Module+3+Abstract+&+Growth+Chart

Abstract The object of the lesson was to teach students about analyzing persuasive texts. Before the lesson, the students were asked to complete a teacher created quiz via the Learning Management System: Haiku. The questions had been aligned with the specific standards being taught with the lesson. The pre-test identified the strengths and weaknesses of (not only the class) but also the individual. The results identified the following: (1)Students had difficulty evaluating the text for effectiveness and using evidence from the text to defend their conclusions.

(3)Students had difficulty detecting organizational patterns and explaining how they affect the effectiveness of the text. These were all readiness standards and indicate a shallow depth of understanding. To address these deficiencies, the lesson focused on fish-bowl activities, think-a-loud modeling/practice and small group discussions where students helped each other identify strengths and flaws in thinking. The post-test showed that students showed dramatic progress in the standards associated with higher-level thinking. During this study, research supports the use of technology-assisted assessments as a way to assess, track and ensure student growth. The pre-test allowed me to identify weaknesses and tailor my lesson to the needs of the class. Specifically, I had thought word study and fluency would be greater weaknesses, where as identifying main purposes and central ideas would be a previously mastered skill. After the pre-test, I identified the latter as being deficient instead. The post-test allowed by to affirm that the lesson was indeed successful and I will be able to provide further support to those few still struggling in a smaller group setting, while those who have mastered all of the objectives further their study into persuasion.