institute *teack ung Professional Portfolio for full registration with the Victorian Institute of Veachingvictorian fastitute: “teaching Section I Collegiate Activitiesam secon psiee COLLEGIATE CLASSROOM ACTIVITY RECORD | ~z7ex-nintg Discussion prior to activity Provisionally registered teachers and mentor teachers should complete this record together listing the key elements of the activity, its focus and its context, Teachers Involved: Date: 22 April 08 T) Activity occurring in an experienced colleague's classroom ¥ Activity eccurring in the provisionally registered teacher’s classroom Discuss and record the fwo or three elements of practice that you wish to focus on In this collegiate activity. Refer particularly to Standards 5 and 6 and consider a focus on engaging students in meaningful learning, assessing student learning and providing feecbeck to students, or managing a safe and challenging learning environment. ‘The main focus of this acivity is assessing student learning. The particular activity invoives students taking on a role and providing a presentation to the class basod on a scenario. This was developed in consultation with tho experienced colleague. The {esson in which the experienced colleague is present is for the day of the presentations and assessment. Stucients have had a number of lessons preparing for this time, The aim on the day will be to assess the students as a panel of assessors, using a rubric which the students have had a copy of since they received the assignment. Assessing the presentations together will help to ensure consistency in assessments, appropriate use of the rubric and perhaps most importantly allow discussion of in terms of how to provide effective feedback to students that encourages them to improve their learning, and how to use the assessment in planning fulure leaming. A secondary focus will be on managing the learning environment. Especially in a situation like this where students are presenting to and being assessed by their peers as well as ‘teachers, the expectations need to be clear and there needs to be a consistent approach, Maintaining a safe leaming environment (in ters of students’ self-esteem and self-worth) can come under threat ifthe class responds negatively to students presentations or provides nlon-constructive feedback either on the assessment sheets or in their classroom behaviour. ‘Outline the planned learning activity or lesson and agree on who willbe doing what during the Teston. This is a complex and challenging learning activity for students. We are nearing the end of a unit on tropical rainforests which has involved a variety of tasks and activities. The major learning and assessment activity is, based on a scenario whereby a company has been granted permission to log an area of the Amazon. Students were put into groups and each group represents a different interest in the issue, for example the logging ‘company and environmental groups. Students have been given extensive guidelines and information ~ some have been working and preparing well, others have not. Students must present their point-of-view on the issue taking on the role they have been given. They have a 15 minute time-Iimit and various other timits they must adhere to. During tho lesson, the inexperienced teacher will be directing most of the proceedings. Both teachers, along with a third teacher will be assessing students / groups individually and an average mark will be taken, but some discussion along the way may occur, especially if marks vary greally. The reason for a third teacher is to make the task more like a real-life situation. All teachers will have the chance to ask questions of ‘tho groups as part of the task, of which students are aware, Time permiting, all teachers will be given a chance 10 provide verbal feedback to the students, Discuss and racord anything that the Visking teacher might nead to Know about the Tesson, the class or previous acthities to participate most effectively. The visiting teacher has been given all the information that students have been given, He has taught the subject in the past and knows the background to the topic and other activities that have been undertaken, such as a forest scavenger hunt where students completed a variety of activities including maps, model making, puzzle creation and short writing tasks. He has also seen many of the videos that students have watched and discussed, He has also been made aware that itis a large class of 27 students and that there is a student with a physical impairment in the class.COLLEGIATE CLASSROOM ACTIVITY RECORD ~ Discussion following the activity “Togathar, discuss your reflections on the activity and [st the positive practices observed. Comment specifically on the areas of practice listed earler as the focus. This section should be completed jointly or by the experienced colleague. Overall, i was felt that the activity was very successful in terms of assessing student leaming and developing good skills and work habits, Firslly, it enabled students to co-operate in a team environment where each could complete tasks appropriate to their skits and abslitios as well as being challenged with activities that they may not be as good al. It enabled stusients to