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I'm currently an English Education major at Illinois State University.  After I get my certification (and a job!) I plan to continue on for certification to teach Spanish and English as a Second Language. 
 
 
 
Jodi's Philosophical Statement

 

I believe that all children, regardless of race, gender, color, socioeconomic status, nationality, and ability are entitled to and deserve a fair, equal education.  I believe that all children should have access to the great classics of literature; challenging science, math, and technology classes; music, drama, and multicultural, non-biased world history.  As a teacher, it is my responsibility to ensure that I make my classroom a haven for learning for all students, regardless of their circumstances.  If I wish to live in and promote a democratic society, I must take responsibility to uphold the basic tenet of democracy--equality for all.  As a teacher, I will not only help uphold that tenet, but I will also infuse the spirit of democracy in our futurefor our students are our future.

            Teaching my content is an obvious necessity, but teaching my students will be my priority.  I reject the idea that students are empty vessels--they are complex beings with multiple things going on in their lives.  Now, more than ever, it is essential to be available to my students if they ask for help.  Asking for help demonstrates trust, and it is up to me to build relationships with my students so that they are in a position where they feel they can ask for help.  Just like teaching content cant be my sole focus, I cant always assume that the help they ask for will be related to my area of expertise--whether it is related to my class, their general education, or their physical and mental well-being--I consider it to be my responsibility and duty to help them, whatever it takes.

            My reason for becoming a teacher is to instill a love of language and literature in all of my students, so that they can enjoy adult lives enriched by the beauty of the written and spoken word.  I intend to do this by teaching my students, not just my subject.  Employing multiple and supplemental texts, managed choice, and my own enthusiasm and passion for language, literature, and writing, I will make all attempts to reach every child.  The best way for children to learn and understand any subject is to make a connection between their world and what were trying to teach them.  Piaget has taught us so much about how we learn, and Gardners' multiple intelligences will definitely be transparent in my classroom, but Vygotsky counted something additional that has proven to be of ultimate importance in todays world:  culture.  This shouldn't be seen as a difficulty to be overcome; rather, it is an opportunity to learn from others cultures.  I will gladly take into account my students social and cultural influences--because doing so will help me help them make connections, and it will help me to learn as well.  Increasing my knowledge and that of my students helps diminish the fear of the unknown, and helps us all to grow--mentally, psychologically, and socially. 

            My beliefs and attitudes toward teaching have evolved over the course of my lifetime.  After a six-year stint in corporate America, I have realized that my heart was where I left it when I was in college the first time:  teaching.  Illinois State University has taught me how to use that passion and apply particular strategies and techniques throughout coursework, lectures, and classroom observations.  From theories of learning to higher-level questioning in lesson planning, the common theme has always been how to adapt what we know to the current issues in education today.   Assessment, multiculturalism, and increasingly inclusive classrooms all affect how students learn and therefore, how I will teachthe world isnt a vacuum, and neither is a classroom.  I have learned not only how to reach all students in an effective, sensitive way, but also how to deal with current, pressing educational issues.  It is this combination coupled with first-hand experience in observations and life that have prepared me for admission into professional education.  Although I occasionally berate myself for not having listened to my gut six years ago to get my certification, I feel that my own personal experiences and growth in that period of time will make me an even more effective, powerful teacher than had I become one back then.  Then it would have been a job.  Now I see a challenge, a career, and most importantly, a chance to make a difference. 

 

Lesson Plans

A sampling of my lesson plans is below--the first, one on Orwell's 1984 and the second, on Harper Lee's To Kill a Mockingbird, are not as thorough as the third, on Poe's The Tell-Tale Heart.  The one on Poe was developed as a prototype for how-to-make-sure-your-bases-are-covered.  Please forgive the formatting--some of it didn't carry over.
 
 

George Orwell's 1984

 

This lesson incorporates some of the current issues that exist today by confronting them head on.  My students will explore the meanings behind democracy, totalitarianism, and communism.  My goal is to instill a sense of understanding for other ways of life, so that they see from all perspectives, and not just the one in which they live.  I want them to learn that there are pros and cons to everything, and its best not to judge.  I also intend to lead them through discussion to an understanding that often in life there is no black or white answer--most answers are gray.

 

Objectives

By the end of the 12-day unit of 1984:

1.  Students will increase competency in the reading process by completing 1984 and the accompanying reading guide.

2.  Students will demonstrate an ability to apply their knowledge of literary terms to dissect a novel via class discussion and a graphic organizer.

