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ObjectiveQualified and dedicated instructor with a Bachelors Degree in English Secondary Education seeks position to employ superb, innovative educator skills in a secondary level English Language Arts classroom. With a background in volunteer work and leadership positions, goals include continuing to advance teaching skills while becoming involved in leading school programs. Qualification Highlights? Professional KnowledgeCompleted a four-year bachelors degree for English Secondary Education within three years. Graduated with a 3.8 GPA, making the Dean’s Honors list all six semesters and receiving Summa Cum Laude, the highest form of honors at Arizona State University. ? Classroom Technology IntegrationExtensive experience of teaching with technology and working with the newest forms of multimedia to enhance student engagement throughout past internships and student teaching.? LeadershipFormer leader of two student body positions that entailed leading committees in coordinating and organizing school events. Camp leader, teaching high school students to team build, set goals, and develop leadership skills.Education Bachelor of English, Secondary EducationMay 2016Arizona State University, Tempe, ArizonaCollege of Liberal Arts and SciencesGPA 3.8 Dean’s Honors List 6 semesters? Arizona School of Real Estate and Business June 2015- July 201590 hours of pre-licensing educationCertificationsFingerprint Clearance Card, State of ArizonaJuly 2014- CurrentNES English Language Arts CertificationNovember 2015NES Professional Knowledge CertificationDecember 2015EmploymentCaregiver April 2014- CurrentCaregiver of an eight-year-old boy who is deaf, autistic, and has severe AD/HD. Responsiblefor tutoring, assisting him with his daily homework, and working to improve his literacy skills. InternshipsIntern at Barry Goldwater High School working with grades 9/12 Aug. 2014- Dec. 2014Intern at South Mountain High School working with grade 9 Jan. 2015- May 2015Intern at Terramar Elementary School working with grades 7-8Aug. 2015- Dec. 2015Student Teacher at Terramar Elementary School for 8th gradeJan. 2016- May 2016?Prepared and taught whole-class lessons?Assisted teacher and students with English Language Arts assignmentsOther Relevant Experience and Volunteer Work? Senior Class President, Sandra Day O’Connor High School, Phoenix, AZ August 2012- May 2013Leader and organizer of school and community service events? Volunteer, Christ’s Church of the Valley, Peoria, AZAugust 2012-July 2012Teacher for kindergarten students in the children’s ministry? Volunteer, Camp ONE leader, Flagstaff, AZ January 2015Camp leader for Sandra Day O’Connor High School students, helping teenagers view society from different perspectives while participating in punctuality and team building activities.Related SkillsTutoring and Co-TeachingKinesthetic Learning IntegrationClub Organization and Leadership Lesson and Unit Plan DevelopmentDifferentiated Instruction ApproachesTechnology IntegrationReferencesAvailable upon request. ‘Philosophy of EducationMy philosophy of education is to certify that all students have an equal chance at growing intellectually through a rigorous and relevant education. It is essential that each individual student understand that they have the same opportunity to learn as everyone else, despite their cultural background, religious beliefs, race, gender, sexual orientation, language deficiency, or learning disability. It is easy for students to feel unequal in a place of education, preventing them from developing to their full potential. I plan to discard this idea by motivating my students to achieve the high expectations for success that I hold within my classroom. By working together to push one another to achieve their academic goals, students will succeed inside and outside of their education. I am desirous of having each of my classes immediately feel safe, comfortable, and confident when working together or presenting in front of one another. I challenge students to depart from their comfort zones in order to express their distinctive viewpoints over any text being read, any topic being discussed, and any piece of work that is being written. I thrive to have students be successful when it comes to exploring ideas that are outside of the obvious in order to help themselves as well as their classmates think critically. Many students are quick to believe that there is always one correct answer to everything in school. My goal is to teach them how to use their voice to express and explain their reasoning on any idea that they may have. These skills will be beneficial for the remainder of their lives, in their writing as well as in the real world. Regardless of each student’s background, they will be confident that they received equal opportunities for success from my teaching.My last seventeen years in school has introduced me to a world of diverse learners and educators. They expressed and taught the importance of the need for diversity, structure, achievement, positive social interaction, and self-exploration. My journey with phenomenal teachers has inspired me to continue to provide a similar fulfilling and impactful experience for my future students.Professional Growth PlanAs a first year teacher, I believe it is important to set a new goal for myself each week in order to truly challenge myself. During my first year of teaching, one of my goals is to integrate unique and engaging literacy strategies as often as possible in my Language Arts classroom. I will challenge myself to continue reading professional literature and pull strategy ideas from my college textbooks so that my students are exposed to