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10th grade unit 3

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It would be amazing to narrow down specific skills for grade levels.  For example: citing information vs. MLA citation- in middle school?  Spiral upward (instead of down) so we build upon the last skill set.

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I am not really sure yet.  I honestly need more time researching the YPAR strategy. Anyua Clark

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I think each grade level should have some component of research.  It may be a thing where we build from 9th grade to 12th grade.  Teaching research skills in 9th, introducing how to identify and cite credible sources in 10th grade, and writing the research papers in 11th and 12th.  These are just thoughts off the top of my head. Anyua Clark

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We actually have a departmental meeting scheduled later today about this. This is something that has everyone a bit uncomfortable. So, we just plan to put our heads together.  I am looking forward to ideas from this group. Anyua Clark

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I do not have any questions right now but you know I will email you if I have any.  Thanks Anyua Clark

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I think each grade could benefit from doing a research paper.  Each year just add to the complexity and depth.

10th would benefit the most though.

-Bartlett

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Yes, every grade should have some component of research and writing. Perhaps 11th grade would be a good time for a full, formal paper. . . . or whatever the modern day equivalent of that is. Annotated bibliographies are good traditional assignments, but research-based how-to videos and online Wikipedia type pages can integrate the many of the components of a research paper while opening conversations on the importance of research and reliable information.

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Yes, every grade should have some component of research and writing. Perhaps 11th grade would be a good time for a full, formal paper. . . . or whatever the modern day equivalent of that is. Annotated bibliographies are good traditional assignments, but research-based how-to videos and online Wikipedia type pages can integrate the many of the components of a research paper while opening conversations on the importance of research and reliable information.

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I think it could be the summative assessment at the end of unit 2.  Have students look at how authors organize and validate arguments through rhetoric and other strategies, then apply those models to their own research.
-Bartlett

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I keep telling my kids that during the live session they will complete the work for the day.  So by showing up they are not just getting the skills they need, but are earning high scores and not as much, if any time outside of class.

Also, using topics the kids are interested in to bridge the gap between their current level of ability and the rigor of myPersepctives.

-Bartlett

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I think we could use this as long as there is flexibility in it for the students and teacher.

- Bartlett

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I don't see the course in Performance Matters.  When will it be listed?  Or amI doing something wrong?

- Bartlett

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Yes! We've been working to get more writing into our curriculum and have even created a style guide geared towards high schoolers. I'd love to add more on selecting reliable sources, integrating research, etc. https://mralbertsclass.com/

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I would have to look closely at the myPerspectives units for each grade level. I will say that each grade level could benefit from writing a research paper but it should look very different for each course. Anyua Clark

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Maybe not YPAR exactly, but something like it for sure!

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Maybe not YPAR exactly, but something like it for sure!

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English 9 - Unit 3 (The Literature of Civil Rights). Students could be exposed to writing a "mini" research paper on historical speeches that have inspired change. (Vanessa Parmenter)

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English 9 - Unit 3 (The Literature of Civil Rights). Students could be exposed to writing a "mini" research paper on historical speeches that have inspired change. (Vanessa Parmenter)

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A modified version of it that would not take up as much time.  (Vanessa Parmenter)

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A modified version of it that would not take up as much time.  (Vanessa Parmenter)

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Yes, definitely.  ELL students need a lot of structure and support in this area.  I think 9th and 10th grade English sets a good foundation for writing skills, but most (not all) ELL students would not be ready for a research paper until 11th grade. (Vanessa Parmenter)

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Yes, definitely.  ELL students need a lot of structure and support in this area.  I think 9th and 10th grade English sets a good foundation for writing skills, but most (not all) ELL students would not be ready for a research paper until 11th grade. (Vanessa Parmenter)

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At Newcomers, HS students will be attending face-to-face instruction five days a week. We plan to use to use a combination of digital learning and regular instruction in the classroom.  (Vanessa Parmenter)

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At Newcomers, HS students will be attending face-to-face instruction five days a week. We plan to use to use a combination of digital learning and regular instruction in the classroom.  (Vanessa Parmenter)

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Will testing, (for NCFE and EOCs), at the end of second semester be administered (and scored) the same way as it was for first semester? (Vanessa Parmenter)

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Will testing, (for NCFE and EOCs), at the end of second semester be administered (and scored) the same way as it was for first semester? (Vanessa Parmenter)

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I think that each grade should do a research paper - it would be so beneficial to students especially at the EMCs that will take college classes. I think a great idea would be to do an advocacy project/paper. 

