Final Portfolio 4520

1

Georgianne McNutt Orphan Train Unit Plan

English 4520: Teaching Literature Professor Colleen Ruggieri

Ohio University Fall 2014

2

Table of Contents

Professional Introduction 1. Vita/Resume 3

2. Cover Letter 5

3. Teaching Philosophy 6

Pedagogical Introduction

4. Parental Newsletter 8

5. Books that Made A Difference 9

6. Student Survey 10

7. Unit Rationale 12

8. Intro and Overview 15

9. Resources 17

10. Unit Calendar 21

11. Lesson Plan #1 30

12. Lesson plan #2 40

13. Demo Mini-Lesson Handout/Reflection 49

Tools for Teaching: Handouts

14. About the Author, Culture and Setting 55

15. Symbolic Story Representation 58

16. Guided Imagery 60

17. RAFT/SPAWN 62

18. Tech Integration 64

19. Poetry Handout 65

20. Drama Handout 66

21.Text Connections 68

22. OPTIC/Visual Media/ Arts Handout 78

23.Vocabulary Handout 81

24. Socratic Seminar Questions 83

25. Argument Handout 84

26. Research Assignment 86

27. Creative Writing 89

28. Simulation 90

29. Themes 91

Assessment & Closure for the Unit

30. Formative Assessment Example 96

31. Summative Assessment Example 97

32. Closure of the Unit 98

ISearch Paper

33. ISearch Paper 101

Research-Based Reflection Journals

34. Defense of Literature 118

35. CHOICE notes and final copy of Presentation 123

3

Georgianne McNutt 8088 Campbell Lane, Dublin, Ohio, 43017 – (614) 309-1404 – [email protected]

Education Ohio University; Athens, OH August2011 May 2015 Bachelor of Arts; Integrated Language Arts Dean’s List Recipient Spring 2014

Teaching Experience

Nelsonville Tri-County Career Center (Internship/Field); Nelsonville, Ohio August 2014-May 2015

Integrated Common Core State Standards into lessons and assessments. Facilitated differentiated instruction in reading, writing, speaking, and listening. Designed daily classroom activities and discourse to teach a wide range of literature and

genres, including World and American Literature, novels, poems, short stories, plays and non-fiction.

Created and implemented a wide range of summative and formative assessments. Fostered independent learning and student accountability through the creation of learning

targets. Built and maintained a positive, accepting, and engaging classroom environments through

management skills and relationships founded on mutual respect.

Nelsonville-York Middle School; Nelsonville, Ohio January 2014- April-2014 Observed classroom discourse in a 7th grade English Class. Practiced lesson planning and facilitating small group work within the classroom. Exercised strategies for classroom management. Collaborated with cooperating teacher to gain pedagogical expertise. Experienced classroom organization and classroom décor with cooperating teaching,

Lancaster High School; Lancaster, Ohio August 2013- December 2013

Facilitated full lesson plans based on common core standards. Observed classroom instruction and discourse in a 10th and 12th grade English Class. Instructed an English Language Learning student on listening and speaking, Lead classroom discussions and introductions to lessons at the beginning of class.

Whetstone High School January 2013- April 2013

Observed and assisted cooperating teacher in learning activities and classroom routine activities.

Observed 12th grade AP level English course.

Teaching-Related Work Experience

Camp Counselor for Dublin City May 2014- August 2014 Responsibilities performed included: Setting the example of behavior by maintaining a

positive attitude toward all camp activities and its members, planning educational activities

4

for campers, organizing activities, educating campers on their responsibilities, and ensuring the campers maintained a healthy and engaging environment.

CPR Certified First AID Certified

Kids on Campus August 2011 – December 2011

Responsibilities performed included: Guiding the students from station to station in an orderly fashion, instructed the students in after school learning activities, and lead after school games before learning activities begin.

References available upon request.

5

Georgianne McNutt 8088 Campbell Lane Dublin, Ohio 43017 (614) 309-1404 [email protected]

Roy Walker Human Resources Director Hilliard City Schools 2140 Atlas Street Columbus, OH 43228

Dear Roy Walker

It is with great enthusiasm that I am applying for the position of an English teacher for the Hilliard City School district. As a lifelong learner who believes that education can change the world, I am confident that I can become a valuable employee in your district. I heard about job listings through a close mentor, Sharon Balduf, and I am ready to being a teaching assignment starting the 2015-2016 school year. My family is based in central Ohio, so I have a sense of loyalty and love for this region. This will allow me to become not only a successful teacher in your school district, it will also open the door for me to become a contributing member of the community.

This May, I will graduate from Ohio University, and I will be prepared to teach English, journalism, and communication classes. While earning my degree, I have had the opportunities to gain clinical experience at many schools that serve a variety of populations. I am fully prepared to work with students from diverse backgrounds, and I will thrive in an environment that enables me to utilize my pedagogical expertise. I am becoming a teacher because I enjoy hard work and helping others find success in an area of learning of which I am passionate. I want my students to experience rigorous, and meaningful learning that will prepare them for life beyond the classroom. I believe this can be accomplished by establishing strong expectations, holding students accountable, developing standards-based and engaging learning activities. I also plan to integrate technology in instruction for my standards based learning structure.

I am particularly interested in a position in your district for several reasons. As a district with outstanding ratings, it has proven itself to be one that provides high quality education. Since I have spent a great deal of time in the classroom environment as a teacher, my skills in differentiating instruction and working with other teachers will make a strong addition to your faculty. Since I have experience with communication I am able to build on relationships with faculty and students, to develop a curriculum in which the students will thrive from.

Please refer to the enclosed resume and list of references. I look forward to meeting with you to discuss your district’s goals and how I can help you meet them as a teacher. I can be reached at (614) 309-1404 at any time during the day. Thank you for your consideration!

Sincerely, Georgianne McNutt

mailto:[email protected]

6

Teaching Philosophy

I am a captain on the U.S.S. English/ Integrated language Arts. I take my

students with me on a mapped out excursion all around the world with our

literature and studies. We are headed out together in uncharted waters but as the

Captain of the ship I plan to lead my crew to new lands and new understandings.

Over the course of my time in classrooms I have found that students are able to

learn the most when they are engaged with others and with the teacher. This means

class discussions, activities and the teacher always thinking on their feet to keep

things interesting. In order for things to flow like this in a classroom, I need to be

very organized and have a plan mapped out for every situation just like a captain

would. The head of the classroom has to have enthusiasm and love what they are

teaching to keep the ideas they have planned out going. In any case this should be

the most important quality coming from the teacher, even in hard topics, as long as

you act like you love it the students will enjoy it to.

I will always be putting my students first in my classroom, thinking about

how they learn best, ideas that work well for them, and how to cater to all the

backgrounds of students in their class. I plan to start off with a pre-assessment for

every unit to get an understanding for what areas I may need to focus on and to

understand where every student in my classroom is. I believe that if I show my

dedication to my students and give them the respect they deserve in the classroom

they will give me the same respect back. I would really like to make sure the

students are spending time reading and writing as much as possible in my

7

classroom. I want to make reading incorporated in the classroom as much as

possible with literature that is so important to their reading level.

I will be a great English captain of the U.S.S because I love English and I plan

to be a lifetime learner in the course. I have always been passionate about reading,

writing, and all things in-between. With finding such a passion in English it will

make inspiring the students to learn much easier and allow me to enjoy doing so

everyday. I plan to make a difference to my students by showing them the path to

learning, in the bumpy seas we have to ride on together I want them to push

themselves to come up with solutions to succeed in my classroom and then onward.

The important part about being the captain of the ship is to never let anyone go

overboard. We are on the lookout to push students to do their best, and then try

harder. On a ship that only goes forward, it is important to but the crew first and

keep their spirits ecstatic during this amazing journey.

8

9

10

Welcome to Ms. McNutt’s English class It is going to be an engaging year!

1. NAME:_____________________________________________________________

2. Do you have a different name you would like to be called?

3. What are your hobbies? (ie Collecting dolls, painting, reading…)

4. Do you participate in any extra curricular activities outside of school?

5. Do you have a job/ work? If so, how often do you work?

6. What did you do this summer/ break?

7. What do you do in your free time?

8. What is your favorite book? Why?

9. What is your favorite genre of book?

10. What book have you read that has had the biggest impact on you? Why? And when

did you read it?

11. Do you have access to the internet at home? Circle Yes / No

11

12. Where do you see yourself in five years?’

13. What are your plans for after high school?

14. If you had to pick a time period to read about what would it be?

15. What is your favorite movie? Explain.

16. What three characteristics would you use to describe yourself?

17. What are your goals for this class this year?

18. What can I do to make this class better for the both of us this year?

Lastly, Is there anything you would like to tell me about yourself below?! Looking forward to a FUN year !!!

12

Unit Rationale

My plans for teaching a unit on the Orphan Train by Christina Baker Kline

would be centered around the standards that form the concept based on themes,

vocabulary, and determining importance of sections in the novel. I want the unit to

be centered on student learning based on the standards for their grade and to make

engaging activities to offer the students the best opportunity to learn. The main

concept of the unit is for the students to gather an knowledge for what is important

in the novel all while connecting this to the common core standards, and the best

ways to narrow down the important information. I would also like to take the time

to focus in on theme and tie it to important times in our histories by researching

fictional concepts. This would allow the students to connect in a deeper way with

each character and theme centered in the novel all while incorporating the

standards that will be reached in this unit. Then I would also like to incorporate

vocabulary from the common core standards and our novel to make engaging games

and activities for the students to learn using multiple intelligences.

This unit is an important role in the student learning process for my class.

The unit is set up to teach students multiple lessons that involve interacting with

others, the class, and themselves. As a whole, it allows for the students to develop

their reading and writing skills as they read through the novel. While reading, they

will develop skills to help determine the importance of information from each

section and be able to better understand books and novels in the future. The unit

should be taught because it helps develop the students into looking for important

information, be intrigued by vocabulary words, and want to keep reading novels.

13

My justification for this unit has to do with this article I found on the Ohio

Resource Center website, ohiorc.org, under English language arts educators link,

about determining importance. In this article I found the common core state

standards used to help produce some lesson plans. The author talks about many

different ways to go about teaching it. One of the many ways is that it helps students

identify important vocabulary and characters to pull and keep track throughout the

novel: “In determining importance, readers identify important ideas and facts,

enabling them to mentally organize and thus more easily comprehend the essence

of what they are reading”. (ohiorc.org).

Determining importance is important to this unit and this novel because

there is a lot of information given to us throughout the reading that can mislead or

cause a student to focus on different aspects. With this article, it gives examples of

how to focus the students’ attention to key aspects of the book. This will lead to the

students easily identifying the theme and be able to work through the vocabulary

that works with the importance in the novel. A great activity to do so is to have the

students work through the vocabulary given and identify it throughout the book and

figure out what it means to the novel.

