Teacher Work Sample

TEACHER WORK SAMPLE MICHAEL JURGENSMEIER
Teacher Work Sample English, Language Arts and Reading Jan-April 2014 10th Grade Ms. Hasenwinkels 10th Grade Honors Language Arts class
Michael Jurgensmeier
http://michaeljurgensmeier.weebly.com
Table of Contents
Standard I Contextual Factors
pgs. 3-4
Standard II Unit Plan
pgs. 5-9
Standard III Lesson Plans
pgs
10-33
Standard IV Analysis of Student Learning
pgs
33-41
Standard V Reflection and Self-Evaluation
pgs. 42-43
Standard I Contextual Factors Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2 pages-typed-double-space). You will need to use differentiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below. 1. Demographics: Identify the gender, ethnicity, language proficiency, exceptionalities, and number of students. a. Students: Total # 100 Males: 52 Females: 48
b. Ethnicity: White: 93 Hispanic/Mexican: 5 African American:______ Asian: 1 Native American: 1 Other: ______ 3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom. 2 4. Exceptionalities: Identify the number and type of exceptionalities in the class. 2- ELL 5. Social Economic Status (SES) Although there is a variety of SES in the classroom, the average is middle class. 6. Academic Knowledge (If available): Describe the academic data results of the students thus far (grades, attendance, discipline factors, core tests. etc.). Around 75% of the class is in the A/B grade. As far as the two honors classes are concerned there is an average of over 90% that is receiving and A. The other two remaining classes, (non-honors) have an average of about 60-70%. There are very few students currently failing. Absences are a concern for some students; perhaps three or four. 7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content. 3
Patience. I also make time to speak to those two students and I have allowed one of them to retake a test I administered by reading him the test as opposed to having him read it. 8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students. Literature and writing for its ability to cross boundaries when it comes to cultures. I choose literature and writing prompts that students will relate to on a pop-culture level as well as a daily-usage sense. 9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and mathematics prior knowledge and give a percentage of the number of students in these different levels for reading and mathematics such as Below, Basic, or Advanced. Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.). Ability to form quality thesis statements Ability to form basic five-paragraph argumentative essays Some knowledge of basic grammar
10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments. 11. Identify sub-groups of students: Based on your contextual class factors- identify the sub-groups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class. Sub-groups are very rare thing here at Hurricane High School. We have the Latinos in Action group as well as Educational Talent Search and a stellar counseling office.
Standard II Unit Plan Unit Plan Title Of Unit: Poetry Book Dates of Unit: Subject/Course/Grade: English/Language Arts/10th Grade Designer(s): Michael Jurgensmeier Stage 1- Desired Results Standards: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Big Idea or Concept: The ability to interpret, compose and share poetry as well as becoming familiar with the various types of poetry. Essential Questions: What is poetry? What are its elements? How is poetry written? What types of poetry are there? How should poetry be performed? What authors are synonymous with which types of poetry? Students will be able to Identify the elements of poetry and as a result classify various forms of poetry Compose Poetry Memorize excerpts from various poems in the literary cannon Recite poetry o Famous works o Composed by the student
Students will understand/know What poetry is Various types of poetry o I am Poem o Life Metaphor Poem o Simile Poem o Personification Poem o Alliteration Poem o Found Poem o Haiku Poem o Five-Senses Poem o Subject Poem o Diamante Poem o Concrete Poem o Sonnet o Free Verse
