Choosing Texts that Build Understanding and Classroom Community

Reflecting on the curricula we taught last year, we determined that the texts our students read did not provide enough opportunities for students to seem themselves in the literature. As documented in previous posts, we spent a month traveling last summer specifically to learn about resistance murals and the role that these murals played and continue to play in their communities. When we returned from our travels at the end of July, we spent August designing the unit that would launch our 2017-2018 school year. Both of our schools use a backwards planning template, and we combine the two, pulling the best from each, to scaffold our thinking.

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One of the most daunting parts of planning any new unit is finding good mentor texts that are at appropriate reading levels for students, are about the content you want students to learn about, and use the writing skills you want to teach. This deep work was so much easier to do as thought partners. We balanced four different things when we began selecting mentor texts: 1) types of border crossing we wanted our students to be inspired by (physical, cultural, emotional, etc) 2) authors diverse in race, ethnicity, religion, age, gender, and sexual orientation 3) engaging text types (e.g. graphic novels, photographs, short stories, poetry, music and children’s books) and 4) texts that we could deconstruct into the components of memoir writing that we would be teaching in the second part of the unit.

We started with texts that were familiar, and then did research to find texts that filled in the gaps. Besides determining our whole-class texts, we also created a supplementary reading list that we could purchase for our classroom libraries. We both have robust independent reading in our classrooms, and we had intentionally set aside a portion of our Fund for Teachers grant budget to purchase mentor texts for our unit, so we loaded our cart with the books listed below:

Unit Texts:

  • “Names/Nombres,” Julia Alvarez
  • “Exile,” Julia Alvarez
  • “Gate A-4,” Naomi Shihab Nye
  • American Born Chinese, Gene Luen Yang
  • Enrique’s Journey, Sonia Nazario (Chapter: The Dreaded Stop)
  • “Fish Cheeks,” Amy Tan
  • Absolutely True Diary of a Part-Time Indian, Sherman Alexie (Chapter:In Like a Lion)
  • March Volumes 1 and 2, John Lewis

Texts for Children’s book activity:

  • The Name Jar, Yangsook Choi
  • Alexander and the Terrible, Horrible, No Good, Very Bad Day, Judith Viorst
  • Come On, Rain, Karen Hesse
  • A Chair for My Mother,  Vera B. Williams
  • Too Many Tamales, Gary Soto
  • Last Stop on Market Street, Matt de la Pena
  • Amazing Grace, Mary Hoffman

Independent Reading Books

  • Over a Thousand Hills I Walk With You, Hanna Jansen
  • Dear Martin, Nic Stone
  • Every Falling Star: The True Story of How I Survived and Escaped North Korea, Sungju Lee
  • I Am Not Your Perfect Mexican Daughter, Erika L. Sanchez
  • Dare to Disappoint: Growing Up in Turkey, Ozge Samanci
  • Saving Montgomery Sole, Mariko Tamaki
  • Bystander, James Preller
  • The Best We Could Do: An Illustrated Memoir, Thi Bui
  • Outcasts United: The Story of a Refugee Soccer Team that Changed a Town, Warren St. John
  • Zahrah the Windseeker, Nnedi Okorafor-Mbachu
  • The Silence of Our Friends: The Civil Rights Struggle Was Never Black and White, Mark Long
  • Hidden Figures Young Readers’ Edition, Margot Lee Shetterly
  • One Crazy Summer, Rita Williams-Garcia
  • Good Enough, Paula Yoo
  • A Long Way Gone: Memoirs of a Boy Soldier, Ishmael Beah
  • A Cup of Water Under My Bed: A Memoir, Daisy Hernandez
  • Piecing Me Together, Renee Watson
  • Girl in Translation, Jean Kwok
  • Enrique’s Journey (The Young Adult Adaptation): The True Story of a Boy Determined to Reunite with His Mother, Sonia Nazario
  • Mexican WhiteBoy, Matt de la Pena
  • American Born Chinese, Gene Luen Yang
  • Hidden Girl: The True Story of a Modern-Day Child Slave, Shyima Hall
  • Beyond Magenta: Transgender Teens Speak Out, Susan Kuklin
  • The Distance Between Us: Young Readers’ Edition, Reyna Grande
  • The Great Wall of Lucy Wu, Wendy Wan-Long Shang
  • Tomboy: A Graphic Memoir, Liz Prince
  • I Am Malala: How One Girl Stood Up for Education and Changed the World (Young Readers’ Edition), Malala Yousafzai
  • We Were Here, Matt de la Pena
  • Yaqui Delgado Wants to Kick Your Ass, Meg Medina

