Step 1: Perfecting Knowledge of State Standards |
In order to develop a multi-genre choice writing project in conjunction with the North Carolina Essential Standards, I had to familiarize myself with the standards for writing. The standards are divided into genre-based categories, narrative, informative, and persuasive, as well as a section for general writing requirements and research.
In order to meet the needs of my differentiated classroom, I familiarized myself with both the 8th grade and the 9th and 10th grade (listed together) standards.
In order to meet the needs of my differentiated classroom, I familiarized myself with both the 8th grade and the 9th and 10th grade (listed together) standards.
Step 2: Arranging State Standards into Rubrics
For this multi-genre writing project, I divided the genres that students were able to choose from (we created an almost-exhaustive list) into two categories: Narrative, Creative, Artistic pieces and Informational, Persuasive, Non-Fiction Pieces.
To ensure student success, I provided multiple exemplars of each genre for which they expressed interest and engaged students in a practice small group mini project for which they each contributed a genre to explicate a more general topic to which they all could relate. Students were able to identify the defining features of each genre and the category to which it belonged.
To ensure student success, I provided multiple exemplars of each genre for which they expressed interest and engaged students in a practice small group mini project for which they each contributed a genre to explicate a more general topic to which they all could relate. Students were able to identify the defining features of each genre and the category to which it belonged.
Note: At my school, instead of traditional grades, we use a mastery system of assessment: E=above grade level work, P=consistent grade level work, A=approaching consistent grade level work, N=not yet achieving grade level work.
Step 3: Using the Writing Workshop Method from Teaching Composition
In ECI 520: Teaching Composition, we learned that students thrive as writers when they are given clear expectations before writing (rubrics), exemplar writing, mini lessons for skills to develop over time, extended periods of class time to write, and feedback along the way from the teacher and from peers.
As stated in the rubrics, students had to write 6 to 8 genre pieces, so I planned due dates and checkpoints throughout the four week process for each piece. The checkpoints included peer and teacher conferencing.
An additional facet of developing this writing project is it had to align with our 3rd Quarter Project Based Learning unit, Identity 2.0. In order to accomplish this, each student had to choose a topic that was based in the identity research and analysis we had done previously, as well as develop a unifying claim based on identity for the writing project. Writing the claim was just one of many standards-aligned mini lessons I completed with students.
As stated in the rubrics, students had to write 6 to 8 genre pieces, so I planned due dates and checkpoints throughout the four week process for each piece. The checkpoints included peer and teacher conferencing.
An additional facet of developing this writing project is it had to align with our 3rd Quarter Project Based Learning unit, Identity 2.0. In order to accomplish this, each student had to choose a topic that was based in the identity research and analysis we had done previously, as well as develop a unifying claim based on identity for the writing project. Writing the claim was just one of many standards-aligned mini lessons I completed with students.
These are two examples of unifying claims displayed on the home pages of students' final project websites.
Step 4: Publishing and Sharing Student Work
In both ECI 520 and ECI 546: New Literacies and Media, we learned that student effort and work quality go up when work is published and shared in a meaningful way. In addition to being a tool for publishing, each student making a website meets the 21st century classroom skills development needed for students today.
I instructed all students regarding using the free version of Weebly, but two students programmed their own websites for the project in a cross-curricular project with the Computer Science class. In the future, I'd like to incorporate and encourage more of this, especially because cross-curricular authentic work has such a positive effect on adolescents, as I learned in Dr. Beal's Adolescent Development course.
Some of the students incorporated original visuals into their websites using Web 2.0 tools I learned about in ECI 546, especially all of the options that exist for students to create their own infographics for free.
Finally, we shared the projects by setting up computer monitors in our upper school lobby at our 3rd Quarter Project Culmination Night. Parents, grandparents, siblings, and other family members sat with students as they shared their websites.
I instructed all students regarding using the free version of Weebly, but two students programmed their own websites for the project in a cross-curricular project with the Computer Science class. In the future, I'd like to incorporate and encourage more of this, especially because cross-curricular authentic work has such a positive effect on adolescents, as I learned in Dr. Beal's Adolescent Development course.
Some of the students incorporated original visuals into their websites using Web 2.0 tools I learned about in ECI 546, especially all of the options that exist for students to create their own infographics for free.
Finally, we shared the projects by setting up computer monitors in our upper school lobby at our 3rd Quarter Project Culmination Night. Parents, grandparents, siblings, and other family members sat with students as they shared their websites.
Examples from projects of an infographic and a website homepage.
Step 5: Sharing with Colleagues
In ECI 508: Teachers as Leaders, we learn that teachers can take leadership in their own schools in myriad ways and they do not have to rely on the administrative hierarchy to make an impact on their school community. One of the most impactful ways to become a teacher leader is to share your materials and your insights with your colleagues so they can develop their own practice.
To increase the impact of my work on this project and the positive responses I received from students, I shared my rubrics and this project with the 5th and 6th grade English Language Arts teachers at my school. This action allows them to use the project as it makes sense for their age group, as well as demonstrates how a rubric can use the NC standards to create an additional section for above grade level, more challenging work.