Stage 2- Assessment Evidence Monitoring and Feedback: Other Evidence: In-class lecture and discussion regarding Criteria will be judged by comprehension, different forms of poetry and notable following instruction, creativity and enthusiasm authors The students will also be graded through an Composition assignments requiring assignment that will gather all of their composed students to write their own poetry in the poetry, as well as five poems chosen by the student, assigned format and placed in a book to be constructed during the end of the semester. Class-Participation points as well as poetry grading Students will reflect on their knowledge of poetry through their own work and the opportunity to Poetry recital showcasing both vocally share it with their classmates. prominent authors as well as poetry composed by students Stage 3- Learning Plan
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Learning Activities: What learning experiences, strategies and instruction are you going to provide to enable students to achieve the desired results? This should be a step by step daily outline of the learning experiences. The learning plan needs to guide you through the unit and each days plan should be short - a few words or a short sentence. Day 1: Introduction to Poetry/Haiku What is poetry? How is it defined? What are the various types? What is Haiku? How is it defined? How is it written? What is it written about? What is its history? Assignment- One Haiku Poem Day 2: I Am Poem What is I Am Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one I Am poem Due- One Haiku Poem Day 3:Life Metaphor Poem What is Life Metaphor Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Life Metaphor poem Due- One I Am Poem Day 4: Simile Poem What is Simile Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Simile poem Due- One Life Metaphor Poem Day 5: Personification Poem What is Personification Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- One Personification poem Due- One Simile Poem Day6: What is Alliteration Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Life Alliteration poem Due- One Personification Poem Day7: Found Poem What is Found Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- One Found poem Due- One Alliteration Poem 7
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Day8: Five-Senses Poem What is Life Metaphor Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Life Metaphor poem Due- One I Am Poem Day9: Subject Poem What is Subject Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Life Metaphor poem Due- One Five Senses Poem Day10: Diamante Poem What is Diamante Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Diamante poem Due- One Subject Poem Day 11: Free Verse Poem What is Free Verse Poetry? How is it defined? How is it written? What is it written about? What is its history? Assignment- one Free Verse poem Due- One Diamante Poem Day12: Writing Lab Day: Poetry Day spent working on placing all poetry written as well as five other poems, not written by the student, that the student decided to share in their Poetry Book. Day 13: Poetry Book Due/Open Mic Poetry book due, each students must read one poem, either one of their own or one from a chosen author.
Etc.
Standard III Lesson Plans Lesson Plan
Curriculum Language Arts Date Created March 27, 2014
Grade Level 10th Author Michael Jurgensmeier
Lesson Name Haiku Author Contact mrjaywhatwhat@gmail.com
Standards Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. Materials Haiku Poetry Handout Haiku Poetry Google-Docs Presentation Adjective Handout Overview (What is the purpose of this lesson?) Introduction to poetry, its definition and its role in history Introduction to Haiku poetry Introduction to using effective and creative adjectives
As a result of this lesson students will
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Understand The definition of poetry A brief history of poetrys role in literature What a Haiku poem is The role of Haiku in Japanese culture and history
Know The syllable count in Haiku Poetry (5,7,5) The subject matter associated with Haiku (Opposites, Changing seasons, Climactic or important moment in authors life.)
Do Write Haiku poetry that is accurate to its definition. Write one of our Haiku Poems that will be spaced-out throughout entire unit. There will be one Haiku for each season. Today students will write a Haiku that describes, portrays Spring. Assignments Due Today This is the beginning of a new unit; no scheduled assignments are due with the exception of what may already be due in regards to other unit/lesson plans being presented concurrently.