use ICT to enhance their learning, through research as well as creating a PowerPoint for their ovn presentation. It Helped to develop certain aspects of Habits of Mind ~ for example, persistence, thinking independently and interdependently and evaluating information. The task used not only fower-order thinking skils but also required some of the higher-order thinking skill. A further positive aspect of the assessment task was that il required students to assess their peers, themselves and their own group, The resulis of this showed some very honest and accurate evaluation and reflection. The way the peer assessment sheets were set-up meant that there was no pul-ciowns or unhelpful citicism even written on the sheets, One area the actual assessment {ask could be improved is in the rubric the teachers were using for assessment. There was too much detail in some points making il hard to make a judgement In terms of managing the learning environment, having the peer assessment helped to keep the audience engaged and focussed on the group up the front. However, each group evaluated only one other group and so there were times, particularly towards the end when the groups who were not assessing were not concentrating on the group up the front. in future, there may be some other strategies that can be used to have the entire audience paying attention to all the groups. This could parlly be helped by changing the venue ~the room was very bright and not conducive to using a data show projector. Further, the desks could be rearranged from rows into a U-shape to enable better teacher monitoring of the audience. The rows meant students were able to ‘hide’ to some extent | groups rather than always preaching to the whole class from the front “This section should be completed by the Provislonally Registered Teacher using the prompts below as a guide. ‘Overall, | fee! that the activity as a whole was very successful. The scenario engaged most students and the fact that each group had a different fole was very positive as groups had to do their own work and find their ‘own information and resources. Further, it meant that evory presentation was quite different in content as well as form. The task made it abuntdantly clear to stucents how difficult environmental issues are to ‘solve’ even with something as regionalised as rainforests, as there are so many interests involved and so much data and Jnformation on these topics to negotiate. Students therefore not only learnt content relevant to the topic but Jeamed other skills and lessons that apply beyond the topic. Perhaps the teamwork, organisation, evaluation, problem solving and presentation skills were just as important as the factual information. Some things did not work quite as well as expected - the rubric was too complex and therefore too hard to use for making quick judgements. The audience wasn't as involved as | was anticipating and very few people asked questions of other groups at the end, even though they knew from the first day they received the project that there would be that chance. This also made it hard for the peer assessors as one criterion was refering to response fo questions ~ some groups didn't even get asked a question. ‘There are a few things to improve for next time — in their reflections, some groups found their particular role / task descriptions harder to understand than other groups, so they may need to be revised, Further, | would need some further ways to ensure audience attention throughout all presentations. | also would like to improve my introduction fo the assessment task, both when first explaining it and on the day of presentations. | believe some students wero not intially clear on the task due to an unclear explanation. Also, to engage students more on the day, | also needed to get into role as the judge of the case, rather than simply staying as ‘Mr {have learnt that good assessment takes a lot of time and effort bul is very rewarding in terms of what students can achieve and learn, particularly in a team environment. Students were able to learn to work together and praduce work of a quality that exceeded the individual work they had done to this point, ! also learnt that theso kinds of assessments suit my teaching style. | feel { am able to teach more by helping smalla ven nance COLLEGIATE CLASSROOM ACTIVITY RECORD | “~sxexe ning Discussion prior to activity Provisionally registered teachers and mentor teachers should complete this record together listing the key elements of the activity, its focus and its context. ‘Teachers Involved: . Date: 14"" May 08 V__ Activity occurring in an experienced colleague's classroom room (2 Activity occurring in the provisionally registered teacher's cl Discuss and record the two or three elements of practice that you wish to focus on in this collegiate activity. Refer particularly to Standards 5 and 6 and consider a focus on engaging students In meaningful learning, assessing student learning and providing feecback to students, or managing @ safe and challenging learning environment. ‘The main area being focussed on in this activity is the use of a range of teaching and learning strategies, technologies, activities and resources. The lesson will include using