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I think that each grade should do a research paper - it would be so beneficial to students especially at the EMCs that will take college classes. I think a great idea would be to do an advocacy project/paper. 

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- Douglas Greene

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Absolutely - of course after COVID calms down, because the interactions among students and outside organizations is awesome for building relationships between the school and the community.  Page 9 first column - "holds the potential to contribute substantively to the work of contemporary....literacy researchers have a responsibility to assist students in writing in ways that amplify their voices across civic contexts" 

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Absolutely - of course after COVID calms down, because the interactions among students and outside organizations is awesome for building relationships between the school and the community.  Page 9 first column - "holds the potential to contribute substantively to the work of contemporary....literacy researchers have a responsibility to assist students in writing in ways that amplify their voices across civic contexts" 

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11th Grade: I think a research paper/project would gel well in either units 3 (protest/change) or 4 (relationship to place).  I think there would be ample opportunity to explore local/national/worldwide issues connected to themes in unit 3.....and an interesting opportunity to explore the idea of home/journey connected to themes in unit 4.  McLaughlin.

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I don't see why we couldn't employ a strategy of this kind.   However....I think it would need very tactful and specific planning, as well as an understanding that there is a large volume of independent action that needs to take place for the students involved.   I think it could be very successful for those willing to engage/put forth effort.  McLaughlin.

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YES!!! I totally agree that each grade level should have a focus on the research process, being built upon each year.  

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YES!!! I totally agree that each grade level should have a focus on the research process, being built upon each year.  

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Douglas Greene

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I plan on teaching to both the students that are in my class and virtually.  I applied to get a SWIVL camera (that follows you around) so that I can be at the board, and not just be on the computer.  I think that will absolutely help.  Students should still bring in their laptops when coming on a hybrid level.  I was also thinking of doing more "four corner activities" or things that involve movement while staying far enough away from each other.  Being on a large campus I also think I would be able to go outside (weather permitting) and have class. 

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I plan on teaching to both the students that are in my class and virtually.  I applied to get a SWIVL camera (that follows you around) so that I can be at the board, and not just be on the computer.  I think that will absolutely help.  Students should still bring in their laptops when coming on a hybrid level.  I was also thinking of doing more "four corner activities" or things that involve movement while staying far enough away from each other.  Being on a large campus I also think I would be able to go outside (weather permitting) and have class. 

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Douglas Greene

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Did the GCFEs play any roles in the collection of data for students that could potentially be identified through the MTSS process?  The reason I ask is because my scores on the GCFEs for English IV were some of the worst I have ever seen in my life! However my English IV students were the ones coming on live instruction with the most fidelity.  Am I correct in thinking that data will be collected only on 9th/10th graders through the MAP test, other data through myPerspectives for 11/12, then is it only students that need that supplemental support based on the data will use the assessments in Fast Bridge, or is Fast Bridge mandatory for all students? 

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Did the GCFEs play any roles in the collection of data for students that could potentially be identified through the MTSS process?  The reason I ask is because my scores on the GCFEs for English IV were some of the worst I have ever seen in my life! However my English IV students were the ones coming on live instruction with the most fidelity.  Am I correct in thinking that data will be collected only on 9th/10th graders through the MAP test, other data through myPerspectives for 11/12, then is it only students that need that supplemental support based on the data will use the assessments in Fast Bridge, or is Fast Bridge mandatory for all students? 

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Douglas Greene

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I think that including a research project into the pacing guide/unit progression would be beneficial.  It would provide a 'protected' space for executing.  I feel like we try and 'squeeze' it in when we can, where we can....if at all.  However, I do think that MyPerspectives does a pretty good job of weaving in research skills into some of the unit activities (although it's been difficult to fully embrace those activities given our current frustrations).    I think it would certainly be something we could consider.  McLaughlin.