It felt like Christmas morning when our big box of books arrived! We each previewed a selection of the texts, pulling chapters or segments that we thought would be most engaging and help us fulfill our learning targets for this unit. We selected 14 mentor texts, including two graphic novels and 5 children’s books. We then turned to asking ourselves: Which text would be the best entryway into our unit for our students? We selected a chapter from Enrique’s Journey by Sonia Nazario because we wanted to ground our students in the concept of border crossing with a literal interpretation. As this was our first unit of the year, we wanted to provide an access point that would help all students feel successful. In hindsight, the excerpt we chose from Enrique’s Journey was long and the vocabulary was challenging. As our unit progressed, we realized that our students had the engagement to tackle the more figurative examples of border crossing. We will likely start with another text–perhaps “Fish Cheeks” by Amy Tan–next year and build towards the stamina necessary to tackle Enrique’s Journey.

Besides our focus on student engagement and diversity of text, we also focused on selecting texts in which the author’s used moves that we planned for our students to master. This way, students would be able to revisit texts in the second portion of the unit that they had already encountered, allowing them to focus more on the writing moves and less on comprehension. We developed a great formatting strategy to facilitate close reading skills that we have carried through the units we’ve taught this year. In this example of Names/Nombres, it is clear how the texts are structured for students to read multiple times for different purposes. It is also clear how we differentiated texts for our different levels of readers. Students saved all of the texts that they read and annotated in the first portion of the unit (the reading portion) and returned to them in the second portion of the unit (the writing portion) to identify writers’ moves that helped the author effectively convey a story.

After completing the reading portion of the unit, students took a mid-unit assessment that focused on their ability to read a text, find the gist, and answer text-dependent questions. But more than that, it asked students to communicate their new understanding of borders, why people cross them, and how reading other people’s stories and interpreting their themes and messages builds a richer community.

Mission Murals to Remember

The Mujeres Muralistas collective decided we would design images of our Mexican/Latino culture, who we were, where we came from. That was really important to us. And we also looked at the community–who is our audience, who lives here, who’s going to see the mural images and learn from them–and it was the children born here and all the Latino Community living in the Mission. The murals were created to honor the beauty and color of the Latino American culture. The way that we knew we were right on with our plan is that people would come and look at the murals that we were painting and sit there on a bench and cry. And then the next day they’d show up with lunch or beer as thank-you gifts. And we’d ask “Do you like the mural?” “Oh yes, it’s beautiful…because you’re speaking directly to us. We’ve been here all our lives…we risked our lives crossing the border to get here to have a better life and nobody knows that we live here, nobody knows that we exist. And these murals are showing that we are alive, that somebody’s thinking about us. Thank you for painting our culture.”

–Patricia Rodriguez (The Mission, pg 73)

There were too many murals in The Mission and Bay Area to capture–so much that was larger-than-life, bright, emotive, and filled with layers of history and meaning. In our first post, Balmy Alley: The Desire Path, we wrote about the ways that our guide, Carla Wojczuk, showed us to take in murals. We recommend reading that post before this one. In this post, we are remembering in writing the murals we saw in the Mission that we will bring back to our classrooms for our unit about how borders and walls impact identity (both personal and communal), and how the experience of crossing can be told by pen, by paintbrush, and by tongue.

Much of what we know about the murals below is a combination of information from our tour guide Carla, and two books that we purchased at the Precita Eyes Mural Center: The Mission: Photographs by Dick Evans and Street Art San Francisco: Mission Muralismo, edited by Annice Jacoby for Precita Eyes Muralists. The books are also where we found the quote above, which we will use to introduce our students to this unit.