audio-visual technology in the form of a video clip of a song, individual, whole class and group work, as well as using graphic tools, in this case a map. In addition to this, students will be provided with feedback on a previous assessment task. Being a period six class in particular, it is thought that using this variety of tasks within one lesson will help keep the students engaged and make the most of what can sometimes be a waste of a lesson. Activities such as a think-pen-pair-share enable students to reflect on their own ideas as well as talk to their classmates about the topic. Further, visual material as a stimulus for a written activity creates interest at a time when students would not have a lot of motivation to work. In addition to this, the activity focuses on classroom management. Part of this includes the type of activities being used, but it is also about maintaining clear expectations and enforcing those expectations. This includes the expectation that students listen and that they complete set work, The visiting teacher will be observing how the experienced teacher uses curriculum and other strategies to ensure these expectations are met. Giang the planned learning adivity ar lesson and agree an wiho willbe doing what during the lesen. This lesson is part of Year 9/10 20" Century History. Firstly, students will be introduced to the visiting teacher and some student teachers who are also helping out. They will be given a run down of the lesson by their regular teacher. The visiting teacher will then use a lateral thinking puzzle to get students thinking and talking to each other, The students’ regular teacher will then provide students with feedback on recently completed assignment work. This will be verbal as well as written on a rubric, Next, as a concluding activity on Key events and people, students will watch a video clip of ‘We Didn‘t Start the Fire’. The clip mentions a number of important figures and events in the 20 Century. After the clip, students are to think and write about each person or event. They share their ideas with one person next to them, followed by the class discussion The visiting teacher will run the class discussion with some input from the experienced teacher and student teachers, Finally, students will begin work on Global Conflicts by creating a chloropleth map showing the numbers of people killed during conflicts in the 20" Century. All teachers present will help students with this task. Discuss and record anything that the visiting teacher might need to Know about the lesson, the class or previous activities to participate most effectively. Students are at year 9 and year 10 level and have varied backgrounds in terms of studying history. They are just finalising one topic and about to begin on another. Being period six, students energy and motivation is potentially lower than at other times.COLLEGIATE CLASSROOM ACTIVITY RECORD TTogather, discuss your reflections on the activity and lst the postive practices observed. Comment specificelly on the areas of practice listed earlier as the focus. This section should be completed jointly or by the experienced colleague. Considering this was a period six class, things ran quite well, Having a number visitors created interest for the students and most likely helped to keep them on task. In terms of giving feedback, it was important to note that feedback was both general (for the whole class) and specific (for individual students). Students were also given time to read and discuss their marks. Further, students who failed were given a chance to redeem themselves. The variety of activities also meant that students didn’t lose focus as easily. The lesson was quite fast-paced and the fact that students knew they would have to share at the end also made them work a little harder. Further, mentioning that some of the information covered would be on the exam increased motivation. Finally, involving student teachers in the activities added more interest and allowed for a variety of ‘expert’ perspectives and points of call for students who needed help. Unfortunately, there was not enough time to do chloropleth map and the ‘share’ section of the k-pair-share was cut short. “This section should be completed By the Provisionally Registered Teacher using the prompts Below as a guide. The form of providing feedback on student assignments worked particularly well. Being able to aive some general comments to the whole class is always good and allowing time for students to look at the rubrics and air any concerns immediately was very good, as 1 think students will often not ask a question about an assessment task if they can’t do it straight away. The video with the quiz sheet also worked very well and was able to engage students at the end of a long day. The main area that didn't work so well was the timing of the lesson ~ we simply could not fit everything in. Having student teachers involved was interesting but was perhaps a little overwhelming for students ~ five teachers in one room! Parhaps if this lesson was run again, I would change the order slightly. 