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Well.....as of last night any planning/forethought concerning hybrid has been put on the back burner for a bit. I think that's the million dollar question....how do we keep kids engaged, interested, and accountable? I think that keeping in mind the basics (regardless of pandemic) is essential....creating interesting activities, selecting relevant material to absorb, and allowing students opportunities for expression/voice are crucial.

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I'd be interested in collectively thinking about/investigating how instruction will work when we move to hybrid (concrete examples). I feel like I'm absorbing a considerable amount of anxiety from my colleagues because they have no idea how to facilitate. McLaughlin.

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I like the idea of doing it in 10th grade but also is the EOC year--- not sure if that's a factor to consider.

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I like the idea of doing it in 10th grade but also is the EOC year--- not sure if that's a factor to consider.

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-Anne Beatty

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Yes, it's a great concept, but, as the authors themselves note, there are a lot of obstacles to implementing it in public schools. I think student buy-in (and teacher buy-in!) would be key, so it doesn't feel like just "another thing," but something new and potentially liberating (i.e. not test prep, real-world, etc.). And it requires lots of time and flexibility in terms of going through the entire process. Teachers would need a lot of autonomy to make it work for their particular students.

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Yes, it's a great concept, but, as the authors themselves note, there are a lot of obstacles to implementing it in public schools. I think student buy-in (and teacher buy-in!) would be key, so it doesn't feel like just "another thing," but something new and potentially liberating (i.e. not test prep, real-world, etc.). And it requires lots of time and flexibility in terms of going through the entire process. Teachers would need a lot of autonomy to make it work for their particular students.

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-Beatty

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I agree with the above comments re: vertical alignment. It is so helpful when dept members get together and agree on which skills will be taught, then reinforced, in each grade. As for the original question, it seems like it would be useful to have a research unit so it doesn't become something everyone is doing in addition to teaching the lit, etc. More focus on the project might lead to a less watered-down process.

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I agree with the above comments re: vertical alignment. It is so helpful when dept members get together and agree on which skills will be taught, then reinforced, in each grade. As for the original question, it seems like it would be useful to have a research unit so it doesn't become something everyone is doing in addition to teaching the lit, etc. More focus on the project might lead to a less watered-down process.

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-Beatty

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I think this is a huge challenge, and complicating it are the tech limitations. In order for kids at home who are attending synchronous classes to feel included in discussions, group work, etc., it seems necessarily for everyone, whether in the classroom or remote, to be logged into the same video call. Of course there are major issues with that, involving bandwidth and computer limits, as well as the philosophical Q of why are we back in person if everyone is just logged into a laptop? But having everyone logged in would at least mean people at school could hear people at home and vice versa, and perhaps group work (what will that even look like??) could be breakout rooms for remote students and actual groupwork for students at school. Lots of unanswered questions, obviously. But if people aren't logged in together, it seems like students at home will be watching a bad Youtube video of a class they aren't really participating in, except when the teacher can give them explicit instructions.

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I think this is a huge challenge, and complicating it are the tech limitations. In order for kids at home who are attending synchronous classes to feel included in discussions, group work, etc., it seems necessarily for everyone, whether in the classroom or remote, to be logged into the same video call. Of course there are major issues with that, involving bandwidth and computer limits, as well as the philosophical Q of why are we back in person if everyone is just logged into a laptop? But having everyone logged in would at least mean people at school could hear people at home and vice versa, and perhaps group work (what will that even look like??) could be breakout rooms for remote students and actual groupwork for students at school. Lots of unanswered questions, obviously. But if people aren't logged in together, it seems like students at home will be watching a bad Youtube video of a class they aren't really participating in, except when the teacher can give them explicit instructions.

