"Alexie Response"

I have always heard great things about Sherman Alexie, but The Absolutely True Diary of a Part Time Indian is actually the first book that I have read of his.  I loved the book, just like almost everyone said that I would. Once I found out that the background of the book actually comes from Spokane, I loved it even more.  I think by just telling students that this book take places in Spokane they will be really intrigued by it. I know I was.

In the classroom, I think it is extremely important to teach students about current events and situations that are going on in their life.  Sadly, racism and stereotyping is still a huge problem that takes place and this book is a great way to introduce this situation to the students.  This book could bring about so many awesome discussions and teach kids about different races and culture. Alexie exemplified real life situations throughout his book that, but he used just enough humor to keep it from becoming too emotional of a story. I think students would love it.

As I have heard, this book is actually very hard to get approved to be part of the curriculum.  This is disappointing to me because it really can bring out such a great message and it is different from the books that most students will be used to reading. I understand that some of the content in the book may be offensive, but I think there is ways of teaching this book without allowing it to come off offensive to any student. Teaching student about real life situations is important and that is exactly what this book could provide. If I was not able to get this book approved, I would definitely want it to at least be in my classroom library and available for students to choose to read on their own.  This book is a must have and actually turned out to be one of my favorite reads of this year.

"Poe Response"

Edgar Allan Poe was one of the first authors that I can remember actually enjoying.  Throughout middle school and high school, I really wasn't much of a reader.  I didn't read for fun and I rarely even read my requirements, I would just read the bare minimum to get me by.  I remember having to read Poe in one of my Language Arts classes though and actually loving what I read.  I thought it was intriguing and interesting and this is when I really started to actually somewhat enjoy reading. I think Poe is a classic author that all students need to at least be introduced to while in secondary school.

The collection of Poe stories is a great way to integrate Poe into the classroom.  This allows students the options of what stories they want to read and for them to also get a taste of the different stories that Poe has written.  Some of Poe's work might be pretty difficult for students to understand at first, but I think he has a lot of stories that are possible for students to read. The Raven and Tell Tale Heart are two that I think I would start students off with to introduce them to Poe.  I think that Poe is more appropriate for high school level students, but I am sure people could find ways to at least talk about Poe in middle school.  I remember reading The Raven in high school and then watching the movie after and that really helped me to understand Poe better.  I could definitely see myself using this technique with my students when teaching them any of Poe's stories.  I think it is important to bring pop culture into the mix somehow when teaching Poe because a lot of his work is deep, so this could really help the students to grasp Poe's content more.

It seems as if Poe is taught an English quite frequently from grades 9 and up and sometimes even younger. Clearly, Poe has made his mark in literature and I think as teachers it is important to continuously teach Poe's work because there is so much a student can gain from him.  Plus, very rarely does one not enjoy Poe's work, so he would be a great author to teach about because students will stay engaged and interested.  I am excited to see the lesson plans that I can come up with when I finally get to teach Poe in my own classroom.  I think students will love it!

"Graphic Canon Response"

The Graphic Canon is the book that I was most skeptical about when I heard about it.  I have never been very big into comics or graphic novels, so the book just didn't really interest me.  After looking through it though, I actually find the Graphic Canon to be very interesting. It has a way of bringing classic poems to life and it makes certain poems easier to understand for some. A lot of students don't have any interest in poetry or in older literature and I think that this book allows these students to have the chance to really dig deep and grasp the context of these types of works in a fun way.

Although I would rather just read poetry in its original form, I have realized a lot of students would actually rather look at a graphic novel.  I could really gain students interest by introducing them to certain authors and poems with this book.  I think it would be fun to find ways this graphic novel could be integrated into my classroom.  One idea that I have is to have the students read a poem and create there own graphic novel of the poem and they could get ideas by looking through this Graphic Canon.

In my experience throughout secondary school, I have never had to do anything with a graphic novel, so I think this would be a unique and fun way to teach poems that most students wouldn't have experienced before.  Of course, I need to be careful when teaching with a graphic novel.  Students may be too focused on the images, rather than the actual content of the poems.  I would need to find a way that students are gaining the context and information needed and that they aren't just skimming through the pictures without really digging deep.  Overall, I am really pleased with the Graphic Canon and although it isn't necessarily my favorite type of book, I think I could really find fun ways to teach it and get students to enjoy it.

