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1. Series of mini lessons/scaffolding
2. Audio presentation/youtube/direct teaching, graphic organizers

B. Effectiveness.
these strategies are effective over time and I am beginning to see a difference in student writing but still requires further repetition/scaffolding before fully effective.

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1. Small Group Learning
2. Cues, questioning, and activating prior knowledge

B. Effectiveness
1. The students work well in small groups. We have done a variation of group work within the class (student selected partners and  teacher-selected partners). Students are able to incorporate effective communication, decision making, and allow the students to be actively engaged within the lesson.

2. Cues, questioning, and the activation of prior knowledge is used within every lesson. TAG students appreciate questions that involve critical thinking. Students are able to actively understand how the days lesson can be incorporated in their everyday lives.

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1. Direct Teaching
2. Graphic Organizers

B. Effectiveness
1. Direct teaching has been effective. I deliver the lesson within a 10-15 minute lecture usually with added visuals and/ or audio elements. I have students complete a response activity which indicates the students' comprehension.
2. The responsive activity usually has a graphic organizer as a pre-writing activity or pre-collaborative discussion/debate activity. The graphic organizer engages the students and gives them a forum to indicate their thoughts. It is a way for the students to visualize the connection between one idea and another.

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A. SLO Strategies
Cooperative-Grouping Strategies

How it will be used?
Strategy will be used through
Think-Pair-Share
Peer teaching

Justification of effectiveness:
Careful usage of strategies promotes social skills needed for College and Career Readiness such as;
1. Team building
2. Positive interdependence
3. Individual accountability
4. Group interaction

Understands the expectations of the standard to be taught and its connection to previous standards; aligns the lesson to grade level content standards.
Differentiates instruction based on student needs.
Selects problems that provide opportunities for students to contextualize and/or decontextualize.
Selects problems that provide opportunities for students to apply math to real-world situations.

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1.
2.
B. Effectiveness

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SLO 1
a. Instructional strategy that will be used is Essay Writing. Students will summarize primary and secondary sources. It will provide students an opportunity to produce clear and coherent writing.
b. The instructional strategy will be used is active reading/unlocking the prompt. The strategy will be used to explain what the prompt is asking the students to do in their own words. This strategy will be used weekly. This strategy will provide students an opportunity to produce clear and coherent writing.
SLO 2
a. The instructional strategy that will be used is a graphic organizer. It will be used to identify evidence to support analysis of primary and secondary sources. This strategy will provide students an opportunity to summarize evidence when reading a primary and secondary source.
b. The instructional strategy will be a graphic organizer. It will be used to compare and contrast differing points of view on the same event or issue, evaluating similarities and differences in the author's' claims and evidence, to draw conclusions about an historical question. This strategy will provide students an opportunity to analyze claims when there are differing points of view on the same event or issue.

B. Effectiveness
SLO 1
a. For this strategy, I have seen a tremendous growth with students essays. One of the things that I did was modify the rubric. Length was always a criteria for the essays, however, students would be so obsessed with the length of the essay that they would completely miss the content. Since the modification, students have been more deliberate with their writing.
b. Active reading/unlocking the prompt. Have been very successful. Students have finally realized how helpful this strategy is because many times there is so much information that they would be writing forever. Also it is a skill they need to avoid plagiarising work.
SLO 2
a. This strategy has worked well. Students have been appropriately using the information gathered in their essays. They have improved in determining what evidence should be used when and why.
b. This strategy is still a work in progress. However, students have gotten better. Sometimes the terminology being used by one author may not be clear so they may have to re-read several times.

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1. Direct instruction provided for comprehension of content, activating and connecting given information with prior knowledge, questioning, determining importance, summarizing/synthesizing information, and providing examples to support position.
2. Journal writing to review content previously taught and improve written expression of content including specific details and examples to support response to journal prompts.

B. Effectiveness
Direct instruction has helped students gain a greater understanding of government and using current events in my direct instruction has helped most students connect with the real world and its application to their lives. This connection has helped students more effectively analyze information and respond more appropriately in written and verbal response. This strategy is most effective when students are more interested in the issue.
Journal writing is an effective strategy to help students feel more confident in their writing skills and therefore more apt to write when the expectations of writing, such as BCR.s, ECR's, and essay's are given. I would note that journal writing has not been as effective this semester as it has been in the past, but has still worked in helping students increase their willingness to write.

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The above strategies are centered around a series of mini lesson that target grammar and parts of speech and scaffolded over a period of time targeting my SLO goals. These mini lesson are monitored and graded so I can see who is struggling and who is learning the skill and can adjust accordingly for the following week.
the topic/thesis statement still requires some more instruction, which the strategy here is to review the expectation before a writing assignment then guide re-instruct individually during the writing process reminding students to use transitional words and phrases.

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A. SLO Strategies
1. Analysis of student work
2. Shared writing

B. Effectiveness
The analysis of student work and shared writing are effective strategies. Most students are actively engaged in reading and peer-editing each other's work. These strategies work better when the shared writing and peer-edits are done between different classes, instead of within the same class.