HS+Language+Arts

= **__HS Language Arts__** =



__**2014-2015 PLC Information**__
__**Our 2014-2015 PLC Norms/Collective Commitments**__

__**Our 2014-2015 SMART Goal and Action Plan**__

__**Data Wall Analysis**__

__**Agendas**__

__**Minutes**__







Mary - these are the new GLBs we came up with for English 10-1 and 10-2. We implemented a few things from the CORE that we didn't have before and then rearranged a few things to make them easier to understand. Let use know what you think.

English 10-II

LA.E10-II.01 Students will glean meaning from selected poetry LA.E10-II.01.01 Students will identify various poetic elements within a predetermined poem LA.E10-II.01.02 Students will cite textual evidence to support analysis

LA.E10-II.02 Students will use a wide range of strategies to interpret and evaluate Midsummer Night’s Dream or another Shakespeare play LA.E10-II.02.01 Students will analyze how complex characters develop throughout the course of a text LA.E10-II.02.02 Students will analyze how an author draws on and transforms source material in a specific work

LA.E10-II.03 Students will construct a research paper LA.E10-II.03.01 Students will introduce a topic, develop a thesis statement, and organize complex ideas, concepts, and information LA.E10-II.03.02 Students will compile and support the topic with well chosen, relevant, and sufficient facts. LA.E10-II.03.03 Students will establish and maintain a formal tone while attending to the conventions of writing LA.E10-II.03.04 Students will develop and strengthen writing through drafts and revisions LA.E10-II.03.05 Students will provide an objective summary of an informational text

English 10-I

LA.E10-I.01 Students will identify nuances of meaning through analogy study LA.E10-I.01.01 Students will make connections between prior knowledge and new vocabulary LA.E10-I.01.02 Students will analyze synonym, antonym part/whole, action/object, location, degree, and word relationships

LA.E10-I.02 Students will glean meaning from short stories and a novel by analyzing the author’s purpose LA.E10-I.02.01 Students will determine central ideas or themes and summarize key supporting details LA.E10-I.02.02 Students will draw inferences from texts and cite specific evidence to support LA.E10-I.02.03 Students will identify figurative language in texts LA.E10-I.02.04 Students will analyze how complex characters and conflicts develop within texts

LA.E10-I.03 Students will write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. LA.E10-1.03.01 Students will write narratives to develop real or imagined experiences or events using effective techniques, well chosen details, and well structured event sequences. LA.E10-I.03.02 Students will introduce a topic and organize complex ideas, concepts, and information LA.E10-I.03.03 Students will support the topic with well chosen, relevant, and sufficient facts LA.E10-I.03.04 Students will establish and maintain a formal tone while attending to the conventions of writing LA.E10-I.03.05 Students will develop and strengthen writing through drafts and revisions

LA.E10-I.04 Students will experience a career through a job shadow LA.E10-I.04.01 Students will contact an employee in a career of interest and spend 3-4 hours on the job with that worker LA.E10-I.04.02 Students will write a letter of appreciation to the employee following rubric criteria LA.E10-I.04.03 Students will write an expository essay detailing their experience and following rubric criteria

=__ 2013-2014 PLC Information __=

__**Our 2013-2014 Norms**__

Start/Stop on time Have fun Share small successes Be task-oriented and follow agenda Experiment w/ new strategies Use and share specific feedback

__**Our 2013-2014 SMART Goal and Action Plan**__

100% of students will earn a minimum of a 2 on a GLB assessed by a project based learning activity during the 2013-14 school year.

Create a calendar of PBLs so PLC time can be used to

* plan checkpoints

* monitor progress

* update data walls

* tune lesson plans

* collaborate with common course teachers

Well established SMART Goal and good action steps to accomplish them. Off to a great start!!! (Dr. C)

__**Data Wall Analysis**__



__**Agendas**__



















__**Minutes**__









Reviewing your minutes and your SMART goal I have a question about when you review the data on student success on their GLB's? Do you have a specific week you do that per month? (Dr. C)







__**//Archived Information from 2012-2013//**__

=__2012-2013 PLC Information __= ==All of the necessary forms are found on the "PLC Information and Tools Page" of this Wiki - (see link on the right). Most forms have been updated for the current school year so please use them when completing your work this year. If you need any assistance, let Dr. Cooksley know! Thanks==

__**Our 2012-2013 Norms**__
Start/Stop on time Have fun Share small successes Be task-oriented and follow agenda Experiment w/ new strategies Use and share specific feedback

__**Our SMART Goal for 2012-2013**__
100% of students will earn a "2" or better on a designated GLB "designated GLB" - What about each GLB - you don't just want to randomly choose one they will get a 2 or higher do you? I don't think that is what you meant to say.... I would just change it to read "100% of students will earn a 2 or better on each GLB assessed" (Dr. M)

__**Our Action Plan for 2012-2013**__
We will use Project Based Learning to implement our Smart Goal.

__**Agendas - Please label you agendas by date so they are easy to locate**__
To complete Monday's (August 20) assigned tasks: establish Norms, Smart Goal, and Action Plan. To explore potential Data Wall Ideas.











[[file:Mockingbirds Agenda and Minutes from August 8-20-12.docx]][[file:Agenda Sept 19 Mockingbirds.docx]]
= = =  =  Anna - duly noted! :-) (Dr. C). You talked about Laura's data wall and what she is gleaned from it... and you said "no gleaning yet" or something like that. What does her data wall look like? Did she bring the data to the group to discuss? What about any student work associated with what is happening in the classroom? Looks like you are using the time very effectively - just want to challenge your thinking! (Dr. M)

Sorry to hear you are still struggling with the utility of the data wall. I am curious how you are using the wall - and what it looks like. What data are you collecting? Do you talk about the data during PLC time? How are you using it with students? (Dr. C)

11/28 - not noted on your minutes... did you get to more than "good news" that day? What is your data wall that you are using... could you share that with me some time? Thanks (Dr. C)

__**Monthly Data Wall Analysis**__
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__**Supporting Documents**__
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//__**ARCHIVED**__//

__**Norm/Collaborative Commitment Recording Sheet**__

__**SMART Goal/Action Plan forms**__ (You may choose which one to use)] = =



__**SMART Goal Analysis Sheet**__ (To be used in the Spring)

__**Data Analysis Tools**__ (you may choose whichever format works best for your team to display the information - one suggstion is attached)

__**Minutes/Review of Data Analysis Form**__ (you must address the following questions in your minutes) = =

=__**Agendas for PLC Collaboration (Add and date agendas here)**__=



=__**Minutes from PLC Collaboration (Add and date Minutes here)**__= Interesting discussion on preparation for college - many students WILL encounter group/collaborative work when they get to college - it does depend on where they get their education, but we must prepare them for BOTH scenarios - independent and group work. If students are reluctant to turn in work - I believe students are trying to communicate something to us - we need to figure out their message. They must not be motivated to write that paper? What if they did a video documentary on the topic? there is still a writing component - but maybe it will motivate them? The research is probably even more rigorous - or minimum the same - and then you have some work to actually assess. Just some thoughts. (Mary)