To begin with, I am using Kentucky's Deconstructing Standards Flowchart to guide my thinking.
This week, I am going to be working on the following standard to wrap up "Flowers for Algernon":
- TEK 8.6 B analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict
When I played with this process a few days ago, I had not used one of the TEKS but had instead focused on my classroom objective regarding a TEK. That is not what the deconstruction process is for. It is designed to help break down the complexity of the standard itself.
With my analysis of 8.6B, I realized that there are only two targets: knowledge and reasoning.
For one standard, that's a lot of understanding and thinking!
Now I need to synthesize all of this to figure out how to put everything into student friendly terms.
What do I do with this after the breakdown? Prior to this deconstruction, I would have gone through a series of questions and then told my kids to write a response. At least that is how I was putting everything together a few days ago. Now, I am going to start with a formative pre-assessment to make sure my students actually know the knowledge pieces. I have created a presentation that I am uploading into Nearpod. This will allow me to instantly see who knows what and determine if I need to go into more detail with any of the knowledge components.
Once we have gone through this process and discussed/reviewed any information that kids need, we will move on to the reasoning stage. I have a set of prepared questions (I did not make this) that guide them from point A to B based on the TEK. I think I will have the kids working on these in small groups to bring back to a large group discussion.
In the end, I want them to put together a paragraph that synthesizes all of this information. But, I am now realizing that assigning this is not teaching it, and if I am not teaching it, I should not be using it as a summative assessment. Instead, I think we may end up writing the paragraph together.
So if I do all of this formative assessment, how do I do a summative assessment? My curriculum instruction specialist put together a list of extension questions based on some of our TEKS. I believe if I use the following question, my students should be able to go back through the analysis process and create a unique writing product. At least I hope so!
I am about to test my own teaching and my patience. Let the games begin!