Chelce Hessler - EDUC440J Portfolio

8/10/2019 Chelce Hessler - EDUC440J Portfolio

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CHELCE HESSLER

EDUC 440J

M/M in Language Arts

Fall 2014

Language Arts Portfolio


2/16

TABLE OF CONTENTS

Reflection ...............................................................................................................i

LANGUAGE ARTS ACTIVITIES

Facilitating Vocabulary.......................................................................................... 1

Vocab Four-Square ..................................................................................... 1

Vocab Study Sheet/Self-Quiz (Drown by Junot Diaz) ............................... 2

Teaching and Evaluating Writing Processes ...................................................... 3

Essay Map .................................................................................................. 3

Essay Rubric ............................................................................................... 4

Teaching Comprehension of Literary Text ......................................................... 5

Multimedia Stations (Instructions) ............................................................... 5

Multimedia Stations (Worksheet) ................................................................ 6

Anticipation Guide ....................................................................................... 7

Facilitating Oral Expression ................................................................................. 8

Yes, But ...................................................................................................... 8

Jigsaw Discussion Groups .......................................................................... 9

Facilitating the Use of Media ................................................................................ 10

Facebook Profile Character Sketch ............................................................ 10

Interpreting Shakespeare Media Gallery ..................................................... 11

Works Cited ............................................................................................................ 12


3/16

REFLECTION

Instructional ideologies are at the center of an evolving educational landscape that

ultimately strives to do what schools have always aimed to accomplish to cultivate an

atmosphere that speaks to students and fosters, within them, a lifelong love of learning.

Regardless of the content or curriculum, this goal is at the heart of the conversation; perhaps

now, more than ever, this has translated into a revolutionary shift in our approach, as teachers, to

education. One facet of this change is the adoption of Common Core State Standards. Though

this is not universal, it provides an objective benchmark through which students can be gauged in

their performance. This mandate, though sometimes criticized for being limiting to teachers,

encourages a relatively holistic development of academic skills and experiences in English

Language Arts; specifically it speaks to expanding students ability to read diverse texts for

deeper meaning (see: Reading: Literature and Reading: Informational Text Standards), write in

multiple forms with comfort and complexity (see: CCSS Writing Standards, which exist for

Narrative, Argumentative, and Expository essays), and participate in academic dialogues, sharing

perspectives and contributing meaningfully (see: Speaking and Listening Standards). The

diversity in objectives gives teachers ample freedom to execute their curriculum how they and

their respective schools see fit, while still setting loose boundaries for what skills the students

English Language Arts education, overall, should seek to impart.

The incorporation of these Standards into the classroom is joined by another counterpart;

juxtaposed with the structure and relative rigidity of the Common Core is the increasingly lauded

concept of differentiation. Where the CCSS might best be described as a one-size-fits-all form of

education, differentiation calls for a drastically different approach, more of an individualized,

your-size-fits-you mindset. Differentiation might dictate that some specific students can

demonstrate their understanding of a poems theme as clearly (if not more so) through a drawingrather than a written response. This option is an opportunity to engage a student who might

otherwise feel unmotivated or unable to complete the work as originally assigned. In this situation,

the teacher must determine firstly, which skill is being assessed (typically this skill will be, at least

in part, a derivative of the CCSS), and secondly, would the differentiated assignment provide a

substantial basis for assessment? In this way, the seemingly contradictory, but undeniably

important, ideas of universality and individuality are both honored in the context of the classroom.

In addition to having honed a stronger awareness of the delicate balance between CCSS

and differentiated instruction, I have also been made aware of the staggering amount of

collaborative content that is shared between educators in print and on the internet. Lessons can

be found and adapted for nearly any needs or purpose, and there is an absolute wealth ofmaterials from which to become inspired when planning for future lessons. This, along with the

CCSS, and the concept of differentiation, all mentioned above, are crucial components to a new

breed of education that is student-focused, ensuring that learning is optimally fruitful for all who

engage in it.


4/16

VOCAB FOUR-SQUARE

Developed by Rosshalde Pak

Retrived from TeachersPayTeachers.com

Facilitating Vocabulary Learning 1

WORD:

DEFINITION:

Sentence:Picture that reminds you

WORD:

DEFINITION:


WORD:

DEFINITION:


WORD:

DEFINITION:



5/16

VOCAB STUDY SHEET/SELF-QUIZ (Drown by Junot Diaz)

Retrived from VerbalWorkout.com

Facilitating Vocabulary Learning 2

Vocabulary Study Sheet

DrownJunot Diaz(cover the right side of the sheet to quiz yourself)

arbitrary

It was an arbitrary decision.

based on chance or impulse

balk

Our teacher balked at the suggestion of an open-book test.