With each aspect of this unit, I want to focus on the students first and figure

out what they learn best from and how to improve that. I want to make sure that as

they are learning so is my learning on teaching them: “So in the future, we will need

to develop students’ textual intelligence, teaching them how to read different texts

in different ways according to their purpose and the demands those texts make on

readers.” (Burke 142) Since the unit focuses on the students learning to find the

14

importance, it will be incorporated in the lessons for the students to find the

importance in other texts that correspond with ours. The need to be able to read

informational texts such as their history books on the time period and identify

importance in those areas. Along with important texts I plan to incorporate the use

of the novel Night so the students have a chance to read another novel based around

this time. I also will have several poems incorporated on orphans, and the train to

have the chance for students to read all types of text and learn to read those and

identify the theme and importance in each.

Counterarguments could be made on my unit about having a broad picture

for what I plan to teach. However, my argument to this is that there are involved

details that are involved in each lesson and that there are a lot of texts being used to

keep the students learning and engaged each day. Each text that my students will be

using is tied to the unit based on theme, time period, or informational texts that help

develop the knowledge of each student.

Guisinger, Paula. “Determining Importance.” Ohio Resource Center Reading

Strategies. ILearnOhio,. n.d. Web. Sept. 2014.

15

Introduction + Overview of the Unit

Grade level 12 higher level English for 21 students

The unit is based upon students in the class that have a background in

understanding the past in our country and have prior knowledge of reading and

writing. The class is a mixture of 7 males and 14 females. The essential questions

for this class are set up to cater their creative and critical thinking to encourage

them to read in depth. Knowing that there is a different ratio of gender in my

classroom, I have taken into consideration the learning styles for each student. The

essential questions would be based upon what the students are able to gather from

their learning levels and critical thinking skills. Also, the students would each be

able to find a way to connect and write, research, and reading on each topic.

Essential questions:

--What does it mean to be an orphan to Vivian and then Molly? Is there a difference?

Why were these two brought together even though they are at different areas of

their lives?

--Why does the time difference or the progression of time add to the perspective of

the novel from Vivian’s view? Then from Molly’s view? Why does different time

periods enhance their relationship?

--How does the bond between Molly and Vivian change overtime? What does the

word friendship mean to these two characters? Other characters in the novel?

16

The essential questions are set up to be open ended and to leave the students with

room to think opening and use different sections of the novel to focus on. The

essential questions are based upon the main theme that I have chosen for the unit,

friendships. I know that at this age the students find friends and their personal life's

important and I planned to use this as the focus for the novel.

Cognitive aims

The above questions are related to cognitive thinking I want to see in the students

because each question asks the students to consider and think hard about parts of

the novel that have to deal with these questions. It also requires the students to

have knowledge of these parts and understand how to write about each one. Each

question requires the students to think critically about the novel and why the author

made the decisions about the theme and characters.

Affective aims

The questions above make the students realize what their ideas of the major points

of the story are and how to come to these conclusions. It also allows them to think

about what their personal thoughts on the story are and how their lives tie into this

story. The affective aim is for the students to realize how it might tie into their lives

and how friendships in these cases and in their lives can be tied into the literary

texts. The questions allow the students to examine the importance of this theme to

the novel.

17

Resources

Orphan Train by Christina Baker Kline

War Orphan by G Guffia

A Little Princess Warner Brothers

“Just a Dream” by Carrie Underwood

Annie Directed by John Houston

My Foot short story by Gopala

“I hear America Singing” by Frayed Wings

Shakespeare’s Sonnets (1-18) in the Norton Anthology

Night by Elli Wiesle

Documentary on the Orphan Trains

Academic Article based on survivors and travelers on the Orphan Trains.

A Little Princess. Dir. Alfonso Cuaron. By Richard LaGravenese and Elizabeth

Chandler. Perf. Eleanor Bron, Liam Cunningham, and Liesel Matthews.

Warner Bros., 1995.

-I chose this movie because it is based in the same time period that

Vivian became an orphan and has a very different perspective of how two

orphans in this time period can grow up and change overtime.

Annie. Dir. John Houston. Perf. Albert Finney and Aileen Quinn. 1982. DVD.

-This movie is another way in which an orphan is introduced in this time

period growing up without ever knowing her parents, then becoming very blessed

quickly after meeting Mr. Warbucks.

18

Grahm, Janet, producer, et al. The Orphan Trains [Electronic Resource] / A

production of Edward Gray Films, Inc. : WGHB ; Produced And Directed by Janet

Grahm. And Edward Gray ; Written by Edward Gray. N.n.: [Alexandria, Va?]

:PBS Home Video c2006., 2006. OhioLINK library Catalog.

---This would be one of the outlets the class would look into on nonfictional

references. The portion of this would include the nonfiction research paper

based on the fiction novel of Orphan Train.

Gopala. "My Foot! (A Short Story)." Creative Blogs. N.p., n.d. Web. 06 Sept. 2014.

-This is a short story that deals with orphans and introduces the students to a

different literature outlet based on the standards.

"I Hear America Singing by Frayed Wings." I Hear America Singing, a Poem by Frayed

Wings. All Poetry Poets. All Poetry, 2011. Web. 06 Sept. 2014.

--This would introduce a mini poetry unit within the unit. This is another

outlet for the students to read about poetry, then practice writing their own.

""Just A Dream" Lyrics." CARRIE UNDERWOOD LYRICS. N.p., n.d. Web. 06 Sept. 2014.

--This song is based on two people who fell in love and then one went off to

war and died. This would be a great way to incorporate a journal prompt after

reading about Dutchy passing away.

Kline, Christina Baker. Orphan Train: A Novel. N.p:n.o., n.d. Print.

19

--This is the actual novel the unit is based on, and will be needed for this unit

to work.

Sherman, Suzan. “The Nearly Forgotten Phenomenon of The Orphan Train: A

Dispatch from the Annual ‘Celebration” of Riders, Decendants, And The

Enthusiasts Who Love Them.” The Gettysburg Review 3 (2011): Academic One

File.

---This would be one of the outlets the class would look into on nonfictional

references. The portion of this would include the nonfiction research paper

based on the fiction novel of Orphan Train.

Stillinger, Jack, Deidre Lynch, Stephen Greenblatt, and M. H. Abrams. "Shakespeare

Sonnet Number III." The Norton Anthology of English Literature. New York,

NY: W.W. Norton, 2006. N. pag. Print.

-The aspect of Shakespeare would be incorporated during the mini poetry

unit within the unit. I want the students to take some time to read from the

sonnets and focus on the meaning. Then write out their own sonnets based

on a characters view in the novel. This could be done over a couple of days

so they are able to use the language of Shakespearean time and develop a

well planned out sonnet based on a character’s point of view.

“War Orphan By G Cuffia.” Fine Art America. N.p., n.d. Web. 06 Sept. 2014.

--This would be a photo shown of orphans at the beginning of the unit. This

would show the students photos of orphans and give time for a journal entry based

on the topic to get them thinking about the novel.

20

Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and Wang, a Division of

Farrar, Straus and Giroux, 2006. Print.

---I would incorporate this novel near the end of the novel with little

excerpts. I would introduce this while my students have an understanding of

Vivian and Molly’s orphan life, and ask them to compare it to Elie’s life and

where he is at in his life during this book.

21

Unit CALENDAR: METHODS FOR TEACHING ENGLISH LITERATURE Design a unit of instruction between 4-5 weeks for the novel. Use this template to frame your plan for a high school class of 28 students with mixed ability levels.

Monday Tuesday Wednesday Thursday Friday Lesson Title or Topic:

How do you define “orphan”?

CCSS WL 4. Production

and Distribution of writing. WL 6. Production and Distribution of Writing Reading, Writing, S&L, Language:

4, The students are to spend everyday before class starts, writing a journal based on the prompt on the board. 6.The students will be using

this standard by spending time working on their research for the topic of what an orphan is. They are to spend time researching on the internet individually. Then they spend time sharing with a partner to then add to the whole class discussion. Learning Targets: I can

research a topic given to me and find facts that might pertain to that days

Lesson Title or Topic: Let’s

Watch a book become a movie. CCSS: SL 2. Integrate multiple

sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Reading: We will spend half

the class reading the next chapter in the book out loud. Writing: Daily Journal. Plus

they will also be filling out the worksheet based on the class information. Speaking & Listening

Students will be sharing their ideas on the topic of the movie trailer and how it works with the novel so far. Then listening to the other students speak as well. Learning Targets

I can watch the book trailer

Lesson Title or Topic What is

the orphan train?

CCSS WL 6. Production and Distribution of Writing. Reading

Students will be reading online information based on their research. Speaking & Listening

This will be the opportunity to find some background information on the orphan train and do some class developing and discussion on the topic. Learning Targets

I can research a topic given to me and find facts that might pertain to that days discussion. Differentiation

Class wide discussion and taking notes so the students are able to listen to the information and take it in with the notes. Technology Integration

Using the computers for the internet and research.

Lesson Title or Topic So,

why is this important to you? CCSS

RLS 5 Craft and Structure. Reading

The students will be reading on their own two chapters for the last half of class. Writing

While reading, the students will be annotating and writing down key concepts of the chapters to discuss. Writing answers to the essential questions. Speaking & Listening

Listening to the overview and understanding the main ideas and essential questions. Learning Targets

I can read literature and be able to pull out the main ideas and understand why the author choose ideas for reasons. Homework

Read to page 68 Differentiation

Lesson Title or Topic What

will this be about? CCSS

SLS 4. Presentation of Knowledge and Ideas. Writing

The students will work with the students at their table to make an outline of a character they are assigned in the novel and write on the poster about them using textual evidence. Speaking & Listening

Students will be asked to listen and work with their group members to come up with a good representation of their character. Each group member is to speak and show what they have gathered. Learning Targets

I can present the information given to me in a form that makes it easy to understand and clear. Homework Read to page 82 in Orphan Train.

22

discussion. -I can write routinely over an extended period of time to improve my writing. Homework: Read the first

two chapters in Orphan Train. Assessment—I will be

testing the students with a formative assessment. An exit slip based on that days activities. It will include the students stating information they learned in class. Differentiation: I modified

this lesson to have the students work in partners to do reading activities so they are able to read aloud to each other and improve their time, and quality of understanding. Technology Integration:

The students will be using the computers to do some research at the start of class. Then the smart board is also incorporated to help the students see what is being said in class. PC#(s)—Lesson Plan #1

and identify the ways that the trailer could be improved, and how it helps identify to the novel. Homework: Read to page 38.

Assessment: Formative.

They will turn in the worksheet to check for understanding. Differentiation: Providing a

different form of the novel presented to them. Reading aloud to the students. Technology Integration:

Watching a film on the smart board. PC#(s) PC #16

PC#(s)

PC #28 I planned to have the students read to themselves, but I will also have a book on tape available for specific students. PC#(s)

PC #9 PC #8

Assessment

Formative assessment to check for understanding from the group and participation. PC#(s) PC #31

Week 2 Monday Tuesday Wednesday Thursday Friday Lesson Title or Topic

Christina Baker Kline, who?

Lesson Title or Topic

Imagine THIS! CCSS

Lesson Title or Topic BUT

What Do These Words Mean?


Reading Day !!


What books made a difference to you?

