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An Integrated Approach to the MME (Putting the ME in MME)

An Integrated Approach to the MME (Putting the ME in MME)

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An Integrated Approach to the MME (Putting the ME in MME)

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  1. An Integrated Approach to the MME (Putting the ME in MME) Wayland High School & Middle School November 30, 2007 Facilitators: Gayle Underwood Leslie Martin AAESA

  2. Group Warm up • Kevin Bacon • MME • Tigers • Mistletoe

  3. Goal • Increase student achievement on the MME writing while engaging them directly in specific Content Expectations. • Teachers will gain full understanding of the MME constructed response expectations imposed upon students at the 6th, 9th and 11th grade levels. • In groups teachers will create models that can be used in the classroom.

  4. MME Social Studies Rubric Criteria by Grade Level

  5. MME Scoring Rubric by Grade Level • 0-3 points for 6th grade assessment • 0-4 points for 9th grade assessment • 0-5 points for 11th grade (MME) assessment (samples)

  6. Position (Your students achieved 98% proficiency in spring 2007. Keep up the good work!) • Must be a clear yes or no position • Must give support for position • Must have clear position and support to receive any further points

  7. Core Democratic Values(Wayland students were 17% proficient in this area, spring 2007.) Students are given a list of Core Democratic Values to support their stand. • Common Good: Must mention “who sacrifices what” in order to receive the point (9th & 11th grade only) • Example, expand road from 2 lanes to 5 to alleviate traffic… • Pursuit of Happiness: Must mention that it does not infringe on the rights of others and must be legal! • List will now include the selection, “Freedom of Speech.”

  8. Data(Wayland students were 56% proficient in this area, spring 2007 MME.) • Three data sets are provided to students. • Students can use all or 1 to support their position. (Recommended that they use at least 2 in case they misinterpret one.) • If data is interpreted incorrectly, then students receive 0 points. • Students may present their own data, but it has to be cited completely and correctly. This is not recommended, but it has been accepted in some cases. Create your own graph

  9. Prior Knowledge(Students were 5.3% proficient in this area, spring 2007.) • Students must demonstrate they have prior social studies knowledge • Explicitly from history, civics, economics, geography—not just student’s opinion. • Current events of a national or relevant local nature • Local events have to be tied to a national scale.

  10. Prior Knowledge—Continued • Must be applied in such a way to support the position • Needs to reference a specific law, president, court case, study, etc. . . • Cannot “double dip” with CDV or data section.

  11. Opposing Argument & Refutation • Must suggest flaws in own argument and explain the opposing position. Samples: • “Others may argue_____, but they’re wrong because_________.” • “Even though opponents may say_____, I propose________.”

  12. Scoring Activity • Your group will read 6 examples of students’ anchor papers • Using the Social Studies Rubric identify the correct score for each paper. (The score they were given by the state) • Share results

  13. How did you do? • Anchor paper 1: Ben Jerelbo Score: 3 • Anchor paper 2: Harvey Theryet Score: 3 • Anchor paper 3: Shirley Knot Score: 1 • Anchor paper 4: Kenny Dewitt Score: 5 • Anchor paper 5: Rob Banks Score: 0 • Anchor paper 6: Anita Beer Score: 2

  14. Your Group Activity • Create a writing prompt for your students that will help them on the MEAP (9th) & MME (11th). • This process will be a vehicle for you to understand what is expected of your students • All prompts will be posted to our Moodle site so you have a plethora of prompts to use with your students.

  15. 8 step Template for you to follow(Handout) Step 1: Select public policy issue as it pertains to your content. Websites to find public policy:

  16. Step 2: State public policy in debatable terms Step 3: Cut & paste specifically related content expectations.,1607,7-140-38924---,00.html

  17. Step 4: Gather data, specific to the content expectation. The data acts as the “anchor” text. Find a linking and disparate text to offer at least two perspectives of the data. • HINT: You may be able to create your own data, or use Google to search for data.

  18. Step 5: Identify a related, historic case, public act, law, etc…that establishes a piece of “prior knowledge” that can be infused into the writing. • Step 6: Copy & paste the Core Democratic Value(s) that supports the issue you’re addressing.

  19. Step 7: Establish a (sample) thesis based on the information you’ve gathered. • Step 8: Identify potential counter arguments.

  20. MME Persuasive Writing Model • Email final copy to: • Make sure you include all members of your group as authors on the document. • They will be posted online on the AAESA’s Moodle site.

  21. Reconvene • Come back to this room no later than 10:15 to share your final product.