“Teaching respect is not enough, you need to embody it.” –Gabriella Avallone

"Be who you are and say what you feel, because those who mind don't matter and

those who matter don't mind." –Dr. Seuss

“In life, it’s not where you go-- but who you travel with.” –From the bottom of a

Charlie Brown Cartoon

Becoming a teacher would mean a great deal to me. It would mean that I will have accomplished

one of my life goals. Teaching has always been in me, I used to play teacher with my best friend

growing up. I helped her with everything she struggled with in school and to this day it still

happens. I have always been the person people come to for help with writing papers or just

needing someone to look over their paper if they needed a fresh eye to catch any mistakes.

Helping people has always been a passion of mine and all I ever get in return is the “AH HA”

look when something finally clicks and they understand whatever was troubling them, and that

will forever be all I need to keep fueling my love of teaching. ~Gabriella Avallone

Halloween 2012

Me as Lenny from Of

Mice and Men

Denver Football Game

December 2012

Me with Matthew

Whitwell

Teaching

It was a day like any other when I walked into the home of my babysitter one summer

around the year 1993. I had done the same action hundreds of times before but sitting in the

living room with my now best friend, Kristin, began my teaching career.

We were just sitting there playing house when I decided that she was doing it wrong and

wanted to play a new game. So I stood up and began to rearrange everything so it looked more

like a classroom instead of a kitchen and we started to play teacher. Of course I was the teacher

because I have always been a take charge of the situation kind of girl. We acted out a scene from

Sesame Street. I am pretty sure it was the episode where Elmo was trying to figure out how

different people felt happy in different ways, so my instructions to Kristin were to tell me how

she gets happy and act it out. But, she could not just smile and laugh, she did not get the

assignment at first so, being the teacher I hope to be one day, I swallowed my pride and I just

started to dance around and have fun. Kristin could see what I was doing made me happy and she

then understood. She got up went into the cupboard got crayons and paper and began to draw. It

was a very simple act of drawing a sun in the corner and flowers on the paper but her face lit up

and exceptionally happy.

I know that is not a normal example of playing teacher growing up but seeing Elmo and

the other characters on Sesame Street that day looking so happy just made something inside me

want to make sure Kristin got the same meaning out of that episode. No matter what it may be, if

it makes you happy, then go ahead and do it. And to remember to only color on paper because

her happiness spread to the walls and since she was having so much fun, the teacher abandoned

her post and joined her pupil by grabbing a crayon and enjoying our new assignment of making a

mural of flowers on the living room wall. When her mom came in from the family room and saw

our assignment was complete, she gave us our next assignment, a time out because we were not

supposed to let our happiness spread to the wall. Go figure.

The past may have been where I started my life goal of becoming a teacher just by trying

to find what made my best friend happy, but what is a goal if there are no plans to set everything

in motion. What do I want to share with my future students? That is a great question, I would

want to share with them that reading is a great deal of fun. When a student can grab a book,

cannot put it down, and lose all track of time that is one of the best things that can happen to a

student. Time sometimes feels like it is moving way to fast and what needs to happen is for

students or whoever really, to just sit down and read a book, just get lost in its pages for a while.

Another idea I would love to get across to my students is that everyone has an opinion

and everyone has the right to share that opinion without getting laughed at or feeling

embarrassed. One thing that I want to stress in my classroom is that all students have the right to

be heard and to ask questions. No one should feel embarrassed about whatever s/he has to say. I

would basically love to create a safe environment where students can be free to talk about the

assignment and show how they feel. As a classroom we should be there for each other because

everyone needs the chance to be heard and to feel respected.

I want to teach my students how to draw out their imaginations and translate what they

are thinking to paper. A unique way to do this would be to immediately write down what they

think about the reading assignment after they have finished reading or if they cannot put what

they are thinking into words have them draw. Once this is done, they can then begin their writing

assignment. This is just a way to have some of the assignments student based so they feel they

have a say in some of the work that is produced in the class. Of course, not all of the assignments

will be student based, I will have to step in there and teach them new ways to write and the

different aspects of writing. But, if they have more choices in which assignment or project they

want to do, hopefully, they can get excited about them.