23

CCSS

RSL 5 Craft and Structure Reading

Students will be reading the power point slide. Speaking & Listening

Students will be partaking in the lesson discussion and listening to the other students share their ideas. Learning Targets

I can analyze the authors choices concerning how to structure specific parts of the text. Differentiation

The PowerPoint will be read aloud and discussed with the students. Everyone will be asked to speak when their popsicle stick is drawn. Technology Integration

The smart board will be used for notes, discussion, and PowerPoint. PC#(s)PC #11

RSL 2. Key ideas and details Reading

Students will be reading in class and will be asked to write down main ideas from their reading. Speaking & Listening

Students will have to spend a period of the class actively listening to the teacher. This will partake in the later lesson to test what they gathered. Learning Targets

I can determine two or more themes or central ideas from the text. Homework Read to page 105

Assessment

Formative Assessment. The students will write a journal to the prompt on the board indicating the main ideas read in the text so far. They will also write about the ideas from the lesson today. Differentiation

The sentence requirement for the journal will have a different requirement as long as all the topics are discussed in from the prompt. PC#(s)

PC#18

CCSS

LS 4.a.b.d. Vocabulary acquisition and Use. Reading

Students will read an excerpt from another novel, Night, and they will identify the vocabulary words used. Writing

From the vocabulary found, they will write out the definition. Then they will write it in a sentence describing it about the Orphan Train. Language

Students will be working with the new vocabulary. Learning Targets

I can identify and define the vocabulary words and incorporate them into a new text. Assessment

Formative. Students will be assessed on their ability to correctly write the word out in their sentences and relating it to Orphan Train. Technology Integration

At the end of class there will be an online website that allows for students to use the smart board to match up the vocabulary word to the

CCSS

RSL 4. Craft and Structure. Reading

Students will spend the period reading to page 130 in their novel. Then they will analyze the use of vocabulary words and phrases in the reading. Language

Students will analyze the vocabulary and structure in the reading. Learning Targets

I can read to the given number of pages and analyze the language from this section to write sentences including our vocabulary words. Homework


A book on tape will be provided for specific students.

Writing

Students will spend this free writing day to consider texts that have made an impact on the reading of this current novel for them. This will help them piece together poems, research outlets, and other novels for their research paper. Learning Targets

I can identify types of literature that helped me understand this novel. Assessment

Formative. Students are to list and explain at least five forms of literature that helped them understand this novel better. Differentiation

The students must list at least five types of literature. Then they can have bullet points for their explanation as to why they chose these outlets. Homework

Read to page 152 PC#(s)

PC #6

24

definition. PC#(s)

PC #25

25


Symbolism, Symbo-what? CCSS

RSL 1. Key ideas and Details Writing

Students will write out notes on symbolism and what it means. Also examples the class comes up with on symbolism. Students will be writing out the ideas they form about what symbolism they find in the novel. Speaking & Listening

Listening during direct instruction. Learning Targets

I can incorporate what I have learned from the novel so far to make textual connections and come up with symbolic items represented. Assessment

Formative. Students will turn in their written explanation of the symbolism they found in the novel so far. Technology Integration

The smart board will be used for notes. The students will be asked to come up and


Reading Day !! CCSS








Do you think the Orphan Train was the best path for Vivian? CCSS SLS 1. Comprehension and

Collaboration Reading

Students will be reading online research to gather information for their debate. Writing

Students have to write out the facts they find. Every student needs at least two facts to present in the debate. Speaking & Listening

During the debate, every student must speak at least once to confirm the research they participated in during the class. Learning Targets

I can research the information on the topic chosen for my group. I can argue effectively the points to my view on the topic. Homework

Read to page 178 Assessment

Formative. Students will be

Lesson Title or Topic CCSS SLS 1. Comprehension

and Collaboration RSL 4. Craft and Structure. Reading

Students will spend the period reading to page 167 in their novel. Then they will analyze the use of vocabulary words and phrases in the reading. Speaking & Listening

Students will be asked to finish their debates before reading. Then they will be asked to discuss who they think the “winner was” Language


I can read to the given number of pages and analyze the language from this section to write sentences including our vocabulary words. I can argue effectively the points to my view on the topic. Homework


Lesson Title or Topic Where

is Vivian from? CCSS

RSL 3. Key ideas and Details Reading

Students will be reading online resources to find more information on the Irish immigration. Writing

Students will fill out worksheet for the infohio.org information search. Learning Targets

I can analyze the impact of the authors choices regarding how to develop and relate elements of a story. Homework

Read to page 200 Technology Integration

Students will spend the day researching the background of the life that Vivian could have had on the computers and infohio.org PC#(s) PC #20

26

write their examples on the board. PC#(s)

PC #17

graded on the facts they have written down on their exit slip for the side they have chosen after the debate. Differentiation

Students will be placed in predetermined groups with leader roles assigned. Technology Integration

Students will be researching the facts using the computers. PC#(s)

Lesson Plan #2


27


What would you say to that character? CCSS

WS 1. Text Types and Purposes LS 5a. Vocabulary Acquisition and Use. Writing

Students will be writing some form of communication from the perspective of a character from the novel to anther character in the book. Language

Students will use the vocabulary in their writing to demonstrate their vast knowledge on the vocabulary words. Learning Targets

I can use my text to pull ideas to write out and describe sections of the novel. I can use the vocabulary words in the correct way. Homework

Read to page 221 Assessment Formative. Students will be

graded on the specific writing they choose and if they


Who’s line is it anyway?? CCSS


Students will be assigned a section of the book to make into a skit. They will have to re-read this section of the novel to be able to come up with a skit. Writing

Each student is expected to write out and participate in the making of the script. Speaking & Listening

Students will being presenting their skits by the end of the period. They will be writing notes on each performance to show they were listening. Learning Targets

I can write out a script based on the literary text read and create a skit from the section of the novel assigned to me. Assessment

Formative. Every student will turn in a script with his or her name on it. They will also turn in notes on their other classmates skits.


Who’s line is it anyway?? CONT. CCSS


Students will be assigned a section of the book to make into a skit. They will have to re-read this section of the novel to be able to come up with a skit. Writing

Each student is expected to write out and participate in the making of the script. Speaking & Listening

Students will being presenting their skits by the end of the period. They will be writing notes on each performance to show they were listening. Learning Targets

I can write out a script based on the literary text read and create a skit from the section of the novel assigned to me. Assessment

Formative. Every student will turn in a script with his or her name on it. They will also turn in notes on their other


Compare and Contrast Reading

Students have to read into the novel to find facts and information to compare and contrast Vivian and Molly. Writing

Students will write on the worksheet provided to compare and contrast these two characters. Learning Targets

I can find key points in the novel that allow me to identify the similarities and differences in these two main characters. Assessment

Formative. Students will turn in this completed worksheet, identifying page numbers and facts about the main characters. Differentiation

Students will be able to work in pairs during this. PC#(s)

PC #22

Lesson Title or Topic CCSS

RSL 4. Craft and Structure Reading

Students will read a portion from Romeo & Juliet and then have to compare this to a piece from Orphan Train. Writing

Students will write out a piece from Orphan Train and convert it into Shakespearean language, using lines from Shakespeare. Language

Students will incorporate Shakespearean language into their skit. Learning Targets

I can read Shakespeare and compare it to a section of our current novel. Then I can write a portion of our novel in Shakespearean language. Homework

Read to page 262

PC#(s)

PC #22

28

provide enough textual evidence, and correct meaning. PC#(s) PC #19

PC#(s)

PC #30

classmates skits. PC#(s)

PC #30

29


How will it ALL END?!? CCSS

RSL 5. Craft and Structure Writing

In groups the students will write out the answers to the questions and discuss why the think this. They will cite using textual evidence point to their reasoning. Speaking & Listening

Students will have a chance to share with the others at their table and listen to others ideas. Learning Targets

I can share with my classmates my ideas on what I think the author will do to end the novel. Assessment

Formative. Students will work together to complete the Socratic seminar and receive participation points. PC#(s)

PC #26


Reading Day !! CCSS








The end of it all CCSS

RSI 5. Craft and Structure Reading

Students will incorporate informational texts into their final paper on the topic and prove they read it. Writing

Students will write out an essay comparing Orphan Train to another literary text. Language

Students will incorporate their vocabulary words in this essay. Learning Targets

I can write a summative essay on the topic of Orphan Train and compare it to another literary text using textual evidence. Assessment

Summative assessment. PC#(s)

PC #33

30

Lesson Plan 1: English 4520 Georgianne McNutt Title of the Lesson: Introduction of Orphan Train Grade Level: High School 11-12 Four Part Performance Objective, essential questions, and learning targets: Give a the novel Orphan Train by Christina Baker Kline, a journal, computer, book trailer, and exit assessment, students will be able to form an understanding for what the novel will be about and investigate it on their own. They will do so by researching the topic of being an orphan, look over the book cover, discuss with the class, and watch the book trailer. Students will have the opportunity to research the orphan train background, and watch the book trailer to gather information about the book. The students’ work will be graded on 90% accuracy of grammar and punctuation, 100% participation in the class discussion and educated guess in their exit assessment. Three essential questions:

How is “orphan” defined? What techniques did the editor/author/ publisher use to help us understand

what may happen in the book from this cover? What will happen in this text? How do you know?

Learning Targets

I can research a topic given to me and find facts that might pertain to the topic of discussion for that day.

I can actively listen in class and participate in class discussion to improve my background knowledge on the subject.

I can understand how to use the tools given to me to further my knowledge on novels read in class.

2. Standards and Background Information Common Core State Standards Writing standards Grades 11-12 4. Produce clear and coherent writing in which the development, organization and style are the appropriate to task, purpose and audience. 6. 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. 10. Write routinely over extended time frames. Speaking and listening stardards grades 11-12 4.

31

Primary Domain(s) Cognitive: Students will have the chance to think of concepts or themes that might occur in the story after spending time to research the ideas of the historical orphan train. With the research they will spend the second 5 minutes of class researching facts about the orphan train that traveled through the united states and have a chance to examine the novel’s cover. Affective: Students will spend time discussing with the class the ideas and themes that they believe the book will be about. The students will have the chance to share experiences they have with someone who is or was an orphan, or how they know about the orphan train. Skill Level Remembering: Students will write down and read out loud facts they find online about the orphan train in our history. Understanding: Students will be able to use their knowledge of scanning books and the internet to gather intellectual guesses on what they believe the novel is about. Applying: Students will share with the group their facts they discovered online about the orphan train. Student will show that they were listening and understanding the novel analysis by applying their knowledge to the exit assessment on what the book is about. Analyzing: Students will show their knowledge of reading online, listening, and viewing by sharing with the class their ideas for the books theme and plot line. Evaluation: Students will show their ability to listen and collect information by making a final educated guess of what they believe the novel is about after the class discussion, book trailer and internet research. Multiple intelligences: Visual/spatial: Students will have the chance to view a video on the book that helps give a brief visual presentation on what the novel is about. This will allows the students to see a representation on what we are analyzing in class.

