Script Writing - JonesbookwormsPAPjonesbookworms.wikispaces.com/file/view/Jennifer+Jone… · Web viewMaintain regularly scheduled tutoring ... The students will revise drafts to

Jennifer JonesPortfolio

2012

Contents:

Resume Collaborative Teaching Samples Staff Development Teacher resources Booktalks WebQuests Database analysis Web 2.0 Student Work Samples

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Jennifer E. Jones1807 N. 6th St.Baytown, TX 77520832-262-0588

[email protected]@gccisd.net

http://jonesbookwormspap.wikispaces.comhttp://jones-librarytechnology.blogspot.com/

I lead students and teachers into the 21st century using a combination of active learning and collaboration coupled with instructional technology. I am an experienced librarian, teacher, and tutor; therefore, I am schooled in working with diverse students with individual needs. Dedicated to enthusiastic and dynamic teaching, I create and nurture a lifelong love of learning and literacy in children of all ages.

Areas of ExpertiseLibrary Science ~ Collaboration ~ Technology ~ Student motivation and relationships

Research ~ Gifted and Talented Education ~ ELA ~ Assessment writing Curriculum writing ~ Young Adult Literature ~ Children’s Literature

Education and CredentialsMaster of Science in School Library and Information Science with School Librarian Standard Certificate (EC – 12) - Entered January, 2009 – May, 2012; 3.6 GPA; The University of Houston – Clear Lake

Miller Analogies Test - December, 2008

Advanced Placement Summer Institute - July, 2008; AP English Literature and Composition; Rice University

Breaking Ranks Certified - August, 2008; Goose Creek CISD

Advanced Placement Summer Institute - July, 2007; Pre-AP High School English; Rice University

Alternative Certification Program - May, 2007; 8-12 Certification in English/Language Arts and Reading; The University of Houston – Clear Lake

Pedagogy and Professional Responsibility - February, 2007

Certified in Assessment Writing - July, 2006; Goose Creek CISD

Bachelor of Arts – Literature - December, 2005; Magna Cum Laude; 3.9 GPA; The University of Houston – Clear Lake

TExES - October, 2005

Sigma Tau Delta – Inducted April, 2005; International English Honor Society Member; Rho Omega Chapter; Secretary June, 2005 – June, 2006

Associate of Arts – Communications – August, 1996; Lee College

http://jones-librarytechnology.blogspot.com/

http://jonesbookwormspap.wikispaces.com/

mailto:[email protected]


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Professional ExperienceLibrarian InternshipJanuary 2012 – presentSterling High School Library Goose Creek CISDRoles: Collaborate and plan with teachers and the mentor librarian. Design and teach information literacy (Web 2.0 and online database) lessons within the curriculum. Teach research lessons collaboratively with classroom teacher. Evaluate, process, organize materials, both print and nonprint, in accordance with patron needs. Provide patron guidance in reading and access to information through observation of specific needs. Have a working understanding of district, state, and national standards for a school library program. Plan activities that inspire school-wide use of the library through the sponsorship of the book club (Bibliomaniacs). Keep systematic records and data.

High School English TeacherJanuary, 2006 – present10th grade General/Pre-AP, Library Intern (Spring 2012), Film as Literature, 12th grade AP English Literature and Composition, TAKS remediation Ross S. Sterling High SchoolGoose Creek CISDRoles: Teach courses in AP English Literature and Composition, TAKS remediation, Pre-AP English, General English, and Film as Literature. Initiate, facilitate, and moderate classroom discussions. Evaluate and grade students' class work, assignments, and papers. Prepare course materials such as syllabi, homework assignments, and handouts. Prepare and deliver lessons and activities to all students on topics such as poetry, novel structure, and translation and adaptation. Maintain student attendance records, grades, and other required records. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction as a member of the GCCISD ELA Vertical Team. Compile, administer, and grade examinations. Maintain regularly scheduled tutoring hours in order to advise and assist students. Keep abreast of developments in my field by reading current literature, talking with colleagues, and participating in professional conferences. Select and obtain materials and supplies such as novels and textbooks. Collaborate with colleagues to address teaching issues. Serve on academic committees that deal with departmental matters and academic issues. Participate in campus and community events. Compile bibliographies of specialized materials for outside reading assignments. Act as sponsor to Creative Writing Club (2009) and RSS Bibliomaniacs (2011). Maintain status as AVID Site Team member and 10th grade Level Leader.

Research AssistantJune, 2005 to December, 2005Dr. Lillian McEneryRoles: Update research within documents; incorporate research citations, footnotes, and references into documents; transfer documents to APA format; proofread and edit documents.

