Internship Project PDF

1 Preparing for the Using Data to Plan Instruction Project I am using data from our middle of unit assessment to plan instruction in 6th Grade English Language Arts Unit One. The targeted TEK(S) for this lesson is 6.9D :describe how the author's use of figurative lang...

1 Preparing for the Using Data to Plan Instruction Project I am using data from our middle of unit assessment to plan instruction in 6th Grade English Language Arts Unit One. The targeted TEK(S) for this lesson is 6.9D :describe how the author's use of figurative language such as metaphor and personification achieves specific purposes. The students' class objective is to be able to demonstrate, identify, and apply how the author's use of figurative language elicits a deeper meaning in the text and recognize the author's intent when writing. During class, I gave my students a formative assessment to check for understanding of the skill. The formative assessment I gave was a mid unit exam that was based on the unit Dahl & Narrative from our curriculum.. The test primarily consisted of different types of figurative language with a total of 10 different examples of figurative language all pertaining to TEK(s) 6.9 D. The students were given a short story from the unit and completed the following steps. 1. Read the text and underline any figurative language that they can find that were covered within the unit (Metaphor, Personification, Simile, and Hyperbole). 2. After identifying the figurative language, write 2-3 sentences explaining how the use of figurative language enhances the meaning of the text (ex. “The metaphor ‘life is like a box of chocolates’ helps describe how the characters' life is full of surprises.”). 3. Once completed double check that all 10 possible figurative language types have been identified and underlined. Check that your writing follows the common  2 English grammar conventions. Finalize your test and make sure you successfully submitted the test by finding the “Test Successfully Completed” notification after submitting. These listed steps helped students understand how to successfully complete the quiz without confusion. The quiz consisted of 10 total examples: three metaphors, three personification, two simile, and two hyperbole. This quiz was scored using the following rubric: 1 point for every correct identification of figurative language 3 possible points for a clear and accurate response of how the figurative language was used to enhance the author's meaning (a less accurate/clear response will lead to less points). Students could achieve a total of 25 possible points and upon completing the quiz they submitted their responses on our online platform. Below is the data collected from the formative assessment with the first set of numbers in each column describing how many they got right over the total amount of that specific type of figurative language and the second row of numbers in each column describes how many points their explanation got out of 3 possible points. Example Metaphor 2/3 = 2 correct out of 3 2/3 = 2 total points for their explanation  3 Mid Unit Quiz Data Student Metaphor Personi Simile Hyperbole Total Notes fication Score #1 2/3 2/3 0/2 2/2 18/22 Student struggles to 3/3 3/3 1/3 3/3 identify similes, but (LD) excels at applying the explanation (Masters) #2 3/3 3/3 2/2 2/2 21/22 Strong understanding 3/3 3/3 2/3 3/3 overall (Masters) #3 3/3 3/3 2/2 2/2 20/22 Strong understanding 3/3 2/3 3/3 2/3 overall(Masters) #4 1/3 1/3 0/2 1/2 9/22 Needs significant 1/3 2/3 1/3 2/3 improvement in identifying and applying figurative language. (Did not Meet) #5 3/3 3/3 2/2 2/2 21/22 Strong understanding 3/3 3/3 2/3 3/3 overall (Masters)  4 #6 1/3 3/3 1/2 2/2 14/22 Needs improvement 1/3 2/3 1/3 3/3 identifying and applying Personification and Simile (Meets) #7 3/3 3/3 2/2 1/2 19/22 Strong understanding 3/3 3/3 2/3 2/3 overall (Masters) #8 1/3 1/3 1/2 2/2 11/22 Needs significant 1/3 2/3 1/3 2/3 improvement identifying and applying figurative language (Approaches) #9 3/3 3/3 1/2 2/2 19/22 Strong understanding 3/3 3/3 2/3 2/3 overall (Masters) #10 1/3 1/3 2/2 2/2 16/22 Strong application 2/3 2/3 3/3 3/3 skills - needs improvement identifying metaphor and personification (Meets) #11 3/3 1/3 0/2 1/2 12/22 Needs improvement 2/3 2/3 1/3 2/3 identifying figurative language (Approaches)  5 #12 1/3 1/3 1/2 2/2 11/22 Needs significant 1/3 2/3 1/3 2/3 improvement identifying and applying figurative language (Approaches) #13 3/3 3/3 2/2 1/2 19/22 Strong understanding 3/3 3/3 2/3 2/3 overall (Masters) #14 3/3 3/3 0/2 1/2 13/22 Needs improvement 1/3 2/3 1/3 2/3 applying figurative language (Meets) The results of this assessment were used with the primary goal of collecting data to inform further instruction for the remainder of the unit. The scoring of the data came from two different aspects that totaled up to one overall score. The first part of their score identified whether they can accurately identify various types of figurative language while the second informed whether they can apply the skill by describing how the author used the figurative language type to enhance the text. I took notes on all my students’ different responses