Matthew Keplinger

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Matthew Keplinger

• Dr. Ronald Helms
• ED 645
• Conceptual Framework Portfolio
• 2 December 2007

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Matthew Keplinger

• Completed student teaching at Springfield
  Catholic Central High School
• 2006 BA in English from Wright State University
• 2002 graduate of Springfield North High School

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Table of Contents

• Content Knowledge
• Grades
• Praxis Scores
• Pedagogical Content Knowledge
• Lesson Plan
• Unit Plan
• Diversity
• Technology
• Professionalism
• Emotional Intelligence

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Content Knowledge

• Grades Aligned with NCTE Standards
• Praxis II Sub-Scores

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Grades Aligned with NCTE Standards

• 1. Students read a wide range of print and
  non-print texts to build an understanding of
  texts, of themselves, and of the cultures of the
  United States and the world to acquire new
  information to respond to the needs and demands
  of society and the workplace and for personal
  fulfillment. Among these texts are fiction and
  nonfiction, classic and contemporary works.
• UH 201 Poetry in the Community A
• English 302 Poetry Writing A
• English 303 Short Story Writing A
• English 352 Brit Text 17th Century A
• English 359 Post-Colonial Texts A
• English 410 Shakespeare A
• English 385 Adolescent Literature A
• English 357 20th Century American Texts A

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2.  Students read a wide range of literature from
many periods in many genres to build an
understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human
experience.

• UH 201 Poetry in the Community A
• English 302 Poetry Writing A
• English 303 Short Story Writing A
• English 352 Brit Text 17th Century A
• English 359 Post-Colonial Texts A
• English 410 Shakespeare A
• English 385 Adolescent Literature A
• English 357 20th Century American Texts A

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3.  Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their
interactions with other readers and writers,
their knowledge of word meaning and of other
texts, their word identification strategies, and
their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure,
context, graphics).

• English 300 Literary Study I A
• English 301 Literary Study II A
• English 478 Into to Linguistics A
• English 346 Reading Workshop A
• English 486 ILA A

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4.  Students adjust their use of spoken, written,
and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a
variety of audiences and for different purposes.

• Communications 101 Public Speaking A
• English 101 Honors Language Identity and Culture
  A
• English 102 Honors Effective Writing Discourse A

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5.  Students employ a wide range of strategies as
they write and use different writing process
elements appropriately to communicate with
different audiences for a variety of purposes.

• English 345 Writing Workshop A
• English 341 Advanced Composition for Teachers A

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6.  Students apply knowledge of language
structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative
language, and genre to create, critique, and
discuss print and non-print texts.

• English 478 Introduction to Linguistics A
• English 486 Integrated Language Arts A

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7.  Students conduct research on issues and
interests by generating ideas and questions, and
by posing problems. They gather, evaluate, and
synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to
communicate their discoveries in ways that suit
their purpose and audience.

• English 102 Honors Effective Writing Discourse A
• English 301 Literary Study II A
• English 345 Writing Workshop A

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8.  Students use a variety of technological and
information resources (e.g., libraries,
databases, computer networks, video) to gather
and synthesize information and to create and
communicate knowledge.

• English 102 Honors Effective Writing Discourse A
• English 301 Literary Study II A
• English 345 Writing Workshop A

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9.  Students develop an understanding of and
respect for diversity in language use, patterns,
and dialects across cultures, ethnic groups,
geographic regions, and social roles.

• English 359 Post-Colonial Texts A
• English 385 Adolescent Literature A
• English 357 20th Century American Texts A

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10.  Students whose first language is not English
make use of their first language to develop
competency in the English language arts and to
develop understanding of content across the
curriculum.

• English 486 Integrated Language Arts A
• English 101 Honors Language Identity and Culture
  A

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11.  Students participate as knowledgeable,
reflective, creative, and critical members of a
variety of literacy communities.

• UH 201 Poetry in the Community A
• English 302 Poetry Writing A
• English 303 Short Story Writing A
• English 352 Brit Text 17th Century A
• English 359 Post-Colonial Texts A
• English 410 Shakespeare A
• English 385 Adolescent Literature A
• English 410 W.B. Yeats A
• English 486 Integrated Language Arts A
• English 102 Honors Effective Writing Discourse A
• English 301 Literary Study II A
• English 345 Writing Workshop A
• English 357 20th Century American Texts A

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12.  Students use spoken, written, and visual
language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the
exchange of information).