a variety of innovative teaching techniques. I plan to incorporate technology in students’ major and minor assignments, as well as in the majority of my lesson plans. Maintaining a controlled classroom environment is another essential goal that I plan to accomplish in order to create a welcoming classroom community where my students feel safe at all times. I look forward to implementing these goals that will create a new and exciting learning experience for all diverse groups of learners. Some of the goals that I set for myself as an educator are long-term goals that I will work to accomplish within my first five years of teaching. My first long-term goal is to attend professional workshops. I plan to acquire more professional development hours than necessary and regularly attend workshops regarding a large variety of topics. My second long-term goal is to continue my education and earn a master’s degree while I am teaching. My final long-term goal is to become involved in Student Government or another club on campus. These goals will not only improve my teaching skills, but will also get me actively involved in the school community. When I begin my teaching, I plan to participate in professional organizations that will benefit me as an educator. One organization that I plan to participate in is the National Counsel of Teachers of English. This organization will help improve my teaching and help improve students’ learning of English language arts in my classroom. Another associating that I will be joining is called Arizona Associating for Lifelong Learning (AALL). AALL’s mission is to promote adult literacy awareness and provide resources for people to learn more about adult education that is offered throughout the state. Both of these professional organizations will continue my educational growth and provide me with knowledge and resources that can improve my teaching. My Vision StatementJhenessa Terrazas? As an English Language Arts teacher, my aspiration is to inspire and support students to further develop their thoughts and wonders into innovative ideas. This goal will be reached by teaching students to think critically, communicate effectively, and appreciate a lifelong learning of literacy skills. ? I believe that efficient learning comes from student engagement and this is best achieved through teaching lessons that integrate a healthy balance of technology and kinesthetic learning. I want students to make the most of the resources that are available to them in 21st century classrooms and computers. ? I want my students to become college and career ready through the process of learning, creating, and presenting information in an active and technological way. I believe that as technology continues to advance, it is becoming the key to student success. Sunday, October 4, 2015Teacher’s Letter to ParentsDear Parent or Guardian,Welcome to 8th grade English Language Arts! I want to take this time to introduce myself and express how much I am looking forward to working with your child in my classroom at Terramar Elementary this year. I received my Bachelors of English with a certificate for Secondary Education at Arizona State University. I am excited to expand your child’s literacy skills in a way that will make them look at reading and writing from a new, innovative perspective. Our main classroom goal for this semester will be to learn how to read, write, and interpret arguments, narratives, and explanatory texts. Some of the expectations that I require of my students include student participation, coming to class prepared, and completing assignments on time and with their best effort. I am confident that these goals and expectations will better prepare students for high school and that all of my students are more than capable of achieving them successfully. Attached is my classroom syllabus for you to read, sign, and reference in the future at any given time. If given consent on your child’s syllabi, emails will be sent out to inform you of large, upcoming assignments. I highly encourage parents and guardians to contact me about any questions or concerns at 602-376-1276 or via email at Jhenessa.Terrazas@asu.edu. Personal appointments are always welcomed and available upon request.I believe that your active participation in your child’s education is of great importance to their success. By working together, we can make this a very effective year in greatly improving your child’s literacy skills. Sincerely,Miss TerrazasSunday, October 4, 2015Introduction Letter to PrincipalDear Doctor Anderson,I am pleased to present my resume to you in regards to the job opening for a 7th grade English Language Arts teacher at Terramar Elementary School. I believe that you will find me to be a well-qualified candidate for the teaching position, being an innovative educator who provides direction and incentive that lead to success amongst students. I have graduated from Arizona State University with a Bachelors of English and a Secondary Education teaching certificate. Throughout the semesters of my internships and student teaching in secondary level classrooms, I have had several opportunities to implement, reflect upon, and improve my teaching strategies in diverse classroom settings. My instruction requires expectations that students will gain real-world applications that will be beneficial to their current and future lives. I am also a firm believer that active participation from parents in a child’s education is of great importance to their success. I look forward to fulfilling my passion of expanding my students’ skills and perspectives of literacy development in an active and engaging way. I am confident that the goals and expectations that I set