POE TPA

TPA Lesson Plan #1

 

1. Teacher Candidate	Katie Tiffany	Date Taught	Nov 19, 2014
Cooperating Teacher		School/District
2. Subject	English	Field Supervisor
3. Lesson Title/Focus	Poe Biography	5. Length of Lesson	20 minutes
4. Grade Level	Freshmen

 

6. Academic & Content Standards (GLEs/EARLs/Common Core)	CCSS.ELA-RL.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refines by specific details: provide an objective summary of the text. CCSS.ELA-SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
7. Learning Objective(s)	Given Edgar Allan Poe’s biography students will identify importance events/people in his life and make connections in his literature by participating efficiently in popcorn reading and discussion.
8. Academic Language	In today’s lesson there will only be two academic language that will be presented. Students will rediscover or review what a biography is. The will do this by turning to a partner and discussing in their own words what they think a biography is. This then turns into discussion. Students will be presented with what proper discussion looks like. They will be reminded to stay on topic and to touch their nose when they are finished completing their discussion.

 

9. Assessment

The assessments that I will be doing will all be formative assessments. I will be assessing the partner discussion of biography. With a thumbs up for understanding, and thumbs down for missed, I will be able to assess if I need to go into depth about what a biography is for my students. This will then lead into the assessments of the notecards that will be given to the students at the end of class as a ticket out the door. I will read over the new fact that students learned about Edgar Allan Poe and address if any information was misconstrued the following day. My last assessment for this lesson will happen the following day when students turn in their crossword puzzle from the previous day as homework.  Within the crossword are terms that they can find within the biography. If there were any that they miss we will address that the next day to avoid any confusion.

 

10. Connections

This lesson will connect with the following lessons provided for the week. It is important to understand Edgar Allan Poe’s dark history in order to understand his works such as “The Raven” and “The Fall of the House of Usher” which we will be discussing within the week. Poe incorporates parts of his life into these stories and students will be able to make that background knowledge connection if they are introduced to Poe beforehand.

 

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role At the beginning of class I will have my lesson objectives posted on the board in the front as well as the list of what we are doing in class for the day. I will ask a student to read the objective and the list. I will begin by telling the students we will be reading about Poe’s biography. I’ll ask the students to turn to their elbow partner and describe what a biography is in their own words. When discussion is all done I’ll ask the partner for a thumbs up/thumbs down response to whether or not their partner answered correctly. I will then hand out the Edgar Allan Poe biography. We will begin popcorn reading. After we are done reading I’ll ask that they students get together again with a partner and work on the crossword puzzle that I am handing out. We will work on this for the rest of class. Two minutes before class is over I will hand out notecards and ask that the students write down one new thing they learned about Poe as a ticket out the door. Once the bell has rang, students are free to leave.	Students’ Role Students will come into the classroom when the bell rings and have a seat in their assigned seats. They will take out a pencil. One students will read the objective and schedule that is posted on the white board in the front of the classroom. Once discussion has begun the students will discuss their definition of a biography. Once discussion is done students will put a thumbs up if their partner got the correct answer, thumbs down if they didn’t. They will be handed the Edgar Allan Poe biography and popcorn read as a big group. Once they have finished the reading Students will get back with their partners and start on the crossword puzzle that was given to them. Two minutes before class is done, students will be given a notecard. They are to write one new fact that they learned about Edgar Allan Poe. They are to hand that notecard to the teacher as they exit the classroom once the bell has rang.
Student Voice: I will provide my students with the learning targets and schedule for the day and have one student read it aloud to the classroom. I will have students give me thumbs up or thumbs down if their partner explained what a biography was correctly. And I will be assessing their tickets out the door about one new thing they learned about Edgar Allan Poe. Students will also provide voice through their crossword puzzle. If there is any confusion about words and/or parts of Edgar Allan Poe’s biography that the students did not understand, I will address them the next day in class.

 

12. Differentiated Instruction

In my classroom I have one IEP with hard of seeing. In order to accommodate this student I have them placed in the front of the room where they have access to the materials that I present to them up front. Also their Edgar Allan Poe handout has a bigger font on it then the other students. This lesson deals with auditory, visual, and tactile learners. Auditory learners will listen to other students read the biography aloud as we popcorn read. Auditory learners will also listen to the discussion of their peers as they discuss what a biography is. Visual learners are accommodated with a handout of Poe’s biography. This allows them to read and see what it is we are reading out loud. For the tactile learners we will be doing a crossword puzzle. Students are to find the terms within the biography and match them to the hints i have given them and place the correct word in the spaces provided. For the students who are having trouble understanding the material they can come in during break or before/after school to ask me questions.