Something else I would want to integrate into my classroom is different kinds of projects.

Much like the multi-genre projects, this is where a student can do anything from writing a paper

to making a CD as long as it is relevant to the readings their imagination can explode. Group

projects and discussions is another way to break up the day so they do not have to listen to me

lecture all class long.

The main thing I hope to see in my future students is excitement to learn something; it

does not have to be anything about English. But I just want to see drive in their eyes and not dull

lifeless ones that have just showed up to school that day because their parents made drove them.

As a teacher, I will do whatever is in my power to make sure I stay positive, keep a safe

environment, and stay up with new ideas so I do not bore my students to tears. I hope to instill

that learning can be fun in the same way Elmo inspired me to become a teacher just by finding

what makes me happy.

Unit: Fantasy Literature

Class: Adolescent Literature 1

Instructor: Gabriella Avallone

Dates: Spring 2014 March 3-28

The Rationale:

Adolescent Literature 1 is a course that will challenge students to look at different types of

writings. It will take them from poetry through novels and then ending up with graphic novels.

The intention is to introduce as many different types of writing that can be introduced in one

semester. Adolescent Literature is important for everyone to read no matter how old because it

introduces raw topics. Topics such as kids dealing with death, bullies, and mental or physical

deficiencies, Adolescent Literature is a way for students to see that they are not the only ones

going through tough times. Through this type of genre it will show how different cultures and

people deal with hard issues and hopefully this will open student’s eyes to think before they act.

The Summary:

Students will read Miss Peregrine’s Home for Peculiar Children by Ransom Riggs. They will

then discuss the idea of belonging, setting, the idea of fantasy as a genre, and relatable

characters. Daily they will discuss the book with classmates on the basis of how the book relates

to their life and how it relates to the world as a whole. Next the students will then be asked to do

a Multi-Genre Project where they will interpret the book individually and show me their

representation of the book through this project.

Essential Questions:

Can fantasy be related back to the real world?

How do the character(s) relate to the students personally?

Literacy Strategies:

Daily reflection

Brainstorming from the different pieces of art work individually and as a class

Interdisciplinary (connecting English with: art, science, history, and music)

Objectives:

Craft and Structure

CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are

used in the text, including figurative and connotative meanings; analyze the cumulative

impact of specific word choices on meaning and tone (e.g., how the language evokes a

sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to

structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,

pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience

reflected in a work of literature from outside the United States, drawing on a wide

reading of world literature.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in

two different artistic mediums, including what is emphasized or absent in each treatment

(e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of

Icarus).

(RL.9-10.8 not applicable to literature)

CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source

material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or

the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.9-10.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and

poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed

at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and

poems, at the high end of the grades 9-10 text complexity band independently and

proficiently.

By the end of grade 10, read and comprehend literature, including stories, dramas, and

poems, at the high end of the grades 9–10 text complexity band independently and

proficiently.

Length of Curriculum:

Four weeks, meeting two or three times a week, for 50 minutes

Materials and Resources:

School- (1) copies of Miss Peregrine’s Home for Peculiar Children (2) Access to

different Databases to help with the final Multi-Genre Project (3) Printing ability

Me- examples of art work from (1) the book and (2) time periods discussed in the book

Student- (1) Computer access (2) Writing supplies (ex.) pens, pencils, notebooks,

journals, loose-leaf

Assessment:

Formative:

o Daily reading reflections

o Draft work and peer reviews

o Quizzes

Summative:

o Multi-Genre Project

o Final Paper

Recommendation:

Students come to class willing to learn something new with an open mind be ready for whatever

the day may bring and to put forth a positive attitude.

