Chelsea Pulley

What can I say in a few paragraphs that will effectively communicate who I am? For starters, I like short walks on the beach (long ones feel much too much like exercise); candlelit breakfasts (dinners are too cliché); playing in the snow (rain is too immediately wet); camping in the cold (which necessitates the use of the sleeping bag you lugged all the way out there); marking up books (so I can remember and find my favorite parts easily); and gerbera daisies (which are the happiest flowers). I can't swim, but I love the ocean. I laugh about things most people don't, but I don’t mind. I like being able to find humor and joy in the smallest of moments. Most of all, I love to learn and help others learn.

I'm a K-12 certified substitute teacher, but I especially love working in high schools. Not only do I get to spend five days a week in a classroom of some sort (whether as student or teacher), but I also get to help my four younger siblings with their homework. My life revolves around school in one form or another, and that's how I like it. My philosophy of education is that learning can be fun! It can and should be an adventure. Now, as with any adventure, there are perils; in the quest for knowledge, the dangers of disinterest, frustration, boredom, closed minds, confusion, and laziness threaten to dissuade travelers from continuing the journey. However, as with any expedition, you just have to keep going, keep trekking through difficulty, and eventually you'll no longer be bothered by the dangers. And eventually, you'll finally reach your goal. I come prepared with enthusiasm, participation, optimism, support, and understanding. My arsenal is fully loaded and ready to be used. I will not be defeated. I may have to change my preparation or plans partway through, but every adventure is different and has its own problems and detours, so that's okay.

I plan to teach high school English, a class sometimes regarded as some students' personal hell. I want to make it fun, though! I want to help my students see that literature and writing can be enjoyable or at least profitable for them. I plan to encourage high levels of participation, curiosity, and independence. I want to help my students get on the road to becoming lifelong learners.

Romeo and Juliet and Shakespeare unitFort Zumwalt South High School FreshmenMiss PulleyFall 2010

Overview:

1. Rationale: The whole purpose of this assignment is to involve the students personally in the story of Romeo and Juliet, as well as the time period in which it was written; to improve their understanding of the political and social forces at work during Shakespeare's time; to expand their knowledge of William Shakespeare and other prominent playwrights at the time; to further students' technological abilities using Microsoft Publisher and Yearbook software. Not only will students become personally involved in the story and time period, they will also be required to work with groups and in pairs to further the market goal of the class: to communicate their knowledge and research about the time period, plays, and authors to the school. It will be an activity that will require students to develop a voice in their writing, as well as a way for students to model different formats of writing: reviews, biographies, history, wedding announcements, obituaries, etc… The main focus of this lesson is to present the material in a different way, a way in which students are the ones in charge, where they dictate what they consider important, where they are responsible for their own schedule as well as their progress. We will also go over MLA citations and works cited pages, as well as what constitutes plagiarism. Students will also need to work on an oral, in class presentation of their work at the end of the project.

2. The Summary: Students will either draw a subject or choose one (depending on what the class prefers), then each student will be in charge of not only writing a section of the newspaper, but also adding illustrations or artwork to their section. Each section will have different length requirements. For instance, an article or biography would need to be at least 400 words. A wedding announcement, obituary, or review would be at least 250 words. Students will then be required to design their newspaper, selecting fonts, styles, etc… Students will then research their topic online, using databases and historical archives, or in hard copy. Using MLA formats, they will document the facts found, then write a newspaper article/review/obituary/etc… using a distinct voice, presenting the facts in the present tense. Students will experience Shakespeare firsthand, hopefully becoming engaged in the fascinating history that surrounds both Shakespeare and his work. At the end of the project, students will present their work to the class in an oral presentation.