for students will better prepare them for literacy success, inside and outside of the classroom. Please feel free to contact me for further information at 602-376-1276 or via email at Jhenessa.Terrazas@asu.edu. It would be a privilege for me to secure the position of an English Language Arts teacher at your school. I appreciate your time and I look forward to hearing back from you.Sincerely,Jhenessa TerrazasSunday, October 4, 2015Concerned Letter to ParentDear Parent or Guardian, It has been nothing but a pleasure having your son, Jason, in my language arts classroom this semester. He works well with his classmates and always comes to school with a positive attitude. Jason has turned in previous homework assignments and projects in a timely matter but I am writing you to address my concern regarding a recent assignment. Jason did not complete an essay that is worth twenty percent of his total grade and I would like to work with you on motivating him to complete it. He works diligently in my class and I would hate to see this incomplete assignment prevent Jason from receiving an A in the class after he has challenged himself to maintain that letter grade throughout the entire quarter. I have informed Jason that the assignment will still be accepted until next Friday, but as a classroom policy, twenty points will be deducted for turning it in late. As I am sure that you know, Jason is more than capable of completing this essay. I believe that our encouragement and concern will help motivate him to get him back on the track of academic excellence that he has previously sustained. If you would like to discuss the matter further or have any questions or comments, please do not hesitate to contact me at jhenessa.terrazas@asu.edu or 602-376-1276.With our assistance, I am confident that Jason will finish this semester strong. Thank you for your time. Sincerely,Miss TerrazasEnglish Language Arts SyllabusMs. TerrazasWelcome to 7th grade English Language Arts! In this class, students will spend the year improving their literacy skills in a variety of innovative ways. Some of our main objectives include learning how to read, write, and analyze a variation of arguments, narratives, and explanatory texts. These texts will improve students’ vocabulary acquisition, increase their ability to interpret complex readings, and build reading and writing stamina. As an English Language Arts teacher, my aspiration is to inspire and support students to further develop their thoughts and wonders into innovative ideas.Absences and Late WorkYou are responsible for obtaining and completing all work that was missed while being absent. Assignment sheets will be found in the absent folder located in the back of the classroom, and further explanation can be found on my website calendar. Students will have as many days to complete the work for as many days missed. However, if you are absent on the day that an on-going assignment or project is due; you will be expected to turn it in immediately upon returning to school.*Larger assignments can be made up for partial credit, but homework and smaller assignments cannot be turned in late unless it is due to being absent.Materials? 1 college ruled notebook? College ruled loose-leaf paper? 1 highlighter? PencilsGrade ScaleA = 90% - 100%B = 80% - 89%C = 70% - 79%D = 60% - 69%F = 59% or belowYou will be graded on participation, presentations, essays, projects, homework, and other class assignments. I update grades at least once a week, but large assignments can take up to two weeks to be posted. The online grade book will be open for you or your guardians to access at any time. Classroom Expectations/ Rules? Come to class prepared? Attend class everyday and arrive on time? Respect your peers? Respect classroom materials and school technology? Cheating will ALWAYS result in a zero? Do not use profanity? Only pack up when given permission? Remain seated until dismissed? Students must ask permission and sign out before using the restroom*All school rules from the school’s Code of Conduct apply in the classroom at ALL timesContact InformationIf you or your parent/guardian have any questions or concerns, please contact me via email at any time and I will do my best to respond promptly. I am available to meet with students and/or guardians before or after school upon appointment. I look forward to a wonderful school year with all of you!Jhenessa Terrazas – 7th grade English Language Arts InstructorJhenessa.terrazas@asu.edu Othello Unit PlanUnit Rationale (Use sources to support your rationaleDuring this unit, students will read Othello by William Shakespeare and research possible villains of the play to conduct a research paper over. Othello is a play that exhibits feelings of passion that are relatable and intriguing to teenagers such as love, jealousy, hate, envy, and lust. Many students finish high school without ever writing a research paper, or even a lengthy paper of any sort. According to researcher Keith Hjortshoj’s Understanding Writing Blocks, this causes students to get writers block and writing anxiety when being assigned to write one for the very first time. “Our work then is to move students from one writing phase to another to prepare them for the demands they will face as employee’s, students, and citizens” (Burke 67). Conducting a research paper teaches students how to determine and find what information is credible, how to support and backup their claims, and how to analyze multiple interpretations of writing. Reading Shakespeare provides students the opportunity to read a play that is written in early modern English, expanding their knowledge on how language has changed and developed over time. This aspect provides