy.W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.

Production and Distribution of Writing

CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 here.)

Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. o CCSS.ELALiteracy.W.6.9a

Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics). CCSS.ELALiteracy.W.6.9b Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not).

1.

Stage 2 EVIDENCE
PERFORMANCE TASK(S): Students will show that they really understand by evidence of A typed works cited page with few errors Being able to either quote or paraphrase

PERFORMANCE TASK(S) CRITERIA: The performance task will be evaluated by The sixth graders will be researching and typing their first research paper

OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by Using at least two sources(using the schools pioneer research online library) Using quotes and/or paraphrases in their research paper

Stage 3 LEARNING PLAN

PRE-ASSESSMENT:

A matching test will be given wherein the students will need to match the definition with a written sample: thesis, title, quote, paraphrase, online source, hook, and a printed source. The six lesson plans will include every step needed to fulfill the learning assignment and complete a research paper, the lesson plans that follow will give more complete details. MAJOR LEARNING EVENTS: Student success at transfer, meaning, and acquisition depends upon They will use a simple discovery of what they often wonder about as their research topic The students will learn to use the schools pioneer website to conduct research They will learn how to correctly cite a source in their paper
PROGRESS MONITORING:

I will monitor progress by walking around the room and guiding and coaching where needed. I will meet with each student to go over their chosen topic of research Potential rough spots may be the students in the class who are reading below level and unable to keep up with the rest of the class. Students will get back both written and vocal feedback

Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to High-Quality Units. Alexandria, VA: ASCD.

Standard III: Lesson Plans (DM2)

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY
Teacher Candidate _____Tonya Snyder________________ Grade Level __Sixth Grade______ Subject/Content:___Writing__Title : Research Paper CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Students come from mixed socio-economic backgrounds. Classroom has students are at various reading and writing levels (second grade to ninth grade capabilities).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: You will be able to discover potential topics for your first research paper. Reading/Language Walk-Away: Students will be able to understand how the very things they wonder about make great topics for a research paper. Students will be able to see some examples of things their teacher wonders about. Students will be able to write a list of ten things they wonder about.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Each of the students will be required to turn in their list of ten things before leaving class, the assignment will become their exit ticket out of class.

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Those students who write at a slower pace may give me a list of five things they wonder about

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences Engage the class by discussing and showing the Prezi presentation with its questions about things we may wonder about Focus Lesson (I do it) Share with the students the Prezi presentation: http://prezi.com/ebxlb92h-0nk/ever-wonder-why/ Guided Instruction (We do it) Guide the students as they encounter each of the wonder why questions. Collaborative/Cooperative (You do it together) Have the students work with their shoulder partners when coming up with answers to each of the wonder why questions. Give them one minute to discuss each question. Independent (You do it alone) Instruct the students to get out a lined sheet of paper. Write the numbers one through ten. Write ten things you wonder about. Dont forget to add your name and period number. Will need to hand in before leaving class. This will be used as a starting off point in the next lesson. Summarization/Closure This is a great opportunity for the teacher to see the students writing skills. I want to see what they are writing because writing involves the thoughts circling around their heads.

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Remember to direct the students to answer one question before they start writing: what do you wonder about. This one questions will allow students with learning disabilities, health issues, cultural differences to write about what is important to them. Give the students plenty of free writing time. Everyone works at their own pace and this enable the teacher to interact with the students as they finish their thoughts and give feedback.

NOTES TO TEACHER What do I need to remember to do? Music to play during the writing workshop Materials to have ready? Writing paper Pencils Working computer and smart board timer Approximate time needed for lesson? Fifty minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate _____Tonya Snyder________________ Grade Level __Sixth Grade______ Subject/Content:___Writing__Title : Research Paper CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Students come from mixed socio-economic backgrounds. Classroom has students are at various reading and writing levels (second grade to ninth grade capabilities).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: You will select one or two topics to use as research and will begin to see how researching works online with the pioneer website. Reading/Language Walk-Away: Students will be able to understand how to research their chosen topics online Students will be able to see their teacher research her chosen wonder why topic through use of the computer and smart board Students will be able to begin a list of potential sources found online for their research paper.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Students will be required to turn in possible research sources they found online that might answer their wonder why question

