PLC+2014+TE+DP+DU+KM


 * PLC Agenda Thurs 27th November**


 * Goal: To evaluate how we went in achieving our smart goal for analytical writing.**

__ Smart Goal: That 75% of students will achieve a C+ or above on analytical writing. (FMF) __

TE - 7S2 22/26 achieved a C+ or above. (84%) 7S1 20/26 achieved a C+ or above. (77%) DP- 7B1 22/26 achieved a C+ or above. (84%) DU- 15/26 achieved a C+ or above (58%) 17/26 achieved a C+ or above (65%) KM- 19/26 achieved a C+ or above (73%)

For those students who did not improve, this could be related to: extended absences, some students were on modified work, loss of motivation (especially at the B- satisfactory grade), school/social issues, family holidays.

Goal for future: To ensure students are more accountable in tracking their progress between essays- set goals. See TE's sheet for FMF setting goals.

Discussion of teaching of comprehension skills. DP doing live scoring of five skills when listening to discussion. Use of short stories for teaching clarifying.

Next week: Prepare some examples of work we have done for PLC celebration.


 * PLC Agenda Thurs** **20/11**


 * __Goal:__** **To share some resources that we have been using to teach the 5 skills in Literature Circles.**
 * To create a rubric for assessing books reviews/reports. Which one are we going to settle on or is it teacher choice? (I would like something to mark one of these with, in a fairly efficient way!)**


 * 1) 1. Reminders about the great work that was done in past PLCs on the skills. Eg. Powerpoint on predictions using ‘The Witches’, work on clarifying using ‘The Wife’s Story’ – when you hit a clunk worksheet (DP). Also, discussion scaffolding powerpoints by TE on the server, summarising (who wanted to but so…)
 * The Wife’s Story - genre, use of vocabulary/descriptions. TE to pigeonhole. Clarifying.
 * Note taking - Notes function on iPad. Bits they think are good/not good to use for their review. Create questions. Funny/clever/emotional.
 * Open/closed questioning - Explicit information vs inference. Developing 'big ideas' about the text.
 * Team evaluation sheets TE on server. Skills based activities.
 * Questioning and clarifying - going deeper, not questions that they know the answer to.


 * 1) 2. Visualising power point. Creation of mindmaps- which apps?
 * Popplet
 * Inspiration lite

All- any other ideas/resources you have been using? Where are people at? Have all students even got the book?
 * Had to change some books due to issues with iBooks availability.
 * Fake readers - specific tasks?

Recommendations for next year to improve the process:
 * Small groups in Edmodo. Use of iPads for communication/group work
 * Booklist - iBooks. Check it out beforehand.
 * Find alternative to Candor that is more assessible - similar dystopia story.
 * Teacher access to books - iTunes card to teachers so we have copy of each?
 * 1) 3. Creation of a rubric for assessment of final piece
 * DP to update review rubric.


 * PLC agenda Thurs 13th November**


 * Goal: Literature Circles- to review key skills we are teaching and assessment tasks** (If we are doing the book review how are we assessing it? How are we assessing the A3 workbook?)

5 key skills on summary frame: Predicting Clarifying Questioning Visualising Summarising
 * 1) 1. __What key skills are we aiming to teach?__
 * Reminder of Rubric with skills produced previously (TE to bring along)

Assessment: Focusing on a skill each week/lesson. Score self on each skill each week. /4 Using rubric Live scoring ? Library session.

Prediction: Witches. DP - Prediction ppt on server

CF supporting us in Lit Support
 * 1) 2. __What can we do if students aren’t getting it?__

Suggested strategies: - Use discussion prep sheet. Visualising and clarifying with group members - Reciprocal Teaching (student driven) - Sentence starters for reflection focusing on each skill. - Specific writing tasks. - Go back to summary and add. - Examples.
 * Strategies for: slow readers, weak comprehension, memory**

- Big ideas: create a ppt on text. - Exploring themes
 * 1) 3. __How can we extend those students who are already proficient in these areas?__


 * 1) 4. Tracking student progress throughout the unit? Goal setting?

Focusing on a skill each week/lesson. Score self on each skill each week. /4 Using rubric Track progress for each skill Live scoring ? Library session.