3.  Students will compose a five-paragraph essay reflecting their understanding of 1984 and totalitarianism.

4.  Students will express their exploration of governments of other cultures through TILTs (Things I Learned Today), brainstorming, and in-class research and presentation.

5.  Students will compose a campaign poster to show their acknowledgement and understanding of the world as a global village, and of individual differences and preferences which exist on a personal and public level.

5.  Students will question our nations democracy, and what it means to each of us as individuals, by class discussion and brainstorming.

 

Materials

  1. A copy of 1984 by George Orwell
  2. Reading guide
  3. Graphic organizer
  4. World map outline
  5. History teacher!
  6. Butcher paper/posterboard
  7. Markers/colored pencils, crayons

 

Procedures

 

Day One

  1. What is a utopia?  Students will give their opinions and ideas of what a utopia is.
  2. Brainstorming for five minutes for what would make up your perfect world. 
  3. Discussion:  are those things possible?  Are there any negatives?
  4. Define and give examples:  Students will give their definitions and opinions of totalitarian state, democracy, communism, dictatorship.
  5. Review of literary terms:  What is theme?  Foreshadowing?  Plot?  Symbolism?
  6. In-class oral reading of first four pages.  Remainder of class period for silent, individual reading. 
  7. TILT:  one paragraph
  8. Homework:  read section 1:  pages 1-50 with reading guide.

Day Two

  1. Class discussion of section 1 for half of class period.
  2. Silent reading for remainder. 
  3. TILT:  one paragraph
  4. Homework:  read section 2:  pages 50-90 with reading guide.

Day Three

  1. Class discussion of section 2. 
    1. Handout graphic organizer and divide into small groups to come up with examples of (and why): Central theme:  totalitarian government as utopia
    2. Foreshadowing:  Big Brother, Winston should know better
    3. Plot:  the course of Winstons life
    4. Symbolism:  Julia as freedom/slavery

Students will report their examples and place on the overhead graphic organizer.

  1. Homework:  read section 3:  pages 90-120 with reading guide and graphic organizer.

Day Four

  1. Class discussion of section 3, graphic organizer.
  2. Silent reading for remainder. 
  3. TILT:  one paragraph
  4. Homework:  read section 4:  pages 121-160 with reading guide and graphic organizer.

Day Five

  1. Class discussion of section 4 and graphic organizer.
  2. Students brainstorm for 5 minutes to come up with at least four items to compare/contrast 1984 with Brave New World.  What similarities do we find in the literary elements used? 
  3. Silent reading for remainder. 
  4. Homework:  read section 5:  pages 161-200 with reading guide and graphic organizer.

Day Six

  1. Class discussion of section 5, graphic organizer
  2. Expert:  unbiased history teacher will come in to discuss effects of leaders like Stalin, Mussolini, Castro, PolPot, Hitler. 
  3. TILT:  one paragraph
  4. No homework.

Day Seven

  1. Review; silent reading for entire class period. 
  2. Homework:  read section 6:  pages 201-230.

Day Eight

  1. Class discussion of section 6, graphic organizer.
  2. Silent reading for remainder. 
  3. TILT:  one paragraph
  4. No homework.

Day Nine

  1. In-class research of totalitarian states.  Students must pick one such state and come up with five traits to that state. 
  2. Students will color in their country on the outline map.  Class discussion on findings.  Ask for and list on board pros and cons to totalitarian states and democratic states.  Compare findings to our elements for a utopia and discuss the similarities and differences.  Entice debate!
  3. Homework:  read section 7;  pages 231-268. 

Day Ten

  1. Class discussion of section 7, graphic organizer, overall novel.  Reiterate findings from yesterdays discussion of totalitarian states.
  2. Explain tomorrows campaign poster assignment; assign groups to result in even number of groups.
  3. Homework:  combine information from TILTs, graphic organizer, and brainstorming to write a five-paragraph essay on what youve learned from this project (due Day Twelve)

Day Eleven

  1. In-class campaign poster assignment:  each team will create a campaign posterhalf for Big Brother and half for Winston.
  2. Presentation of posters, discussion.

 

Quoteworthy:  Harper Lees To Kill a Mockingbird

 

This lesson incorporates some of the current educational issues like multiculturalism and race, gender, and socioeconomic bias.  Throughout the lesson based on point-of-view, I will not only add some drama (its a long book) by acting in a dual role as a scatter-brained, nose-to-the-grindstone, driven-by-the-deadline editor, but I also will explore these sensitive issues by helping my students see people as individualsnot black or white, male or female, rich or poor, normal or abnormal.  When we see people for their spiritwhen we walk in their shoeswe can transcend all of the other classifications that weve placed on people. 