• UH 201 Poetry in the Community A
• English 302 Poetry Writing A
• English 303 Short Story Writing A
• English 352 Brit Text 17th Century A
• English 359 Post-Colonial Texts A
• English 410 Shakespeare A
• English 385 Adolescent Literature A
• English 410 W.B. Yeats A
• English 486 Integrated Language Arts A
• English 102 Honors Effective Writing Discourse A
• English 301 Literary Study II A
• English 345 Writing Workshop A
• English 357 20th Century American Texts A

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Praxis II Subscores
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Pedagogical Content Knowledge

• Lesson Plan
• Unit Plan

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Lesson Plan

• Day 3 of Poetry Unit
•  
• Context 10th grade Honors English Springfield
  Catholic Central High School 14 students
•  
• Lifelong Goals
• Learning through the use of poetry is beneficial
  because it is an enjoyable tool to help students
  understand all aspects of literature and the
  English Language.
• It also allows students to relate the poetry to
  their places in the world.
• Expressing themselves through poetry will improve
  students critical thinking skills.
•  
• Objectives
• Students will write 10 descriptions of an object.
• Students will use critical thinking skills to
  determine the subject of poems.
• Students will write their own odes. They will be
  at least 12 lines long and will not directly
  express the subject of the poem.
•  
• ODE Standard
• English Language Arts Reading Applications
  Standard 5 Students demonstrate comprehension
  by analyzing authors use of language.

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• Materials
• Computers (internet)
• Paper and pencils
• Journals
• An Ode to Maybe by Third Eye Blind (song)
• CD player
• Paper bags filled with objects (golf ball,
  baseball card, sewing supplies, etc.)
• Ode to a Home Run by Matt Keplinger
•  
• Methods/Procedures
• Anticipation
•         Teacher passes out lyrics to the song by
  Third Eye Blind. (1 min.)
•         Teacher plays song for students (3-4
  min.)
• Introduction/Overview
•         Each student is given a paper bag filled
  with an object or objects. (1 min.)
•         Students place hands in bags and write a
  list of 5 descriptions of what is in the bag, but
  students do not look in bag or take object from
  bag. (1-2 min.)
•         Students take object from bag and write
  list of another 5 descriptions of object. (1-2
  min.)
•         Students make sure to keep object hidden
  from rest of class. Students read their
  descriptions to the class and rest of class tries
  to figure out what the object is. (6-7 min.)
• Guided Practice

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•         Students are grouped into groups of 3 or
  4. Students write down possibilities for what the
  poem is about. (3-4 min.)
•         Each group shares findings with rest of
  class. If group guesses the poem is about a home
  run, each person in that group receives 5 bonus
  points. (3-4 min.)
• Application/Outcomes
•         Students write their own odes. Poems
  must be at least 12 lines long. However, students
  must not write what they are writing about in the
  body of their poem (for example students cannot
  place hot dog in the poem if they are writing an
  ode to a hot dog). Students may write an ode to
  anything or anyone they want. (20-25 min.)
•         If students finish draft of ode, they
  may read them to class and class can try to
  decide what the ode is about. Students may turn
  draft in on the following day if not finished.
• Adaptations
•         ESL students who are struggling to grasp
  the assignment may be encouraged to write an ode
  about their families or birth countries. This
  should help them bring their culture into the
  assignment.
•         ESL students may work in pairs.
•         ESL students may use a thesaurus or
  dictionary to help come up with descriptions.
• Problems
•         If students are particularly hyper or
  appear bored and uninterested, students may act
  out their odes with a game of charades.
•         If CD player does not work, teacher can
  read lyrics to the class.
• Assessment
•         Students receive 5 points for the
  introduction exercise where they write 10
  descriptions. Each description is worth half a
  point.
•         Application assignment is worth 13
  points. Each line is worth a point (12 lines) and
  students receive 1 point for not directly stating
  what they are writing about in poem.
• Group members who guess subject of teacher poem
  receive 5 bonus points.

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Unit Plan PoetryHow does it affect us?
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(No Transcript)
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(No Transcript)
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Diversity

• The Crucible
• The Lord of the Rings The Fellowship of the Rings

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The Crucible

• The sophomore students at Catholic Central spent
  most of the quarter reading literature to
  themselves either in the classroom or in their
  homes. The students began to dislike this type of
  exposure to reading. They quickly lost interest,
  and I found that many of them would not complete
  their reading assignments. Something had to
  change. Literature needed a more diverse teaching
  style to work with the students.

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The Crucible

• Instead of reading another novel or short-story,
  I assigned a play, The Crucible. We read the
  entire play aloud as a class. The students also
  performed multiple scenes from the play in front
  of the rest of the class. This created an
  exciting learning atmosphere. The students loved
  the more active format and learned a great deal
  while having a tremendous time doing it.

