Final Assignment - Learning Letter

           After completing my English class about teaching literature to adolescences I have learned a lot of helpful tools for my future classroom as well as a lot about my personal teaching style. I found this class to be extremely beneficial to all secondary English majors because of the theories and tools learned as well as it gave a hands-on approach to teaching literature through book talks, mini lessons and unit plans.  After speaking to my peers we also found that the professor had a major influence on the success of the class because of his own teaching approach and enthusiasm for the subject and students.
          When reflecting back on the course and the work I have completed I found that through all the stress and hard work it was all worth it. Although I was not always 100% interested in the reading material, after completing it I found it always to be beneficial. I really enjoyed the book talk assignment because we were introduced to a variety of literature for students in and out of the classroom. I also was able to think more in-depth about my own book talk choice, which is a book my cooperating teacher uses in her classroom, which will prepare me for the opportunity to one day teach it. I was nervous to begin the mini lesson assignment, but after completion I am a big fan of this assignment! I enjoyed viewing my peer’s lessons and being introduced to a variety of teaching strategies. This lesson also gave me the opportunity to think outside the box with pop culture to teach a play, Romeo and Juliet, that I know I will be teaching in the spring. My lesson started out rough when my Prezi PowerPoint was not working, but I learned firsthand that things happen and you must always have a backup plan. No worries though, my PowerPoint eventually worked and my lesson went well! The unit plan was a stressful and time consuming assignment that I felt ended successful and was worth the countless hours and lack of sleep! The unit plan gave me a chance to expand my usual one lesson plan to a three week lesson plan. I started off my unit plan based from my cooperating classrooms work with Lord of the Flies, but was able to put my own twist and teaching style into creating a fun and educational experience for a ninth grade classroom. Reflecting on my unit plan as a whole I felt it was successfully organized, well thought out, and educational for students. Each activity and assignment that I encountered in this classroom was beneficial to my current cooperating classroom as well as my future solo classroom!
          When we first started this class and was given our first reading assignment about oppression I felt I was doomed when it came to understanding the reading on theories on concepts. After completing the first few reading assignments and working with peers and classroom discussions I found that everything began to make sense. Throughout the classroom we explored the concept of differentiated instruction, which I had been taught throughout all other education classrooms as well. Yet, in the particular classroom differentiated instruction really clicked in a more in depth idea aside from just different learning styles. As a class we listed a variety of examples of differentiated instructions: reading levels, IEP’s/504’s, artistic abilities, family, culture, work ethic, preferences, etc. Some types that I would not have even though to consider. I really enjoyed reading our classroom text book, and took a lot away when completing the quarter. I was able to use the reading tools in the back of the textbook for my unit plan as well as my cooperating classroom.
          Throughout this course I have learned a lot about myself as a teacher and my teaching style. The mini lesson assignment was a beneficial experience because I was able to teach my peers and receive immediate feedback on what I was successful at as well as what needed work. Feedback my peers provided me with on components I can work on were being authoritative in the classroom as well clearer instruction at all times. I found that this was common feedback that my cooperating teacher gave me in my high school classroom as well. Feedback on what I did well ranged from my differentiated instruction to my worksheets and lesson development. This feedback again has been given to me by both my cooperating teacher and my supervisors have given me. Aside from my mini lesson I found that when participating with reading assignment discussion, I only spoke during subjects I felt I fully understood. This can create an obstacle with my future teaching career because being unclear/uncomfortable with a subject can cause me to miss out on an important theory or concept that can benefit my classroom.

"American Born Chinese" - Gene Luen Yang

American Born Chinese by Gene Luen Yang was my first graphic novel that I have ever read completely, and I must say I was a fan! One major thing that I enjoyed about the graphic novel was that the audience is able to watch the dialogue play out and see the characters body language. When I read I play the story out in my mind and a graphic novel paints the image clearly.

In my cooperating classroom we use a variety of traditional literature, and I would never have thought about including a graphic novel; however, after reading this one I would find it beneficial in the classroom. With working specifically on American Born Chinese students could focus on Chinese mythology, racism, stereotypes, and character development.

Using American Born Chinese and graphic novels in general, teachers are able to introduce the reading strategy of making an inference. My students have been reading The Lord of the Flies and I have found from my cooperating classroom that making an inference can be a particularly difficult reading strategy to teach and have students become comfortable with. My cooperating teacher and I have been struggling with illustrating how readers need to “read between the lines” and combine their schema knowledge (what you already know) with what they read.  Making an inference seems very abstract, and students struggle with grasping the concept. As a result of this I think that a graphic novel would help students be able to use the images and the dialogue in order to read between the lines and make inferences.

