DELTA SOLUTION: Using JBHM Curriculum to develop Ss as ...



DELTA SOLUTION: Using JBHM Curriculum to develop Ss as readers, writers, thinkers, speakers, and confident test-takers

|What’s good about the JBHM curriculum? |What’s not so good about the JBHM curriculum? |

|It provides moderately interesting passages that are thematically linked for Ss to |Many of the lessons start at a very low rigor-level, not meeting students where they are & not actually |

|get to dig into & read. (example: Within Quarter 1, all the passages are about |aligning to the SATP (example: Within Quarter 1, there is a lesson plan that teaches students the |

|WWI.) |different purposes for sentences-interrogative, imperative, etc. This is an objective that has been in |

|It provides aligned test-questions. Writing SATP-questions is a really |the Mississippi Framework since 1st grade, and it is never tested on the SATP. |

|time-consuming process, so it’s great to have a bank of questions. |The curriculum doesn’t explicitly provide questions to support the teacher & Ss in comprehending & |

|The teacher can make the decision to make sure that Ss are carrying the burden of |analyzing the passage. |

|doing the reading & thinking. | |

How should we go about adapting this curriculum, so it actually helps us achieve what we want to with Ss?

1. Quarter-level: Consider how the proposed passages work together. What big thematic question will Ss get to discuss & uncover through reading the various passages? Do any of the passages not fit? Make modifications accordingly.

2. Lesson-level: Consider if the objective is appropriate & rigorous enough. Check the actual released English II SATP practice tests to see if the objective is tested at all or if it is tested in the manor in the JBHM curriculum. Make modifications accordingly.

Example Lesson-plan with considerations: Quarter 1, Lesson #25.

• Statement of Learning: This lesson will provide a review of the appropriate use of plurals, possessives, apostrophes.

• Relevance: What are the health risks of living in a global society? What are the health benefits?

Consideration #1: Is the passage interesting, worthwhile, & connected to a broader theme?

|[pic] |The passage is about influenza. It’s appropriately complex, with lots of high-level vocabulary words such|

| |as pandemic, morgue, mutation. I like that it’s a science-related nonfiction article for a number of |

| |reasons: |

| |I know that there are far more nonfiction passages on the SATP than any other type of genre. |

| |Many of my students are interested in advancing into the healthcare industry after graduation (doctors, |

| |nurses, etc.) |

| |The passage/ article connects to the other articles we’ve been reading to build our knowledge of WWI. |

| |I can break this passage down thematically & craft comprehension questions & analysis questions for my Ss |

| |to consider. |

| |Theme/ message: The 1918 Influenza Epidemic was the most deadly flu breakout in the history of the flu. |

| |Like the far-reaching affects of WWI, the flu shows us another way that the world was becoming more |

| |globalized in the 1900s. Sickness & unrest in one part of the world would and did affect other parts of |

| |the world. |

| |How did the author create this meaning? Statistics, graphic descriptions of the morgues, side bars that |

| |define terms |

| |What must my Ss know & be able to do to unlock the meaning? Infer meaning & apply scientific terminology,|

| |reference the side bars, compare statistics (37 million people died as a result of WWI, 40 million people |

| |died as a result of influenza), make connections to globalization |

| |I like the JBHM-provided guiding question, but I know that it doesn’t provide enough support for my |

| |students to comprehend & unlock the meaning of the article, so I’m going to have to write some more |

| |questions to make sure my Ss get up to the meaning that I’ve outlined above. Here are some possible |

| |questions, in scaffolded order, from most complex to simplier: |

| |JBHM Culminating question: Do we have a responsibility to prevent and treat diseases in other parts of the|

| |world? Explain using test evidence. |

| |Compare the effects of the influenza outbreak of 1918 & WWI. How do both of these events show how the |

| |world was changing in the early 1900s? Provide text evidence, and feel free to reference previous days’ |

| |readings. |

| |Work with your partner to write a précis for each subsection of text. |

| |Consider this quote: “The war affected the course of influenza, and influenza affected the war.” What |

| |does it mean? Provide text evidence to support your answer. |

| |Consult the sidebars to answer the following questions: |

| |Why is influenza considered a virus? |

| |Why did influenza spread so quickly during the 1918 outbreak? |

| |Even though the JBHM curriculum doesn’t provide the questions for me, I can easily craft some of the most |

| |frequently tested questions on the reading-portion of the SATP for this passage. For example, I’m |

| |thinking that I can modify the following questions since they are always, always tested: |

| |Author’s purpose, such as this question from a released test: What is the author’s purpose for writing |

