PERFORMANCE EVALUATION REPORT Support Staff Gompels Preparatory Academy (GPA) EMPLOYEE NAME ss. Depanmenl Nine Donald Powers - Special Education POSITION TITLE EMYLOYEE STATUS lP UNSCHEDULED REPORT DUE nun: Instructional Support Aide--Classroom At-Will CHECK nulu: 5/10/10 Immediale supervisor must check each SECTION .g category in appropriate column. 3 E- - 5 Mr. Powers' performance has been 5 "g outstanding in his current at GPAprofessional, collaborates well with his 5 colleagues and has formed excellent 7 - Communk-"nn skill" relationships with students he serves. Communicates well orally nun in mi erreoliyely carries on. verbal Ind written ML Powers goes above and beyond hisjob description by supervising camps, 1 Ill-i Follow: Dlreelmm: . "6m i Willi..eg unnepls uni effectiveness I grade "11- a in carrying nu. insunolions, parents, planmng lessons, and assisting 3 colleagues when he can. He produces a high $535" m" "m quality of work and is willing in do whatever 4 Working Rel-llouiliip 1' Likes '0 "30h S'mems<< Works wilh Ind Males lo others efi'eolively, In his first year at GPA, MI. Powers has had 5 Observlnu oIWork Hours: a! . mmdabn and 9mm" Wadi," Ia gxea 0 success in assroomi . is an asset to GPA. 6 'nn .nd Cm olEquipmenl/Mllerill: i 47% Takes Nsponslhilliy for enernl use urequipnieni ii Ind .nuluials, fig)". 7 ProduchVIIy/Qullifiy Completes an uupuble level ni'qluality work ATTACHMENTS ADDED YES NO u. GPA HR Policy Ind Pmedum, 3 ldemll'led inHR policy and pmoenuie mululal I 9 Adhennu In Ind Schonl Cullnre. or SECTION Employee was counseled on noted deficiencies: (Dales) SUMMARY EVALUATION: (Check One) IX Effective Needs Improvement Less than Effective SECTION Goals and Objectives: RAT REVIEW . fiw~ lam/.2 My supervisor has scussed this repon me and given me copy nl'Lhis evaluation report. 1 undmuind .ny does no. necessarily indicnte ngeenieni Comments: Amhmems Added: Yes No ployee signature Copies Pasaan Supervlm Pile, uneuo. Fllc, Employee Copy Summary Professional Growth Report Classroom Teacher . Gompers Preparatory Academy (GPA) Employee Name: Soc. Sec. Number: Growth Report Type: Annual Evaluation 0 Mid-year Eval. Donald Powers 0 Expedited Eval. Title Subject Area/Grade Employee Status Years of Service at GPA At?Will 9th/10th Grade English 0 On- loan 1 Years Grade Level Lead 0 Other Summer and Winter CAHSEE prep Evaluation Descriptors Not Observed: (NO) Particular quality has not been observed, or there is little evidence to evaluate. Needs Special Attention: (SA) Shows a decided weakness or lack in one or more area/s which may demonstrate an unwillingness or inability to perform in a manner consistent with the GPA mission and vision for teaching and learning. - Developing Competence: (DC) Aware of the professional teaching standards and 8 is beginning implementation and shows evidence of competence in some areas, is willing and able to make improvements. Reaching Competence: (RC) Has demonstrated competence at a level that is approaching an exemplary professional teacher Exceeds Expectations: (EE) Demonstrated competence of an exemplary professional teacher. Evaluation Components Instructional and Student Development Professional Conduct and DeVelopment Qualities NO SA DC RC EE Qualities NO SA DC RC EE Engaging supporting all students in . Developing as a Professional Educator Learning (CSTP 1.1.-1.5) (CSTP 6.1-6.5) Creating maintaining effective environment Collaboration with colleagues (8 C?s) . for student learning (CSTP 2.1-2.6) Understanding organizing subject matter Commitment to GPA (8 C?s) for student learning (CSTP 3.1-3.5) Content (8 C?s) Planning instruction designing learning Coachability (8 CS) experiences for all students (CSTP 4.1-4.5) . Connection with students (8 C?s) Character be?tting a role model (8 C?s) Assessing student learning (CSTP 5.1-5.5) . Adherence to HR Policy and Procedure Implements maintains school culture Creativity (8 C?s) Comments by Supervisor Mr. Powers started the school year as a 9th grade English teacher. While in that grade level, he demonstrated an ability to effectively plan instruction and have his students implement school culture. He also served as a grade level lead for both 9th and 10?h grade demonstrating his committement and exemplary collaborative skills. Mid-year he was asked to take over a 10th grade class that had previously experienced a lack of structure and culture expectations. As he continues to develop competence in the areas of rigor, curriculum planning and engaging his students, he is to be commended for taking on a challenging teaching position mid-year. Mr. Powers is highly committed to the students of GPA. Composite Evaluation: Effective 0 Needs Improvement 0 Less than Effective Comments by Evaluatee: Evaluatce may also attach additional written response. A A Evaluatee Rev1ewer I certify that this report has been discussed with me. I understand my signature does not necessarily indicate agreement. A copy of this Professional Growth Report and all attached documents Signatu will be placed in my personnel ?le after ten (10) working days. I may 5? pr espons have response attached to this do ument. Title ljmdo?f pica/i 3240/}! te Signi?dre Date Summary Professional Growth Report Classroom Teacher Gompers PreparatorLAcademy (GPA) Employee Name: Donald Powers Growth Report Type: Annual Evaluation to Mid-year Eval. Expedited Eval. Title Subject Area/Grade Employee Status Years of Service at GPA Language Arts--10'h Grade At-Will On- loan 2 Other Evaluation Descriptors Not Observed: (N0) Particular quality has not been observed, or there is little evidence to evaluate. Needs Spe Attention: (SA) Shows a decided weakness or lack in one or more area/s which may demonstrate an unwillingness or inability to perform in manner