Blog #7: CCSS and NES Text Pages 1-87

-
With regards to the NES text pages 1 to 87, it seemed like there were just a lot of terms that I should have known. The scary thing about it is that I wasn't sure about a lot of these terms. I took notes on the terms that I wasn't sure about and it ended up being about a page of just definitions. I went into depth into these pages because I wanted to make sure that when I took the NES (which I took yesterday) I actually knew what the heck the questions were asking. When I saw the words come up, I knew that I had seen them before, but not for a really long time. For example, I remember learning about what hyperbole, euphemism, allusion, synecdoche, paradox, etc., were in middle school but I haven't really heard anything about them since then except the occasional word being used by a professor and I'm always super confused by it. 
With the CCSS Reading Literature Standards, I wanted to specifically talk about standard CCSS.ELA-LITERACY.RL.11-12.10. "By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently." Again, very smart talk for something that isn't that much. Common Core wants students to simply be able to understand different types of readings. 
With the CCSS Reading Informational Texts Standards, I would like to look at CCSS.ELA-LITERACY.RI.11-12.8.
"Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses)." I think that this standard is trying to say that students should understand different types of governmental texts, but I'm not really sure. This standard got me kind of tripped up. I didn't have to do anything like this in high school (to my knowledge). 

Comments

Post a Comment

Popular posts from this blog

Unit 6.6: Assessments

-
Which kind of assessment was most difficult to create? Why?  Which one was most easy?  Why?  What was something that surprised you about creating assessments? Honestly, for me the Performance Assessment was by far the hardest to create. I understood the concept that this assessment needed to be based around how well a student/students can perform, it was just hard for me to come up with the right type of assessment to create for an English class. I wanted to make it something fun, that related to English, and still made sense. I don’t think I quite nailed that one. The one that was the easiest for me to create however was the Question-Based Assessment. This one was easier for me because I already had a tool to base all of my questions on. I used one of my previous lesson plans as a tool to create a series of questions for students to answer to ensure that they were engaged. I wanted to make sure that this assessment was still easy enough to where students could answer ...
Read more

Blog #2: "Discussion as a Way of Teaching"

-
When it comes to the specifics of speaking and listening, Brookfield's "Discussion as a Way of Teaching" explored all the different ways of doing this. I will start by saying, I had no idea that there are so many ways to have a discussion and all the different people that are involved (or should be) in a discussion. One of the main things that stuck out to me while reading this were the specific roles that are involved in a conversation. There were 15 different roles in this section. It makes me question if we need all of these roles in order to have a smart and beneficial conversation with each other, specifically in the classroom. The "Devil's Advocate" for one, is supposed to counter the conversation that would be taking place in the current state. In class discussions that I remember having, it always made for an eye opening discussion when someone makes us consider the point we are talking about. I also found the "Questioning to Keep Discussion Goi...
Read more

Blog #3: CCSS for Speaking and Listening/ Oral and Visual Communication

-
When looking at the two readings for this blog post, I first want to look at Common Core's standards for speaking and listening. Considering I am secondary ed and think I want to teach high school, I looked into grades 9-12. When going through and looking at the standards, I found that even though they are worded super logical, they are things that I already feel comfortable doing or have the basic understanding of. For example, under the 'Comprehension and Collaboration' section, I feel confident in "w ork with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed." With that, under the 'Presentation of Knowledge and Ideas' section, I'm excited for the "... strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest." G...
Read more