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Lesson Plan Itinerary
BellWork Google-Docs Slide 1 Freewrite. A freewrite is when each member of the class will take out a sheet of notebook paper and simply write whatever crosses their mind based on whatever prompt the instructor gives them. The prompt may be an image or a quotation placed on the board. Perhaps the instructor will share a newspaper article or current event and the class will then free-write their thoughts. During a free-write, grammar and spelling are not taken into account, in fact that is a huge factor when it comes to free-writing. This is a great opportunity for the instructor to monitor the reading, comprehension and writing skills of his/her class. Also this can be a great tool when it comes to student comprehension in regards to whatever unit/lesson that is being presented and the level of comprehension the class is at. While it may be easy to assume that a class understands the information, it may be the sea of eyes staring at the instructor and nodding their heads is nodding their heads because they assume that is what the instructor wants to hear and not because the students have a clue what the instructor is talking about. Freewrites dont lie. (I am a big fan of freewrites.) Consider the image. What is going on in this photograph? Where is she at? What is she thinking? Come up with a scenario describing what could have possibly happened before this picture was taken. Introduction Google-Doc s Slide 2 Question for class What is a Haiku poem? Can anyone tell me? Has anybody heard of a Haiku before? - Possible discussion with class. There is a good chance none of the students have heard of a Haiku. This is an excellent chance to scan the room and see perhaps there is a student that seems to be understanding and perhaps call on that student. If there is no response, move on to next slide and begin lesson Google-Docs Slide 3 History of Haiku - Japanese Culture. - Traditional Form of Japanese poetry Google-Docs Slide 4 Syllables - What are syllables? Give the class an example using random words. Perhaps the instructor could begin by using the names of students 11
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER in the class or maybe various items or words that are being displayed in the room. Introduce the definition of the word syllable, read it aloud to the class and ask if any of the students need it clarified.
Google-Docs Slides 5-9 Examples - Various examples of Haiku poetry. After the instructor reads each Haiku, or assigns a student to read a Haiku, the instructor should repeat the Haiku while counting the number of syllables in each line of each poem on the instructors fingers in front of the class. Google-Docs Slides 10-12 What Should You Write About? 1- Memorable Experience Show the examples on the slide. 9/11, skydiving and getting married. The instructor should explain the class how this events may be considered memorable to the writer and then ask the class if they would like to share a memorable experience they would like to share with the class. 2- Changing Seasons The instructor should explain to the class that traditionally the changing of seasons has played a major role of inspiration when it comes to writing Haiku Poetry. R 3- Opposites The instructor should explain about possible opposites that could be shared in poetry, for example, night and day. Black and white. So on and so forth.
Cooperative Activity Google-Docs Slides 13-16 Group Activity Students will break into groups of two, more than that would have the potential of becoming a mess in the sense that it would be harder to maintain the classes attention for this type of exercise. In sets of two its easier for the instructor to monitor the class as he/she makes rounds around the room. 12
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER What is an adjective? The instructor will ask the class. Eventually, if either a correct answer is given or not, the instructor will explain that an adjective is a describing word. Students will consider the photographs on the board and each set of two students will attempt to write as many adjectives describing the photograph until time is up, perhaps 3-5 minutes. After time is up the instructor will request the attention of the class once again and begin by having each group share their adjectives. Once the final group has shared their adjectives and the highest amount is taken into consideration that group with the highest amount will be rewarded with a small treat, like a chocolate kiss or something to that nature. This process will be repeated three times for each photograph in the slide.
Solo Activity Students are assigned to write one Haiku poem representing one season. As the poetry unit progresses students will be required to write three more Haiku poems one for a different season. It is suggested the students are all assigned the same season as opposed to letting the students chose their season to avoid confusion or repetition. Closure Activity/Wrap-up Students volunteer to share their Haiku when asked by instructor In-class discussion What feelings did you have from the poem? Which of your five senses did the poem appeal to the most? What mood was the author trying to convey? What was the dominant impression, or idea? What was the kigo, seasonal word? Some are harder than others to find. What does Haiku look like?
1. 2. 3. 4. 5. 6.