consistent with the GPA mission and vision for teaching and leami . Developing Competence: (DC) Aware orthe protessional leaching standards and 8 is beginning implementation and shows evidenee ofcompetence in some areas. is willing and aale to make improvements Reaching Competenee: (RC) Has demonstrated eompetenee at a level that is approaching an exemplary professional teacher Exceeds Expeetoti (as) Demonstrated competence oran exemplary professional teacher. Evalua on Components and Student Development Professional Conduct and Development Qualities NO SA DC RC EE Qualities N0 SA DC RC EE Engaging at supporting all students in Developing as a Prol'cssionnl Educator Learning (cs'rP .5) (cs'l'P 6.1.6.5) Creating St erreotive environment Collabomtion with oollengttes C's) for student learning (CSTP 2.1-2.6) Understanding 5r. organizing subject matter Commitment to GPA (a C's) for student learning 11-15) Content (5 CS) Plarming designing luming Conchalrility (x C's) experiences for all sludens (cs'rP "45) Connection with C's) Channel befitting a role model (a C's) Assessing student learning (cs'rP 5.1-5.5) Adherenoeto HR Policy and Procedure dc maintains school culture Creativity (8 Comments by Supervisor Powers is making strides in his ability as a classroom He continues to show promiSe in his develop- ments As he continues to branch out, he will begin to use more modalities of bringing content to life and using inspirational messages to reach all students in a variety of ways. He is a good teacher and on the pathway of becoming a champion teacher at GPA. Continue to read about techniques in Teach Like A Champion in order to grow pedagogy. Composr Evalua to Effective 0 Needs Improvement 0 Less than Effective Comments hy Evaluatee: Evaluatee may also attach additional written response. Evaluatee that this report has been discussed with me. understand my signature does not necessarily indicate agreement A copy orthis Professional Growth Repon and all attached documents will he plued in my personnel the utter ten (10) working days. lmny prepare - response and have the response attached to this doeumcnt. signature Date GOMPERS PREPARATORY ACADEMY A UCSD SCHOOL 47m sweep em niece, ca gzrozvseza Few: l6l3l25372l7l rAx.lEil21264>>43A2 Notice to Employee as to Change in Relationship Name: Donald Pawme SSN: - Position: Teaphel/ Your employment status has changed for the reason checked below, If you apply for Unemployment Insurance benefits, give a copy of this form the Employment Development Department (EDD), "At Will Agreement" not renewed effective Dare Refusal to accept available work effective: 71 Voluntary quit effective: 2/ 2/ Leave of absences effective with return to work date of Demotion- decrease in work hours and/or Wages effective date: Released effective: Change in status from employee to independent contractor effective: Released for felonious conduct Other reason: Eligible for rehire EYes 0 Last day worked: 3/2/9014 Comments: save>> n3 Representative Siguntule Date Gompers Preparatory Academy 1005 47'" Ste San Diego, Ca 92102 619-263-2171 Notice Acknowledgment I received a copy of this notice on GOMPERS PREPARATORY ACADEMY A UCSD PARTNERSHIP SCHOOL 1005 47TH STREET, SAN DIEGO. CA 92102-3626 PHONE: {619) 263-2171 FAX: (619) 264-4342 Classroom Observation Form of Teacher Donal Powers College Prep Culture Curriculum Date: 05103112 Period: 2 AREA OBSERVED 1 2 3 4 5 AREA OBSERVED 1 2 3 4 5 Outside of classroom clean Agenda w/purpose outcomes Door message Classroom library (leveled or genre) Listen /Soun of leaming at door Multiple lntelhgences supported through Agenda on the left/Homework on the right Grade level text/content Uniforms worn with pride Student?s engaged in academic talk Bulletin. boards of student work promote rigor - Project based learning academlc success Purposeful seating arrangement Pedagogy promotes student engagement Chaits of learning Continuous assessment of learning is evident Overall cleanliness of room Evidence of school wide learning goals/PD Back packs off Students are industrious (Hard work) College binders that look college prep Rigorous homework being assigned Core belief/mission statement posted Rigorous Pacing/Well prepared transitions Non?negotiables posted Department lesson plan model implemented No gum chewers Use of manipulatives Engagement of students (Enthusiasm) Well prepared lessons Class unity teacher rapport Innovative lessons Students are respectful well mannered Students can articulate their learning Appealing envrronment latlonale for their w01k First 10 Standard Honor (Beginning and End) Comments: - 1 Not Observed - corlng - Culture: I MA 734 2. Needs Improvement .. Legend. . . #6 3. Satlsfactory Curriculum: Dd A 4_ Evidence 5. Great Evidence OBSERVER: Director Riveroll WORD -Observation College Prep Environment Revised 020712 Re - GOMPERS PREPARATORY ACADEMY A UCSD PARTNERSHIP SCHOOL 1005 47TH STREET SAN DIEGO, CA 92102-3625 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll ?The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.? Date: May 3, 2012 To: D. Powers From: V. Riveroll SUBJECT: Formal Observation I entered your classroom, as scheduled, during your period 2 10th grade English class. There was a chart outside with a thought-provoking question. Students honored respectfully. Using the Promethean board, you displayed a sample planner. it is so important that you model EVERYTHING you expect students to do. You provided a guiding question and began a discussion. One student-athlete arrived late to class. You asked him if he had a pass. At 9:05 you brought the students back to attention from independently working on the guiding question. Your guiding question seems to have created a bit of frustration from the students. With several words of