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Jennifer Barcalow

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Among these texts are fiction and nonfiction, classic and contemporary works. ... major motion picture, The Crucible, starring Winona Ryder and Daniel Day Lewis. ... – PowerPoint PPT presentation

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Title: Jennifer Barcalow


1
Jennifer Barcalow
  • AYA ILA Candidate
  • Dr. Ronald Helms
  • ED 645
  • Conceptual Framework Portfolio
  • 9 December 2007

2
Table of Contents
  • Content Knowledge
  • Grades
  • Praxis Scores
  • Pedagogical Content Knowledge
  • Lesson Plan
  • Unit Plan
  • Diversity
  • Technology
  • Professionalism
  • Emotional Intelligence

3
Content Knowledge
  • Grades aligned with NCTE Standards
  • Praxis II Sub-Scores

4
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.
  • ENG T105 Childrens Literature-----------TC
  • ENG T103 Life Thought in Euro. Lit---TA
  • ENG 351 British Txt Medieval-17th C---- B
  • ENG 359 Post-Colonial Texts---------------B
  • ENG 470 Indian Womens Literature------B
  • ENG 460 Fantasy Fiction------------------- C
  • ENG 385 Adolescent Literature------------ B
  • ENG T104 Literature Sexuality------- TB
  • ENG 357 American Texts 20th C---------- B
  • ENG 430 Virginia Woolf--------------------- C

5
Grades Aligned with NCTE Standards
  • 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.
  • ENG T105 Childrens Literature-----------TC
  • ENG T103 Life Thought in Euro. Lit---TA
  • ENG 351 British Txt Medieval-17th C---- B
  • ENG 359 Post-Colonial Texts---------------B
  • ENG 460 Fantasy Fiction------------------- C
  • ENG 385 Adolescent Literature------------ B
  • ENG T104 Literature Sexuality------- TB
  • ENG 357 American Texts 20th C---------- B

6
Grades Aligned with NCTE Standards
  • 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).
  • Eng 300 Literary Study I------B
  • Eng 301 Literary Study II-----B
  • ENG 478 Intro to Linguistics-C
  • ENG 346 Reading Workshop-C
  • Eng 486 Int. Language Arts--C

7
Grades Aligned with NCTE Standards
  • 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.
  • COM 101 Intro Public Expression------ TA
  • COM 102 Intro Interpersonal Com.-----TB
  • COM 152 Mass Communications----------C
  • COM 256 Basic Media Writing-------------C

8
Grades Aligned with NCTE Standards
  • 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.
  • Eng 345 Writing Workshop----B
  • ENG 341 Advanced Composition for Teachers-----C
  • ENG 106 Intro. Creative Writing--TC

9
Grades Aligned with NCTE Standards
  • 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.
  • ENG 101 College Composition-----------TA
  • ENG 102 Composition Lit.-------------TB
  • ENG 478 Introduction to Linguistics---- C
  • Eng 486 Integrated Language Arts-------C

10
Grades Aligned with NCTE Standards
  • 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.
  • ENG 102 Comp. Lit.--------TB
  • ENG 301 Literary Study II-----B
  • ENG 345 Writing Workshop---B

11
Grades Aligned with NCTE Standards
  • 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.
  • ENG 102 Comp. Lit.--------TB
  • ENG 301 Literary Study II-----B
  • ENG 345 Writing Workshop---B

12
Grades Aligned with NCTE Standards
  • 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.
  • ENG 105 Childrens Literature--TC
  • ENG 359 Post Colonial Texts------B
  • ENG 385 Adolescent Literature---B
  • ENG 470 Indian Womens Lit.-----B
  • ENG 478 Intro. To Linguistics-----C

13
Grades Aligned with NCTE Standards
  • 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.
  • ENG 478 Intro. To Linguistics---C

14
Grades Aligned with NCTE Standards
  • 11.  Students participate as knowledgeable,
    reflective, creative, and critical members of a
    variety of literacy communities.
  • ENG 103 Life Thought in Euro. Lit.----TB
  • ENG 351 British Text Medieval-17th C.----B
  • ENG 359 Post-Colonial Texts----------------B
  • ENG 470 Indian Womens Literature-------B
  • ENG 460 Fantasy Fiction---------------------C
  • ENG 385 Adolescent Literature--------------B
  • Eng 301 Literary Study II---------------------B
  • ENG 478 Intro to Linguistics-----------------C
  • ENG 346 Reading Workshop-----------------C
  • Eng 486 Integrated Language Arts----------C
  • ENG 345 Writing Workshop------------------B

