Recent Changes

NCTE Standards:
contemporary works.
2. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Unit Goal:
Objective: Using their knowledge of the novel, each student will be able to learn about their partner’s chosen life experience and write a responsive narrative.
Assessments:
-Partnered Discussions
-Adequate
-Adequate notes taken life experience
-Responsive narrative shows that the student understood their partners life experience, how it related to the novel, and how the student responded to their partners story.
Unit Goal:
Objective: Beginning with a class discussion of the novel, students will be able to decipher specific situations within and purposes behind the novel in separate groups.
Assessments:
so far
-Students
-Students show evidence and analysis.
-Students adequately complete their organizer/worksheet about the novel.

LESSON PLAN TEMPLATE
Class Class Description
9th racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Unit Title
Understanding Differences
Lesson Topic
Diversity Project
Type
Type of Lesson Developmental
National Content Standard
NCTE standard(s):
Students develop an understanding of and respect for diversity in language use, patters, and dialects across cultures, ethnic groups, geographic regions, and social roles.
MD Core Learning Goal(s):
critical analysis.
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Students have been learning about diversity all the way up to this point.
Lesson Objective(s):
Objective 1 – Students will be able to hold and participate in class discussion about the chapters read in the novel in order to express their views and hear the views of their classmates on the novel.
project in rderorder to express
Assessment(s):
Assessment for Objective 1 – (Describe assessment)
Performance
Why did you select this assessment strategy to measure student learning?
volunteers information, whowhich just needs
Assessment for Objective 2 – (Describe assessment)
Students will be graded on their knowledge of diversity and culture and the novel thus far.
Traditional
Why did you select this assessment strategy to measure student learning?
so far.
Materials Needed for Lesson
Nove “AnnieNovel Annie on my Mind”Mind
Pen
Paper
glitter, etc.
Lesson Development
Teacher
Activity 3: Students are able to show their initial representations of diversity and explain a little bit about their concept.
Summary/Closure/Revisit Objective: As we come to a close, you will be able to complete you diversity projects for homework, and we will continue our pursuit to further understand diversity next week.”
day life.
Students
Students will write and discuss
Ex: “To me, Diversity is when someone is different because of their culture or where they come from.”
“Diversity is when a group if people are all different because of how they dress, or talk, or what kind of group they identify with.”
Students discuss
Students work on their projects
Students show and tell
Students listen
Time
5 minutes
7 minutes
2515 minutes
5
15 minutes
3 minutes
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners)
their projects.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
it home.

LESSON PLAN TEMPLATE
Class Class Description
9th racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Unit Title
Understanding Differences
Lesson Topic
and perspectives.
Type
Type of Lesson Developmental
National Content Standard
NCTE standard(s):
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
MD Core Learning Goal(s):
of modes
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Students have been learning about character analysis and know enough to move to situational perspectives.
Performance
Why did you select this assessment strategy to measure student learning?
in this activity,activity; yet, I an effort.
Materials Needed for Lesson
Novel “AnnieAnnie on my Mind”Mind
Character Analysis diagram
Analysis mini-essay
Lesson Development
Teacher
Key Questions:
What is a perspective?
can a personsperson’s situation be
Transition: “Now that we have learned about situational perspectives we will act out scenes in order to see some different perspectives.”
Activity 3: Students will get into their designated groups and they will be given a scene from the novel. Along with this, they will be given one character in the novel in which they will act out the scene from this characters perspective. This character will most likely NOT be in the scene. They will work together in order to form a consensus about the perspective of the person. They will then perform the scenes in front of the classroom for their peers.
Safety Valve: I will act out a scene I have already prepared.
Students
Students write write.
Ex: “I would change the scene where Liza first meets Liza and make it more modern like how we would meet someone today because we usually don’t go to museums like that.”
Students write individually
Students listen and copy notes
Students work in their groups and perform their scenes
Students listen and discuss
Time
5 minutes
10 minutes
710 minutes
22
15 minutes
1
5 minute
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners)
their groups.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
spill over.

