W Formative Assessment Student Progress Eng3 The Crucible Act 1

Act 1

"The Crucible" Act I Assignment

Check you Comprehension #1-4 (Please Respond in complete sentences.)

1. What aspects of society does Miller seem to be criticizing through the characters of Reverend Parri and the Putnams?

2. Summarize Abigail's prior relationship to the Putnam's, using at least one line from Act 1.

3. What seems to be Reverend Parris's main concern about Abigail and Betty's behavior in the forrest?

4. Why does Betty's reaction to the psalm support the assertion that there is "witchcraft afoot?"


Student Work:

Formative Writing Assessment:

Demonstrator 1. Assessments: Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.


B) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments

W Student Access "using differentiated strategies" English IV The Exposition of JC

KY CC STANDARD

Reading:

L 7: Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist).


Program Review

D1

C) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students.



Wednesday October 30th

HOT: How do Adjectives help readers "see" the setting of a literary work?

Student question: What are Adjectives?

"Unpack Your Adjectives" c/o School House Rock

W Student Expectations, Performance and Assessment Eng IV Compare & Contrast Antigone

Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in writing.

A) Students know and understand expectations for their work and receive/provide feedback using standards specific language.


Paragraph 1:

Describe Antigone, the play, including background information of the Greeks and Sophocles.
Explain that the film version was published in the 70's, which we watched in class.

5 sentences.

Paragraph 2:

Explain how the play and film are alike (at least 3 examples).

5 sentences.

Paragraph 3:

Explain how the play and film are different (at least 3 examples).
Which did you like best? Justify.

6 sentences.

NOTE: This essay is due Tuesday.

Student Sample:

W Formative Assessment & Student Expectations Eng III Discuss Writing Goals

Formative Assessment
B) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments

Student Expectations
B) Teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments.


Teacher's Explanation: I called each student back to my "discussion table," and shared their 2013 K-Prep Writing scores with them and encouraged each student to set a goal for themselves. Either a repeat score or a higher score. I also discussed their score on a current class essay and provided feedback of their strengths and weaknesses.

See Videos:

Miss Stafford and Cayley Potter



Miss Stafford and Josh Heinenger



Miss Stafford and Erin Pugh

W Student Performance English III Poetry Group Work

W Instructional Strategies & Student Performance Eng 3 Shakespeare Essay's

B) Students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through products.

D) Students refer to works of quality and substance as models to inform their work. (Read published research essays to inform and make decisions.)


LINK TO RESEARCH ESSAY ASSIGNMENT

Student Work with Teacher's Feedback

W Instructional Strategies

F) Students engage in discussion with teachers and peers to inform the writing process and are provided with a means to publish/share work.