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Validated Practices Project Narrative

Rebekka Inglefield

Topic:

I created my Validated Practices Project during my high school rotation at Perry Hall

High. During this rotation, I taught five 9th grade English classes; one standard and four honors

courses. At Perry Hall High, there are about 2,000 students ranging from 9th-12th grade; the

largest high school in Baltimore County. Perry Hall stands out from other schools because of the

wide diversity of students that attend this school.

For this project, I chose to analyze 2A. This is an honors course that I saw every other

day for 90 minutes. There are 24 students in this class; 14 males and 10 women. I chose this class

because of the diversity in the classroom; gender, ethnicity and academic knowledge level. I also

chose this class because of the relationship I had with the students. This was a class that I saw

regularly during my part-time and full-time rotation. I knew where the students were with their

reading and writing skills. When designing this instructional strategy, I knew every student could

benefit from strengthening their writing skills. Every student is at a different level in their

writing, through these instructional strategies all students can work at their own pace to improve

their writing.

Curriculum Learning Goals and Objectives:

The three lessons for my project were about producing clear and coherent writing in order

to prepare for the SAT. The objectives below include my pre and post-assessment objectives:
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SWBAT identify the differences between how an author and film maker establish mood.

(Pre-assessment)
SWBAT to draw evidence from the mentor text in order to support their analysis.
SWBAT to use appropriate signal phrases in order to create cohesion and introduce new

speakers.
SWBAT to implement certain grammar conventions in order to produce clear and

coherent writing.
SWBAT use feedback and specific writing skills in order to revise and rewrite a

paragraph in their SAT essay. (Post-assessment)

This instruction directly aligns to the Common Core State Standard CCSS: W.9.4: Produce

clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. These lessons are created to help strengthen students writing and

deepen the understanding necessary to support the schools ELA goal for the SAT. Even though

this instruction is aligned specifically with the SAT, these skills are meant to assist the students in

all of their writing throughout this unit.

Assessment Plan:

The pre-assessment asks students to write a short response that answers the

question How do authors and film makers convey mood? For this response students

need to use specific examples from To Kill a Mockingbird. The first lessons objective

asks students to draw evidence from the mentor text in order to support their analysis.

When introducing an example, students need to properly introduce it. This aligns with the

second objective; use appropriate signal phrases in order to create cohesion. When

writing any kind of written response, students need to make sure they are using their

grammar conventions correctly. The third objective, implement certain grammar

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conventions, assists students in writing that clear and coherent piece of writing. The post

assessment was having the students revise one body paragraph of their SAT essay. The

Essay was done prior to the lessons, so I could not score their first draft of their SAT

essay. Both the pre-assessment and post-assessment are graded using the 4 point PARCC

rubric.

After each lesson, there was some kind of formative assessment. During the first

lesson, students scored and revised a model mood short response. This was an informal

way to assess the students understanding of providing examples. For the second lesson,

students had to introduce three different quotes using signal phrases. Students needed to

state who was speaking and the action verb that described the purpose of the quote. For

the third lesson, students had a comma and ellipses practice. They had 5 minutes to

complete the practice and we went over it in class. This was my way of quickly assessing

how well the students were understanding the material.

Students scored rather poorly on their pre-assessment. Even though it was in the

prompt, students did not provide specific examples from the text. Since they were not

providing examples, they also were not introducing their examples using signal phrases.

Students also were not taking the time to produce a clear and coherent response. I created

these lessons as if there was little to no prior knowledge.

Instruction:
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Each VPP mini lesson has a full lesson plan incorporated into a 90 minute lesson. This

section has a brief recap of the lesson. For more details please take a look at each lesson plan.

Lesson one incorporated analyzing and scoring a model short response. The objective for

lesson one was SWBAT to draw evidence from the mentor text in order to support their analysis.

This gave students the opportunity to understand the process when analyzing a short response.