Assignment First Haiku
Due Next Class Period First Haiku
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Notes
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Lesson Plan
Curriculum Language Arts Date Created 3/12/14
Grade Level 10th Grade Date Used
Author Michael Jurgensmeier Author Contact mrjaywhatwhat@gmail.com
Standards Read with fluency simple passages containing simple sentences Use complete sentences to address a topic or tell a story Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I Respond to various types of literature read aloud Select appropriate voice tone, gestures, and facial expression to enhance meaning Read with sufficient accuracy and fluency to support comprehension Produce complete sentences when appropriate to task and situation Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing Participate in collaborative conversations with diverse partners
Materials I am Poetry Handout I am Poetry Google-Docs Presentation I am Poetry Example Poems Digital Camera Printer
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Overview (What is the purpose of this lesson?) To introduce the concept of writing poetry as a personal reflection and as an assumed reflection of others Students will write and illustrate I am poems. An I am poem is an 18-line, threestanza poem which students write about themselves, or a real or fictitious character. As a result of this lesson students will Understand The basic concepts of poetry; spurts of thought, words used for emphasis How to use personal experience and knowledge to portray not only a first-person point of view from themselves as the author, but as a tool to write a first-person perspective based on a fictional or historical person
Know Who August Landmesser and why its important to know and remember people like him What an I am poem is.
Do (Skills) Write an I am poem. Work in groups Brainstorm as a class and in smaller groups Create adjective and descriptive phrases about themselves as well as fictional and historic characters
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Assignments Due Today First Haiku Poem
Lesson Plan Itinerary
BellWork Undecided. Perhaps a grammar concept the class seems to be struggling with, or perhaps a free-writing exercise. Introduction
Google-Docs Slide 2 Ask the class, What is the significance of this photograph? What are we looking at here? What is this a photograph of? Give several seconds for the class to consider the photograph, most-likely there will not be an answer, or a correct answer, after-which the instructor will move on to the next slide. Google-Docs Slide 3 Ask the class, What about now? What do you see? There should be a few responses considering the one man whos arms are folded. Why does that one man have his arms folded while all the arms are raised? Why does everyone else have their arms raised? Google-Docs Slide 4 Who is this? Identify Hitler and explain why everyone had their arms raised as a forced sign of acknowledgment and that the man with his arms folded is August Landmesser who was a factory worker who refused to salute Hitler. His wife was a Jew and placed in a forced labor camp, his children were taken away from him and as a result he refused to respect Hitler despite many threats from the Nazis. Its unknown what happened to August, however his great17
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER grandchildren came across this photograph a few years ago and as a result were filled with pride. Google-Docs Slide 5 Recite August Landmesser poem, ask class to read aloud. The instructor should present each line in red on the board as it is being recited. Ask class to refer to I am poetry handout. Go over the poem once again, pointing out each stanza as the poem is re-read.
Cooperative Activity Google-Docs Slide 6 Ask the class Who is this? Should we write an I am poem together? Instructor can choose to write the responses the students give him/her on the board or the instructor can ask for a volunteer to be the class scribe as the following activity begins. With the class following along the instructor asks the class for several suggestions Emphasis to the class the notion that as authors of this type of poetry we have to put ourselves in the shoes of Dr. King and compose this piece of poetry using the handout as a guide, using words and phrases that Dr. King would use to describe himself. Once the poem is finished either the instructor or the student will recite the poem.
Solo Activity Google-Docs Slide 7 This is a picture of me after receiving a haircut; an instructor can of course change the picture at this section. I would share with the class the story about this picture which is basically that I used to have shoulder-length hair for a long time and one day I decided to cut it all and get a fohawk and I was surprised how good I looked and as a result a wrote an I am poem about it. The instructor should be prepared with a picture of themselves and a poem to go along with it. Ask the class, Would you like to hear it? Share the poem ask the class to follow along as the instructor reads it. As the assignment, inform the class that you would like them to write a poem 18
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER about themselves and as they are writing call the class up one by one and take their picture. If it is a digital camera show the student the picture and tell them that you would like them to write about that picture. Place emphasis on the attitude that the student should write about how awesome, handsome, pretty or cool they look in the picture. It is imperative that the student leaves the assignment with a positive outlook on themselves. As the students are working, silently by themselves, other students will be called up to the board to have their picture taken. After all the students have turned in their poem, after class print off their pictures and display their poems and their pictures either in the classroom or in the hall.