students the opportunity to further develop critical thinking and analytical reading skills. This research paper on Shakespeare’s Othello will also allow students to examine the way a text creates an image of a villain through elements of literature and poetics. Researching villains in Othello challenges students to creatively explore characters and viewpoints of the play that are not commonly explored, therefor not obvious nor simple. All of these aspects better prepares students for the writing that will be required of them at the college level and will prepare students to write in a professional manner that they can use inside and outside of the classroom. Essential Questions What does an effective summary entail?What does an effective research paper entail?What does it mean to be a villain?How does summarizing play an important role in research papers?What does proper MLA formatting require and why is it important to know?Why is the writing process helpful (planning, revising, editing, rewriting)?Why is it important to analyze multiple interpretations of a story/book? What benefit does it have?How do you determine was information is most relevant to a topic?Standards Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11-12.RL.1)Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (11-12.RL.2)Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (11-12.RL.4)Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. (12.RL.10)Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience.(AZ.11-12.W.4)Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) (11-12.W.5)Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (11-12.W.6)Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11-12.W.7)Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11-12.W.8)Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").(11-12.W.9)Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (11-12.W.10)Objectives/Sub ObjectivesSWBAT write a paper in MLA format Students will learn MLA format guidelines through a student-lead WebQuestSWBAT cite an article or book in their writing Students will be able to create a works cited page according to MLA format.SWBAT write a detailed summary following a rubric’s guidelines-Students will recognize that learning summarization skills is a process helpful to producing research papers. - Students will be able to write a detailed summary of a villain from OthelloSWBAT show examples of potential research paper topics over a villain in Othello through words and illustrations-Students will learn about the guidelines that a research paper includes. -Students will understand the rubric for the Othello Research Paper AssessmentSWBAT create an arguable, strong thesis statement for a research paper about a villain in Othello-Students will examine scholarly articles to reference in their Othello Villain Research PapersSWBAT identify and explain important villainous quotes from Othello and scholarly articles -Students will be able to understand Shakespeare’s terminologySWBAT identify where improvements can be made in an essay based off of a rubric -Students will examine another classmate’s rough draft in order to compare it to a revision checklist that meets all the requirements of the Othello Villain Research PaperSWBAT discuss and reflect on what was learned during the research paper Students will recognize one detail that they learned about Othello as they wrote their research papers in order to have a reflective discussion about the assessmentAssessments Formative (Includes rubrics for each and assignment) Quizzes? Act 1 Quiz: multiple choice? Act 4 Quiz: short answer? Each quiz is 20 pointsQuick Write Summaries? Write at least 7 sentences summarizing the act we read in class? Complete for Act 2 and 3? 20 points eachOthello Study Guide? One page of study guide questions per scene? 20 points per page (100 points total)Scholarly Articles? Students will print 3 scholarly articles and highlight quotes from them that they can use in their research paper. Students will analyze each quote and explain how they support their argument.? 30 pointsParticipation? Weekly discussion about the text, study guide, and research paper topics (5 points per week)? Exit tickets (5 points each)Research Paper? Thesis statement- 5 points? Outline- 10 points? Rough Draft- 20 points? Final Draft- 105 pointsSummative Assessment (scoring guide) Othello Research PaperELA 7-8 Directions: You will be writing a persuasive research paper to explain how a character from Othello could secretly be a villain. This research paper will require and challenge you to creatively persuade readers how a specific character is a villain in disguise. Requirements: ? 4-5 Pages, not including works cited page? MLA Format? 4 total sources, 1 must be print? Thesis statement that argues an unobvious villain is actually a villain? Include support for both viewpoints on the character? Include introduction and conclusionSchedule Process: Mon. Day 1: Choose topicDay 2: Develop thesisDay 3: Research in the computer lab, *thesis dueDay 4: Research in the computer labDay 5: Create outline, *outline dueMon. Day 6: Write rough draftDay 7: Write rough draft, *rough draft dueDay 8: Peer editingDay 9: MLA format review and self-editingDay 10: *Final draft dueGrading Criteria:Thesis statement- 5 pointsOutline- 10 pointsRough Draft- 20 pointsFinal Draft- 105 pointsThe final draft will be graded on the provided Othello Research Paper Rubric. Standards:Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) (11-12.W.5)Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (11-12.W.6)Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11-12.W.7)Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11-12.W.8)Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11-12.RL.1)Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)Othello Research Paper RubricCATEGORY4321Introduction/Thesis____*exceptional introduction that grabs interest of reader and states topic.