 

Objectives

After completing the unit on To Kill a Mockingbird:

1.  Students will be able to give a precise definition of point of view through in-class writing, discussion, and article assignments.

2.  Students will examine TKAM for issues of race, gender, and socioeconomic bias via class/group discussion.

3.  Students will create their own newspaper using creative writing skills.

4.  Students will construct their own view of injustice in a letter to the editor.

5.  Students will question stereotypes and formulate their own ideas of stereotypes represented explicitly or implicitly in the novel.

6.  Students will analyze their own thinking regarding standing up for what one believes in using a graphic organizer.

 

Materials

Copies of To Kill a Mockingbird

Episode of Law and Order

Graphic organizers

Newspapers

Visors (like editors wear)

Blank roll newspaper paper

Crayons, markers, colored pencils

 

Procedures

 

Day One

  1. Post this quote on board prior to students entering class:   You never really understand a person until you consider things from his point of viewuntil you climb into his skin and walk around in it. 
  2. Prompt students with the following:  What does this mean to you?  What does point-of-view have to do with writing?  What kind of impact does it have?  (develop and lead this conversation to race and gender discrimination)  What is a stereotype?  Record responses on overhead sheetkeep for later.
  3. Introduce novel.  In-class oral reading of first five pages.  Remainder of class period for individual, silent reading.
  4. Homework:  read section 1 (Chapters 1-6) and reading guide.

Day Two

  1. Discussion of section 1 and reading guide. 
  2. Excuse self and walk into hallway.  Come back in with visor on, newspapers in hand, and an extremely busy, driven-by-deadline look in my eyebe an editor!  Introduce newspaper article assignment as an editor would:  students will pick one event in TKAM and will write an article describing the event for class publication.  Rush out of room, stash visor and papers, walk back in like normal.
  3. Remainder of class for silent reading.
  4. Homework:  read section 2 (Chapters 7-12) and reading guide.

Day Three

  1. Discussion of section 2 and reading guide.
  2. Remainder of class for silent reading.
  3. Homework:  read section 3 (Chapters 13-18) and reading guide.

Day Four

  1. Post this quote prior to students entering classroom:  Theyre certainly entitled to think that, and theyre entitled to full respect for their opinions, said Atticus, but before I can live with other folks Ive got to live with myself.  The one thing that doesnt abide by majority rule is a persons conscience.  What does Atticus mean by this?  Is it easy to stand up for what you believe in?
  2. Introduce graphic organizers and split into groups.  Groups will brainstorm and list things that are easy to defend and things that are hard to defend. 
  3. Class discussion of graphic organizers.
  4. Discuss section 3 and reading guide.
  5. Homework:  read section 4 (Chapters 19-24) and reading guide.

Day Five

  1. Discuss section 4 and reading guide.
  2. Remainder of class for silent reading.
  3. Homework:  read section 5 (Chapters 25-31) and reading guide.

Day Six                       

  1. Discuss section 5 and reading guide.
  2. Discuss point-of-view.  What effect does Scout have as narrator?  How would the story be different if told from Atticus point-of-view?  Aunt Alexandras?  Toms?  (lead discussion to gender, racial, social differences in point-of-view)
  3. Put original quote on board (You never really understand a person until you consider things from his point of viewuntil you climb into his skin and walk around in it.) and put up overhead from original discussion.  Now what does the quote mean to you?  How might we add to or take away from our original ideas? 
  4. Exit room and come back as editor.  Review newspaper article assignment. 
  5. Homework:  Write a newspaper article from any characters point-of-view in TKAM (due Day Eight).

Day Seven

  1. Brainstorm examples of issues in the novel (age, race, gender, mental health, socioeconomic class).
  2. Split into groups by number of issues brought up.  Groups will each take one issue and write (in-class) an article discussing that issue for the newspaper.  Explain to class that I know that nasty editor is demanding, so Im giving them practice in class with this article because shell be back tomorrow.
  3. Brief presentation of each article.