encouragement to the students to ?get something on the paper,? it was apparent this was not a traditional prelude. This prelude seemed to cause some challenges. Remember the prelude quiz should be culture and content questions that students can quickly complete independently within the ?rst ten minutes of class. Students were asked to discuss their answers to ?What is art?? You verbally praised students and groups that were on task. You asked a student to read aloud the agenda for the day. Good move! It is important for students to have a clear understanding of what the day?s lesson will be. At 9:11 you asked for total silence, as students would be doing work on their own. There was a good synergy between you and your support teacher. She was busy supporting students and it appeared to be part of the structure of the class. As students worked quietly on their task, I reviewed three students? binders. Two of the students were 11th graders. Of the three I checked, the two 11th grade binders had the outer structure, but lacked the inside that would indicate they are keeping up with their academics. Please continue to be extra vigilant for your 11th graders and communicate often with counselors and your 11th grade lead. - GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll At 9:16 you took a quick survey using ?thumbs up, thumbs down.? You asked students to pair up and read alternating stanzas. Students were given ?ve minutes to read aloud. You encouraged students to use their voices to read aloud. You may want to build more excitement for the reading. ?Okay, now 10th graders we are going to work in pairs. Yes, that?s right. You?re going to look at that person next to you and you?re going to do a, wait for it, a READ Okay, this is what you?re going to do. Decide who your partner will be. Decide who is going to read ?rst. Show me by joining ?sts with your partner that you have your partner and are ready to do a READ ALOUD. You?ll have ?ve minutes to complete the challenge. When you are ?nished with reading, shout ?Porgy!?? Table points could be given. The bonus question could be, ?What do you now know about the story because of your READ You might consider charting after their independent time, and then creating a T-chart for collaboration time. This way, students can SEE how they are growing in wisdom by collaboration. When students shared, you required them to stand to share. Nice touch. This is very college prep. Students clapped for one another after they shared out. You gave out pencils for students that shared their thinking. Nice. AT 9:25 you reviewed how to rotate stations. You praised them for how they transitioned into their new ?family.? You played the song that students read. Nice touch, bringing another modality into the learning. At 9:33 you announced, ?Every up front please.? You asked students to share out again their understanding of the poem. You reminded the students about SLANT. Four students stood to share their understanding. You gave quick feedback on their reponses. Once students started experiencing success, more students began to volunteer. You rotated the students again. I like how you keep the kids moving, as this helps keep them alert. I would encourage you to give them ?intro time? to their new family and make it more fun. ?When you get to your new family, name one thing you are going to do this weekend.? Then ring the bell. ?I?m not well versed in opera but I?m learning with you,? you admitted to your class. This is authentic and humble. Kids love to hear this. You gave feedback on their reaction to how the students did with the activity while comparing their behavior to ?rst period. You brought out some competitive nature from them. You have a nice demeanor and humor with the kids. AT 9:42 you showed a video of the opera. You could see the amount of students following the video as they tried to make sense in their minds about what they were seeing. Again, ?nd a way to visually track the new learning with each chunk of your lesson. The more you can visually show students their thinking on paper, the more - GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 I FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll engagement and learning modalities you?ll hit. Perhaps your co teacher could help chart. There are many ways to show a student?s thinking develop on paper. Kids love to see how smart they are getting. If you can show how much smarter they are after ten minutes, then after twenty, and so on, you will see a huge shift in engagement and the level of learning reached by all students. I would also encourage you to go back with each rotation to the guiding question the kids are working toward answering. You provided a graphic organizer for this, but I still would encourage a public chart of 2 smart thinking.? Growing, Growing, Growing. Celebrate each step in their learning. You also may want to have students do more Turn-and?Talks to discuss and develop their answers prior to sharing out. Move your teaching from ?Teacher asks Students question, Student answers Teacher,? to ?Student asks question to Student, Student shares with Class.? There is enough time in your class for all of these techniques to be used to pull out even more leaning from each student in multiple ways. At 9:54 you gave tips on public speaking. Thank you! You directed, ?Make sure you put your best voice out there. Two minutes to share out in groups.? The level of con?dence grew, and students were communicating with one another. Capitalize on this level of engagement from your students. They can do this. They just need the structure. ?Unless you?re talking to Ms. Meza, you?re not talking.? Love that. At 9:58 you gave the homework assignment. I would recommend that you move to the white board where