1 would do the feedback session right at the very start and then use the logic puzzle as a way of getting students back on board and thinking, ready for the video activity and discussion. In terms of my own teaching, there are two really important aspects of the lesson I would take away. Firstly, ensuring brief but specific feedback at a class and individual level is important and the students seem to appreciate it. Secondly, choosing activities and lesson structures partly based on the time of day is important. Having a number of short activities for a period six class, rather than difficult, longer tasks worked well and meant that the time was used productively. | Further, the value of using a variety of teaching strategies and learning technologies in this kind | of lesson was evident. Using visual material as well as teacher-talk and worksheets helped engage students and meant different learning styles were catered for. Further, giving students the opportunity to discuss their thoughts in pairs and as a large group resulted in students being able to learn from each other. I would certainly like to learn more about using different technologies and stimulus materials in the classroom as well as exploring some more creative ideas for shorter activities, as my Creative ideas tend to be quite long, involved projects rather than the 15-minute activities that were used in this lesson. What worked vill inthis teaching and learning activity to progress student lesring? What sid not work ae well az expected? What would you do diferentiy given the opportunity to repeat the activity? What have you learat about your ovn teaching practice in relation lo the element of practice you chose as your focus? Ts there any professional learning you would like to pursue as a result of this reflection?vente | COLLEGIATE CLASSROOM ACTIVITY RECORD | “rexcning Discussion prior to activity Provisionally registered teachers and mentor teachers should complete this record together listing the key elements of the activity, its focus and its context. Teachers Involved: Sa Date: 06/08/2008 (1 Activity occurring in an experienced colleague’s classroom V Activity occurring in the provisionally registered teacher's classroom Discuss and record the two or three elements of practice that you wish to focus on In this collegiate activity, Refer particularly to Standards 5 and 6 and consider a focus on engaging students in meaningful learning, assessing student learning and providing feedback to students, or managing a safe and challenging learning environment. In this particular lesson we will be focussing mostly on Standard 5. Firstly, as the introductory lesson to a topic, we wanted to make sure that students prior knowledge and learning is valued and acknowledged ~ hence activities like the true / false quiz. Further, in an effort to engage students and make the topic immediately retevant to them, we have planned a motivational scenario that gets them to think about a broader issue (making money) and use that as @ way in to talking about Antarctica. We have also decided to use some visual material to engage students further in the topic and immerse them in some facts (without giving too much away). The aim is to peak their interest and encourage them to find out more, In terms of making the learning environment safe, the teachers will always acknowledge students ideas when the feedback to the class and develop and refine them as appropriate. Outline the planned learning activity oF Tesson and agree en who will be doing what during the lesson. Firstly, 4 students need to be sorted out to complete a test they were absent for, The remaining students will be beginning work on Antarctica. vill Introduce + will begin with a lateral thinking puzzle to engage students and get their minds working for the next exercise. He will then ask students the question ~ if you could go anywhere to make a lot of money where would you go and why? Students given time to think, write and share. | and then suggest perhaps Antarctica ~ there's oil, ice and more - that'll make you a lot of money. Then we will show some brief visual material to engage students. Students will then make a list of things they already know about Antarctica and some myths about Antarctica, using a table in their books, They may talk to those next to them. They will feedback to the class to create a table on the board. Students will then come up with some questions about Antarctica they hope will be answered during the unit (or if they're not interested, questions relating to things they don’t know about Antarctica). Allow five minutes. Everyone must have at least lwo sensible questions. They will write these on sticky notes / slips of paper and they will be stuck on. the board and grouped according to topic, to be answered at a later date. will then hand out a true / false quiz. Students will have 10 minutes to complete the quiz; we will then go through the answers as a class. TUE ‘Discuss and record anything that the visiting teacher might need to Know about the lesson, the class or previous activities to participate mast effectively. The class is an excellent class and there are no particular things to be known about them, except COLLEGIATE CLASSROOM ACTIVITY RECORD“Together, discuss your reflections on the activity and let the positive practices observed. Comment specifically on the areas of practice