500 Years of Resistance (1992), Isaias Mata

St. Peter’s Church stands on the corner of 24th and Florida Street. The church served as a sanctuary for political refugees from El Salvador in the 80s and early 90s, many of whom were single men fleeing forced conscription into the army and military oppression of the poor. Among these political refugees was Isaias Mata, a professor by trade. Though eventually allowed to return to his home country, he stayed in St. Peter’s for more than a year, and, during his time in the parish, he painted a three panel mural (visioned along with Father Jack Isaacs, a priest at St. Peter’s) titled 500 Years of Resistance, a reference to the 500 years since the Spanish invasion of the Americas.

St Peters Panel 1On the 24th Street side of the mural, there are two panels. One frames the entrance to the parish. Over the entrance is a figure blowing into a conch shell, which is a reference to the method in which many indigenous religions salute the four cardinal points of the universe. Speaking to the power of ancestral knowledge, on either side of the open doorway, looking from bottom to top, the viewer sees rainbow-colored leaves below a strip of almost-black that contains several skeletons. Above the skeletons, a layer of more recently buried indigenous people whose flesh has not yet gone to the earth. Above the soil, Mata has created a lush landscape that includes corn, cacti, trees, grasses, and flowers native to the Americas. Connecting the landscape to the people below the soil are thousands of thin roots. This, we learned from Street Art San Francisco, is a reference to Diego Rivera’s mural in the Chapel de Chapingo, depicting the idea that the bodies of the dead serve as nourishment for those that still live.

The middle panel, upon which the rainbow leaves at the very bottom continue, includes several larger-than-life faces. The struggles depicted on this panel are a amalgamation of the many battles that indigenous communities faced at the hands of oppressors. Most striking to us was the section, greenish in color, that shows a troop of conquistadores with spears advancing. Upon second look, we noticed that, while many of the conquistadores wear historic battle dress, the figure closest to us is wearing a gas mask. The connection this makes about ongoing violence and destruction of indigenous lands and communities gives pause.

The third panel, facing Florida Street, radiates the grueling effort of revolution. Directly in the center is a gargantuan wheel being pushed from below by three large figures and pulled from above by six figures straining at a rope. Between the wheel and the six figures above are flames, symbolizing the friction produced by change. In the bottom left corner, people stream down from a city skyline in a protest march, holding signs that read “Viva La Huelga Strike,” “Paz y Justicia,” “Pan, Tierra, y Libertad,” and more. Balancing that image in the top right corner are images of social justice leaders including Oscar A. Romero, Sor Juana J. De La Cruz, Fray Bartolome De las Casas, Kateri Tekakwitha, and others. Finally, in the bottom right corner are two young people holding flowers and a white flag. This panel addresses the question “Do the oppressed have agency?,” and question we will address with our students as we move through this unit.

Un Pasado Que Aun Vive/A Past that Still Lives (2004), by Joel Bergner

This mural, located about halfway down Balmy Alley, shows the echoes of the Salvadoran Civil War (1980-1992). The center of the mural is a paved road, showing that time does not stop in the face of tragedy. At the end of the road, in the foreground of the mural, are a mother and son in the back of a cart. The mother looks wistfully ahead, holding the sleeping boy in her lap. In her hand is a letter from her husband, who has moved to find work in the US. This practice is common, and tears families apart still today. This mural juxtaposes ongoing daily life with the ghosts of war. One extraordinary example of this juxtaposition is top center, where a man is walking down the street, but his shadow is crying, head in hands. Another is on the side of the building labeled Papusaria Paty. There families are eating breakfast. Meanwhile, the silhouettes of three soldiers, a firing squad, are shooting and killing civilians.

This mural is a statement that the artist and many others stand in solidarity with the liberation movements in Central America. The mural welcomes the thousands of people exiled from their homes, searching for a safe place to raise their families.