this is written so students can track your words with a visual. Keep this in mind that students need to see, hear, feel, speak, and smell many of the things you wish for them to deeply learn. The more of these senses you can use in your lesson, the more students will learn and grow. This is why the ?bell? in your room gets a response. ?Now it?s time to deconstruct a chocolate chip cookie. I want you to free-write on ?What comes to mind when I say chocolate chip You gave the students one minute. All students were on task. As students were writing, you passed out the white boards and markers. Good use of multi-tasking. ?You must keep writing,? you reminded students. You asked students to work in their groups to spend the next minute writing everything that relates to a chocolate chip cookie. It was not long before your students started to View the chocolate chip cookies you had brought. The students wanted to write even more, thinking that the cookies would be given to the groups with the longest lists. Even though you didn?t say anything of the sort, the teenage mind is an amazing thing, and it creates their own reality. Your visuals of the chocolate chip cookies captured the audience and were a great way to make your point. Remember how powerful less words are and how a picture, song, props can speak volumes to our students. Also, you can never go wrong with food. Kids laughed on ?ve different occasions, which shows the students are following you. There - . GOMPERS PREPARATORY ACADEMY r. A UCSD PARTNERSHIP SCHOOL 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll was one incident toward the end of class that your support teacher dealt with and that you addressed without skipping a beat. You were very clear with the group, ?that is not okay.? You ended the class at 10:11 by asking a student to verbalize what the homework assignment was for the evening. I would suggest you add a stronger of learning each day so that you are con?dent of what students will SAY and SHARE when they go home. It is key that 10th graders know what they learned that day and then are able to share their learning with their families. This is an area I would like for you to develop. I want to hear the words students will share with their family about ?what I learned in English today.? You had closing honors and checked uniforms. Good! Continue to read, Teach Like A Champion. to gain more techniques to support teaching and learning. Thank you again for your willingness to become a champion teacher that inspires the love of learning in all your students. And finally Donny, I would like to share the school?s expectations around Champion Teachers at GPA and our Belief System. In order to truly raise student achievement, your practice must be at a high level. A champion level. Not only must your teaching practice be at a high level, but your belief in how we approach teaching must be at the forefront of everything you do and everything you say. Our school?s belief system is the rudder of our ship. It is our belief system that guides us towards excellence. Your own belief system must be aligned with in order to be invited to return and for our charter school to remain open. Here at GPA, supporting students differently is critical to your success and the students?. In a recent re?ection by the Deputy Director she modeled her own continuous learning and summarized the GPA belief system when she wrote think about the amount of support that was required to define ourselves as a high school that is known for graduating 100 percent of our students. I keep saying this is a big deal, and it is. We know that graduation rates in urban schools are at 50% nationally. This is unacceptable, and I believe we can stop this injustice, if we change our approach to teaching and our belief system. Could GPA ever be considered effective with 50% of our senior class not making it? That would be 36 of our current senior class not graduating high school, and the statistics show that of that 36, 13 of them would remain unemployed throughout their lifetime and at least half would end up in prison at some point. I find myself starting to put names to that 36, that 18 and 13. I begin to tear up as I recognize that when I came to Gompers in 2003, this is exactly the carnage that was being wreaked by years of high school philosophy, belief and practice systems that 50% of our senior class was expendable. Go ahead 9 A GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 I FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll and take our 72 seniors and try to pick which 36 that are throw-aways. It will give you a whole new context for the new numbers GPA is trying to create and why the new numbers require a staff that will do "whatever it takes? for kids to truly learn while at our school and in your class. I believe we can have 100/100. 100% of our students graduate; 100% of our students attend a college. That is why GPA was created." One thing is sure and backed with a century of research. If we continue to hold on to the belief systems that lead 50% of our urban students NOT graduating that is exactly what will happen. Such practices include: I Equate rigor with assigning a lot of homework and projects to be completed outside ofclass time. I Expect students to understand directions and assignments because we told them what to than once on many occasions. I Don't contact parents as soon as students begin falling behind. I Don' reach out and communicate with site leadership or student mentors, counselors to get support with students who are starting to fail. I Tell students when we are available and wait for them to show up. I Don't make ourselves available outside the normal workday. I Make kids believe they are lazy and need to show more effort rather