Closure Activity/Wrap-up Ask the class if there is anyone who would like to share their poem with the class. If there are volunteers have the student come to the class and share it with the class. As the student is reading make sure all other students are paying attention and are being respectful. Regardless of the poems quality, if it is positive and the student seems to have enjoyed writing it, let the student know what a great job they have done. After a small amount of students have shared their poems and they have all returned to their seat ask the class who some fictional or historical characters they known of that might make a great subject for an I am poem If there are no suggestions make a few of your own for them; sports stars, musicians, historical figures, literary figures etc. Assignment Write one I am poem about a fictional or historical figure. If the I am poem about each student is not finished they need to work on it and have it next class. Due Next Class Period I am Poem (2)
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Notes
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Lesson Plan
Curriculum Language Arts Date Created March 3, 2014
Grade Level 10th Author Michael Jurgensmeier
Lesson Name Haiku Author Contact mrjaywhatwhat@gmail.com
Standards (Ninth Grade) Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (URL at end of lesson), which illustrate the quality and complexity of the materials to be read by students. At Grade 9, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Compare works that express a universal theme and provide evidence to support the views expressed in each work. Identify the authors asserted idea and some details to understand overall theme with simple spoken sentences. Examine and critique an authors asserted idea and its supporting details to demonstrate impact on theme of text (Tenth Grade) Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (available online at http://dc.doe. in.gov/Standards/AcademicStandards/PrintLibrary/readinglist. shtml) illustrate the quality and complexity of the materials to be read by students. At Grade 10, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how 21
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER each genre shapes the authors presentation of the theme or topic. (Core Standard) Compare works that express a universal theme and provide evidence to support the views expressed in each work.
(Eleventh Grade) Students read and respond to grade-level-appropriate historically 11.3or culturally significant works of literature, such as the selections in the Indiana Reading List (available online at http://dc.doe. in.gov/Standards/AcademicStandards/PrintLibrary/readinglist. shtml), which illustrate the quality and complexity of the materials to be read by students. At Grade 11, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim Identify the beginning, middle, and end of simple poems and literary works and express nonverbally (e.g., pointing, pictures, lists) or with simple words and phrases. Analyze the ways in which irony, tone, mood, the authors style, and the sound of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. (Core Standard) Use rhetorical questions (questions asked for effect without an expected answer), parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and artistic effect. (Twelfth Grade) Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (http://dc.doe.in.gov/Standards/ AcademicStandards/PrintLibrary/readinglist.shtml), which illustrate the quality and complexity of the materials to be read by students. At Grade 12, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Analysis of Grade-Level-Appropriate Literary Text: Evaluate the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. Analyze the ways in which irony, tone, mood, the authors style, and the sound 22
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER of language achieve specific rhetorical (persuasive) or aesthetic (artistic) purposes or both. (Universal) Students will be able to define and identify the literary element of theme within a poem and short story. Students will be able to define and identify the literary element of irony within a short story. Students will be able to define and identify the literary element of personification within a short story. Students will be able to define and identify the literary element of simile within a short story. Students will be able to define and identify the literary element of simile within a short story. Students will be able to analyze two forms of literary text to form and defend an interpretation. Students will evaluate the effects of recent/current technologies advances on nature and humankind. Students will hypothesize about future technological advances and their potential effects on nature and humankind. Materials There Will Come Soft Rains Google-Docs Presentation There Will Come Soft Rains Teachers edition Literature book (in-class) Personification Worksheet Overview (What is the purpose of this lesson?) To explore the impact of technology on nature and Humankind in the aftermath of a nuclear holocaust and to consider future implications of technological advancements. To introduce students to the literary work of Ray Bradbury To introduce students to the branch of science fiction that is centered on future technologies as well as a change in environment or society. To introduce the concept of personification in short fiction To introduce the concept of theme in short fiction As a great means of transition from Science Fiction to the Poetry Unit scheduled to follow