FMF - Giving students example of a high essay at the start of unit. DU - creating a booklet of different range of marks for FMF essay.

- Write for different audiences and purposes. Able to modify voice for diff types etc. - Accurate vocabulary suited to the task - Editing and drafting. Can proofread their writing to make improvements - Reading comprehension and discussion. (Lit Circles) - Analyse themes. - Students who struggle - can comprehend explicit events in the text but struggle to infer meaning.
 * Comments for reports?

**PLC agenda: Thursday 30th October**
__Goal:__ To review the writing folio rubric. (Focus on text types: Biography and Memoir)

TE to bring copies of rubrics - thanks! Updated rubric. Memoir - sense of reflection/puts events in context Biography - neutral, appropriate/formal voice/tone. Inferencing

DU to share resource - - Biography ladder - Racks to create memoir - Noun/adjective Pictionary game. e.g dancing spider. Add verb.

Biography competition- pieces due to the library end of this week. Book display week 6

Lit Circles: timeline? Assessment?

**Goal: To moderate FMF essays**
**- PAT testing - new format.** **- Feed back - + and - comment**

Things students did well - Topic Sentences and Linking sentences - Vocabulary - exploring ideas - Peer editing, e.g. spelling. - Structure

Areas for improvements - Lower end - use of evidence. Quotes in own sentences. - Complexity of ideas - explanation.

Keep a high, medium and low from each class to look at next year.


 * Thursday 9th October **
 * Goal: To develop some resources and identify the key skills we want to teach during our study of memoir. **

- Resources ordered on server Eng - Year 7 - Year 7 English - Writing Folio - Memoir and Biography folder. E.g. - Sentence Structure - Linking Language - Peer editing and goal setting
 * 1. ** ** TE- some resources now collated on the server. Introductory ppts, samples of text types and writing craft lesson. **

Tasks in biography also numbered - Reading biography in wider reading - Boy Roald Dahl, soccer players. Library has list. Biography competition with the library

Added 3.7.3
 * 2. **** Review Big Ideas document- may need updating **

DP - Identifying strengths. Link strengths to Mr Fox. Read memoir and develop list of strengths for character. Use 'free youth survey'. (Make sure 'get updates' is not clicked.) Use to inspire memoir - how did you grow, how did you use your strengths or develop them?
 * 3. ** ** DP’s idea: work on development of a resource **


 * 4. ** ** Next week PTI, Week 3: moderation of FMF essays **


 * Thursday 18th September **

Comparing NAPLAN results to FMF.
Use NAPLAN results to show improvement. DU - Students wrote in a double. (Getting 'I don't know what to write' kids started - just write down the topic!)

Online ways to do lit circles - Weebly - Edmodo - Wiki - Blogger - Wordpress


 * Thursday 11th September **


 * Goal: To develop a new SMART Goal for the FMF unit **

__ Smart Goal: That 75% of students will achieve a C+ or above on analytical writing. (FMF) __
 * 1. ** ** Set SMART goal: FMF **

__ Previous Smart Goal: That 80% of students will achieve a C+ or above on analytical writing. __

In order to achieve our SMART Goal students will need to develop:
 * Strategies for declarative knowledge – understanding the film
 * Understanding character motivations and change
 * Compare and contrast grid
 * Comparing characters
 * Understanding themes/big idea
 * DP Grid - Compare and contrast characters - similarities and use similarities to find the moral. Then a quote that represents this message.
 * Inside/Outside Circle.


 * Strategies for procedural knowledge – being able to write about the film
 * Being able to integrate quotes as evidence for my explanation (metalanguage and mechanics)
 * Being able to explain big ideas and change in characters
 * List of big ideas/events/quotes - which is which. Who said quote to who. admits to which shows. Use connectives.
 * Being able to set a goal to improve my writing
 * Feedback
 * Tracking my progress (TE goal sheet)
 * Being able to edit a specific aspect of my work or a peer’s work
 * Creating action steps (progress sheet)

- Hamburger very useful for modified students.