listed earrier as the focus. This section should be completed jointly or by the experienced colleague, ‘There were a number of positive practices observed, from both teachers. Firstly, both teachers were flexible in how the lesson ran and allowed it go where the students wanted to, providing it was focussed on the topic being taught. Both teachers acknowledged students ideas and helped the students to develop them further. The teachers worked together to manage the students, in terms of allowing all students to have a say. When the students started getting a littie noisy, Mr introduced the ‘tatking car’ as a way of ensuring everyone had their say and was heard. Students were only allowed to speak if they had the car ~ this also re-ignited the interest of some of the students and meant that students who had previously not spoken had their say simply because they wanted to catch the car! Upon reflection, we probably let the discussion run a little too long and this meant we ran out of time to complete all of the activities we had planned and some students had lost interest. However, the visual stimuli of the video brought the whole group back on board for a positive end to the lesson, with students engaged and ready to go on with the next lesson. “This Section should be completed by the Provisionally Registered Teacher using Wie prompts Dalow as a guide. There were a couple of things that worked really well in this activity to progress student learning. Using the Jateral thinking puzzle really engaged the students and got their brains working in the right way for the motivational scenario that followed. This scenario also worked really well as it got students thinking about their world and the role of different resources and environments, On the other hand, the time management didn’t work as well as expected, partly because the discussion went on a little long but aiso because of a couple of interruptions beyond our control. I also felt there could have a been a better balance between the involvernent of the two teachers and perhaps slightly more planning together. If this activity were run again, 1 would try to make it a little ‘snappier’ ~ that way, we would fit in the brainstorm activity and perhaps even the true / false quiz. At the same time, the discussion was valuable and you wouldn’t want to cut it too short for the sake of getting more done in a lesson. One of the things Tearnt (or was reminded) about my teaching practice is that I tend to over plan a little ~ that is, have too much to get through in one lesson. This is not necessarily a bad thing as it avoids that 5 minutes at the end with nothing to do, However, it is important to realise that the important thing is the learning that occurs, not getting through what has been planned. 1 would like to pursue some professional learning in more student-directed teaching methods such as sing the scenario, as 1 found it to be a really positive experience for the students to be able to think outside the square and start coming up with problems and solutions relating to our environment with some simple open-ended questioning and 1 believe this could potentially be taken further if T had the knowledge and confidence to do so. \what worked wall in this teaching and learning activity to progress student learning? ‘What didnot work as well as exoectec? = | What vould you do differently abven the opportunity to repeat the activity? ‘What have you learnt about your ov teaching practice i relation tothe element of practice you chose 28 your focus? Ie thore any profeccional learning you would Uke to purcue a¢ a result ofthis reflection?vietocinn institu teaching Section 2 Unit of Work:Title of Unit of Work / Learning Sequence: To Kill A Mockingbird Class: Year 10 English Key content to be addressed: The themes of the text ~ in particular prejudice (racial and other). Understanding some of the historical context of the text. Understanding the characters in the text. Understanding the language and structure of the text. Comparing the text to the film version and similar texts / real life events. Key skills to be addressed: Critical reading of a text; text-response essay writing; creative writing; using information from within and outside the text; writing to a particular time-frame. ‘Characteristics of the School: The ‘school is in a relatively affluent area of the « eastern suburbs, but draws on an unusually wide geographic area, meaning there is a big variety in the background of the students. The school also has a vertical curriculum structure, where students choose most of their subjects. English is one of the only compulsory subjects for students at this level. This also | means that English is structured a little differently to many schools. Students do a different English unit in Semester 1 compared to Semester 2, often with a different teacher. They also | complete 8 periods a cycle in one semester and 4 periods a cycle in the other. This group is | completing 4 periods a cycle this semester and is therefore should basically be ready for VCE English. | Characteristics of the students that may affect thelr learning: The students in this class come from | a wide variety of backgrounds and also have a variety of options they wish to