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ReferencesDr. Craig White

UHCL Literature ProfessorSigma Tau Delta Sponsor

[email protected]

2700 Bay Area Blvd.Houston, TX 77058

Karen RohachContent Specialist

Ross S. Sterling High SchoolGoose Creek CISD

[email protected]

300 W. Baker Rd.Baytown, TX 77521

Kay McBrideUHCL Instructor

Director of Libraries and Textbooks

Pasadena [email protected]

832-922-12901826 E. Sam Houston Pkwy S. Pasadena, Texas 77503

CBJ Library Wiki

http://cbjbearslibrary.wikispaces.com

This wiki is a work in progress. It is meant as a one-stop library shop for students and teachers.

http://cbjbearslibrary.wikispaces.com/




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The Giver by Lois LowryA Collaborative Unit of Study

Script WritingMiddle School

Objective: The students will explain the influence of setting on plot development. The students will write an imaginative story that sustains reader interest and include well-paced action and engaging storyline. The students will revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. The students will edit drafts for grammar, mechanics, and spelling. The students will produce a multimedia presentation involving text and graphics using available technology. (English Language Arts and Reading Texas Essential Knowledge and Skills – Grade 7)

Description of the study unit. After reading The Giver by Lois Lowry, students will, in partners, write a script showing Jonas’s interaction with the first person he meets in Elsewhere. Students will revise their scripts with their classroom teachers. Students will then create a video actualizing their scripts via Xtranormal.com. Finally, students will present their scripts to the class.

The classroom teacher will: Facilitate the reading and understanding of The Giver by Lois Lowry with emphasis on

character development and setting. Model for students proper script writing. Give students time to work with their partner and plan their scripts. Monitor students as they write their scripts and set small goals for each day of writing. Model revision of drafts for students. Monitor students as they work together to revise.

The librarian will: Introduce Xtranormal to students. Hold minilesson on how to maneuver through Xtranormal. Show an example of a final work. Monitor students as they create their videos. Host students in the library to present their videos.

Schedule: Day 1

At the conclusion of reading The Giver, the teacher will spend one class period discussing the assignment with students and modeling proper script writing. Teacher will also assign partners on this day.

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Day 2 Students will have time to work with their partners on planning their scripts. A BME

graphic organizer will be turned in at the end of class showing student progress.

Day 3 – 5 Students write the rough draft of their script showing progress each day.

Day 6 – 7 Teacher gives minilesson on revision techniques. (I do, we do, you do) Students revise

their scripts and receive teacher approval.

Day 8 Librarian introduces students to Xtranormal and offers minilesson on how it works. (I do,

we do, you do). Librarian shows example of a final product.

http://www.xtranormal.com/watch/6311343/the-giver-interview-with-jonas Students begin creating with videos.

Day 9 Students finish creating their videos.

Day 10 Librarian hosts students for video viewing on the big screen.

Schedule for library visits: Students will come to the library during their regularly scheduled Language Arts class

time.

Resources required: The Giver by Lois Lowry Beginning-Middle-End graphic organizer Assignment handout COW Internet access Librarian account for Xtranormal with ample points available for student use. Projection screen

Evaluation: Students will be evaluated by observation and assessment of their product. The teacher and librarian will discuss the success of the unit. Were curricular objectives

met? What went well? What would we change? Add? Take away? Would we do this again?

http://www.xtranormal.com/watch/6311343/the-giver-interview-with-jonas

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Big6 Information Literacy Collaborative Teaching Unit

Teaching Partner: Mrs. Smith Course: Social Studies

Topic: Holocaust – Lesson 1: Task Definition Level: 6th grade

Analyze Learner

Students must have basic computer skills and a background in the Holocaust. Students must understand the purpose of the research. Students will be asked to identify necessary information for their topics.

State Objectives

Students will determine what information will be necessary to complete their research projects.

Select Methods, Media, and Materials

Required materials: Questionnaire: http://www.surveymonkey.com/s/GSNLCBH Computers w/printer access Projector (for modeling)

Utilize Media & Materials

Students will choose a topic from the list created by Mrs. Smith. It is assumed that the topics have been previously narrowed by Mrs. Smith.

Before completing the survey, the Librarian will model for students.

Students will complete a 7 question survey using Survey Monkey (http://www.surveymonkey.com/s/GSNLCBH) and before clicking “Done” will print the survey and keep it in their research notebooks as required by Mrs. Smith. The questions are:

1. What is your name?2. What is your topic?3. What are you supposed to do?4. Write three questions you want to know about this topic.5. What two types of information do you need?6. How much information do you need?7. What will your finished product look like?