LESSON PLAN TEMPLATE
Class Class Description
9th racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Unit Title
Understanding Differences
Lesson Topic
Character Analysis
Type of Lesson
Developmental
National Content Standard
NCTE standard(s):
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
MD Core Learning Goal(s):
of modes
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Students have finished the story map and are able to move on to a more in depth analysis of the characters in the novel.
Traditional
Why did you select this assessment strategy to measure student learning?
rote memorization.
Materials Needed for Lesson
Novel “AnnieAnnie on my Mind”Mind
Pen
Paper
Analysis diagram
Lesson Development
Teacher
Why would this be important to us when they’re not real people; they’re just characters in a book?
Transition- “Now that we understand what character analysis is and how to perform such an analysis, you will be able to do one on your own.”
their character diagrams,diagrams; fill it
Transition: “Now that you have completed your own character analysis of one of the characters from the novel, let’s discuss any new details.”
Activity 3: The class will hold a discussion about any new details they have learned about their characters since performing the analysis.
questions to tomorrowstomorrow’s class.”
Safety Valve: Students will be able to find a character in the novel that is the opposite of the character they chose in order to perform an analysis on them as well.
Students
Students will writewrite.
Ex: “My favorite character is Annie because she is a little off-beat and weird.”
Students will listen, write, and discuss.
Students will work individually
Students will discuss
and discuss
Time
5 minutes
18 minutes
5 minutes
2 minutes
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners)
help them witthwith heir writing.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
essays individually.

LESSON PLAN TEMPLATE
Class Description
racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Unit Title
Understanding Differences
Lesson Topic
story map
Type of Lesson
Developmental
National Content Standard
NCTE standard(s):
Performance
Why did you select this assessment strategy to measure student learning?
volunteers information, whowhich just needs
Assessment for Objective 2 – (Describe assessment)
Students will be graded on their completion and accuracy of answers on their story map. They will be asked to provide ample details and explanations.
Traditional
Why did you select this assessment strategy to measure student learning?
following along.
Materials Needed for Lesson
Novel “AnnieAnnie on my Mind”Mind
Pen
Paper
Story Map
Lesson Development
Teacher
Is it relatable so far?
Any predictions of what will happen in the upcoming chapters?
to the actalactual make-up of
Activity 2 – In their designated groups, students will work together in order to complete their story map in detail.
your groups, letslet’s reconvene as
Activity 3: Without being able to change their answers on their story maps, students will hold a discussion with the class about the important parts of a story.
Key Questions:
What is different about this novel than other novels we have read this year?
How is it set up differently?
come to tomorrowstomorrow’s class with story maps.
Students
Students will write.
Ex: “I like the way the girls are kind of silly and not afraid to still act like little kids.”
“I don’t really like how they act like imaginary characters some times because I think high school kids should be more mature.”
Students will participate in the discussion
Students will work with their groups to complete their story map
Students will discuss the different parts of the novel
will listen
Time
7 minutes
15 minutes
8 minutes
2 minutes
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners)
them along.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
general template.

ClassClass Description
9th class; Standard; inclusive; racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Unit Title
Beginning to understand the unit: Accepting and understanding differences
Type of Lesson Introductory
Content Standard
NCTE standard(s):
human experience.
MD Core Learning Goal(s):
critical analysis.
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
accept others.
Lesson Objective(s):
tonight’s reading.
Objective 2 – Students will be able to work with their partners in order to learn about a different culture and tell about their own.
Assessment(s):
grade book.
Is this a formative or summative assessment?
Formative
Performance assessment
Why did you select this assessment strategy to measure student learning?
the reading.
Assessment for Objective 2 – (Describe assessment)
the culture.
Is this a formative or summative assessment?
Formative
Performance
Why did you select this assessment strategy to measure student learning?
vice versa.
Materials Needed for Lesson
Notebook
Pen
Paper
Worksheet
Lesson Development
Teacher
picked them.
Transition – “I wanted you all to do this so it could get you thinking about different people and different ways of life around the world. Although many of you picked places outside of the United States, there are many different people and activities right here where we live. Today we are going to talk about culture and background.”
and reading.
Key
Key Questions:
What is a culture?
What types of cultures are there?
Transition “Now that we understand what these words and concepts mean, it is time to learn about your classmate’s culture.”
Activity 2 – Students will pair up with their partner. Each will tell a story about their own culture, which can include but not be limited by their social group, family, interests, etc. After each student tells their story they will complete the worksheet about their partner’s culture and what they have learned.
have learned.”
Activity 3: Students share interesting things they have learned about their peers and their peer’s culture.
Summary/Closure/Revisit Objective: “Today we have learned what culture is and how many different things can be defined as a culture. Remember all the things you have learned today as you start to read ‘Annie on my Mind’ tonight for homework.”
Safety Valve: I will tell the students a story about/from my own culture and relate it to the lesson.
Students
their answers.
Ex: “I’ve always wanted to go to Italy and learn how to make real pizza!”
“I’ve always wanted to learn how to belly dance in India!”
“I’ve always wanted to go to the learn how to surf and maybe even go to the Bahamas!”
their answers.
Students
Students will listen notes individually.
Students
Students will work their worksheet.
Students
Students discuss what a class.
Time
7 minutes
2 minutes
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners)
the activity.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
I would have students go about the partner interviews a different way. Maybe tell different or more specific types of stories and use a different worksheet.