Day Eight

  1. Collect point-of-view articles.
  2. Post quote:  I dont know [how they could convict Tom Robinson], but they did it.  Theyve done it before and they did it tonight and theyll do it again and when they do itseems that only children weep What do you think Atticus means?  What are they weeping for?  Why do you think it seems that only children weep?  Why do adults not care? 
  3. Lets think about TKAM in modern times.  What do you think the outcome would be today?  What if Tom were convicted and sentenced to prison?
  4. Show Law and Order clip.
  5. Enter editor.  Discuss homework assignment:  Post the following information on overhead in newspaper article format so it appears its from a paper:  detectives have just discovered that Tom Robinson has been wrongfully convictedin fact, theyve proven his innocence what with the availability of DNA testing we have now, and Tom has just been released from prison.  As editor, act shocked, this is a breaking story here! 
  6. Homework:  Write a letter to the editor (yep, me!) that details your reaction to this article (due Day Ten). 

Day Nine

  1. As a class, compile articles into a giant newspaper (on butcher paper).  They are responsible for determining layout.

Day Ten

  1. Collect and read letters to the editor.  Discussion and wrap-up.
  2. Class homework:  none. 
  3. Editor homework:  put articles into Publisher and create newspaper for class and parent distribution.

Lesson Plan for The Tell-Tale Heart

 

 

Lesson Topic and Grade Level: 

Edgar Allen Poes The Tell-Tale Heart; 8th grade (adaptable for high school)

 

Lesson Description: 

Students will read aloud in class Edgar Allan Poes The Tell-Tale Heart, and through a pre-reading exercise, after-reading discussion, and story mapping, they will acquire a thorough comprehension of this short story.  They will use this understanding to complete a homework assignment requiring them to form their own opinions to write a one page essay, and complete an illustration of their ideas.

 

Students Prior Knowledge: 

Students will have an understanding of plot, descriptive language, and the elements of a short story.

 

Lesson Rationale:

It is essential for students to obtain skills in analyzing literature and forming opinions.  A lesson such as this will challenge students to expand their minds by thinking outside of the box, using their discernment and class discussion to understand and pick apart plot, narration, and an authors intent.

 

Lesson Objectives:

 

1.  Using a story map, the student will be able to apply his/her previous knowledge of the main elements of a story, by identifying the exposition, rising and falling action, climaxes and anti-climaxes, and resolution in The Tell-Tale Heart.

 

2.  The student will be able to evaluate the sanity of the narrator in The Tell-Tale Heart by composing a one-page opinion article.

 

3.    The student will be able to analyze the intent of Edgar Allen Poe as the author of The Tell-Tale Heart by creating an illustration that captures what they believe is the essence of the story.

 

ISBE Goals/Standards/Benchmarks addressed:

 

State Goal 1:  Read with understanding and fluency. 

  • Standard B:  Apply reading strategies to improve understanding and fluency.
    • Benchmark 1.B.3a:  Preview reading materials, make predictions and related reading to information from other sources.
    • Benchmark 1.B.3b:  Identify text structure and create a visual representation to use while reading.
    • Benchmark 1.B.3c:  Continuously check and clarify for understanding.
    • Benchmark 1.B.3d:  Read age-appropriate material with fluency and accuracy.
  • Standard C:  Comprehend a broad range of reading materials.
    • Benchmark 1.C.3a:  Use information to form, explain and support questions and predictions.
    • Benchmark 1.C.3b:  Interpret and analyze entire narrative text using story elements, point of view and theme.
    • Benchmark 1.C.3d:  Summarize and make generalizations from content and relate them to the purpose of the material.

State Goal 2:  Read and understand literature representative of various societies, eras and ideas.

  • Standard A:  Understand how literary elements and techniques are used to convey meaning.
    • Benchmark 2.A.3b:  Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.
    • Benchmark 2.A.3d:  Identify ways that an author uses language structure, word choice and style to convey the authors viewpoint.
  • Standard B:  Read and interpret a variety of literary works.
    • Benchmark 2.B.3a:  Respond to literary material from personal, creative and critical points of view.
    • Benchmark 2.B.3c:  Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations.

State Goal 3:  Write to communicate for a variety of purposes.

  • Standard A:  Use correct grammar, spelling, punctuation, capitalization and structure.
    • Benchmark 3.A.3:  Write compositions that contain complete sentences and effective paragraphs using English conventions.
  • Standard C:  Communicate ideas in writing to accomplish a variety of purposes.
    • Benchmark 3.C.3a:  Compose narrative, informative, and persuasive writings for a specified audience.

State Goal 4:  Listen and speak effectively in a variety of situations.

  • Standard A:  Listen effectively in formal and informal situations.
    • Benchmark 4.A.3:  Demonstrate ways that listening attentively can improve comprehension.

