Year+10+TH+PN+GV+AF

=Year 10 PLC 2014=


 * Norms **
 * Arriving on time, finishing on time.
 * Share ideas/work collaboratively
 * To be respectful and open to others opinions and ideas
 * No email while we are in a PLC
 * Actions are followed through
 * To remain on the focused on the goal of PLC (no complaining)
 * Use time productively

Next week: Student samples L M H, diagnostic task. TH to email rubric to guide assessment TH – to bring the copy of Romeo & Juliet

Meeting 13/2/13

Hurdle task:

Discussion around writing a full essay. Does it help or can you get as much info from an introduction and body paragraph.

Make this hurdle teacher choice, compare data in terms of value added. Does it make a difference if you are doing a full essay?

Question: How does Mark Haddon use literary techniques to assist readers in experience Christopher’s world?

Diagrams, symbols, digression, dialogue, unreliable narrator, punctuation, structure, tone – adjectives, lack of emotion, literal and factual account of events (explains to the reader)


 * Calendar **

Some concern about SAC week.

Can we push Cartoon analysis to week 1 of term 2.

Will consult with those concerned.

Next week: Look at diagnostic assessment.

20/3/13 29/5/14
 * Finalised cartoons for SAC
 * Next week look at 'Big Ideas' Justice
 * Moderation **

Students having trouble – referring to other texts. Audience and purpose still not clear.

For B – A

Need to refer to supplementary texts.

This reminds me of…

[insert character name] would have support me on this as…

Start with a quote – good for speeches from someone that relates to…

I was reading….

I watched…

Prompt: Throughout response you need to refer to it. Needs to be connected to your purpose

Hurdle – next year, how close together the three practices are.

Next week: Romeo and Juliet

5/6/14

Reflection on Justice


 * + || - || Interesting ||
 * * Context Justice is good for year 10
 * ‘A Time to Kill/ Few good men’ worked well
 * Good that they have been exposed to different style of writing
 * Good that they are exposed to creating and presenting
 * Prompt rather than a question
 * Hurricane
 * Samples good || * Time
 * Hurdle sooner
 * Hurdle task - Expository, thinking about different sources. Eg: 3 different sources about justice. Their own opinion about Justice
 * Look outside of the civil rights movement
 * Could look at feature article writing at start of unit
 * No time to re-sit hurdle
 * Work experience, so interrupted
 * Is the course too heavy?
 * Supplementary text
 * Using more student samples
 * Planning sheet – part of hurdle
 * Online - || * Work experience, so interrupted
 * Is the course too heavy?
 * Supplementary text
 * Using more student samples
 * Planning sheet – part of hurdle
 * We need to look at putting more resources in a central place electronically eg: a wiki and building on that. ||


 * Romeo and Juliet - Big Ideas, next week **


 * 24/7/14 **
 * **Romeo and Juliet unit**
 * Look at summative assessment in year 10
 * Hurdle - passage analysis
 * SAC - text response essay
 * Look at EAL students, what we can do with them
 * summative assessment -- R&J

31/7/14
 * Hurdle task questions

7/8/14
 * Hurdle task question
 * Model questions
 * Hurdle week 6
 * AF - to check question
 * TH - scene analysis.

11//14 18/9
 * Oral - i-pads, technology
 * Recite a section from the play and then explain why they have chosen it and what is important.
 * I-pad use - hard for sharing resources a little clunky
 * Big Units - scope and sequence year 10-11.
 * Only TH and AF present
 * Moderated
 * decided on e-text for next year
 * Looked at scope and sequence for Lang Ana unit

9/9/14
 * SMART Goal Worksheet ||
 * School: Strathmore Secondary College Team Facilitator: TH

Team Members: AF, PN (ABS), GV, TH

School goals: To improve student writing. || M - rubric A – Students have a lot of prior knowledge/vocab for this unit so this should be achievable. R – based on rubric scores T – 4 weeks as this is the length of the unit. || To compile all the resources we have available so that they are available to all teachers. || ALL || PLC meeting 3 – strategies. Resources being used in class || Server organised. ||
 * ** Team SMART Goal ** || ** Strategies and Action Steps ** || ** Who is Responsible ** || ** Target Date or Timeline ** || ** Evidence of Effectiveness ** ||
 * S – 80% proficiency on rubric
 * ^  || Look at hurdle tasks – areas of weakness. Discuss strategies on how to improve those students results before the SAC, || TH – to bring hurdle tasks

PN? || PLC – strategies to help those students who don’t get it. || Lesson plan/resource to help with those students who aren’t getting it. || Discussion of the process of teaching Lang Ana
 * Difference between techniques/devices
 * GV – Intro, Main body paragraphs, Topic sentences, visuals


 * __ PLC – 20/10/14 __**


 * Feedback on hurdle
 * o Topic sentences, summarising texts

Film – 6 weeks


 * Hurdle, paragraphs focussed on key ideas in the topic.
 * TEE – for paragraphs
 * Oral – getting students to write about a key scene, and report back to the class.
 * Week 7 hurdle
 * Week 8 SAC

+

Clearer connection to VCE

Units, good

Hurdle, SAC

Pathways

Lauren Zovi

Justice unit – good for students relate to it

Romeo and Juliet – GVs class loved it. Baz Luman film good

-

Units too short

Justice unit, assessment, texts use

‘Curious Incident of the Dog in the Night-time’ – look for new books?

Hurdle/SAC, feedback too quick?

Differentiation

__** Language conventions and sentence fluency 13/11/14 **__ http://www.bbc.co.uk/skillswise/quiz/en30stru-e1and2-quiz http://www.bbc.co.uk/skillswise/topic/sentence-structure http://mrnussbaum.com/semicolonwars/
 * Looked at online games and resources to help teach sentence fluency and conventions