EVIDENCE: Strategies for declarative knowledge – understanding the film - Compare and contrast

Strategies for procedural knowledge – being able to write about the film
 * Being able to integrate quotes as evidence for my explanation (metalanguage and mechanics)
 * Being able to explain big ideas and change in characters

- TEEL Paragraphs

- Reflection Sheet - Goals
 * Being able to set a goal to improve my writing
 * Being able to edit a specific aspect of my work or a peer’s work

Timeline: Moderate final copies of essay Term 4 Week 3

Next week: No Tory :( Lit circles - online options??


 * Thursday 28th August **
 * Goal: To moderate student work on the Media Unit. **


 * All- please bring along some samples of your students’ work on media. **

Issues with review – summary rather than critical piece of writing. Giving stars but not justifying.
 * 1. ** ** Moderation- discuss features of highs vs lows **

Paragraphing and 'narrative' voice. News report - sequencing of ideas Persuasive writing is very strong - voice.


 * How was using the rubric? Did you go through it with students first? **

Drafting - looking at writing process slide again as a class. Peer editing. Creative piece, 'Fox about Town', News report on what happens to farmers, court case - farmers vs Mr Fox. Students choosing a task to improve on - e.g. news paper article or letter to the editor.
 * What areas can we continue to help students improve on in the FMF unit? **

Vocabulary - Existentialism - Exist - why do we exist? Root words.

- Lit circles texts – list, recommendations for H, M, L, new text suggestions? **Artemis** ** Fowl **
 * 2. ** ** TE to share results from poll and student surveys on the Fables Competition **
 * Also, using excel (comparing results on first persuasive piece- Term 1 with Letter to the Editor- Term 3) **
 * The Silver Donkey M - H **
 * Parvana M **
 * Don Bradman M **
 * Flush M **
 * Animal ** **Heroes L**
 * Candor H **
 * Chinese Cinderella M- H **
 * Boy Overboard L **
 * Coraline L ? **
 * Black Snake L **
 * Hatchet L **
 * Holes M **
 * The Recruit **
 * A Rose for the Anzac Boys **
 * The Youngest Anzac Boys **


 * Side note - ** Dramatic irony discussion - modelling complex ideas for students. Can use in Year 7 ?? Role playing!


 * Thursday 14th August **

1. What resources do we already have to support these students? TEEL formative assessment Writing a body paragraph Year 7 Assessment: FMF Essay Sheet Modified vocab Proofreading activities - ppt
 * Goal: To discuss how we can modify work for students with low literacy for the 'Fantastic Mr Fox' unit. **
 * Hamburger model (visual displays)**

- Start with TEEL section of analytical paragraph rubric and add in others. 2. What resources do we still need? Need to ensure modified students move forward, both do 'basic' task and then develop it - e.g. write a paragraph TEEL paragraph each week?

3. SPA Data - single test analysis. (55% above av in Pat testing.)

4. DP and Anna - Modifying work: Strategies: - Strategy instructions (explicit steps) - REINFORCEMENT- do it again! - Feedback - VISUAL DISPLAYS - On-going evaluation - formative assessment, feedback, self-monitoring.

Next week: Moderation of media assignment

- Added in review to complexity of ideas and structure and coherence. - Fixed up news report section! - Checklists - Review with subheadings - Use FFG review to show students how to write using categories
 * Thursday 7th August **
 * Goal: 1. **** To develop or modify the rubric to include criteria to use to assess the reviews. **
 * 2. DU sent around a good resource on news reports to assist weaker students. **
 * *What other strategies/resources have people been using? Please bring along an example. **

Next week: SPA data- are teachers accessing this information? Let’s look at our weaker students’ results. FMF modified work


 * PLC Thursday 31st July **


 * Thursday 31st July **
 * Goal: To complete some moderation of lower level students' work and identify some strategies to help these students. **
 * __ All- please bring some samples of lower level students’ work on the media unit. __**
 * __ TE to provide copies of the media rubric __**

Using the correct conventions of the media type e.g. reviews Punctuation Spelling Handwriting Fluency
 * What are the main problems we are seeing in these students’ work? **

Understanding purpose Appropriate structure and vocabulary Proofreading
 * What are some key skills that they need to practice/get in this unit? **