3. Objectives: According to DESE's GLEs:CA 1, CA 4, 1.8, 2.1, 2.2 Follow writing processCA 1, 2.2 Use correct punctuation, grammar, capitalization, etc… CA 1, 6 2.1, 2.3, 4.6 Following methods and practices of presentationCA 2, 3, 1.5, 1.6, 2.4, 3.5 Identify and explain literary techniquesCA 2, 3, 1.5, 1.6, 2.4, 3.5 Use details from textCA 4, 2.1 Understand text composition traitsCA 5, 6 1.5, 1.6, 1.10 Listen and understand

4: Length of Curriculum: two weeks/10 class periods

5. Materials and Resources: The school will provide the copier and yearbook room during our hour to allow students to format their newspaper; our class will also need sufficient library time to research our topics. The teacher will need to have some topic ideas typed out in case students need help finding a topic, or if they choose to draw topics instead of choosing. The teacher will allow variations of the topics, allowing student interest to dictate what is important (within reason, of course). The students will need to bring notecards in which to write their research, as well as an open mind and a positive attitude.

6. Means of Assessment: Each student will receive an individual grade consisting of benchmarks, participation points, peer evaluation, and an analytic rubric.

Teacher CalendarSeptember 13: Quick review over the time period, Shakespeare, and Romeo and Juliet. Begin with the directed free write. Discuss the purposes of a newspaper, as well as the many different kinds of formats. Depending on student choice, either have them draw topics or choose them. To self: REMEMBER TO HAVE ALL THE TOPICS PREPARED! Pass out student handout and answer any questions. Go over the requirements and format and have the class name the newspaper. Show personal research plan/schedule and pass out the blank form. Encourage them to create their own format depending on how they learn best. Discuss A-RAFT (CLS 176) and have students brainstorm in class. Assign homework (complete research plan, bring five questions they want answered about the topic as well as a pack of 3x5 notecards) and wish them luck!

September 14: Have students meet in the library with notecards and their five questions. Discuss relevancy as well as reliability of sources, briefly touch on MLA formatting. Go over Key Questions (CLS 109) so they're aware of what information is usually in an article. Turn them loose! While researching, meet with each student: make sure he/she wrote a plan, that it is reasonable, that it is plausible, etc… Assign three more questions to answer and say goodbye!

September 15: Second library day--have students continue to research as well as answer their prepared questions, have them turn in at the end of hour. Have students look at personal plan and update as necessary. Remind them that their plan or timeline will help them stay focused and ensure that they complete their assignment on time! Remind them that by not staying to their timeline, they are actually hurting the finished product of the class. Homework: finish research or update their personal plan.

September 16: Talk about free writing (CLS 99) and have students write about their topics for five minutes. Make sure to tell them that even though they may not be able to think of anything to write, they need to try--write! Free write about their topic, what they've researched, who they want to direct their piece towards, etc… Then we'll go over MLA so they can properly document their research. For homework, they will type and polish their free write, or they will write something else entirely. They will need to include an MLA works cited, and they will need to bring two printed copies of their rough draft (including works cited) to class.

September 17: Have students turn in their typed rough drafts at the beginning of the hour; as they work the rest of the hour, go through the basic gists of them and return at the end of the hour with comments. Have students peer review two others, marking both on the draft as well as the peer review worksheet. For homework, students will make their changes and create a second draft, once again brining two copies. Their personal research plan will need to be updated because I will be checking it on Monday. They will need to bring two copies of their plan.

September 20: Once again, turn in one copy of second draft at the beginning of the hour. Peer review with one person. Go over ACTION with FACTS planning guide in class and have students ascertain their progress (CLS p 196). Go over MLA one more time and make sure they know I will be strict with their MLA citations. Each student will meet with me briefly to show me their personal research plan; they will also turn one copy in. Homework will be changing the draft and either emailing it to self or saving it on a flash drive for easy access.

September 21: Computer lab day! Briefly go over computer lab rules, then separate students with similar formats together. Have students paste their work into the computer program. Remember to bring newspapers that day so students can flip through them for format or content ideas. For homework, each student needs to determine which kind of artwork to display: photos, illustrations, drawings, etc…

September 22: Have students meet in computer lab- remember to put sign on door. Once discussing with their group about artwork, have students find the art and insert it into their section. Students will them make final touches (font, style, size, etc…). Then each student will print their page and peer edit for grammar, punctuation, etc… Each student will turn in their updated research plan. For homework, each student will write down three suggestions of how to improve their piece.