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Those students who write at a slower pace may give me a list of five things they wonder about

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences Engage the class by discussing and showing the the Youtube video: http://www.youtube.com/watch?v=O-Qx2q84wqY Things that make you wonder Focus Lesson (I do it) While the video is playing call each student over to choose one or two topics from their wonder why sheet they filled out in the previous lesson. Guided Instruction (We do it) While still meeting individually with each student, have the student write their chosen topic on the new form and show them how they will get the chance today to fill out the form as they discover sources that may answer their question. Collaborative/Cooperative (You do it together) Once all the students have selected a topic and have their chrome books open to the pioneer website, bring up on the smart board the same website and demonstrate to the students how to research a topic by using one of my wonder why questions. I will use the question I wonder how safe is a donkey ride in the Grand Canyon? Independent (You do it alone) Instruct the students to attempt research on their own, and jot down any potential sources they can use. Summarization/Closure Students will need to be monitored while using the chrome books. remind them to stay on task and help where needed.

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Remember to give examples on how to use this new website. Be patient with the students as this may be their first time using this website and or performing research. Give the students plenty of time to perform research. Not every student has the same typing skills

NOTES TO TEACHER What do I need to remember to do? Work the crowd, make sure students are on task and help where needed. Materials to have ready? Forms for their sources Pencils Working computer and smart board Approximate time needed for lesson? Fifty minutes

Works Cited I wonder why/about/how__________________________________________________

Full name of author Name of article Name of search engine Name of Newspaper, magazine, and or journal Date the article was published Date you read article, todays date Page numbers, only if given Information you found that you may want to use to answer your wonder why question:

Full name of author Name of article Name of search engine Name of journal, magazine, and or newspaper Date the article was published Date you read article, todays date Page numbers, only if given Information you found that you may want to use to answer your wonder why question:

Full name of author Name of article Name of search engine Name of journal, newspaper, and or magazine Date the article was published Date you read article, todays date Page numbers, only if given Information you found that you may want to use to answer your wonder why question:

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate _____Tonya Snyder________________ Grade Level __Sixth Grade______ Subject/Content:___Writing__Title : Research Paper CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Students come from mixed socio-economic backgrounds. Classroom has students are at various reading and writing levels (second grade to ninth grade capabilities).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: You will begin a plan of attack for your research paper. Basically you will organize your research findings and work on how you want your paper to be written. Reading/Language Walk-Away: Students will be able to write down a hook for their first paragraph, to draw the reader in. Students will be able to write out a thesis statement. Students will begin to organize their thoughts.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Students will fill out their research paper plan and turn them in at the end of class, by doing this I will be able to see who needs some help and how many are on track.

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Those students who write at a slower pace may need additional time to fill out their research paper plan.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Give the students plenty of free writing time. Everyone works at their own pace and this enable the teacher to interact with the students as they finish their thoughts and give feedback.

Activate Prior Knowledge/Experiences Review with the class the purpose of a hook. Also review the story of my car keys and the thesis statement Focus Lesson (I do it) Write out on the board some examples of hook sentences that would work with my topic Guided Instruction (We do it) Ask the class to come up with a hook sentence Collaborative/Cooperative (You do it together) Have the students work with their shoulder partner to test out a potential hook sentence for their topic Independent (You do it alone) Have the students finish filling out their research paper plan, complete with a hook, first paragraph, thesis, and ideas for the rest of the paper. Summarization/Closure This is a great opportunity for the teacher to see the students writing skills. I want to see what they are writing because writing involves the thoughts circling around their heads.