pursue at the end of Year 10, from Horticulture at TAFE to working at K-Mart to completing VCE. This affects their | motivation levels and also what they find useful and beneficial to know. The students also havea | perception that this being the 4-period English class that there shouldn't be too much work. | Teaching challenges presented by the class or students: One of the main challenges of this clas: the wide variety of abilties. There are some students for whom English and Literature is extremely | important and who have a particularly strong skill set in the area. There are also @ couple of ESL | students, one who is quite competent in the subject and one who has just arrived and it is yet to be seen how good his English skills are. Further, there are a few students who for no obvious reason are very weak academically and did not do well in Semester 1, particularly in English. A | | | second challenge is the time constraints of this particular unit, particularly considering the depth and complexity of the text and the need to cover other parts of the English curriculum during the semester also. A third challenge is that only one or two people in the class, at this point in time (early in the semester) are willing to contribute anything of significance to class discussions. Physical Learning Environment: The physical learning environment is quite suitable. This class is timetabled in a room that has ten up-to-date computers, a TV / VCR / DVD player and plenty of room for the size of the class. Other important factors: One further important factor Is that this class is timetable for 4 periods over a six day cycle, However, all four classes are contained within three consecutive days, making it challenging in terms of setting homework and ensuring continuity. It also means up to 5 days, including weekends between classes and only one or two Classes some weeks.What should the students know (the content) and be able to he completion of the learn f approximately 10 — 2 By the end of this sequence, students should have a thorough knowledge of the text ~ its themes and characters in particular. They should be able to apply this knowledge to a variety of tasks, in particular a text response essay. Students should also develop an understanding of how to explore and respond to a text in differing ways - for example through formal essays, creative writing and graphic organisers. Learning these skills is just as important as understanding the text itself. fhat._ prior knowledge and/or. nts need? Students already have fairly highly developed skills in the subject at this point, as they have almost finished their compulsory schooling. In particular, they will need skills in extended writing. Some historical context for the particular novel will need to be taught before students can really gain an understanding of the text and respond to it fully and effectively, Students will need to be reminded of how to approach some of the different writing tasks. Most importantly, students to have already read the novel. jh ‘hing and learning activities will enable the students to enga iave the learning aims? Due to the variety of student abilities and needs in this class, I have tried to include a wide variety of activities. Activities near the start of the unit involve reading, research and use of ICT to help put the book in context. Using group activities (such as the themes concept map) and class discussions also enable students that struggle a little to air their thoughts and hear the thoughts of other students. However, not ail students respond well to group tasks so I have aimed to incorporate a balance of individual and group work. Finally, I have attempted to use elements of the student's world in the activities- for example, students can present character profiles as MySpace or Facebook pages if they wish, Will the lear environm: organized differently throughout the unit of work, to assist student learning and safety, logistical and/or student management issues? There should be no need to change the physical learning environment during the unit. The computers are already easily accessible and the tables are organised in such a way as to make group work fairly easy. How will the learning activities enable you to monitor learn ffectiveness of your teaching? The variety of activities will help me to identify what students are good at and what they need help with, Students who are struggling to read the book will no doubt struggle with all tasks, Other students may have a thorough knowledge of the book but may only be able to demonstrate that knowledge in certain ways (e.g. through discussion or group work rather than written work). Some students may be able to respond extremely well in terms of their writing ability, but may not have a deep understanding of the issues brought up in the text. What assessment tasks will you use to tell you about what your students have learnt and the effectiveness of your teaching? ‘Again, there are a variety of assessment tasks being used. However, the fact that many students are going to VCE makes their ability to complete text response essays one of the most important assessment tasks. 