September 23: Have students meet in the computer lab for our last computer day! (Remember to put the sign on the door). Have each student make final changes, then put all the sections together in Microsoft Publisher. As a group, have the class make last touches. Save and print one copy for me. Personal plans and works cited pages need to be turned in for credit. For homework, have them put together a brief oral presentation of three minutes of their topic, research plan, and contribution. Remember to print copies of the newspaper, one for each student, during plan!

September 24: Students will present their work orally in front of the class using any medium they prefer. Each student will receive a copy of the newspaper. No homework!

September 13 Lesson Plan

Time Procedure/ActivityMaterials/Text

References

8 minutesReview time period, Shakespeare, Romeo and

Juliet

8 minutes Direct free write

8 minutesDiscuss the purposes of a newspaper, formats,

styles of writing, etc…(use board to list, have newspapers on desks)

8 minutes Go over ARAFT and practice in class (pass out handout)

8 minutesRead handout, explain assignment/rubric,

answer questions(pass out assignment handout and rubrics)

5 minutes Hand out personal research plan/schedule (research handouts)

5 minutes Assign homework and answer questions (pass out class calendar)

Homework Given: Complete the research plan, bring five questions to answer about the topic, and bring a pack of 3x5 note cards.

Teacher Notes: Have topics prepared ahead of time in case students would rather draw a topic instead of choosing one.

Student Calendar:

Monday Tuesday Wednesday Thursday FridaySeptember 13

1. Draw/choose assignment2. Discuss

requirements3. Determine name

and format with class

4. Design a research and work plan

5. Homework: Bring five questions you

want answered about your topic and

bring a pack of 3x5 notecards

September 141. Library Day! Bring notecards2. Research your

five questions, turn in at the end of the

hour3. Conference with

me about your research and work

plan4. Homework: Bring three more questions you want answered

September 151. Second Library Day! Continue to

write information on notecards, noting

sources and relevancy

2. Answer three questions and turn in

at the end of the hour

3. Homework: Update personal

plan

September 161. In class

freewriting about topic and

information gathered

2. Oral presentation of topic and

information learned to class

3. MLA review for citation of sources and works cited

4. Homework: Type and polish freewrite, use as starting point, include works cited, bring TWO copies

September 171. Turn in one copy of typed rough draft at the beginning of

hour2. Peer review: Complete peer

worksheet and mark up second draft

3. Exchange with another person and

do step 2 again4. Homework: Make changes and create a second draft, bring

TWO copies

September 201. Turn in one copy

of typed second draft at the

beginning of hour2. Peer review

3. Go over MLA citations and works

cited4. Conference with me about personal research plan, turn

in updated copy5. Homework: Make changes to draft and either email to self

or save on flash drive

September 211. Computer lab day! Bring saved

digital copy or email version to paste into

the computer program

2. Work with classmates writing in the same section to determine format

3. Go through newspapers for help for format or content

4. Homework: Determine

illustrations or artwork for your

contribution

September 221. Second computer

lab day!2. Insert photo,

clipart, or illustrations in

section3. Make final

touches: font, style, size, etc…

4. Print pages and peer edit for

grammar, punctuation, etc…5. Conference with me about personal research plan, turn

in updated copy6. Homework: Make three suggestions of how to improve your

work

September 231. Last computer lab

day! 2. Make changes to

your piece3. Put all the sections of the

newspaper together in Microsoft

Publisher 4. Last touches!5. Turn in one

printed copy to me, as well as your works cited and personal plan6. Homework:

Create a concise oral presentation to

present to the class for tomorrow, 3 mins in length

September 24

ORAL PRESENTATIONS

PRESENT COPIES OF

NEWSPAPER TO STUDENTS

NO HOMEWORK!

Romeo and Juliet / Shakespeare Unit Newspaper AssignmentMiss PulleyEnglish I

Romeo and Juliet found dead? The Montagues and Capulets reconciling? Shakespeare's work stolen? We will be combining our Romeo and Juliet unit with our Shakespeare unit for this project, using both to build a foundation for our knowledge. Our class will be designing a newspaper to exhibit our knowledge of Shakespeare, the time period, and Romeo and Juliet. I want you guys to become experts on this topic! So here are our goals: I want to: involve you guys personally in the story of Romeo and Juliet, as well as the time period in which it was written; improve your understanding of the political and social forces at work during Shakespeare's time; expand your knowledge of William Shakespeare and other prominent playwrights at the time; and further your technological abilities using Microsoft Publisher and Newspaper's software (they're going to give us a quick tutorial, too).

