Amber Michelle Simmons

To all my past, present, and future students:

I began this career in fifth grade. Up until that point, reading, school for that matter, held no power over me. I sucked at

school. To add insult to injury, my teacher hated me. It was the worst and best year of my life because although I would never want to

relive it, I did discover something that changed my life.

I discovered comprehension. I discovered that I

could read. From then on, I knew that Literature was

where I belonged. You may or may not know exactly

what I’m talking about. In either case, I want to be there

for you. I am not as well read as some or as ignorant as

others. I do not presume to be superior to you. I am

here to guide you in or outside of the classroom.

Though I have spent quite a bit of time and

money attaining my degree in Secondary Education –

English from the University of Missouri – St. Louis,

what truly qualifies me to be your teacher is my love of

reading and writing as well as my love of young adults like

you. I have mentioned how Literature changed my life

now let me tell of my experience with teenagers.

I have taught teens, little kids, and special needs kids through my church. It was an invaluable experience that once again I

wouldn’t trade. The ’11-’12 school year was the toughest year, but I gained the most experience from it. The youth minister I was

serving under moved. For this reason, the youth department fell to volunteers. I was in school full time. I worked full time. I spent about

twenty hours at my church a week. It was a crazy time making calendars, organizing youth events, finding drivers, permission slips,

conferencing with other volunteers, and trying to keep the peace in an unstable environment. It was a demanding time, but I wouldn’t

take away a single hardship.

From your teacher and friend,

Anna Sewell said – “"We call them

dumb animals, and so they are, for they

cannot tell us how they feel, but they do not

suffer less because they have no words."

I say

- “

I am

here

for y

ou; r

espe

ct m

e.”

John Milton said- “And that one talent

which is death to hide”

Unit: Walden Awoke Class: English III- Juniors Date: April Teacher: Amber Simmons

Overview of Walden Awoke

Rationale: This unit will seek to complete, complement, and build on the first thing students learn in my class: appreciating Literature. The point of this is to challenge students to use the information they have and apply it. We will focus on building community. This exercise will be student led. I do not want to provide direction. I want to be a resource, but I don’t want to give hints on how they might go about this. Students will be challenged to make links between the past and the present. This will be research intensive. I also want students to see what can come out of their teamwork. Summary: Students will work on a magazine that demonstrates how Literature connects with the present and how it did connect with the past. Students will have to make connections between an artist and one of the writers we talk about in class, politics now and politics then, artists now and artists then. They will have a chance to make cartoons that would probably make one of our writers laugh. They will have the chance to make advertisements. They will have the chance to write imitating one of our writers. Objectives: The Missouri Show Me Standards In communication arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in 1.Speaking and writing Standard English

2. Reading and evaluating fiction, poetry and drama. 4. Writing formally and informally 5. Comprehending and evaluating the content and artistic aspects of oral and visual presentations 6. Participating in formal and informal presentations and discussions of issues and ideas 7. Identifying and evaluating relationships between language and culture.

Unit Length: Four weeks (22 class periods at 50 min) Materials:

Computers

Printer with colored ink

Scanner

Camera(possible)

Access to works we’ve studied

Paper/ pen Assessment: Formative assessment:

Participation in class

Short updates on groups progress

Questionnaire about individual involvement in-group activities.

Drafts Summative assessment:

The final pieces they submit for magazine

Lesson Plan: Initiating

Heading Class Juniors Your Name Amber Simmons

Name of Lesson Walden Awoke Day 1 Time Frame 50min

Objective Students will be engaged in the assignment and eager to begin.

Reading Material Will vary depending on the author they are assigned / handout

Instructional

Framework

Initiating Constructing Utilizing

Lesson Plan

Format

Teacher Centered:

Direct Instruction – providing information and building skills

Presentation – demonstrating, lecturing

Concept – introducing a new theory, symbol, idea

Student Centered:

Discussion

Cooperative Learning

Problem Solving

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – computer, projector

Teacher – Handouts, permission slips, a few magazines

Student –

Accommodation

for Students with

Special Needs

Literacy Strategy

Phase One Pic of magazine on projector -> what do you think is in this magazine? -> on board

Handout magazines what is in them? -> quick write

Phase Two Components of a magazine…

Phase Three Put into groups. Assign author

Lesson Plan: Constructing Heading Class Juniors Your Name Amber Simmons

Name of Lesson Walden Awoke Day 12 Time Frame 50min

Objective To reengage students in the project

To give students ideas based on what other groups have done.

To give the class as a whole a better idea of what they have created.

Reading Material Will vary depending on the author they are assigned / handout

Instructional Initiating Constructing Utilizing

Framework

Lesson Plan

Format

Teacher Centered:

Direct Instruction – providing information and building skills

Presentation – demonstrating, lecturing

Concept – introducing a new theory, symbol, idea

Student Centered:

Discussion

Cooperative Learning

Problem Solving

Grouping Whole Class Pairs Individuals

Materials &

Resources

School –

Teacher –stations, dry erase boards, chalkboards, paper, box a assignments(ungraded)

Student – Box b assignments, pencil, handout for assignment(should be in binder)

Accommodation

for Students with

Special Needs

Literacy Strategy Gallery Walk

Phase One Reminders: last box b due tues. ideas for box c due tues.

Have students place box b assignments by box a assignments around the room. Only 1box b

for 1box a try not to put it with your box a.

Phase Two Need a pencil and handout. Get in your group. 1st pick a station that does not have any of your

work and get to it. Look at the pieces in your station and individually write if the piece

accurately filled the requirements listed on the handout.(Does it do what it is supposed to?)

Rotate clockwise Look at the piece from box a. What is the main idea? Rotate clockwise.

Look at the piece from box b. Be thoughtful. What is something you like/positive about this

piece? Rotate. What is something you might add to both? Explore as a group for 10min and

try to see every work.

Phase Three Go back to your seats. Write one page on what you might change or add to your first box b

and how might your idea for your second be different?

Lesson Plan: Heading Class Juniors Your Name Amber Simmons

Name of Lesson Walden Awoke Last Day Time Frame 50min

Objective

Reading Material Will vary depending on the author they are assigned / handout

Instructional

Framework

Initiating Constructing Utilizing

Lesson Plan

Format

Teacher Centered:

Direct Instruction – providing information and building skills

Presentation – demonstrating, lecturing

Concept – introducing a new theory, symbol, idea

Student Centered:

Discussion

Cooperative Learning

Problem Solving

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – enough copies of magazine created for both middle and high school classes, middle

school class

Teacher –

Student –

Accommodation

for Students with

Special Needs

Literacy Strategy

Phase One We are going to walk to the middle school. You will be showing individual students the

magazine we have created. I expect you to talk about the author and his works that you were

assigned as well as the expression you chose and what high school is like. You will be

respectful and treat them well.

Phase Two Explain the pairing system as we walk over there. In hall, have students get in line. First

student in claims the middle-schooler closest to them and so on. Last high schooler either

joins another group or claims more than one middle-schooler. Pairs can go in hall if necessary.

I patrol with other teacher and make sure everybody is doing what they are supposed to be

doing.

Phase Three Good byes and thank yous. Walk back One page on: What is something your middle schooler

found interesting about your work specifically? Why do you think they found that interesting?