32

Verbal/Linguistic: Students will have the chance to read, write and share their stories and view points in this class. This will allow the students to share their piece and benefit from reading and writing on the topic. Logical: Students will have the chance to think critically on the topic of the novel and make educated guesses with the material provided to them on what they believe the novel will be about. Interpersonal: Students will have the chance to interact with a partner and with the whole class in discussions and research. This provides the students to share and work as a class to come up with an understanding and an answer. Intrapersonal: Students will have the chance to work alone on their entry journal and their exit assessment. The journal will ask them to share a story or give an example of someone or something dealing with orphans and the topic. Differentiating Instruction: For this lesson I will be sure to incorporate all types of learning styles and make sure it is easily understood and assistive towards all students. Everyday I plan to have the students write for five minutes on a journal that deals with the topic for that day’s lesson. I will differentiate this by asking students to write a certain number of sentences based on their learning style. Then I plan to have students work with a partner to do the quick research aspect, allowing one partner to read to another and help each other understand the topic and come up with facts. After the book trailer is presented I will read the back of the book to the class so they are able to make more educated guesses for their exit assessment. I will make sure I read the exit assessment question allowed and answer any questions before sending them off to answer the question. Technology Integration: This lesson I wanted to be sure to integrate different forms of technology. At the beginning of class students will be working in pairs to research on the computers using the Internet the orphan train from our history. I also plan to use a book trailer that I had made using “I-movie”, and I will show it on the smart board for the class to watch. Developmental Context:

33

The students would have to have a little background of the knowledge of what an orphan is from earlier classroom discussions and sharing sessions. They would have to use their knowledge to investigate facts online about the orphan train trail as well as be able to make educated guesses and well thought out input to class discussion to be able to participate in the lesson. Timing: I will incorporate this lesson before the students being reading the novel Orphan Train. I believe this would be a great timing for this lesson because it will introduce the students to the novel before they have a chance to read it. This will also teach the students how to investigate what they are reading and learn more about novels before diving into it. Resources & Materials -20 computers with access to the Internet -A journal per student -Book trailer -Copies of Orphan Train for all the students -White board to make notes on with the class -Marker for white board -Pens/Pencils -Paper to take notes -Exit slip assessment Research Base: Lancaster, Phill. “Historical Background.” Riders on the Orphan Train. N.p., n.d. Web.

Sept. 2014. This website is the engine I would like the students to use to gather their research and facts from after their journal entry prompts. This will allows all the students to be on the same page when we open it up for discussion. Also, this page is a very fact providing and reliable website for the students to use. 3. Instructional Procedures Anticipatory Set My anticipatory set will be focused on the students getting in the mindset of the ideas of orphans and understanding what it means. Before the start of every class, I plan to have the students write a journal with the prompt provided on the board. For this class I will have a question on the board that reads “What do you know about orphans? The life of an orphan? Do you know someone that is one and have a story you can share?” This activity will get the students wheels turning about the topic of orphans and get them started on the basis of the novel we are about to start.

34

Key Concept: The key concept of this lesson is for the students to take away a better understanding of what we are about to read as a class. The way they approach the concept of the book is from learning about the whole classes ideas, and them formulating their own. They will be able to walk away with forming their own ideas on the topic of the novel, and an understanding for what they will be reading the following day. Instructional Method(s)

1. First I will start with the students writing in their jornal for intrapersonal time. They will be writing based on the topics of the day and will produce a great deal of thoughts on the idea of orphans. (5 minutes)

2. After the students have finished their journals I will send them to the computers that already have the web page pulled up that I want them to research through with a partner to read and come up with facts to share with the class in a group discussion. (5-7 minutes)

3. As a class we will come together and share facts and ideas that we all learned about the orphan train from our countries history. These facts will be written on the board as a class, so we can understand and remember these as we read down the road. This is a whole class participation activity. (10 minutes)

4. Then as a class I will show them the book cover and hand out books to each of them. They will then have to make guesses on what the book is about just by examining the cover. Is the book fiction/ non-fiction? Whole group activity. (5 minutes)

5. Then I will show the students the book trailer that I made. I will ask them to take notes and show it twice if I have to. (5 minutes)

6. Then in the last ten minutes of class I will read the students the inside cover of the book that provides them with more information on what occurs in the novel. (3 minutes)

7. Finally, before the students leave, they will have to answer a few questions to test their understanding of the lesson and see if they were paying attention to the class discussion and trailer. (5 minutes)

Modeling: I will model how to pull facts from an online source as soon as the students are sent to the computer by reading one of the facts I found on the website I sent them to. I will also be modeling listening as the students each have a chance to share the facts they found on the Internet about the orphan train. I will also model looking at the novels cover and pulling something I noticed to help me understand the novel, and show them how they can do it do. Finally, I will model my understanding of the novel by showing them the book trailer I made on the novel.

35

Check for understanding/ Assessment for learning Throughout the lesson, I plan to check for understanding by coming back as a class and asking questions but also allowing for students to check for their personal understanding of the lesson and concept. To start, I will check for understanding as we talk about the facts they were to find online while researching the topic provided. While the students are looking over the cover of the novel I plan to ask students to share ideas they gather from the cover and what they think it means. This will allow me to randomly ask students their opinions and check for learning, listening, and understanding. Finally, I will be asking a question at the end of class for them to answer to find out what they learned from the lesson and also to check for listening in the classroom activities. Guided Practice I will practice the concept of learning and gathering information about the novel being read by first practicing a concept with the whole class. At the beginning, the students will research with a partner some background information on the topic, then we will share the information as a class. Then after the small group, we will as a class has a chance to look at the cover of the novel and determine the information we can get from the cover of the novel. Finally, I will have the students practice on own by watching the book trailer and myself reading them the inside cover. After the trailer and the reading the students are to put together all we talked about in class and from the new additions to their knowledge, to put together what they think will happen in the novel. This piece-by-piece approach allows us as a class to gain understanding, and then the students can be tested on their knowledge from listening and watching. Independent Practice Students will have the chance to test their own knowledge by working on their own at the end of class to gather all the information learned in class into one thought process. The students will be given a question and asked to write down what there answer is using things talked about in class and from the new information given to them. Closure To close this lesson, I will have the students answer the question provided on the topic of the day. Once everyone is done with the question, I will ask the students to share what they wrote in their journals about what they know about orphans with the time remaining in class. Summative Assessment

36

Upon completion of this unit, I will have the students write a paper using textual evidence and research based on themes and ideas in the novel. This lesson will be a great introduction to the assessment because the students will spend time researching and understanding how to find out more information based on outside information on the novel. 4. Handout or Instructions, Model, and Rubric

37

Rubric for assessment. Name: 5 Expert 4-2 Proficient 1-0 Emerging Participation in class activities

Student were attentive to all students. They were showing signs of listening. Was actively partaking in class activities.

Student was listening to other students. Showed signs of being distracting. Had to be called on to answer for activities.

Had to be told to listen and pay attention more than once. Did not actively participate in classroom activities.

Shows understanding on topic

Excellent use of examples from in class activities. Proves in writing that student paid attention in class. Worksheet is completely filled out

Used some examples from in class activities. Comments veered from understanding and did not fill out worksheet to entirety.

The worksheet was barley filled out or left blank. There was no sign of attention paid in the learning aspect.

Grammar and Punctuation

Clear and descriptive writing. There were no errors in writing.

Student had 1-3 grammar errors in writing. The sentences are unclear.

There were 4 or more grammar errors in writing. The sentence structure needs improvement.

38

EXIT SLIP Name:

1. What is one fact you learned about the book that is related to the facts talked about in class from your research?

2. What do you think the topic/ theme will be of the book?

3. Now that we have discussed the class opinion from the book, what changed after watching the book trailer, and reading the inside cover? Why?

39

Name: Date:

Introduction to Orphan train

Directions: Go to the link below and flip through the website with a partner. Please write down at least TWO facts

you find on the website overall. http://www.ridersontheorphantrain.org/orphan_train_history.html 1. 2. Now, write down at least TWO facts that your classmates found about the orphan train.

1.

2.

After thoroughly looking over the cover of the novel,

make any notes that might lead to understanding what

happens in the novel Orphan Train.

BELOW please write any comments about the book

trailer and inside book cover reading (which I will do):

40

Lesson Plan 2: English 4520 Georgianne McNutt Title of the Lesson: Debate Main ideas of Orphan Train Grade Level: High School 11-12 Four Part Performance Objective, Given the novel Orphan Train by Christina Baker Kline, a computer, writing supplies, and assigned groups students will be able to draw information from their literary text and online resources by working with their group members. They will be able to come up with a solid stance on the argument, and each group member will be able to share at least one fact found from their search. Students will the opportunity to debate their argument, then they will all reflect individually on the debate and choose a side. The students’ work will be graded on 90% accuracy of grammar and punctuation, 100% participation in group and class debate, and their support for their final decision on the debate topic including facts. Three Essential Questions

Is there a right path for an individual? Can a person’s destiny be different, based on singular experiences, etc? How could her life have been different without the orphan train?

Learning Targets:

I can draw evidence from literary or informational texts to support analysis and reflection and research.

I can initiate and participate effectively in the range of discussion and debate, with all of my classmates.

I can actively listen in class and participate in the class debate to improve my prospective of the novel and its circumstances.

I can understand how to use the tools given to me to further my knowledge on novels read in class.

2. Standards and Background Information Common Core State Standards Speaking and Listening Standards 11-12 1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Writing Standards 11-12

41

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Primary Domain(s) Cognitive: Students will have the chance to think of concepts of the debate they want to argue to defend their side in their groups. With the research they use from online resources they will spend the first half of class gathering statements to use in their debate. The will also have a chance to examine the book in more depth for the debate. Affective: Students will spend time deliberating with their fellow students over the topic they are given. They will have the chance to research and debate the information found and defend it also using emotional standpoints. The students will have the chance to share experiences or their thoughts on the topic during the debate as well. Skill Level: Remembering: Students will write down and read out loud facts they find from the novel and online resources about the topic of Vivian and the orphan train. Understanding Students will be able to use their knowledge of scanning the novel and the internet to gather information to debate their stance on the their topic. Applying Students will share with the group they are debating with and then the class the information they discovered online about the orphan train and Vivian’s life. Students will show that they were listening and understanding their stance on the debate on the exit slip by stating points their classmates made from each opposing side. Evaluation Students will show their ability to listen and collect information by making a final evaluation of their fellow classmates’ arguments and write down key points in each argument. Multiple Intelligences: Intrapersonal Students will have the chance to work alone while they are given time to research their side of the debate. They will also be asked to spend the last five minutes of

42

class reflecting over the debate that occurred in class and pick a side by labeling compelling points fro each. Interpersonal Students will have the chance to interact with a partner and with the whole class in the debate and the research aspect. This will provide the students the ability to share their ideas and work as a class and then be able to come up with a class understanding on which viewpoint they end up leaning towards. Logical Students will have the chance to think critically on the topic of the novel and Vivian’s life and make an educated guess with the material provided to them from their research and their classmate’s research Verbal/ Linguistic Students will have the chance to read, write, and share their information and viewpoints from their debate. This will allow the students to share their own opinions that are supported with factual information. Bodily/Kinesthetic Students will have the chance to get up and present with the class being active and attentive to the classroom as they present their argument for the debate. They will also have to get up and work with other students in their class to come up with substantial evidence for their debate. Differentiating Instruction For this lesson I will be sure to incorporate all types of learning styles and make sure it is easily understood and assistive towards all students. Everyday I plan to have the students write for five minutes in a journal that deals with the topic for that day’s lesson or something going on in the world. I will differentiate this by asking students to write a certain number of sentences based on their level of writing. Then I plan to have students work with my pre-assigned groups to do quick research and fact gathering for the debate. This will allow the higher-level learners to take charge of their group and lay out the debate plan that will be handed to them. Then I will give the lower level learned the assignment to spend time gathering information that they are told to look for. I will make sure that I read the directions to the class and give them time to ask questions for the days work. I will also make sure every student either has a chance to read for the debate, or has someone in their group read a piece of information they found. Technology Integration At the beginning of class the students will be working in groups to research on the computers. I also plan to incorporate the smart board by keeping a tally of facts made from each team defending their points made on their topic.