The rubric given to the students is the same rubric I used to grade all of their writing

assignments; the 4 point PARCC rubric. While the response was out of twenty points, it goes off

of the four point scale. A zero means that the student demonstrated no comprehension by

providing inaccurate or no analysis, inappropriate to the task and purpose, no text-evidence and

lacks organization. A four means the student demonstrated full comprehension through the

analysis, provides effective and comprehensive development of ideas, clear reasoning and an

effective writing style. Students have been previously introduced to this rubric, so it is not a new

concept. Students had to score the rubric and explain their reasoning, explain what is missing

from the response and how they would revise the response. Students realized the response was

missing specific examples from the text. As a class, we discussed the importance of supporting

your answers with textual evidence.

Lesson two incorporated signal phrases in order to introduce speakers. The objective for

that lesson was SWBAT to use appropriate signal phrases in order to create cohesion and

introduce new speakers. The writer must introduce their speakers in order to create clarity for the

reader. Students will understand the importance of this when they must include more than one

speaker in their writing. As a class, we reviewed the importance of a signal phrases in order to

introduce a speaker. Students took Cornell notes during class and then had to complete a

practice. Overall students did very well on this practice. If the students werent paying close
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attention they missed the author of the third quote. Answers to the first two quotes were Atticus

Finch, the third quote was from a case we read in class on Deirdre Stevens. Students who did not

pay close attention said all three quotes were by Atticus Finch.

Lesson three incorporated implementing grammar techniques into their writing. The

objective for this lesson was SWBAT to implement certain grammar conventions in order to

produce clear and coherent writing. Students read two different passages and were asked which

excerpt was more concise and easier to read. At their tables, they needed to explain why it was

easier to read. As a class, we came up with the ellipses and commas that made it easier to read.

Students took out their writing notes and added notes on Ellipses and Commas. After they were

done, they completed a comma practice. Overall, there was a mixture of scores on this comma

practice. Attached in my VPP are three student copies; the scores are 3, 5, and 7. None of the

students scored a 100% on the practice, most scores were between the 3-8 marks. I was okay

with this, because this was the first time I was working on improving these skills. I know my

mentor will continue to work on building these skills throughout the year.

Analysis, Reflection, and Self Evaluation

As a class, there was a 19% gain between the pre-assessment and the post-

assessment. Writing is something takes time to improve on, so I am extremely happy with

our percent gain. Overall there were four students that did not improve on their scores

between the pre-assessment and the post-assessment. Most of these students were

constantly distracted in class or were not fully participating in the lessons. Student three

has not done well in both marking periods and is constantly doing the bare minimum. I
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always strive to push this student to work harder in school but he has become to realize

he can give the bare minimum and still pass. Student 13 got a 17.5 for the pre-assessment

and did not see the purpose in strengthening her writing. She expressed on several

occasions that she is happy with her writing and does not see the point in strengthening it.

Students 15 and 18 did not give the lessons their full attention because they did not feel

they needed to strengthen their writing skills. From participation and motivation, it was

clear which students would improve, and which ones would not.

One strategy I believe was effective was during lesson one. I believe giving the

model response and having the students analyze it, was effective. In the beginning,

students wanted to score this response four out of four, but once they began to analyze the

prompt and the response, they realized it was missing a huge piece. By giving students a

response that looked similar to their own, it made them realize what they missed. One

strategy I would like to try next time would be spreading out the lessons out and have the

students write short responses after every lesson (related to the SLO/VPP). This way I

can analyze exactly how the students are using these skills, not just on the Pre and post-

assessment. For this assignment, there was not enough time, but in my future classroom I

hope to be able to fully execute that strategy.

An implication I ran into was in my pre-assessment. Something I want to work on

is making sure my instructions are clear for the students to understand. For the pre-

assessment, I wanted the students to provide examples directly from the unit (Ch. 12-15).

I assumed that the students would pull examples from their packet that we completed as a

class. I reminded them verbally to use their packets, but since that was a requirement on
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mine, it should have been in the written instructions. Once of my professional goals

would be to ensure I am making my instructions as clear and possible for my students.