Students will click “Done” when they finish printing the survey.

Require Learner Participation

This is a one-day lesson that will take approximately 45 minutes.15 minutes – Librarian models how to get to Survey Monkey (by clicking on the link on the school’s library homepage) and models how to properly answer the questions on the survey. The entire modeling process is also a Think-Aloud as the Librarian vocalizes her thinking process for answering the questions.20 minutes – Students answer the questions on the survey while the Librarian and Mrs. Smith monitor and assist as needed.10 minutes – Students print their results, hole-punch them and place them in their notebooks. Then, students click “Done.”

Evaluate & Revise

Mrs. Smith and the Librarian will look at the survey results to evaluate student performance and decide whether the lesson should be revised for the next class.

Mrs. Smith and the Librarian will also use the results to monitor student progress for the rest of the project.


http://www.surveymonkey.com/s/GSNLCBH

http://www.surveymonkey.com/s/GSNLCBH

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Topic: Holocaust – Lesson 2: Information Seeking Level: 6th grade

Analyze Learner

Students must have basic computer skills and a background in the Holocaust. Students must understand the purpose of the research. Students will be asked to identify necessary information for their topics. Students must have a topic chosen and have a basic grasp of what they want to know about their topic. It is understood that students know how to access and use the online databases.

State Objectives

Students will gain an understanding of where to find information on their topics.


Required materials: Website Evaluation handout Computers Projector (for modeling)


Students have chosen a topic and know what they want to find out about their topics.

Students are instructed that if they wish to use a website that is not found in the online databases available, then they must evaluate that website using the Website Evaluation handout.

The Librarian will use the “I do, We do, You do” strategy to instruct students in evaluating sources.


This is a one-day lesson that will take approximately 45 minutes.10 minutes – “I do” – Librarian models how to properly search for a topic by entering “Anne Frank” into a Google search bar. Librarian clicks on the first link available (http://www.annefrank.org/) and completes the handout as the students watch. Librarian decides that based on her results, this is a good website to use as a source.10 minutes – “We do” – The Librarian and the students click on the second link available (http://en.wikipedia.org/wiki/Anne_Frank) and completes the handout together. Together, we decide that this is NOT a good website to use as a source.25 minutes – “You do” – Students use the remainder of the time finding at least one good resource they can use for their projects. Students must complete the handout. Librarian monitors.

Evaluate & Revise

Mrs. Smith and the Librarian will monitor students as they work during the last step of the lesson.


http://en.wikipedia.org/wiki/Anne_Frank

http://www.annefrank.org/

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Topic: Holocaust – Lesson 3: Location and Access Level: 6th grade

Analyze Learner

Students must have basic computer skills and a background in the Holocaust. Students must understand the purpose of the research. Students will be asked to identify necessary information for their topics. Students must have a topic chosen and have a basic grasp of what they want to know about their topic. It is understood that students know how to access and use the online databases. Students now understand how to find relevant websites.

State Objectives

Students will gain an understanding of how to properly cite sources.


Required materials: Bibliography Guide: How to Cite a Site Computers Projector (for modeling)


The Librarian will discuss the concept of citing sources.

Establish the importance of citing resources by discussing intellectual property.

Hand out a copy of the Bibliography Guide: How to Cite a Site

Familiarize students with the various formats for each type of source.

The Librarian will use the “I do, We do, You do” strategy. Perform a search for a piece of information or a picture on the Internet.

Copy and paste the picture or piece of information to a Word document.

Cite the Web page where you got the picture or information. Require Learner Participation

This is a one-day lesson that will take approximately 45 minutes.10 minutes – “I do” – Librarian models how to properly search for a topic by entering “Anne Frank” into an online database. Librarian clicks on the first relevant link available and copies and pastes some information from the article into a Word document. 10 minutes – “We do” – The above task is performed again with the students following along as the Librarian models again.25 minutes – “You do” – Students use the remainder of the time to practice citing two more sources. Students must print out their results and turn it in for evaluation.

Evaluate & Revise



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Topic: Holocaust – Lesson 4: Use of Information Level: 6th grade

Analyze Learner

Students must have basic computer skills and a background in the Holocaust. Students must understand the purpose of the research. Students will be asked to identify necessary information for their topics. Students must have a topic chosen and have a basic grasp of what they want to know about their topic. It is understood that students know how to access and use the online databases. Students now understand how to find relevant websites. Students have a basic understanding of the importance of citation and how to cite sources.