Sentence structure

Proofreading in pairs - read out your partners work and listen to ensure it makes sense. Homework program - 'fill in the gap' grammar/comprehension books e.g. Cars and Stars/Key into inference ? Put on a work program with form, for English and Maths special homework tasks? Decoding books - making connections.
 * What would these students benefit from doing at school and at home? **

Not all. EAL students into class next year? Review Lexia?
 * Are they in Learning Support? Are teachers communicating with whoever has their students in Learning Support? **

Handwriting tasks for those who are really struggling
 * English session- Thursday afternoons. How could we make better use of this time to support these students? **


 * PLC Thursday 24th July **


 * Goal: To share resources that we are using in the media unit. **

Initially some sharing of resources. DP shared a cover sheet for students to submit with their final folio. It gets them to recap what the purposes of each text type are and tick off that they have had their work drafted, peer assessed and then submitted on the due date. Also, good accountability for students who are struggling with organisation/lack of effort.

Most teachers are working on the news reports at this point and then starting reviews next week. DU trialling 15 minutes of reading at the start of each lesson. She feels it is successful. More students enjoying reading and doing it more regularly.

Library sessions: looking at vocabulary we use when discussing novels. Looking at reviews on Good Reads or other sites.

//What are we doing for kids who aren't getting it?//
 * Sending him to them to homework club
 * Small groups going over the structure of that particular type of text
 * One on one drafting
 * Fill in the gaps (modified)

With the reviews, there are structured sentences that students respond to. This will be accessible for all students to a certain extent.

//Extension:// Filming using the iPad to create a panel discussion/news report. Completing more than one of each text type. Greater editing of pieces eg. letters to the editor to include more persuasive devices.


 * Goal of next week: To complete some moderation of lower level students' work. (Are they in Learning Support? What would these students benefit from doing at school and at home?)**


 * PLC- Thursday 17th July **

// Goal: To review the media course outline, focusing on ways to use the iPad to enhance student engagement and learning. //

Discussion of how we are teaching summarising during this unit. We are using a rubric (created in English Faculty Meeting) to help students rate their understanding and gain an understanding of what a summary includes. Consensus was reached that we should be focusing primarily on online news, rather than doing the old scavenger hunt through the newspaper.

Comparing the content that the Herald Sun and The Age have on their websites. Students to find different parts of the paper on the website eg. opinion, sport, etc

Homework task- to find news articles and write a 100 word summary on each. Must include one source of news not found on a news website eg. twitter, blogs


 * SMART ** goal:


 * PLC- final week of Term 3 **

We attended the PLC Celebration morning with our poster and iPads ready to go!! We included our findings for our smart goal on analytical writing.

__ SMART goal: That 80% of students will achieve a C+ or above on analytical writing. __

77% in class 2 || 70% improved ||
 * ** Classes ** || ** % of students who achieved a C+ or above ** || ** % of students who improved from their formative assessment to their summative assessment ** ||
 * KM || 75% || 73% improved ||
 * DU || 63% over two classes || 90% improved ||
 * TE || 80% in class 1
 * *Note: ** Formative assessment included concept maps, practice TEEL paragraphs, class discussion, book review/Edmodo posts and group work.

PLC: Thursday 12th June
 * Goal: To start to put together the poster. **
 * To moderate some essays on 'Falling From Grace'. **

Today we made a good start on putting together our poster for the PLC celebration in Week 10. We will present it on a poster but also have some technology based achievements running through our ipads and laptops for people to see.

We still need to finish marking our 'Falling From Grace' essays and figure out whether we have reached our smart goal. This will be the goal of next week's meeting, to put our data together and compile it to present on the poster.

PLC: Thursday 5th June


 * __ Goal of this meeting: __**** 1. To compile some of the resources and samples of student work which we can present on our poster for the PLC celebration. **

TE- to bring PLC folder with agendas and resources/student samples. TE to collect A3 sheet from DPs desk to bring.