**thesis is exceptionally clear, arguable, well-developed, and a definitive statement.*proficient introduction that is interesting and states topic.**thesis is clear and arguable statement of position.*basic introduction that states topic but lacks interest.**thesis is somewhat clear and arguable.*weak or no introduction of topic.**paper’s purpose is unclear/thesis is weak or missing.Quality of Information/Evidence____*paper is exceptionally researched, extremely detailed, and historically accurate.**information clearly relates to the thesis.*information relates to the main topic.**paper is well-researched in detail and from a variety of sources.*information relates to the main topic, few details and/or examples are given.**shows a limited variety of sources.*information has little or nothing to do with the thesis.**information has weak or no connection to the thesis.Support of Thesis/Analysis____*exceptionally critical, relevant and consistent connections made between evidence and thesis.**excellent analysis.*consistent connections made between evidence and thesis**good analysis.*some connections made between evidence and thesis.**some analysis.*limited or no connections made between evidence and thesis.**lack of analysis.MLA Format____*conforms to MLA rules for formatting and citation of sources are perfect.*conforms to MLA rules for formatting and citation of sources with minor exceptions.*frequent errors in MLA format.*lack of MLA format/numerous errors.Conclusion____*excellent summary of topic with concluding ideas that impact reader.**introduces no new information.*good summary of topic with clear concluding ideas.**introduces no new information.*basic summary of topic with some final concluding ideas.**introduces no new information.*lack of summary of topic.Style/Voice____*style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity.**word choice is specific, purposeful, dynamic and varied.***sentences are clear, active (subject-verb-object), and to the point.*style and voice appropriate to the given audience and purpose.**word choice is specific and purposeful, and somewhat varied throughout.***sentences are mostly clear, active (SVO), and to the point.*style and voice somewhat appropriate to given audience and purpose.**word choice is often unspecific, generic, redundant, and clichéd.***sentences are somewhat unclear; excessive use of passive voice.*style and voice inappropriate or do not address given audience, purpose, etc.**word choice is excessively redundant, clichéd, and unspecific.***sentences are very unclear.Grammar/Usage/Mechanics____*control of grammar, usage, and mechanics.**almost entirely free of spelling, punctuation, and grammatical errors.*may contain few spelling, punctuation, and grammar errors.*contains several spelling, punctuation, and grammar errors which detract from the paper’s readability.*so many spelling, punctuation, and grammar errors that the paper cannot be understood.Lesson Plans Differentiation for diverse learnersELL students will be allowed to work with a partner for extra assistance. Special Education students will also be allowed to work with a partner and given an extra day to complete assignments.ELL and Special Education students will receive fill-in-the-blank notes during PowerPoint presentations. If requested, they may haves a gifted student partner with them when filling them out. Gifted students will be assigned to answer two additional questions on homework assignments. Othello will be read in a variety of ways for students who might have difficulty reading Shakespeare. The play will sometimes be read out loud by students, and other times it will be played on an audio book for students to follow along with. Video clips of major scenes will be played in class to help visual learners. The study guide questions will be reviewed as a class so that students can hear the viewpoints of several students and have a chance to add any information that they might have missed. Background knowledge/student interest/real life application Many of William Shakespeare’s plays have reoccurring themes that are still relevant to today’s world. Many of the themes in Shakespeare’s Othello trigger student interest because they relate to emotions and situations that they can relate to in their real lives. One of these themes is love; a very common feeling or curiosity for high school students. Along with love comes the themes of jealousy and sometimes doubt, unfaithfulness, and insecurities. Aside from these themes that tie together, Othello touches on the important theme of racial prejudices and how they affect people. With this being a hot topic in the media and having such diverse groups of students in the classroom, culturally responsive teaching approaches can be used to gain student interest and engagement. Unit Calendar (5-6 Weeks)Othello UnitDay OneOBJECTIVE:Students will be able to cite strong and thorough textual evidence to support analysis of what the text says.MATERIALS:-Othello books-Study guidesACTIVITIES:Popcorn read React Act I as a class.Students will be given breaks to fill out study guide questions and then discuss them with a partner. ASSESSMENT:Exit ticket: Write a 5-sentence paragraph summarizing what we read so far in Act I. Be sure to cite textual evidence. Make a prediction on what you think will happen next.HW:Finish reading and completing study guide question for Act I.Day TwoOBJECTIVE: SWBAT identify and explain important villainous