Mr. Cooper

Classroom528@aol.com

ntroduction: You are a frustrated student who has always tried to get your parents more involved in your life in your high school. Students whose parents show interest make their children understand that school is important by example, not just by saying it. You are on a committee that works with the principal to find ways to solve the problem of the lack of parental involvement.

ask: Your task is to do a presentation of your findings as to what parents must do to get more involved in the academic and behavioral life of their child and to investigate what happens when parental involvement is minimal. You will do the following to be evaluated:

Write a one-page paper telling what parents can do to get more involved both at school and at home.
In the same paper, tell why parents do not become involved and what the consequences might be.
You will read your paper to the class and your classmates will take notes and retell your findings.

Process:

Day one: You will be divided into groups of two or three. You will define the problem of parental involvement. Fill out worksheet.
Day two: Gather evidence. Fill out worksheet.
Identify the causes. Fill out worksheet.
Evaluate the policies. Fill out worksheet.
Develop solutions. Fill out worksheet.
Select best solutions. Fill out worksheet.

RESOURCES:

Please review the following sites to help you finish the above worksheets:

View article: http://www.helpforfamilies.com/frameparent.htm

http://www.montgomerycountyea.org/teampublish/108_461_1601.cfm

http://www.casey.org/whatworks/2000/11/practices.htm

http://www.sdcoe.k12.ca.us/notes/51/parstu.html

http://www.ericfacility.net/ericdigests/ed446340.html

EVALUATION:

John F. Kennedy High School

Combining Parents, Schools and Students

Name: ________________________

Teacher: Mr. Cooper

Date Submitted: ____________

Title of Work: ___________________

Criteria

Points

	100-90	89-80	79-70	69-65
Main/Topic Idea Sentence	Main/Topic idea sentence is clear, correctly placed, and is restated in the closing sentence.	Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence.	Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.	Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.	____
Supporting Detail Sentence(s)	Paragraph(s) have three or more supporting detail sentences that relate back to the main idea.	Paragraph(s) have two supporting detail sentences that relate back to the main idea.	Paragraph(s) have one supporting detail sentence that relate back to the main idea.	Paragraph(s) have no supporting detail sentences that relate back to the main idea.	____
Elaborating Detail Sentence(s)	Each supporting detail sentence has three or more elaborating detail sentences.	Each supporting detail sentence has at least two elaborating detail sentences.	Each supporting detail sentence has one elaborating detail sentence.	Each supporting detail sentence has no elaborating detail sentence.	____
Legibility	Legible handwriting, typing, or printing.	Marginally legible handwriting, typing, or printing.	Writing is not legible in places.	Writing is not legible.	____
Mechanics and Grammar	Paragraph has no errors in punctuation, capitalization, and spelling.	Paragraph has one or two punctuation, capitalization, and spelling errors.	Paragraph has three to five punctuation, capitalization, and spelling errors.	Paragraph has six or more punctuation, capitalization, and spelling errors.	____
Public Policy	Paper has clear definition of problem with evidence, current policies and solutions. Uses all 6 steps.	Paper has clear definition of problem with evidence, but missing one portion of the 6 step PPA.	Paper does not have a clear definition and uses some portion of the 6 step PPA.	Paper is missing definition of problem and/or findings from corresponding 6 step PPA.
				Total---->	____

Teacher Comments:

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CONCLUSION: English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and articles from public policy websites; relate texts and articles to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and articles represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Applied Learning Standards

A1: Problem Solving

A3: Information Tools and Techniques

Gather information to assist in completing project work.