| |this passage? |

| |F To highlight the experiences and literary accomplishments of Tennessee Williams |

| |G To discuss the effects of Tennessee Williams’s troubled personal life on his writings |

| |H To show that Tennessee Williams’s health was a problem both early and late in his career |

| |J To persuade readers to respect Tennessee Williams and other playwrights from the South |

| | |

| |I chose to have my Ss write précis for each subsection, due to the prevalence of précis questions such as |

| |this one: |

| |Read lines 34–38 from the passage. |

| |Over the next several years, more of his plays were produced on Broadway. In 1949 his play A Streetcar |

| |Named Desire won the Pulitzer Prize. Williams reached an even wider audience in the early 1950s when both |

| |The Glass Menagerie and A Streetcar Named Desire were |

| |made into movies. Consequently, his fame and success reached a level equaled by few other playwrights of |

| |his day. |

| | |

| |Which of the following is an accurate précis of this paragraph? |

| | |

| |Read this chart that corresponds to the passage. |

| |1911 |

| |Born in Columbus, Mississippi |

| | |

| |1929 |

| |1938 |

| |Studied at the University of Missouri |

| |Entered the University of Iowa writing program |

| | |

| |1944 |

| | |

| |Produced The Glass Menagerie |

| | |

| | |

| |1961 |

| |Won third Pulitzer Prize |

| | |

| | |

| |If presented as a sidebar to the passage, how would the chart support the message of the passage? |

| |A It focuses on Williams’s most important work as a writer. |

| |B It reveals Williams’s major literary influences. |

| |C It arranges significant events from the passage. |

| |D It elaborates on the key point of the passage. |

Consideration #2: Is the objective appropriate & rigorous enough?

|[pic] |STEP 1: Consider the released SATP assessments: |

| |Not one of the 3 released tests assesses plurals, possessives, or apostrophes. |

|[pic] |The JBHM-curriculum questions at the end of the passage look like the appositive questions or the comma –usage |

| |questions on the released test. However, there are NO plurals, possessives, or apostrophes questions on the test. |

|[pic] |Here are some examples of the questions from the actual SATP: |

| |Which sentence uses commas incorrectly? |

| |F Most dogs, unlike most cats, are quite willing to perform tricks on command. |

| |G Several people, including my father, told me that I had made the right decision. |

| |H Most students complete their homework faster without distractions, such as, music. [?] |

| |J Many people continue to turn to television, not the Internet, for news and entertainment. |

| | |

| |68 Which sentence contains an error in comma usage? |

| |F The dawn redwood, native to China, was once thought extinct. |

| |G Andrew Jackson, served as a general, before becoming President. [?] |

| |H Coffee, America’s favorite beverage, is harvested from shrubby trees. |

| |J Davy Crockett, possessing an adventurous spirit, went west to Texas. |

| | |

| |Read these statements. |

| |Statement 1 |

| |After dark fireflies fill the night sky with their brilliant, twinkling lights. |

| |Statement 2 |

| |Outside the yard was covered with new-fallen leaves, which signaled the beginning of autumn. |

| |Statement 3 |

| |More and more advertising overseas is becoming an essential tool to marketing a product. |

| |Statement 4 |

| |Mark waved to his friends and ran to join them on the field behind the school. |

| |Which statement does NOT require a comma to avoid misreading? |

| |F Statement 1 |

| |G Statement 2 |

| |H Statement 3 |

| |J Statement 4 |

| | |

| | |

| |STEP 2: Consider the MS framework: |

| |When I consulted the MS framework, I saw that plurals, possessives, & apostrophes aren’t found within any high school|

| |grades for ELA. Instead, they are found within grades 3 and 4 for ELA in Mississippi. |

| |I conclude the following: |

| |It is NOT a good use of my students time to do this low-level grammar practice. It’s a better use of our time to |

| |deeply dig into this interesting article. |

| |If my Ss are making so many errors in their writing with possessives, plurals, & apostrophes that it disrupts their |

| |meaning, I will address that with an editing lesson wherein my Ss edit their own or a peer’s writing for these |

| |errors. |

| | |

| | |

| |CONCLUSION: Upon consulting the 3 released SATP tests & the MS Framework, it’s clear that plurals, possessives, & |

| |apostrophes are NOT rigorous enough objectives for my students. I will throw out all of these key points & practice |

| |questions since they aren’t aligned at all, and instead I will craft aligned questions for the passage and we will |

| |spend our time reading & thinking about those fully-aligned questions. |

| | |

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