quotes from OthelloMATERIALS:-Othello books-Study guides-Audio textACTIVITIES:Students will read along with the audio text of Act II. Students will work alone to complete study guide questions and then the answers will be discussed as a class.ASSESSMENT:Multiple-choice quiz over Act I.HW:Finish reading and completing study guide question for Act IIDay ThreeOBJECTIVE: Students will be able to produce clear and coherent summaries of Othello. MATERIALS:-Othello books-Study guidesACTIVITIES:Read Act III silently and complete study guide questions individually. Students will be given the last 5 minutes of class to discuss their answers with a partner. ASSESSMENT:Exit ticket: Write a 7-sentence paragraph summarizing Act III. HW:Finish reading and completing study guide question for Act III.Day FourOBJECTIVE: Students will be able to determine two themes of the text and analyze their development.MATERIALS:-Othello books-Study guides-Video clipACTIVITIES:Students will popcorn read Act IV and watch a short video clip of a scene from the act. Students will answer study guide questions individually. ASSESSMENT:Students will write down two possible themes that they see in Othello and analyze their development. This will count as a quiz.HW: Finish reading and completing study guide question for Act IV.Day Five OBJECTIVE:Students will be able to reflect on Shakespeare’s play Othello and show their understanding of the text by writing short answers to open-ended quiz questions.MATERIALS:-Othello books-Study guides-Quiz worksheetsACTIVITIES:Read Act V, last Act of OthelloReview Othello study guide and answer any questions that students may still plete short answer quiz.ASSESSMENT: Quiz with three short-answer questions.HW: No HW.Day SixOBJECTIVE: Students will examine examples of Othello essays written in MLA format.Students will demonstrate understanding of MLA Format.MATERIALS:-Notebooks for note taking-Sample MLA format paperACTIVITIES: Individually- Quick Write prompt: What do you know about MLA format?Follow quick write with sharing responses.Present video over MLA format. Students will take notes.Display example of essay with incorrect MLA format and discuss with shoulder partner what is correct/incorrect.ASSESSMENT:Students will be given a sample paper written in MLA format and will correct it individually.HW: Students will finish editing sample paper if it was not finished in class.Day SevenOBJECTIVE:Students will learn how to cite their sources.Students will be able to create a works cited page according to MLA format.MATERIALS:-Prezi-Works Cited handoutACTIVITIES:Quick Write prompt: Write about a time that someone took credit for your hard work or how you would feel if that happened to you. How did you feel about that/ have you ever done it to someone else?Students will take notes on a Prezi that explains how to cite sources in an essay and on a works cited page.ASSESSMENT:In small groups, students will compete to find all of the mistakes in a provided works cited page.HW:Cite three books on a Works Cited Page in MLA format to turn in at the beginning of class tomorrow.Day EightOBJECTIVE: Students will be able to write a detailed summary with two quotes in MLA Format.Students will recognize that learning summarization skills is a process helpful to research papers. MATERIALS:-Video clipACTIVITIES:Students will watch a short video of one of the scenes from Othello. Students will then verbally summarize the clip with a partner based off of what details they can recall should be included.As a class, students will review key concepts that a summary should include and then verbally summarize the same scene with their partner for the second time and reflect on the differences.ASSESSMENT:Exit slip: How was your first verbal summary different than your second verbal summary? What did you change after you had reviewed the notes?HW: No homework.Day NineOBJECTIVE: Students will demonstrate comprehension of summarizing an Othello Act by listing what it should include.Students will be able to write a detailed summary of a villain from Othello. Students will be able to quote and cite lines from their Othello act in their summary.MATERIALS:-Othello books-MLA notesACTIVITIES: As a class, students will popcorn read a scene from Othello and write down key details that a summary would include as they read. After they are done reading, students will individually write a summary over the scene and include one citation.Students will trade summaries with a partner and see if they might have missed any important details or made mistakes in their citation. As a class discussion, students will answer the following question: When is summarizing helpful outside of school? ASSESSMENT:Quiz: True/ False quiz over what a summary should include.HW: Type summary and corresponding works cited page for homework.Day TenOBJECTIVE: SWBAT identify where improvements can be made in an essay based off of a rubric Students will learn about the guidelines that a research paper includes. Students will understand the rubric for the Othello Research Paper assessment.MATERIALS: -Research paper assignment sheet-PowerPoint-Research paper sampleACTIVITIES: Teacher will introduce the research paper assignment and rubric. After reviewing the assignment sheet and rubric as a class, students will sit in groups of three’s. In these groups, the students will read and grade 3 sample research papers using the rubric provided. Groups will decide what paper deserves an A and review evidence of this as a class so that students understand teacher expecations.ASSESSMENT: Quiz: True/ False quiz over what a summary should include (from prior days lesson)Homework from previous day will be turned in for an assessment