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As a result of this lesson students will Understand Personification The basic elements of Science Fiction Short Stories Theme Similes Metaphors
Know Who Ray Bradbury is What Nuclear Holocaust literature is The influence of the cold war on literature
Do Identify personification, simile and metaphor in the text Identify science fiction short fiction
Assignments Due Today
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Lesson Plan Itinerary
BellWork Google-Docs Slide 1 Freewrite. A freewrite is when each member of the class will take out a sheet of notebook paper and simply write whatever crosses their mind based on whatever prompt the instructor gives them. The prompt may be an image or a quotation placed on the board. Perhaps the instructor will share a newspaper article or current event and the class will then free-write their thoughts. During a free-write, grammar and spelling are not taken into account, in fact that is a huge factor when it comes to free-writing. This is a great opportunity for the instructor to monitor the reading, comprehension and writing skills of his/her class. Also this can be a great tool when it comes to student comprehension in regards to whatever unit/lesson that is being presented and the level of comprehension the class is at. While it may be easy to assume that a class understands the information, it may be the sea of eyes staring at the instructor and nodding their heads is nodding their heads because they assume that is what the instructor wants to hear and not because the students have a clue what the instructor is talking about. Freewrites dont lie. (I am a big fan of freewrites.) Consider the following question and freewrite Which of these statements do you believe to be most true and why? Free-write your response. Technology will be the salvation of humankind Technology will be the destruction of Humankind After a few minutes of freewrite, perhaps three to five, the instructor will ask the class if any of them would like to share what they have written. If no one responds the instructors should call on a student he/she feels would be willing to read out loud what they have written, if not the instructor could simply ask a student what they think and if they seem to have a problem with the question the instructor should give another example of what they question is asking. Perhaps, When I was a kid we didnt have cell-phones, internet, etc. The world has really changed. Do you think it has changed for the better of the worse. This will most likely start a discussion. Be careful not to let the discussion get out of hand.
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Introduction Google-Doc s Slide 4 Introduction of the short story. Give a brief history. Written in 1950, origianally for a magazine, Esquire, and then it was published as a part of Bradburys novel, The Martian Chronicles.
Google-Docs Slide 5 Introduction to Ray Bradbury. Give a short bio of Bradbury that is included with the teacher-version in the lesson folder. Ask students what they think Bradbury meant by optimal behavior? Google-Docs Slide 6 Ask the class to turn to page 87 in their lit. books and follow along as you read. Leave that image on the board as you read. I suggest the instructor walk throughout the room as they are reading and scanning the room. Its probably a good idea to make sure all the students have their bags out of the aisles. Google-Docs Slide 7 Ask the class how this can be classified as Science Fiction considering the definition of science fiction they had been presented with earlier in the unit. After some discussion, hopefully, present the two aspects of There Will Come Soft Rains that showcases elements of Science Fiction Google-Docs Slide 8 Ask the class if they know what Personification is? After some discussion present the definition, along with several images portraying personification.
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Cooperative Activity Have the class break into groups of four, no more than five, and as a group go through their lit. book and find as many examples of personification as they can. Make it a contest, the group with the most could win a prize, a Hersheys kiss, a pencil, something like that. Solo Activity Assignment Personification handout, due next class Closure Activity/Wrap-up Quick review
Due Next Class Period Personification Worksheet
Notes
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Lesson Plan
Curriculum Language Arts Date Created 3/26/2014
Grade Level 10 Date Used
Author Michael Jurgensmeier Author Contact mrjaywhatwhat@gmail.com
Standards
Materials Five Senses Google-Docs Presentation
Overview (What is the purpose of this lesson?) Introduction to the concept of Sense Poetry by creating a Five Senses Poem
As a result of this lesson students will
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER Understand
Know
Do (Skills)
Assignments Due Today Alliteration Poem due today
Lesson Plan Itinerary
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER BellWork Semi-Colons. Conjunctive Adverbs
Introduction
Poetry Examples
Apples Smells like cider. Looks like a big red ball. Feels hard and smooth. Sounds crunchy when you bite into it. Tastes sweet and juicy.
