“Teaching is caring about the students more than you care for yourself.”~ Angela O’Dell

“The mediocre teacher tells. The good teacher explains. The

superior teacher demonstrates. The great teacher inspires.”~ William A.

Ward

“Education is not the filling of a pail, but the lighting

of a fire.”~ William Butler Yeats

““Life is either a daring adventure or it’s nothing.”~ Helen Keller

I have wanted to be a teacher since I was eight years old. I used to place old school

desks on my front porch that my mom would buy me at flea markets and my

friends and I would play school. I was usually the teacher, sometimes the student.

When my sister was born, I would teach her the alphabet on my chalkboard.

Instilling knowledge in the minds of others always interested me. I worked in

daycare centers while I was in high school and community college. Then I spent a

few years in other fields. I came back to the profession, realizing I have always

wanted to teach. I also have a desire to teach other cultures and in other countries,

especially Asia. I believe that only through educating the world, do we become

smarter about ourselves and our place in it. ~ Angela O’Dell

Fairytales/Folktales and Fantasy Unit: 9th Grade English

Miss Angela O’Dell

Fall 2012 Unit Plan

October 1, 2012

Rationale: Fairytales, especially The Brothers’ Grimm has always been a part of Children’s’

Literature since the 1800s. Fairytales are otherwise known as folktales. They are used to teach

English in various parts of the world to students in beginning English classes. They are also used

to teach the elements of a short story to more developed readers. Alice in Wonderland by Lewis

Carol was a big contribution to Children and Adolescent Literature in the Victorian era of the

1800s. Both Grimm’s’ Brother’s fairytales and the literature of Lewis Carol are fantastical, and

use elements of literature such as good vs. evil, similes, metaphors, and other figurative

language. These tales are European additions to literature that children and adolescents of all

ages should become familiar with. These tales light up the eyes of a child and have themes that

youth naturally love to explore. Fantastical themes, irony, plays with logic, horror, cause and

effect, the human condition, good vs. evil and more are part of fairytales, as well as the literature

of Lewis Carol. There are certain elements that go with almost every fairytale that is written and

we as a class will explore those as well. While helping the students gain an appreciation for

literature, this unit will assist students in developing and perfecting their reading, writing,

speaking, listening, and pronunciation skills.

Summary: Students will read three fairytales by the Brothers Grimm and one novel by Lewis

Carol. Students will be introduced to the culture of fairytales, as having originated from Europe.

Students will be introduced to the parts of a story, such as the rise of the story, the climax, the

rising and falling action and the solution. Students will fill out a graphic organizer for each

fairytale or novel. Students will also be introduced to the central elements of fairytales. Students

will fill out a cause and effect graphic organizer showing their knowledge of the cause and effect

relationship of fairytales and other fantastical literature. Students will view videos in order to

link class content with the real world of fantasy creation on screen. Students will discuss

elements, cause and effect relationships, characters and themes they see happening in the stories.

Students will explore whether or not they like the genre of fairytales through a free writing

exercise. A psychological literary analysis lends itself to both Hansel and Gretel and Alice in

Wonderland. After being introduced to the psychological approach to analyzing literature,

students will analyze both stories, looking for psychological themes of approaches of the works.

Using the literacy strategy Musical Themes, students will think of three songs that relate to the

themes in the fairytales we have been reading and explain in a paragraph how those songs reflect

the themes in the fairytales we are reading. The songs each have to connect to one fairytale.

Students will gain an understanding of the fairytale-like, fantastical nature of Lewis Carol’s work

as it appeals to adolescents today, as it did in the nineteenth century. Students will explore

fantasy as it is introduced in Alice in Wonderland. Students will put themselves in the place of

literary characters by acting out a scene from their choice of the three fairytales by the Grimm’s

brothers. First, one day will be set aside to introduce the students to Shakespeare and his acting

company in order to get students excited about acting and to prepare them for the works of

Shakespeare and his plays and actors that they will be reading about in future units. A one day

summary of Shakespeare and the Globe Theater will be introduced. Through Think-Pair-Share

students will develop acting teams. Students will rehearse and act out their scenes which will

come from their chosen fairytales. A Jigsaw activity will be used, as well as exit slips along the

way in order to assess students on a formative level. The last week or so of the unit will be

specifically set aside for a reading and study of Alice in Wonderland. A finale will be held at the

end of the unit where students will create costumes of characters from Alice in Wonderland.

Students will dress up as their favorite characters and have The Mad hatter’s Tea Party on the

last day of class as a celebration of their success in finishing the unit.

Objectives:

By the end of this unit, students will be able to be able to compare and contrast fairytales

and their themes, elements and characters with 85% accuracy.

By the end of this unit, students will be able to fill out the elements of a story on a

graphic organizer with 90% accuracy.

By the end of this unit, students will be able to psychologically analyze a fairytale or

Alice in Wonderland through writing with 85% accuracy.

By the end of this unit, students will be able to analyze a character through writing with

85% accuracy.

By the end of this unit, students will be able to discuss and identify the themes and

elements of a story, figurative language, cause and effect relationships, and analyze a

character through class discussion with 90% accuracy.

By the end of this unit, students will be able to fill out a cause and effects chart for Alice

in Wonderland and fairytales with 90% accuracy.

By the end of this unit, students will be able to gather the meanings of words they do not

understand through use of the Oxford-English Dictionary with 90% accuracy.

By the end of this unit, students will be able to analyze fairytales through listening to

music and writing about it with the literacy strategy Musical Themes by 90%.

By the end of this unit, students will be able to demonstrate their ability to pronounce

vocabulary from literature of the 1800s, through acting out a scene with 85% accuracy.

By the end of this unit, students will be able to learn cooperatively through the use of

Jigsaw, acting, costume creating, and holding a tea party with 90% accuracy.

Length of Curriculum: Six weeks

Materials:

School: paints and cardboard to make costumes, markers, scissors, computer, overhead video

monitor to play movies, overhead for presentation, whiteboard or chalkboard, desks, enough

books for about 40 students

Teacher: CD player, cd, graphic organizers, handouts for students, Snow White and the

Huntsman movie, Alice in Wonderland movie

Students: line paper, pens, pencils, a readiness to learn, optional to bring funny hats or other

accessories from home for tea party

Texts: Cinderella by The Brothers Grimm, Snow White by The Brothers Grimm, Hansel and

Gretel by The Brothers Grimm, Alice in Wonderland by Charles Lutwidge Dodgson a.k.a. Lewis

Carol.

Common Core Standards:

Reading: 1, 2, 3, 4, 5, 6

Writing: 1, 2, 4

Speaking and listening: 1, 2, 6

Language: 1, 2, 3, 4, 5

Literacy Strategies: Think-Pair-Share, Musical Themes, Jig-Saw, Free writing, Discussion

Continuum, Quick Write, Character Analysis Breakdown, psychological analysis breakdown,

elements of a story, cause and effect chart, elements of a fairytale, actor’s showcase.

Assessment:

Formative Assessment: Summative assessments will include an introduction writing activity,

exit slips, in-class discussions, a compare and contrast writing exercise, graphic organizers, free

writing, Think-Pair-Share in order to pick acting teams, acting rehearsals, a vocabulary exercise,

a Musical Themes exercise.

Summative Assessment: a psychological analysis essay on a story we have studied in this unit, a

character analysis breakdown and a student acting showcase.

Means of Assessment: Rubric for psychological analysis, character analysis, and actor’s

showcase.

Recommendations: Students can view cartoon and movie versions of the fairytales at home on

DVDs rented from the store. This can help the students understand the plot and characters and

link the video to what is being read in class.

MONTH

of FEBRUARY 2013 Teacher’s Calendar

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2

3 WEEK ONE 4 Begin Unit:

Introduction

Give Intro writing assignment:

Students write and

introduce themselves to the

teacher.

5 Grimm’s’

Fairytales Unit: Introduce fairytales

and Grimm’s brothers, begin

Cinderella.

Resource:

http://www.kassel.d

6 Introduce parts of

a story, continue Cinderella

Discuss why

fairytale characters

are usually one dimensional.

7 Class discussion:

Cinderella

Have students fill out cause and effect

chart. Example:

Cinderella has until midnight to get

back to the carriage.

8 Introduce Snow

White: presentation

Begin Snow White

9

e/englisch/grimm/

Begin reading

Cinderella as a

class. Homework:

Students may read ahead if they prefer.

Play Disney music

from Cinderella Disney music

soundtrack.

Because she doesn’t

make it in time, what happens?

Have students complete exit slips.

10 WEEK TWO 11

Snow White Continued

Discuss figurative language with the

students as we read the story. What do

students notice

about the way certain characters

speak? “Mirror, mirror on the wall,

who is the fairest of

them all?” For example, what does

this mean?