State Objectives

Students will gain an understanding of how to extract relevant information from sources.


Required materials: Computers Notecards Pencils/pens Projector (for modeling)


Have students refer back to their surveys and re-read their three questions that they wanted to know about their topic. Underline important words from the questions. Model “Trash and Treasure Note Taking” strategy. Have students go through each sentence and ask “Does this answer any of my questions?” If not, then that sentence is trash, and move on to the next sentence. If the answer is yes, then paraphrase the most important information from that sentence – the treasure.

Practice the process a few times until students understand. Advanced students can do this paragraph at a time.


This is an on-going lesson that may take several class days.20 minutes – modeling and working through the process together.Remainder of the time – Students use the time to take notes and cite their sources.

Evaluate & Revise



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Topic: Holocaust – Lesson 5: Synthesis Level: 6th grade

Analyze Learner

Students must have basic computer skills and a background in the Holocaust. Students must understand the purpose of the research. Students will have the necessary information for their topics.

State Objectives

Students will gain an understanding of how to put together all of their information.


Required materials: Computers Projector (for modeling) Students must have an email address – gaggle.net accounts could be set up

for students without emails.Utilize Media & Materials

Students will be using www.glogster.com to create a visual to go with their written report.


This is an on-going lesson that may take several class days.45 minutes – modeling and introducing how to use glogster.Remainder of the time – Students use the time to create their “rough draft” projects using their gathered information.

Evaluate & Revise



http://www.glogster.com/

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Topic: Holocaust – Lesson 6: Evaluation Level: 6th grade

Analyze Learner

Students must have basic computer skills. Students must understand the purpose of the research. Students have shared their first draft projects with a partner.

State Objectives

Students will gain an understanding of how to evaluate their own and a partner’s research.


Required materials: Computers Projector (for modeling) Evaluation Survey: http://www.surveymonkey.com/s/7YCF6BB


Students will answer a survey based on their own work and a partner’s work. http://www.surveymonkey.com/s/7YCF6BB


This lesson will take approximately 30 minutes.15 minutes – answer survey questions.15 minutes – share results with partner.

Evaluate & Revise



http://www.surveymonkey.com/s/7YCF6BB

http://www.surveymonkey.com/s/7YCF6BB

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Staff Development

The following is a screenshot from a staff development on Web 2.0 tools for the Sterling faculty

in August 2011. Another teacher and I collaborated to design and present this workshop. We

covered wikis, virtual classrooms, online discussion, blogs, glogs, presentation tools, video

production tools, micro-blogging (twitter), online polling, and digital graphic organizers. We

used a wiki to present our information:

http://jenniferjonesportfolio.wikispaces.com/Web+2.0+Tools. We also facilitated an online

discussion with our teachers here:

http://jenniferjonesportfolio.wikispaces.com/message/list/Web+2.0+Tools.

http://jenniferjonesportfolio.wikispaces.com/message/list/Web+2.0+Tools

http://jenniferjonesportfolio.wikispaces.com/Web+2.0+Tools

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Teacher Resources

The following are handouts I designed for teachers. These handouts offer websites teachers can

use with students or for building their own battery of knowledge on their subject.

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Pathfinder for searching the online databases: (Can be used by students or teachers.)

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Booktalks

McCaughrean, Geraldine, The White Darkness.HarperTempest, 2005, 369pp. $16.99. ISBN: 0-06-089035-5Subjects: Deception, survival, AntarcticaGenre: FictionList: Michael L. Printz Award for Excellence in Young Adult Literature Level: 14 and upAnnotation: Symone is in love with the ghost of an Antarctic explorer named Titus. In fact, Sym herself is infatuated with Antarctica and would love nothing more than to take a trip there someday. Someday arrives sooner than she expects and Sym finds herself thrust into survival mode very quickly when it turns out that she’s been kidnapped. Because she’s so excited to be in Antarctica, she ignored the signs that told her things weren’t quite right. Her fight for survival grows and so does she. Will her attachment to Titus be enough to get her through?

Booktalk: (Excerpt #1) “I have been in love with Titus Oates for quite a while now – which is ridiculous, since

he’s been dead for ninety years. But look at it this way. In ninety years I’ll be dead, too, and then the age difference won’t matter.