43

Developmental Context Students would be have to have a decent understanding for the concepts going on in the novel. They would have to be able to research online some facts about the time or on Vivian’s life from the novel. The students would have to be able to know how to debate and work on a debate with a group of people to formulate ideas. Timing I will incorporate this lesson while the students have had a chance to learn a great deal of Vivian’s life and all that she has gone through. Just before the end of the novel. I believe this would be a great timing because it would prepare the students to make an educated guess for what the end of the novel is like. At this point in the novel the students would have had a chance to work with the characters on a deeper level and form a discussion worthy debate on their sides. Resources & Materials -20 computers with access to the internet -A journal per students -Copies of Orphan Train for all the students -Smart Board to keep tally -Pens/Pencils -Paper to take notes -Exit Slip sheet -Two Debate podiums Research Based “Orphanages.” –In the United States, PostCivil War, The Attack on, PostWorld War I.

N.p.,n.d. Web. 11 Oct. 2014. The website provided would be a start for some of the students research based work. This will set the standards for information fond online and also be a great start for the student to research some facts on both sides of the subject. 3. Instructional Procedures Anticipatory Set My anticipatory set will be focused on the students getting involved in discussions on the topic of orphan train, but also allow them to think critically about the alternatives to a main character’s life. Before the start of every class I plan to have the students write a journal with the prompt provided on the board. For this specific class I will have “Do you think the orphan train was the best path for

44

Vivian?”. This will get the students thinking about the start of their research and also allow the students to be broken into teams for the debate aspect. Key Concept The key concept of this lesson is for the students to be able to think critically about the novel and be able to be creative when it comes to coming up with facts. The way the class approaches the debate will get the in the students understanding every single classmates perspective on the topic for that day. They will be able to walk away from the lesson forming their own ideas, and making an educated guess for what side of the debate they would choose after hearing both section of the debate. Instructional Method(s)

1. First I will start with the students writing in their journal for the intrapersonal time. They will be writing based on the topics for that days discussion and will produce a great deal of thoughts to get them started on their research. (5 minutes)

2. After the students have finished their journals, I will send them off to their groups with the instructions handed out while they form their groups. (2 minutes)

3. Once the students are in their groups, I will read aloud the instructions to allow some differentiating instructions and to allow time for questions on what is expected of them the rest of class. (5-7 minutes)

4. The students will be allotted 15 minutes in class to form a good basis for their debate on their side of the topic. This will include some students taking over and asking tasks of their classmates to prepare for the debate. (15 minutes)

5. Then we will begin the debate between the students allowing time for everyone in the class a chance to give one fact debating the other teams views. (15)

6. Finally, before the students leave, they will be asked to fill out a half sheet of paper on which side of the debate they are leaning towards. This must include one fact heard from that team, if it is their team, it can not be their fact that was presented. They also must turn in any information they wrote down during their research. (3 minutes)

Modeling: I will model how to pull facts from online source as soon as the students are sent to their groups for the debate. I will also be modeling listening as the students each have a chance to share the facts they found on the Internet or from the novel during the debate. Then before the debate starts I will model how to say a debate statement and how to be respectful during the debate to all the students in the class. This will model an environment for a safe classroom. Check for understanding/ Assessment for Learning

45

Throughout the lesson, I plan to check for understanding by coming back as a class and asking the essential questions. I will also allow for students to check for their personal understanding of the lesson and the concept during their research and debate. To start their lesson I will ask them to discuss what they wrote in their journal prompts and to have them split into their groups. This will allow for the students to be on the same page for the topic. After the lesson I will be giving the students an exit slip that asks them to pick a side for what they learned today including facts and reasoning for choosing these. Guided Practice I will help students practice the concept of this lesson by showing them how to gather the information they need. I will have pulled up a form on the smart board to show them how to gather information from websites. Then I will show them an example on from the book to guide them into pulling examples and reasoning from the novel to support their side of the debate. After the group practice, we will as a class come together and work through the debate. This will allow every student to speak and share his or her opinion on the topic. Finally, I will have the students practice on their own by writing out the concepts they understood from this lesson. This will give them the opportunity to show they were listening to the debate and express their reasoning for choosing a side of the debate. Independent Practice Students will have the chance to test their own knowledge by working on their own at the end of class to gather all of what they have learned from the debate and make an educated guess. The students will be given a prompt to write down their view of the debate and which side they choose. Closure To close this lesson I will have the students answer the question provided on the topic of the day. Once everyone is done with the question I will ask the students to share what they wrote in their journals about and why they may or may not have changed their opinion from the debate in class. Summative Assessment Upon completion of this unit, I will have the students write a paper using textual evidence and research based on themes and ideas in the novel. This will be a great lesson for the middle of the unit because it will get the students thinking about how the end of the novel could have changed. They will also be able to spend time reading into the end of the novel and possibly how their minds might change. 4. Handout or Instructions, Model, and Rubric

46

Rubric for assessment. Name: 5 Expert 4-2 Proficient 1-0 Emerging Participation in class activities

Student was attentive to the whole class while others were giving their portion of the debate. Showing signs of actively listening. They were actively partaking in the classroom debate.

Student was listening during their portion of the debate. Student was only partaking in some of the conversations during the debate.

Had to be told to listen and pay attention more than once. Did not actively participate in classroom activities or the debate efficiently.

Shows understanding on topic

Excellent use of examples from in class activities. Proves in writing that student paid attention in class. Worksheet is completely filled out

Used some examples from in class activities. Comments veered from understanding and did not fill out worksheet to entirety.

The worksheet was barley filled out or left blank. There was no sign of attention paid in the learning aspect.

Grammar and Punctuation

Clear and descriptive writing. There were no errors in writing.

Student had 1-3 grammar errors in writing. The sentences are unclear.

There were 4 or more grammar errors in writing. The sentence structure needs improvement.

47

Directions: Today you are to work with the group you are

assigned on either side of the topic below. Every group member is to find at least TWO facts or supporting evidence different from others in the group. The supporting evidence must come from an example in the novel Orphan Train. The facts can come from an online resource.

TOPIC: One Side is to find evidence to support the claim in which Vivian’s

past is worth it, because it brings her to where she is at in the present tense novel. (ex. Would she have met Dutchy? Would she have owned a shop? Had a child? Etc…)

While the Opposing side is to find supporting evidence that

declares Vivian could have had a better life without the orphan train. (ex. Better housing, a family, stable relationship, etc…)

Write Your Information Found Below:

48

While the debate is going on, remember to pay attention to which side you may be more interested in switching to. EXIT SLIP NOW that you have had a chance to listen to the debate, write four sentences describing why you choose to stay on the side you were debating, or transfer to the opposing argument. Be sure you include one

fact from the debate side that won you over, and it can not be your own.

49

Demo Mini-Lesson Handout/Reflections In my demo lesson I wanted to create a fun way to introduce limericks and keep it on the same topic of the Orphan Train. I did a short introduction with guided notes on limericks that was interactive with the students and the front board. Then I introduced my example to model what I wanted from the students. Then I had them break into pairs to write their own limericks. Finally we shared as a whole class!

50

Name:

Limericks

What is a limerick? Below are the numbers 1-5 representing the number of lines in a limerick. Write the corresponding syllable count and rhyme scheme attached with each line in the poem.

1.

2.

3.

4.

5.

Below is the example I made of a limerick based on Orphan Train. For extra practice you are label the syllable count above each line. Teacher example. 1 2

Niamh was once on the orphan train

The journey put her through some great pain

It opened up her eyes

Although she sometimes cries

She was able to survive and gain

51

Now it is YOUR turn. Work with ONE other person in this class to come up with a

limerick based on the novel! Use your hands to count syllables and make sure the

rhyme scheme is correct before we present to the class. This can be o any aspect of

the novel that you choose.

(Some topic ideas for your limerick: Molly, the train ride, the attic, the themes,

Niamh)

1.

2.

3.

4.

5.

52

Demo Lesson Reflection

I started my lesson off with reminding the students on the classroom rules. While

reviewing I had the one student read the rules out loud, which made time for a little student

centered reminder. Then I started the lesson with introducing the students to their learning

targets for the day; I also had a student read this one out loud to engage the students more.

Then I started with my anticipatory set. I made this very swift because I did not want to

spend a lot of time on what some of them might know. I asked the students what they

thought a limerick was. I made sure to wait a few seconds to examine their faces to check for

recognition on the topic. Then I choose one of the students with their hand raised. Once

answered, I flipped to the next slide explaining what a Limerick is. Again, I asked several

different students to read aloud what was on the board. Then checked for understanding on

their guided notes to make sure everyone was following along. After which I gave my

example of a limerick in order to model for the students what a limerick looks like. Again,

asking them to count the syllables and label the syllable count above on their guided notes. I

really wanted this section to be interactive, but also checking for understanding from all the

students. I made sure to be walking around and checking all the students’ efforts and make

sure it was filled out. However, I did make a fault. When I read the book, I read the main

characters name different than the other students. I counted it as two syllables when many

just counted it as one. Next time I would have liked to assure the proper pronunciation of

words and names to improve my modeling.

In my instruction I wanted to turn it on the students. I wanted to constantly check for

understanding in my lesson and make sure the students were using their notes. I also wanted

to make sure I was modeling what I was expecting, so their was no confusion in the matter.

53

When putting the lesson together, I made a list of ways to include the students and what I

wanted to do in the lesson. I also took time to consider what would be engaging for the

students. They were able to read aloud the topics on the board, see my example, work with

other students and then share their ideas. I had a few moments of direct instruction, then

group work and whole class sharing. The assessment I placed was in the students reading

aloud their pieces of work, and while I was walking around the room I was checking for

understanding on their worksheets. I think I needed to improve upon keeping the class at a

quieter tone. I know in some cases it is important for students to have a quite area to work. I

also should have given them the option to work alone; I know some students were eager to

write another on a topic and share with me. Another thing I wish I had done is have the

students come up to the board and answer some questions about limerick form. They spent a

lot of time in their seats, and I could have made it more students centered by asking them to

come up and answer questions. I also would have slowed down the slide speed, to make sure

every student felt they had a chance to read it and understand it.

