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English 11
Today I began class with three sentences on the board that were taken from student essays responding to a quotation about "courage" and "continue fighting even when the chance of succeeding is small."
"In J.K. Rowling's book Harry Potter and the Half-Blood Prince, Harry shows courage when he faces a lot of stuff." (SK)
"In Tuesday's With Morrie by Mitch Albom, Morrie shows courage when he is diagnosed with ALS." (RJ)
"In Tim O'Brien's book If I Die in a Combat Zone, Tim shows courage because he survives living in a combat zone." (MMcC)
All of these sentences seem like adequate (or good) topic sentences. We discussed the paragraphs that might follow these sentences, and ways that the sentences might be improved. Most students agreed, though, that all three sentences were fairly good topic sentences.
I then revealed the sentences in the context of their paragraphs, and to the students' horror...they were not topic sentences! These sentences were the "specific details" that students had included in their essays. Aha moment!
I then returned essays for students to revise or file. Most kids had made the same mistake that the three "show-and-tell" sentences had made, so students opted to keep their work and revise it for a higher grade.
I then had the student write an entry in their reflective journal about how the lesson went and if they found it useful...or not. I'm finding that students are extremely reluctant to write in their journals. They DO like to talk about their feelings, and several times I had to promise to allow time to share aloud...upon the condition they shut up and wrote in their journals.
As for the capstone project - I feel like I'm in a holding pattern. I'm just gathering data and waiting for time to show me what the kids are learning. This project concludes in early March, but I wish I could follow through to June and really see how things went. I feel like this particular group of students is slower to "reform" than previous groups, and they're just now catching on to what I expect from them. This is unfortunate because I'll only have a few more weeks of "study" before I have to wrap things up and write my paper.
Wednesday, January 21, 2009
Tuesday, January 20, 2009
Journal 15-1
English 11
We're knee-deep in reviewing for the midterm, and while we're busy, I did a little data analysis. What I found was pretty interesting...
What prompted this data-mining excursion was a particularly pathetic question in second period: "Does anyone EVER get a six on this test?" The answer is "Yes. "
Last year, between 3 and 7 students scored sixes on midterm exam essays. Most students scored in the 4 to 4.5 range, and about 2/3 of all students scored between a 4 and a 5.5. That's pretty good! Now I have to sit back and see how this batch of students does.
Every so often I see a little sign that the students are beginning to take me seriously (i.e.> believe that when I set a standard, I'll stick to it.). Today's bit of inspiration came from DS, who wanted to come in after school to talk about his essays because, "I'm making all the corrections, but my grade's not going up."
The after-school discussion was quite informative! DS learned that the mini-lessons I teach are actually meant to help him become a better writer (he said this! REALLY!), that I'm not really correcting EVERY mistake, just some here and there that I think are either particularly bone-headed or particularly singular and therefore need to be pointed out. Finally, DS learned that being a good writer isn't about technically correct pieces of writing - it's about making choices.
I'm looking forward to the midterm exam - I think that the students will do OK!
On a side note - the students in my 2nd period are wildly inconsistent. Just when I think a student is doing well, they turn in something that sounds like their baby sister wrote it. Grrr...
We're knee-deep in reviewing for the midterm, and while we're busy, I did a little data analysis. What I found was pretty interesting...
What prompted this data-mining excursion was a particularly pathetic question in second period: "Does anyone EVER get a six on this test?" The answer is "Yes. "
Last year, between 3 and 7 students scored sixes on midterm exam essays. Most students scored in the 4 to 4.5 range, and about 2/3 of all students scored between a 4 and a 5.5. That's pretty good! Now I have to sit back and see how this batch of students does.
Every so often I see a little sign that the students are beginning to take me seriously (i.e.> believe that when I set a standard, I'll stick to it.). Today's bit of inspiration came from DS, who wanted to come in after school to talk about his essays because, "I'm making all the corrections, but my grade's not going up."