NOTES TO TEACHER What do I need to remember to do? Music to play during the writing workshop Materials to have ready? Research paper plan sheet Pencils Working computer and smart board Dry erase markers of various colors Approximate time needed for lesson? Fifty minutes

Research Paper Plan Research Question (I wonder why, how, about, what, or who) ________________________________________________________________________ ______ ________________________________________________________________________ ______ Hook What is interesting about your question? Hook your readers with an interesting fact that might make them curious about your topic. Example: Cravings have a purpose. When your body has a strong desire for something, there is an explanation: your body may be lacking an important ingredient. When it comes to craving dark chocolate, there may be many reasons why a person longs for this tasty treat. The consumption of dark chocolate has many health benefits. This hunger or need must be fed. Paragraph One

Thesis Statement What is the answer to your research question? Remember this should be your opinion, but your answer should also be arguable and you should have sources that you have found that will back up your answer. Your answer to your wonder why question will become your thesis statement; remember my car keys (where does your thesis statement belong?) Example: A longing for dark chocolate may come from the bodies need for antioxidants.

Brainstorm In this area make a plan. What do you want to discuss in each paragraph. For example, I might discuss health benefits of chocolate in my second paragraph, cravings in my third paragraph, and then antioxidants in my fourth paragraph. Antioxidants exist in dark chocolate. According to Bradley J. Fikes, in his article, Chocolate Is a Comfort Food, May Also Be Mood Food: Depressed Eat More Chocolate, there are a few theories floating around as to why chocolate would benefit any person. Bradley writes, Dark chocolate contains healthful antioxidants such as phenols (web). Antioxidants help relieve stress and are related to comfort ones mood. Bradley also writes in his article that chocolate affects brain chemicals called neurotransmitters (web). This connection to a persons mind will definitely affect their mood. Paragraph Two

When it comes to the connection between what one eats and their mood, chocolate plays an important part. There was a study done back in 1962, where two doctors Smith and Darwin discovered that the nutrient composition of a meal does indeed affect the brain (Trankina 151-157). Because of this study, we now know that food does affect our frame of mind. Nutrients in food help to conduct nerve impulses. These nerves belong to the brain and are fed by what we eat. Paragraph Three

The brain receives antioxidants from dark chocolate. This awesome ingredient has many benefits for people. One of them is that it has anti-inflammatory actions (Aaronson web). The result of these anti-inflammatory actions is that it helps reduce swelling and sooths immune cells so that brain activity can function in a happy, normal manner. Antioxidants can also boost memory by boosting nerve cell growth in the brain (Aaronson web). How cool is it that something that taste so wonderful, actually has a positive end result to it? Paragraph Four

A positive super hero is therefore found in the wrapping paper of dark chocolate. Next time a person goes to grab a quick snack, perhaps they should take hold of a piece of dark chocolate. This wonderful wonder not only helps the brain by boosting memory, but it also comforts ones mood. The antioxidants found within this dark chocolate is a gem that benefits the whole body: brain and mood. Keep those dark chocolate cravings coming! Paragraph Five Wrap it up, concluding thoughts. Make sure to restate your main points and thesis statement

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate _____Tonya Snyder________________ Grade Level __Sixth Grade______ Subject/Content:___Writing__Title : Research Paper CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Students come from mixed socio-economic backgrounds. Classroom has students are at various reading and writing levels (second grade to ninth grade capabilities).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: You will have started the typing process of your research paper Reading/Language Walk-Away: Students will be able to see the basics of MLA formatting as they begin typing their research paper. Students will be able to perform the basic requests of a MLA paper, font size and type, spacing and so forth. Students will be able to transfer their written plan to a typed version on their chrome books.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) I will need to walk around the room and check in with each student to see if they comprehend the requirements, have been able to begin typing and so forth

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Some of my ADHD students may need help staying on task, hence the wandering around and reminders to these students may help

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Give the students plenty of free writing time. Everyone works at their own pace and this enable the teacher to interact with the students as they finish their thoughts and give feedback.