I enjoy sounding enthusiastic during teaching and to sound as if I know what I am

talking about, because I know it allows the students to become excited about it. Also I enjoy

changing the tone of my voice to keep them on their toes. I felt like I was welcoming and

accepting to all students. I feel as if I should have taken down my excitement a little, to not

distract students form learning or work. I walked around the room and made eye contact

with students’ who were talking to me. If needed I would get on their level and practice

syllable counts with them. I should have made more of an effort to work with every student

and check his or her work while walking around.

54

My ending was focused on asking the students to share their work on the limericks. I

had planned to have the students read them slowly so everyone would have a chance to count

the syllables with their hands for extra practice. However, I ended up having several students

wanted to present and I did not want to take away from them not having the time to present.

I feel as if my conclusion made sense with the lesson. I wanted them to be able to work on a

limerick alone that night. I would then grade for homework and accuracy the next time. I felt

strongly about my lesson and the reviews I received made me feel great about how it went.

Of course there were things I would have liked to improve, but there is always next time!

55

About the Author

56

57

Culture and Setting Georgianne McNutt

Directions: Watch the movie trailer Ms. McNutt made for the book that we are about to read Orphan Train by Christina Baker Kline.

Video link: https://www.youtube.com/watch?v=LI_vVxs13pc&list=UUa02TdcgjyBkwkH-l9DK-9Q Learning Targets: I can make informed decisions and solve problems, evaluate the credibility and accuracy of each source. After watching my book trailer, I would like you to make THREE predictions below on what you think the book will be about. 1) 2.) 3). What questions came to your mind while watching this book trailer? 1). 2). 3).

58

Symbolic Story Representation Analysis & Rationale

The connection between Vivian and Molly was prominent throughout The Orphan

Train. Although we hear from both of them at different points in their lives, the

stories where both of them come from, and then end up together is how this story is

tied together. I choose to represent the foil characters that are Molly and Vivian and

how they are similar.

Typically foil characters are ones that work with each other to differ

drastically or are similar but with something major setting them apart. In this case,

we have Molly who is a teenager close to eighteen who has been through the foster

care system current day. Then we have Vivian, who is of old age, was sent on the

orphan train to find a place to reside and was put to work and a hard life. The two

characters find a way to balance each other out and bring out the best in each other.

Since these two women are from different times, they experienced different

forms of “being an orphan”. Molly’s mother is still alive, but unable to continue the

motherly duties. While Vivian lost her entire family to a fire when she was very

young. Vivian was forced to change her name, and work all over the country.

Then the foil characters in them come out while Molly is helping Vivian

“organize” her upstairs and clean out her memories (pg. 27). The two characters

balance each other out in the manner they Vivian can connect with her past, while

Molly can move onto her future.

The scene that drives me to connecting these two women even further deals

with Molly repeating something that Vivian had done in her life prior to this. On

page 215 we find out that Molly ventured all the way over to Vivian’s place, just like

59

Vivian had done to her schoolhouse, many years before. They each found a place of

safety in wondering by themselves and this is what eventually brought them to

happiness.

My symbolic image is of the two women with foil around them to represent

the foil characters that a reader can see in these two women.

60

Guided Imagery

Close your eyes. Breathe Deeply and relax. Relax, and clear your mind. Now

I want you to picture and intense heat. Imagine you are nearing the sun and that

your skin will soon be lit to flames. However, the sun is tied to your happiness,

family and being together. In approaching the scorching heat your heart yearns for

a family to be reunited again under the horrors of the past haunting you, yet pushing

you away form the burning flames. You were the only one to survive the fire that

killed the rest of your family, the heat of the sun and family saved only your life.

Imagine being young again, and hearing that your mother, father and siblings

are all lost to a fire that consumed them. You are alone and in a city that is

unfamiliar to you. No one knows you or cares for your real name. The city so big it

consumes you and forces you to move on and board a train.

It hasn’t even been 72 hours since you last held your baby sister in your

arms, as you are being handed another child to take care of. The eyes on this new

baby are nothing like your younger sister as your stomach growls for food.

Your name becomes scrutinized and your last family treasure almost ripped

from you as you make the journey to find a new family, or almost family.

Explanation: I will use this guided imagery as the students are reading chapter 4 in

the novel The Orphan Train. I will have the students pause after reading the first

page in this chapter and present this guided imagery to them. At this point the

students will know that there was a fire in the apartment where her family was, yet

they have yet to find out that every member in the family was lost. Along with that,

61

the readers will not know that she is about to be set on an orphan train to find a new

family. I believe this will really connect the readers to Vivian in this section of the

book. It is important to understand that someone already mentioned a name change

for her, loosing her family, being forced to care for others and hoping to stop her

journey on the train with a family. In expanding the readers understanding for

Vivian they will be able to connect to how she is feeling on a deeper level.

62

Raft & Spawn Georgianne McNutt

DIRECTIONS: For this activity, you are to take on the role of the assigned character in the Orphan Train. You are to provide a well thought out format piece that is attached with the role, audience and topic of the section YOU CHOOSE. You only have to pick one of these sections. However, you must have textual support, be able to present the topic, use strong diction and no technical errors.

ROLE AUDIENCE FORMAT TOPIC Vivian Grandma Letter Loneliness

Molly Teacher Interview Heritage

Dutchy Vivian Song Human Connection

Mr. Groute Mr. Soreson Deposition Denying his sexual assault

Mrs. Larson Mr. Murphey Thank you Note Allowing “Vivian” to stay

Molly Public How to Guide Surviving Foster Care

RUBRIC: 2 Expert 1 Proficient .5 Emerging Fluency, Style, Conventions

Excellent presentation with interesting, varied sentences that provide at least 3 pieces of textual support. No technically errors.

Good presentation with interesting sentences but lacks directness. Minimal technical errors.

Basic presentation that may have faulty sentences or multiple errors in grammar and mechanics.

Role Clear depiction of the role that is supported with evidence and written in proper context.

The writer’s role is not clear. The context does have some suggestion of what the role should be.

The role is unclear. The context does provide any support of the role.

63

Audience The audience is suitable for the context and is clearly linked to the writing.

Audience is not properly based on the writer’s role and the target audience is not met.

The writing does not relate to the target audience. The audience is not appropriately based on the writer’s role.

Format Format is initially written and dependable. It is on focus with the role and audience.

Format is not fitting based on the role of the writer and audience. The format may be consistent.

Format is not appropriate or consistent throughout the portion.

Topic The topic is strong, focused and it associates with the format.

The topic is vague and not always focused.

The topic is vague and unfocused; it doesn’t fit the format.

64

Collaborative Collage Tech Handout

Learning Targets: I can use technology to produce, publish, and update individual or shared

writing products. I can continue to add information and new arguments to it as well.

Directions: Log onto computers. Type in the link below into your web browser

www.padlet.com Then begin collecting information, quotes, pictures, etc. to YOUR page

during the course of this novel. You are able to drag and drop pictures to

this site. You are able to add your own text, and even attach websites you

find useful. This page is for you to add to over the process of this novel on

key components in which you wish to focus on. The final week of the novel

we will spend a day presenting them.

Things You Will Need:

Minimum of 5 pictures with descriptions

At least 5 online credible sources. (MLA citation)

10 quotes from throughout the novel (include page number and who

said them)

Descriptions of chunks of the novel. (AKA I should be able to read

your page and understand what happens in the book.)

Rubric Excellent Proficient Emerging

5 Pictures with descriptions

Student provided the page with at least five pictures and descriptions for each picture. 5 pts.

Student only provided 2-4 pictures. Some pictures did not have descriptions. 2-4 pts.

Students provided 0-1 picture. There were no descriptions on the photos.0

5 credible sources

Student provided at least 5 credible sources on the page with MLA citation. 5pts.

Student provided 2-4 sources and/or there was no MLA citation. 2-4 pts.

Student provided 0-1 source for the page. There was no MLA citation used. 0

10 quotes throughout the novel

Student provided at least 10 quotes from throughout the novel with pages labeled. 20 pts.

Student provided 4-9 quotes throughout the page and only some page numbers were listed. 2 points per quote plus page number.

Student provided 0-3 quotes from the novel with no page numbers.

http://www.padlet.com/

65

An Ode to end all ODES! Learning Targets: I can write a conclusion that follows the story line of the text and

allows the reader to reflect on what is experienced and observed in the novel.

Directions: I want you to PRAISE something meaningful to you in this

novel. Something that maybe another reader may have overlooked. I want

you to write a 20 LINE Ode from a character in the novels perspective.

TWO LINES in every stanza must rhyme. It also must be clear what you are

praising in the novel!!

Example ODE:

The Ship of State (Odes I, 14)

Quintus Horatius Flaccus (Horace) (65-8 B.C.)

On Ship! New billows sweep thee out

Seaward. What wilt thou? Hold the port, be stout

See'st not thy mast

How rent by stiff Southwestern blast?

Thy side, of rowers how forlorn?

Thine hull, with groaning yards, with rigging torn,

Can ill sustain

The fierce, and ever fiercer main;

Thy gods, no more than sails entire,

From whom yet once they need might aid require,

Oh Pontic Pine,

The first of woodland stocks is thine.

Yet race and name are but as dust,

Not painted sterns gave storm-tost seamen trust;

Unless thou dare

To be the sport of storms, beware.

O fold at best a weary weight,

A yearning care and constant strain of late,

O shun the seas

That girt those glittering Cyclades

66

Where for out thou

Romeo? I mean Duchty..

Ms. McNutt

Directions: After reading the lovers’ battle that Romeo and Juliet endure to “be together,” I want you to think about a similar romance from the novel Orphan Train. Dutchy and Vivian

meet on the orphan train, and he VOWS to find her again (cough sound familiar?). I want you to write out a scene from the Orphan Train involving Vivian and Dutchy in a way you think relates to the beginning, middle, or end of Romeo and Juliet. This scene is supposed is to incorporate language and/or actual lines, from the short sections we read from R&J. THINGS YOU’LL NEED:

Identify the scene in Orphan Train you plan to use. Set up the scene for your audience Write a scene based on the Romeo and Juliet play by Shakespeare. The scene must be AT LEAST ONE page single-spaced. Easily identifiable lines or quotes from Romeo and Juliet

incorporated into the scene based on Orphan Train. After the scene is finished, write a brief two paragraphs on the

similarities and differences from these two works of art. USE

TEXTUAL EVIDENCE to support your claims.

67

Scene: Vivian is out on the town with her friends. She had just left the

theater when girlfriends suggest that they go meet some of the young

men. This young red head that stops him in his tracks intrigues Dutchy

and the memories flood in.

Vivian: Oh Dutchy, Where for Out thou Dutchy.

Dutchy: My sweet Vivian, that I must touch that cheek! (He reaches out

for Vivian)

V: How are you my sweet darling, it must have been ages.

D: Yes, I haven’t seen you since I promised to find you years ago. I tried

to come after you, but there was so much confusion from the train and

where you were left.

