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  • Teacher 2013

    English  Education is not preparation for life; education is life itself. ~John Dewey

     Live as if you were to die tomorrow. Learn as if you were to live forever. ~Gandhi

     Maybe it’s not about the happy ending. Maybe it’s about the story. Skye

    Reichert “When you’re a kid, they tell you it’s all… ‘Grow up, get a job, get

    married, get a house, have a kid, and that’s it.’ But the truth is, the

    world is so much stranger than that. It’s so much darker. And so much

    madder. And so much better.”

    Who am I?

    My name is Skye Reichert. I was born in

    California but lived my whole life just

    outside St. Louis, Missouri. I am married

    and have two cats, but no kids yet, and love

    my great little family. My Husband is a

    paramedic instructor at Abbott, and a

    wonderful guy.

    Being an English teacher I obviously love

    literature and maybe that's what makes me

    a nerd. I love the classics but if I had to pick

    something for casual fun reading I would

    pick a YA book any day. My all time favorite

    book is Harry Potter. I'll tell you now: I am a

    Potter-Head, it’s kind of an obsession.

    Education and Career I went to high school at Fort Zumwalt North in O’Fallon, MO. I got my Associates of Arts at St. Charles

    Community College and then transferred for my bachelors to UMSL. My first teenage job was at a ball

    park over the summer. I also worked on campus at the community college in the student center. I soon

    got a part time job at Schnucks and started to substitute teach for Fort Zumwalt and Orchard Farm. I

    absolutely love education. I love English but even more, I love to teach.

    I don't watch a lot of TV but my favorites

    are Psych and Doctor Who. I am happy to

    give and take recommendations for

    Television and of course reading material.

    I am so excited to have you in class this

    year and look forward to all the exciting

    things we will do as we go throughout the

    year and get to know each other.

    Remember that as your teacher I will be

    available to help whenever you need me.

    Just ask!



  • Song of Myself

    American Literature

    Skye Reichert

    Fall 2013

    Rationale: I believe that students should be exposed to some classic literature. I

    want them to be able to appreciate the writing, wit, humor, and deep thought as

    well as to understand why it is considered classic. I don’t expect all of my students

    to understand every aspect at once, but there is one thing I plan to teach to really

    help them understand through Whitman. They will learn how to see things in a

    different way. This unit is important because it teaches how to see and show

    tolerance for others and celebrate yourself. This unit is about allowing students to

    take and make this work personal.

    Summary: In this unit students will see and do a variety of creative projects to

    learn and express their knowledge. In addition to reading Whitman they will watch

    video clips about Whitman and perspective. They will also see where his work has

    been used for advertisement. Students will create a poster project in small groups

    about the modern uses and depictions of Whitman’s work. They will be tested

    about the work in the forms of a written test and spoken poem to show that they

    grasp the big ideas and rationale of the unit in this class.

    Essential Questions: What does Whitman really mean by “myself” in the title and

    why is it so important? How does his work give meaning to your life or help you

    find that meaning?


     CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text,

    including how they interact and build on one another to produce a complex

    account; provide an objective summary of the text.

     CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

    meanings; analyze the impact of specific word choices on meaning and tone,

    including words with multiple meanings or language that is particularly

    fresh, engaging, or beautiful.

     CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

    purpose, and audience.

     CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

  • with diverse partners on grades 11–12 topics, texts, and issues, building on

    others’ ideas and expressing their own clearly and persuasively.

     CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    o CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

    o CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning of words with similar denotations.

    Literacy Strategies:


    ~Ten most important words


    ~Discussion/Think Pair Share

    ~Exit slip

    ~Word wall

    ~Question of the Day


    ~Poster Project


    ~Card game


    Length of Unit: This unit requires fifteen days (three weeks) of approximately 50-

    minute class periods.

    Materials and resources:

    School will provide: Computer lab with internet access, classroom, reading

    material (Song of myself by Whitman), white board and projection unit.

    Teacher will provide: Poster paper, worksheets, rubric, calendar,

    safe/inviting environment for learning.

    Students will provide: Note paper, writing utensils, highlighter, positive

    attitude, open mind.


    Pre-Assessment: KWL chart, question of the day

    Formative Assessment: Discussion, Question of the day, notes, student

    teacher conferences, poster project

    Summative Assessment: Written test evaluated with a key and oral poem

    presentation evaluated with a rubric and written feedback.

  • Song of Myself Unit

    Teacher Calendar

    Monday Tuesday Wednesday Thursday Friday

    Introduction of




    Lesson One

    Introduction of



    Lesson Two

    Reading and

    annotation of


    Scene Illustration

    Lesson Three

    Poetic elements of

    song of myself

    Lesson Four

    Continue poetic



    Lesson Five


    Mrs. Doubtfire

    Card game

    Lesson Six

    Whitman in

    modern day

    Levi commercial

    Paper Towns

    Lesson Seven


    Introduce Poster


    Lesson Eight

    Celebration of

    Self introduction

    Dead Poets

    Society Video

    Lesson Nine




    Student teacher


    Lesson Ten

    Modern day



    Lesson Eleven


    Lesson Twelve



    Lesson Thirteen



    Lesson Fourteen

    Wrap up


    Go over


    Lesson Fifteen

  • Introduction

    (Two 50-minute class periods) Lesson 1&2

    Rationale: It is important to get the students attention and find out what they know

    about the topic I am going to teach. The first two days of the unit are to get to the

    basics and to get the students excited.

    Objectives: Students will tell what they know about Whitman and his work Song

    of Myself. Students will learn the basics about Whitman and his poem.

    Materials: For teacher: Projector, internet

    For students: Books, paper, writing utensils, highlighter, notebook

    Framework: Initiating

    Format and Grouping: Direct Instruction/Presentation; whole class

    Literacy Strategies: Question of the day, KWL, Annotation, Ten words

    Phase One: (lesson one)

    ~Start class with QoD (Question of the Day): What do you know about

    Whitman? Have you ever heard of him?

    ~Ask students to share what they know in discussion

    ~Start filling out KW of chart

    ~PowerPoint on Background of Whitman and his work

    Phase Two: (end of lesson one/beginning lesson two)

    ~Terms about Whitman

    ~Answer questions about his life and his work

    ~Start class with QoD: What do you think that Song of Myself will be about?

    How do you think it will end?

    ~Discuss QoD

    Phase Three: (lesson two) ~Go over terms to understand SoM and terms