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Impact on Student Learning Project
A Case Study of Student Behavior in the Middle School English
Language Arts Classroom
Shippensburg University
English with Secondary Education Certification
Veronica Ponti
University Supervisor: Dr. Thomas Crochunis
Cooperating Teacher: Mrs. Jenny Boyer, Eagle View Middle School
Spring 2020
Undergraduate Course Level

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Table of Contents
Research Analysis

Page 3

Annotated Bibliography

Page 9

References

Page 15

Student Information

Page 17

Educational and Environmental Assessment

Page 18

Intervention Goal

Page 30

Objective

Page 31

Overview of Lesson Plans

Page 31

Lesson Plans and Materials

Page 33

Analysis of Progress Monitoring Data

Page 45l

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Research Analysis
When I conducted research on argumentative writing last semester, I anticipated to apply
my research in a college writing class for high school juniors and seniors. However, I actually
conducted a case study of student writing motivation in a 7th grade English Language Arts
classroom. My research sources consist of peer-reviewed journal articles about writing
motivation, peer writing feedback, student emotional responses to writing, and how to increase
the confidence of student writers, among a range of topics. Several of the pedagogical
controversies that I encountered in my research are interconnected to standardized test
performance as the sole motivator for improving student writing. I quickly learned that I could
not motivate my student to write based on the goal to earn a proficient score on the English
Language Arts section of the PSSA. Rather, his ability to complete in-class writing tasks had to
derive from a curiousity to engage in authentic writing experiences. Academic essays on
standardized tests often limit the format in which students demonstrate their mastery of ELA
competencies. Therefore, I analyzed how I could use my research on student writing motivation,
collaboration, and process-based writing to motivate my student to complete English Language
Arts writing tasks.
Initially, I determined that I could differentiate the methods in which my student
completed long-term writing tasks while still assessing him on the same objectives that I
evaluated his peers on. Comstock and Wodon (2017) found that the students in their focus group
benefited from exchanging productive dialogue about how they could improve their
argumentative essays about topics that they felt passionate about (p. 69). Hidi, Berndorff, and
Ainley (2002) analyze student emotional responses to writing and how teachers can validate
these responses (pp. 431-434). In their study of student writing interest and self-efficacy (2002),

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the authors determined that “general interest in writing, enjoying writing in several genres and
feeling efficacious about such writing are closely related” (p. 442). My student often had one of
two emotional responses to a writing task. He was excited to contribute to scaffolded writing that
the class completed together or he felt emotionally drained and unable to work on the writing
task for the rest of the class period. Within a week of working with my student, I learned that his
daily emotions shaped his writing motivation, so he was more likely to write during class when I
validated his emotions and asked what I could do to support how he was feeling. Therefore, I
helped my student self-regulate his emotions so that he could stay motivated to finish a writing
task.
In addition, my student was more motivated to complete a summative writing assessment
when I reminded him of the signposts (Peñaflorida & Collet, 2019), or short-term goals, that I
expected him to meet during each step of the writing process. Signposts help students see the
final outcome of their writing, determine their purpose for writing, and establish how and when
they will reach benchmarks that will signify progress toward their final product (Peñaflorida &
Collet, 2019). For the short story project, I outlined goals for my student to meet every day
before he began reading and analyzing the literary elements of each story. For example, he
needed to read the first two stories, define setting and characterization, explain the setting of the
first story, and analyze the characterization of the second story by the end of the first week. Once
students have set their own goals for each step of the writing process, they will feel more
comfortable when teachers give them permission to connect their own expertise to the topic of
their writing. Another article that I found argues for the concept of encouraging students to
include their “para-expertise” in writing tasks (Williams, 2018). Williams (2018) claims that
“students who lack conventional writing knowledge and skills are not empty. Even if they can’t

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articulate their para-expertise, they know something about composing with sound, movement,
and physical materials because of their lived experiences with other creative endeavors” (p. 53). I
brought out my student’s para-expertise in a task in which he had to demonstrate his reading and
vocabulary comprehension on an informational article that compared how humans and animals
respond to anxiety. I read the text aloud with him, and when we encountered a word that he was
unfamiliar with, I asked him if he knew the meaning of the word’s prefix and suffix. For
example, he did not know the meaning of the word “neurosurgeon,” but he did know that
“neuro” referred to the brain. A short writing task within the text asked him to write about how
he determined the meaning of unfamiliar words in the text. He used the neurosurgeon example to
explain how he had previously learned about the meaning of “neuro” in a text that he read in
science class. Leveraging students’ para-expertise in a writing task is a useful strategy to build
confidence in student writers.
Along with incorporating his para-expertise into writing, my student improved on his
objective writing skills in his revision of the text-dependent essay in which he used evidence
from two informational texts to analyze how names define human identity and cultural traditions.
However, I wonder whether he would develop more confidence as a writer if he had the chance
to practice subjective writing that derives from his first-person perspective. Based on my
research, I see room for his subjective voice to grow among a community of writers who are
motivated to become stronger writers and support each individual in developing their own
subjective voices. In “Teaching Revision as an Act of Voice and Agency,” (2018) the authors
claim that students in a subjective writing community share “common goals of developing a skill
or producing a ‘better’ text … [and] gain a sense of connection to each other as thinkers and
writers” (p. 86). When my student understands that he can give his peers advice on how to revise

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their first-person writing pieces in the same way that they give him feedback, there is a stronger
chance that he will maintain the motivation to finish a long-term writing project. The curriculum
aimed at preparing students for the PSSA only allowed him to participate in a subjective writing
community when he evaluated his peers’ literary analysis and communication skills in their
poetry presentations. I think that my student would have recognized his own writing voice if his
class had opportunities to read and provide constructive criticism on each other’s writing for
every long-term writing task that they completed. Another way for students to gain confidence as
writers is to find their own credible research sources rather than being told to use evidence from
an informational text that they are forced to use. Jonathan Ostenson and Elise Silva (2019) argue
that students must first determine the type of information they are searching for and the audience
that they are sharing the information with (p. 47). My student is currently completing a Greek
mythology project in which he researches a historical figure from ancient Greece and delivers a
written Google Slides presentation that he will verbally deliver through a video recording. I can
predict that it is empowering for him to choose his own research sources on his chosen historical
figure. If I were still teaching his class, I would record a lesson to scaffold the process of finding
credible sources that are in a digital format. My student is typically given the research sources
that he is expected to analyze for an informational writing task, which may have contributed to
his lack of motivation to write. Therefore, I think he will feel a greater sense of ownership of the
informational piece that he writes for his Greek historical figure because he is displaying the
research that he conducted on his own to the entire class.
One of the interventions that my student benefited from the most was collaborating with a
peer to produce a written product. For the poetry presentation, he chose to work with a student
who he frequently spends time with during lunch and at after-school social events such as dances