than admitting we have created classrooms and schools that are not motivating or inspiring for ALL of our students. I Tell kids what they need to do for assignments rather than model and show them and practice with them. I Don't notice the efforts kids from broken homes and communities show everyday just by showing up to participate in YOUR dream for their life. They have no model for what we are asking them to do, so it is their belief in you everyday that keeps them coming and believing what you say might be possible for them. It is a courageous act of hope everyday our kids show up and when they no longer believe the dream applies to them, they stop coming. This will in time transfer to their own belief in themselves as they begin to have more successes in life. 50% schools don't have a true understanding that all kids mature at different rates and come from different backgrounds that either help foster age appropriate maturity or not. They punish the kids that don't mature, as they deem developmentally appropriate. I Don't understand that empathy (not sympathy) is required - GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll So, as we continue to develop the national model of 100/100, this is the ?whatever it takes? attitude that will create the new American high school: I Equate rigor with the quality of the assignment that creates a new concept or set of understandings for a student. I Never assume that because you said it, it is so. Assume that kids need to hear AND experience information in multiple ways and with repetition in multiple ways. I Contact parents often and ALWAYS when a student is struggling. When is the last time, you invited a parent to coffee or lunch with you because you care so much for one of your students you want to be on the same page with the parent? I Communicate with everyone in the school that is connected to a student when they begin to fail. Let all the people and systems in the school support you in getting the student back on track. I Create plans with students for when they will make up assignments rather than just tell them what they owe. Communicate these plans to leadership, counselors, student mentors and or parents so you can be supported in getting a student in your door. I Always show a model and have students practice and create parts of large papers, assignments and projects in class so that you can guide their process in the right direction. I Notice students each and every day. For those that have read senior personal statements and now the juniors statements, suffice it to say that our kids carry a large rock around their neck everyday of their lives. Celebrate them for showing up! Notice when they don't show up and aggressively pursue them when the rock begins to drown them. Don't punish them for not knowing how to balance a difficult home and community life with the already difficult journey of being a teenager. I Be humble when what you are doing is not reaching students. If you have D's and F's, kids are failing your class. Be humble enough to examine new ways of doing things that ensure more kids are learning in your classroom. You are surrounded by teachers who are having success with ensuring students are learning in their classrooms. Be humble enough to reach out for help to try new ways of doing things when others are having success. I Demonstrate empathy I The Grandparent method. So that?s it. This is what GPA is about. 100/100. Finding solutions in a creative manner, not sticking to the old and tired methods of graduating 50% of seniors is - GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Office of the Director Vincent M. Riveroll good enough. Getting rid of the notion that don?t accept late work because I?m teaching a kid a lesson?, but instead saying, will find another creative way to inspire a student to learn in my class? . When educators say, don?t accept late work?, they are really saying, ?It is okay for kids not to learn in my class?, because work completion by an arbitrary deadline is more important to the adults and their egos, than the student?s ultimately learning of the content. Since we believe that all students can learn, then, we must also believe that our students need varied time and varied methods to show their learning. GPA needs to surround our students with this belief system. This is what will move urban students from 50% graduation to 100/100. It begins with our belief system. It is important to realize the outcome of having staff members who do not share in this belief system. When a GPA staff member does not believe, it creates a working environment that is exponentially more difficult for those colleagues who do. The bottom line is 100/100 can and will happen at GPA. The success or failure of GPA will not be determined by people who do not believe, but by the Champion Teachers within us all. 3 Champion Teacher Musts: 1. The teacher MUST not be afraid oftheir students or their parents. 2. The teacher MUST know what they want out of students. 