Besides, he isn’t dead inside my head. We talk about all kinds of things. From whether hair color can change spontaneously to whether friends are better than family, and the best age for marrying: 14 or 125. Generally speaking, he knows more than I do, but on that particular subject we are even. He wasn’t married – at least, he wasn’t when he died, which must have substantially cut down his chances” (1 – 2).(Excerpt #2)

“I don’t know if I’m stupid. I might as well be. When I open my mouth, nothing intelligent comes out. Inside my head I’m as articulate as anything, look. But try to get a thought out and it’s like pushing raw potatoes through a sieve. There are things roaming around inside my head as clever as Theseus in the Labyrinth. It’s just that nobody ever gave them the necessary piece of string, so they’ll never find their way out” (79).

Curriculum Connection: GeographyStudents can use a map of the world to trace Sym’s journey from England to Antarctica and back again. This book could also be paired with a unit on Antarctica. Is Sym’s story realistic to the climate of Antarctica?

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Webquests

Film as Literature WebQuest:

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Database Analysis

Analysis of GCCISD Databases.

Vendor Database Description Audience Appropriate Content Subject

Special features

Gale Databases

General OneFile News and periodicals articles on topics like: business, computers, current events, economics, education, environmental issues, health care, hobbies, humanities, law, literature and art, politics, science, social science, sports, technology, and more.

Teachers and high school students

All content areas Images, updated daily

InfoTrac Newsstand

Web-based newspaper archives

Teachers and high school students

All content areas Customizable search options, web-based

Gale Student Resources in Context

Broad range of topics – people, places, and events. Search magazines, academic journals, news articles, primary source documents, websites.

High school students

All content areas Images, videos, audio files, quick fact boxes.

Student Resource Center – Junior

Easy access to award-winning curriculum based content. Provides 340 full-text periodicals and newspapers, primary sources, creative works, and multimedia.

Teachers, Junior school and lower level High school.

All content areas Lexile levels available, state and national curriculum standards search, popular topic pick lists.

Kids InfoBits Especially for beginning researchers, uses subject based topic tree, uses best elementary reference sources and magazines

K – 5, New Arrival Center (ESL)

Geography, Language arts, Science, Health, Social Studies, Athletics

Graphic interface

Literature Resource Center – LRC, Scribner Writers Series Online, Twayne’s Authors Online

Updated biographical information, overviews, criticisms and reviews on over 130,000 writers in all disciplines, from all time periods and from around the world, supplemented by materials from Scribner Writers

Teachers, High school

English, Language Arts, and Reading

Supplementary materials available

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Series and Twayne’s World, U.S., and English Authors Series.

SIRS SIRS - Issues Researcher

Covers leading issues most studied and debated by students.

Teachers, high school

Social studies, AP Language and composition, Speech communications, Sociology

Visual Browser

SIRS Government Reporter

Historic and Government Documents, Directories and Almanacs

Teachers, High School

Social Studies, Art, Literature, Sociology

Historic Documents avaiable

SIRS Renaissance Current Perspectives on the Arts and Humanities


English, Language Arts, and Reading, Sociology, Art, Social Studies, Music, Architecture and Design

Curriculum Pathfinders available

SIRS WebSelect Editorially selected websites for architecture and design, business, culture, environment, family, global issues, health, human relations, institutions, literature, communications, music, performing arts, philosophy and religion, reference, science, and visual arts.


all content areas Features web sites, dictionaries, e-books, historic documents, maps.

ABC-CLIO World History – The Modern Era

Offers information on world history from 1500 – present day.


World History, geography, U.S. History, social studies

Organized by era.

American History Information about America from 1350 to present day


U. S. History, Social studies, American Literature

Organized by era.

Country Reports

Country Reports Over 35,000 pages of online content on the cultures and countries of the world. With unique content from around the world.

Teachers, K-12 Social Studies Organized visually by area.

Associated Press

AP – Images Images from various content areas like: Sports, Current events, and news.


Social studies, athletics, Mathematics, Science

Entirely comprised of images.

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Handout for students and teachers.

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Web 2.0

Class wiki for English II Pre-AP (student resource). This is an interactive wiki used by my students in the English II classroom. Every day of our class can be found on this wiki. Students post projects and have online discussions here. http://jonesbookwormspap.wikispaces.com/

Technology in the Library Blog (teacher resource). This blog discusses over 20 different Web 2.0 technologies available to teachers and students. http://jones-librarytechnology.blogspot.com/

http://jones-librarytechnology.blogspot.com/

http://jonesbookwormspap.wikispaces.com/

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Student Work Samples

Students showcased research of poems related by theme using Glogster.

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Students used Ahead.com to showcase their understanding of research on obesity and asthma while making connections to the William Golding novel, Lord of the Flies.

Students used Youblisher.com to post their research on emergency survival situations.

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An inside view of the same manual.