La Cultura Contiene la Sevilla de Resistancia que Resplendor de la Flor del Liberacion/Culture Contains the Seed of Resistance, Which Blossons into the Flower of Liberation (1984, 2014), Miranda Bergman and O’Brien Thiele 

This mural is the last remaining PLACA mural. The PLACA muralists were a group of artists who spoke with the residents of Balmy Alley, gaining permission to paint a the first series of murals meant to give voice to people being oppressed by war and violence in Central America. Their narrative countered the “official” narrative of the American government, and spoke the Mission community’s truth. On the right panel is a bountiful agricultural scene, filled with smiling people and music. In the corner, a young woman holds a book titled “Nuestra Historia.” On the left panel, the eye is drawn to man, bent over, the sack he holds spilling golden corn out onto the ground. The bag reads “Solo para exportacion.” The large boot of a solder steps into the spilled corn, seemingly disregarding the value of the crop. To the right of the bent man is a group of women holding weapons and photos of los desaparecidos, a few of the thousands of dissidents and innocent civilians who vanished without a trace after the military junta seized power in Argentina in 1976.

La Llorona’s Sacred Waters (2004), Juana Alicia

La Llorona Whole.JPGLocated at the corner of 24th and York Streets, the wall that is home to La Llorona’s Sacred Waters used to be home to another of Juana Alicia’s murals, Las Lechugueras (The Women Lettuce Workers). After that mural suffered water damage in 2001, Juana Alicia chose to adjust the theme of the new mural to reflect urgent issues of the day.

This mural, almost entirely blue, is an homage to water-centered conflict. There is a thin red stroke at the top of the mural, visually separating its content from the blue sky above. La Llorona, the myth tells us, is a woman who drowns her children and then drowns herself. Unable to enter heaven without finding her lost children, she walks the earth forever, crying. At the center of this mural is a woman holding a young boy in her left arm, and reaching into the rushing water with her right. A large tear rolls down her cheek.

Also found in this mural are references to the farm workers in India’s Narmada Valley who protested against their government’s dam projects which caused their homes and towns to flood, the Bolivian women in Cochabamba who fought to keep corporations from buying water rights, and women protesting the unsolved murders of Juarez women. The mural calls attention to the fact that women disproportionately bear the weight of poverty and the consequences of environmental devastation.

Indigenous Eyes: War or Peace (1991), Susan Kelk Cervantes

Eyes.JPGSusan Cervantes is the founder and director of the Precita Eyes Muralists in the Mission. She repainted this mural in 1991 after the garage door hosting the original mural (painted by Nicole Emmanuel in 1984) was destroyed. This new mural honors the previous by restoring the original images on the garage structure. The garage door now features they eyes of a Nicaraguan child, in which is reflected the impact of Nicaragua’s civil war. In the pupil of one eye, there is a a skeleton soldier, symbolizing the violence that the children surviving in the war witness on a daily basis. The pupil of the other eye shows a dove, the symbol of peace, and in the iris to the right floats a question mark.

More Mission Murals to Remember (In No Particular Order)

La Rumba No Para: The Chata Gutierrez Mural (2015), Carlos “Kookie” Gonzalez with the Precita Eyes Muralists located on 24th Street near South Van Ness

Community leader

Naya Bihana/A New Day (2002) Martin Travers with Gustavo Sanchez, Pooja Pant, Eric Norberg, Paulette Liang-Norberg, and Kaira Portilla located in Balmy Alley

Naya Ana.jpgCultivating Resistance (2017), Clarion Alley Mural Project located in Clarion Alley

Imitation is the Whitest Form of Flattery (2015), Texta Queen located in Clarion Alley

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For the murals below, we have incomplete information. One of the big learnings from our first mural walk is that we need to be more vigilant about collecting as much information as possible when we are looking (location, artist, title, date, etc), and we will be much more careful about that going forward.

