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As HS English department, we have been conscious of incorporating choice into our course design.

Periodic moderation of work.

Working closely with Learning Support and co-teachers in the classroom.

Curriculum review - approval from CAL for minor changes.

Does HS have a flow chart for curriculum review (in particular for minor changes)? How do we have this approved? What's the procedure?

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- data dialogues every quarter based on common formatives in HS English Department - English 9/10
- moderate DP assessments - IOC
- reflect on assessments and update them each year to ensure relevance and meaningfulness - MS humanities
- opportunities for choice in learning throughout Grade 8 humanities - final unit - Capstone Project
- independent reading - 9/10 - room for more choice, perhaps elsewhere
- scaffolding for EAL/LS
- year 5 of curriculum review - work to do in documenting curriculum

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The HS English department's changes are purposeful and don't occur simply because someone leaves. 

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The HS English department's changes are purposeful and don't occur simply because someone leaves. 

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Students have choice in independent reading and book clubs.

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In the HS, every grade level meets once every cycle, and there are daily conversations: in the office, across hallway, we moderate formative and summative assessments and these are to measure level of learning as well as equity. 

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In the HS, every grade level meets once every cycle, and there are daily conversations: in the office, across hallway, we moderate formative and summative assessments and these are to measure level of learning as well as equity. 

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In the MS, similar system--8th grade meets 2X per cycle. Grade 7 as well--probably most valuable are the conversations/meetings where we are comparing notes/making sure we are on "the same page"

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What is the student doing well?The student is trying to set the scene and is being descriptive, bringing in some dramatic elements to help grasp the reader's attention. 

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What is the student doing well?The student is trying to set the scene and is being descriptive, bringing in some dramatic elements to help grasp the reader's attention. 

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Teaching points: More detail is needed in order to help ground the reader (for example, terms were used that are unfamiliar to the reader). More description/back story would help to clarify situation the writer is in. The writer includes thoughts without resolution and jumps from scene to scene too quickly.

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1.hooked us in
good structure
nice echo in the end
good progression of a story
2. transitions from moment to moment
setting details
build tension in the good part
figurative language

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Work on conclusion, making it more reflective, thought-provoking

Use a wider variety of sentence types.

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As a HS teacher, teaching more techniques, modelling more examples/reading stories/narratives to help pinpoint these techniques would help the student practice for writing narratives. Picking the right choice of reading would help guide students in their own writing as well. 

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As a HS teacher, teaching more techniques, modelling more examples/reading stories/narratives to help pinpoint these techniques would help the student practice for writing narratives. Picking the right choice of reading would help guide students in their own writing as well. 

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organization scores the to be higher, this piece has that skill apparent
need to move HS students away from 'one day...then...next...'

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- organize for a stronger conclusion
- create suspense - interest and engage the reader
- vocabulary and sentence structure

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Re-think what my expectations of my incoming Grade 9s should be - not in a bad way.  But more scaffolding and modifying of expectations as the year progresses.

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- clarity of expression
- edits
- conclusion needs some work - deeper reflection
- a bit overblown

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Work on sequencing events to create a coherent whole. The climax of the narrative is a little muddled. Revision needed.

Edit more carefully for grammar.

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Teacher would advise  revisiting imagery/plot development/voice as the writing itself feels very superficial. Retelling of event uses too much exaggeration and leaves out descriptive moments that would help with clarity for the reader. Sequence of the story is unclear at times and the ending comes abruptly without    the reader reflecting on the experience of the writer of which "thinks" she is sharing a detailed account. 

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Teacher would advise  revisiting imagery/plot development/voice as the writing itself feels very superficial. Retelling of event uses too much exaggeration and leaves out descriptive moments that would help with clarity for the reader. Sequence of the story is unclear at times and the ending comes abruptly without    the reader reflecting on the experience of the writer of which "thinks" she is sharing a detailed account. 

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The gr. 9 Meeting piece shows few signs of revision/editing. Maybe that's something we should be working more on.

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- foundation of clarity developed in MS
- balance figurative language against clarity

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organization
developing an idea in logical progression
the conclusion- drawing a relevant conclusion to piece

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Constantly bringing in examples of strong writing/having students share writing with peers helps strengthen awareness of good writing practices. As well, it can help students see patterns in strong writing and perhaps strengthen development of their own writing. 

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Constantly bringing in examples of strong writing/having students share writing with peers helps strengthen awareness of good writing practices. As well, it can help students see patterns in strong writing and perhaps strengthen development of their own writing. 

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- revision - peer review
- exemplars
- mentor texts

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Planning for effective writing and emphasizing the full writing process might be a good way to catch problems with clarity, development/organization, as well as the final editing phase where minor errors impede clarity or expression. That process emphasis on brainstorming, outlining, writing, and revising in roughly equal parts might be a good school-wide goal to build foundations and extend beyond for all scenarios we're looking at in these examples.

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Scaffolding: Giving students a way to organize their thoughts into a coherent structure is valuable in both MS and HS settings. They can use graphic organizers/templates to get started in writing and to ensure guidance. 

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Scaffolding: Giving students a way to organize their thoughts into a coherent structure is valuable in both MS and HS settings. They can use graphic organizers/templates to get started in writing and to ensure guidance. 

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In HS, students are using more advanced literary devices on a daily basis, therefore the need to understand meaning behind each text is greater.

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looking at a variety of styles of writing and perhaps trying them on, trying out different voices

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Work on organising the writing, particularly conclusions. Making them clearly follow from and reflect on what is experienced, observed or resolved over the course of the narrative.

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Peer Review by ability level, with a selected expert group that serve both as each others reviewers and as the moderators for lower level groups so they can scaffold effective and productive peer review.

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Peer Review by ability level, with a selected expert group that serve both as each others reviewers and as the moderators for lower level groups so they can scaffold effective and productive peer review.