KM and DU- to bring any samples of student work (from fables or other writing tasks)


 * __ Key achievements from our PLC this year: __**


 * * ** Resources: creation of template for fables,

*Rubrics: DP's TEEL, Analytical Rubric, Persuasive Writing Rubric


 * * ** FFG - Annie Poster brainstorming


 * * ** Intervention during Fables unit

*Fables competition (library bulletin page)

*iPad- use of Edmodo (screen shots of library reflections), Storehouse app, Extension fables. iMovie *Excel education!

DU- Typing up 'ask us' sheet TE - Screen shots KM - getting pretty stuff. Smart Goal: 80% proficient - compare formative assessment with final assessment and highlighting improvements.

ipad presentation (?) (Hopefully no one steals our idea...)


 * 2. SMART goal ** - hopefully in Week 8-9, we can compare our students’ formative assessment outcomes with their final essays and analyse what percentage of students achieved proficiency. (I think we need to have this on our poster!!!!!!) Maybe some excel representations- how KM and TE are now using it.

TE using ‘tracking my progress’ sheet as part of PLP. (Kids set goals and action steps)

80% of students will achieve a C+ or above in analytical writing.


 * Goal next week: Compile examples/resources for our poster. Bring along results of essay if possible to assess smart goal.**

PLC: Thursday 29th May

TE – shared poster brainstorming method, used before writing. In groups - what did were they like at the start, key events that impacted them, how they felt after the events. All write a topic sentence for each character
 * __ Goal of this meeting: __**** 1.To develop a resource to assist students who are struggling with TEEL and writing an essay. **

All- look at modified essay templates we have. Decide on which ones work/any modifications we need to make to improve them. KM emailed around document to use.

DU - Dictating app (Dragon Dictation) on iPad for weak students.

 * Topic sentence || Explanation || Evidence || Link ||
 * When Grace went missing on their holiday it really changed Annie.

Due to the events at Point Nepean, Annie changed.

Over the five days of Grace's disappearance, Annie changed a lot.

Because of the disappearance of Grace, Kip changed. || Explain how the character was feeling at the start of the novel. What key things were happening at the start? || This is shown when… ||  ||

Explain how the weather reflects - quotes The events in the storyline Tension (eye of the storm) imovie task - news reader when Grace is missing. Characters perspective - who is the most reliable narrator?
 * 2. Write a more formalised extension task for advanced students. **

PLC: Thursday 22nd May

Goal:

Catch up on FFG progress.

Share any formative assessment if we've got it, e.g. paragraph H M L - whatever we've got.

Strategies to improve reading outside of school and links to wider reading:

Sharing resources: - Flip Charts - setting. - Formative Assessment - paragraph topics. Who is responsible - line kids up along the room? - Students each others work. - Modelling paragraphs

Cross marking.

PLC: Thursday15th May


 * Recap: ** We filled in our action steps and timeline for working towards our smart goal.


 * __ Goal of this meeting: __**** To share resources that we are using in our teaching of analytical writing. **

TE- to bring example of formative assessment. (Brief moderation- discussion of student samples on ‘Who is to blame for Grace going missing?’ topic.) (Thank you for sharing!)

DU- to share strategies for annotation of text.

KM- Shared things stolen from Tory accidentally.

Progress - Currently all following action steps to scaffold TEEL Paragraphs. - Using English skills for structure - Showing examples. - Comparing activities - using conjunctions

Using storehouse and key note to create a 'setting' explanation with images. Storm rolling in etc.
 * How else are we using the iPad to improve our teaching of analytical writing?

Goal for next week: Catch up on FFG progress. Share any formative assessment if we've got it, e.g. paragraph H M L - whatever we've got. Strategies to improve reading outside of school and links to wider reading: (wider reading - DU to share activity about sharing via iPad)


 * **SMART goal** || Strategies and Action Steps || Timeline || Evidence of Effectiveness ||
 * 80% of students will achieve a C+ or above in analytical writing. || Scaffolding and practising TEEL paragraphs

Looking at models and highlighting the parts (good students' work)

Brainstorming a range of ideas on a topic- increasing complexity and range of ideas

More prediction based activities (within the novel and after the final chapter)

Similarities and differences (between Grace and Annie)

Discuss the themes that run through the novel (compare to other novels/films) What is a theme?