Each student will choose a topic (or have it chosen for him/her, if he/she prefers) and will research it, turning the finished product into a contribution for our class newspaper. Required minimum lengths will be discussed once the assignment has been chosen. At the very end, you will not only turn in your completed assignment, you will also orally present your topic, methods of research, and contribution to the assignment.

Students will be required to design the newspaper as a class, selecting fonts, styles, etc…, even naming it! Each student will research his/her topic online, using databases and historical archives, as well as using books or hard copies. Using MLA formats, students will document the facts found, then write an article/review/obituary/etc… using a distinct voice, presenting the facts in the present tense, as if we were in the time period. Our class calendar for this project is attached, as is the rubric, so the excuse that you did not know what was expected of you will not be tolerated. Each day you will have something due, so make sure you stay on top of the assigned work! As always, if you have any questions, feel free to ask!

I know we will have a great time with this, so let's open our minds and get started! Best of luck!

Extra! Extra! Read all about it! Young lovers found dead!

Montagues and Capulets end age-old feud! W. Shakespeare

claims theft!

Now that we're done reading Romeo and Juliet, what's your opinion of it? Love it? Hate it? Here are some actual opinions about Romeo and Juliet; some I found online, and some are from previous students of mine. So here's the challenge: Choose one you relate to the most and

write about why you agree with that one.

1. "I don't find anything horribly romantic or saddening about the end. I hate Romeo, I hate Juliet, I hate Tybalt, I hate the Nurse, I hate the Montagues and I hate the Capulets. They're all overemotional, annoying, whimsy freaks. The only one worth watching the play for is Mercutio… The 'love' thing is shallow; and the speed which Romeo got over Rosaline is amazing. I forecast that if they didn't die, Romeo would have gotten over Juliet just like he did Rosaline. He just didn't live long enough. Oh, and speaking of which, I especially hate Romeo.Romeo is a double-faced sap who swears this and does the other. Juliet is a double-faced sap who swears obedience then does the other. Lord Capulet is a double-faced liar who lets Juliet choose then tells her she must marry Paris. Nurse is an annoying hag who can't shut up and thinks she's so noble and 'high up' and all that. Tybalt is a despicable hobo with anger management issues."

2. "I hate this story. I can't believe my teacher made me read it. Not only was it boring, but Shakespeare was a perverted old man."

3. "Although it is not my favorite play by the Bard of Avon, I enjoy Romeo and Juliet. It's clearly the work of a young man, and not to be compared with his later, more mature works. The entire play should be enjoyed in this way, I think; as a celebration of youth, with all its follies and mad passions."

4. "It's a tragedy like all tragedies--someone does something stupid, setting off a chain of stupid, and then everyone dies. I like it--as people have said, it's funny. And although I wouldn't want them anywhere near me, I like the characters. (Even Romeo.)"

5. "Romeo & Juliet gave the world some of the most beautiful (modern) clichés."

6. "A guilty pleasure for any hopeless romantic."

7. "I finally understand why everyone makes us read Romeo and Juliet! It was so sad, but well-written, and I think the story line was good!"

8. "Treat it not like the epic love story that people think, but rather as what it really is: a perverted story in which people die."