Activate Prior Knowledge/Experiences Engage the class and ask a few of them to share what cool things they have discovered about their topic. Let them know today is the day they get to start typing their papers onto their chrome books. They will also see how to paraphrase and quote within their paper. Focus Lesson (I do it) Show the Youtube video http://www.youtube.com/watch?v=2q0NlWcTq1Y

Plagiarism: How to avoid it

Write on the board an example of both quoting and paraphrasing Fred believes pumpkins are great in pies (9). pumpkins are great in pies (Fred 9). World renowned chef Fred Bumblee believes strongly that pumpkins make great pie filling (9). There are some chefs who believe that pumpkins make great pie filling (Fred 9). Use my computer and smart board to show the students step by step how insert a page number, where to type their names, teachers name, class name and date. Also how to do their title and how to tab in for their first paragraph. Guided Instruction (We do it) Have the students type along with me so we are performing these steps together Collaborative/Cooperative (You do it together) Have them each check in with their shoulder partner, does their paper look like it is following the MLA format? Independent (You do it alone) Instruct the students to begin typing their paper and I will come around to check in on them. Summarization/Closure This is a great opportunity for the teacher to see the students writing

skills. I want to see what they are writing because writing involves the thoughts circling around their heads.

NOTES TO TEACHER What do I need to remember to do? Music to play during the writing workshop Materials to have ready? Chrome books All of their worksheets they have filled out, to use as their notes Working computer and smart board Approximate time needed for lesson? Fifty minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate _____Tonya Snyder________________ Grade Level __Sixth Grade______ Subject/Content:___Writing__Title : Research Paper CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Students come from mixed socio-economic backgrounds. Classroom has students are at various reading and writing levels (second grade to ninth grade capabilities).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: You will hear the story and learn how to correctly write a works cited page Reading/Language Walk-Away: Students will be able to see how a works cited page looks. Students will be able to type up their own works cited page. Students will be able to remember the directions through the use of a story.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) I will know if the story helped by looking at their works cited page.

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Some of my ADHD students may need help staying on task, hence the wandering around and reminders to these students who may need help

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Give the students plenty of free writing time. Everyone works at their own pace and this enable the teacher to interact with the students as they finish their thoughts and give feedback.

Activate Prior Knowledge/Experiences Remind the class about the research they have done and how it is time to give those authors credit for the information they shared with us. Ask them if they recall their vocabulary words: cite, sources, and plagiarism. Make sure the class knows what these words mean: author, italics, quotation marks, parenthesis, comma, colon, and period. Focus Lesson (I do it) Before sharing the below story, fix each brightly colored citation reference on the wall or board of the classroom, so that the students will have a visual reference. Tell the class that I am going to tell them a story that will help them remember how to cite their sources. Picture yourself standing in front of the library. There is an author standing there holding a sign which has their last name printed on it followed by a comma. Upon opening the door of the library, the author switches signs and now holds a sign with their first name followed by a period. You notice a line of students all leaning to the right, just like italics. They are holding a sign which has the name of the authors book on it, followed by a period. Guided Instruction (We do it) Show an example of a works cited page on the smart board Now have the class think up a story for the following elements which are required in an online source: last name, first name. title of article. Name who published. Website name, date of publication. Web. Date you found it. Collaborative/Cooperative (You do it together) Now have the students turn to their shoulder partner and recite the story. Independent (You do it alone) Instruct the students to begin working on their works cited page following the examples they have learned in class. Summarization/Closure Summize if this story telling helped or hurt the students learn how correctly cite their sources. Re-work lesson according to students reactions and progress. NOTES TO TEACHER What do I need to remember to do? Music to play during the writing workshop Materials to have ready? Chrome books Brightly colored pages of each citation All of their worksheets they have filled out, to use as their notes Working computer and smart board

Approximate time needed for lesson? Fifty minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate _____Tonya Snyder________________ Grade Level __Sixth Grade______ Subject/Content:___Writing__Title : Research Paper CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Students come from mixed socio-economic backgrounds. Classroom has students are at various reading and writing levels (second grade to ninth grade capabilities).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: You will finish your first draft of your research paper and begin the revision process Reading/Language Walk-Away: Students will learn about the revision process. Students will be able to see where they can make changes and improvements in their paper. Students will be able to help each other as they perform a simple edit.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Students will be assessed as they help one another in the revision process. Students will hand in their simplified edited papers.