Brainpop for mechanics of language (and English Skills 1 on Learning Field) || Formative assessment (1 or 2 TEEL paragraph attempts) Week 5-7

Notes (dotpoint summaries and homework tasks) Week 6

Text annotation Week 3- ongoing || Moderation of final essay (handwritten on loose leaf) Week 7

GOAL - aiming to have more students in the proficient range and in the advance range, more students analysing the author's use of figurative language and creation of mood.

Assessments of handwriting faults (needs to be legible- advice for homework for parents to supervise at home) ||

PLC Thursday 8th May (Present TE and DU)


 * Goal of this meeting: To identify the strategies and action steps which will aid us in achieving our smart goal. **
 * To discuss how we can annotate the text. **


 * SMART goal: 80% of students will achieve a C+ or above in analytical writing. **

Annotating the text: important quotes and plot events. Underlining figurative language and explaining how it impacts on the mood. Using three different colour post it notes, iPad use different colours.

Skills we want students to demonstrate: complexity of ideas, structure and mechanics of language.

Scaffolding and practising TEEL paragraphs Looking at models and highlighting the parts (good students' work) Brainstorming a range of ideas on a topic- increasing complexity and range of ideas More prediction based activities (within the novel and after the final chapter) Similarities and differences (between Grace and Annie) Discuss the themes that run through the novel (compare to other novels/films) What is a theme? Brainpop for mechanics of language (and English Skills 1 on Learning Field)
 * Strategies and Action Steps: **

Notes (dotpoint summaries and homework tasks) Text annotation
 * Timeline:** Formative assessment (1 or 2 TEEL paragraph attempts)

Assessments of handwriting faults (needs to be legible- advice for homework for parents to supervise at home)
 * Evidence of effectiveness:** moderation of final essay (handwritten on loose leaf) GOAL - aiming to have more students in the proficient range and in the advance range, more students analysing the author's use of figurative language and creation of mood.


 * Goal for next week:**

PLC: Thursday 24th April


 * Recap: ** We created a rubric for persuasive writing.

DU and DP shared ideas on how best to use Excel.


 * __ Goal of this meeting: __**

**2. To discuss how we can annotate the text (if time)**

 * Essential questions:**

Are there parts that students might know already?

- TEEL. Introduction and Conclusion. - Narrative structure. - Metaphors and similes. Identify and explain. - POV

What skills do they need to develop by Year 12?

- Link character development to writers craft.

FFG lessons:
 * Summarising and note taking: Character charts - how characters are at the start and at the end. Or 3 characters to a page. Split page - quotes (reading), (responding) my response, summary (who wanted to but so), image.
 * Symbolism - storm and narrative arc.
 * Mood - authors prose, setting.
 * Setting - images of Point Nepean, map. iPad. Storehouse or Keynote. Use of visualisation.
 * Characters - how characters change and grow.


 * //__Smart goal preparation:__//**


 * Faculty goal: Improve student writing Year 7-9


 * Clarify the level of achievement students were able to attain previously (last unit/task or initial diagnostic test)

TE’s example of persuasive writing data


 * Examine the data you have on previous level of achievement and look for strengths and weaknesses

__What are the students in our classes’ strengths and weaknesses?__

Strengths - Basic structure, figurative language, mood and atmosphere. Weaknesses - Mechanics of language, Clarity/expression of ideas.

**SMART GOAL:**
analytical writing writer's craft symbols complexity of ideas structure embedding and explaining quotes.

To have 80% of students to achieve a basic C+ or above in analytical writing.

Next week: strategies and action steps for smart goal.
PLC: Thursday 3rd April


 * Recap: ** We moderated the Year 7 fables.

To modify a rubric to use for persuasive writing.
 * __ Goal of this meeting: __**

To share some of the ways we are using Microsoft Excel.