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and Mini-Thon. One challenge of their collaboration was that my student was absent for two of
the presentation work days due to illness. When he returned to school, however, the pair of
students delegated who would complete each analysis slide, and they established goals to
complete the project on time. They required teacher scaffolding to delegate specific slides
(rhyme scheme, alliteration, works cited) and reminders to work on the project during their
SOAR and Flex periods. However, the effectiveness of their collaboration was evident during
their verbal presentation. I believe that my student would benefit from giving and receiving
constructive per criticism on an academic or creative writing task. According to David,
Consalvo, and Vetter (2019), “Working to improve students’ academic writing … within a
community that centers student voice and experience … can protect against students’ genuine
fear that someone will say their writing is bad” (p. 68). Noroozi and Hatami (2019) claim that
students create more reputable arguments when they share their reasoning with an authentic
audience who can give them feedback on how to use rhetorical devices to strengthen their
argument (p. 549). To scaffold my student toward small-group collaboration and argumentative
writing, I would create an activity in which his class is divided into three or four discussion
groups. Each student would develop an argument based on a current event that they choose to
learn about, and then they share the rationale behind their argument and an outline of how they
plan to organize their persuasive essay. I have confidence that my student would be more
motivated to complete a writing task when he can share his writing with an authentic audience of
his peers.
Overall, I learned that my research will be ongoing when I soon have a classroom of my
own. English teachers must constantly work toward the goal of motivating students to become
skilled writers, readers, and communicators. The most important lesson that my student taught

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me was to allow students to incorporate their previous learning experiences and interests into
their writing. I want to expand the results of my case study to see if I can replicate similar results
with future students. If I become a high school teacher, I would be curious to learn whether older
students benefit from the same interventions that I used in my work at Eagle View. Regardless of
the grade level that I teach, I am confident that I am excited to motivate my students to develop
as growing writers and to write alongside them as their English Language Arts teacher.

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Annotated Bibliography
Comstock, E. and Wodon, Q. (2017). Argumentative writing and the Common Core in the
DCPS: A qualitative analysis of student and teacher perceptions. English Journal, 106(6),
67-72. Retrieved from http://www2.ncte.org/resources/journals/english-journal/
The authors of this article describe a widespread argumentative writing collaboration
between District of Columbia Public School (DCPS) and a nonprofit called One World
Education. The program veers away from writing on standardized assessments, which asks
students to argue their stance on a topic that they may have little background knowledge about
and were not shown ahead of time to prepare. The authors assessed how the collaboration
improved the argumentative writing and research skills of students in grades six through twelve.
Most of the teachers in the school thought that the One World Education curriculum improved
their students’ research writing. Teachers suggest that future implementations of the program
should include extended class periods and differentiated options for students who are above or
below grade level in their writing. They also argue that increased access to computers and more
frequent teacher/student writing conferences would make the collaboration even more beneficial
for student argumentative writing.
David, A. D., Consalvo, A., & Vetter, A. (2019). Crafting communities of writers: Advice from
teens. English Journal, 109(1), 67-73.
The authors of this article asked adolescents how teachers can create writing communities
in the ELA classroom. They also asked the students to reflect on writing communities that they
have been members of or those that they would envision creating if they had the resources and
time to do so. These communities apply the perspective that every student is a writer that has the
potential to improve and give advice about content and structure to their fellow writers. The
researches asked seventy-eight teenagers questions such as how they determine whether

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someone is a writer, which digital tools (including social media) they use to write online, and the
people and events that have an impact on their writing. The questions made students aware of
their preconceived notion that a writer only ever writes alone. They realized that professional
writers often need the help of countless readers to revise and edit their writing before it is fully
completed. Therefore, the most skilled writing occurs within the supportive context of a writing
community, especially in a middle- or high-school classroom.
Hidi, S., Berndorff, D., & Ainley, M. (2002). Children’s argument writing, interest and selfefficacy: An intervention study. Learning and Instruction, 12, 429-446. Retrieved from
https://www.journals.elsevier.com/learning-and-instruction
This article focuses on ways to improve student motivation and stamina as they complete
an argumentative writing essay. Informal assessments were conducted before and after the
students completed their arguments to compare their emotional and cognitive responses to the
project before and after the writing process. The authors found that students are more likely to
feel confident and motivated to fully develop their argument in an essay if the topic they are
writing about has a direct impact on their own lives. Students who were involved in the study not
only to collaborate with peer groups in their own classrooms, but they also got to share their
argumentative writing with students from another school nearby. Therefore, students were more
motivated when they argued their stance on topics that correlated with high levels of adolescent
interest and when they were allowed to work in peer groups to brainstorm and give revision
suggestions to one another’s writing.
Mazura, C., Rapant, J., & Sawyer, M. (2018). Teaching revision as an act of voice and agency.
English Journal, 107(3), 81-86. Retrieved from
http://www2.ncte.org/resources/journals/english-journal/