Modifications/Accommodations

(ELL, IEP, GATE, etc.) Some of my ADHD students may need help staying on task, hence the wandering around and reminders to these students who may need help

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) Give the students plenty of free writing time. Everyone works at their own pace and this enable the teacher to interact with the students as they finish their thoughts and give feedback.

Activate Prior Knowledge/Experiences Congratulate the class on writing their first ever research papers. Let them know that the next unit will be teaching them how to review, revise, and reflect upon that which they have begun. Ask the students what they enjoyed the most about this process. Focus Lesson (I do it) The class will begin by them re-taking the pre-test, which has now become their post-test. They will then be asked to print off their research papers. Guided Instruction (We do it) Ask the class to trade their research papers with their shoulder partners. Have them write on the top of the paper their initials so we know who did the editing. Tell the class they are to search the paper for two things. 1. The word it 2. Count sentences in each paragraph. They are to circle the Is and write down next to each paragraph the number of sentences. Collaborative/Cooperative (You do it together) Now have the students perform this simplified editing process. Independent (You do it alone) Ask them to hand the papers back to their owners. Ask the students to begin the revision process by seeing how they can incorporate more sentences in the paragraphs that have less than seven sentences. Ask the class to replace the first person I. Summarization/Closure See how well the class understands the directions they are given and how well they revised. Make changes where needed

NOTES TO TEACHER What do I need to remember to do? Music to play during the writing workshop Materials to have ready? Papers and writing instruments of different colors Dry erase markers and board Post-test Approximate time needed for lesson? Fifty minutes

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Rubric for Research paper Three sources from the Pioneer library MLA format Quotes and paraphrases with correct parenthetical citations Thesis in the right place Works cited page Outline pages filled out Rough draft with peer editing Final draft with corrections 5 points 3 points 3 points 3 points 3 points 3 points 5 points 10 points

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Standard IV: Analysis of Student Learning (DM2)

Analysis of Student Learning

This was a new experience for both me and the students. Teaching them how to write their first ever research paper was exciting. The pre-test showed a few students who either were able to educationally deduct what the correct answers were, or they had indeed been exposed to citations and other components that make up a research paper. Seeing that many students advanced from the pre-test to the post-test was a good indication that students had not only retained new knowledge but had also learned some new content along the way. While there were three cases of scores going down, overall the students grew in their comprehension through the summative data collected. As indicted in the below charts and side notes a few students were given extra instruction during the teaching of the unit and a couple of students were given incentives to stay on task and complete the assignment. I found those who were both willing to ask for help and those who were receptive to the advice I would give them had some of the better research papers along with improved pre/post test scores. Overall the experience of being able to teach this group of sixth graders how to research, organize, type, and create a research paper was an adventure in and of itself. I learned to not assume what they may or may not know and instead to discover first what interested them and instruct in such a way that they would want to continue with the writing process.

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Pre/Post Data of all Students Students Pre Test Post Test AM 3 4 DL 7 5 NE 7 7 TW 3 3 KO 2 4 SF 7 7 SH 7 7 DD 1 1 RF 3 7 GL 4 7 KB 3 5 P 1 4 SA 7 7 IL 3 7 AW 2 5 BD 4 2 G 4 7 AF 5 1 SW 7 7 DA 4 7 JT 2 7 KS 1 4 CC 7 7

7 6

5
4 3 2 1

Series1
Series2

0
AM NE

KO

SH

RF

KB

SA

AW

SW

Series1 JT CC

Student SubGroups Student TW has been absent due to illness for the majority of this unit. Student DD has behavoir issues which deter his ability to pay attention Student RF made an agreement with the teacher that he/she may free read if he /she would pay attention during instruction time and complete his/her assaignments Student PF has low reading comprehension and received extra support from the teacher Student BD has been absent due to illness for the majority of this unit. Student AF has been absent due to surgery for a good portion of this unit. Student DA writes on a lower grade level and received extra tutoring from the teacher during his/her homeroom hour. Student KS has behavior and comprehension issues. This student also received extra tutoring during class and during homeroom hour during this unit.