The after-school discussion was quite informative! DS learned that the mini-lessons I teach are actually meant to help him become a better writer (he said this! REALLY!), that I'm not really correcting EVERY mistake, just some here and there that I think are either particularly bone-headed or particularly singular and therefore need to be pointed out. Finally, DS learned that being a good writer isn't about technically correct pieces of writing - it's about making choices.
I'm looking forward to the midterm exam - I think that the students will do OK!
On a side note - the students in my 2nd period are wildly inconsistent. Just when I think a student is doing well, they turn in something that sounds like their baby sister wrote it. Grrr...
Friday, January 16, 2009
Journal 14-2
English 11
Students brought their Critical Lens essays to class today and had them scored by peers. Before scoring, though, I listed the required elements on the board. Failure to include ALL required elements lowered a student's score from whatever it should have been to a 1. I had several students in all classes who automatically scored a 1 because they failed to follow directions and didn't include all the required elements. After scoring essays, I allowed students to either submit their essay and hope I agreed with their peer's assessment, or keep the essay and improve it for a higher score. Most students kept their essays, but a few chose to take their chances. I haven't checked their essays yet, though.
The main purpose of this entry today was prompted by a question asked during 2nd period. The student. MR, asked how I thought the class would do on the test. I answered that I didn't know because each class is different. Then she asked if I though anyone would get a six. My gut tells me no, I don't think any student in this particular class will score a six, but what I said was, "It's possible for some students to score a six, but it really depends on the day and the prompt. If it's a bad day, or if the prompt is difficult, that can bring scores down." Then I got to thinking, so I dug up last year's essay scores and charted them out. Here's what I found:
There are four essays on the exam. Each essay is scored by 2, sometimes 3 graders. The grades are then averaged to find a student's score on the essay. So far, I've only tracked the scores as a single unit - I haven't sorted the scores by essay type. The first number is the number of true juniors who earned that particular score. The second number is the number of accelerated sophomores who earned a particular score.
Score 1: 1
Score 1.5: 0
Score 2: 4
Score 2.5: 5
Score 3: 22
Score 3.5: 45 + 1
Score 4: 79+13
Score 4.5: 59+25
Score 5: 30+26
Score 5.5: 28+40
Score 6: 6+15
What I plan to do is sort the rest of the data by essay type, and then compare last year's juniors to this year's juniors.
I KNOW that you're not supposed to to that - it presents skewed data. However, for the purposes of this project, I'm doing it. I'm teaching better this year than I did last year, so I should have higher scores...right?
Students brought their Critical Lens essays to class today and had them scored by peers. Before scoring, though, I listed the required elements on the board. Failure to include ALL required elements lowered a student's score from whatever it should have been to a 1. I had several students in all classes who automatically scored a 1 because they failed to follow directions and didn't include all the required elements. After scoring essays, I allowed students to either submit their essay and hope I agreed with their peer's assessment, or keep the essay and improve it for a higher score. Most students kept their essays, but a few chose to take their chances. I haven't checked their essays yet, though.
The main purpose of this entry today was prompted by a question asked during 2nd period. The student. MR, asked how I thought the class would do on the test. I answered that I didn't know because each class is different. Then she asked if I though anyone would get a six. My gut tells me no, I don't think any student in this particular class will score a six, but what I said was, "It's possible for some students to score a six, but it really depends on the day and the prompt. If it's a bad day, or if the prompt is difficult, that can bring scores down." Then I got to thinking, so I dug up last year's essay scores and charted them out. Here's what I found:
There are four essays on the exam. Each essay is scored by 2, sometimes 3 graders. The grades are then averaged to find a student's score on the essay. So far, I've only tracked the scores as a single unit - I haven't sorted the scores by essay type. The first number is the number of true juniors who earned that particular score. The second number is the number of accelerated sophomores who earned a particular score.
Score 1: 1
Score 1.5: 0
Score 2: 4
Score 2.5: 5
Score 3: 22
Score 3.5: 45 + 1
Score 4: 79+13
Score 4.5: 59+25
Score 5: 30+26
Score 5.5: 28+40
Score 6: 6+15
What I plan to do is sort the rest of the data by essay type, and then compare last year's juniors to this year's juniors.