Homework: Have

students write their own fairytales and

bring them to class the next day, using

elements of

figurative language.

12

Watch Snow White and the Huntsman

13 Class discussion:

Snow White and Snow White and the

Huntsman

Lecture/discussion:

fairytale elements seen in Snow White

14

Compare/contrast writing exercise:

students compare

and contrast Cinderella and

Snow White on 2 page in-class

writing assignment.

15

Students fill out graphic organizer

on elements of a

fairytale, using Snow White.

16

17 WEEK THREE 18 President’s Day

Discuss American

Presidents

Introduce Hansel and Gretel.

19

Hansel and Gretel

Class discussion: have class discuss

themes and overlying concepts

of the story:

cultures, views, morals and customs.

20

Hansel and Gretel continued

End of class

activity/Homework:

Have students compare and

contrast Hansel and Gretel and either

Snow White or

Cinderella by writing a 2-3 page

paper. Have students finish this

at home and bring it

back the next day. Example: Students

may compare the witch in Hansel and

Gretel with the evil

queen in Snow

White.

21

Have students draw out a scene the way

they think it is happening in Hansel

and Gretel

Free writing

exercise: have students write what

they think about the

themes and overlying concepts

in Hansel and Gretel, if they liked

the story, and why

or why not.

22

Have students fill out graphic

organizer for Hansel and Gretel with plot

rise, fall, and action.

Pick acting teams:

Have students develop teams of 3-

4 students and

choose whether to perform Cinderella,

Snow White, or Hansel and Gretel.

23

24 WEEK FOUR

25

Have students get into their acting

teams and map out their plan of how

they will perform a

scene of their choice from their

fairytale. Have students write

outline of scene and

character each actor will perform.

26

“All the World’s A Stage”-Shakespeare

Small intro to

Shakespeare and

Shakespearian acting

Rehearsal. Have

students strive for

perfection in acting out their parts and

27

Rehearsal continued

Assign Hansel and

Gretel

Psychological character analysis to

students. Have students read

scholarly sources

with examples of some psychological,

28

Put on a Show:

Have the three student groups

perform their scenes

from their stories. Have the rest of the

class watch the other groups

perform.

Have students fill

March 1

Jigsaw activity:

Have one student

from each group

pair up with one actor from each of

the other two groups and discuss

what they thought

the other groups did well and what they

March 2

Have students begin making their

costumes for their

parts. They will also create their set

design by using cardboard to make a

castle or a

gingerbread house and paint it. They

also may work on this at home for

homework. Have

students be creative!

improving their

English skills and pronunciation.

literary character

analysis. Due on the last day of class.

Students will have

time to work on this. It only has to

be their own opinion and what

they see about the

way the character acts and thinks. Ask

students to make sure they say how

this contributes to

the story.

out exit slip, stating

which performance they liked other

than their own.

Have them comment on the

other group’s English and

pronunciation skills.

could have used

improvement on. Have them report

back to their

original acting groups what they

found, and what they can improve on

in the future.

03 WEEK FIVE 04

Writing activity:

Musical themes to wrap up the unit.

Have students find three or four songs

that have lyrics that

remind them of the fairytales we have

just studied. Have them write down

why these lyrics

appealed to them and why they

embodied the fairytales they chose

them to represent.

This is the WRAP UP to the Fairytales

part of this unit.

05

New book: Alice in

Wonderland by Lewis Carroll

Have a small

presentation on the

life of Lewis Carroll, his legend,

his legacy and why so many movies

have been based on

his fantastical book. Resources we will

look at in class:

http://www.lewiscar

roll.org/carroll.html

http://lewiscarrollso

ciety.org.uk/pages/e

ventspeopleplaces/e

vents.html

Homework:

Students will use the website we

looked at in class about Carroll’s life

and find something

that we looked at in class that interests

them more and do a “web quest”. They

will find an

interesting topic and come back the next

day with a 1-2 page

paper written on the

topic about

Carroll’s life with works cited page in

MLA format.

Begin reading in

class pages 1-20 Have students read

pages 21-40 for homework.

06

Alice in

Wonderland Have a class

discussion in a U-shape with the

students. Remind

students of the rules of how to proceed

in a discussion. Man the discussion,

asking questions

that really delve into the story’s

themes and plays on logic that Lewis

Carroll is famous

for.

Read pages 41-51 in class.

Homework: have

students read pages 52-75 for

homework.

07

Alice in

Wonderland

Reading comprehension

Quiz. Did students

read the books? It’s time to find out.

Read pages 76-92 in class.

Have a class discussion. Have

students pick out reoccurring themes

and analyze

characters and their behavior through

discussion.

Homework: Have students read pages

93-115 for Homework.

08

Watch Alice in Wonderland the

movie by Tim Burton

Homework: Have students read pages

116-134 for homework.

09

10

WEEK SIX

11

WRITING ASSIGNMENT:

Have students

analyze The Queen of Hearts. Why does

she act the way she does? What famous

female figure is she

based on? What does she do at the

Mad hatter’s party that really shows

her true colors? Is

she a type of character that we

usually see in fairy tales or other

fantastical

literature? Why or why not? Do you

like her? Do students think she

contributes to the

story? Have them write 2-3 pages in

class on their thoughts about this

character and her

contribution to the story.

12

Time to make costumes and hats

for the tea party.

The unit is almost over and the kids

are excited for the tea party! Tell

students it is up to

them if they want to create the scene

more after the movie or after the

book.

Assign one group

that wants to volunteer to make

card costumes.

Have students paint the playing cards

with hearts, diamonds, spades or

clubs. Have some

students dress up as playing cards at the

party, assign one person to be Alice,

one to be the

Cheshire cat, another to be The

Queen of Hearts, one to be the

caterpillar, etc.

13

Presentation on Thoughtshots:

In class writing

assignment: THOUGHTSHOT:

Have students pick out a favorite scene

from the book and have them write

what they think the

character is thinking in more detail. 1-2

pages

Think-Pair-Share:

Have students pair up with a partner

and share each other’s’ writing.

14

Class

discussion/wrap-up:

Have a class

discussion with students as a whole

group about this

unit. Answer any questions students

may still have. Plan party for the next

day, arrange who

will bring snacks, and discuss any

possible scenes students may want

to act out from the

book during the party.

15

MADHATTER’S

TEA PARTY!!!

HAVE EACH STUDENT GET

UP AND SHARE ONE THING

THEY LIKED

ABOUT THE UNIT AND A

WRITING ASSIGNMENT

THEY

PRODUCED DURING THE

UNIT. STUDENTS WILL EAT

COOKIES AND

DRINK TEA. THEY WILL

ALSO HAVE THE OPTION OF

ACTRING OUT

SCENES FROM THE PARTY.

LOGIC SCENE: WHY DO

CERTAIN

PHRASES THE MARCH HAIR

SAYS NOT MAKE SENSE? WHY DO

OTHER PHRASES

POSSIBLY MAKE SENSE?

ANALYZE.

March 16

The UNIT is over. Time for a new one.

I hope students have

learned some new vocabulary,

improved their pronunciation skills,

and learned the

culture of fairytales, which is an English

and American custom. Also,

hopefully students

have learned the elements of a short

story, and ultimately improved

upon their English

skills!!

HEADING: LESSON LESSON PLAN

FAIRYTALES AND FANTASY UNIT: 9TH GRADE ENGLISH

Miss Angela O’Dell

Spring 2013 First 3-4 days of Unit

RATIONALE Students must be able to get to know each other and feel comfortable in their learning environment. Also,

students must be introduced to the framework of how a story operates in order to be able to follow the story and

its plot. Students should learn about The Grimm’s brothers, as they are the writers of the most popular fairytales

ever made. The majority of fairytales are written by them. Students need to be introduced to the elements of

fairytales. A good story to get the unit started is Cinderella, as it is not as gory as some of the others. Elements

of cause and effect can be introduced. For example, what happens when Cinderella does not make it back to her

carriage by midnight? What are the consequences?

OBJECTIVES

Students will become familiar with the elements of a story and its plot structure through the reading of the

fairytale Cinderella.

Students will understand the setup and themes of most fairytales.

Students will be able to read and discuss a fairytale, its themes, elements, and its characters.

Students will be able to understand the cause and effects relationship of the fairytale Cinderella through the

filling out of a graphic organizer.

Students will be able to have a class discussion and direct instruction lesson, and fill out a graphic organizer

about plot structure, themes, elements, and characters of a fairytale, through the reading of Cinderella.