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District, State, Objectives Assessment Items Activities
and/ or National from Pre-and Post-
Standards assessments

Lesson 1 Draw evidence SWBAT to draw Students will use their Poster Activity: Students
from literary or evidence from the pre-assessment and to discuss why it is importan
Providin
informational texts mentor text in this lesson for practice explain your reasoning in an
g essay, using the rubric score
to support order to support in order to implement
Example model response and revise t
analysis, reflection, their analysis. proper use of
s short response.
and research. examples in the SAT
practice essay.
W 9.9.

Lesson 2 Use appropriate SWBAT to use Students will use their Introducing quotes
and varied appropriate signal pre-assessment and practice.
Introduc
transitions to link phrases in order to this lesson for practice
ing
the major sections create cohesion in order to implement
quotes
of the text, create and introduce new signal phrases before
using
cohesion, and speakers. a quote. This provides
signal
clarify the the audience with an
phrases
relationships introduction to a new
among complex speaker.
ideas and
concepts.

W 9.2.

Lesson 3 Demonstrate SWBAT to Students will use their Comma practice

command of the implement certain Mood short response worksheet (Identifying
Ellipses
conventions of grammar (Pre-assessment) and commas)
and
standard English conventions in this lesson for practice
Commas Ellipses practice
grammar and order to produce in order to implement
worksheet
usage when clear and coherent these conventions in
writing or writing. the SAT practice (Identifying the signific
speaking.L9.1. essay. information in a quote
what can be taken out

Student Learning Outcomes

Name: Rebekka Inglefield School: Perry Hall High School
Grade Level: 9
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Statement of Outcome:

Students in the ninth grade will implement certain writing skills such as clear and coherent
writing and providing examples. Ex. Short responses.

Rationale:

In order for students to support the schools ELA goal for the SAT, I will be working on
strengthening their writing.

Alignment to CCSS: W.9.4

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Assessments:

Pre-assessment: Mood Short Response (2/7 & 2/10)

Lessons:
o Short Response practice (2/16 & 2/20) Students have to discuss why it is
important to explain your reasoning in an essay, using the rubric score a model
response and revise the short response.
o Introducing quotes using signal phrases. (Signaling that a different speaker is
being introduced) (2/23 & 2/24)
o Using ellipses and commas in order to simplify textual evidence. (3/14 & 3/15)
Post-assessment: Revision of SAT practice essay. Students will need to provide examples,
introduce quotes, and uses ellipses and commas. (3/20 & 3/21)

ASSESSMENT DATA COLLECTION

Basic Listing Of Official Data
IMPACT ON STUDENT LEARNING

Ms. Inglefield Teacher:Year: 2016-2017

Perry Hall High School:Semester: Fall 2016
9 th grade Grade:Subject: English
9

POSSIBLE
POINTS ON
POSSIBLE POINTS ON POINTS ON PERCENT POINTS ON PERCE
STUDENT ID CODE POST-
PRE- ASSESSMENT PREASSESSEMENT SCORE POST- SCOR
ASSESSMENT
ASSESSMENT

1 20 10 50% 20 17.5 88%

2 20 15 75% 20 17.5 88%
3 20 10 50% 20 10 50%
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4 20 17.5 88% 20 20 100%

5 20 20 100% 20 20 100%
6 20 17.5 88% 20 20 100%
7 20 10 50% 20 17.5 88%
8 20 15 75% 20 20 100%
9 20 15 75% 20 20 100%
10 20 15 75% 20 20 100%
11 20 15 75% 20 20 100%
12 20 10 50% 20 20 100%
13 20 17.5 88% 20 17.5 88%
14 20 15 75% 20 17.5 88%
15 20 15 75% 20 15 75%
16 20 15 75% 20 20 100%
17 20 17.5 88% 20 20 100%
18 20 15 75% 20 15 75%
19 20 15 75% 20 20 100%
20 20 15 75% 20 20 100%
21 20 15 75% 20 20 100%
22 20 17.5 88% 20 20 100%
23 20 15 75% 20 20 100%
24 20 10 50% 20 15 75%
Class Average 20 14.69 73% 20 18.44 92%