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-Beatty

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The research unit would be great for all grade levels, 9-12.  A self-interest generated research project gives students the opportunity to engage in critical literacy practices while making learning meaningful and giving them a voice. I can definitely see doing a research project in 9th grade unit 1: American Voices and Unit 3: Literature of the Civil Rights Movement.
~Nicole Minor

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GCS has been focused on embedding culturally sustaining pedagogy into its curriculum as well as placing a high concentration on equitable instructional practices.  The YPAR strategy would heighten these efforts by increasing students' engagement and desire to learn.
The student-centered project will make learning more relevant by allowing the students to incorporate their backgrounds and culture into the project. Students will also gain valuable knowledge of other cultures and perspectives in a safe and respectful environment.
~Nicole Minor

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For 9th grade, I like the idea of aligning the YPAR project with the Big Ideas of each myPerspective unit. Teacher provides an overview of each unit's thematic concept and students select which thematic concept they would like to explore in depth.  Students conduct research over the duration of the class or 9-week qtr. on the topic of their choice as it relates to the thematic concept. Each week students complete a step in the research process concluding with the publishing and presenting of their final project.
~Nicole Minor

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American voices unit 9th grade (I think there might also be a protest unit in 9th?)

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American voices unit 9th grade (I think there might also be a protest unit in 9th?)

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No. I would prefer it as  aN expectation for teachers to do but give teachers choice of which unit to do it.

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Also, students need to see writing as a tool that accomplishes something, so I think tying it to service learning in every grade level is valuable.

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To be honest I can not tell the best unit for a research paper in 12th grade myperspectives because it is heavy on literature. I think that a research component could be added to any unit, but we will have to make sure that the topic is relevant and meaningful to the students. So if I had to choose one I would go with Unit 2: Reflecting on Society they can conduct research in our community about social topics and create a project based on their findings.

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We've always done "The Research Paper" in the 11th grade, and over the years 9th and 10th grade teachers at my school have developed some scaffolding so it's not all brand new to kids when they hit their junior year.  That being said, it works much more smoothly in honors classes.  Our regular and inclusion folks need much more scaffolding and support, and it has been difficult to "squeeze" that in - as some have said - when we're still often working on getting them to construct a coherent sentence and building to a paragraph, etc.

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We are all very concerned about this, and frankly, my people are "salty" that there hasn't been more support with how to make this work. We keep getting asked, "What are you planning on doing? How do you want to do this?" like the full burden is on teachers to miraculously figure this out while still trying to support our current students (my school is block). Right now, we are planning to stream live from our in-person classes so everyone hears the same thing. Can I be sure to manage both groups simultaneously?? I have no idea. Maybe if I clone myself...

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I think we have to be careful to make sure that we are not repeating the Senior Project. We have to meet and get started now and discuss what will make this different from the Senior Project and help students participate in the community meaningfully! I think we can do it but it can't be as time consuming and stressful and high stakes as what we have done previously.

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I love what Anyua Clark posted. Small steps are needed from grade level to grade level. Hopefully those small steps will build into a skill set that students can use and remember from grade level to grade level.

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We have not discussed this topic yet.

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No questions at the moment. I'm looking forward to more meetings and PLC's for us to discuss Myperspectives even more.

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I like it. I think that having students do a group research project will be problematic. I also think students need to learn scaffolded research skills at each grade-level.

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I like it. I think that having students do a group research project will be problematic. I also think students need to learn scaffolded research skills at each grade-level.

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All grades. Scaffold research skills at each grade level. Utilize the media specialist or another research expert in the building. It is important that students understand how to search, find, and determine reliable sources. They use Google like a library. Google has no one guiding them, like a media specialist. 

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All grades. Scaffold research skills at each grade level. Utilize the media specialist or another research expert in the building. It is important that students understand how to search, find, and determine reliable sources. They use Google like a library. Google has no one guiding them, like a media specialist. 

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We check in with students: talking about a non-lesson related topic before beginning the lesson, learning more about students and connecting with them more personally. We implement SEL activities and creative activities--imaginative writing, storyboarding, etc. Tenth grade teachers have also committed to finding and using humorous resources for EOC prep. We're also looking for more ideas!

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We check in with students: talking about a non-lesson related topic before beginning the lesson, learning more about students and connecting with them more personally. We implement SEL activities and creative activities--imaginative writing, storyboarding, etc. Tenth grade teachers have also committed to finding and using humorous resources for EOC prep. We're also looking for more ideas!