State Goal 5:  Use the language arts to acquire, assess and communicate information.

  • Standard C:  Apply acquired information concepts and ideas to communicate in a variety of formats.
    • Benchmark 5.C.3a:  Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.

 

Content Outline:

I.          Brainstorming:  What makes a scary story a scary story?  What elements does it have?

II.         Review of vocabulary homework from previous day.  (See vocab handout.)

III.       Think, think, think:  Pre-reading questioning to get their minds flowing in the

direction of the text.  (See Think, think, think handout.)

IV.       Reading of text aloud.  Begin with teacher reading, then use popcorn method with students.  Stop at specific intervals to review the importance of material just read. (See questioning page.)

V.        Story map:  students will gather in small groups to map out the story line, using elements of a plot.  (See story map.)

VI.       Review of story maps as a class.

VII.      Homework assignment.  (See assignment handout.)

 

Learning Activities:

Class discussion and participation

Reading prompt questions

Pre-reading activities

Oral reading

Story map

Homework

 

Student Assessment Procedures/Tactics:

Class discussion and participation to ensure thorough understanding

Reading prompts will assess the students learning and thinking

Completion of pre-reading activities and the story map

Homework assignment

 

Resources/Materials Needed (for students and instructor):

  • Copy of The Tell-Tale Heart
  • Vocabulary worksheets
  • Story maps
  • Homework assignment directions
    • Paper, markers, crayons, colored pencils

 

Possible Problems and Possible Solutions:

1.         Problem:  Some students may space out during reading aloud and may not

            comprehend the story.         

Solution:  Through reading-prompt questions and discussions, the whole class will have a good understanding of the story. 

 

2.         Problem:  Some students may not participate in class discussion and seem

            uninterested.

            Solution:  When they break into small groups to complete the story-mapping

            Exercise, we will walk around and make sure everyone is participating, and

            After will ask each pair to share part of their map.

 

Vocabulary:

Vocab worksheet includes:  hearken, dissimulation, sagacity, suppositions, vex, scantlings, audacity, reposed, vehemently, gesticulations, derision

 

 

Extended Activities:

The class homework assignment puts them in the position of a newspaper reporter who must illustrate a picture that they feels captures the essence of the story.  They must also write an opinion column on the sanity/insanity of the narrator/murderer.  The aim here is to have them come up with what is, in their opinion, the general theme of the story (via the illustration) as well as having them examine an abstract ideasanity/insanity (via the opinion column). 

 

References to Sources for Lesson Plan:

This lesson plan was adapted from Valerie Bos original, which can be found online at www.lessonplanspage.com/printables/PLATellTaleHeartDescriptLangHalloween8.htm.

An anticipation guide by Cherish Donaldson was referred to as well; this is located at www.westga.edu/~kidreach/telltale.html.

 

Questioning: 

·        What is your first impression of the narrator?  (Knowledge)

·        Identify the audience of the story.  (Knowledge)

·        What is it about the old man that bothers the narrator?  (Knowledge)

·        In your own words, describe the narrators plan, and his reasons behind it. (Comprehension)

·        Analyze his motives and plan and examine his sanity.  What are your thoughts?  (Analysis)

·        Has your opinion of the narrator changed any?  If so, explain and support.  (Comprehension)

·        What has happened?  (Knowledge)

·        Do we see another side of the narrator?  (insane, sympathetic)  (Comprehension)

·        Why?  (Application, Analysis)

·        Interpret this statement to his plan and what he was trying to do.  (Application)

·        How does the narrator kill the old man?  (Knowledge)

·        In your own words, interpret the given quote.  (Comprehension)

·        Is that what you would say?  (Synthesis)

·        What does this make you think about the narrator?  (Analysis)

·        Do you think he was really fearless, or trying to convince himself he was fearless?  Why or why not?  (Evaluation)

·        Will he get away with his crime?  (Evaluation)

·        What happens to the calmness/sanity of the narrator?  Compare and contrast it at the end to the beginning.  (Analysis)

·        Why do you think he hears the beating heart?  (Synthesis)

·        Does he really hear one?  (Comprehension)

·        Had he not confessed, do you think he would have been caught?  Why or why not?  Predict your own ending.  (Evaluation)

 

 

 

Strategies for individual differences:

There are wonderfully exciting readings of this short story that could be utilized in class for anyone with sight/reading difficulties.  Many learning difficulties are already addressed in this lesson by the oral reading/following along, as well as stopping mid-reading to ask questions and clarify.

 

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