On the side of the Galeria de la Raza building in The Mission:

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Name and Artist Unknown, located in Lilac Alley

In Solidarity,

Kat + Alice

Dear PenPal: Reading Conversations Across Boston (Part 2)

Post 2: The Launch

Dear Alice,

What a week! We launched our pen pal letter writing on Friday. One of the biggest changes between independent reading last year and this year is that students are beginning and ending their week with independent reading time in class. On Mondays, students read, and, on Fridays, students are writing letters to your students or taking a field trip to our local Boston Public Library to get new books. This pen pal letter writing relationship is going to help keep this routine exciting and fun for the students.  

To launch the letter writing process, we did three things as a class. First, students read a letter that I wrote to you in partners and discussed and captured what I was doing as the writer in each paragraph in the margin of the letter. Essentially, my letter was the mentor text for their launch letters. Then, we examined a handout that had the components of a strong pen pal letter and discussed sentence starters. Finally, students wrote their own letters to your students using the letter I wrote as a mentor text and the directions and sentence starters as resources.

Dear Anejia

The most interesting part of this lesson was when student interest and engagement really turned on. Some students were hooked from the beginning of the lesson but some either due to trepidation over being vulnerable or a lack of interest in writing altogether spent a few minutes groaning and complaining when they saw how the long the model letter was. It wasn’t until I handed out little cards with their pen pals’ names and addresses at the beginning of the letter writing time that just about every student in the classroom became excited. I realized there was something about the name of their pen pal that made it real and increased the intrigue of this process. Many students spent a few minutes trying to figure out what ethnicity or culture their pen pal is from and if their pen pal was a boy or a girl. The difference in our student populations, GPA being over 63% latino, you have a significantly larger African American and African population. Here are a few photographs of some of my students who were so thoughtfully engaged in their letter writing that they wrote for over 30 minutes with sustained focus.

Another thing that didn’t necessarily surprise me but that I didn’t think about when we initially discussed the project is, what about students who prefer to type their letters as opposed to handwriting? I have two students who struggle a great deal with processing while writing by hand, and another student for whom using a laptop automatically increases engagement in the task, so your students will be receiving a few typed letters.

Lastly, I noticed some students did not write at all about their book, and instead wrote about themselves and asked questions to their pen pals. For a few of these students I think this is an indication that they are lacking an independent reading book that they are engaged in. For a few others, I think I’m going to need to teach into the letter writing process to a deeper level. I hope we can think about this wondering the next time we are together.

I cannot wait to hear about your students’ experiences receiving their letters and continue developing these relationships of readers and writers!

Fondly,

Kat

 

Dear Kat,

My classes loved opening their letters!! Students were up out of their seats showing parts of their letters to one another, commenting with excitement about what “my pen pal” is good at, where “my pen pal” lives, and what “my pen pal” is reading. As soon as they opened their letters, the activity became less “school work” and more about the passion of talking to someone else about life experiences and books. They were ready to write back immediately on their own lives, books, and, of course, to ask lots of questions.

My mini-lesson for their first letter was about direct  response. Our activator (after our 20 minutes of independent reading, of course) was students making two-minute lists of all the questions that they have when they meet someone new. They shared out several of their questions with the class, and we collected the common questions on the board. Then, we talked about how writing back and forth with someone you’ve never met is an opportunity to get to know a new person as well. In these letters, not only were they going to share about themselves and their current IR books (using the same template you gave your students with the three paragraphs and the sentence stems), but they were also going to build their relationship with their pen pal by asking a few questions based on the information they received in the letters. I projected the letter you wrote me on the board and did a read aloud/think aloud, underlining all the questions  that you asked me and writing my own questions and comments in the margins for you so that I would remember to include them in my letter.

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After the Read Aloud/Think Aloud, I asked students to help me figure out which of my comments and questions I should include in my letter back to you. For example, I wrote “cool!” and “me too!”in the margins quite a bit. Through our class discussion, students vocalized that, while your cooking skills are really cool, it was more important for me to share the “me too” moments because it would help you get to know me better and it would build our relationship around common interests. We also chose two good questions to ask you based on your letter, one about your life and one about your book. When we concluded our discussion, we had created a “Criteria for a Great Response Paragraph.”