3. The teacher MUST genuinely love students. Do you believe in this approach Donny? The GPA Learning Plan Teacher: Donny Powers Subject: 10th Grade English Unit: Dramatic Arts: Porgy and Bess Date: 5/3/12 NM) Pie Version: 10/25/2010 0&6 Lesson Plan Teacher: Donny Powers Grade:10th Date: 5/3/12 Subject: English Co-Teacher: Sandra Meza Period:2 USE OF DATA TO INFORM INSTRUCTION: Grouping and assignments for this unit will be based on formal and informal assessments taken during the previous unit covering the novel Animal Farm. We have also been working a lot with the four types of questions (QAR) where the students are responsible for not only answering questions, but identifying the type of question and citing the text when appropriate. The work with has resulted in more thoughtful, fact based responses. Another source of date which will be considered is the results of the vocabulary work completed during Animal Farm. It became clear that my students needed to be taught to use a dictionary and access information on line. As a group we have discovered and been working with Quizlet.com which features interactive flashcards which have proven very effective. Each station will contain a dictionary and at least one laptop which students are expected to access when needed. We also discovered that a lot of the students are more comfortable illustrating definitions or concepts, so there will be materials available for those kinesthetic learners. The stations are arranged in 5 groups of 6 students. I have ssigned a mana?to oversee the inner-workings each group. The managers met with me privately anTare earning extra participation loints for their role in keeping their group on task (to the best of their ability). The managers were chosen by their proven academic track record and their leadership qualities (or they need to be challenged more). There will be group rotations so that the students have a chance to work with different combinations of their colleagues, but the managers remain the same and everyone will always end up with their original grouping. The managers are: lsela 8., Jose G., Louisa G., Re?Onni LVersion: 10/25/2010 ii CA Standards: R3.4 Narrative Analysis: determine characters? traits by what the characters say about themselves .n narration, dialogue, dramatic monologue, soliloquy R3.11 Literary Criticism: evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach) R3.12 Literary Criticism: analyze the way in which a work of literature is related to the themes and issues of its historical period (Historical Approach) School Culture and Character Education: With the launch of the new (and final) quarter of the year, we have been revisiting the basics of school culture and discussing how the authentic implementation of it will serve the students for the [rest of their lives] We are striving to do everything with excellence and practice those things which we are not. The students are learning to view themselves as citizens of a community. I often challenge them to think about what prospective universities or employers would say about their work 1nd their behavior (both positive and negative). We?ve been working with SLANT (technique 32 from Teach Like a Champion) this has been helpful in maintaining focus. We also use it as a model for being an appropriate member of an audience. Since we are starting a unit around drama, we?ll be looking at being a literal audience and a figurative audience in the sense of how they are seen from another person?s perspective. REACH is the perfect complement to SLANT and we?ve been referring to both and making them part of the daily routine. Depending on the flow of the class, I will reference REACH and/or SLANT to both point out what we?re doing well, and what we need to improve. The students will be collaborating in their station work to come up responses and interpretations for the tasks/questions. We are focusing on the?power of collaboration and how we all need to rely on someone at sometime. Students who struggTe?should eel safe in this setting because their peers are at their disposal for help and students who need 0 be challenged will get satisfaction out of being of valuable service to someone who really need their help. .er . it (MW Version: 10/25/2010 7 0~ . ?y wac) 06%) Objective/Outcomes: V0 00? a l')econstructing the Chocolate Chip Cookie: The objective of today?s lesson is to provide a brief overview of some of the key topics we?ll be exploring during this unit breaking color barriers, analyzing comparing, and contrasting multi-media presentations of the same work, and key players in the Civil Rights movement? to name a few.) Prior to the lesson, I will be demonstrating the universal acceptance of the chocolate chip cookie (final product) compared to the less palatable, but necessary, individual ingredients such as baking soda or lard. This is my way of asking the students to keep an open mind as they work their way through all of the steps in the process which will lead them to a satisfying end product? reading and watching a theatrical version of Porgy and Bess. Group Learning: Students will be given a list of characters and character descriptions which they will be matching as they encounter evidence to support their choices. This will be used as a reference as the play unfolds. In addition to the character list, students will get a copy of the lyrics to I Loves You Porgy. They will be asked to describe the mood and tone of the piece as well as what it says about the singer/speaker (Bess). This is going to be done in four different ways which will each progressively lend more support. Each time the students work through the lyrics, they will be able to edit their answers. 