and described what part they frequently missed (identification or application). In this specific assessment, a majority of students, including both below and at the mastery level, struggled with the application of figurative language. Additionally, only 4 students (highlighted in Yellow) scored below expectations and struggled to identify different forms of figurative language as well as apply the deeper meaning. Students highlighted in Green showed above average (at grade  6 level) understanding in the skill, but again demonstrating a lack of understanding in the application process. Lastly, students highlighted in red showed mastery of the skill overall. After analyzing the data, it's clear that students, for the most part, are able to correctly identify different types of figurative language. Although, one common trend seen in each student's activity was whenever they got a metaphor or simile question wrong, it was primarily due to them confusing the two and mislabeling each. Furthermore, in this assessment my students struggled to understand the deeper implications and meaning of the different types of figurative language. Students' responses were often vague, with many of them unable to bridge the connection from the literal meaning to the theme or the message the author is trying to portray. I believe students got caught in the misconception that figurative language is not a literal concept and they struggle to shift from literal thinking to a more abstract or symbolic form of thinking. After reviewing the formative assessment data, it's clear that certain areas require reteaching to ensure student understanding. My next lesson will begin by focusing on this formative assessment. I will read with the class the entire story, identifying the correct forms of figurative language as we read and explaining the key characteristics to identifying them. After we finish reading and properly identifying the figurative language types we will transition to reviewing the deeper meaning of each type and provide them with an opportunity to practice the application as well. During this time, students will be able to reflect and understand how to adjust their thinking from a literal to a more symbolic mind set. According to Fisher & Frey, “reading comprehension occurs through a system of shared, guided, and independent reading” (2). Additionally by scaffolding during whole group instruction and modeling the correct identification of figurative language through  7 our discussion (think-alouds), and following this with guided practice in the form of being able to apply the skill, I will be supporting students as they move through the learning process and begin independent practice (Fisher & Frey, 3). According to their research and their four part gradual release of responsibility model, students will be able to have a smoother transition during the review process through modeling, working collaboratively, and gradually releasing them to independent work. Further research conducted by Black and Wiliam (2018) states that providing frequent and immediate feedback shows tremendous student growth during the revision process. Furthermore, while students are reviewing their assessment, I will provide immediate feedback that will explain how the different types of figurative language are being used by the author to provide a deeper meaning. I will follow this with small group learning stations where students are tasked with identifying and applying this skill. Stations will include graphic organizers and diagrams that will describe the relationships between the literal and deeper meaning of different figurative language types. Other groups will have matching activities that students will be able to manipulate with their hands by matching cards with different sentences to the correct figurative language type. I will also be in a small group where I can meet with different students to provide additional support and provide guidance and feedback. These learning stations will allow me to address the needs of diverse learners ranging from auditory, kinesthetic, and visual aides. On the other hand, the tools I will use will also be beneficial for my student on an Individualized Education Plan. In addition to the different instructional aides I’ll follow the  8 requirements per their IEP. During the think-alouds and learning stations, I’ll continue further observation of this students progress to attaining further signs of growth or regression. Overall, students mastery of TEK 6.9D: describe how the author's use of figurative language such as metaphor and personification achieves specific purposes is integral for future success in the class. After these few lessons and activities are complete, students will be able to show mastery of this skill and will be able to implement it seamlessly.  9 Works Cited Black, Paul, and Dylan Wiliam. “Classroom Assessment and Pedagogy.” Assessment in Education: Principles, Policy & Practice, vol. 25, no. 6, 22 Mar. 2018, pp. 551–575, https://doi.org/10.1080/0969594x.2018.1441807. Fisher, Douglas, and Nancy Frey. Engaging the Adolescent Learner: Setting the Stage for 21st-Century Learning. International Literacy Association, Inc, 2015.