Rubric

1 2 3 4Research questions

Two questions were asked and answered

Four questions were asked and answered

Six questions were asked and answered

Eight questions were asked and answered

Notecards

A notecard was created for few, if any

sources and facts; three or fewer cards

were turned in

A notecard was created for some sources and facts; seven cards were

turned in

A notecard was created for most sources and

facts; eleven cards were turned in

A notecard was created for each source and fact; a minimum of fifteen cards were

turned in

Library Participation

Student did not pay attention or complete much research in the

library

Student had difficulty focusing, but

completed some research

Student mostly worked quietly and diligently,

completing a good amount of research

Student worked quietly and diligently in the

library

Oral Presentation

There are no partial points for this presentation

There are no partial points for this presentation

There are no partial points for this presentation

Student presented the research accomplished

and facts learned

First DraftDraft does not reflect hard work, nor does it

have the prescribed word count

Draft reflects some hard work, but does

not have the prescribed word count

Draft reflects a decent amount of hard work

and follows word count

Draft reflects effort and consideration and

follows word count

Peer Review Worksheets

Student completed one peer review

worksheet, writing on both the paper and the

worksheet

Student completed two peer review

worksheets, writing on both the paper and

the worksheet

Student completed three peer review

worksheets, but without much insight or

commentary, leaving much blank

Student thoughtfully completed three peer review worksheets, writing on both the

paper and the worksheet

Second Draft Draft does not show any improvement

Draft shows some, but not much

improvement

Draft is somewhat improved and follows

the word count

Draft is markedly improved from the first draft and follows word

count

Personal Plan Plan is not updated at all

Plan is not consistently updated

Plan, for the most part, is updated to meet the

goals

Plan is consistently updated to follow goals

Computer Lab

Participation

Student does not work responsibly or

diligently in the computer lab

Student shows some responsibility and diligence in the computer lab

Student, for the most part, works responsibly

and diligently in the computer lab

Student responsibly and diligently works in the

computer lab

Final Draft Rubric

1 4 7 10

Word Limit "Tis torture, and not mercy."

"Tis torture, and not mercy."

"Tis torture, and not mercy."

Thou art "the very pink of [word

limits]."

Creativity

"O woe! O woeful, woeful, woeful day!

Most lamentable day." Thou didst not think

outside the box!

"That which we call a rose by any other

name would smell as sweet"-- but thy work

was more of a dandelion…

"Not stepping o'er the bounds of modesty."

Nice job!

"[Thy creativity] makes

this vault a feasting presence full of

light." AMAZING!

Grammar and Punctuation

"Oh [grammar, punctuation]!

Wherefore art thou?" Thou hast missed the

technical points…

"It is too rash, too unadvised, too

sudden." If thou hadst spent more time

revising, thou wouldst have receiveth more

points.

Thy work is "as true as steel," with only a few surface smudges.

Good job!

"Did my heart love till now?… For I ne'er

saw true beauty till this night."

WAY TO GO!

Deadlines"A plague o' both your houses!" Thou hast met

naught but one or fewer deadlines.

"Famine is in thy [dedication]." Thou

shouldst have feasted on these easy points!

"'Tis enough, 'twill serve." Thou hast met most of the deadlines

admirably.

"For stony limits cannot hold [thy dedication] out."

WOW!

Oral Presentation

"Wisely and slow; they stumble that run fast." Thou shouldst have

slowed down and spent more time on thy

presentation!

"Parting is such sweet sorrow," especially when thou hast not fulfilled the time

requirement!

"This bud of [work], by summer’s ripening breath, may prove a

beauteous flower when next we meet."

Almost there! Wonderful!

"Like softest music to attending ears!" Thou

hast captivated us! WELL DONE!

Attitude Role Audience Format TopicHow do I feel about

the subject? (interested, pleased,

optimistic, concerned, angry, sad, etc…)

What is my role as writer? (student, expert, reporter,

first person observer, etc…)

For whom am I writing? (peers,

teacher, administration, public, etc…)

What form should I use for this writing?

(journal, letter, essay, dialogue, poem, article, etc…)

What topic will I write about?

(fashion, crime, biographies,

society, etc…)

A___________________C___________________T___________________ I ___________________ O___________________N___________________

F________________A________________C________________T________________S________________

Assignment! (read, think, and ask questions)

Create! (create a positive mental image of you working on and completing the assignment)

Timeline! (create a schedule of what needs to be done when)

Ideas! (brainstorm about what to write about, write, and decide which ideas to use)

Organize! (break work into smaller, more manageable tasks)

Notes (write notes to yourself cataloguing what needs to be done)

Feedback (have you asked for feedback or peer review and made changes if needed?)

Adjust (have you adjusted your timeline as work has progressed?)

Contribute (how does your work contribute to your knowledge of the topic?)

Think (what are the strengths and weaknesses of your completed assignment?)

Self-assessment (what have you learned?)