I KNOW that you're not supposed to to that - it presents skewed data. However, for the purposes of this project, I'm doing it. I'm teaching better this year than I did last year, so I should have higher scores...right?
Wednesday, January 14, 2009
Journal 14-1
English 11
We've been working on two main things since we returned from break: sentence of the day and Regents review. Sentence of the day has been a killer. I provide students with incorrect sentences. They correct them, then we discuss the corrections as a class. Typically, there are many corrections, but only five or six skills taught in each sentence. The skills loop, so students have many chances to learn a particular skill. This week, for example, we've covered dialogue (punctuating, beginning a new paragraph and capitalizing) and the i-before-e-rule. There have been other things here and there, but these two skills are what we've hit...repeatedly. (Oh! I forgot to mention that the sentences, when put together, form a story. Students make decisions about current sentences based on previous work.)
On Tuesday, several teachers (including myself) indulged in a wallow of self-pity. Wednesday (today), I resolved to be more positive. I can't help the students I have - they are who they are. I need to remain positive and helpful as much as possible. My new self-resolution lasted until third period when I had to remind no less than four juniors that sentences begin with a capital letter... and their juniors' response? "Oh! Thanks! I forgot...sorry."
You're 16 or 17 years old and you FORGOT to begin your sentence with a capital letter?!?
I'm ranting again...sorry.
On to Regent's review. We've been covering the Critical Lens essay this week. In the critical lens essay, students are given a quotation about literature and asked to interpret the quotation, take a position (agree/disagree) and then support their position using evidence from two novels or plays of their choice. We've been practicing the Critical Lens essay in a shortened format since September (the quotation paragraphs). I'm not sure how students are feeling about the CL. I know they're a little intimidated, but I think they'll be able to do it. They've read several sample essays and we're discussing the scoring tomorrow. I'll also be assigning an essay for them to write as well. I'm hoping that they read the sample essays and feel a little more confident. I have several students who are capable of a 6 (mastery) or a 5 (simply fantastic), but I'm worried that I'll have several students who score in the 2 or 3 range (miserable/failing). In past years, students have already been able to write at the 4 level (passing) and I've just had to make sure they followed directions. This year, though, students are reluctant to exert ANY type of effort whatsoever. I guess I'm worried that they'll put forth minimal effort (as usual) and then fail the midterm. That would suck (for them).
On the bright side (if you can consider this a bright side...), maybe they'll fail now, realize that to pass they have to write well, pay attention and work hard during second semester, and then pass the test!
On the brighter side, maybe they'll just fail the homework assignment, have the previous epiphany, and then pass the midterm AND the final.
On the brightest side, maybe they'll all have the previous epiphany TONIGHT and do well on the homework, midterm AND final.
I'll let you know...
observations
Priceless quote #1 from JR - "But why can't you just give me the answer?" Answer: Well JR, if I give you the answer, you won't lurn nuthin. If I give you the grammar rule in question and then ask you to apply the rule to your question, you'll be more likely to internalize the process (question, rule check, answer) and less dependent on my vast store of knowledge.
I'm finding that more and more students are disconnected from my class. I'm busting my butt to find things that are relevant, fun, or have real-world application (exception: the Regents review is none of these) and the students are disconnecting more and more. It's not so much that I want students to LIKE my class; it's that I want them to feel like they've learned a LOT. I do want students to like the class, but that becomes irrelevant when they're not learning anything.
Friday, December 12, 2008
Journal 13-1
English 11
SLACKER. I AM A SLACKER.
OK, not so much of a slacker, just burned out. I needed a break so that I could read things that weren't research-based articles or sketchy essays written by emerging writers.
I wasn't all play and no work, though. My students received their scores on the PSAT last week, so I snapped up the school report, photocopied it, and triangulated the data. Here are the results...
36 current students and 11 former students took the test this year.