LESSON PLAN TEMPLATE
Class Description
racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Unit Title
Understanding Differences
Lesson Topic
understanding differences
Type of Lesson Introductory
National Content Standard
NCTE standard(s):
many dimensions (e.g. ,(e.g., philosophical, ethical,
MD Core Learning Goal(s):
personal experiences ana critical analysis.
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
Freshman students are at the peak of their development where they know about these issues, but they need the opportunity to talk about them in order to better understand them and accept others.
Performance
Why did you select this assessment strategy to measure student learning?
and their partnerspartner’s culture. I vice versa.
Materials Needed for Lesson
Notebook
Pen
Paper
Worksheet
Lesson Development
Teacher
What is a tradition?
What is a belief?
about your classmatesclassmate’s culture.”
Activity After each studentsstudent tells their about their partnerspartner’s culture and own classroom, letslet’s share some and their peerspeer’s culture.
Summary/Closure/Revisit Objective: “Today we have learned what culture is and how many different things can be defined as a culture. Remember all the things you have learned today as you start to read ‘Annie on my Mind’ tonight for homework.”
the lesson.
Students
Students will brainstorm to their selves and write down their answers.
Ex: “I’ve always wanted to go to Italy and learn how to make real pizza!”
“I’ve always wanted to learn how to belly dance in India!”
“I’ve always wanted to go to the learn how to surf and maybe even go to the Bahamas!”
A few students will share their answers.
Students will listen and discuss as a class as well as take notes individually.
Students will work with their partners and complete their worksheet.
a class.
Time
7 minutes
15 minutes
5 minutes
2 minutes
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners)
the activity.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
different worksheet.