to refuse to comply

(less common additional meaning(s) at verablworkout.com)

bellicose

She demonstrated a steady hand while negotiating with a

typically bellicose North Korea.

having or showing a tendency to fight

cajole

She is working to convince, cajole, and pressure other

Representatives to vote for the bill.

gently persuade

commute-- as in: commute from New Jersey

She has a long commute.

a regular journey of some distance -- typically between

home and work

(other common meaning(s) at verbalworkout.com)

conciliatory

Their statements are conciliatory, but their actions are

uncompromising.

intended to end bad feelings or build trust


contrite

She apologized, but didn`t seem genuinely contrite.

feeling sorrow or regret for a fault or offense


cryptic

I didn`t understand her cryptic reply.

secretive or difficult to understand

deliberate-- as in: need to deliberate

We deliberated into the evening.

to think about or discuss -- especially with great care

(other common meanings here and at verbalworkout.com)

deliberate-- as in: a deliberate thinker

a deliberate thinker -- not the fastest, but always thorough

done with great care -- often slowly

(other common meanings here and at verbalworkout.com)

diligent

She is a diligent worker.

hard work and care in tasks -- often continuing when others

might quit because of difficulties


disdain

She tries to be polite, but cannot hide her disdain for authority.

a lack of respect -- often suggesting distaste and an

undeserved sense of superiority

or:

to reject as not good enough


6/16

ESSAY MAP

Retrived from ReadWriteThink.com

Teaching and Evaluating Writing Processes 3

Name: _________________________________________________ Date: _______________________

Essay Map

Introduction:Write one or two sentences

that introduce your topic, including a brief

description of the main ideas.

Main Ideas:List the main ideas about

your topic that you will include in your

essay. There can be important facts

youd like to describe, points youd like

to explain, or elements youd like to

define.

Supporting Details:Write at least

three details for each main idea that

can further describe, explain, or define

it.

Conclusion:Write one or two sentences that

will conclude your essay. These can summarize

the main ideas, describe what is important

about the topic, or talk about what the reader

should take away from the essay.


7/16

ESSAY RUBRIC

Retrived from ReadWriteThink.com

Teaching and Evaluating Writing Processes 4

Essay RubricDirections:Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your

essay and check it again before you submit your essay.

Traits 4 3 2 1

Focus &

Details

There is one clear, well-

focused topic. Main

ideas are clear and

are well supported by

detailed and accurate

information.

There is one clear, well-

focused topic. Main

ideas are clear but are

not well supported by

detailed information.

There is one topic.

Main ideas are

somewhat clear.

The topic and main

ideas are not clear.

Organization The introduction is

inviting, states the main

topic, and provides

an overview of the

paper. Information is

relevant and presented

in a logical order. The

conclusion is strong.

The introduction states

the main topic and

provides an overview

of the paper. A

conclusion is included.

The introduction states

the main topic. A

conclusion is included.

There is no clear

introduction, structure,

or conclusion.

Voice The authors purpose

of writing is very clear,

and there is strong

evidence of attention

to audience. The

authors extensive

knowledge and/or

experience with the

topic is/are evident.

The authors purpose

of writing is somewhat

clear, and there is some


to audience. The

authors knowledge

and/or experience with

the topic is/are evident.

The authors purpose

of writing is somewhat

clear, and there is


to audience. The

authors knowledge

and/or experience with

the topic is/are limited.

The authors purpose of

writing is unclear.

Word Choice The author uses vivid

words and phrases. Thechoice and placement

of words seems

accurate, natural, and

not forced.

The author uses vivid

words and phrases. Thechoice and placementof words is inaccurate

at times and/or seems

overdone.

The author uses words

that communicateclearly, but the writing

lacks variety.

The writer uses a

limited vocabulary.Jargon or clichs may

be present and detract

from the meaning.

Sentence

Structure,

Grammar,

Mechanics, &

Spelling

All sentences are well

constructed and have

varied structure and

length. The author

makes no errors in

grammar, mechanics,

and/or spelling.

Most sentences are

well constructed and

have varied structure

and length. The author

makes a few errors in

grammar, mechanics,

and/or spelling, but

they do not interfere

with understanding.

Most sentences are well

constructed, but they

have a similar structure

and/or length. The

author makes several

errors in grammar,

mechanics, and/or

spelling that interfere

with understanding.

Sentences sound

awkward, are

distractingly repetitive,

or are difficult to

understand. The author

makes numerous errors

in grammar, mechanics,

and/or spelling

that interfere with

understanding.