* War * War is brown. It sounds like thunder. It tastes like bitter grapes. It smells like yesterday's garbage. It looks like an ancient ruin. It makes you feel like crying.
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Happiness is sunshine yellow. It sounds like children laughing in the park. It tastes like an ice cream sundae. It smells like brownies baking in the oven. It looks like me when you smile. It makes me feel all warm and cozy inside.
Cooperative Activity Break into Groups to create two versions of Five Sense poetry, one concrete and one abstract. Solo Activity
Closure Activity/Wrap-up Sharing Group Poetry perhaps a contest to be judged.
Assignment One Five Sense poem, 6/7 lines
Due Next Class Period Five Sense Poem
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Notes
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Standard IV: Analysis of Student Learning
10th Grade Language Arts For the most part, my class had minimal knowledge when it came to Science Fiction literature. While they seemed to have a considerable amount of knowledge when it came to Science Fiction as a whole in popular culture, a history of Science Fiction literature was, for the most part, not a part of their everyday knowledge. Along with having a lack if knowledge when it came to Science Fiction literature, the class was also limited on several terms used to discuss literature, such as personification, simile, theme and static and dynamic characters. All of this was information that was later shared as we worked on the unit. The first story we read was Kurt Vonneguts Harrison Bergeron. With Bergeron I was able to introduce the concept of theme with Vonneguts notion of the dangers of conformity, as well as the literary device known as satire. The next story we studied was Searching for Summer, which is a short story dealing with a post-nuclear holocaust future where the sun has been blotted out by the nuclear fallout in the sky. This was a great story to identify the idea of static and dynamic characters. We then read the first of two stories by Ray Bradbury, which was A Sound of Thunder. Thunder is a story narrating the adventure of a group of hunters traveling through time to hunt a dinosaur. This was a great story to introduce the concept of foreshadowing with its constant reference to what was to come. Bradbury is actually fantastic when it comes to high school literature. All the basics are covered. 33
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER There Will Come Soft Rains was Bradburys next story we read. Rains, which is arguably Bradburys masterpiece when it comes to short fiction, gives a fantastic telling of a home that is surviving after the blast of a nuclear weapon and hoe the futuristic home continues to run itself after everyone is dead. Personification is evident throughout this tale. The exit test regarding Science Fiction literature went very well. Over 90% of the class received an A grade on the final test.
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Science Fiction Final Test Language Arts 10
Please put your answers on the scantron. Do not write on test! Choose the best answer for each question.
1. All of the following are generally true regarding science fiction except... A- The use of imagined future scientific or technological advances B- Characters are often given an unexplained or natural ability to use magic C- Major social or environmental changes D- Frequently portraying space or time travel
2. Harrison Bergeron was written by which of the following authors? A- Ray Bradbury B- Salman Rushdie C- Kurt Vonnegut D- Robert Zimmerman
3. The theme of Harrison Bergeron is mainly concerned with the A- dangers of trying to make everyone equal. B- hope that we can someday achieve real equality. C- importance of enforcing laws.
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TEACHER WORK SAMPLE MICHAEL JURGENSMEIER D- importance of a close family.