READING MATERIAL Cinderella by The Grimm’s Brothers

INSTRUCTIONAL

*FRAMEWORK

INITIATING

LESSON PLAN FORMAT * PRESENTATION DAY 1/DIRECT INSTRUCTION DAY 2-3/DISCUSSION DAY 3-4

GROUPING WHOLE CLASS DISCUSSION, THINK-PAIR-SHARE FILLING OUT OF GRAPHIC ORGANIZER

MATERIALS &

RESOURCES

SCHOOL – OVERHEAD PROJECTOR, VIDEO MONITOR, WHITE BOARD, COMPUTER, DESKS, BOOKS FOR

STUDENTS

TEACHER – HANDOUTS FOR STUDENTS, GRAPHIC ORGANIZERS FOR STUDENTS, CD, CD PLAYER, A

COPY OF THE BOOK

STUDENT – pens, pencils, paper

LITERACY STRATEGIES

DISCUSSION, QUICK WRITE, THINK-PAIR-SHARE, DIRECT INSTRUCTION –HOW TO FILL OUT A STORY

ELEMENTS GRAPHIC ORGANIZER.

PHASE ONE

INTRODUCTION ACTIVITY: STUDENTS INTRODUCE THEMSELVES TO THE TEACHER

THROUGH WRITING AND PLAY THE ANIMAL ALPHABET GAME TO INTRODUCE THEMSELVES

TO ONE ANOTHER. EACH STUDENT MUST SAY HIS NAME AND THE NAME OF AN ANIMAL

STARTING WITH THE SAME LETTER OF HIS NAME. FOR EXAMPLE: ANGIE ARMADILLO

Teacher talks about and introduces the Grimm’s’ brothers fairytale unit. Short talk about The

Brothers Grimm, looking at of websites about The Brothers Grimm on the overhead via computer.

PHASE TWO

TEACHER PLAYS DISNEY FAIRYTALE SONGS ON CD PLAYER TO ACCLIMATE STUDENTS TO

THE CULTURE OF FAIRYTALES.

Introduction to students about elements of a fairytale: Example: Why are fairytale characters usually

one dimensional, such as good or evil? What do these lessons teach children? What lessons did they originally have for children in the culture and times of The Grimm’s Brothers?

STUDENTS WILL READ CINDERELLA AS A CLASS WITH THE TEACHER.

Class discussion: ten minutes. Answer any questions that students may have along the way about the

story, such as themes, elements, character elements, or vocabulary.

Some examples: What is the plot of the story? Is this the typical framework for a fairytale? Why or

why not? What is the plot? Who are the evil characters in the story? Is this typical of a fairytale? Who is the good character? What do the evil characters have against the good character? What does

the good character do to overcome their plight? Is there a hero in this story? If so, who is it? What is the resolution of the story?

PHASE THREE

Teacher introduces the parts of a story to students, such as plot, action, climax, rise and fall. Students

discuss what the story structure of Cinderella is. Class works together as a whole class with teacher to try and figure out the elements of the story of Cinderella using graphic organizer for elements of a

short story.

Then discuss cause and effect, give 2-3 examples and students then pair up into Think-Pair-Share

groups by choosing one partner and filling out cause and effects graphic organizer. Groups report their examples back to the class

FORMATIVE

ASSESSMENT

STUDENTS GIVE TEACHER THE TWO GRAPHIC ORGANIZERS; THE CHART ON SHORT STORY

ELEMENTS AND THE CAUSE AND EFFECT CHART. TEACHER REVIEWS TO MAKE SURE

STUDENTS UNDERSTAND.

Class discussion. Teacher will evaluate what the students understand the unit through class discussion.

SUMMATIVE *

ASSESSMENT

STUDENTS WILL HAVE TO FILL OUT ANOTHER GRAPHIC ORGANIZER ON THE STORY

ELEMENTS OF SNOW WHITE IN A FEW DAYS. THIS WILL FURTHER LET THE TEACHER

CHECK FOR STUDENT UNDERSTANDING AND PROGRESSION. STUDENTS WILL USE THE

SKILLS GAINED IN STUDYING THIS STORY TO THE REST OF THE UNIT.

HOMEWORK

ASSIGNMENT

STUDENTS MAY READ AHEAD IN CINDERELLA IF THEY PREFER, IN ORDER TO GAIN A

THOROUGH UNDERSTANDING.

HEADING: LESSON Lesson Plan

Fairytales and fantasy unit: 9th grade English

Miss Angela O’Dell

Spring 2013 First day 2nd week of unit

RATIONALE Students will be introduced to the figurative language of fairytales using the story of Snow White. For example, What does the apple stand for? What do some of the things that the characters say in the story actually mean? The students will be able to understand fairytales and the culture of fairytales better after this lesson. Teacher will check student’s graphic organizers during the lesson and at the end of the lesson for understanding.

OBJECTIVES Students will read Snow White as a class.

Students will gain an understanding of elements of figurative language used in literature such as similes, metaphors, idioms, personification, and alliteration.

Students will fill out a graphic organizer individually in order to demonstrate their understanding.

Teacher will check for understanding at the end of class by collecting the graphic organizers.

READING MATERIAL Snow White by The Grimm’s Brothers

INSTRUCTIONAL

*FRAMEWORK Initiating/Constructing

LESSON PLAN *FORMAT Concept lesson-figurative language

GROUPING Whole class reading/concept lesson, individual filling out of concept graphic organizer

MATERIALS &

RESOURCES School –desks, books

Teacher – handouts for students, graphic organizers for students, a copy of the book

Student – pens, pencils

LITERACY STRATEGIES Whole class reading

Concept lesson-figurative language and figurative language graphic organizer

PHASE ONE Class reads Snow White in order to prepare them for this concept lesson introducing them to figurative language.

PHASE TWO

The teacher discusses figurative language with the students. Class goes back and looks at certain passages in Snow White, looking for and finding examples of smiles, metaphors, symbols, and more. Students look at handout for the definitions of the kinds of figurative language that exists in literature.

PHASE THREE Students fill out a graphic organizer individually, giving more examples of what they have learned. Students should try to find at least one example of each kind of figurative language in the story.

FORMATIVE

ASSESSMENT

Students fill out the graphic organizer on figurative language. Teacher reviews to make sure students understand.

Teacher evaluates the student’s understanding of the elements of figurative language through discussion of some examples the class finds in Snow White as a group before filling out the graphic organizer individually.

SUMMATIVE *

ASSESSMENT

Students will complete a homework assignment in order to show their understanding. This will also improve their vocabulary and writing.

HOMEWORK

ASSIGNMENT Students will write their own fairytales for homework, using elements of figurative language. This will help the teacher evaluate student’s understanding and will help students to improve their vocabulary.

HEADING: LESSON Lesson Plan

Fairytales and fantasy unit: 9th grade English

Miss Angela O’Dell

Spring 2013, 2 days in middle of unit, week 3 or 4

RATIONALE Students will use their knowledge of the parts of a story and fill out a graphic organizer for the fairytale Hansel and Gretel we have been studying. Students will turn these into the teacher. Students will then develop acting teams of 3-4 students in order to act out a scene from their favorite fairytale. Student groups will write an outline of the scene and the character from the scene that each actor will perform. Students will learn teamwork, improve vocabulary, and be able to practice speaking with figurative language. Acting out a scene will help each student actor reinforce his or her knowledge of fairytales and literary elements. Watching other acting teams will reinforce knowledge of plot structure, character development and public speaking skills. Students will utilize artistic skills in making set design and costumes. Students who are more knowledgeable can help other students, reinforcing teamwork.

OBJECTIVES

Students will reinforce their understanding of plot and story structure by filling out a graphic organizer about Hansel and Gretel.

Students will develop acting teams. Students will begin working in groups in order to plan scenes. Students will fill out an outline of a scene with 85% accuracy. Students will improve their skills in public speaking, acting, and vocabulary through

acting out a scene. Students will develop an appreciation for artistic elements, such as scenery and

costume, which contribute to any acting scene or play.

READING MATERIAL Hansel and Gretel by The Grimm’s Brothers

INSTRUCTIONAL *

FRAMEWORK

Utilizing the end of the Grimm’s Brothers part of the literary unit

Constructing scenes and teams-middle of unit

LESSON PLAN FORMAT Cooperative learning

GROUPING Individual for graphic organizer, groups for student acting teams

MATERIALS & RESOURCES School –desks, books for students

Teacher – graphic organizers for students, paints for students, cardboard, construction paper for scenery and set creation, scissors, markers.

Student – pens, pencils, artistic ideas

LITERACY STRATEGIES Plot and story analysis using a graphic organizer

Reader’s acting groups, a version of Reader’s Theater

PHASE ONE Teacher will have the students fill out a graphic organizer about a story and plot structure for Hansel and Gretel, in order to check on student’s knowledge of the story.