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In this article, the authors argue that the revision process can be a way for students to
develop their own subjective voice and increased confidence as writers. Rather than focusing on
correction, the authors’ form of revision allows the student author’s voice to decide whether it
will use their peers’ constructive suggestions. It is up to the individual student to decide whether
the feedback they receive in peer review supports their subjective voice that they have been
developing throughout their argumentative essay. The revision process is a time for students to
reflect on their use of rhetorical strategies such as ethos, logos, and pathos. Teachers need to
spend more time on revision so that students learn the value of process-based learning and
receive feedback from their teachers and peers to adjust their use of emotional and logical
appeals as they are still engaged in the writing process.
Noroozi, O. and Hatami, J. (2019). The effects of online peer feedback and epistemic beliefs on
students’ argumentation-based learning. Innovations in Education and Teaching
International, 56(5), 548-557. doi: 10.1080/14703297.2018.1431143
The authors of this article focus on how peer feedback can be useful for students
throughout specific areas of the writing process, especially as they determine the value of the
argument they are making in a persuasive essay. They found that students who engaged in the
peer review process improved their argumentative writing as opposed to students who
individually wrote their argument without seeking constructive criticism from their classmates.
They give an example of a cross-curricular context in which argumentative writing functions as a
tool for explaining the outcomes of biology experiments. The authors examine how students
collaborate with each other to influence one another’s arguments about why the experiment
turned out the way it did. In addition, the research suggests that a student’s ability to be flexible

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with their epistemic beliefs determines their attitude toward future arguments that they will have
to respond to in the classroom and on standardized assessments.
Ostenson, J. and Silva, E. (2019). Avoiding fakery: Activities to prepare students for effective
searches. English Journal, 108(5), 46-53. Retrieved from
http://www2.ncte.org/resources/journals/english-journal/
This article discusses how teachers can explicitly show students how to search for
credible research sources to support the argument that they are making in a persuasive piece. The
authors discuss the modern-day challenge of having to examine the content, authors, and website
where the source was found to determine whether the source contains credible knowledge that
they can use in their research. The teachers involved in the article have research experts from the
school library help their students identify credible research sources online and find markers of
reputable sources, such as background information about the author(s) and a lengthy resources
list at the end of the article. They also give their students a sample list of guiding questions to ask
about their research topics that they should be able to find the answers to in credible scholarly
articles and on reputable websites. The students also completed an activity in which they
analyzed their Google search history and developed their own suggestions for how they can
refine their future searches to lead them to credible research sources.
Peñaflorida, J. and Collet, V. (2019). Signposts for navigating the writing journey. English
Journal, 108(6), 48-54. Retrieved from http://www2.ncte.org/resources/journals/englishjournal/
This article explains the use of signposts, which are markers for students to identify the
goals that they want to achieve with their writing, as an instructional strategy to enhance the
teaching of writing. Rather than planning the beginning of the writing process first, teachers

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instead plan signposts throughout their argumentative writing curriculum and then create lessons
to scaffold their students toward each signpost. The three stages of signposts include
brainstorming a topic, developing a plan to complete the essay by the deadline, and explaining
details about what the student wants the finished essay to contain. Students were given the
creative freedom to decide how they would organize their argument and develop a plan to
complete their essay on time. It was also critical for the students to consider the specific audience
that their argument appealed to, so they used rhetorical strategies such as ethos, logos, and pathos
to influence the specific audience that they were writing to.
Williams, A. D. (2018). ‘I don’t know what to write’: Para-expertise and student writing. English
Journal, 108(1), 52-58. Retrieved from
http://www2.ncte.org/resources/journals/englishjournal/
Williams explains the benefit of using students’ para-expertise, which is their knowledge
that they can articulate about a certain place or subject after having been exposed to it for several
years. Para-expertise consists of “experiential, embodied, [and] tacit knowledge.” Students have
the most difficulty articulating tacit knowledge in writing, but they can physically identify the
physical or verbal experience if it occurs again. As a result, students often believe that they are
not proficient writers because of their difficulty with expressing tacit knowledge in writing.
Williams provides a case study of a student named Megan who struggles with the mindset that
she “lacks expertise” because she is at a loss for a topic to write about in her writing notebook.
When students struggle with writer’s block, teachers should have short conferences with them to
determine what they are thinking about at that very moment. Students often complete their best
writing when they simply write about the topic that is currently on their minds rather than trying

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to force themselves to create an argument about a topic that they have little background
knowledge on.

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References
Comstock, E. and Wodon, Q. (2017). Argumentative writing and the Common Core in the
DCPS: A qualitative analysis of student and teacher perceptions. English Journal, 106(6),
67-72. Retrieved from http://www2.ncte.org/resources/journals/english-journal/
David, A. D., Consalvo, A., & Vetter, A. (2019). Crafting communities of writers: Advice from
teens. English Journal, 109(1), 67-73.
Hidi, S., Berndorff, D., & Ainley, M. (2002). Children’s argument writing, interest and selfefficacy: An intervention study. Learning and Instruction, 12, 429-446. Retrieved from
https://www.journals.elsevier.com/learning-and-instruction
Mazura, C., Rapant, J., & Sawyer, M. (2018). Teaching revision as an act of voice and agency.
English Journal, 107(3), 81-86. Retrieved from
http://www2.ncte.org/resources/journals/english-journal/
Noroozi, O. and Hatami, J. (2019). The effects of online peer feedback and epistemic beliefs on
students’ argumentation-based learning. Innovations in Education and Teaching
International, 56(5), 548-557. doi: 10.1080/14703297.2018.1431143
Ostenson, J. and Silva, E. (2019). Avoiding fakery: Activities to prepare students for effective
searches. English Journal, 108(5), 46-53. Retrieved from
http://www2.ncte.org/resources/journals/english-journal/
Peñaflorida, J. and Collet, V. (2019). Signposts for navigating the writing journey. English
Journal, 108(6), 48-54. Retrieved from http://www2.ncte.org/resources/journals/englishjournal/

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Williams, A. D. (2018). ‘I don’t know what to write’: Para-expertise and student writing. English
Journal, 108(1), 52-58. Retrieved from
http://www2.ncte.org/resources/journals/englishjournal/