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Standard V: Reflection and Self-Evaluation (DM4) I am enjoying my time here at Hurricane Intermediate School. Being able to transition from my practicum experience to student teaching was both a positive and smooth experience. The students and I did not have to go through a second period of getting to know one another because we had worked with each other previously during practicum. DM1-Cultural differentiation was achieved through allowing the students to selfselect a topic that interested them. Topics chosen for their research papers varied from different cultures that had experienced on trips with their families, to famous people that intrigued them, to nutty and insane topics that only they could think of but had fun researching. DM2-Technology was used a great deal during the process of writing their first research paper. The school has a site named Pioneer Library which they used to research their topic. This site provided a safe way for them to research so that they would not encounter any questionable pop-ups or dangerous sites. The use of the Smart Board was also used a great deal along with some new programs such as Prezi. DM3- Subject knowledge in the realm of research papers is high since that is what I have performed the majority of my college experience. Sharing that knowledge with this sixth grade class was definitely fun and at times frustrating. I use the word frustrating because I had students who would deter from directions and seek out Wikipedia and ask.com for research information instead of sticking to the Pioneer website. I also had students who have been used to being spoon-fed information for each

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task. I utilized much open ended questioning so that students could practice thinking for themselves during this new learning process called a research paper. DM4-There were a few instances of behavior issues. As an English teacher, I get to read that which my students write and at times they write about disturbing thoughts. Whether it is the wish to hurt themselves or others, my mentor teacher and I have had to share some writing with the schools counselor and get a few students the much needed help they need. DM5-This TWS has helped me to see how planning becomes action and how reflection turns into adjusting some of those plans. I have learned some things I would do the same in the future when teaching this unit and some things that I would change. Sometimes my vocabulary and examples went over their head and I needed to change my approach. Working with my mentor teacher and getting some excellent feedback from her was and is very helpful. DM6-As far as personal growth during this student teaching experience, I have learned quite a few ways to grab students attention with whole brain learning. I have also learned to never forget about the quiet ones. I usually get to know them best through their writing and then meeting with them to discuss the thoughts they shared.

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Appendix A There were no resources that need citing.

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Appendix B

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Word Bank: A. Hook B. Quote C. Thesis Statement D. Online Source G. Title

E. Paraphrase

F. Printed Source

____1.Comics can be Classroom Friendly

____2.Comics and graphic novels have mixed reviews. While some teachers embrace the use of texts involving rich illustrations, others find these stories appalling and would not even categorize a comic as a text with any value. For some it is a love/hate relationship, either you love them or you hate them. Those that abhor comics and graphic novels do not understand their worth in the reading world. ____3.Comics and graphic novels are a valuable source of literature in the English classroom.

Miller, Andrew. "Using Graphic Novels and Comics in the Classroom." Edutopia What Works in Education (2012): 1-3. Print.____4. Rose, Elizabeth R. "Grand Canyon Mule Trips." About.com Southwest US Travel. About.com, n.d. Web. 20 Jan. 2014.____5.

____6. There are many tools online, which are available for use. A few would be comic master, make beliefs, and chigger. (Byrne Web). ____7. Dr. Andrew Gullible believes that children should be seen and not heard (21).

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Appendix C

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Standard VI. TWS Organization, Structure, and Writing (DM6) Components include; (a) cover page with name, title of unit, dates taught, grade level, and subject.Complete Table of ContentsComplete Appendix A: Reference list (APA style) for resources that were used in the curriculum design process.No sources that need to be given credit other than myself Appendix B: Pre/Post-tests, formative assessments, etc.Complete Appendix C: Select one assessment example from three students, who were in the sub-group category identified in your contextual factors, and scanned their work (black out their names and identify them through student number and diverse category letters) and attach it to appendix C.Complete Writing: Grammatically and mechanically correct; work is neat and professional in appearance.DM6- Teaching Dispositions.

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