Teacher will then tell students to pick acting teams of 3-4, centered on which fairytale and scene they would like to act out. Teacher will do this by calling on students first who raise their hand when asked if they liked Cinderella the best, for example. The teacher will then ask for volunteers who would like to act out Snow White, and finally Hansel and Gretel.

PHASE TWO

Student groups will fill out an outline of their story and a graphic organizer describing which scene they are acting out, as well as who is going to be which character.

PHASE THREE Student groups will prepare set design and costumes before rehearsing their scenes. Students will use paints, markers, scissors, construction paper, and cardboard provided by the teacher.

FORMATIVE ASSESSMENT Student groups of 3-4 students each give the teacher two graphic organizers; the scene outline and the characters and actors list.

SUMMATIVE *ASSESSMENT Student groups will be evaluated during their group work and will be evaluated for and cooperative learning skills. Later this will become part of a rubric that encompasses the acting group part of the unit.

HOMEWORK ASSIGNMENT Students may take home their costume and scenery projects and work on them. This is optional, but preferred.

HEADING: LESSON Lesson Plan

Fairytales and fantasy unit: 9th grade English

Miss Angela O’Dell

Spring 2013 Day 2, week 5

Lewis Carroll Presentation and Web quest

RATIONALE This presentation will be in preparation for the reading of Alice in Wonderland by Lewis Carroll. Lewis Carroll was a mathematician and a photographer, as well as a writer of children’s novels. Carroll led a very interesting life. The students should be introduced to this author and at least one of his works as part of this fairytale unit because children in America, as well as Great Britain love his books. All students should know this author and his works, both Alice in Wonderland, as well as Through the Looking Glass. For this class, since we are introducing the students to literature slowly, we will read Alice in Wonderland, his most famous work. Children from all over the world read Carroll’s books and enjoy movies made about them. The language and literary elements used in Carroll’s works interests students and sometimes peaks their interest to learn about this author’s work and life. Therefore, we will start out by covering some of this. There is such a wealth of information.

OBJECTIVES Students will become familiar with children’s literature author Lewis Carroll through watching of a class presentation and by performing a web quest.

Students will be able to perform a web quest about the life of Lewis Carroll with 90% accuracy.

READING MATERIAL

Source links for presentation and web quest: http://www.lewiscarroll.org/carroll.html

http://lewiscarrollsociety.org.uk/pages/eventspeopleplaces/events.html

INSTRUCTIONAL *

FRAMEWORK

Initiating beginning of Carol part of unit/Constructing web quest

LESSON PLAN *FORMAT Presentation

GROUPING Individual in desks for presentation

MATERIALS &

RESOURCES

School –desks, overhead and computer monitor for presentation

Teacher –website links so that students can write them down in order to complete web quests for homework, information for Lewis Carroll presentation

Student – pens, pencils, paper to write down notes on presentation and website links

LITERACY STRATEGIES Web quest

PHASE ONE Teacher gives a presentation on the life of Lewis Carroll. Teacher speaks about Carroll and makes it

interesting for students, such as the fact that Carroll was a photographer and mathematician, as well

as an author. Students should take notes. The teacher will answer any questions the students may

have.

PHASE TWO

The teacher will show students the websites about Lewis Carroll on the overhead. The teacher and students will navigate through interesting links about Carroll’s life.

PHASE THREE The teacher will assign the web quest for homework.

FORMATIVE

ASSESSMENT

The teacher will watch students for participation and interest during the presentation

SUMMATIVE *

ASSESSMENT

Students will complete the web quest as a homework assignment.

HOMEWORK

ASSIGNMENT

Students will perform a web quest on the life and works of Lewis Carroll, using the website links

given to the students by the teacher. These are the same website links the teacher briefly showed the

class during the presentation. The object of this homework assignment is for students to find a topic

or two that interests them about Carroll that they could research further. This is in the form of a web

quest. The student will write 1-2 pages about what they found and why it interested them. They will

include a works cited page.

MISS O’DELL

Psychological Analysis Rubric:

You are psychoanalyzing a character.

Points Content Links & Materials Reflections

5

Paper contains an excellent thesis and in depth, thoughtful, and detailed work describing and analyzing exactly what you see about the character with supporting evidence and points. Paper supports clear and grounded points of character’s psychological basis for his or her behavior, thoughts, and feelings. Good grammar.

Links and materials are of the highest quality and are used to support all of the points of the thesis in the supporting points in the body paragraphs. Scholarly sources used, MLA format used, excellent spelling, vocabulary, and grammar utilized.

Conclusion wrapped up the supporting points and made a good and clear argument supporting the main thesis about the character’s psychological state and the behavior and traits of the character.

4

Paper contains good and somewhat thorough evidence of the psychological thoughts of this character and why they behave the way they do. However, paper could use more evidence and supporting points. Acceptable grammar.

All links and referenced materials are of the highest quality and are scholarly sources. Most of the format is MLA and most spelling, vocabulary, and grammar are of the highest quality.

Student’s reflections in the conclusion support the arguments made in the thesis and in the supporting body paragraphs. Each body paragraph has a supporting point.

3

Paper shows promise, has some detail and some in depth psychological analysis of the character, but is not exactly what I am looking for. Paper needs more analysis, more examples, more supporting points, and/or more details.

About half of the materials are of the highest quality, except one or two of the links don’t work or could be a more scholarly source. Most spelling, vocabulary, and grammar are acceptable.

Student shows effort in reflecting on the thesis and supporting body paragraphs in the conclusion. Most supporting arguments and points, including those in the conclusion are satisfactory.

2

The quality of this paper leaves something to be desired. Seems like it was a rushed product of work, or the student did not express clear support of his or her points with substantial evidence to support his or her thesis.

Most materials and referenced hyperlinks work and are valid. Materials are fair quality.

Reflections and points attempt to support the essay’s main thesis, but fall somewhat short of completing this task.

1 The student did not understand the assignment.

Few materials are present and most of the hyperlinks do not work or are invalid. Materials are poor quality.

Reflections and conclusions of the argument are lacking or the student did not understand the assignment fully.

0 The student did not complete the assignment.

Links and materials do not meet requirements or are missing.

Reflections and/or conclusions are missing from this assignment.

Points total this Rubric: ___

Character Analysis Essay Rubric

Points Content Links & Materials Reflections

5

Paper contains an excellent thesis and in depth, thoughtful, and detailed work describing and analyzing exactly what you see about the character with supporting evidence and points. Paper supports clear and grounded points of character’s psychological basis for his or her behavior, thoughts, and feelings. Good grammar.

Links and materials are of the highest quality and are used to support all of the points of the thesis in the supporting points in the body paragraphs. Scholarly sources used, MLA format used, excellent spelling, vocabulary, and grammar utilized.

Conclusion wrapped up the supporting points and made a good and clear argument supporting the main thesis about the character’s psychological state and the behavior and traits of the character.

4

Paper contains good and somewhat thorough evidence of the psychological thoughts of this character and why they behave the way they do. However, paper could use more evidence and supporting points. Acceptable grammar.

All links and referenced materials are of the highest quality and are scholarly sources. Most of the format is MLA and most spelling, vocabulary, and grammar are of the highest quality.

Student’s reflections in the conclusion support the arguments made in the thesis and in the supporting body paragraphs. Each body paragraph has a supporting point.

3

Paper shows promise, has some detail and some in depth psychological analysis of the character, but is not exactly what I am looking for. Paper needs more analysis, more examples, more supporting points, and/or more details.

About half of the materials are of the highest quality, except one or two of the links don’t work or could be a more scholarly source. Most spelling, vocabulary, and grammar are acceptable.

Student shows effort in reflecting on the thesis and supporting body paragraphs in the conclusion. Most supporting arguments and points, including those in the conclusion are satisfactory.

2

The quality of this paper leaves something to be desired. Seems like it was a rushed product of work, or the student did not express clear support of his or her points with substantial evidence to support his or her thesis.

Most materials and referenced hyperlinks work and are valid. Materials are fair quality.

Reflections and points attempt to support the essay’s main thesis, but fall somewhat short of completing this task.

1 The student did not understand the assignment.

Few materials are present and most of the hyperlinks do not work or are invalid. Materials are poor quality.

Reflections and conclusions of the argument are lacking or the student did not understand the assignment fully.

0 The student did not complete the assignment.

Links and materials do not meet requirements or are missing.

Reflections and/or conclusions are missing from this assignment.

Points total this Rubric: ____

Student Acting Showcase Rubric:

Points Content and Delivery Group Cooperation Believability

5

The student demonstrated the highest quality acting. The student participated with his fellow students. Voice fluctuation, tone, and delivery were exceptional. The scene was of the highest quality. Costume and scenery were of the highest regard and presentation.

The student showed a high ability to be able to perform cooperatively with his classmates and work with them in a teamwork and group setting in order to produce an effective scene.

