Project Guide: Text-Marking and Justifying

Claims with Evidence Instruction

Project Team

ELA 6 Vicenza Middle School

ELA 6 Team Teachers: Sheryl Brindle, Patty Cowles, Greg DeJardin

ET: Debra Wilson (Prezi Groups / Technology)
IS: Teresa Taylor (Screen-castomatic Groups / Technology)
Teacher Coach: Angie Wilson (Video Presentations)
Teacher Leader: Kim Stephenson (SmartBoard Capture / Technology)
ESL/SLP: Elizabeth McLean (Specific groups)
SPED: Janet Nolan (Assist with modifications)
TAG: Lorri Vallone (Assist with rigor / extending)
ASACS: Bryan Edwards (Assist with counseling / emotional needs)
Assisting: Jesse Sanchez (Spanish Revisions), Isabella Pani (Italian Revisions), Teresa / Don Taylor
(German Revisions), Melanie Mann (Visual Art Groups)

Task:

1. Students will use a choice of media to deliver instruction on textmarking a short poem to improve reading comprehension.
2. Students will view another groups presentation and complete an
evaluation and critique.

Objectives:
1. Students will use text-marking skills to determine meaning of a
poem.
2. Students will present instruction in text-marking skills.
3. Students will use technology / media to present instruction.
4. Students will use collaborative skills to create a presentation.
5. Students will use reading comprehension terms.
6. Students will justify claims using evidence from the text.
7. Students will upload their presentations to the Weebly.
8. Students will listen to / view other groups presentations.
9. Students will evaluate and critique other groups presentations.

Essential Questions:
Note: Essential Questions are differentiated for student choice in assessments:
1. The Essential Question A: What is the meaning of the poem?
2. The Essential Question B: Which literary devices were used to contribute to the meaning of the
poem?
3. The Essential Question C: How do the mood and tone of the poem contribute to the meaning?

Standards:
6E1b.4 Clarify and understanding of texts by creating outlines, notes, diagrams, summaries, or
reports.
6E1c.4 Define how tone or meaning are conveyed in poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm, alliteration, and rhyme.
6E1c.6 Identify and analyze features of themes conveyed through characters, actions, and images.
6E1c.7 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a
variety of fictional and non-fictional texts.
6E2b.3 Write responses to literature that develop an interpretation showing careful reading,
understanding, and insight; organize the interpretation around several clear ideas; and support
statements with evidence from the text.
6E2b.7 Write summaries that contain the main ideas and the most significant details of grade-levelappropriate reading selections.
6E2c. English Language Conventions: Sentence Structure, Spelling, Punctuation, Capitalization, and
Grammar
6E3b.3 Deliver informative presentations that pose relevant questions sufficiently limited in scope to
be completely and thoroughly answered; develop the topic with facts, details, and examples, and
explanations from multiple authoritative sources, including speakers, periodicals, and online
responses.

VMS CSI Goals addressed in this unit:

Goal 1: VMS students will improve reading comprehension skills by analyzing text.
Goal 2: VMS students will communicate math understanding by justifying claims with
evidence.
21st Century Teaching, Learning, and Leading Skills
1. Critical Thinking and Problem Solving: Students will apply knowledge and skills in practical ways to
solve real world problems. The teacher provides the activities, experiences, and feedback needed
for students to develop critical thinking and problem solving skills.
2. Effective Oral & Written Communication: Students will be able to communicate clearly and
precisely through energy, passion, and authentic voice.
3. Collaboration across Networks and Leading by Influence: Students need the ability to learn and
work fluidly understanding how collaboration can be most effective and where their skills can most
influence the learning task.

Differentiation for SPED / Gifted / Other Needs Students:

Assessments are differentiated

Student groups will have a choice of media to appeal to learning styles
Support personnel will assist with the project and in the classroom
Assistive technology is available for reading comprehension

Differentiation for ELL and Gifted Learners:

Student groups may choose to complete their project or a second version in a second language
(Spanish, German, Portuguese, or Italian)
Project instruction will focus on academic word list Group 1 in support of ELLs
Support personnel will assist with the project

Location:

Classrooms (Brindle, Cowles, DeJardin)

Information Center (Teresa Taylor)
Room 67 (Elizabeth McLean)
School grounds (Atrium, entry, outside, etc.)

Process:
In groups of 3-4, students will choose from the media below to deliver the instruction:
1. Screen-castomatic Information Center (Teresa Taylor POC)
2. Prezi Elizabeth McLeans room (Debra Wilson POC)
3. Video
4. Visual Art

Timeline:
Target Dates: November 17-Decemeber 15 during the following periods:
o Brindle (Period 3/7)
o Cowles (Periods 1/5 and 4/7)
o DeJardin (Periods 1/5 and 3/7)
Dates:
Task:
Nov. 3-14
Begin introducing text-marking on poetry, introduce terms mood and tone
Nov. 3-14
Introduce project, objectives, Brain Pop video and quiz on mood and tone
Nov. 17-18
Select groups, media (technology), and team names, contest to name the project
Nov. 17-21
Begin text-marking poems, researching for project ideas, writing scripts / plans
Nov. 19-26
Begin final drafts / introduce technology, practice recordings (Parent volunteers)
Dec. 1-5
Production dates (Final recordings, etc.) (Parent volunteers)
Dec. 8-12
Upload projects to Weebly, Presentations in classes
Dec. 8-12
Complete Peer Evaluations / Critiques / Self-reflections
Dec. 15
Project reflections, Evaluations, and Celebrations
TBD
Share across networks (Aviano Middle School)

Technology Needs:

Technology training and group planning: Nov. 12 10:00-11:00 (Leaders: D Wilson and T. Taylor)
1. Prezi and Video Recording Debra Wilson
2. Screen-castomatic Teresa Taylor
3. SmartBoard capture Kim Stephenson
COW Reservation Nora reserved for ELA classroom use (for all three classes)
Reservation (IC) COW Bert reserved for IC group use; IC classroom 1 reserved
Classroom computers (5 per classroom)
IT support Debra Wilson, Angie Wilson, Teresa Taylor, and Adrian Kabonick
Teacher Weeblys will function as the portal for project information and submission

Assessments:
Formative:
Blog / Discussion Board Entries and Discussion (questions on Text-marking and mood/ tone)
Collaborative Grouping 21st C TLL Self-Evaluation and Reflection
Collaborative Grouping parents / volunteers provide feedback on collaborative skills rubric
Teacher Conferences (Group and Individual)
Summative:
Project Rubric
Group folder contents Poem Text-marked using the Text-marking worksheet, Poem analysis,
brainstorming sheets, scripts, drafts, final copies
Critical Thinking and Logical Reasoning Rubric from Team 6 PGP
Peer Evaluation and Critique
Reading Comprehension Standards Short Answer Test on Standards in this unit
Major Literary Terms Quizlet Pre-and Post-test (to inform instruction)
Brain Pop Pre- and Post-tests on mood and tone
Contest for top three projects and the top three collaborative groups

Future Plans:

This project is designed to be repeated throughout the year and adapted for a variety of text.
Students will change groups, media options, and content to include the following:
Quarter 2: Poetry
Quarter 3: A passage from a short story or novel
Quarter 4: Non-fiction text (magazine articles, essays, letters, texts, etc.)
The assessment content will change to adapt to the change in content while addressing various
components under the Reading Comprehension Standard.

Extension:
In future rounds of this activity, students will be asked to teach text-marking to students in a parallel
classroom at another school via VCT in conjunction with technology / media projects.