Question Detail

My lesson was graded "ineffective" because I didn't include text-dependent questioning that day. Does that standard need to be taught in every class every day?

Mar 16, 2014 3:36pm

My students read "The treasure of Lemon Brown" and various articles on the history of the blues in America. Their assignment was to write their own blues lyrics and then record and present them using GarageBand. The students were engaged, using small groups for peer review, and addressing several standards. However, the principal said that because they were not using text dependent questioning on that particular day that my lesson was ineffective . Thoughts? How many standards need to be hit during a single lesson?

  • English Language Arts
  • 6-8
  • Common Core / Differentiation / Digital Literacy / Engagement / Planning

6

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    • Mar 29, 2014 8:34am

      Hello Becky. Having used that story before, I think your lesson would have been more effective if you had included text-dependent questions to gauge the students' understanding of what was Lemon Brown's treasure and how did it reflect his life. what Your students went from reading the story to writing blues, but I would suggest a Close Reading activity to further their understanding of the text, integration of knowledge and meaning.

      Feel free to email me at angelamcnellage@gmail.com

      Angela

      • Mar 29, 2014 10:36am

        Hello Becky. Having used that story before, I think your lesson would have been more effective if you had included text-dependent questions to gauge the students' understanding of what was Lemon Brown's treasure and how did it reflect his life. Your students went from reading the story to writing blues, but I would suggest a Close Reading activity to further their understanding of the text, integration of knowledge and meaning.

        Feel free to email me at angelamcnellage@gmail.com

        Angela

        • Mar 30, 2014 9:17am

          I am so sorry that you were not able to please your principal. Sounds to me like you're teaching music/band. If that's the case, the way you teach it won't be the same as how you'd teach another discipline. And then it's hard to please everyone nowadays so don't take it too personal. Later, you will see, in case you haven't realized this yet, that it's really about the students learning. I am sure that you are an effective teacher. So having said that, I would now comply with your principal or lead teacher's expectations and infuse "text dependent questioning" strategies even though I am not thoroughly familiar as to what that exactly means. I'm wondering if it's one of the strategies that was shown in PD sessions so just comply and try to the fullest extent. The next time you're more confident about its implementation, drop your principal a line and ask to observe again. To be purposeful, you may ask your principal if you are implementing it the right way and just for diversion, ask him to observe the number of times you're interacting with both sexes. It's really not about the number of standards you hit but in your agenda, if you write the agenda, make sure to mention what standards you're trying to address. Mine ranges from 1 through three if you're talking numbers.

          • Mar 30, 2014 3:47pm

            Not having a specific component in your lesson does not mean your lesson was ineffective. The admin focused on one aspect of the lesson and generalized the lesson as we'll your "effectiveness." It is unfortunate. Personally, having a lesson, skill, etc. that falls outside of ccss does indicate ineffectiveness.

            • Mar 31, 2014 12:03am

              Katie & Angela have offered sound advice. I agree. One thing that stood out to me in your description is that you did not state what the objective of your lesson was. If you don't have a clear vision of the learning outcome of your students (not just what activity & assignment they will do) than it's hard for you to see how they should be using the text you've provided as a necessary piece of their learning. If all they really had to do was make up their own blues lyrics and use a program to produce their song, what was the actual learning they gained and why did they really need to read about the history of blues? Was the objective to learn how to write a blues song? How to use GarageBand? Or did you really mean for them to analyze and synthesize different texts (on the history of blues)? One last point: It's apparent that you work hard to make the learning meaningful and engaging for your students. Engagement, however, is only as good as the activity's direct link to the objective. Perhaps that's not what you did at all, but certainly something to keep in mind. Good luck to you.

              • Apr 19, 2014 5:23pm

                For me, i think a reading task is assigned for purposes in order to come to a thorough understanding of a passage .and after doing some practice students produce , imitate a model , react to the reading passage, reinvest acquired language ...etc And through reading they acquire recycle new vocabulary and grammatical structures .Pupils in this case will be equipped well to write or speak .In all cases your students learn something from the lesson but they can learn more so they will be more productive .