By this point, students were getting antsy. They really wanted their letters. I had them take out two blank pieces of paper (raising the stakes on length just to see what they would produce if they knew they could use multiple pages) and their writing utensils and put everything else away. We did a drum roll on the desks, and then a mail call. As I read of their names, students bounded out of the seats to the get their hands on the letters. The build up made it that much more engaging for them when they got their envelopes. They tore them open and, after the initial exclamations and discoveries, got right to work annotating their letters and responding to their new pals.

I can’t wait to hear how your students receive this round of letters!

Always,

Alice

Building Vocabulary: Using Project-Based Learning to Understand Organelles and Their Functions

Introducing students to the invisible world of microscopic life has always been one of my favorite scientific investigations. Students broaden their understanding of the surrounding world by examining tangible evidence of scientific concepts that cannot be proven with standard empirical observation. For example, students are taught that all plants are made up of multiple cells, but this concept is not made real until they see the layers of green bricks that construct a small portion of a leaf they found outside. The deeper they look, the broader the scope of science becomes, and with that depth comes an array of new terms and concepts that must be acquired. In this investigation, students had to stretch their understanding beyond the magnification of the microscope, and demonstrate knowledge of new invisible structures that made up cells: organelles.

As I began to develop my lesson plans, I found myself staring into the unknown as my curricula no longer served as a map to our final destination. According to the Massachusetts science standards, students must learn to identify the structure and function of organelles in a cell, but the district-provided curricula does not offer a way for students to meet this standard. In order to prepare my lessons, I needed to independently research the content and create instructional materials for this

This is a sketch I found on the classroom floor while cleaning after school. Polysemous words like
This is a sketch I found on the classroom floor while cleaning after school. Polysemous words like “cell” are challenging for many ELLs, and I was proud to see the spontaneous use of creativity and humor to display a complex concept.

portion of the unit. Students not only had to master novel scientific language, but they needed to use this language to describe how organelles interact to create the smallest unit of life. I knew that students needed a creative approach to mastering these novel terms, one that would help them demonstrate their mastery both using oral and written language. After conducting research and consulting colleagues, I decided that the best way to accomplish this task would be to have the students work on a project in which they either would build a cell model or create a poster that demonstrates how organelles are analogous to other systems.

This project-based learning approach proved to be an engaging strategy that allowed students to actively synthesize information, rather than just practice rote memorization of cell parts. At the center of this project was a two-fold writing process. As students constructed their project, I asked them to to write about the function of each organelle in order to learn about the cell. Later, I required that they demonstrate their knowledge by completing a writing assignment that asked high order thinking questions around organelles in plant and animal cells. This powerful process gave me insight into my students’ learning and helped me to better understand the ways in which I can support the English Language Learners and Students with Special Needs in the classroom.

The Project

I was nervous during the onset of this project, as I had never attempted an artistic, open ended assignment like this in my class. My supplies were limited, and it required a great deal of imagination and effort from each student to complete construction of cell model. Students needed to bring in materials from home to complete the task and had to rely on their own understanding of cell structure to complete the project.  I was afraid that, while students were able to construct a model or build a poster, they would get caught up in the creative process and not internalize the names and functions of the cell. These fears subsided soon after the project began.

Early in the lesson planning process, I realized that the key to a successful project would be in providing a clear objective. I developed a rubric that ensured all students were able to write about specific organelles and allowed students to either focus on a model of a cell, or create a poster that served as an analogy of the functions of the organelles. This level of choice provided an opportunity for students to select their own accommodations, and this freedom ultimately resulted in a higher level of engagement. In fact, some students decided to go beyond the assignment and merged the two projects by constructing cell analogies in a model form.

In the end, four types of projects emerged:

The Cell Analogy Model

A small group of students had their heart set on building a model, but wanted to go beyond constructing a replica of a cell. This resulted in these students creating PhotoGrid_1432689212260their own “Hybrid Project” in which they took elements from the Cell Analogy poster, and combined it with the 3-D model aspects of the cell model project. Two groups built a Cell City, where different city structures represent parts of the cell, while another student worked independently to show how a cell is like a family inside their home. In all cases the students that took on this ambitious project were my top performing students, and they had no problem demonstrating they had mastered the material, orally and in written form.

