Reflection: Positive Reinforcement F451 Reading Assignment 1: Day 1 - Section 3: Independent Practice

 

As I have mentioned in previous lessons this year, one major concern among teachers is the expectation placed on us to do more with less, with a seemingly ever-widening gap between the two. One particular part of a teacher's life, especially (yes, I am biased, but I truly believe it) an ELA or English teacher's life, that consumes a great deal of time and energy is grading and providing meaningful  feedback. In order to manage this part of my life, I needed to make some adjustments to my practices, but in a way that still holds students accountable for their efforts. Not all work needs to be individually graded for accuracy. Sometimes, I feel it is more important to continue reinforcing the efforts of the students to complete work to the best of their ability at that time. The stamps will accumulate to an overall grade for the novel study booklet at the end of the unit. The number of points each stamp is worth will vary from one year to another, or potentially from one class to another even. My process is to determine an overall point value to place on the booklet that is consistent across all classes. I then take that point value and divide it by the number of possible stamps a student could have earned during this process. This results in a point value for each stamp. For instance, 50 overall points divided by 10 possible stamps determines that each stamp is worth 5 points. A student who missed 3 stamps will receive a 35/50 or a 70% for this. This makes the grading more manageable for me, and allows me to provide quick and meaningful feedback on a daily basis,  once per class rather than once per student in each class, each day. The students still receive the support they need, and I maintain sanity.

  Stamping Homework For Completion Rather Than Grading For Accuracy: Why?
  Positive Reinforcement: Stamping Homework For Completion Rather Than Grading For Accuracy: Why?
Loading resource...
 

F451 Reading Assignment 1: Day 1

Unit 5: Fahrenheit 451 - Novel Study
Lesson 2 of 16

Objective: Students will apply language and reading comprehension skills as they read each section of the novel, while continuing to build upon current skill set and abilities.

Big Idea: Utopian Versus Dystopian Elements In The Exposition

  Print Lesson
4 teachers like this lesson
Subject(s):
English / Language Arts, Vocabulary, Reading, fahrenheit 451, utopia, Dystopia, anticipation
  50 minutes
your utopia my dystopia
 
1
2
3
Similar Lessons
 
Interpreting Symbolic Images Embedded in the Words of Kate Chopin, Langston Hughes and Dylan Thomas
9th Grade ELA » Poetry Analysis
Big Idea: Writers employ images that represent ideas to express their thoughts, and to leave us with a lasting memory of their ideas
  Favorites(5)
  Resources(35)

Environment: Urban
Donna Fletcher
 
Writing About Independent Reading
8th Grade ELA » Independent Reading
Big Idea: Finding ways to assess a student's critical thinking about their reading.
  Favorites(29)
  Resources(13)
Demarest, NJ
Environment: Suburban
Toby Sorge
 
Mystery Creatures Discovered... AAAHHH, It's a Spider!
8th Grade Science » Biodiversity and Spiders
Big Idea: Students begin to investigate the "alien" nature of spiders to begin to appreciate their beauty and importance.
  Favorites(20)
  Resources(16)
Lake In The Hills, IL
Environment: Suburban
Lori Knasiak
 
Something went wrong. See details for more info
Nothing to upload
details
close