One obstacle that I could see with a graphic novel could be that students may get bored because of the level of reading. When I was reading American Born Chinese I found that it only took me an hour or so to finish it because the dialogue was easy to read and follow. One way to overcome this would be to teach the graphic novel in sections, or only use it as a supporting literature and not the main focus.

Night - Elie Wiesel

I really enjoyed reading Night by Elie Wiesel because of its combination of an intriguing story and a historical component. From a language arts perspective the narrator has a memorable story that can draw in students and allow many teachable moments about literature. For my book talk I chose The Boy in the Striped Pajamas because I felt it was a beneficial introduction book to the Holocaust and WWII, from a teaching perspective for a history class I think Night can fit this criterion as well.

Night by Elie Wiesel can be a beneficial read to a high school classroom because of its story, the message, and the historical background. I would use this story in a sophomore language arts or history classroom. In order to teach this book I think that students will need a variety of schema building on the topic, the author, and the language. I have learned from my current placement classroom that the topics in this story are not always well known and students need an introduction in order to become interested.

In a language arts classroom Night can be used to teach a series of instructions. Teachers can use Night to introduce students to a memoir. Because Night’s main character closely resembles its author, it may be considered more of a memoir than a novel. Students could compare and contrast novels and memoirs for a better understanding of reading literature. One important difference that teachers can use is that a novel typically concerns itself with creating a convincing fictional story; Night, however, is concerned solely with Wiesel’s personal experience. Teacher’s can also use themes and symbols throughout the story. One example could be the inhumane treatment of humans, and the consequences. This theme can lead to a series of discussions, research projects, and opportunities for group work.

In a history class Night can be used as an introduction story for WWII and the Holocaust (my understanding is that both are a requirement). Teachers could use sections of Night, the author’s real story, and other stories related to Night in order to help students begin to draw connections to the history and the actual people involved. I am not a history major so I am not confident in teaching a history class, but I know from class discussions this book could be beneficial to a history lesson.

"The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie

The Absolutely True Diary of a Part-Time Indian by Sherman Alexia was a spectacular read. The story was easy to follow because of the language and the images that supported the narrator’s story. For those who have not read this story it is about a young Indian boy’s struggles of attending a white school, growing up in poverty with a rough home life, the friendships that come and go, and the hope he has to get out and succeed in life.

After reading this book and considering how it can be used in the classroom, I believe that the idea of hope can be an important aspect to focus on. Although the narrator faces a variety of challenges throughout his life he continues to hope for a better future. “You kept your hope. And now, you have to take your hope and go somewhere where other people have hope . . . You’re going to find more and more hope the farther and farther you walk away from this sad, sad, sad reservation.” (p. 43) Teachers can connect the narrators hope to what students believe hope is, their own hopes in life, as well as connecting hope to dreams. Along with hope this story has a selection of themes that can relate to adolescent students (bullying, friendship, relationships, role models, etc) and can be used to help students make connections to better comprehend this story. 

A second teaching approach could be educating students about reservations all over the United States, Washington reservations, Native American history, education and other Native American relations that are talked about in this book as well as real life.

A third teaching approach for the classroom could be using the idea of imagery and drawings. I found in my own cooperating classroom that a majority of the students are struggling with home life and school, but doodling and drawing help them express themselves (just like the narrator of the story). The images are important to this story because they illustrate friends, family, society, stereotypes, and many more relatable aspects of a high school student’s life. Students could be given an end of the unit assignment to illustrate their own world just as the narrator has done. We have learned in education classrooms that drawing may not be every students strong point, so they could use a variety of approaches (pictures, magazine cutouts, drawing, painting, etc).

There are so many more teaching ideas that can come from this book. I am not sure what grade of students this book would be most suitable for, but I think it can be very beneficial for student learning in a language arts classroom.

"Things Fall Apart" by Chinua Achebe

Things Fall Apart by Chinua Achebe was a great first read in this classroom. This book introduced me to a fictional Nigerian tribe but a real culture. I found myself confused a few times throughout the book, having to re-read sentences and paragraphs to try and better comprehend the story.