Cell Analogy Poster

Not very many students chose to create a cell poster, but those who did gained and in-depth understanding of the cell functions. Students that had a better understanding of different organelles gravitated to this project, and the results were impressive. Students were able to personalize the project and allowed for a different type of creativity than building a 3D model. In one particular project, a group of English Language Learners was able to match the attributes of their favorite futbol players to organelles in the cell. I knew nothing about these different players, and they took pride in being able to teach me about the player’s strengths and relating all their knowledge back to how organelles function in a cell. My favorite analogy was their comparison of mitochondria to Eden Hazard who serves as the “power house” of the team.PhotoGrid_1432688608468

Poster AD

When asked what they meant by “power house” they said that he gave his teammates energy on the field, just like mitochondria in a cell. Overall these students did an excellent job of orally explaining the cell functions, and the formative written assignments were thorough. The summative assessment showed that 4 out of 5 of the students who completed this project demonstrated knowledge of organelle functions, while all of the students could write about the differences between plant and animal cell organelles.

Cell Model

A vast majority of students decided to build a 3D model of a cell out of household items and recycled trash. Working in pairs forced students to use the technical language as they discussed the materials they would use to build each part. One of the most inspiring moments was listening to a group of intermediate ELL students debate over what should be used to construct a vacuole in their plant cell. They ultimately decided on a water bottle as it was the right size and actually held water as it would in the cell. Overall, students scored very well on the oral assessment PhotoGrid_1432776640536(with the exception of the only homogenous ELL group), as well as the formative written assessment. In the oral assessment, I found that the majority of students were able to correctly identify and pronounce the names of various organelles, and explain their function in the cell. This process was done without the aid of any written content. The homogenous ELL group however, struggled with recalling the names of the different organelles hindering their ability to correctly identify the organelle functions. During the formative writing assignment, every student was able to create an explanation of each organelle function and match that function to the proper organelle.

Pre-made Cell Cut Out

The fourth type of project was one that had all the organelles of a plant cell and an animal cell already prepared with labels and explanations. The students had to cutPhotoGrid_1432776322030 out the organelles, place them in the correct cell, and explain their function to me in the oral assessment. This project was created to help two of my students with more intensive special needs overcome the executive functioning demand that is associated with managing a vast array of materials. This simple accommodation proved to be valuable, and allowed those students to work independently on accomplishing the same objective as the rest of the class.

Conclusion

Planning this assignment was not easy, but after the initial heavy lift, I found it to be worthwhile. The writing component that accompanied the project demonstrated student understanding of each organelle and their function, and the oral component offered deeper insight into aspects of the assignment that challenged students.

One week after the project was complete I gave a written assessment in which the students had to identify the function of different organelles and write about 3 differences between an animal and a plant cell. While grading this test, I immediately identify a crucial mistake in planning the project: I did not provide a pre-test by which I could accurately measure growth.

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This is a writing sample from one of my top performing general education students. This student decided to construct a 3-D cell model.
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This is a sample from a English Language Learner who is also on an Individual Education Plan. While he did not score high on the oral portion of the exam, he did very well with recalling vocabulary and key differences between plant and animal cells.

While I was pleased with how well the class did overall, I could still see a gap between my ELLs and other students. A pretest however would help put this gap into perspective, as I would be able assess the gains of each individual student after the project was completed. It would be naive of me to believe that one project-based learning assignment would erase the gap, but this experience has shown me the value of project-based learning.

These few days were filled with qualitative and quantitative data that amounted to tangle learning in my classroom. The hours of engagement, the rich level of content-based discussion, and the higher order thinking exhibited during this project serve as strong evidence that combination of writing techniques and project-based assignments will result in measurable learning for all students.

Below you can find the Rubrics used in this Project:

Cell Anology Poster Rubric

Cell Model Rubric