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Student Info:
-Student Initials: MDT
-Gender: Male
-Date of Initial Instruction: February 10 – February 21, 2020
-Dates of Revised Instruction (if needed): February 24 – February 28, 2020
-Teacher: Mrs. Jenny Boyer
-Current services the student receives: Behavioral IEP, Emotional Support
-Student preferences as observed: Often makes verbal comments that are unrelated to
instruction; Low motivation to write – Can write once he gets started on the assignment, but has
difficulty getting started on a writing task; Sometimes refuses help from the class educational
assistant
-Behavior of Concern: MDT has low motivation to complete writing tasks, regardless of whether
they are handwritten or typed. He will often make distracting comments to the teacher or to the
entire class to avoid starting and/or completing an in-class writing assignment. My co-op and I
have regular conversations with MDT to attempt to understand why he is opposed to in-class
writing tasks and how we can help him succeed in English/Language Arts.
Why this student?
MDT is our only student who has an IEP, and he is also in our supported class. It is easy
to track MDT’s behavior multiple times throughout the day, because he is often in our classroom
for study hall as well. I am curious to learn exactly why MDT has difficulty starting and
following through on tasks, because my co-op and I learned that his challenges are not due to a
delay in academic development or a learning disorder. The other teachers on our team report that
MDT also struggles to complete writing tasks in their classes as well, and we frequently
collaborate to develop behavior management strategies to help MDT. My co-op and I created
behavior cards to hand out to MDT each day based on his choices on any given day. He will

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receive either the “Excellent work!” or the “Appropriate Behavior” card if he completes the daily
writing task and listens while we instruct the class. If MDT disrupts class, does not listen to my
co-op and I, and/or refuses to complete the daily writing task, he receives either the “Not
Appropriate Behavior” or the “Not the Expectations for Independent Learning” card. I want to
implement further behavioral management strategies to help MDT improve his motivation to
write in English/Language Arts. I also want to analyze why MDT developed low motivation for
writing in the first place and target my lesson plans toward helping MDT increase his completion
of daily writing tasks.
Educational and Environmental Assessment Form
Veronica Ponti – English/Secondary Education
Teacher: Mrs. Jenny Boyer
Course/Subject: English/Language Arts

Grade: 7

Type of Classroom: General Education
School: Eagle View Middle School, Cumberland Valley School District - Mechanicsburg, PA
Classroom Location: T3
Length of Class: 43 Minutes
# of Students in Class: 14
Interviewer’s Name/Role: Veronica Ponti, Student Teacher – Jenny Boyer is my cooperating
teacher for my first eight-week student teaching placement. I teach in her classroom every day.
Date: January 21, 2020 – March 11, 2020
1. Classroom Environment
a. Describe the classroom setup and student seating arrangement.

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The classroom is part of a group of trailer classrooms that are called, “The
Outback.” Each desk is shaped like an arrowhead, and students have the choice to
sit on either a red chair or on a yoga ball. Most of the time, the desks are placed in
rows, with four or five students sitting in each row. If the students are working on
a group project, we move the desks so that they are in groups of three or four.
There are also two tables in the back of the classroom that are available as
overflow spaces for students to sit. The teacher’s desk is in the front right-hand
corner of the room. My co-op created a class library in the back left corner, which
includes a lounge chair and a bookshelf. Storage shelves and cabinets are in the
back right-hand corner of the room.
b. Identify distractors.
Some students get distracted by the yoga balls that they sit on. They bounce on
the balls, sit on their knees, and/or lean back on the balls. The students have
improved at sitting up straight on the yoga balls since the beginning of the year,
but I still occasionally have to remind students not to lean back or sit on their
knees. Students are also allowed to play with manipulatives (Rubik’s cubes,
squishy balls, stuffed animals, etc.), which can become distractors if the students
focus on the manipulatives more than their assignments and/or if students play
with the manipulatives because they have nothing else to do in their study hall
period. In addition, we can often hear activities in the classroom that is next to our
room because the trailers only have a single wall that separates the two rooms.
2. Classroom Management
a. What are the classroom rules?

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My co-op has four main rules that students are expected to follow:
-Raise your hand to speak during class
-Bring all required materials to class (a pencil, ELA booklet, laptop, agenda)
-Only submit your original creative work
-When you are absent, use three resources to find what you missed in class before
asking the teacher (Schoology, a classmate, and the classroom agenda)
b. What are the consequences for breaking classroom rules?
When a student calls out during class, we encourage them for participating but
remind them to raise their hand when they have an idea to share. A student who
forgets to bring a pencil must either borrow a pencil from the lost/found basket or
ask a classmate if they can borrow a pencil. If a student forgets their ELA booklet
on a day that we are using it, they may go to their locker to get it after we are
done giving instructions. Students who forget their laptops must borrow a laptop
from our classroom or go back to their homeroom to retrieve their laptop. If a
student does not have their agenda, they must take a picture of our class agenda or
write the homework on a piece of paper. Students who plagiarize another person’s
work or research will automatically receive a zero on the assignment. If a student
asks us what they missed in class before they consult three resources, we will tell
them to check Schoology, ask a classmate, and view the class agenda first. If a
student continuously breaks classroom rules, we email and/or call their parent(s)
and refer the student to the principal and guidance counselor.
c. How do you handle student conflicts and discipline issues?

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My co-op and I handle student discipline issues on a case-by-case basis. One time, we
had a student spend her study hall in the library without checking in with us first. I
asked the librarian to send the student back to our classroom, and I had a conversation
with the student about why it is a safety issue if we do not know where she is. Then, I
emailed the student’s mother to inform her of the situation, and my co-op called the
parent. I learned that both the parent and the student are more likely to cooperate with
us when we focus more on the student’s positive traits and their success in ELA
rather than on the current issue. On another day, four students came into our
classroom to report a student who pushed and yelled at other students in the hallway.
I immediately called the front office and the guidance office to report the situation
and the students involved. Each of the students who were involved were immediately
called down to the guidance office to give their perspective of the bullying situation.
3. Instructional Delivery
a. What instructional methods are used?
Each marking period is centered around a theme. The theme for the 3 rd marking
period is, “Our Choices and Life’s Lessons.” The 3 rd marking period instruction
includes short stories, nonfiction text-dependent analysis writing, parts of speech,
poetry, sentence types, and etymology. We engage our students in project-based
learning. For the short story project, students worked independently to read five
short stories, define five literary elements, and apply one literary element to each
short story. For poetry, students could work independently or with up to three
partners to analyze the rhyme scheme, alliteration, and form/structure in a poem
of their choice. For etymology, students used an online etymological dictionary to

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match each word with their original meaning. We always provide project models,
instructions, and resources on Schoology, which is our online learning platform.
During each marking period, my co-op gives our students pre- and post-tests to
assess their content knowledge before and after the instructional period.
b. What does a class period generally consist of?
A class period is 43 minutes long. Students write their homework in their
agendas, and we then start with an activator (Pear Deck, Kahoot, writing activity)
to get students excited for that day’s lesson. Then, we introduce the project or
activity (if it is the first day that students are working on the project) or allow
students to continue working on their current writing assignment. At the end of
class, I typically ask students to answer a question that will help them reflect on
today’s lesson and get them to start thinking about the next day’s instruction.
c. Are students given free time during the class period? If so, how much and what
activities do they engage in?
I consider “free time” to mean time for students to work on their current writing
assignment. We often give students class time to complete individual or group
projects, and we encourage them to work on ELA assignments in their SOAR and
Flex periods (study halls). However, we do not give them free time to simply talk
to their peers or to do nothing in class. My co-op and I are strong believers in
helping our students take responsibility by using their time wisely to complete
work at school rather than having to complete it for homework.
d. How do you work with students in your classroom?