grade.Students will receive points for reading and grading three sample papers in class activity.HW: Brainstorm at least three arguable topics that you could focus your Othello Villain Research Paper on.Day ElevenOBJECTIVE:Students will research and examine arguable topics in the computer lab for their Othello Research Paper.MATERIALS:ComputersACTIVITIES: Quick write prompt to get ideas running: Is there a part in Othello that you felt strongly about or really stood out to you? Who do you think is the villain? Think about if you could argue an aspect within any of these parts that come to mind for your research paper. Spend the class period researching the topics that were brainstormed as homework.ASSESSMENT: Exit slip: What topic are you going to research for your Othello Research Paper?HW: No HW.Day TwelveOBJECTIVE: Students will write a topic proposal for their Othello Villain Research Paper.Students will be able to understand Shakespeare’s terminology.MATERIALS:Shakespeare terminology worksheetACTIVITIES: Mini lesson will be taught reviewing how to write a topic proposal.Students will be given time to complete topic proposal in class. If students are finished early, they can find a partner and help further brainstorm ideas for each other’s research papers.ASSESSMENT:Topic proposal should be completed and checked by teacher before the end of the class period.HW: Worksheet of matching Shakespearian terms to their definitions.Day ThirteenOBJECTIVE: Students will examine scholarly articles to reference in their Othello Villain Research Papers.MATERIALS:ComputersACTIVITIES: Students will have a workshop day in the computer lab to do research for their Othello paper.ASSESSMENT: Teacher will check that students did research and provide participation points for this.HW: No HW.Day FourteenOBJECTIVE: Students will examine scholarly articles to reference in their Othello Villain Research Papers.MATERIALS:ComputersACTIVITIES: Students will have a workshop day in the computer lab to do research for their Othello Villain paper.ASSESSMENT:Students show evidence of printing 3 scholarly articles that will be used to complete research paper.HW: If 3 articles are not printed in class, it can be completed as homework. Day FifteenOBJECTIVE: Students will analyze important quotes and/or facts from their printed articles about Othello.Students will be able to demonstrate their understanding of a quote regarding Othello by further explaining its relevance for their research paper.MATERIALS:-3 articles from each student-Highlighters ACTIVITIES:Students will spend the beginning of class close reading/ sorting key details and information from their printed articles that would be useful to include in their research paper. In the last ten minutes of class students may volunteer to share something in a class discussion that they have chosen to quote and explain in order to help students who may be struggling or to hear feedback from their classmates.ASSESSMENT:Students will turn in a paper that has four quotes from their articles. An explanation as to why the quote is relevant and how it will be used in the research paper must be provided.HW: Homework if not finished in class: four quotes written and explained how they are relevant to your Othello research topic.Day SixteenOBJECTIVE: Students will examine and identify their strongest points in order to organize an outline for their Othello Villain Research Paper.MATERIALS:ACTIVITIES:Quick Write prompt: Why did you choose the research topic that you chose? List two goals that you have for the Othello Villain Research paper.Students will share one of their goals in a class discussion.Students will spend the rest of the class period creating an outline for their Othello Villain Research Paper ASSESSMENT.ASSESSMENT: Quick write and outline will be graded for points.HW: Finish outline for homework if not completed in class.Day SeventeenOBJECTIVE: Students will demonstrate knowledge of their Othello Villain Research Paper topic by writing a rough draft.MATERIALS: LaptopsACTIVITIES: Students will have a workday to work on their rough drafts.ASSESSMENT: Evidence that half of rough draft is completed.HW: Finish and type rough draft.Day EighteenOBJECTIVE: Students will examine another classmate’s rough draft in order to compare it to a revision checklist that meets all the requirements of the Othello Villain Research Paper.MATERIALS:-Typed rough drafts-Peer edit worksheetACTIVITIES:Students will be randomly numbered off into partners where they will trade rough drafts, read them, and revise them. Students will complete a revision checklist to return back to their partner so that they can see if they are forgetting to include something. ASSESSMENT: Complete and return the revision checklist to partner.Exit slip: What is one change that you can make to improve your research paper?HW: Edit rough draft.Day NineteenOBJECTIVE: Students will examine and understand the suggested revisions for their Othello Villain Research Paper in order to perfect their essays.Students will be able to recognize that revising a piece of writing is an important and helpful step of the writing process.MATERIALS:-Typed rough drafts-Completed peer edit worksheetsACTIVITIES: Students will spend time finalizing their Othello Villain Research Papers based off of what feedback they received on the revision checklist and based off of the grading rubric. Students will have time to ask last minute questions that they may have.ASSESSMENT: Quick write prompt: Was the revision checklist helpful as a part of the writing process for this ASSESSMENT? Why or why not? Do you use checklists for anything outside of school?HW: Final draft due online by 11:59 PM.Day