 

13. Resources and Materials

Poe’s Biography http://www.poemuseum.org/life.php worksheet Edgar Allan Poe crossword puzzle pencils notecards

 

14. Management and Safety Issues

One problem that we have in the classroom is students talking as the teacher is talking. So if disruptive talking takes place in the classroom I will stop talking till the students understands that they are being disruptive. They already know that this is the signal for quit being disruptive. Some students also have a hard time staying focused on the writing task and choosing not to write during class. If this happens I will quietly talk to the student and let him know if he doesn’t write in class it will be homework, and that I am being gracious to give them time in class to write so that they don’t have to do homework. Students also have an issue about getting up and walking around before the bell has rang if we are done with instruction. I will ask the students to sit down. If they don’t cooperate I will have them stay a second for every time I have to say sit down.

 

15. Parent & Community Connections

At Mead High School they use an online program that allows students and parents to see their grades, what is being assigned, and what they are missing for the class. The students also have in their possession a syllabus that their parents can reference as to what we are doing in the classroom. If there is any problems or concerns the parents have access to my cooperating teacher’s email and phone number.

To Kill A Mockingbird Handout

Background: Scout Finch lives with her brother, Jem, and their widowed father, Atticus, in the sleepy Alabama town of Maycomb. Maycomb is suffering through the Great Depression, but Atticus is a prominent lawyer and the Finch family is reasonably well off in comparison to the rest of society. One summer, Jem and Scout befriend a boy named Dill, who has come to live in their neighborhood for the summer, and the trio acts out stories together. Eventually, Dill becomes fascinated with the spooky house on their street called the Radley Place. The house is owned by Mr. Nathan Radley, whose brother, Arthur (nicknamed Boo), has lived there for years without venturing outside.

Scout goes to school for the first time that fall and detests it. She and Jem find gifts apparently left for them in a knothole of a tree on the Radley property. Dill returns the following summer, and he, Scout, and Jem begin to act out the story of Boo Radley. Atticus puts a stop to their antics, urging the children to try to see life from another person’s perspective before making judgments. But, on Dill’s last night in Maycomb for the summer, the three sneak onto the Radley property, where Nathan Radley shoots at them. Jem loses his pants in the ensuing escape. When he returns for them, he finds them mended and hung over the fence. The next winter, Jem and Scout find more presents in the tree, presumably left by the mysterious Boo. Nathan Radley eventually plugs the knothole with cement. Shortly thereafter, a fire breaks out in another neighbor’s house, and during the fire someone slips a blanket on Scout’s shoulders as she watches the blaze. Convinced that Boo did it, Jem tells Atticus about the mended pants and the presents.

To the consternation of Maycomb’s racist white community, Atticus agrees to defend a black man named Tom Robinson, who has been accused of raping a white woman. Because of Atticus’s decision, Jem and Scout are subjected to abuse from other children, even when they celebrate Christmas at the family compound on Finch’s Landing. Calpurnia, the Finches’ black cook, takes them to the local black church, where the warm and close-knit community largely embraces the children.

Atticus’s sister, Alexandra, comes to live with the Finches the next summer. Dill, who is supposed to live with his “new father” in another town, runs away and comes to Maycomb. Tom Robinson’s trial begins, and when the accused man is placed in the local jail, a mob gathers to lynch him. Atticus faces the mob down the night before the trial. Jem and Scout, who have sneaked out of the house, soon join him. Scout recognizes one of the men, and her polite questioning about his son shames him into dispersing the mob.

At the trial itself, the children sit in the “colored balcony” with the town’s black citizens. Atticus provides clear evidence that the accusers, Mayella Ewell and her father, Bob, are lying: in fact, Mayella propositioned Tom Robinson, was caught by her father, and then accused Tom of rape to cover her shame and guilt. Atticus provides impressive evidence that the marks on Mayella’s face are from wounds that her father inflicted; upon discovering her with Tom, he called her a whore and beat her. Yet, despite the significant evidence pointing to Tom’s innocence, the all-white jury convicts him. The innocent Tom later tries to escape from prison and is shot to death. In the aftermath of the trial, Jem’s faith in justice is badly shaken, and he lapses into hopelessness and doubt.