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I conference with each of my students when they are working on independent or
group projects. I want to check in on their progress, answer their questions, and
provide them with constructive feedback for how they can improve their writing. I
give students examples that relate to their own lives and I give them instructional
models and graphic organizers to help them understand the content. I also check
in with students during their study hall periods to make sure that they have
completed each of their ELA assignments and to ask them about homework that
they have to complete for their other classes.
4. Course Requirements
a. What are students required to do in the class?
Students are expected to listen to teacher instruction and to actively participate in
discussions. They complete multiple text-dependent analysis writings throughout
the year. Right now, they are rewriting a TDA essay that they wrote in the first
marking period. They are currently reflecting on how they have improved their
writing since August, and they use my co-op’s constructive feedback to revise
their essay. In addition, students sometimes have brief quizzes. I gave them a
PSSA nonfiction practice quiz in which they had to answer eight reading
comprehension questions after they read a PSSA released nonfiction prompt.
They also had a formative quiz on sentence types after we spent three days
reviewing sentence types, phrases, and clauses with our students. Students also
frequently complete individual and group projects throughout each marking
period. They complete presentations on The Outsiders, a poem of their choice,
and a figure from Greek mythology. Students acted out A Christmas Carol during

Ponti 24
the second marking period, and they complete independent projects on short
stories, etymology, and text-dependent analysis writing.
b. What materials and supplies do students need?
Students need a pencil, their individual laptops, their ELA booklet (they receive a
booklet for each marking period), and their daily agenda that they record their
homework in.
c. How much class participation do the students require?
Students are expected to participate in class every day. We frequently ask them to
give verbal and written responses during our activators and summarizers. We also
ask students to repeat instructions back to us so that we know that they understand
the task that they must complete. Students also participate in Kahoots, Pear Deck
responses, and Quizizz assessments that they complete online.
d. What skills do students need to be successful in the classroom?
Students must have grade-level speaking and listening skills, be able to implement
constructive feedback that we give them about their writing, take responsibility
for bringing the necessary materials to class, be able to submit assignments on
time, and be able to respectfully collaborate with their peers on partner/group
projects.
5. Class Assignments
a. What types of assignments are given?
We give formative quizzes, pre- and post-marking period tests, text-dependent
analysis writing, Google Slides presentations (poetry, parts of speech, The
Outsiders, Greek mythology), in-class individual assignments (etymology project,

Ponti 25
short story project), and content review Quizlets that students must receive a
100% on by the end of each marking period.
b. Describe frequency of assignments.
Students have an assignment to work on every day. For summative project-based
assessments such as the short story project and the poetry presentations, students
have at least five days in class to work on the assignments. Students are given
quizzes about once every three weeks, and they receive pre- and post-tests at the
beginning and end of each marking period. They also complete a TDA practice
writing at least once a marking period.
c. How are directions presented?
Directions are presented in multiple formats. We verbally present directions and
we have a written version of the directions available for each student in their ELA
booklets. A digital copy of the ELA booklet, specific templates, and models for
each assignment are also available on Schoology.
d. What are the homework requirements?
Students have the entire marking period to earn a 100% on three review Quizlets.
We encourage students to review the information in their ELA booklets outside of
class and to work on long-term assignments in their SOAR and Flex periods.
Otherwise, we do not give much homework because we provide students with
adequate class time to complete each project. Assignments such as text-dependent
analysis writing and the etymology project can only be completed in class.
6. Instructional Materials
a. Title of textbook(s) used:

Ponti 26
My co-op creates each of the marking period booklets that my students use in our
class. Students receive physical copies of The Outsiders to use in class, and my
co-op posts digital copies of the short stories and A Christmas Carol on
Schoology, along with providing hard copies in the marking period booklets.
Students complete their text-dependent analysis writing in John Collins writing
booklets that must remain in class. All class materials (except for the John Collins
writing booklets) are available in a digital version on Schoology.
b. What supplemental instructional materials are used?
Students receive physical booklets of the short stories that we read (the booklets
must remain in the classroom). I also created a list of commonly-asked questions
on the short story project, the PSSA nonfiction practice quiz (on Schoology), and
a fiction text-dependent analysis writing for students. The fiction writing includes
a checklist of tasks that students must complete before, during, and after they
write the fiction TDA essay. My co-op also provides earbuds for students to listen
to audio versions of each story and whisper phones for students to read their
writing out loud without disturbing their classmates. My co-op also creates a
template for each presentation, so that students simply make a copy of the
template and then insert their own information into their Google Slide.
c. What modifications are made for students with disabilities?
For our supported ELA class, we show them each step of how they can find
project resources on Schoology and have the students follow along with us. We
sometimes provide them with additional time to complete assignments. We also
take the time to read the articles that correspond with TDA essays out loud with

Ponti 27
these students. In addition, I bolded dependent clauses on the sentence types quiz
to give them a hint at the type of sentence that they were reading. We have one
student who has an IEP. Every day, I rate his motivation to complete in-class
writing on a form that was created by the special education teacher. I also give
him a behavior card as a nonverbal way of telling the student whether he is
meeting the expectations for learning during class (not calling out, listening to
directions, completing the writing task).
7. Grading System
a. What kinds of tests are given?
The only types of tests that we give are pre- and post-assessments at the beginning
and end of each marking period. Students only receive a completion grade for the
pre-test, because we are simply assessing how much of the content they have
learned in previous years. The post-test is a summative grade of the students’
content knowledge that they have learned during the marking period. My students
also take the seventh-grade English/Language Arts PSSA in April.
b. How often are tests given?
Tests are given twice a marking period (pre-test at the beginning, post-test at the
end).
c. What is the makeup policy for assignments, homework, and tests?
If a student is absent, they are given the number of days that they are absent to
make up an assignment that they missed. Students receive 10% off their original
grade if they turn in an assignment one day late, and a zero if they turn in the