15
Grades Aligned with NCTE Standards
  • 12.  Students use spoken, written, and visual
    language to accomplish their own purposes (e.g.,
    for learning, enjoyment, persuasion, and the
    exchange of information).
  • ENG 103 Life Thought in Euro.
    Lit.-------------TB
  • ENG 351 British Text Medieval-17th
    C.------------B
  • ENG 357 American Texts 20th C.-------------------
    B
  • ENG 359 Post-Colonial Texts-----------------------
    -B
  • ENG 470 Indian Womens Literature---------------B
  • ENG 460 Fantasy Fiction---------------------------
    -C
  • ENG 385 Adolescent Literature---------------------
    B
  • Eng 300 Literary Study I--------------------------
    ---B
  • Eng 301 Literary Study II-------------------------
    ---B
  • ENG 478 Intro to Linguistics----------------------
    --C
  • ENG 345 Writing Workshop-------------------------B
  • ENG 346 Reading Workshop------------------------C
  • Eng 486 Integrated Language Arts-----------------C

16
General Education Content Courses
Total Credits 13.5
17
English Core Requirements
Total Credits 32
18
Language Arts Requirements
19
Language Arts Requirement Continued
20
Language Arts Requirements Continued
Total Credits 56
21
Praxis II Sub-scores
EYour Score on this test qualifies for ETS
Recognition of Excellence!
22
Pedagogical Content Knowledge
  • Lesson Plan
  • Unit Plan

23
Lesson Plan- Tuck Everlasting Day 1
  • 1. Context 7th grade general Language Arts
    classroom
  • 2. Broad Lifelong Goals and Rationale Students
    need to be able to read a book with a certain
    objective in mind-guiding questions. Students
    also need to be able to make predictions about
    areas of literature.
  • 3. Specific Daily Objectives Students will
    become familiar with guiding questions, Tuck
    Everlasting, and make predictions about the text.
  • 4. ODE Standards Reading Process 6 Answer
    literal, inferential, evaluative and synthesizing
    questions to demonstrate comprehension of
    grade-appropriate print texts and electronic and
    visual media.
  • 5. Materials Tuck Everlasting, guiding
    questions, journals, pencil

24
Tuck Everlasting - Day 1 Continued
  • 6. Methods/Procedures
  • Anticipation The teacher will pass out a
    laminated bookmark with the book title and
    guiding questions in large, bold letters at the
    top for students to keep throughout the unit.
    The teacher will ask for volunteers to read the
    guiding questions aloud to the class. As a
    class, we will discuss the guiding questions.
  • Introduction/Overview The teacher will tell
    the students that today we will be starting a
    unit on the stages of life and we will begin
    reading Tuck Everlasting. The teacher will tell
    the students that we will be learning about our
    guiding questions for the unit and making
    predictions about the outcome of the book based
    upon the cover. The teacher will also give the
    class some background about the author, Natalie
    Babbitt.
  • Guided Practice Students will write in their
    journals from the prompt, "If you had a chance to
    stay young forever, would you take it? Why or
    why not? After the students are finished
    writing, in groups they will talk about their own
    journal entry. The teacher will ask one person
    from each group to summarize what their group
    talked about. The teacher will then talk about
    making predictions and how you can predict the
    outcome of a movie or book by watching a preview
    or looking at the cover. As a class, we will
    discuss some examples of making predictions.
  • Applications/Outcomes During class, the
    students will reflect upon the guiding questions,
    journal prompt, group exercise, and discussion
    about predictions and write two paragraphs about
    their predictions about Tuck Everlasting. They
    must also use evidence to back their predictions
    up (cover, journal prompts, back of book, etc.)
  • 7. Adaptations Students who are having trouble
    grasping the concept of making predictions will
    be put into groups with students who understand
    it pretty well.
  • 8. Possible Problems and Solutions If the
    students need more time making their predictions,
    then they can finish it up for homework.
  • 9. Assessment Class participation and
    discussion (see rubric), and completion of
    journal entries

25
Unit Plan- Tuck Everlasting
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28
Diversity
  • The Crucible
  • The Devil and Tom Walker

29
The Crucible
  • In my junior Honors American Voices classes we
    started the year off by reading Arthur Millers
    play, The Crucible. The students really enjoyed
    the play and acting out their assigned parts, but
    after a couple weeks I could tell they were
    getting a bit bored. In order to get away from
    the monotony of reading every day, I came up
    with an idea to get everyone in the class
    involved in a hands-on project.
  • As a class, we built John Proctors Tavern and
    used historical evidence in order to construct it
    properly. The students had a blast! They really
    got into making the tavern look exactly how it
    did back in 1692. This also enabled them to do
    tons of research on the original Proctors Tavern
    without realizing they were actually doing
    research! The students were very proud of the
    final product and could not wait to finish
    reading The Crucible!