Heading Class: Adolescent Literature Your Name: Gabriella Avallone Name of Lesson: Fantasy Time Frame: 50 minutes

Rationale Being able to recognize Fantasy in everyday life is a way to broaden your imagination. Getting inspiration from anywhere in your everyday life could lead to you becoming the next big name in the writing world.

Objectives Understand fantasy genre Understand Miss Peregrine’s Home for Peculiar Children

Materials Books, supplies, pictures

Instructional Framework

Initiating Constructing Utilizing

Lesson Plan Format

Teacher Centered: Direct Instruction: go over the fantasy genre Presentation: present ideas of how real world inspired some aspects of fantasy novels Concept: relating to real world Student Centered: Discussion: what happens in the real world that books this book can relate to Cooperative Learning: come up with more examples of how fiction comes out of the real world Problem Solving: make up their own fiction story to help others understand something in their everyday life

Grouping Whole Class Group work Individuals

Materials & Resources

School – books Teacher – pictures Student – paper, pens, pencils

Literacy Strategies Brainstorming Working in groups

Phase One Discuss fantasy aspects and the book they are required to read -character -setting -themes

Phase Two Work in groups to come up with how this book relates to fantasy and then to the real world

Phase Three Wrap up what I want the students to walk away with from the book

Formative Assessment

Working in groups Class discussion

Summative * Assessment

Explain final paper Explain MGP

Homework Assignment

Read chapters 1,2,3

Reminder The paper and the presentation will 50% of their grades

Lesson Plan Day 1

Heading Class: Adolescent Literature Your Name: Gabriella Avallone Name of Lesson: Fantasy Time Frame: 50 minutes

Rationale This lesson is to help improve not only your grade but your classmate’s grades. It is also meant to improve critical reading skills and being able to recognize mistakes in writing.

Objectives To edit others papers Learn constructive criticism

Materials MLA handbook, supplies, papers

Instructional Framework

Initiating Constructing Utilizing

Lesson Plan Format

Teacher Centered: Direct Instruction: get everyone paired up Presentation: go over constructive criticism and the form they are filling out to edit each other’s papers Concept: Learn to edit Student Centered: Discussion: each other’s papers Cooperative Learning: fixing one another’s papers Problem Solving: learning how critically read another’s paper and then in turn look critically at their one paper to fix any errors the peer-editor may have missed

Grouping Whole Class Group work Individuals

Materials & Resources

School – MLA handbooks Teacher – form they need to fill out Student – paper, pens, pencils

Literacy Strategies Editing papers

Phase One Discuss constructive criticism Get students into pairs

Phase Two Have the students edit 2 different papers and fill out a form for each one

Phase Three Wrap up the day get ready for the next class

Formative Assessment

Working in pairs Class discussion

Summative * Assessment

Explain final paper Explain MGP

Homework Assignment

Bring in rough draft of the entire paper

Reminder The paper and the presentation will 50% of their grades

Lesson Plan Day 6

Heading Class: Adolescent Literature Your Name: Gabriella Avallone Name of Lesson: Fantasy Time Frame: 50 minutes

Rationale This lesson is meant to get everyone prepared to present their findings to the class. It is also expected of students to give everyone respect while they are presenting their projects.

Objectives To edit others papers Learn constructive criticism

Materials Miss Peregrine’s Home for Peculiar Children, first half of MGP, papers

Instructional Framework

Initiating Constructing Utilizing

Lesson Plan Format

Teacher Centered: Direct Instruction: get everyone set for the day Presentation: get everyone on track for what I expect from the papers and the MGP Concept: Time in class to finish up homework Student Centered: Discussion: if they have any questions Cooperative Learning: helping each other out to come up with ideas for what to do next for the MGP Problem Solving: finalizing paper

Grouping Whole Class Group work Individuals

Materials & Resources

School – MLA handbooks Teacher – form they need to fill out Student – paper, pens/pencils, first half of MGP