Ponti 28
assignment more than one day late. The same policy applies to tests and quizzes
that they need to make up.
d. Describe the grading criteria.
The grading criteria varies based on the specific assignment that is being graded.
On the short story project, students received ten points for correctly completing
the requirements for each short story. They had to define a literary element,
correctly apply the literary element to its corresponding story, and write a 4-6
sentence summary of each story. The entire project was worth 50 points. For the
poetry presentation, students received 40 points for correctly analyzing the rhyme
scheme, alliteration, and form/structure of their poem, making a complete
personal connection to their poem, using correct grammar usage, and
demonstrating grade-level presentation skills (eye contact with the audience,
adequate volume). Students receive between 15-20 grades per marking period
(there are four marking periods total).
8. Teacher Behaviors
a. What do you like about the class?
I like that my students frequently ask questions when they need clarification on an
assignment. I also like that they are willing to participate and answer our
questions in class. I am also glad that my students have plenty of time to work on
assignments in class, so that they only have a minimal amount of homework to
complete. I also create a warm and friendly atmosphere because I believe that my
students will respect my co-op and I if we show them the same level of respect
that we expect them to show us.

Ponti 29
b. What do you like about the curriculum?
I like that my students engage in project-based learning rather than constantly taking
tests and quizzes. I also like that my students read a variety of texts throughout the
year, such as The Outsiders, A Christmas Carol, “Amigo Brothers,” “Charles,” “The
Scholarship Jacket,” and a variety of informational nonfiction texts. I also like how
each marking period is structured around a theme rather than a specific story or genre
of literature. Each theme revolves around my students’ choices and the lessons that
they can learn from them, and my students read a variety of genres in each marking
period rather than one genre per marking period.
c. Is there anything you would change about the way the class is conducted?
I wish that technology was used as a resource to engage students in learning that
they could not complete with a pencil and paper. Most of the technology that is
used is simply a replacement for the same activity that students could write
without technology. I also wish that I had more freedom to create my own lesson
plans and to determine the pacing of instruction. However, I will have the
freedom to create instruction at my high school placement, so my current
placement is preparing me for the responsibilities that I will soon take charge of.

Ponti 30
Intervention Goal
The goal of my interventions is to introduce my student to strategies that will help him
stay motivated on a writing task for an entire class period. I also want to adjust my own teaching
and classroom management strategies to help the MDT reach the intervention goal. Hopefully,
MDT will be able to apply the writing strategies that he learns in ELA to each of his content-area
classes.
-Condition: 7AT English/Language Arts classroom – 4th period Supported ELA Class;
Instructional Aide present in class to clarify instructions, read texts aloud, enforce classroom
management procedures, and record progress monitoring data for special education teacher;
Student prefers to sit in the right corner of the room so that he can access manipulatives and class
texts that are right next to his desk; Lesson materials provided below
-Student Name: MDT
-Observable Behavior: 1. Completes writing task for the class period
2. Follows teacher instructions and asks for clarification when necessary
3.
-Criteria: 1. MDT will come to class prepared with all necessary materials (Pencil, ELA booklet,
Agenda) – Frequency: 3 Times a week, Teacher will measure behavior 3 times a week
2. MDT will complete a writing task when he is instructed to do so (Should only be instructed
once to complete writing task) – Frequency: 3 Times a week, Teacher will measure behavior 3
times a week
3. MDT contributes relevant ideas to class discussions about the current writing task –
Frequency: 3 Times a week, Teacher will measure behavior 3 times a week
4. When MDT is asked to work with a partner on a writing task, he completes his share of the
writing task and contributes meaningful ideas to the writing task – Frequency: Once a week
(when MDT is asked to work with a partner on a writing task), Teacher will measure behavior
once a week
5. When MDT has no other homework, he will work on the current writing task during SOAR
and/or Flex (Study Hall periods) – Frequency: Twice a week (when MDT has SOAR/Flex
periods), Teacher will measure behavior twice a week (when MDT has SOAR/Flex periods)
6. MDT takes a 5-minute break after he works on a writing task for 30 minutes (Breaks are a
positive coping strategy to help MDT remain motivated to complete a writing task and to

Ponti 31
promote social-emotional learning – emotional coping/study skills); Frequency: 3 Times a
week, Teacher will measure behavior 3 times a week
Objective
The long-term objective is for MDT to complete all English Language Arts writing tasks
with teacher scaffolding and differentiated instruction as necessary. Here is a list of short-term
goals that MDT will reach as he progresses toward the long-term objective:
1. Benchmark/Intervention #1: Follow teacher modeling for how to write a nonfiction textdependent analysis essay (Lesson Plan #1)
2. Benchmark/Intervention #2: Work with a partner to analyze a poem, create a
presentation, and present the poem analysis to the class
3. Benchmark/Intervention #3: Contribute meaningful ideas and writing to a writing task
that the class completes together
Lesson Plans (Full lesson plans and materials are on pages 33-44)
-Lesson Plan #1: Nonfiction text-dependent analysis essay
*Essential Question: How can we use evidence from an informational text to analyze
connections between two themes in the text?
*Instructional connection to target: MDT must analyze two common themes in an informational
text and explain his analysis in writing. The text dependent analysis mirrors the nonfiction essay
that he will be required to write on the 7th grade ELA PSSA.
*Target benchmark: Follow teacher modeling for how to write a nonfiction text-dependent
analysis essay
-Lesson Plan #2: Poetry presentations
*Essential Question: How can we use the rhyme scheme and figurative language in a poem to
analyze its meaning?
*Instructional connection to target: MDT must collaborate with a partner to write an analysis of
the rhyme scheme, alliteration, and their personal connection to their chosen poem. MDT and his
partner will then share their writing with the class.
*Target benchmark: Work with a partner to analyze a poem, create a presentation, and present
the poem analysis to the class
-Lesson Plan #3: Sentence types review
*Essential Question: How can I apply the correct usage of phrases and clauses to my own
writing?
*Instructional connection to target: MDT must reflect on the individual writing task (sentence
types review) that he completed for homework and share his writing with the class. Therefore,