1. Cold reading, done individually, and silently. (Inner voice) (3 minutes) 2. Read out loud to a partner, taking turns so as to hear each other?s voice. (5 minutes) 3. Two group members will rotate (not the managers). This time the students will listen to an audio recording of Nina Simone?s version of the song. (5 minutes) 4. Two other group members rotate (not the managers). This final time, the students will watch I a clip from the opera (visual/audio) which is a duet between Porgy and Bess. (5 minutes) The notes the students take during this section will be used as a resource for a one page response which is due tomorrow. (I will look for evidence that they included aspects of the stations they visited and stations which were presented by other students.) We will also revisit this exercise at the end of the period to check for specific input which reflects something gleaned from the day?s work A proficient student will say that the slow, melancholy pace of the song reflects Bess?s reluctance to join Sporting Life in New York. Or at having seen the video clip of the opera version, it is obvious that Porgy and Bess are in love and that is evident in their body language and how they look at one another.) STATIONS: Today is the launch of the unit, so the students are only getting a quick glimpse at topics they will be exploring more deeply as the unit unfolderhile I do not Wpresentations todg'gl am looking for the students? ability to transition smoothly, on task, and pull the key points from their station at least deeply enough to ?teach? the other students what the station featured. Students will only be visiting one station, so it is their responsibility to ?teach? the rest of the class what they learned. Additionally, each qroup will be responsible for one vocabulary word which correlates to their station and they must investigate the meaning of the word and be prepared to teach that to the class too. (This may be done as homework qiven the time limitations and to give the students a chance to investigate further.) Each station will have at least two laptops, a dictionary, and pertinent articles. (short text) Version: 10/25/2010 G?e?r/ . Nina Simone Station: Students will discover more about the singer as a person (civil rights activist, feminist, ex-patriot) and draw conclusions as to why she is an appropriate person to pair with our study of this play. There will be short articles about the artist as well as equipment so they can explore her music. I will be looking for proficient students to make 2 connections between Nina Simone and Marion Anderson (who we learned about yesterday). If they are missing the mark, I will redirect their focus to key points of the articles and/or recommend they reflect on yesterday?s learning. . Lyrics Station: This group will be digging deeper into the meaning and background of the lyrics to [Loves You Porgy. They will read articles and conduct on line research on who has performed the song over the years. . Components of an Opera Station: Students will create a synopsis describing the elements of an opera. Explaining how it is different from a Stage Play or a Musical (Porgy and Bess has been all three- adapted from a novel). Included in the synopsis will be an explanation of _(how does that connect to 'Gv' W95 ?l?klo 1. Continued on attached page. What will it look and sound like when students demonstrate proficiency? Group Learning: Students will-the value of repeated readings, collaboration, and audio/visual supports all contribute to increased comprehension. Students will aISomwhich ,upport was most helpful to them so they can apply that in the future. Nina Simone Station: Students will develop a better understanding of the singer?s role in the civil rights movement and gain an appreciation for her high achievements in spite of the racial barriers of the day. They will be able to? from the articles and/or? from what they glean from online resources and her other song lyrics. Lyrics Station: Students will have a clear enoug _?of the mood and tone of the lyrics to be able to manipulate them. They will also be able to idenify ndNerify the use of previously studied literary terms from the text. Proficient students will also be able to explain the timeless theme of the song- following one?s heart vs. doing what is necessary to survive. The students will utilize the word synopsis with confidence. They will practice paraphrasin from the text and any additional resources they access. Accurately iciting evidence/resources is another task they will demonstrate. This Time in History Station: In addition to teaching the class about the historic climate surrounding the play, the students in this station wileetween the 1920?s and today. Components of an Opera Station: The students will be challenged list 8 many components of an opera as possible and to explain the interconnectedness between them. They will be able to Articulate the grand scale thought which goes into even the most simple stage settings. Version:10/25/2010 ?kwl?d??d va Wot/lg afghan/ding lea/mug 1 3 Guiding Questions: How does art/culture lead to political and cultural progress? (How can art make life better for a community of people?) Prelude: (_10_minutes) Take Attendance What does SLANT stand for? x/ Check Planners How does SLANT relate to Check Binders Honor: Opening honor will be Ulises- he is very insecure with his English, but he really gets a sense of accomplishment for this brief chance to speak publically. Jocelyn D. will say closing honor. Similar to Ulises, she is very insecure with public speaking, but takes pride in leading class honor. STUDENT ENGAGEM ACADEMIC WHAT (How will you bring le ing to life?) Where Modality LANGUAGE (_10_minutes) Audio: Collaboration, Prelude quiz will be white board gam run Ms. Meza while colleague take attendance and check planner lbinder . Visual: Kinesthetic: Co-teacher role: Running whit board relude game. Names/groups chosen rando for share out/explanation. Audio: Deconstructing, Deconstructing Chocolate Chip Cookie} (into to group work). Visual:x Co-teacher role: Passing out cookies, circulating around Kinesthetic:x room. Passing out papers for lesson. 