Things Fall Apart would be a beneficial reading tool in a high school classroom because of its themes, language and culture. I am not sure what classroom level I would find it acceptable in because I feel pieces of the story can be used in a variety of language arts classrooms. A major theme I found in the story was the idea of change. The culture in Things Fall Apart is bordering a new change, and it affected most characters. Although students may not be able to draw a connection between the story and their own culture, they will be able to find a connection with change in school, family, relationships, etc.

Throughout many of my high school language arts classrooms, ninth through twelfth, my teachers continued developing imagery, figurative language, and other components that develop a story. Based on my own learning experience I felt that another aspect of Things Fall Apart that can be used in a language arts classroom is the use of animal images. The book is introduced to imagery of a cat, later a tortoise, and also a python. Students can make a connection to the story based on their own relationship to animals, as well as learn to use imagery in their own writing.

I look forward to the mini lesson assignment on this book to learn new approaches for teaching this story. I am interested to see how my peers teaching this story will work through the challenging language at times in the story, the introduction of a new culture for most students and the twenty-five chapter length of the story.

TPA Response

During my journey as a teacher candidate in the past year the TPA format has been used rather regularly, so when we were given one in English 493 it was a familiar planning tool. The idea of filling out four pages of lesson material may not be the most exciting approach to planning but the TPA is beneficial for assuring that all components of a lesson are thoroughly planned and met. In most other classes we have been given a a series of boxes to fill in as the format, in this classroom the format is more freeform (no boxes; listed points) and explains what is expected in better detail.

When I was first shown a TPA format I was overwhelmed with wording and questions that I was not sure how to answer. Each education class that I have been in we have learned how to thoroughly answer these questions and now in my second quarter of observation I am able to comprehend what is expected in each section.

An important knowledge that teachers candidates must have when planning their TPA is the “Context for Learning: (Attention to students’ backgrounds, interests and needs)” because it asks for details regarding English language proficiency levels, IEP’s/504’s, prior knowledge skills/academic backgrounds, etc. This knowledge of the students that will be partaking in the lesson is important to form the lesson to help students has success in gaining new knowledge.

The section I feel is very important on the TPA is the learning objectives. All lessons must have some objective of why students are participating, and what knowledge the students should gain. Finding CCSS can sometimes be challenging to pin down, but when the perfect objective is found the lesson is able to just flow.

One aspect of the TPA format that I still seem to find challenges with is the parent and community connections. I seem to always use the approach of a progress report or having parents sign homework sheets; however, I’m sure there are a lot of better options out there to help get parents and community members involved in the success of my students.

Differentiated Instruction - Individual Exploration

In English 493 we are learning a lot of helpful tools when teaching reading to adolescents. For this assignment we were able to explore differentiated instruction on our own, and then come to class to discuss our findings. I found my reading, “Differentiating for Tweens” from http://www.ascd.org.  Although my focus will be high school students and this article explains strategies for teaching middle schools students I felt it was still beneficial for preparing for any group of students.

“Of all the states of matter in the known universe, tweens most closely resemble liquid. Students at this age have a defined volume, but not a defined shape. They are ever ready to flow, and they are rarely compressible. Although they can spill, freeze, and boil, they can also lift others, do impressive work, take the shape of their environment, and carry multiple ideas within themselves…” I felt this quote represented differentiated instruction because it explains that students are capable of acquiring content and growing their knowledge when they are provided effective and diverse ways of learning.

In this article I felt that Strategy 2: Treat Academic Struggle as Strength was a beneficial strategy for teacher candidates especially myself because I am working with reading support students. A suggestion for this strategy are modeling asking difficult questions which teachers may not know allowing teachers and students to work together to find an answer. A second suggestion is positively pushing students to explore their underdeveloped skills without fear of grade repercussions.

I also found that each of the strategies built on to each other allowing a teacher to follow a series of steps to ensure the students are developing their knowledge in the classroom. As teacher candidates we cover a variety of aspects of the classroom, which this article explores their relationship to differentiated instruction: developmental needs, formative assessments, multiple intelligences.

·         Strategy 1: Teach to Developmental Needs

·         Strategy 2:  Treat Academic Struggle as Strength

·         Strategy 3: Provide Multiple Pathways to Standards

·         Strategy 4: Give Formative Feedback

·         Strategy 5: Dare to be Unconventional

 

Found From:

Wormeli, Rick. "Membership." Educational Leadership:Teaching the Tweens:Differentiating for
            Tweens. Ascd.org, n.d. Web. 23 Oct. 2013.