30
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32
The Devil and Tom Walker
  • The students in my junior Honors American Voices
    classes were getting extremely burnt out on the
    lengthy short story unit we had been covering for
    the majority of the first semester. While reading
    Washington Irvings The Devil and Tom Walker, I
    had them do character drawings of the four main
    characters in the story instead of the usual
    written responses, worksheets, and tests.

33
Devil and Tom Walker Drawings
34
Devil and Tom Walker Drawings
35
Technology
  • Comparing and Contrasting The Crucible play and
    motion picture
  • The Crucible group projects

36
The Crucible Play or movie?
  • After finishing the play The Crucible, I decided
    to incorporate a media aspect into the unit.
  • As a class we started watching the major motion
    picture, The Crucible, starring Winona Ryder and
    Daniel Day Lewis. We kept an on-going chart on
    the board between the similarities and
    differences between the play and the movie
    version. We would watch a scene from the movie
    and then spend the rest of the period critiquing
    it and adding to our chart.
  • By the end of the movie, we had filled three
    chalk boards with similarities and differences
    and suggestions for Arthur Miller who wrote the
    play and the screenplay for the movie.
  • I was so impressed with my students! They did not
    let one mistake go unnoticed by the director. By
    the end of the week my students were sure they
    could do a better job acting and directing the
    movie than the professionals.

37
The Crucible Group Projects
  • After watching and critiquing the movie of The
    Crucible, my students were confident they could
    have done a better job acting in and directing
    the movie. This definitely gave me an idea!
  • In groups, the students scripted, cast, directed,
    and filmed their own version of one act of The
    Crucible.
  • The movies turned out wonderfully! Each of the
    four groups did such a great job. Their scripts
    were so creative, as were their costumes and
    sets. The director of all four groups did a very
    impressive job also! They all had a great time
    filming their scenes and were very proud of their
    work.

38
Professionalism
  • Drug Awareness Training
  • QPT Days

39
Drug Awareness Training
  • On November 13th, 2007, I attended a Drug
    Awareness Training held at West Carrollton High
    School. The training was taught by the head of
    the West Carrollton Police Department Narcotics
    Unit.
  • The Drug Training was two hours long, and it
    included lecture, a question and answer portion,
    and an interactive session where we all had to
    walk around to identify certain types of drug
    paraphernalia that the Detective had brought with
    him for the training.

40
Quality Process Time (QPT) Days
  • One Tuesday every month, West Carrollton High
    School dismisses at 1130 a.m. and the teachers
    participate in Quality Process Time or QPT days.
  • After the students leave, all faculty meets in
    the library for a thirty minute meeting headed by
    the principal. Then, the faculty divides into
    departments and works for the remainder of the
    day in small groups.
  • I have participated in four of these QPT days.
    The duties I have helped the English department
    with include
  • Analyzed OGT scores
  • Compiled a new book list for the tenth and
    eleventh grade curriculum
  • Implemented a more rigorous system for allowing
    students to switch class sections
  • Compiled a list of students who did not pass the
    OGT and organized a review session

41
Emotional Intelligence
  • The Lunch Girls
  • Powder Puff

42
The Lunch Girls
  • Erica, Cristina, and Melissa are three students
    from my junior Honors American Voices classes.
    They had lunch with me in the classroom everyday
    since I started my practicum and in August when I
    returned as a student teacher.
  • Every day the girls would have lunch with me and
    we would discuss everything going on in their
    lives.
  • We would then move on to discussing the lesson
    that day in their class period. Most times they
    would have questions about part of the lesson
    they needed clarification on or an assignment
    they needed help with. A lot of times I held
    informal review sessions during lunch with them
    and whoever needed a little extra help.

43
Powder Puff
  • The annual Juniors vs. Seniors powder puff game
    took place on November 16th, 2007. The majority
    of the girls in my Honors American Voices classes
    were involved in some way with the game. These
    girls took the game extremely seriously. They
    practiced every night after school starting back
    in September! They put a lot of hard work and
    effort into this annual event.
  • The girls made it very clear to me that they had
    to have, Mrs. Barcalow there to cheer them on
    and witness them beat the Senior girls! My
    attending the powder puff game meant a lot to
    them, and it meant a lot to me that they wanted
    me there. I was so proud of them for beating the
    Seniors!

44
Thank You!!!
  • Thank you for previewing my portfolio. I hope you
    enjoyed look through it as much as I did creating
    it!
  • Sincerely,
  • Jennifer Barcalow
  • Collins.92_at_wright.edu
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