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Together, your responses must demonstrate that you fully understand the novel 1. Write an article for Maycomb’s newspaper on the trial of Tom Robinson. Remember that a news article should be impartial, but as we looked at earlier in the semester, may contain bias. i 2. Re-write the trial scene from the point-of-view of Jem, Atticus or-Tom. Consider hhow they would view what was occurring and how they would fee| at various _points in-the:trial ~~~ \ . Write a series of entries from Boo Radley’s journal / diary. Maké sure you show |) your knowledge of the key events In the book that Boo has a part in} \ Alternatively, you could write Atticus’s diary leading up to and Innmmedl iately after \ the trial. 4, ‘Create a ‘Letters to the Editor’ page that could have appeared in Maycomb’s | newspaper. You must include an editorial from Mr Underwood and letters from \ a selection of Maycomb’s residents, i Rove (ora talk-show host of your cholce) has secured an Interview wth Ms | Harper Lee, author of To KillA Mockingbird. Write a transcript of the interview. 5. 6. Choose an important scene from the novel and re-write itas.a sereenpiy, Ensure you follow the conventions of screenplay writing. 7. Choose an important scene from the novel and re-write it in third person. Important points to note: © Each of your responses should be planned, drafted and ro-drafted, They thould be neatly presented ina format appropriate for the task (0.g. a newspaper article stiould /ook like a newspaper article). © You will have roughly 3 periods of class-tinie On these tasks. © Yolrcantiot complete two similar tasks (e.g. you cannot complete two tasks about the trial). © Your responses should be no less than 500 words each and no more than 800 words each.Year 10 English - Text Response SAC To Kill A Mockingbird You have a double period to fully plan and write a text response essay on one of the topics below. “The people of Maycomb cannot be blamed for their prejudices. It is simply part of th culture and upbringing’. Discuss, referring to key character's and events from the novel. or “The events Scout experiences in To Kill A Mockingbird make her a better, stronger person’ Discuss. or ‘Atticus puts his political and social ideals ahead of his family’, Discuss, or ‘To Kill A Mockingbird demonstrates that people only care about themselves.’ Discuss. ‘You must complete your essay by the end of the double, You may bring nothing other than this sheet, your copy of the book, a dictionary and pens. Your book and dictionary must be free of notes and may be checked atany time. You may not bring in a plan or notes You must submit this sheet and all other paper used, including drafts and plans, Your name must be on every sheet of paper. You may record relevant quotes from the book in the box below.AUCTION oe ‘Student A- prior knowledge learning this content This student is an ESL student and only began at this schoo! at the beginning of term three. Reading and language is still a challenge for him and he thus found To Kill A Mockingbird a very challenging novel, as it is older language, quite formal and uses many unfamiliar words. Early on in the teaching sequence, this student struggled because it was taking him a lot longer to read the book than it was other students - he received the book later due to his arrival at the start of term three (other students had the book to read over the holidays) and it was obviously more challenging for an ESL student than other students. He does have a solid background in English and is in the advanced ESL class rather than the beginner class. At his previous school he has done the types of work planned before, so he has not missed out by coming into the school late in the year. Nonetheless, there are still many challenges for this student in terms of written English expression, in understanding the text and teacher instructions and of course, settling into a new school. Work Sample from Activity 1: Character Profiles Comment on what the work sample shovis about the student's learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student's learning? For Activity 1, this student was allocated a major and a minor character to profile. The work does show that the student has made a real effort to read and understand the book, and clearly demonstrates that he has understood in detail the role of the various characters in the books and the events in which they are important. He has a little more trouble getting beyond events and facts and really understanding and explaining the personalities of the characters he is profiling. It is also clear from this work sample that aspects of sentence construction and word choice are areas that this student needs to work on. Some of the feedback that was given on this task was that it showed a good understanding of the characters chosen. Secondly, it was explained that it didn’t have to be written out as a narrative - headings and dot points could have been used to ensure that all key information was included. It was also explained that some aspects of the task were left out, most notably, the key quotes and that it could have more explicit detail on the personality of the characters. Work Sample from Activity 2: Text Response Essay (SAC-style) Comment on what the work