Despite the verdict, Bob Ewell feels that Atticus and the judge have made a fool out of him, and he vows revenge. He menaces Tom Robinson’s widow, tries to break into the judge’s house, and finally attacks Jem and Scout as they walk home from a Halloween party. Boo Radley intervenes, however, saving the children and stabbing Ewell fatally during the struggle. Boo carries the wounded Jem back to Atticus’s house, where the sheriff, in order to protect Boo, insists that Ewell tripped over a tree root and fell on his own knife. After sitting with Scout for a while, Boo disappears once more into the Radley house.

I chose this text because my freshmen English class at my school are reading it and I am reading it for the first time. When I was a student in high school I didn’t practice good reading skills, and I read sparknotes in order to get by. This text is very good for early high school students because it teaches this aspect of good and bad and how justice can be unfair. It is an easy to read text with themes that are evident and don’t require deep thinking. 

Obstacles- The only obstacle I see about this text is the rumor of Robinson raping Mayella and the act of racism. Maybe some parents might not want their child to discuss topic of rape and racism. On an administration side I see no problem to the text because there is good value lessons within this text that will make our students aware about the undercover racism that still lives in the U.S. Students will learn a great deal that the government has done it’s part in removing racism, now it is our part as human beings to stop it. Some teaching ideas: Racism- connecting with Emmett Till

My hero project- present about people they admire

Truth vs Rumor Tabloid Article- After analyzing the difference between what is said and what is known about Arthur Radley, students write a sensational, tabloid-style news article. Discuss what is known about Boo and what is Rumored about him. 

This is a text that you have to go deep into because there is so many themes and lessons to be learned about it, and I know as a student it is hard for them to follow. The first part of the book is short stories about Scout, Jem, and Dill and it isn’t until part two that they book really picks up. 

How Do I Get Beyond Acquiring Knowledge and Facts Within My Classroom?

What instantly caught my eye in Teaching Literature to Adolescents was the different notions of learning literature. In my classroom at Mead High School, my master teacher teaches only acquiring facts and knowledge. We are currently reading To Kill A Mockingbird, and the only assessment and learning we do has to do with specific characters, what is happening, and background facts about this idea of racism. We don’t give students an opportunity for the expression of individual open-ended responses. The quizzes are set up as a question and answer response based. The only way they can fail the quiz is if they did not read. After awhile this becomes boring and I can see my students getting bored as well with just lecture based instruction. The trouble I find is how do I make learning more adventurous for these kids so that they can create their own ideas and understanding about the text?

Every Monday and Wednesday my students have a journal entry that they are supposed to write and they have to use a “style file” to spice up their writing. Instead of actually evaluating their journals and reading what they wrote, we grade them upon whether they hit the required page limit and correctly used the style file. I find myself wanting to read their journals and find out more about my students, but due to time constraints and the burden of grading more and more pieces of work it becomes almost impossible. 

I understand my teacher is nervous to give more creativity to his students only because they are so resistant to actually reading the text as it is with an easy 10 point quiz every morning. To read mini essays about their understanding would be tedious and almost unattainable with 60+ freshmen English students and 50 mythology students. The class size makes it impossible to finish grading anything. So my thought process is such: I understand that there is more that I need to do for my students to broaden their education and give them a chance to actually evaluate the text, but how can I do that if they will not read? 

Who is Katie Brown?

Today in class we will be meeting with Washington State Teacher of the Year, Katie Brown. Katie Brown is a teacher at Shuksan Middle School in Bellingham Washington. She has been there for 11 years and two years ago transitioned into an ELL specialist. She has been working with families from all different cultures and built a community that  focus on learning the English language. Her work has improved all classrooms and students confidence has increased in the short two years. 

ELL strategies are important to understand in all classes. If a foreign student is struggling with the concept of English, they will struggle with all aspects of school and eventually give up and drop out. Because we want all students to succeed, we must learn to implement all the strategies of ELL teaching. We must make sure these students do not fall behind. 

Katie Brown’s blog is something that I will now keep tabs on because the information she presents is very powerful that all of us must be accountable for in our classrooms. Her main message within all these blog posts is about team work and working together to improve our schools and those struggling every day with the English language. You can tell just by the voice she puts within her blogs that this teacher really truly cares for her school, students, and community. She interacts with all the foreign families, implementing English in their lives. What I find most humble about this women is she is perfectly fine implementing her teachings as a teacher instead of moving up into the administrator position. She is a hands on kind of person who feels that she can impact these lives in the position that she is in.

Some questions that I have for Katie Brown is:
-Where do you get the time to teach these students English with the time frame and curriculum.
 -What advice do you have for us future teachers that we should take into consideration before finding a job?
-How are we to learn about ELL before jumping into the work force?