Ponti 32
MDT is accountable for completing a writing task that was previously assigned so that he can
reflect on and revise the writing task during class.
*Target benchmark: Contribute meaningful ideas and writing to a writing task that the class
completes together

Ponti 33
Lesson Plan #1: Nonfiction Text-Dependent Analysis Essay

Unit Essential Question: How do Our Choices and the Life Lessons that Follow Affect Us?
Date: 02/11/2020
(Tuesday)

PA Standard: CC.1.2.7.B: Cite several pieces of textual evidence to
support analysis of what the text says explicitly, as well as inferences,
conclusions, and/or generalizations drawn from the text.

Essential Question: How can we use evidence from an informational text to analyze connections
between two themes in the text?
Activator: Review each part of I.C.E. acronym by asking individual students to explain each part of
I.C.E.;
I. (Introduce the quote with a lead-in and author’s last name) C. (Cite with , “____” (author’s last
name). E. (Explain, analyze, and connect your citation to the prompt)
Teaching Strategies: TDA Google Slides presentation - Review the rest of the presentation with
students
https://docs.google.com/presentation/d/1DaaN3_q0Dt06NAqeJ7XyLTppTspI1Q4VMHr_O5AONf8/ed
it#slide=id.g6ec0723253_0_0
-Physical copy of TDA Google Slides presentation - I labeled each copy with each element of the
START sentence and ICE that students will follow as they complete the TDA
-Students respond to “The Power of Advertising” essay prompt and multiple-choice questions
-Essay prompt: How did the Industrial Revolution influence the advertising industry?
Summarizer: Reminder for students to finish remaining ICEs for the essay prompt and multiplechoice questions if they did not finish in class
Resources: Pencil, Agenda, TDA Google Slides Presentation, John Collins Writing Booklets
Extension Ideas: Rewrite TDA essay from MP #1 and compare results of the two responses

Ponti 34
Resources for Lesson Plan #1: “The Power of Advertising” and Multiple-Choice Questions

Ponti 35
Resources for LP #1: TDA Essay Prompt and START Sentence

Ponti 36
Resources for LP #1: ICE (Introduce, Cite, Explain) #1 and ICE #2

Ponti 37
Resources for LP #1: ICE (Introduce, Cite, Explain) #3 and Teacher Model

Ponti 38
Lesson Plan #2: Poetry Presentations

Unit Essential Question: How do Our Choices and the Life Lessons that Follow Affect Us?
Date: 02/18/2020
(Tuesday)

PA Standard: E07.A-C.2.1.3: Determine how the author uses the
meaning of words or phrases, including figurative and connotative
meanings, in a text; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a poem or section
of a story or drama.

Essential Question: How can we use the rhyme scheme and figurative language in a poem to analyze
its meaning?
Activator: 1. Have students who submitted their parts of speech project on Schoology raise their
hands. Remind students who did not submit that they must submit their project today for a 10% late
fee.
2. Introduce resources for poetry project:
-https://www.symbaloo.com/mix/poeminyourpocket
-poemhunter.com
-poets.org
-poetryfoundation.org
Teaching Strategies: -Introduce guidelines for poetry presentation - Review Template to Copy for
Poetry Project Presentation (on front screen, students follow along on Schoology)
https://docs.google.com/presentation/d/1DiHm_2Ndahm1E5dCKtOcV8xjbGrVFx4HeFd88xgDBmg/e
dit#slide=id.g52c2c38661_0_35
1. Title Slide: Title of Poem, Poet’s Name, Images to catch our attention, First/Last names, Period
#
2. Poem’s Title: Copy of poem to read, Highlight rhyme scheme in poem
3. Rhyme Scheme: Highlight rhymes in poem
4. Alliteration: Definition of alliteration, Highlight alliteration in poem
5. Form and Structure of the Poem: Form of poem, Structure of poem, Definition of form used,
Definition of structure used, # of stanzas in poem
6. Why I (We) Love This Poem SO MUCH! (Part One): Why do you love this poem so much?
How did you feel when you read the poem? Since you have chosen the poem, can you recite it?
7. Why I (We) Love This Poem SO MUCH! (Part Two): What other poetry has this poet written
that you also enjoy? Interesting facts about why you chose this poem; Background on why this
poem is so amazing to you
8. Biography of Poet: Any information that you can find about the poet (Ex: Birthday,
Hometown, Titles of other poems that they have written)
9. Works Cited: MLA Format; Use easybib.com
10. Final Slide: THANK YOU!! Now you see why my (or our) poem is our favorite!
-Also have students refer to Poetry Presentation Graphic Organizer (available on Schoology) for
specific information to include on each slide
https://docs.google.com/document/d/1goPfSsA5Gdnfwci8Lc87UKvhhbbgxCPgmioJsrfpSd0/edit
-Review where students will submit the assignment after they have checked in with me and are
completely finished: “Poetry Presentation Google Slides Submit HERE”
1. Click on “Poetry Presentation Google Slides Submit HERE
2. Click on “Submit Assignment”

Ponti 39
Click on “Resources” at the top of the dropbox
Click on “Apps” on the left-hand side of the dropbox
Click on “Google Drive Resources App”
Check the box next to your poetry presentation - Double-check that you are submitting the
correct assignment!
7. Click “Import”
3.
4.
5.
6.