TwentyOBJECTIVE: Students will recognize one detail that they learned about Othello as they wrote their research papers in order to have a reflective discussion about the assessment. MATERIALS: -List of discussion/ reflection questionsACTIVITIES:Students will answer the following questions in a class discussion:What is one thing that you learned?Did you feel that the deadlines were appropriate?What was the most challenging part of the Othello Villain Research Paper?ASSESSMENT:Exit slip: To finish our unit on Othello, write about your opinion of the book. Did you enjoy it? What was your favorite part? Your least favorite part? HW: No HW. Congrats, you finished the unit!References Burke, Jim.? The English Teacher’s Companion (4th Ed.).? Heinemann, 2013.Jim Burke’s book was a useful tool throughout this unit plan. I referenced his sample assignment sheets to make the assignment sheet and rubric for the summative assessment. Burke also gave several tips on how to improve student writing and give constructional feedback on student writing that were used to create smaller assignments and lessons throughout the unit. Othello. Dir. Stuart Burge. Perf. Laurence Olivier, Maggie Smith, Joyce Redman, Frank Finley. Warner Home Video, 2007. DVD.Short video clips are used from this DVD to be played throughout the reading portion of the unit. Students tend to get tired or distracted while reading, so video clips are integrated into the class period to hold students’ attention. Video clips are also used as a differentiation strategy to help students who are visual learners.Shakespeare, William, and John Crowther. Othello. New York: SparkNotes, 2003. Print.This book was used to shape the entire unit plan, from beginning to end. The first week of the unit is spent reading the text while most of the second week of the unit is spent analyzing it. Students will use the text to learn Shakespearian terminology and analyze different themes in the play. The writing process, which takes place during the third and fourth weeks, is based on researching villains of Othello to complete an Othello research paper. Direct Instruction Lesson PlanTeacher(s): Jhenessa TerrazasSubject: Summarizing Standard(s): Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9-10.RL.2)Objectives (Explicit): Students will demonstrate comprehension of summarizing texts by listing what it should include and writing a summary individually. Students will have a discussion and they will say who is involved, what the events are, and what the consequences are that will be included in the summary. Evidence of Mastery (Measurable): I will assess students by having them write individual summaries over a provided article and grade them with a 4 Point Summary Rubric based on identifying the main idea, providing two details, a concluding statement, and using correct grammar. Sub-objectives, SWBAT (Sequenced from basic to complex): Students will be able to write a detailed summary of the provided article.Key vocabulary: -Central idea-Detail-Analyze-Summary Materials/Technology Resources to be Used:-Printed copies of New York Times Article-Power Point-Printed grading rubricOpening (state objectives, connect to previous learning, and make RELEVENT to real life) Knowing how to write a summary is not only important in school, but in your day to day life as well. Summarizing can make it easy to tell someone a story about your day, what a movie was about, or a plan that you may have. Instructional InputTeacher Will: -Present a Power Point on the key concepts of what a well-written and detailed summary includes. Student Will: -Write down notes from the Power Point.Co-Teaching Strategy/Differentiation ELL students will receive fill-in-the-blank notes. Special Education students will also receive the fill-in-the-blank notes and have a partner work with them when filling them out. Gifted students will be those partners. Guided PracticeTeacher Will: -Call on students to read article aloud.-Read along with students and answer any questions.Student Will: -Take turns reading by volunteering or drawing popsicles sticks that have names on them,-Point out/ write down important details.Co-Teaching Strategy/Differentiation/Check for understanding before independent practiceI will check for understanding before independent practice by asking students questions about the article that would be included in a summary, have them write their answers on a paper, and then walk around to observe their answers and make sure they understand. If students do not understand, we will go through them together and explain it in more depth and do more practice questions. ELL students will be given more time to complete the questions and Special Education students will work with a partner for extra assistance. Gifted students will be given two extra questions to complete. Independent PracticeTeacher Will: -Give directions-Help students with questions-Walk around and observe summariesStudent Will: -Independently, write a detailed summary over the article read aloud.-Reference a provided grading rubric to make sure all requirements are met.Co-Teaching Strategy/Differentiation ELL students will be allowed to work with a partner for extra assistance. Special Education students will also be allowed to work with a partner and given an extra day to complete the summary. Gifted students will receive a second short article to read an summarize when first summary is complete.Closing/Student Reflection/Real-life connections: As a ticket out the door, students must write down one example of when they use summarizing outside of school and explain why it could be useful in their real lives. ................
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