Similar: Difference:

68

Textual Connections Text-to-self: 1. I relate to Molly when she changed the way she looked and dressed to meeting someone that potentially had a big impact on her life. On page 12 of chapter 2, she talks about how “blending the foundation to a shade more pale than ghostly. . . but it’s clear she’s made and effort to look as Dina remarked, “ closer to a normal human being.” In this case I relate to Molly because I recall many instances where I made sure my appearance was better and more professional. I know how she goes on to say how she spent a lot of time putting this look together and I believe anyone can relate to that feeling. Especially students in this case could relate to this girl in applying for job interviews or even school dances. They would want to dress up and go beyond their normal clothes. 2. I can relate to when Vivian wants to hold on to the necklace that her grandmother gave her. This section is on page 27 chapter 4. This occurs when the two women stopping the children at the train are trying to gather all the information, and they were telling her she could not keep it. “She gave it to me in Ireland, before we came over. It’s the only thing I have left.” Vivian says. This reminds me of the time when I was young and my father gave me a necklace. I was never in the situation where I would have to take it off or give it up, but I know how important family gifts are. 3. I can relate to Vivian when her being a red head becomes an issue. “A redhead. That’s worse then a bootblack.” Page 37 chapter 5. This relates to me because everyone in my family is a redhead, except me, and she is being discriminated for this. I feel that it is important to look at how she is being discriminated for having red hair and how it may make someone feel poorly about themselves for something they were born with. In this case clearly she came from a land where almost everyone had red hair and it is strange for her to be hated for it. This relates to me because I know I have had conversations with my mom about her getting bullied for having red hair just like the character in this book. This makes my heart break in so many different ways. 4. I can relate when Vivian is talking about “facetube” in chapter 8 page 55. I think this is hysterical that it is mentioned in this manner. I come from a generation that loves technology and can incorporate it easily. I find it great how these little comments can really grab the attention and laughter of someone from my generation and younger that clearly know what Facebook and youtube are. Even though the conversation is quick and short, it really brought the book back to reality for me. I was able to find a connection with the book in this line because it brought up something I know very well and even young readers as well. This is a great quality to see in this book. 5. I can relate to Vivian being close to Dutchy. We only see him in the first quarter of this book, and then a little at the end, but he has a major impact on this womans life. I think it is interesting to look at the time when he says “I’ll come find you” on page 68 of chapter 10. I see this as an important part in the book because we see

69

that Dutchy has the same feelings for her and has a goal to find her after all of this life. I can relate to this because even I had a first love and he moved all the way to the elementary down the street. The memories of that love were wonderful because we shared the innocence of life together. Just like Dutchy and Vivian do in this first section of the book. 6. I can relate to Vivian when she is being woken up for school one day. “Mr. Groute shakes my shoulder in the darkness so I can get ready for school” page 121 chapter 18. I know what it feels like to go to school for the first time and I think it is important to look at how it feels for everyone. In this case I know my Mom would have to come in and violently wake me up in the mornings before middle school. Then in high school it simply became easier because I was growing up. However, this is a different case for Vivian because she has the chance to go to school now. 7. I can relate to when Vivian had lice. In elementary school my brother contracted lie which then gave it to me. However, this lead to me getting to miss school one day so I could use the shampoo and other tricks to make sure I did not spread it at school. I did not endure the same horrors that Vivian had to go through on page 145 chapter 22. Vivian had to have her hair cut off, which her teacher did make her feel alright about it all. In some cases it can be hard to get through tough situations like this but she had someone there to support her and make her feel like it was all going to be ok. That was like my mom for me when I had lice, getting to miss school was a benefit as well. 8. I Can relate to Vivian when she talks about her life as running a store when she was younger. In this case I relate to her because just before I came to school here I worked at a restaurant for a long period of time. On my last year there I was promoted to be a manager. At this time I had worked all the positions in the restaurant and knew what I was doing to run the place. I was only an intern manager because I could help run Friday and Saturday nights but I understand the concept. I believe this relates to her because she finally had the chance to be a manager after working for so long. Page 205 chapter 30. 9. After not seeing Dutchy for years she finally meets his again on accident. I can relate to this because sometimes you run into someone you haven’t seen in years and it can be shocking. On page 227 chapter 33 she finally runs in to Dutchy after all these years and they barley recognize each other. This has to be a wonderful reunion. On occasion there will be a time when I run into someone I haven’t seen in years because of distance, college and so on. This can relate to how we can loose track of people in our lives but it all finds a way to work out. 10. I can relate to when Vivian finally adds her daughter on facebook. This is awesome. I think it is a great way to tie in people into the story like this such as facebook. I can relate to the time that I added my parents on facebook. It is a strange feeling, even though I know them, I wonder what it was like for Vivian to send one to her daughter at the time. On page 271 when she finally finds out her

70

daughter is alive she finds her on facebook and sends her a friend request from the 21st century. Text-to-World- 1. A huge text to world connection I think is the mentioning of cities throughout the book. On every chapter headline and almost every other chapter there is a mentioning of a city, town and even state. Along with the mentioning of cities there are years attached to it as well for the readers to make a connection with the time period and place in the world while they are reading. This purpose allows the reader to understand who could be talking at this time Vivian or Molly. Also it helps the reader understand the place in the world the character is at and how important aspects of this time should be considered and thought of in reading this book. 2. I made a text to world connection with the mentioning of The Wizard of Oz. I think this is a great world connection because it reflects on the time period of which this book comes from and how it is all tied together. This film came out at a wonderful time and it is still very prominent today. There are renditions of it in the theater and even a spin off of this film that is now a Broadway musical. I think this connection allows the for people to understand the time period of which this came from and how it can be tied to real world events. I found this on page 221 in chapter 33 when Vivian is talking about seeing the movie with her girl friends. “. . .Ti see a new picture that’s playing at the Orpheum Theater in Minneapolis, The Wizard of Oz.” 3. I made a text to world connection on page 239 when World War II is mentioned. In this section of the book we hear about President Roosevelt mentioning the attack on Pearl Harbor in 1941. “Repeat: this is a special report. President Roosevelt said in a statement today that the Japanese have attacked Pearl Harbor, Hawaii, from the air.” (p. 239) This is a key text to world connection because it brings out real world events that occurred on our timeline that could help bring the reader into understanding the plot and timing of the story better. The ideals that everyone understand who President Roosevelt is and during the time that he was the president of the United States. This date also is specific to the time when we entered WWII as a nation. 4. In chapter 27 we see Molly researching in the records of Ellis Island for Vivian’s parents and family. This is a text to world connection because back in the time of immigration to the United States we had the majority of immigrants going through Ellis Island. From this section we see how Molly was able to identify and find Vivian’s parents and living sibling in a matter of minutes. Sadly she found that Vivian’s youngest sister had passed away at the age of 80. However, in this connection we see what Ellis Island was used for and how it can be used to identify the family of loved ones. “On the Ellis Island website she clicks Passenger Records Search.” ( page 177). This also plays a huge world connection to the Internet and all its resources.

71

5. In one of the first couple pages of the book “YouTube” and the “internet” are mention on page 15. This is a text to world connection because the Internet is such a crucial part in our way of life now. It is important to look at the context in which this is used as well. It is a conversation between Molly, the young girls, and Vivian, the older woman who is inexperienced with the Internet and all of its qualities. I think the mentioning of the internet in this piece is an important aspect to look. “The computer. I am too old to take up such fads” says Vivian on page 15. The difference in age is clear to the two of them at this point in the book. Text-to-Text Connections.

A. Informational Texts- Warren, Andrea. Orphan Train Rider: One Boy’s True Story. Boston: Houghton Mifflin,

1996. Print.

1. This novel is a great reference for informational texts because this is a factual story told by a boy that traveled on the orphan train. This would be a great connection to the nonfiction book of Orphan Train because it talks about the same time that Vivian rode the train. This is also a great connection to the time period that the novel was told in. I could use this book to have students read sections from it and compare and contrast the two kids from this time period. I could also use this book to help the students develop their research papers on the time period or the novel. It could also be used to help practice MLA citation.

72

Wiesel, Elie, and Marion Wiesel. Night. New York, NY: Hill and Wang, a Division of

Farrar, Straus and Giroux, 2006. Print.

2. For this next book I am taking the route of a literary nonfiction. I think it is important to look at other children that are experiencing a hard life during this time period. I am choosing to look at Night. In this book we see the true story of a boy name Elie Wiesel and his travels through a concentration camp. Although Vivian does not experience a trouble to this degree it would be interesting to bull chapters from Night and examine them with the novel. In sections of Vivian working, or when she almost had to give up her necklace and he had to give up his tooth. We can compare the two stories when writing and see how the kids feel about the two stories of children no more than their age.

Johnson, Kristin F. The Orphan Train. Edina, MN: ABDO Pub., 2012. Print. 3. The next book I would use would be The Orphan Trains. This book would allow me show the students actually facts about the orphan trains from written sources. This could be brought into their research projects and would show them the useful side of informational texts. Also, would give them a route to use informational texts to understand and develop knowledge on the text. b. Poems

73

Stillinger, Jack, Deidre Lynch, Stephen Greenblatt, and M. H. Abrams. "Shakespear

Sonnet Number III." The Norton Anthology of English Literature. New York, NY: W.W.

Norton, 2006. N. pag. Print.

1. The poem I choose for the students to look at would be some of Shakespeare’s sonnets. I would only use the section that is dedicated to the Shakespeare sonnets. In these sonnets we know that Shakespeare is talking to a young boy about his love for him. However, it is important to look at the love he is describing. Although this is a very dissimilar story, I believe that it would a great opportunity for the students to get a chance to look at Shakespeare. A lot of students now worry about reading him, but if we gave it in sections I wonder if that would be easier. I would plan to show this poem when we read about Dutchy and their brief time together again. I think this would be a great time to read about the love him and Vivian had for each other, and how Shakespeare talks about the youth of the young boy. "I Hear America Singing by Frayed Wings." I Hear America Singing, a Poem by Frayed

Wings. All Poetry Poets. All Poetry, 2011. Web. 06 Sept. 2014.

2. In this next poem I chose to find one online that went over what it is like to be an

orphan in America. This poem mentions war, being an orphan and the thoughts of a child

who is an orphan. This poem would be a wonderful connection to the book because in

the book we hear of war, and know three separate children that have been affected by

loosing their parents. This poem also could be used to understand different parts of the

book and spend time understanding the poem and then have the students write a new one

when it comes time to understanding poetry. This opportunity can give the students

creative freedom in understanding the poem as well as learning to write their own.

3. This last poem I am choosing to have the students work on. I will most likely have it during the middle of the book so the students have a wide section of the novel to focus on. This also leaves creative freedom near the end of the book. I can

74

make this a mini poetry unit for the students that love poetry, and the students that don’t care for it that much. This poem would tie in with the book because I can ask the students to focus on a theme, character or plot in the book to write their poem on. I would give them outlines for poems and examples so they have something to go on. This would allow for the students to develop and understanding for a character or section of the book and could use it for their research paper at the end of the term. c. Short Story

Gopala. "My Foot! (A Short Story)." Creative Blogs. N.p., n.d. Web. 06 Sept. 2014.