20_minutes) Audio:x Group work (5min. per round) Explained in ?Outcomes? Mood,tone, section. Visual:x dialect Kinesthetic: Co-teacher role: Circulating around room to informally assess understanding helping all, but targeting caseload students- esp. Ulises and Jocelyn Version: 10/25/2010 Since students are only visiting one station today, they are responsible for teaching what they discovered to their colleagues. There may not be enough time for all the groups to ?teach? their lesson today so tomorrow would start off with the presentations. This will show the students the importance and responsibility attached to being in charge of one component of a whole lesson. I will be?to informally check for understanding at each st Ion. Wl challenge students? thinking as I check in at each group. Co-teacher role: Ms. Meza will circulate with a focus on students who are struggling (case load or not). Audio:x Visual:x Kinestheticx Each station will be responsible for a vocabulary word TBD. - __minutes) Group share outs/wrap up. ?Eatin/Greek roots game while packing up/filling out our ence of Learning? she?e't. Co-teacher role: Check in with case-load students for understanding. Audio: Visual: Kinesthetic SCHOOLWIDE READING: For reading portion of lesson, what are you teaching to support access to texts? The directions at each station will be clear and accessible for all students- the managers are also going to be briefed ahead of time to lend additional support. Each station has a laptop and dictionary and the students have the word wall and their individual word banks to refer to when necessary. Students are encouraged to collaborate and use Ms. Meza and as a last resort when they are stuck on something. Version: 10/25/2010 of Learning: The students fill out daily ?Evidence of Learning? sheets which I collect on Friday and return on Monday? this Fs'bne waWcheck For understan Ing. Plans are made around the feedback get from these sheets in addition to what we observe informally while circulating. The group presentations will also be a way for us to assess the students. I will ask challenge/follow up questions to push the students? thinking and to model for the audience the kind of responses and thinking I expect. Honor: Jocelyn D. 0 Ingredients for chocolate chip cookies, chocolate chip rockiels . Character list/dascriptions 0 Lyrics to I Loves You y. av - White cards/markers 0 0 Nina Simone pla 0S 0 rom Por an Bess opera 0 Articles/short text for each station TBD Directions/folders for 6 stations Version: 10/25/2010 Student Grouping (small group): There are six strong students (academic/leadership/in need of a challenge) who will be acting as managers for a group of 5?6 students. The groups are mixed and include a range of skill levels. This worked well during our last class novel. Teachers will not be pulling groups; instead, we will be circulating and targeting struggling students and students who need a challenge. This class works very well together and are typically very supportive of one another. Speci?c Student Learning Needs: . Two of the group managers (Ben and Kareem) may require extra support from me, but I think they will thrive with this challenge to lead others. . Jocelyn, Ulises, Nayeli struggle with English, all are SPED and EL, we provide translated vocabulary/instructions (orally) when needed. If Francisca S. is not on her medication (ED), she may need to work 1:1 with Ms. Meza- she has been better since she?s been released from the hospital. Adaptations and modi?cations to provide access for ALL: 0 Translated instructions/clarifications when needed. 0 Ms. Meza often provides simplified instructions for Jocelyn D. Translation is also available if she is really struggling. Teach Like a Champion Techniques: 0 #18? Check for Understanding 36? 100% #32- SLANT Version: 10/25/2010 Stations (cont) Synopsis of the Play Station: This group will read and interpret a brief overview of the play and provide evidence for explaining who is who on the character map. This group will also create and share more detailed character sketches for Porgy and Bess. A proficient student will note the irony of a ?player? woman falling in love with a crippled man. (She is emotionally crippled, he is mentally hardy) This Time in History Station news articles directly and indirectly related to the play and to the plight of African Americans at the time of the novel/play (1925) will be analyzed. Students will draw conclusions and compare how (if) society has changed since that time. I Loves You Porgy You will be given four opportunities to read the lyrics to thisW from the story of Porgy and Bess. 1. Independent Silent Reading: What can you say about the mood and tone of these lyrics based on what you read? What information can you infer about the speaker of the words (Bess)? (3 minutes) 2. Read aloud with partner: What new information can you add to your answer to the questions above? How did you get this information? (Sminutes) 3. Audio recording (Nina Simone): What new information can you add to your response? Why did you come to this conclusion? (What changed your mind or reinforced your thoughts?) 4. Video clip Haymon, opera version): What can you add to your previous responses? What is different about each ?reading? of the text? Ofthe four readings, which one was most clear to you? Explain your answer. 4/5 I loves you, Porgy, Don't let him take me .Don't let him handle me And drive me mad If you can keep me I wanna stay here with you forever And I'll be glad Yes I loves you, Porgy, Don't let him take me Don't let him handle me With his hot hands If you can keep me I wants to stay here with you forever I?ve got my man I loves you, Porgy, Don't let him take me Don't let him handle me And drive me mad If you can keep me I wanna stay here with you forever I've got my man Someday I know-he's coming to call me He?s going to handle me and hold me So, it' going to be like dying, Porgy When he calls me But when he comes I know I'll have to go I loves you, Porgy, Don't let him take me Honey, don?t let him handle me And drive me mad If you can keep me I wanna stay here with you forever I've got my man Loves You Porgy" as written by George Gershwin, Du Bose Heyward, Ira Gershwin