- Modified Year 7 Media Rubric to create Year 7 Persuasive writing Rubric. Contention and ideas are expressed clearly and fluently. || Persuasive piece includes two arguments with simple elaboration. Contention is clear but ideas are not always expressed clearly. || Persuasive piece is limited to a basic contention and an argument. Limited to one or two ideas or conflicting ideas. ||  || Introduction and conclusion reflect the content of each argument. || Correct use of TEEL. Clear introduction and conclusion. || Paragraphs are used but not always correctly. May be missing parts of TEEL. Introduction and conclusion do not clearly present the contention and arguments. || No clear structure or fragmented paragraphs. Introduction and conclusion are incomplete or not present. ||  ||
 * //YEAR 7 PERSUASIVE WRITING//**
 * || ** CRITERIA **  ||  ** ADVANCED **  ||  ** PROFICIENT **  ||  ** BASIC **  ||  ** LOW **  ||  ** NOT SHOWN **  ||
 * ** IDEAS ** ||  ** Complexity of ideas **  || Persuasive piece includes 3 or more logical arguments with elaboration. Response connects the contention and supporting arguments to the issue. || Persuasive piece includes 3 arguments with simple elaboration.
 * ** STRUCTURE ** ||  ** Structure & Coherence **  || Correct paragraphing using TEEL.
 * ** WRITING ** ||  ** Use of language and vocabulary **  || Vocabulary is varied with a number of synonyms and persuasive techniques used accurately.

Uses the correct voice for a persuasive piece. || Vocabulary is somewhat varied with some use of persuasive techniques.

Able to use the correct voice for a persuasive piece. || Beginning to use persuasive language. Some sections may sound repetitive.

Attempts to use the correct voice for a persuasive piece. || Limited use of persuasive language.

Language used is not always appropriate to the form. ||  ||
 * ^  ||  ** Drafting and Reviewing **  || Able to draft his or her writing and reflect on the feedback to improve the quality of the submitted work. || Able to draft his or her writing and use feedback to improve the quality of their final work. || Able to draft his or her writing but has not always followed the feedback appropriately. || Has not completed drafting for each piece. ||   ||
 * ^  ||  ** Mechanics of Language **  || Correct spelling of most simple and complex. Punctuation correct and varied. || Correct spelling of simple words and most common words. Punctuation is mostly correct and somewhat varied. || Limited correct use of spelling and punctuation. A number of simple errors made repeatedly. Sentences fragmented or ‘run on’ || Many simple spelling and punctuation errors. ||   ||

PLC: Thursday 27th March To organise a timeline for teaching Persuasive writing (preparation for NAPLAN) and ‘Falling From Grace’.
 * Recap: ** We discussed the pros and cons of the intervention on fables.
 * __ Goal of this meeting: __** To moderate the Year 7 fables.

- Learning Field - Language Toolkit 1. Unit 15 Persuasive Texts. - PPTs/samples. DP and TE shared.
 * All members of the PLC to please bring a High, Medium and Low sample of student work. All Year 7 teachers to choose 3 great fables to enter into the library’s competition.
 * TE to bring along some rubrics for assessing the fables.
 * Lows - clarity of ideas. Unclear moral for most lows. Limited explanation. Some use of adjectives.
 * **Intervention group pro**- helped with planning, development of ideas and structure. Students who may not have been able to write anything, were able to form a basic moral.
 * Fables teaching strategies: Selecting drafts that you predict will be the highest, and showing students as an example - with feedback already there to benefit all abilities. - Add what you could do better and what needed improvement (plus and minus)
 * Starting p**ersuasive pieces.** Most are starting persuasive texts.
 * Shared resources:**
 * Starting FFG next term.

Goal for next week: modify a rubric for persuasive writing.

PLC: Thursday 6th March Attendance: DP, TE, KM
 * Recap: ** Discussion of a possible intervention for weaker students.


 * __ Goal of this meeting: __ ** To create a template for students to use when planning for writing their own fable. To continue to plan for the intervention to help weaker students improve their basic language skills.

1. TE to share assessment sheet she has used in the past. (Written explanation provided by DP) - DP shared several documents: Reading and Analysing, Rearrange TEEL paragraph, Fables Research Task. TE Shared Assessment task. 2. Creation of a visual template/graphic organiser to help students plan out their own fable 3. Continuing our planning for the intervention. How and when will it run? Who is responsible for what? - Issues with next week - DP to check with Andrea to sort out? - Top 9 of each class for 'extension activity' - [|Created groups in google docs]:

Narrative structure Animal matching to symbols cut and paste Morals lesson.
 * Stuff we're doing for Fables:**

Using Edmodo to give hand outs rather than printing. Does this work? Lets practice!