Literacy Strategies Finalizing paper and MGP

Phase One Turn in homework

Phase Two In class work

Phase Three Hand back MGP and notes, talk about the next class

Formative Assessment

Class discussion

Summative * Assessment

Final paper MGP

Homework Assignment

Finished paper and MGP be ready to listen to the people presenting or be ready to present if it is not your turn

Reminder The paper and the presentation will 50% of their grades

Lesson Plan Day 8

Date: Activity:

Day 1

Tuesday

3/4

-Introduce book: discuss first half of the book. (characters, themes, setting,

fantasy genre)

-Class discussion on how the reading is going and how so far the fantasy genre

relates to the real world, how the characters are beginning to grow, what themes

are in the book, and how the setting affects the book

-Find out where students stand with the book

-Introduce writing assignment

-Homework-read chapters 1,2,3

Day 2

Thursday

3/6

-Reading reflection

-Discuss first 3 chapters.

-Go more in depth about the paper assignment

show example of what I am expecting

-Go over and questions the students may have

-Homework read chapters 4,5,6

Day 3

Monday

3/10

-Reading reflection

-Discuss the chapters

-Brainstorm on how the characters are developing

-Homework read chapters 7,8,9

Day 4

Wednesday

3/12

-Group work on how they think the book will end

Art Day.

-Show pictures of WWII and pictures from the book

-Partner up to make a story about one of the pictures that differ from how the

book uses them

-Homework read chapters 10,11

Day 5

Friday

3/14

-Reading reflection

-Discuss the book as a whole

-Assign the paper and introduce the MGP

-Individual work on brainstorming for the paper

-Homework come in with a rough draft of half the paper

Day 6

Tuesday

3/18

-Partner up and peer edit the paper (2 different times)

-Individual work to look over what others have said about the paper

-Homework bring in rough draft of the whole paper

-Assign MGP

Day 7

Thursday

3/20

COMPUTER LAB DAY

-Time to fix any errors on the paper, ask questions, get help

-Look up ideas for the MGP

-Homework first 4 assignment for the MGP

-Draw numbers to see when and who presents

Day 8

Monday

3/24

-Have students turn in first half of the MGP make sure they are on track, give

back at the end of the class so they can continue working

-Last day to work on the paper in class that will explain their take of their MGP

and the book

-Homework finish the paper and last 4 MGP are due next class

Day 9

Wednesday

3/26

-Turn in the paper

-Talk about my own MGP and ask if anyone has any last minute questions before

the presentation start

-Start the MGP presentations

Day 10

Friday

3/28

~PRESENTATION DAY~

Multi-Genre Projects include a series of generic

documents that are linked by a

central idea, theme, or goal.

They may forward an argument,

trace a history, or offer multiple

interpretations of a text or event.

They are rigorous forms of

writing, involving all of the

elements of a traditional research

paper: research and citation, coherence and

organization, purpose and aim of discourse, audience

awareness, and conventional appropriateness.

Ideas for a Multi-Genre Project

Journal Entries

Poem

Cartoon

Epilogue

Song Lyrics

PowerPoint presentation

Tabloid Article

Map

Personal Letter

The list can go on and on. It is up to you in deciding which

way the project will go. BE CREATIVE!! Good luck and

remember due dates are always closer than they seem.

Journal Entries

Evidence you read the book, a

summary possibly

Explanation of the direction you took

your MGP

MLA citations if needed

Multi-Genre Project (MGP) Important Dates and Deadlines:

3/4 Book is Assigned Read

Chapters 1,2,3

3/5 Read Chapters 4,5,6

3/10 Read Chapter 7,8,9

3/12 Read Chapters 10,11

3/12 ART DAY

3/14 Paper is Assigned

3/18 Rough Draft Due

MGP is Assigned

3/20 COMPUTER LAB

3/24 1/2 of MGP Due

3/26 Paper is Due

3/26 MGP Due

3/26-3/28

PRESENTATIONS

The Paper

Miss Avallone’s Class

Adolescent Literature 1

Miss Peregrine’s Home for Peculiar Children March 3-28 2014