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Curriculum project power point
- 1. English Language Arts Unit Model to Raise Academic Achievement Amongst Socioeconomically Disadvantaged Students Kathryn M. McGillivary
- 2. What the Research Says Problems with attendance Low school attachment Have many family responsibilities & expectations Lack of parental exposure to content Lack of resources Physical and emotional instability Low self efficacy
- 3. The Motivation Behind the Curriculum The curriculum being developed was specific to the demographics of my students at Olive Crest Academy, Nova Early College High School, Our school’s population is made up of 93% Hispanic, 2.7% Asian, 2.2% Caucasian, and 1.1% two or more races. Ninety percent of our students are from socioeconomic disadvantaged homes and 87% of our students are on the free and reduced lunch program. I have seen firsthand how poverty creates a challenge for our students and negatively affects them in the classroom.
- 4. Curriculum Content Highlights Student Unit Guides Warm Ups Virtual Field Trip Test Preparation Projects Challenge Activities
- 5. Student Unit Guides & Warm Ups The Chocolate War: Student Unit Guide “Do I Dare Disturb the Universe? Schedule: If you are absent, please make sure to make up any missed work and chapter readings Day 1 – Concept Map, Unit Notes, Read Chapters 1-3 & Complete Chapter Questions & Vocabulary Day 2 – Receive Unit Guide & Project Options, Read Chapters 4-9 & Complete Chapter Questions and Vocabulary Day 3 – Read Chapters 10-15 & Complete Chapter Questions and Vocabulary Warm Ups Day 3 – Pick one character from the story so far (chapter 1- 9) and write as many character traits you can in two minutes. Share your findings with the person sitting next to you. Day 4 – Summarize what has happened in the story thus far in five sentences or less (chapter 1-15). Day 5 – How do you feel about Brother Leon and his actions thus far in the story, specifically with David Caroni (chapters 1- 21)?
- 7. Test Preparation The Chocolate War Post Assessment: Cumulative Exam Study Guide Be Able to Answer and Explain Each Question: •Who is the president of The Vigils and who is the leader? •Why does no one stop the Vigils? •What does this novel teach us? What message does it give? •Why does Jerry refuse the chocolates in the first place? •Why does he keep refusing to sell the chocolates? •What impact does the hippie across the street have on him? What does he say? •Why is Archie so mean? Why does Obie hate him? •How does Archie get Jerry to show up for the boxing match? •Why do all the boys at Trinity start to admire Jerry? •What make them change to hate him? •What gets all the students to show up at the assembly? •What is the black box and why does Archie hate it but Obie loves it? •Who is Jerry’s friend throughout the entire novel?
- 8. Projects: Creating Memorable Learning Moments The Chocolate War Project Options Research conformity and write a two page research essay explaining why it is/is not important to students. Create a concrete representation of any issue in The Chocolate War and write a one-page essay describing what it is, what it represents from the novel, and what it means to you. Research why bullies bully and write a two-page research essay explaining your findings. Write a one page poem about how you would dare to disturb the universe and write a one page essay describing what the poem is about, what it represents from the novel, and what it means to you.
- 9. Challenge Activities Freshman English Challenge Program This semester, every student will have the opportunity to participate in Challenge projects for each unit. In order to successfully complete the challenge program, you must complete 4/5 of the activities. You must also have at least an 80% or higher cumulative grade for the semester. Challenge projects must be turned in by the last day of each unit and must complete all necessary components as directed. Any projects turned in late or incomplete will not be graded. Challenge Projects are done individually and are to be worked on outside of class or in free time. At the beginning of each unit, the challenge activity will be available and will detail all the necessary components of each.
- 10. English Language Arts Unit Model to Raise Academic Achievement Amongst Socioeconomically Disadvantaged Students For an further questions or inquiries please contact me by email at katymlang@gmail.com
Notas do Editor
- Hello, my name is Kathryn McGillivary and for my curriculum project I created an ELA Unit Model to raise academic achievement amongst socioeconomically disadvantaged students
- Upon completing my research on the challenges impoverished students face in the classroom, I began brainstorming the ways educators could respond to and aid such students. The research conducted clearly showed areas of need in regards to …
- The biggest impact I saw that could be made was in regards to the organization of curriculum within the classroom. This unit model was designed to specifically meet the needs of socioeconomically disadvantaged students in any secondary education English language arts course. This model can also be adapted to fit other humanities courses but the motivation behind the creation of this curriculum was specifically for my students at Nova Academy. The majority of our school’s population is Hispanic…
- The goal with this curriculum is to implement changes that help bridge the gap between the impoverished student and academic achievement based upon what research has shown. These next few slides will highlight a few of the items included in the unit model I created.
- Student unit guides are given at the beginning of each unit. Each unit guide outlines what activities will be done and what materials will be read each day of the unit. This specifically aids the student who is often absent. They can know exactly what material they missed and make up the work. Likewise, warm ups help combat when students are absent. Warm ups should always spiral back to the lesson taught the day before and review the material. This way, if a student is absent, they get caught up at the beginning of class and can proceed with that day’s topic of study.
- Here you see an example of a virtual field trip form my example unit, the chocolate war. Virtual field trips are presentations on different parts of the world that connect to whatever topic or literature you may be studying. As you can see here, the virtual field trip is to Vatican City and this was chosen because our novel’s setting takes place within a Catholic all boys school and has many religious undertones. Impoverished students often do not have the opportunity to visit historic locations, museums, or even travel outside their city or state. The goal of including virtual field trips into each lesson is to expose students to iconic places they may have never heard of or seen before.
- It has been found that socioeconomically disadvantaged students do not often have the homework or study skills help they need at home. These skills then need to be intentionally taught within the classroom. What you see here is an example of a study guide for a cumulative exam on the novel, the chocolate war. However, its more than just giving them a set of questions. Studying really needs to modeled for such students and practiced within the classroom so that they can acquire the skills and take it with them in their educational pursuits.
- When adults are asked about their educational experiences, they are not going to talk about the chapter tests or lectures their teachers gave them. More than likely, any individual will remember the project, challenge, or experience their teachers created for them in the class. Creating these memorable learning moments is imperative for impoverished students to feel connected to the classroom and create school attachment. This can be done through project-based learning and by helping students learn by doing. This can be a valuable type of assessment for impoverished demographics. Teachers need to remember, however, such students will need ample notice of any supplies needed and the school should be prepared to supply such resources in the case a student is unable to get them. Ample class time should also be given to work on such projects, especially if students are working within groups, because often such students do not have quiet places to do work on homework or the time or transportation to meet with a group outside of school.
- Socioeconomically disadvantaged students may not be placed in honors or AP courses but still may desire or require a higher level of learning experience in order to advance their achievement. Challenge activities should be designed for each unit to give such students an optional challenge to be attempted when other tasks of the unit are completed. This allows for instructors to differentiate and meet the needs of such students. At the beginning of the year, an honors program can be established, such as the example you see on the screen. This is just one way of formally organizing challenge activities in your class. They can also be created in a case by case, less formalized manner. The challenge activity for the unit example created in my unit model allows for such students to read the sequel to the novel and engage in activities discussing both novels.
- Thank you so much for listening to my presentation on raising academic achievement amongst socio-economically disadvantaged students