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CHELCE HESSLER
EDUC 440J
M/M in Language Arts
Fall 2014
Language Arts Portfolio
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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
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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.
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VOCAB FOUR-SQUARE
Developed by Rosshalde Pak
Retrived from TeachersPayTeachers.com
Facilitating Vocabulary Learning 1
WORD:
DEFINITION:
Sentence:Picture that reminds you
WORD:
DEFINITION:
Sentence:Picture that reminds you
WORD:
DEFINITION:
Sentence:Picture that reminds you
WORD:
DEFINITION:
Sentence:Picture that reminds you
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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
(less common additional meaning(s) at verablworkout.com)
contrite
She apologized, but didn`t seem genuinely contrite.
feeling sorrow or regret for a fault or offense
(less common additional meaning(s) at verablworkout.com)
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
(less common additional meaning(s) at verablworkout.com)
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
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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.
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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
evidence of attention
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
evidence of attention
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: _________________________
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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:
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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:
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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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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
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INTERPRETING SHAKESPEARE MEDIA GALLERY
Developed by Shakespeare UncoveredRetrived from PBSLearningMedia.org
Facilitating Use of Media 11
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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.
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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/