47% of my current students scored between the 8th and 36th percentile in writing. Three students scored in the 8th percentile!! The 8th percentile!! That means that 92% of students who think they might go to college write better than these kids!
The other 33% of my students scored between the 40th and 66th percentile.
The rest (all 7 of them) scored between the 72nd and 79th percentile. The 79th percentile was the highest score reached by any of my current students who took this test.
In contrast, of the 11 former students, they scored (from lowest to highest) 55th, 59th, 79th, 72nd, 81st, 85th, 88th, 90th (2), 92nd and 96th.
I'm currently searching for last years' scores so I can see if I was spoiled or if I'm just cynical and jaded.
SLACKER. I AM A SLACKER.
OK, not so much of a slacker, just burned out. I needed a break so that I could read things that weren't research-based articles or sketchy essays written by emerging writers.
I wasn't all play and no work, though. My students received their scores on the PSAT last week, so I snapped up the school report, photocopied it, and triangulated the data. Here are the results...
36 current students and 11 former students took the test this year.
47% of my current students scored between the 8th and 36th percentile in writing. Three students scored in the 8th percentile!! The 8th percentile!! That means that 92% of students who think they might go to college write better than these kids!
The other 33% of my students scored between the 40th and 66th percentile.
The rest (all 7 of them) scored between the 72nd and 79th percentile. The 79th percentile was the highest score reached by any of my current students who took this test.
In contrast, of the 11 former students, they scored (from lowest to highest) 55th, 59th, 79th, 72nd, 81st, 85th, 88th, 90th (2), 92nd and 96th.
I'm currently searching for last years' scores so I can see if I was spoiled or if I'm just cynical and jaded.
Tuesday, December 2, 2008
Journal 12-2
English 11
Not much on tap for class today...
Three students have requested writers' conferences...
I've been working on my transcript analysis of the tape I made last week (students peer editing sessions), and I've found something interesting. Students on the tapes don't say much - the peer editing seems to be a bust. However, I need to look at their reflective journal entries and their essay grades to see the big picture.
Observations
Students today were very quiet; most had their homework done. I returned essays to my 2nd period today and there were some people who had their feelings hurt by the grades. I gave a big speech about using the craft lessons in their writing and that their essays weren't THAT bad, just kind of meh. I'm hoping to see students after school about ways to make "meh" into "fantastic!"
reflections
I talked to a student today about his grades from a nearby school district - he reported that he struggled in English. Yet here, he's one of my best students! I'm guessing it's because he had good teachers (of course!) and also because he had a wide range of abilities in his classes. He's also one of the few students actually applying the writing lessons to his work! Because today was so blah, there's not much to report. I should have more to say tomorrow and Friday when students begin working on their Episodic Notes for The Crucible.
Not much on tap for class today...
Three students have requested writers' conferences...
I've been working on my transcript analysis of the tape I made last week (students peer editing sessions), and I've found something interesting. Students on the tapes don't say much - the peer editing seems to be a bust. However, I need to look at their reflective journal entries and their essay grades to see the big picture.
Observations
Students today were very quiet; most had their homework done. I returned essays to my 2nd period today and there were some people who had their feelings hurt by the grades. I gave a big speech about using the craft lessons in their writing and that their essays weren't THAT bad, just kind of meh. I'm hoping to see students after school about ways to make "meh" into "fantastic!"
reflections
I talked to a student today about his grades from a nearby school district - he reported that he struggled in English. Yet here, he's one of my best students! I'm guessing it's because he had good teachers (of course!) and also because he had a wide range of abilities in his classes. He's also one of the few students actually applying the writing lessons to his work! Because today was so blah, there's not much to report. I should have more to say tomorrow and Friday when students begin working on their Episodic Notes for The Crucible.
Monday, December 1, 2008
Journal 12-1
English 11
Welcome back!
Today's agenda: quotation paragraph, collect a project (and write in our reflective journals), begin The Crucible.
