“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
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
___________________
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
_____________________________________________
_____________________________________________
_________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
___________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
__________________________________________
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.
Top Related