4. Which of the following was not a character in Harrison Bergeron? A- Grampa Schmitty B- Harrison Bergeron C- Hazel D- Diana Moon Glampers
5. Which of the following statements is not a simile. A- Quick as a bullet B- Crazy like a fox C- All the world is a stage D- Dumb as a post
6. Why is sunlight so rare in Searching for Summer? A- Because everyone was blind B- Because the sun was burning out C- Because it was almost always night time D- Because of the after-effects of nuclear war
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7. Mr. Noakes would most-likely be described as what type of character? A- Dynamic B- Static C- Devilishly Handsome D- Anticlimactic
8. Who wrote A Sound of Thunder and the short-story There Will Come Soft Rains? A- Stephen King B- Kurt Vonnegut C- Stephenie Meyer D- Ray Bradbury
9. Which of the following is the most obvious example of foreshadowing in A Sound of Thunder? A- Eckels straying off of the path during the hunt B- Eckels being warned that any changes in the past could have catastrophic consequences in the future C- Eckels is not able to tie his shoes D- Eckelss inability to stop sucking his thumb
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10. What is the significance of the red dot on the dinosaurs? A- It meant the dinosaurs were good to Bar-b-que. B- A red dot signified which dinosaurs could be shot. C- A red dot signified which dinosaurs could not be shot D- A red dot signified the social standing of dinosaurs, red dots being the absolute height of trendy fashion during prehistoric times.
11. What changes the course of history in A Sound of Thunder? A- Eckels steps on a butterfly B- President Deutscher is elected president C- Keith never takes Eckels hunting D- Eckels runs in fear at the sight of the dinosaur
12. What had presumably happened to all the people in There Will Come Soft Rains? A- They had left town to go to a wedding. B- They had all died. C- They joined the army. D- They all got bad haircuts.
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13. Which of the following is an example of personification? A- The fire was hot. B- The fire was orange and red. C- The fire became bigger and bigger. D- The fire was clever.
14. Who is considered the father of Science Fiction? A- George Lucas B- Jules Verne C- E.B. White D- Gene Roddenberry
15. Is Harry Potter considered science fiction? A- Yes B- No C- Sometimes D- Depends on who you ask
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Extra Credit: Before going to sleep at night Chuck Norris checks under his bed out of fear for which Starship Enterprise captain? a) Captain Ahab b) Captain America c) Captain Kirk d) Captain Crunch
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60 50 40 30 20 10 0 Science Fiction Pretest Science Fiction Postest
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 students 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25
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Standard V Reflection and Self-Evaluation
My portfolio contains several items, based on DSU Department of Education DESERT model standards, which shows my growth and experiences during my education program. These accomplishments have been documented in this eportfolio in what has been labeled as "benchmark assessments", meaning, interesting things I have done in my college career that are on this website to impress people and hopefully land a job. In all seriousness, what I have presented here is proof that I am a qualified, competent and professional educator. I believe I am a competent educator based on several pieces of work I have presented. For example, my ability to gather information and the lengths I will go to accomplish a paper that, I feel, is near perfection is evident in then in my research paper titled, Life After Polygamy, which I have displayed on my subject content area of this site. That paper was accepted by the National Conference of Undergraduate Research. I am very proud of it considering the notion that one out of every threethousand papers submitted are accepted. While researching this paper I actually conducted personal interviews with polygamy survivors Flora Jessop and Carolyn Jessop. My ability to create unit and lesson plans that are not only informative, but also captivating and entertaining for students is made clear in several of my creative writing, poetry and science fiction unit plans. I have given a few examples of my creative writing lesson plans in the pedagogy section of this site. The great thing about that 42
TEACHER WORK SAMPLE MICHAEL JURGENSMEIER specific lesson plan is that manner that I created a slide presentation that really seemed to appeal to the ELL students in my class. Through images and physical actions I was able to communicate and make the lesson clear to the entire class. I love the new technology in the classroom as well. Things have certainly changed since I was a kid. I love smart boards and Google-Docs. By means of Google-Doc presentations it seems I am able to not only make my point more clearly to the class, but I don't lose my place in the lesson as well. I believe one of the highlights of my teaching style is my ability to include the entire class in conversation that is open to all viewpoints and free of ridicule. I love having a discussion with students and watching as they begin to understand the various lessons I am presenting to them. As an educator it is my goal to not simply present information, but work as a guide. AS far as student assessment is concerned, I find the trick is to be ready to change the direction I'm heading when I am teaching lesson. Perhaps they aren't following and therefore I should slow down, or ask different questions and I have even had to cut one lesson down to two or more.
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