Summarizer: I will have three students volunteer to tell me the following information:
1. Where can I find the links to the poetry Symbaloo and credible poetry websites? (Answer:
Schoology, MP #3 Class/Homework Folder)
2. Where can I find the template to copy and models of A+ poetry presentations from last year?
(Answer: Schoology, MP #3 Class/Homework Folder)
3. What is the name of the dropbox where I will submit my poetry presentation after I have
checked in with Ms. Ponti? (Answer: Poetry Presentation Google Slides Submit HERE)
Resources:
1. Laptops
2. Mrs. Boyer’s 7th Grade ELA Schoology Page
3. Links to Poetry Websites: https://www.symbaloo.com/mix/poeminyourpocket,
poemhunter.com, poets.org, poetryfoundation.org
4. Template to Copy for Poetry Project Presentation:
https://docs.google.com/presentation/d/1DiHm_2Ndahm1E5dCKtOcV8xjbGrVFx4HeFd88xg
DBmg/edit#slide=id.g52c2c38661_0_40
5. Model of A+ Poetry Presentation: https://docs.google.com/presentation/d/1hJvjUoUZXfH_6Ovup_r4Pwyt_uPR5bXBQ2KLhs-LJg/edit#slide=id.p
6. Poetry Presentation Graphic Organizer:
https://docs.google.com/document/d/1goPfSsA5Gdnfwci8Lc87UKvhhbbgxCPgmioJsrfpSd0/e
dit
Extension Ideas: Pear Deck Activators/Summarizers on Poetry Presentation, Poetry scavenger hunt in
IMC or various poetry/ELA websites: Students can search the EV Media Center or Google various
poetry websites to find other poems that they can analyze and read for fun!

Ponti 40
Resource for Lesson Plan #2: Items that Must be Included in the Poetry Presentation

Ponti 41
Lesson Plan #3: Sentence Types Review

Unit Essential Question: How do Our Choices and the Life Lessons that Follow Affect Us?
Date: 02/28/2020 (Friday)

PA Standard: CC.1.4.7.F: Demonstrate a grade-appropriate
command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.

Essential Question: How can I apply the correct usage of phrases and clauses to my own writing?
Activator: Remind students of the MP #3 booklet pages that they are completing: I will call on a
student volunteer to remind us of the phrases/clauses workbook pages that they will complete in class
today. Then, I will have another student answer the following question: What is a skill that you can
learn by completing these pages today?
Teaching Strategies: Pages CP1, CP2, CP4, CP7, and CP8 in the MP #3 Booklet: I will give students
no more than five minutes to complete each page before I review the page with everyone. For example,
students will first complete page CP1 on their own. I will then ask a student to come up to the board to
fill in the correct answers to each question. I will continue the same pattern with each page (CP2, CP4,
CP7, CP8).
Page CP1 (What is a Clause?): Identify each boldfaced group of words by writing IND for
independent clause and DEP for dependent clause.
Page CP2 (What is a Clause?): Identify each boldfaced group of words by writing IND for
independent clause and DEP for dependent clause (top half). This paragraph includes three dependent
clauses that are not attached as they should be to independent clauses. Students will add the missing
punctuation marks to the paragraph (bottom half).
Page CP4 (Simple and Compound Sentences): Identify each sentence below with S for simple or CD
for compound.
Page CP7 (Complex Sentences): In each complex sentence below, underline the independent clause
and circle the first word of each dependent clause (top half). In each of these complex sentences,
underline only the independent clause and circle the first word of each dependent clause (bottom half).
Page CP8 (Complex Sentences): In each of these complex sentences, underline each independent
clause once and each dependent clause twice (top half). Identify each sentence below with S for simple,
CD for compound, or CX for complex (bottom half).
Summarizer: Kahoot (will most likely be the first Kahoot, but I listed both of them just in case):
Each of our classes will be at different points of completion. Some of our classes were able to start the
booklet pages yesterday, so they will have more time to play Kahoot than classes that did not have time
to start working on the pages yesterday.
-“Simple, Compound, and Complex Sentences”
-“Types of Sentences: Simple to Compound-Complex”
Resources:
-Pencil
-MP #3 Booklet Pages CP1, CP2, CP4, and CP8

Ponti 42

-Digital Version of MP #3 Booklet to project on front screen
-Virtual Mouse
-Virtual Pen
-“Simple, Compound, and Complex Sentences” Kahoot (Questions and Answers below)
https://docs.google.com/document/d/1S9KDjMKUicN0M9Au1dR9Ne4HGwmTO93J6BX37uVk5B8/e
dit
-“Types of Sentences: Simple to Compound-Complex” Kahoot (Questions and Answers below)
https://docs.google.com/document/d/1i3hWfGFaNiNoFQ8_vBg2Fj1YdGy_BOcezdv1TsQ4vVI/edit
Extension Ideas: Phrases and Clauses quiz on Tuesday, 3/3
-Applying correct usage of phrases/clauses to the upcoming revision writing of the MP #1 TDA essay
-Students create their own quiz (for a partner to take) on the correct usage of phrases/clauses

Resources for Lesson Plan #3: Sentence Types Review

Ponti 43

Ponti 44

Ponti 45
Analysis of Progress Monitoring Data
-Summary of Data: Overall, my targeted instruction benefited my student. I used my co-op’s
suggestions to create a learning environment in which my student felt more motivated to
complete a writing task and became more skilled at regulating his emotions and social
interactions during class.
-Progress Monitoring Graph and Table

Progress Monitoring Data
3
2.5
2
1.5
1
0.5

28-Feb

27-Feb

26-Feb

25-Feb

24-Feb

23-Feb

22-Feb

21-Feb

20-Feb

19-Feb

18-Feb

17-Feb

16-Feb

15-Feb

14-Feb

13-Feb

12-Feb

11-Feb

0
10-Feb

# of Times Redirected

3.5

Date
Date

# of Times Redirected (Targeted

2/10

Instruction Days are Highlighted)
0

2/11

2

2/12

0

2/13

1

2/18

1

2/19

1

Ponti 46
2/20

0

2/21

3

2/24

0

2/25

1

2/26

0

2/27

1

2/28

0

-Intervention if student was not making progress:
1. Ask the student, special education teacher, parent, and cooperating teacher for further
suggestions
2. Consider having student collaborate with a classmate more frequently
3. Meet with student individually 2-3 times a week to provide additional time on writing tasks
4. Have student work on writing task for 15-20 minutes at a time, and then give student a break
(read a book, draw, play educational game on Chromebook)
-Recommendations if student met the goal:
Continue to provide teacher modeling, small-group/partner collaboration, and create frequent
opportunities for student to contribute to whole-class discussions on student writing