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The Lord of the Rings The Fellowship of the
Rings

• The seniors at Catholic Central High School spent
  most of the quarter reading early British
  literature. They despised this literature and
  openly informed me of this many times. They were
  struggling to comprehend the language, and they
  found the material to be archaic and irrelevant.
  However, I had to teach that unit. Something had
  to change.

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The Lord of the Rings The Fellowship of the Ring

• In order to keep the attention of my students, I
  had to find a piece of literature that related to
  the tales of early Great Britain and had meaning
  to my students. The solution to my problems was
  The Lord of the Rings The Fellowship of the
  Ring. Because most of the students were familiar
  with the movies, they were intrigued to read the
  books. The language was also much easier for them
  to comprehend. The results were excellent. My
  lessons were able to relate to early British
  literature, but my students also became engaged
  because they found The Lord of the Rings to be
  interesting.

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Technology

• Comparing and contrasting literature and film
  with The Lord of the Rings The Fellowship of the
  Ring.
• Interpreting literature with the use of cartoons.
  The Simpsons performs an interpretation of The
  Raven.

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Comparing and Contrasting Literature and Film

• Students enjoy movies in the classroom. To them,
  movies mean that they do not have to work. I like
  to use film in the classroom. However, it is
  possible to work and learn while using film in
  the classroom. My seniors at Catholic Central
  were reading The Lord of the Rings. I promised
  them that I would show a few scenes from the film
  to supplement their reading.

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Comparing and Contrasting Literature and Film

• While the students watched certain scenes from
  the movie, they had to make a T-chart that listed
  the similarities and differences between the film
  and the literature. The students were amazed at
  how different the film was from the book. This
  assignment developed into an interesting
  discussion on how film adaptations of the
  literature are often very different from the
  literature. This discussion led to an essay paper
  for the students. Comparing and contrasting the
  film with the book allowed the students to use
  critical thinking to create meaning from the
  literature.

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Interpreting Literature with the Use of Cartoons

• My sophomore students at Catholic Central spent a
  great deal of time reading Edgar Allan Poe
  stories and poems. I found that many of them
  really struggled to comprehend the material. The
  language of Poe is difficult to understand. I
  needed a way to give my students a more concrete
  meaning to Poes work.

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Interpreting Literature with the Use of Cartoons

• The Raven was one of the poems my class read.
  As usual, the students comprehension of the poem
  did not come quickly or easily. I decided to show
  the students a version of the poem performed by
  The Simpsons. The response to this was fantastic.
  The students were able to fully comprehend the
  poem after seeing it acted out on television. The
  students also found the experience to be
  entertaining, and they became more interested in
  Poe after it.

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Professionalism

• Meet the Teacher Night
• Weekly Faculty Meetings

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Meet the Teacher Night

• Catholic Central holds a Meet the Teacher Night
  shortly after the beginning of the new school
  year. As a student-teacher, I participated in
  this event. The parents from each class period
  visited the classroom. I discussed my
  expectations of the students and their progress
  in the classroom. I answered any questions that
  the parents had about the school or my classroom.

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Weekly Faculty Meetings

• The entire faculty of Catholic Central met once a
  week before school every week. I participated in
  these meetings. The faculty and administration
  discussed multiple topics
• Disciplinary Issues
• Future Events
• Grade Issues
• How to Make Learning Possible for All Students
• Administrative Issues

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Emotional Intelligence

• Lunch with Cody
• Cornhole with My Seniors

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Lunch with Cody

• One of my duties at Catholic Central was to
  chaperone the students after lunch while they
  were having recess. I often ate my lunch while
  doing this. One of my students, Cody, always sat
  next to me as I ate. Cody was one of my favorite
  students. He struggled in class and often found
  himself in trouble with me, but his personality
  made him extremely likeable.
• He often told me about his day and his struggles
  with other teachers. I always felt special
  because I was the only teacher he would confide
  in because he did not trust anyone else. I hope
  these discussions helped him. They were very
  helpful to me during times when I wondered if I
  was in the right profession.

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Cornhole with My Seniors

• During recess, most of the students played
  cornhole. This is a game where people try to toss
  bags filled with corn into a box with a hole in
  it. This was always the students favorite time
  of the day, and they took it very seriously.
• On my last day, a few of my favorite students
  asked me if I would play with them. I was
  hesitant at first because I was not sure if it
  was my place to play. However, I could see that
  it was a big deal for them to ask me to play, and
  I did not want to hurt their feelings. I played,
  and it was a experience for me. My
  student-teaching experience had been very
  stressful and frustrating. The simple act of
  playing a game with my students reminded me why I
  became a teacher. Interacting with students can
  be a very rewarding and satisfying experience.

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Thank You

• Thank you for taking the time to view my
  portfolio. If you have any questions or comments,
  please contact me at keplinger.2_at_wright.edu.