Mini Lesson TPA

1. Teacher Candidate	Cydney Elgin	Date Taught
Cooperating Teacher		School/District
2. Subject	English	Field Supervisor
3. Lesson Title/Focus	Night/Euphemisms	5. Length of Lesson	30 min
4. Grade Level	8

6. Academic & Content Standards (Common Core/National)	CCSS. RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS. L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
7. Learning Objective(s)	Given the book Night, students will analyze the impact of word choices and determine the meanings and use of them by filling out the euphemism worksheet. Given the book Night, students will demonstrate their understand of euphemisms by completing the worksheet
8. Academic Language demands (vocabulary, function, syntax, discourse	Discourse: Students will articulate the learning objective by saying out loud “I can determine the use of word choice and euphemisms”. They will also discuss this objective with their elbow partners while writing it in their agendas. Demands: Write a journal response, listen to instructions, determine euphemism examples, speak to partner and during class discussion, listen to discussion, complete worksheet Function: Students will analyze the impact of word choice and determine what a euphemism is. Syntax: Students will need to discuss and fill out the worksheet in order to demonstrate that they have reached the learning target. Support: Students will discuss the learning target and I will ask if any questions arise from the learning target. I will circulate the room as the students are working on and discussing the worksheet. I will ask for examples throughout. Vocab: analyze, euphemism, denotation, connotation, holocaust, Nazis

9. Assessment

Formative: As the students are working with partners or alone, I will circulate the room to observe the discussions and check the student’s progress. Half way through the assignment, I will ask students for a 1 2 or 3 on how their progress is going.  3 for they are almost done and do not have any questions, 2 for they are doing alright and have a couple questions, and 1 for they are confused and need some help. After the time given, students will be called on to share some of the answers that they have come up with where I will be able to assess them by listening in.  At the end of class, I will also be collecting an exit slip/journal entry that reflects on the objective for the day. Summative: Students will turn in their euphemism worksheet as a summative assessment.  This will measure whether or not they were able to determine the meaning of a euphemism and how word choice impacted the meaning in the text. They also will be given a final test at the end of the Night unit, which will be in a couple days. --Attached at the end of the lesson plan are the materials needed for these assessments--

10. Lesson Connections

Students will need to use their prior knowledge and information from Night, that we have already finished reading together as a class.  They will also need to use their prior knowledge on the meaning of connotations and denotations in order to complete the worksheet today. Todays lesson will help the students to better grasp the impact and importance of word choice in a text.  They will also be learning what a euphemism is and will be determining how and why they are used.  After todays lesson, students will have a better understanding of the book and the importance of word choice.  This will help them to understand the history of the holocaust better and will prepare them more fully for the end of unit test that will be based off of the book Night and the activities that were completed throughout the book.  Gary Borich, a professor in the College of Education, suggests that cooperative learning actively engages students in the learning process and introduces them to higher thought process. He claims that cooperative learning is an instructional strategy that acquires skills and values that will be life-long. Todays lesson will incorporate cooperative learning when the students are working with their classmates. The students will be discussing with one another, and also with the whole class.  They will be learning from each other and building off of each other’s ideas. This will help to more fully engage students and provide them with a chance to reflect and learn from one another.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies The learning target today will help students to better understand the book Night and the context in it, which they have recently finished reading. It will help them to determine the impact that word choice has and the meaning of a euphemism.   Sequenced Instruction Intro- 5 min Learning Activities- 20 min Conclusion/Exit Task- 5 min
Teacher’s Role ·       I will welcome students to class as they are seated quietly at their desks. ·       I will then ask a student to share out loud the learning target for the day. They will then discuss quickly with a partner how they think they are going to reach this learning target and write it in their agendas ·       I will ask if there are any questions or comments for the learning target or agenda for the day. ·         I will go over/review with the students the meaning of connotation and denotation ·       I will explain what a euphemism is ·       I will show examples and ask the students if they have any other examples ·       I then will go over the directions for the worksheet ·       As students are working, I will circulate the room to check their progress. ·       I will ask students to respond with 3,2,1 on their progress. ·       When the time is up, I will go around the room and ask for answers and examples from the worksheet ·       I will collect the worksheet      I will then ask the students to complete the journal entry question silently ·       I will ask for volunteers to share their journal entry after the time is up     I will ask students to clean up and turn their journal entries in.	Students’ Role ·       Students will come to class and sit quietly at their desk with all of their materials for the day out. ·       Students will the volunteer or be called on to share out loud the objective. ·       Students will discuss with their elbow partner how they think they can reach that learning target today and will write it in their agendas ·       Students will ask if they have any questions or comments about the learning target or agenda for the day ·       Students will review the meaning of connotation and denotation ·       Students will quietly listen to instructions and ask questions about the directions if any arise ·       Students will work on their own or with a partner on the worksheet ·       Students will hold up a 3,2 or 1 on their progress when I ask, like they already know how to do. ·       Students will share some of their answers out loud when they are called on ·       Students will turn their worksheets in       Students will quickly and quietly get their journals out. ·       Students will quietly write their journal response in their journal. ·       They will read a book if they finish early. ·       Students will volunteer to share their journal response ·       Students will turn their journal entry in
Student Voice to Gather Student voice will be gathered throughout this lesson. The students will observe and recite the learning objective. They then will discuss how they think they are going to reach this learning objective with an elbow partner. This will help students grasp what the learning objective is more fully and will check for their initial understanding of the objective. Students will be given journal response questions that relate to their opinions.  This will engage the students by giving them a choice in what they have to say in their journal response. During the lesson activities, students will be able to work with a partner or in small groups in order to reach the learning objective.  his will allow them to get help and ideas from other students. The students will be telling me their progress by holding with the “3-2-1” assessment. The students will be sharing some of their thoughts and answers out loud, which will allow them to gain new ideas and learn from one another.