sample shows about the student's learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student's learning? This activity was the major assessment piece for the novel and was done entirely in class time. A practice essay had been done previously, as per the unit planner. The first thing to note is that the student has carefully followed teacher instructions in terms of preparing effectively by recording relevant quotes in the space provided and underlining key words in the topic. He also spent time planning in detail and this has helped him to follow the structure carefully. He Is rewarded for this, by a high mark on the appropriate criteria. Further, this essay shows the student has a very good knowledge of the text, which is a great achievement considering the challenging nature of the book and the students’ circumstances. However, more learning needs to take place in terms of how to use that knowledge of the text to successfully argue a particular point-of-view in response to the question, The student struggled to provide a clear and consistent argument and had no contention in his introduction. Another point of feedback to the student was that he needed clear arguments that were supported by examples from the text, rather than simply telling anecdotes from the book that relate to the themes of the question, rather than arguments and examples that provide support for a point-of-view directly related to the specific topic given. This will definitely need to be something I go over with this student when next we write a text response essay. This essay continues to show that written expression is usually clear but has some interesting inaccuracies that will no doubt improve as he writes and is corrected more.To Killa Mockingbird Character Profile 1. Major Character- Dill Dill is friend of Jem and Scout (Jean Louise) Finch. Dill's full name is Charles Baker Harris. He is from Meridian, Mississippi. He spends the summers in Maycomb with his aunt, Miss Rachel, who lives next door to Finch’s Dill-gets friend: with Jem and Scout at his first visit. ‘I’m little but I'm old’, he says to Jem. He becomes their dearest friend. All three of them spend summer together playing and trying to find the ways to make Boo Radley come out. He forces Jem to touch the house,the mysterious picture of Radley House created by Jem and Scout might be responsible for it. Dill asks Scout to marry him during his second Maycomb summer. Dill is a laugh. He persuades Jem during their next summer holidays to have another go at Boo Radley. Dill has a mischief personality. He saves Jem’s life by saying that they were playing strip poker and he won Jem’s pants answering Atticus after three of them run from the Radley House. But he doesn’t come next summer ‘normally’. But he returns to endure with them the most difficult summer of their lives — the summer Tom Robinson's case goes to court. While they watch the trial, Dill gets upset about the way the prosecuting attorney treats Tom while he's on the stand. Dill can't understand why anyone would want to be so cruel to another human being. This neatly explains Dill’s personality.2. Minor Character- Mrs Dubose. Mrs. Dubose is a sickly old neighbour two houses down from the Finches. She is a crotchety old woman who yells mean things at Scout and Jem about how they'll amount to nothing when they grow up. Jem takes her abuse until she says something mean about Atticus, and that finally gets to him. That afternoon on his way back from town Jem takes Scout's new baton and breaks off all the blossoms of Mrs, Dubose's camellia bush. Atticus sends him down to apologize to her and she insists that Jem read to her for two hours every afternoon for a month. He does it and hates every minute of it. Not long after his sentence ends, Mrs. Dubose dies and leaves Jem a perfect camellia blossom. Atticus explains that she was a morphine addict, and she died after freeing herself from her addiction. Atticus considers her one of the bravest people he knows and he wanted Jem to see that about her.3-4) Text Response Name: ; Topic:" 74e people of Maycomé cannot fe blamed %or thelr prejudices’. Diseuss. Criteria 5 4 3 2 1 1, Demonstrates a thorough knowledge of the text, in relation to v the topic chosen. 2. Provides a clear contention and maintains a clear, well-reasoned v argument throughout the essay that addresses the chosen topic. 3. Uses specific and effective evidence from the text to back up the v argument(s) being made. 4, The essay follows an appropriate, logical structure, including an v) introduction and conclusion. There is evidence of planning and preparation. 5. An appropriate writing style is adopted and expression is clear, with correct spelling, grammar and v punctuation. This is a good effort - You are using qppropriate essay structura and show you know the book guite well. However, you need to really werk on previding a clear contention ard Several clear argeements thet directly back up this contention. In particular, your introdiction needs work and yout need to atoid simply telling us events from the story. You must provide an argument and use the events to back ap this argemant. You also need to work on aspects of your written expression. Overall Grade: 15 / 25 (60%)