The scene was believable and the student and his group used the best approach to making the scene believable. Voice, articulation, voice fluctuation, vocabulary, and delivery were of the best quality.

4

The student’s acting was of very good quality. It was perceivable that the student put the scene together with care. Scenery and costume were mostly put together well.

It was evident that the student and his or her group worked together expressively well. The audience could see the work was brought into rehearsing and performing the scene.

The approach to the scene that the student brought was believable. The audience could see the thought and depth the student brought to the character. Vocabulary, voice articulation, grammar, and vocabulary was of good quality.

3

The content of the scene and its delivery by the student were of fairly good quality. The audience and the teacher could see an effort had been made.

The student cooperated most of the time with his or her classmates in rehearsing and acting out the scene of the fairy tale. It was evident a fair effort had been made.

The believability of the student’s acting of the scene was fair. The student made some effort. About half of the time the voice, delivery, vocabulary, and grammar showed believability and effort.

2 The student’s content and delivery showed an effort, but could use some work in one or more areas.

Group cooperation could use some improvement in one or more areas.

The approach of the student to the character and scene was marginal and could use some work in delivery, speech, voice articulation, grammar, or vocabulary. Improvement is needed.

1

The quality of the scene shows little effort and rehearsal was put forth and one or more areas in content, approach, and delivery could use some improvement made by the student.

The group cooperation was somewhat lacking and could use improvement. Classmates did not show the best cooperation in working together.

The believability quotient was low and the audience found it difficult to believe the characters when they acted out the scene. One or more areas were lacking and need improvement. The areas include voice

articulation, delivery, approach, voice fluctuation, grammar, and vocabulary.

0 This group needs a great deal of improvement in content and delivery.

Group cooperation is lacking considerably. This group needs to find new solutions to working cooperatively that will be put in place by the teacher before they work on another scene in another unit.

The group needs improvement in most areas, or did not practice or put forth the full effort.

Points total this Rubric: ____

Rubric Grade configuration:

Grade Rubric 1:_____

+

Grade Rubric 2:_____

+

Grade Rubric 3:_____

=_____

Your goal is to receive 3 grades of 5 points on each rubric. Anything falling

short of that shows work missing, work lacking in some area, or work that

could have used more editing, more presentation, or better spelling, grammar,

or delivery. The maximum points you can receive, then, for a perfect score is

45 points total.

45 points= A

41- 45 points= A

36- 40 points= B

32-37 points= C

27-31 points= D

1-26 points= F

You are expected to complete good, thorough, and thought provoking work

that is at the standards for a Missouri high school student.

Cause Effect

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Miss O’Dell

Your name:

_______________

_______________

_______________

_______________

Source: http://pinterest.com/pin/89720217546951037/

Miss O’Dell Your name: _______________________

Miss O’Dell Your name: ______________________

Words of language used in

Fairytale

Type of figurative language

used

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Real World Writing: Multiple Intelligences, Career Exploration, and Interview Unit: 11th Grade

English

Miss Angela O’Dell

Fall 2012 Unit Plan

October 30, 2012

Overview

Rationale: Students will gain a better understanding of real world writing when it comes to the

job search after high school and college, as well as consideration of careers and majors for those

who are college bound. Using writing in order to explore one’s future career provides students

with those skills needed in the real world after high school that are part of the Common Core

Standards. The Common Core Standards for writing, as well as for speaking, listening, and

language call for college and career readiness for high school students. The goal of this unit is to

equip students with those skills including researching careers, taking intelligence and interest

inventories, writing resumes and cover letters, and going for interviews. This unit will prepare

students with the real world job search and writing skills needed for their future. Gardener’s

Multiple Intelligences will be helpful in this process.

Summary: Students will take intelligence inventories and a personal interest inventory in order

to find what they may be interested in. If students have a career in mind, or decide that their

interests match up with one of their intelligences, they should focus on that career for this

assignment. Gardener’s Multiple Intelligence is a tool we will use in order to help students see

future possible careers, but students will make the ultimate decision as to their future career of

choice. This assignment will help prepare students for job search skills, no matter what their

ultimate career is, but it does help to have a career in mind. Learning about the world of work is

a prominent goal of The Common Core Standards. Real world writing will take place, as

students will learn how to write professional and thorough resumes and cover letters for their job

search assignment. A professional representative from the community from each of the eight

Multiple Intelligences will be visiting the classroom. Students will interview these professionals

about their fields, and then the professionals will interview the students who are interested in that

career field. Two different career representatives will come to the classroom each day. Students

will prepare for these visitors by writing resumes and cover letters to the career professionals

before they arrive. Students will learn professional resume writing, job interview skills, business

etiquette and proper interview attire. Students are expected to conduct themselves professionally

when interviewing with their career professional.

Objectives:

Students will write a professional looking resume with 85% accuracy.

Students will write a professional cover letter with 85% accuracy.

Students will dress in proper business attire with 95% accuracy.

Students will learn to conduct themselves professionally in an interview with 95%

accuracy.

Students will take Gardener’s Multiple Intelligences test with 100% accuracy.

Length of Curriculum: Two weeks

Materials:

School - overhead, desks

Teacher – handouts for students, copies of Gardener’s Multiple Intelligences inventory for

students, presentation on Gardener’s Multiple Intelligences and resume and cover letter

writing

Student – pens, pencils, an interest in the lesson

Texts:

Student handouts, sample resumes and cover letters, resume and cover letter templates,

Gardener’s Multiple Intelligences Inventory

Common Core Standards:

Writing: 4, 5, 7

Speaking and listening: 1, 6

Language: 1, 2, 3, 6

Literacy Strategies: Real World Writing-developing job search and interview skills.

Assessment:

Formative Assessment: Assignment in the form of drafts and mock peer interviews for

formative assessment.

Summative Assessment: The final draft and interview by a professional for the summative

assessment.

Means of Assessment: Rubric for final draft of resume and cover letter

Recommendations:

Remind students that they must focus on professional writing which is clear of mistakes and

has good spelling and punctuation. Students should really focus on their strong points when

writing the resume and cover letter. Students should focus on their professional dress and

interview etiquette, such as how to shake hands, as well.

Real World Writing Lesson Plan

Heading Class: 11th grade English Fall 2012

Your Name: Miss Angela O’ Dell

Name of Lesson:Real World Writing: Interview, Multiple

Intelligences and Career Exploration Unit

Time Frame : 60 minutes

Objective Students will learn about job interviews, resumes, and cover letters.

They will also learn about job search skills and Gardener’s Multiple

Intelligences.

Reading

Material

Student handouts, sample resumes and cover letters, resume and

cover letter templates, Gardener’s Multiple Intelligences Inventory

Instructional

Framework

Initiailizing and Constructing

Lesson Plan

Format

Presentation and Direct Instruction, problem solving

and discussion. This unit will last 2 weeks.

Grouping Whole Class/Individuals

Materials &

Resources

School - overhead, desks

Teacher – handouts for students, copies of Gardener’s Multiple

Intelligences inventory for students, presentation on Gardener’s

Multiple Intelligences and resume and cover letter writing

Student – pens, pencils, an interest in the lesson

Accommodati

ons:

Students may move closer to the front of class during the presentation

if needed.

Literacy

Strategy Real World Writing-developing job search and interview skills.

Phase One

The teacher will present a short presentation on Gardener’s Multiple

Intelligences and then will present the inventory for students to take.

Students will then take the inventory in order to find out their best fit

for a career. Different career fields from each intelligence will be

discussed by teacher.

Phase Two

Students will score their own inventories in order to find out what

their three strongest intelligences from Gardener’s Multiple

Intelligences are. Students will pick a career from one of their three

intelligences to focus on in their job search. The teacher will then

explain to the class that a career professional from each of the eight

intelligences will be coming to the class to speak and to give

interviews to students. Each student will be interviewed in week two

by a career professional of their choice in week two. Teacher explains

that students should start thinking of questions to ask the career

professionals, as well as possible questions the career professionals

may ask them when they interview them.

Phase Three The teacher will give the handout packets to the students, complete

with sample resume and cover letters and templates.The teacher will

show the class sample resumes and cover letters. The teacher will then

fill out a sample resume template on the overhead for the students to

see as an example. The students will participate by helping the teacher

fill out the resume template by answering questions when she asks, as

well as the template on their desks. The teacher will then assign the

homework. Each student will write a first draft of their resume and

cover letter for homework, focusing on their chosen career field (one

of the eight that are visiting the class on the second week of the unit.)

Formative and

summative

Assessment

Assignment in the form of drafts and mock peer interviews for

formative assessment. The final draft and interview by a professional

for the summative assessment.