 * PLC Meeting 27/2/14**
 * Attendance:** DU, DP, KM.
 * Goal of this meeting:** To share some tools that we are using on the iPad in our classes. To plan how to intervene with weaker students and extension students.

Uses - Students using for help. - Activities. - Publish work on Edmodo? - Students can complete work in pages on iPad and upload to Edmodo into an 'assignment' - Students can also use web browser to submit publications/word docs and can also be marked online.
 * Edmodo: **

Using images/videos, multimodal story telling. Useful for narrative/personal writing.
 * Storehouse: **

- Thursday morning Pd 1 Workshop (TH1) - 3 groups - fables. Low, middle (bigger group), high. - Plan in PLC next Thursday? Decide who does what? - Low - reciprocal teaching. Reading out loud, predictions, bubble organiser, basic structure (beginning, middle, end) - 13th March? - Middle group - peer sharing and feedback. - Pre-teach fables before this date, therefore can 're-teach' and solidify for low students. - TH to join?? - Extension group - Summarise activities: Moral of story - put in modern context. Analogies.
 * Support for weaker students: **


 * PLC Meeting 20/2/14 **
 * Attendance: **TE, DU, DP, KM.
 * Goal of this meeting:** To share some tools that we are using on the iPad in our classes. To review how we have intervened with weaker students and aimed to extend our high achievers

- Wider reading activities - Hunches - Upload pic and explain why. - Pick any story - write orientation, complication, resolution. - Polls - Quiz
 * Edmodo**

- Handwriting practice for some kids. (Checking that they can do both little and big letters) - Repeating TEEL to ensure they master it. - Kids that aren't in learning support - can we get them in? - Working out when we have cross over in timetables so we could offer some support to
 * Weaker kids:**

Next thurs: No Tory (camp) Discuss different ways to work together to support weaker and stronger.


 * PLC Meeting 13/2/14 **
 * Attendance: **TE, DU, DP, KM.
 * Goal of this meeting:** To analyse the letters to the teacher and identify some common areas that need improvement in our year 7 classes work.

Letter to Teacher intro task: //Areas students did well in://
 * **Structure:** most able to use paragraphs effectively without explicit instruction
 * **Clarity of ideas and content:** most able to explain ideas and elaborate. Awareness of audience is clear.

//Areas students struggled with and// ways to support them //://
 * Mechanics of language:**
 * Brain pop lesson.
 * Use DP's lesson for run on sentences (emailed around)
 * Students not using capitals for proper nouns
 * Structure**
 * Some issues with paragraphing, confused ideas.
 * TEEL flip chart (DU)
 * Have student conference with other students to help include detail in paragraphs.
 * Use of language:**
 * Some issues with tense.

- Using excel for student data - Discussion of technology: solutions to problems? Put on spreadsheet for DP. To be discussed at TMG. - Use TEEL paragraphs for reading questions? 4 sentences, including explanation and elaboration.

- Me mag - extras and extended writing. - Storehouse app for Me mag. - Journalling in Edmodo for wider reading.
 * Extend students who are already writing at a proficient level for year 7:**


 * First Meeting **
 * Attendance: **TE, DU, DP, KM.

Begin and end meeting on time and make an effort to stay full engaged Maintain a positive attitude and seek solutions at team meetings We will contribute equally to workload and share lesson plans, ideas and student work Listen respectfully to each other We will celebrate student and teacher achievements Always take minutes and send to TH We will liaise with other faculty members to broaden our knowledge base and share our experience Encourage people to honour the norms and openly discuss any problems We will make decisions based on consensus Review minutes at the start and end of each session and focus on a smart goal Have a clear goal for each meeting Aiming to develop and share ideas for incorporating iPads
 * Norms: **

- Diagnostic assessment - next week letter to teacher. Bring next week, low, medium and high if possible. Using common rubric. - Teachers to record how students went on each criteria (e.g. using a spreadsheet)
 * Discussion: **