Harrison High School 9 th Grade Program

Transcription

1 Harrison High School 9 th Grade Program Rigor, Relevance and Relationships For All Students Michael Greenfield, Assistant Superintendent for Curriculum & Instruction Jen Laden, Supervisor for Secondary Social Studies Debbie DiFiore, 9 th Grade SS Teacher Tara Morrissey, 9 th Grade ELA Teacher Jessica Burack, 9 th Grade ELA Teacher Dominic Zanot, Literacy Coach

2 Guiding Questions How has our 9 th grade curriculum evolved to meet the demands of the 21 st Century? How does the program support students transition to high school? How is the curriculum delivered? What does learning look like in our classrooms?

3 Equity and Excellence Access Adaptability Equity Rigor

4 Research on 9 th Grade Transition Engagement Attendance Relationships School/Home Communication

5 9 th Grade Team Model Smaller, more personalized learning community to support transition to high school SS/ELA team 9 th grade instructional expertise, coordination and articulation of curriculum Extended time in ELA and SS 3 Period Block (every other day) Extended, uninterrupted time facilitates academic readiness and cognitive stamina Engaging and challenging curriculum aligned with college readiness standards Focus on IB academic skills and learning habits i.e. research, oral presentation, critical analysis, analytical & persuasive writing, time management and other related study skills. Enrichment/Intervention Differentiation for high readiness and / g struggling learners

6 Content Area Team ELA or Social Studies SS, ELA & Sped Teachers, SS, ELA & Sped Teachers, SS, ELA & Sped Teachers, Lit. coach, 2 Guidance Counselors Lit. coach, 2 Guidance Counselors Lit. coach, 2 Guidance Counselors 9 th Grade Team (3 Social Studies Teachers, 3 ELA Teachers, 3 Sped Teachers, 2 Literacy Coaches, Library/Media Specialist, Guidance Counselors, Psychologist, Social Workers, Admin)

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8 The Challenge of the 21 st Century Classroom The Problem: When content teachers only provide a low level emphasis on critical thinking, all students suffer. Students who have mastered the fundamental critical thinking skills are ready for high level applications, and are stifled without options to fit their individual learning needs. The Teacher as The Clinician Embedded Strategy Differentiation Problem-Based Learning Questioning Open-ended ended lessons Exposure and Opportunity

9 What the Differentiated Classroom Looks Like Teachers need to ask themselves, prior to planning a curriculum, who are my students and how can I ensure that there is effective and efficient learning happening in the English classroom? We Set expectations to the highest level with support in place for students in need. Plan lessons and units with the end in mind (what do we want students to be able to know, understand, and do). Allow students the opportunity to learn about themselves as learners. Habits of Mind. Understanding Students Traits Readiness Learning Profile Interest Metacognitive Impact

10 The 9 th Grade English Classroom 2011 Thematically links the literature studied to Big Ideas and Essential Questions. Major works of literature studied include (but are not limited to) those of Anderson, Beah, Cisneros, Ford, Hansberry, Laiz, Lee, McBride, Santiago, Shakespeare, and Walls. Analyze literature through a multitude of critical theories and lenses: New Historicism, Cultural Studies, Archetypal, Psychoanalytical, and Feminism (IB preparation). Students maintain and develop their writing skills using the five modes of writing: narrative, descriptive, expository, persuasive, and creative/expressive. The emphasis is on the writing process through prewriting, drafting, revising, and final editing. Vocabulary, grammar, usage, and mechanics are taught in context of the assigned readings. Speaking skills are an essential part of the program as is participation in small groups, and to the class. The Classroom in Real Time The Upward Spiral of Skill Setting the Stage for Successful Learning

11 In Real Time Tiered Learning/Reading Groups Literature Circles Writing Conferences Oral Presentations Research and Web 2.0 Skills An Upward Spiral of Skill to meet the I.B., A.P. and National Common Core of Standards. Daily Lessons 3 Ring Circus Tiered Learning/Reading Groups Leveling Texts

12 THREE RING CIRCUS WORK INDEPENDENTLY WORK COLLABORATIVELY WITH A PARTNER DIRECTIONS: PICK A CIRCLE THAT BEST FITS YOUR NEEDS TO COMPLETE THE TASKS BELOW: 3 6 COACHING, CONFERENCING,AND/OR DIRECT INSTRUCTION WITH TEACHER

13 GROUPINGS FOR TODAY PEER REPSONSE: FLIP AND PARTNER UP!

14 The Writing Process The Initial Gathering Stages i.e. brainstorming, blocking for understanding Draft/Revise/Conference Summative Product

15 Meaningful Feedback What We Do Recognize strengths Identify topics that need to be addressed during a conference These serve as learning targets. Hold the student to a standard (student growth). Speak to the rubric. What We Don t Do Don t go error hunting. Don t cover a paper in red marks. We don t compare students to one another. Note: Most students can only handle 1 or 2 suggestions for improvement at a time.

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17 Social Studies in the Team Model Aims of 9 th Grade Social Studies Curriculum: Reinforce college readiness skills in reading, writing, & analysis Understand the present through critical reflection upon the past How the 9 th Grade Social Studies Curriculum meets these Aims: Differentiated instruction for all learners Creating Historical Arguments from Historical Evidence Periodization Reading (primary, secondary, informational, historicalfiction) Writing W i i (TEXAS, Informational, Inquiry Research) Formative and Summative Assessments

18 Example of Creating Historical Arguments from Historical Evidence Historical Argumentation Define and frame a question about the past Address that question through the construction of an argument Clear, comprehensive and analytical thesis Relevant historical evidence Describe, analyze and evaluate the arguments of others Appropriate Use of Relevant Historical Evidence Identify, describe and evaluate evidence from diverse sources Extract tuseful linformation Make supportable inferences Draw appropriate conclusions Early Civilizations TEXAS T.E.X.A.S. paragraph T.E.X.A.S = Thesis, Example, Analysis, Summary

19 Periodization Understanding of periodization is central to the study of World History. To assist you with this concept, a time line project will be required of all students at the end of each unit. TASK: Create an annotated world map of the world between 600 CE to 1450 Chronological Timeline This group will be responsible for creating a chronological l timeline of world events, people, and trends from 600 BCE to 600 CE. Periodization Map This group will create a world map listing the major events, people, and trends that occurred in each region of the world between 600 BCE to 600 CE. L

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21 Enrichment in the Team Model Social Studies Content Literacy Skills ELA Content The Enrichment Block Global Awareness Differentiated Instruction Habits of Mind

22 Example of an Enrichment Block Lesson: 9/11 Remembrance & Tribute Annotating Non-Fiction Text Concept Map & Overview of Facts (SS content) Read, Annotate, Analyze A Time of Gifts by S. Gould (ELA Content) 9/11 Lesson Read, Watch, Reflect on a Remembrance Ceremony (Differentiated by Interest) I Will Remembrance Campaign Listening with empathy & Understanding; Use all my Senses to Learn

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26 Equity and Excellence Access Adaptability Equity Rigor

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