Note
I taped the students as they completed their peer reviews shortly before Thanksgiving break, and then during break I transcribed the tape for further analysis. What I found was disheartening. I was so completely unable to get past my frustration with their poor discussions that I couldn't turn in my own homework (analyze the transcription). I am seriously at my wit's end!
Observations
During the quotation paragraph portion of class, students were focused and working. There was little to no complaining about having to do a paragraph, and almost all students started working quickly and got something done. While they were working, I returned their essays from before Thanksgiving. The grades were not good. I had given the students a list of required elements - all of which we had studied in class. Most students did not include any of these elements in their essays; as a result, I had to give them low grades. I also changed class procedure regarding essays. From now on, any student who wants to resubmit an essay must have a writing conference with me AND submit a reflective journal entry along with their revised essay. I'm not doing this to punish students. I just want to give them the best possible feedback for writing their essays.
After I returned their essays, I gave a short speech about Dewey, Vygotsky, and educational theory. Students have not really been putting a lot of thought in to their reflective journals, so I shared a little educational theory with them before turning them loose on the journals. I hope that my little speech inspires deeper thoughts and more introspection that what I'm getting now.
Finally, we began reading from The Crucible. We didn't get very far - only about five pages. Students did complain about the length of the play, but I reassured them that we would be reading most of the play in class together. That didn't seem to help.
reflection
I am so frustrated by these students that I don't know what to do! They are not internalizing ANYTHING!! I grade essays using the 6+1 rubric, and students usually score in the 4-6 range for everything. I sometimes give a 3, and rarely a 2 in any category. This year, most students are scoring 2's and 3's in every category. Some students score 4's, very few score 5's or 6's. The frustrating part is that I give the students models and a list of elements that will help them raise their grades, but it doesn't show up in their essays. On that note, I'm not sure if the reflective journals aren't making things worse instead of better. Students are putting forth minimal effort for everything (including the journals), and are then ticked off when their grades are minimal as well.
Welcome back!
Today's agenda: quotation paragraph, collect a project (and write in our reflective journals), begin The Crucible.
Note
I taped the students as they completed their peer reviews shortly before Thanksgiving break, and then during break I transcribed the tape for further analysis. What I found was disheartening. I was so completely unable to get past my frustration with their poor discussions that I couldn't turn in my own homework (analyze the transcription). I am seriously at my wit's end!
Observations
During the quotation paragraph portion of class, students were focused and working. There was little to no complaining about having to do a paragraph, and almost all students started working quickly and got something done. While they were working, I returned their essays from before Thanksgiving. The grades were not good. I had given the students a list of required elements - all of which we had studied in class. Most students did not include any of these elements in their essays; as a result, I had to give them low grades. I also changed class procedure regarding essays. From now on, any student who wants to resubmit an essay must have a writing conference with me AND submit a reflective journal entry along with their revised essay. I'm not doing this to punish students. I just want to give them the best possible feedback for writing their essays.
After I returned their essays, I gave a short speech about Dewey, Vygotsky, and educational theory. Students have not really been putting a lot of thought in to their reflective journals, so I shared a little educational theory with them before turning them loose on the journals. I hope that my little speech inspires deeper thoughts and more introspection that what I'm getting now.
Finally, we began reading from The Crucible. We didn't get very far - only about five pages. Students did complain about the length of the play, but I reassured them that we would be reading most of the play in class together. That didn't seem to help.
reflection
I am so frustrated by these students that I don't know what to do! They are not internalizing ANYTHING!! I grade essays using the 6+1 rubric, and students usually score in the 4-6 range for everything. I sometimes give a 3, and rarely a 2 in any category. This year, most students are scoring 2's and 3's in every category. Some students score 4's, very few score 5's or 6's. The frustrating part is that I give the students models and a list of elements that will help them raise their grades, but it doesn't show up in their essays. On that note, I'm not sure if the reflective journals aren't making things worse instead of better. Students are putting forth minimal effort for everything (including the journals), and are then ticked off when their grades are minimal as well.
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