Philosophy of Teaching
I have had teachers all my life, some good and some bad, but I have not had any truly worth remembering until I became an English major in college. I have had several amazing professors in my time at Towson, but one that sticks out is Dr. Jack Cole. The great qualities in Dr. Cole as a person and as an instructor were not hard to miss. First and foremost, he had passion. I could always tell that his ultimate goal was for us to succeed far beyond his course. He always urged us to think outside the box and past the surface answer of a question. One of the most important qualities that I hope to possess when I finally start teaching is patience. He never ever lacked this quality with us. There are countless teachers I remember for their frustration and anger toward me for not understanding, but Dr. Cole was the epitome of the patient and helpful teacher.
My most adamant belief about this profession is that you will go nowhere if you do not have a burning passion for it. The flame will quickly burn out if one does not have that urge that tells them to keep pushing forward. My second belief is that teachers must be knee-deep in their students learning experience and thus, have students just as involved in the curriculum. Personally, I do not see my student’s benefiting as much from my instruction if I am always at the head of the classroom doling out lessons as they dole out answers; teaching and learning should be an experience rather than a practice. My third belief is that teachers are not perfect and should not be held to such a high standard. Many students think that teachers are the end-all be-all of knowledge, but the truth is that we make mistakes and we do not know everything within our content area, but we can surely find the answers.
I intend to make my classroom and my teaching style a creative one. The indirect instructional strategy seems like a great place to start because it is the one with the least boundaries. I love this strategy because it is student-centered, which gives students more confidence in their learning capabilities. A chief principle in this strategy is that the process of learning is just as important as the product. Often times, students learn more from the work they put in than the actual answer itself. The focus of work is usually personalized for students. Learning does not seem so hard when students can relate the content to their own lives. This strategy tends to promote creative and meaningful learning as well as long-term learning. Content reaches students even more when it is something they will carry with them outside of the classroom. This strategy also sets up a great avenue toward reflective discussions before, during, and after a lesson. This gives students an opportunity to think deeper on the subject individually, in groups, and as an entire class.
While I can see myself relating mostly to the indirect instructional method, this does not rule out the other methods for me. I think being able to take different parts from each method helps the teacher as well as the class avoid being pigeon holed in one set strategy. Being a creative teacher is all about being able to go with the flow and the unforeseen changes of everyday. To be truthful, I cannot name the theories of learning and motivation or any educational research off the top of my head, but what I do know, is that students respond well to teachers that are there for them. Students deal with more issues outside the classroom than many people give them credit for, which can ultimately affect the way they learn inside the classroom. Students want to learn and make something of themselves, and sometimes it is not their fault when they have a hard time doing so. One of the best quotes I have heard in my professional year is that, “Middle school students don’t care how much you know, until they know how much you care.” For me, this quote surpasses all the information I have learned of theories and research, and although it is geared toward middle school students specifically, I believe it stands for all students because regardless of grade level, all students need to know is that we care.
My experiences of being a student myself will surely help me when the tables are turned and I am the teacher. I think the most important thing is that I know firsthand what it is like to be the student in an English classroom. I know the feeling of excitement and fear because English can be fun as well as frightening for a student. I know the feeling of intimidation when surrounded by students I felt were much smarter than me. I know what it feels like to not want to speak up for fear of sounding silly or just being wrong. I also know the feeling of joy when reading a novel that really hits home with my personal life. I can relate to the student that cries after reading a heartfelt book or the student that just wants to chuck the book at the teacher because it was the most unbearable thing they’ve ever had to read. I can keenly remember those feelings in high school because I still felt them in college! I do not plan to forget all these feelings when I become the instructor. I think it is vital for all adults to remember how they felt when they were in their own teenage shoes. Being able to relate to students will undoubtedly help to make the classroom more comfortable and more conscious. I will try to eliminate the fear they may have as best I can and choose material we all think can be meaningful in one way or another.
One aspect of my college career I will always carry with me is when I was a minor in theatre. Although I did not continue on that track, I had such amazing experiences in all of my theatre classes and events. I am a lover of the arts and hope to bring an air of that love to my English classroom as well. The wonderful thing about English is that it is a content area that hits upon so many others, especially theatre. Just reading along as another reads out loud for the class can turn into a theatrical activity. Having students form groups to perform their own interpretation of a work is another great way to bring theatre into the instruction. Also, field trips to see plays have always been done, but actually bringing actors into the classroom to perform for students can be such an awesome way to get students to see a work live and within their reach. The theatre is undoubtedly something that will be a vast influence in my classroom.
Cultural diversity has always had a huge spot in my life before I even thought of becoming a teacher, so it is something that will naturally follow me into the classroom. When I envision my classroom I have always pictured a “wall of respect” where there are set rules for everyone to read that have been made up and agreed upon by my students and me. This is something that I would do the very first day of school because I think it has to all be laid out to start a successful year. Personally, one of the rules I would want on the wall would be “no name calling or teasing relating to ones diversity” whether that is race, ethnicity, sexual orientation, and/or disability, etc. This also includes words that can be seen as “terms of endearment” like the N-word. People have taken this word and turned it into something so-called “good,” but I still find it offensive, and if one person in my class finds it offensive then it should not be said. It is important to understand as a class why each rule is important to have. Even if all do not agree on the exact rule, we can still agree on the level of respect that is expected.
Because cultural diversity is so important to me, I would make a point to weave it into my lessons. I would pick course material that is diverse in nature and allows students to read, discuss, and write about students that are not exactly like them. If there are certain materials that I do not have a hand in picking then I would make sure to lead my students into an assignment that makes them think about this same material in a diverse way. For instance, if we are reading a novel about an African-American family I would ask the students to think about what the experience would be like if this family were Asian or Indian. I believe it is imperative to touch on diversity in the classroom because students need to be aware that the world outside of their homes is a diverse one. It is important in these modern times to include all the sections of diversity, which include social justice and social inequalities. Many students may think that diversity only includes ones race and ethnicity, but the fact is that it includes sexism, sexual orientation, and persons with disabilities. Especially with the recent rise of bullying in schools, it is now more than ever that we need to have these in-depth conversations about acceptance.
My unit plan is entitled “Accepting and Understanding Differences,” and this reflects the ultimate goal I have for my students within the unit and the entire school year. This unit focuses on three main aspects that usually affect students while they are in middle school and high school: social status, social grouping, and sexual orientation. Discussing these life issues and being able to relate them to literature will undoubtedly help students understand and gain interest in the diversity that surrounds them. This unit uses a few great novels to reach and challenge students to think about high-level issues they may not have normally thought about or discussed with their peers in an English setting.