Homework

Assignment

Each student will write a first draft of their resume and cover letter for

homework, focusing on their chosen career field (one of the eight that

are visiting the class on the second week of the unit.)

Reminder Remind students that they must focus on professional writing which

is clear of mistakes and has good spelling and punctuation. Students

should really focus on their strong points when writing the resume

and cover letter. Students should focus on their professional dress and

interview etiquette, such as how to shake hands, as well.

Miss O’Dell

Your name: _______________________________

We will learn how to write a resume and a cover letter and

submit them both to prominent people in the field of your

choice. An interview is your goal. Having an interview will

present you with real world job hunting skills that will help

prepare you for college and work.

Why care about this? The reason is because you will have

to have a job soon if you don’t already. You will hopefully

want to get a job in your chosen field either during, or after

college, so that you can make a contribution to the world

of work and make a living.

How do you know where your interests lie, if you don’t

already? We will take an intelligence inventory-Gardener’s

Multiple Intelligences in order to help you find out. If your

intelligence doesn’t match up with your interests, you may

take other optional interest inventories.

It’s time to get out there and experience what a job search

is like! Welcome to the world of

work! Who will come visit our classroom? People from

each of the 8 multiple intelligences.

For spatial: We will

have an artist.

Logical-Mathematical: Math teacher

Bodily-Kinesthetic: Athlete or Gymnast

Inter-personal: Business man or woman

Intra-personal: writer

Musical: music teacher

Linguistic: English teacher

Naturalist (which is a new one and isn’t listed on here, but

has been getting a lot of attention): We will meet someone

who works at a state park.

Sample resume template:

Your Name

Street Address City, State, Zip Code

Phone Number Email address

Education

High School Name – School City, State Dates of attendance

Work Experience

Company Name, Dates of Employment

Job Title, description, responsibilities

Company Name, Dates of Employment

Job Title, description, responsibilities

Achievements

List academic and other achievements

Activities

List volunteer experience, sports, clubs, etc. as well as dates of involvement

List volunteer experience, sports, clubs, etc. as well as dates of involvement

Skills

List computer, language or other personal skills here

List computer, language or other personal skills here

Tips for selecting interview attire:

http://www.jobiety.com/9-tips-for-dressing-for-

interview.html

Teacher’s calendar

October 2012

UNIT II: Miss Angie

O’Dell

SunSSday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31 1 2 3

UNIT II:REAL WORLD WRITING

Have students take multiple intelligences inventory. Introduce unit objectives.

Have students pick a career choice and write first draft of resume. Give students handouts and resume examples.

Have students write first draft of cover letter. Teach class how to write a successful cover letter.

Small groups:Students review each other’s first drafts of cover letters and resumes. Have them write 2nd drafts for homework.

Talk to students about proper business attire for interviews and possible interview questions they may be asked.

4 5 Have students

write final drafts of resume and cover letter for homework. Have students dress in interview attire and give each other mock interviews in order to practice for the professionals when they arrive.

6 Career Day: Have the first two career professionals come talk about their professions to the class. Then have them interview the students who want to explore their career. Have students give them interview and cover letter final drafts to look at. Have career professionals fill out evaluations of student’s interviews.

7 Career Day 2: Have athlete or PE teacher come to class and businessman or business woman. Have students give them interview and cover letter final drafts to look at. Have career professionals fill out evaluations of student’s interviews.

8 Career Day 3: Have writer and music teacher present to students and interview them. Make sure students keep asking career professionals plenty of good questions about their fields. Have students give them interview and cover letter final drafts to look at. Have career professionals fill out evaluations of student’s interviews.

9 Career Day 4 and FINAL DAY of UNIT II: Have English teacher and park ranger present, be interviewed by the class, and interview interested students. Each student must be interviewed by one career professional during this unit. Have students give them interview and cover letter final drafts to look at. Have career professionals fill out evaluations of student’s interviews. Student evaluations of experience: Have them write a one page paper describing whether or not they found this unit helpful and why.

10

Miss Angela O’Dell 10th grade American Literature Fall 2012

Your Name:______________________________

Discussion lesson

A Rose for Emily BY William Faulkner published

in 1930

Discussion/questions:

1. Why didn’t Emily ever marry?

2. What is the horrible smell in Emily’s house?

3. What is the genre of this short story?

4. Why do you think tobe never noticed the smell?

5. What are some themes that you notice in the

story?

(more questions on back.)

6. Do you think the story is depressing? Why or

why not?

7. Do you think this story is supposed to produce

shock value?

8. What is the meaning of the rose if there were no

roses in emily’s house?

9. What did the colonel tell Emily she didn’t have

to do?

10. Who is the opening funeral for?

11. Do you think it is significant that Emily is

the last of her family?

12. What did Emily’s father not allow her to do

when he was alive? What did Emily do to homer?

Why do you think she did it?

13. What did the towns people notice when they

came to Emily’s house one day?

14. Did you like the story? Why or why not?

The English Language Unit: English Syntax, History and Grammar

Miss Angela O’Dell

Fall 2012 Unit Plan

November 2012

Rationale: Students will learn about the English language in a brief 3 week unit. This will be a

fast paced unit covering the basics such as syntax, basic grammar, and a brief history of the

English language. This unit will prepare students for their future in college and further in high

school, so that they may learn more difficult grammar later. After this unit, students will have a

foundation to build on. Learning about their native language for natives, and their second or third

language for ESL students will be useful. Most students do not realize how the English language

that we speak today came about, nor do they care. After this unit, which will be fun and

informative, students will care and even enjoy the language. The learning of literature and how

to tell what an author is saying by the language he or she uses will also take place in this unit,

and is very helpful for future study of poets such as Shakespeare and Phillip Sydney.

Summary: This unit will begin by presenting students with basic grammar to be used as a

foundation for further learning in the higher grades and college, and will also hopefully be a

review of the grammar they learned in seventh and eighth grades. Afterwards, the teacher will

introduce a brief history of the English language, including its roots as a Germanic language and

the influence of the Norman Conquest. Poems will also be studied in order to help us investigate

certain types of grammar, including nouns, pronouns, verbs, types of verbs (such as linking

verbs), predicates, prepositional phrases, adjectives, adverbs, infinitives, phrases, clauses,

complex and compound sentences, phrase structure. Subordinate clauses will also be studied. It

is understood that this is a brief unit and therefore students are not expected to learn everything,

but to show that they have retained and are able to identify 75% of the information. Figurative

language will be studied including, but not limited to hyperboles, similes, personification,

metaphors, and alliteration. One week will be spent on grammar, one on the history of English,

and one on syntax and figurative language in sentences and poems. Punctuation will also be

studied. Students will also place their final poems and bio poems on an online discussion board

to be shared with the rest of the class. Dictionaries and thesauruses will be available for students

to sue at all times in order to clarify a word’s meaning in order to find a similar word (perhaps a

word they would use to say it better).

Objectives:

Students will show mastery in Basic English grammar with 80% accuracy.

Students will show basic mastery of spelling and punctuation of the English language.

Students will show a desire to participate and enjoy this unit with 90% accuracy.

Students will write 5 sentences displaying certain parts of speech as a summative

assessment with 80% accuracy.

Students will write a bio poem about an author whose poetry or prose we have studied for

this unit with 90% accuracy.

Students will write their own poem using the parts of speech the teacher asks for with

80% accuracy.

Students will write their own poem using correct sentence structure, punctuation, and

spelling with 80% accuracy.

Students will participate in an optional History of English party at the end of the unit.

Students will participate in class and all assignments leading up to the summative

assessments with 90% accuracy.

Students will learn figurative language with 80% accuracy.

Students will learn how to use technology to present their poems to each other at the end

of the unit.

Length of Curriculum: Three weeks

Materials:

School: Overhead computer/video player for presentations, blackboard, desks

Teacher: presentation materials, handouts, graphic organizers for students, rubrics for students,

class activity plans, such as for writing strategies

Students: line paper to take notes, pens, pencils, and a willingness to learn

Texts: Grammar book, handouts, handouts on syntax, handouts on history, articles on the history

of English, dictionaries and thesauruses.

Common Core Standards:

Reading: Standards for Literature: 1, 2, 4, 5, 6, 7, 9, and 10

Writing: 2, 3, 4, 5, 6, 9a, 10

Speaking and listening: 3, 6

Language: 1a, 1b, 2a, 2b, 2c, 4a, 4b, 4c, 4d, 5a, 5b, 6

Literacy Strategies: The Comma Rap (to be used at end of the part of the unit that is over

punctuation)-we read this as a class and then have students try to read it themselves out loud.,

Bio poem (because we will understand English and American poets and playwrights in order to

understand their grammar, poetry, and prose, but we must first write a poem about them in order

to understand their background in the history of English as a spoken language), Optional

Activity: Memory Box (done on a literary figure from one of the pivotal times in the

development of the English language, such as Shakespeare, Edmond Spencer, or Phillip Sydney).