12. Differentiated Instruction

This lesson incorporates students voice throughout it, making it an equal opportunity lesson for every student. This lesson will accommodate to all of the students needs in the way that it has a variety of learning styles.  The students will gain verbal learning by listening to me explain the activities and objective for the day and working with partners.  The students will have visual learning as well by being able to look on the board, at the overhead, and at their own papers for directions.  The way this lesson incorporates visual, oral, and auditory learning styles will ensure that all students can meet the learning target.  Student interest will be incorporated in the way that the students are able to write a journal response based on their opinion. This will allow them to write a response that reflects their interests and thoughts.   There are four students with IEP’s in class who need extra help and extra time on assignments. I will accommodate these two students by making sure they are aware that they can have extra time and help if needed.  I will check in on their work and progress often.  These two students are placed next to students who can help them throughout the day’s activities.  They are also placed closer to my desk, making it easy for them to get to me and not feel insecure to ask me questions.  Students are always aware that disrespectful behavior towards other students is not tolerated and will immediately result in consequences.

13. Resources and Materials

Whiteboard, student journals, paper, pencils, euphemism worksheet, Night book, dictionary Borich, Gary D.  (2014). Effective Teaching Methods: Research-Based Practice. Upper Saddle River, NJ: Pearson.

14. Management and Safety Issues

Management can sometimes become an issue to this class due to disruptive students.  I will use the all eyes on me method to gain the students attention. This signals the students to quiet down and bring their attention to me.  I will be circulating the room in order to ensure that all students are on task during class activities.  When students are off task, they will be issued a warning, where their name will be written on the board.  If they continue to be off task, they will need to fill out a “think about sheet”.  After that, if they are off task or disruptive at all they will be sent to the office, where they will have a consequence. I also will award and take away class points depending on the behavior of students.  This method should encourage students to stay on task. When students are working on class, they must keep their voices at inside level and must stay seated to ensure that I can hear and be able to get to all other students when needed.  If students get too loud, they will be asked to work silently instead. These management rules are put into place every single day and do not change.  The students know the rules of the classroom, which helps me to have better management and safety by keeping these the same. As mentioned above, there are four students with IEP’s in this class.  Emotionally, they often feel embarrassed and behind in class.  In order to ensure they have emotional safety, I have them sit around other students who are willing to help them when needed and also I will pass by them often so that they feel comfortable to ask questions whenever they need to. Students are aware that disrespectful behavior towards other students is not tolerated and will immediately result in consequences.

15. Parent & Community Connections

Students will be encouraged to go home and talk to their parents/guardians about the book and the activities discussed in class. For entry task tomorrow, I will be calling on students to share some of their discussions.  I will email parents to let them know that the students are coming to the end of a unit and that their end of unit test is coming up.  Students have been encouraged to review the book book and all the assignments completely throughout the reading with themselves and their parents in order to further their thinking on the lesson and get prepared for the unit test. The community is brought into this unit in the way that they are thinking and comparing word choice in Night to their own life/society or the people around them. Euphemisms are used every day, just like the Nazis used them throughout the book.  This helps the students relate and understand the importance and meanings of word choice. This will bring the community into the lesson and will allow the students to see how this lesson can be connected and related to the community around them, and the history of the holocaust. .