Reviewers

Comments

Name: _________________________________________________ Date: _________________________


8/16

MULTIMEDIA STATIONS (Instructions)

Developed by Greg Riggio for The Brief Wondrous Life of Oscar Wao by Junot DiazRetrived from GregRiggio.Wordpress.com

Teaching Comprehension of Literary Text 5

Learning station instructions:


9/16

MULTIMEDIA STATIONS (Worksheet)

Developed by Greg Riggio for The Brief Wondrous Life of Oscar Wao by Junot DiazRetrived from GregRiggio.Wordpress.com

Teaching Comprehenion of Literary Text 6

American HardcoreLearning stations

Do now:

Anticipation (before):

Based on the photograph on the boardwhats my reaction?

Conclusion (after):

After youve completed the stationswhat did I learn?

Was there a difference between the two? If so what?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Station: _____________________________

Multimedia type: Description:

Whats the point? Reaction:


10/16


11/16

YES, BUT

Adapted from a lesson developed by Jamie BartonRetrived from ShareMyLesson.com

Facilitating Oral Expression 8

Instructions:e Yes, but game

In pairs, ask the students to number themselves 1 & 2.

Yes, but.

(etc.)

counter-arguments.


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13/16

FACEBOOK PROFILE CHARACTER SKETCH

Developed by Tracee OrmanRetrived from TeachersPayTeachers.com

Facilitating Use of Media 10

Name: ______________________________

2009 Tracee Orman

Character Name:

Basic Information

Networks (City/School): ____________________________________________________________

Sex: _______ Birthday: ____________________________________________________________

Hometown: ______________________________________________________________________

Current Residence: ________________________________________________________________

Relationship Status: _______________________________________________________________

Education: ______________________________________________________________________

Occupation/Employer: _____________________________________________________________

Political Views: ___________________________________________________________________

Religious Views: __________________________________________________________________

Personal Information

Activities: ________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Interests: ________________________________________________________________________

________________________________________________________________________________

Favorite Music: ___________________________________________________________________

________________________________________________________________________________

Favorite TV Shows: ________________________________________________________________

________________________________________________________________________________

Favorite Movies: __________________________________________________________________

________________________________________________________________________________

Favorite Books: ___________________________________________________________________

________________________________________________________________________________

Favorite Quotations: _______________________________________________________________

________________________________________________________________________________

My Favorite Sayings: ______________________________________________________________

________________________________________________________________________________

Favorite Foods: ___________________________________________________________________

________________________________________________________________________________

How I Spend My Free Time: _________________________________________________________

________________________________________________________________________________

About Me: _______________________________________________________________________

________________________________________________________________________________

My Top 10 Friends


14/16

INTERPRETING SHAKESPEARE MEDIA GALLERY

Developed by Shakespeare UncoveredRetrived from PBSLearningMedia.org

Facilitating Use of Media 11


15/16

WORKS CITED

Bibliography 12

Anticipation Guide. Retrieved September 21, 2014, from http://www.readwritethink.org.

Barton, J. (2013). Yes, But. Retrieved from http://www.sharemylesson.com.

Essay Map. Retrieved September 21, 2014, from http://www.readwritethink.org.

Essay Rubric. Retrieved September 21, 2014, from http://www.readwritethink.org.

Interpreting Shakespeare Media Gallery. Retrieved September 21, 2014, from http://www.pbslearningmedia.org.

Jigsawing. Retrieved 21 September, 2014, from http://www.sharemylesson.com.

Orman, T. (2010). Retrieved from http://www.teacherspayteachers.com.

Pak, R. (2012). Vocab Four Square. Retrieved from http://www.teacherspayteachers.com.

Riggio, G. (2012). American Hardcore Learning Stations. Retrieved from http://www.gregriggio.wordpress.com.

Vocabulary in Drown. Retrieved September 21, 2014, from http://www.verbalworkout.com.


16/16

PRINT SOURCES

Appleman, D. (2000). Critical encounters in high school English: teaching literary theory to

adolescents. New York: Teachers College Press.

Atwell, N. (2007). The reading zone: how to help kids become skilled, passionate, habitual, critical

readers. New York: Scholastic.

Christensen, L. (2009). Teaching for joy and justice: re-imagining the language arts classroom.

Milwaukee: Rethinking Schools Publication.

Smith, M. W., & Wilhelm, J. D. (2010). Fresh takes on teaching literary elements: how to teach

what really matters about character, setting, point of view, and theme. New York:

Scholastic ;.

Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria?

and other conversations about race. New York: BasicBooks.

INTERNET SOURCES

Fogarty, M. (2014). Grammar girl.Retrieved from http://www.quickanddirtytips.com/grammar-girl

Macmillan Education. Teaching teenagers.Retrieved from

http://www.onestopenglish.com/teenagers/

National council of teachers of English. Read write think.Retrieved from

http://www.readwritethink.org/

PBS. (2014). Teaching channel.Retrieved from https://www.teachingchannel.org/

Zimmer, B. Vocabulary lists.(2014). Retrieved from http://www.vocabulary.com/lists/

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Chelce Hessler - EDUC440J Portfolio