Word Chains, Text Structure, Know the Parts of Speech

(http://www.nald.ca/library/learning/qlwg/unit14/unit14.pdf), Punctuation cards

(http://www.teachingideas.co.uk/english/files/punctuationcards.pdf), Free write (have students

free write sentences or a poem with certain clauses and phrases in them, as well as nouns, verbs,

and other parts of speech. The first free write will be for practice and the second free write and

poem will be for the final. The bio poem will also have a rubric.

Assessment:

Formative Assessment: check sheets to show that students have participated in the activities

with 75% participation and that they understand the material by at least 80%. These will be

checked by the teacher every day in her grade book. Students will be observed for participation,

enthusiasm, and understanding. Any student not participating on any given day will receive 0.

First free write of sentences and a poem using parts of speech the teacher asks for.

Summative Assessment: Students will write 5 sentences that show certain parts of speech that

the teacher asks for, such as an adjective phrase complement, for example. The students will also

write a bio poem of their choice on one of the authors whose poems we have studied for this unit.

Then the students will write their own poems using various parts of speech the teacher asks for.

We will have studied many different poems and other passages that showcase certain parts of

speech. An optional English History party will be available, where students can dress up like

kings or queens of England or France. (France had a great deal to do with our language being the

way it is today i.e., The Norman Conquest. Also English originated from the Germanic

languages.

Means of Assessment: Rubrics (three total) 1. Bio poem, 2. 5 sentences containing parts of

speech 3. Poem utilizing parts of speech and correct grammar, syntax, spelling, punctuation, and

vocabulary. The poem may also include a literary device, such as alliteration.

Note: Dictionaries and thesauruses will be readily available for this unit.

Student handout

We are going to learn about a history of the English language, its grammar, and its syntax. Welcome aboard. We need you as a valuable addition to our team. Your name: ___________ miss o’Dell’s class

What will we do?

Learn a history of the language that you speak every day-English.

Learn how certain poets and playwrights use English as figurative language and other parts of speech in order to make an impression upon the reader and to help get their message across.

You will learn how to write a poem like these english authors.

You will write a bio pome about an English author.

You will learn basic grammar for use in everyday life and in your future studies in high school and college. We will study parts of

speech, figurative language, punctuation, spelling, and vocabulary.

Through the use of reading and writing poetry in order to study the English language, students will learn about grammar. They will also learn how to utilize these tools in order to write sentences and poems of their own.

So get ready. Many fun activities will take place leading up to the final assignments.

You will enjoy learning the history of your native language if it is your first language. If English is your second or third language, you will enjoy learning more about English in order to do well in your future studies, in communicating in the future, and in the job market.

Get set and get ready to sail on an adventure out to the seas of English.

English also spread to other countries when England set sail upon other lands. English is a widespread language.

Optional literacy strategy activity: memory box

Your memory box must include facts about an english author we have studied obtained by research done in your spare time at home.

1. Make a nice, decorative box.

2. Include nice memories which come from facts obtaineD about the author’s life.

3. You may also use a time period, such as middle England, but you must use figures from that time period, and not more than two. Focus on the memories as speaking of the time period.

4. Be ready to show your memory box to the class.

Strangers in a Box

Author: Pam Harazim

Come, look with me inside this drawer,

In this box I've often seen,

At the pictures, black and white,

Faces proud, still, serene.

I wish I knew the people,

These strangers in the box,

Their names and all their memories

Are lost among my socks.

I wonder what their lives were like,

How did they spend their days?

What about their special times?

I'll never know their ways.

If only someone had taken time

To tell who, what, where, or when,

These faces of my heritage

Would come to life again.

Could this become the fate

Of the pictures we take today?

The faces and the memories

Someday to be passed away?

Make time to save your stories,

Seize the opportunity when it knocks,

Or someday you and yours could be

The strangers in the box.

sources: http://www.scrapbook.com/poems/doc/8365/112.html,

http://bygonedaysphotography.blogspot.com/2009_11_01_archive.ht

ml

Angela O’ Dell

English Teaching Methods

November 26, 2012

Final Culture Essay

“We are what we repeatedly do. Excellence then, is not an act, but a habit.” Aristotle

In writing my culture essay, I thought about what three areas to concentrate on. I realized

that I can also add other areas as they apply. The combination of cultural influences that make up

who I am as a person and as a future teacher seem to be an interesting mix. I always try to be

tolerable of others, no matter what background they come from, and because of my upbringing, I

am very open-minded and understanding of others.

I was born and raised in my early years in South Saint Louis, a cultural mega-center of

races, religions, creeds, and gender roles. My mother was a democrat, my grandmother a

Republican. So the values and ideas places on me almost seemed to go against each other, but at

the same time it allowed me to feel for the most part that I could choose my own path and make

my own decisions when the time came. My grandmother was a big part of my life, and so was

her second husband, my step-grandfather Grandpa Sam. He was German and the rest of us were

Irish, Italian, French, English, Scottish, and Native American-a cultural melting pot as my

mother used to say. Supposedly my father is English and German. My real grandfather who

passed away before I was born was Irish and Italian, and my grandmother was English, Scottish,

French, Italian (Sicilian), and Native American. I learned to accept others even though my

grandmother seemed to be somewhat prejudice against other races of people, something I

frowned on.

I went to a Christian school from age two for daycare to second grade, where I was in

The Girl Scouts and participated in many school races and fundraisers. I did not like basil

readers, and so I wasn’t the best reader in second grade. The summer after second grade I taught

myself to read regular books for children. I probably read over one-hundred books that summer.

I received a coupon for a free pizza from Pizza Hut for reading at least one-hundred books that

summer. When I entered the third grade at a public inner city school, I didn’t know what to make

of it. Apparently my mom and step-father had fallen on hard times and could no longer afford to

send me to private school. I was said to be the best reader in the class by my third grade teacher,

Mrs. Ivanko. Mrs. Ivanko was a red-haired woman with a prance in her step. Half of her class

consisted of second graders and half of third graders. She frequently would ask me to go out in

the hall and grade the second and third grader’s papers, telling me I didn’t need to do homework

because I was smart. Most of the work in her class was English and reading and I remember very

little math, other than adding large numbers. We read stories out of workbooks and filled in

circles with pencils for correct answers. We also did some grammar, although I can barely recall

it. It was this pivotal experience of having Mrs. Ivanko as a teacher that propelled me to want to

teach. I have wanted to teach then, since I was eight years old. Mrs. Shaw in fourth grade gave

me all A’s for my final report card. I was doing 7th

grade English in Mrs. Shaw’s fourth grade

class with special permission, as I wanted to see if I could do it. I found an old seventh grade

English book in the coat room of my South Saint Louis city public school that was all dusty and I

got to work. It was a little challenging, but I did it. I remember loving vocabulary and winning

most of the spelling B’s. I recall only English and not much math from third and fourth grade for

some reason, which I think really made me want to teach. English was always on my mind and I

always read in my spare time. I had a serious side and I liked to study. Teachers took me

seriously and I felt like I was the teacher’s pet. In fifth grade, math was difficult for me, but my

grandmother helped me learn long division. My favorite grade in middle school was eighth

grade, where I received a 97% for the year. My favorite English subjects that years that were

covered were The Diary of Anne Frank, grammar, surprisingly, and personification.

I spent my fourth and fifth grade years at that school, as well. We took trips every

Wednesday morning to The Art Museum in fourth grade and we took a trip in fifth grade to two

skating rinks and the McDonald’s boat that used to be on the river. There were some bullies, but

I was a good student and overall I had a pretty good time at this school. I was one of the only

white students and there were many African Americans. I got along with most of the students.

From time to time, I would encounter bullies, but I think that is normal. Thus, I have learned to

be tolerant of other races and I think that this is something I can bring into my classroom.

When it came time to switch schools for middle school, I encountered some problems.

The students were not friendly and liked to pick on the new kids. Suffice to say, I eventually

transferred to Hazelwood Junior High in Florissant, where I had a much better time. English

became my favorite subject again, with the class reading The Diary of Anne Frank and focusing

on grammar. I got a 97% in English that year. As I went on to school at Hazelwood Central, I

took a lot of English classes, some upper level, as I started out as a college preparation student.

English was one of my favorite classes other than art, because we had to take it all four years. I

had times where I wasn’t doing my best in my English classes, because I was required to have an

after school job at that point, but I always made sure that I was exposed to the classics.

As a child I really liked performing and singing in front of the family. When I wasn’t

being serious I liked to do things for attention and at times was thought of as a little goof ball by

my family and friends. At other times, especially when doing homework or studying, I was

extremely serious. My mother could not understand how I could be both. I guess I just thought

there was a place and a time for both, but did not always do each at the appropriate times. As I

became older and began to be a teenager, I became much shyer, especially around boys. I was

not as outgoing in general, but I was still somewhat outgoing around my female friends and was

still very studious. My shyness around boys then lasted until about age 20. I was a part of a lot of

clubs in high school and still tried new and different things. We had a lot of social gatherings at

church and I was part of the youth group. Some of my favorite times were our overnight lock-ins

for teenagers, which included some of my favorite sports to play in high school, tennis and

basketball. I no longer play sports, as I suffered a couple of injuries in young adulthood and in

my freshman year of high school I broke my shoulder while serving volleyball for my team. I

also ran track, but could never win at long distance. I was an excellent sprinter and I helped my

team to win first place in the relay race when we were behind before the baton was handed to

me. I miss my high school days overall and I feel I was a pretty well behaved kid. I remember

watching other students act out a little bit or talk too much in class and the teacher having to

reprimand them, but I was mostly shy and quiet in high school. Early in college, I saw how my

extreme shyness which had developed to an extreme case again was making opportunities

difficult for me. I then decided it would be good for me to work in public again, like when I

worked fast food in my later high school years. I decided to work retail at K-Mart in order to

break out of my shell, so that if I ever decided to return to my teaching major that was my dream

that I would be able to speak to the class I was teaching. It also made me more social and I made

many new friends while working at K-Mart. This started my professional retail career that

spanned many years and I took time off of college during this time. I finally decided to return

and finish what I started at the community college. However, I felt that a concrete basis of

English and the liberal arts would prepare me to teach once I entered graduate school, so I opted

for a degree in the College of Arts and Sciences. The Art History began as a minor, but turned

into a major as well, because the more I took the classes, the more enjoyable I found them to be.

I felt that if I was not a good artist and could not draw well, even though I originally liked to

draw a lot as a child, that I could at least admire other people’s art work and study it. This

partially came into being because a good friend of mine opened an art gallery while I was an

English major and I was always at the gallery admiring the works and helping out. I took to art

like a fire to a flame. I found art to be very meditative the older I became. At the community

college we took two fieldtrips, one to The Saint Louis Art Museum, and one to Laumeier

Sculpture Park. The teacher wore an artist’s cloak as he pointed out various sculptures.

I really enjoyed art activity books as a child and anything having to do with the map of

Europe. My favorite character in a book besides Frog and Toad was Babar the Elephant. Babar

was from France. I liked drawing girls wearing different dresses; I liked constructing mobiles

and making paper lamps. I liked paint by number, as well. I also liked playing dominoes,

listening to old records and Mary Poppins the musical on my record player. I was a bit of a

tomboy and liked climbing trees. I once feel out of a tree I was hanging upside down from. One

of my favorite things to do was to teach my sister how to read on my chalkboard easel. I also

owned magnet letters that could be stuck to the magnetic side of my easel. I owned a full sized

play kitchen, an easy-bake oven, Strawberry Shortcake sheets and curtains, and some boy toys. I

owned a play helicopter that really flew and I liked playing with my cousin’s racecars set. I liked

playing Atari and Nintendo. I went to the theater with my family to see E.T. The Extra

Terrestrial. I am a gen X-er, one of the youngest. I thought I was a generation Y, but now they

are calling those millinialists. When I was a kid computers were out and the first one I played on

was an Apple Mac or something like it with my cousin. I don’t feel old, but I feel like I am a

little older than most college age students. I want to be a good example for my students and I

want them to see me as an example to live by. As teachers, we are not their friend, but we are

their advocate.

One bad experience I had in high school had to do with an art teacher. I took art most

years of school. In eleventh grade, however, a teacher help up my work to the rest of my class

and told them that my work was an example of how they should not shade their drawings. I

almost broke out in tears. All of the boys at my table laughed at me. That made me think I could

never be good at art or ever major in it. I thought I am better at English. Consequently, even

though my works fop art had been featured before in various art shows and I had received

recognitions and rewards, because of this bad experience, my drawing class in twelfth grade the

following year was one that I didn’t care about. I talked to my friend in the back of c lass the

entire time and began to care less about art class or school in general for a while, because I felt

that if you take a certain subject all throughout school, and think you are good at it, but a teacher

finally crushes your dream, then why care. That was my feeling my senior year. I focused more

on having fun and working my after school job. I had a bad case of senioritis. I don’t want that to

happen to other kids, and so I want to instill a good example of praising my students’ work no

matter what for their good efforts. I want them to know that their work is valuable, as is the time,

thought, care, and effort they put into it. I want them to know they have a teacher that cares and

wants to instill in them self-confidence to reach their dreams.

Thinking back over all I have written so far, I believe my family was somewhere between

lower and upper middle class, but it depended on the year. My mom usually owned a house. She

rented our two family flat upstairs to people who became our friends. My mother was definitely

working class and was in the union. Her job would strike petty frequently, as in every few years,

but we had really good insurance. She worked for a trucking company. I am one of the few

people in my family to get a college education, at least in my immediate family. My sister has an

interior design degree from SCAD. She is very successful. My mom’s cousin was a kindergarten

teacher. She substituted, as she had a degree from SLU and lived with my mom and grandmother

when she was going to SLU, as she, grandma, and grandma’s sister were originally from the

South. So my family also has a lot of Southern roots. That is another cultural influence on me.

As far as religion goes, my grandmother was Lutheran and raised my mother and the rest

of her children Lutheran. A couple of her children went to Lutheran private school at Trinity

Lutheran in South city as kids. My mother always went to public school. When I was little, I

went to a Baptist private school, Tower Grove Christian School, as I hinted at above. We

attended chapel every Wednesday, always carried our Bibles to school since kindergarten, sang

in choir and sang in talent shows and Christmas assemblies for parents. I considered myself a

Christian and we learned all kinds of Christian songs that I would go home and sing. We sang

them on school busses to fieldtrips to places like the pumpkin patch, that my mom attended with

us. My mother read the Catholic and Lutheran Bibles and had them by her bead side. I had my

old, trusty King James Bible. Later, in high school, when I was invited to The First Baptist

Church of Ferguson by a good friend of mine I had known since eighth grade, I became a

Christian again, or renewed my beliefs in God. I was baptized in front of the entire congregation.

This experience only happens once for the first time. It’s like your first graduation and it makes

an impression on you as a person. At least it did for me. I was giving my life to God. I have had

my problems since, but have always believed in God and Jesus. I have even experimented in

different religions and attended their services, such as Hindu, Catholic, Mormon, and Buddhist.

My mother would bring us to Lutheran church and sometimes Christian, non-denominational

church on Easter. My sister went to a Christian school until eighth grade, but then she began

public school in eighth grade as she transferred schools, and then also in high school. Our

backgrounds were similar, except she moved with mom up to South Dakota and attended school

there for the two years they were there for mom’s job relocation. The older my sister and I get,

the more we see we have things in common now and feel closer in age. My sister is now married

to her high school sweetheart, the guy she also went to SCAD with.

As for gender, I have always been very tolerable of the LGBT community. I have been

friends with many people who preferred the same sex and I have attended some events with

them. I have also had many gender studies classes and classes that talked about gender at The

University of Missouri. Thus, this experience has taught me to be more tolerant of people who

are not like myself.

In retrospect, I believe that I can make a difference in my student’s lives because I am

understanding and patient. I respect all cultures, creeds, races, disabilities and religions, and I am

very open minded. I know that I must open myself to new ideas and new cultures constantly and

be able to constantly change and grow as an educator. I want to learn about even more cultures

than I know today. I want to understand my students and their backgrounds. I know that with

tolerance, patience, and love, that my students will grow as people and as future adults in my

classroom. The cautionary insight I see is that I need to be increasingly understanding and

accepting of my students, no matter what their backgrounds. I also need to realize that students

of different backgrounds from my own may have different learning needs or preferences, that

their parents may want special accommodations, and that I have to be willing to do these things

to make life at school easier for my students. I want to produce a cohesive environment where all

students can learn. I want students of varying abilities to feel accepted and cared for, and that I

am able to make the necessary accommodations for them and their families, so that their learning

be of the highest quality in my classroom.

I will want to share cultural and religious tolerance and acceptance with my students. I

believe only then that we as educators can mold tolerant and accepting individuals to help lead

our society into the future. I think that as the future arrives, and is quickly approaching and ever

constant, that people will have to become even more accepting of each other and become

completely nonjudgmental. Only then will America become the best country that it can be. After

all, cultural and religious freedom, understanding, tolerance, and acceptance are what this

country was built on and I think as educators and as adult citizens, we as Americans need to

remember that.