1. I would use this short story with the novel when we read about Vivians times working as a young child. Although this short story is more modern, it is still important to think about the children and the time period. How important it is for the children to not feel overworked and have little time to be a kid. In the book we read about how Vivian works so hard to help out where ever she is, and that is what child labor is. They get paid little, to nothing and are forced to work. I would use it to show the sides of child labor that are expressed in this book. In this short story at the end the child says “"i should find out the definition for child labor!" Surprising that he knows little to nothing about what is truly going on to him, just like Vivian who is pushed into completing things as such. D. Films Annie. Dir. John Houston. Perf. Albert Finney and Aileen Quinn. 1982. DVD. 1. I choose this film because it has a similar understanding of what happens in the Orphan Train also in this film the main character Annie has red hair, just like our character Vivian does. In the movie Annie, we see a girl who works as a child labor and has a strong back bone, similar to both main female characters in this book. We see how Molly is working for Vivian to complete her community service hours, and Annie must clean the orphanage if she wants to stay there. Then the two seem to coorelate by having a happy ending, Annie getting a father, and Vivian meeting her daughter over 60 years later. I would use this film to show skits from songs like “hard knock life” from Annie. I would use this when we are reading about Vivian working while she is so young and not really having anyone to rely on as a young girl. In showing the clips from Annie I would ask questions like

How do Vivian and Annie resemble each other in this section of the book and this movie? How do you think Vivian will grow beyond working like this and why?

How are Annie and Vivian similar is this skit? What scenes come to mind after I showed this from the book?

75

A Little Princess. Dir. Alfonso Cuaron. By Richard LaGravenese and Elizabeth Chandler. Perf. Eleanor Bron, Liam Cunningham, and Liesel Matthews. Warner Bros., 1995.

2. This next movie is called “A Little Princess”. It is about a young girl, whom lost her mother long ago, and during a war is unable to locate her father. Therefore she is sent to a boarding school, like an orphanage, and is told to just fall into the system. This reminds me of a lot of pieces in the book. How Vivian and Molly both loose their parents and are sent into a world of foster care and orphan trains to move on with their lives. I could use clips from this movie periodically throughout the class when they bring up war, and when WWII is mentioned in our novel. Then when the girl is brought to this orphanage and thrown into a world she doesn’t know, could be used for when Vivian is sent to the orphan train and has no idea what she is doing. This book will keep an open mind to the several ways people can be put into the system and how they are able to work around it. Some questions I would have when watching clips would be:

What are you looking for between these two characters? Can you connect this film to both Vivian and Molly? How so?

E. Art 1.To continue with the representation of Annie and her important role as an orphan I choose to use a photo of her for this art section. Annie was a huge role in what the film world showed as Orphans in the 1980’s. This photo can be shown in my class to let the students have an image for what Vivian could have looked like back in the early 1900’s. This picture can be shown to the students to help picture what this character may have looked like, immigrating from Ireland with red hair and scrubs. I also think in this photo it would also be helpful to show the movie along with the book to help show what it is like in two different ways. Along with these two characters connect, and to keep the students imagination growing.

76

2. In this next form of art I choose a painting that was symbolic in the war because this woman became an orphan in the Iraq war many years ago. This is actually based on a photo used in national geographic and was widely popular because of this girls eyes being so prominent on her face. I would use this painting to show the kids what it takes to become an orphan and raise the discussion about how Vivian lost both her parents, while Molly still has one left. This girl can be the image of the discussion. I would bring up the war and how the possible reason she is now an orphan and then discuss what happened in chapter two between Vivian and Molly. We learn quickly that Molly still has her mother but Vivian lost both of her parents.

What does an orphan mean to you? Does Molly’s mom still being alive play a role in her being an orphan?

What do you think the possibilities are that Molly’s mom comes back into her life? Would it matter?

How do you think Vivian feels towards Molly, about her mother still being alive?

"War Orphan by G Cuffia." Fine Art America. N.p., n.d. Web. 06 Sept. 2014.

""Just A Dream" Lyrics." CARRIE UNDERWOOD LYRICS. N.p., n.d. Web. 06 Sept.

2014.

3. For this final piece of art I would plan the song “Just a Dream” by Carrie Underwood. In this song it is about a young girl and boy who have been together and he goes off to war. This reminds me of what happens to Dutchy and it is heartbreaking. I would use this piece in the middle of reading the book when we find out that Dutchy has passed. I think this would be a great point to stop in the middle of reading and talk about what we know just happened to Dutchy and how it made the rest of the class feel. Then we could keep reading and talk about how the song made us feel and then we found out the Vivian had a child. This song would tie into loosing Dutchy and help the students make a connection to the book through

77

music to get an understanding. I could also use this to spark interest in a project in finding a song to connect to the book and why.

I want you to choose a song that you thing would really connect to this book and explain to me why you think so.

Does the song have connection to the past? Remind you of a certain character in the novel?

78

FIVE Views On An IMAGE

Optic/ Visual Media/ Arts Handout Learning Target: I can determine two or more central ideas that are represented in the text and the image.

Directions: For this task, I am going to pull up an image on the board, that has been broken up into 4 QUADRANTS. You are to answer the questions listed in each quadrant after viewing that section. Write YOUR OWN opinion of the photo. Finally, I will show you the photo as a whole, and you will have a chance to write a few sentences on what it means to the novel Orphan Train. Top Left Quadrant 1.What do you notice first? 2.What objects/people are shown? 3. What is the setting? 4. What word would you use to describe it?

Top Right Quadrant 1.What do you notice first? 2.What objects/people are shown? 3. What is the setting? 4. What word would you use to describe it?

Bottom Left Quadrant 1.What do you notice first? 2.What objects/people are shown? 3. What is the setting? 4. What word would you use to describe it?

Bottom Right Quadrant 1.What do you notice first? 2.What objects/people are shown? 3. What is the setting? 4. What word would you use to describe it?

79

Picture as a whole 1. What Captures your eye? 2. What details do you notice most in the photo? 3. What is happening in the image? 4. What do you wonder about this photo? 5. How could this photo be related to Orphan Train

http://3.bp.blogspot.com/-dlw_0w5zlTE/To

"Irish Ships to America." Irish America. Irish American Journey, n.d. Web.

http://3.bp.blogspot.com/-dlw_0w5zlTE/To

80

81

Vocabulary for Orphan Train Unit

TASK: Time to get CREATIVE!! The goal is to write a summary for what we have read in Orphan Train up to this point. There is a catch. In the story I want you to include all ten of your vocabulary words, correctly, in a sentence. Minimum of 15 sentences. Words: Arranged Character Demonstrate Establish Instructions Objective Pattern Reflects Setting Theme Ex: After her time to absorb what had happened to her, Vivian had to put herself together to move onto the next step. She was arranged to join the orphan train across the country of the United states until she found a home. Her character is developed in the next few chapters of the book because we find out how she cares and feel for those around her. Her first night on the train she was able to demonstrate how to properly care for a baby because she had a baby sister before the fire. She was able to establish a good friendship with a younger man on the train named Dutchy. The two were able to spend little time

82

together, before the job of the train, separates them into different sections of the United States. When Vivian finally gets off the train she is given specific instructions to work a job at a very young age. This is where we learn more about the time she comes from. While the objective of this section of the story is to allow us to learn more about Vivian, we are still wondering what will happen to Molly. After a couple chapters of hearing from Vivian, the pattern goes that we will hear from Molly for a few chapters. Molly is just live Vivian in the sense that she was orphaned at a young age. Molly has the chance to spend time at Vivian’s while she reflects on her time as an orphan. While reading the chapter headings, allow the reader to understand the setting of the chapter before they read because it says the date and city it is being told from. This helps when it comes to reading the novel. In this novel so far, I believe the main theme is for second chances, it allows for the characters to work for something and hopefully get a happy ending.

83

26. Socratic Seminar Questions

Georgianne McNutt

1. Do you ever get frustrated when an adult or friend calls you the wrong name?

What do you think it feels like for Vivian to receive multiple different names

throughout the book, just because she was told to accept them? How would

you feel?

2. What can you assume will happen at the end of this novel at this point in the

book? What pieces of the text lead you to think this way?

3. Imagine that Molly was never added to the book, how would it change the

meaning of the book for the reader, if at all? What if Molly and Vivian’s two

characters never interacted with one another at all, how would that change

the meaning of the book?

4. What do you think the main theme of this book is so far? What is some of

your textual evidence to prove that this is a major theme in the novel. Are

they any supporting themes that arise in this topic?

5. What other outside resources reminds you of this novel? Why and how could

you use them to support the novel?

84

Explore the Past to Understand the Future Ms McNutt

Directions: I WANT YOU!! Now that you have had the chance to work with the novel Orphan Train by Christina Baker Kline, it is your job as the reader to argue a point from the novel from a choice below. With the point you choose, you are to use textual evidence to support your argument on why or how this should happen. When arguing your point, you are to cite, using MLA format, textual evidence from the novel and from at least two online sources. The evidence you find from your resources is to help you solve the explanations to the point you are arguing. This argument paper is to be at least two pages in length, three sources, and put up a great argument for your topic. Argument Paper Ideas.

Argue how you believe Vivian did not get the life you think she

deserved.

Pretend you are living in this time period of Vivian as a young child,

and argue your reasoning for wanting to shut down the orphan trains

with evidence.

Argue the idea if you think Molly is really helping Vivian with the

boxes in her attic or if she is just making it worse. I can cite strong textual evidence to support my analysis of the text. I can draw from the text including where it leaves things uncertain. (Literature 11-12 key ideas 1) Expert Proficient Emerging Provides a thorough argument on the topic

Student is able to provide a well thought out argument that allowed for a clear understanding of their topic and their viewpoint on the argument.

Student is able to provide a good argument about the topic chosen. Showed some understanding of the evidence used and provided clear points on their

Students’ argument was unclear showed little understanding on the topic chosen.

85

argument. Shows understanding for the evidence provided

Student has textual evidence from the novel, and two online sources. The sources were properly cited and coincided with the topic in the argument paper.

Student is able to provide textual evidence from the novel and at least one online source. Provided an explanation for the argument.

Only provided textual evidence from the novel. The textual evidence showed no sign of explanation of the argument.

Spelling and Grammar

Student has no more than 2 grammar or spelling errors. The paper flowed appropriately and allowed for a clear understanding.

Student has no more than 4 grammar or spelling errors. The sentence structure was unclear and could improve transitions.

There are 5 or more grammar errors. The sentence structure was unclear and could improve.

86

Research Handout

Ms McNutt

BACKGROUND: In the novel thus far, we have read a lot about the

children place on the orphan train after loosing their parents and family.

We continue to read about this train and the time period. In the novel it

talks about some of the process and components on the train. However, we

know very little about the historical facts, real stories, and other

information that plays a key role in this novel and the characters it is

surrounded on. Now that this book is indulging us into the atmosphere of

the middle 1900’s, it is time to do some research on what the orphan train

really is and what it is about. The topic can be anything

from a specific person on the orphan train,

the actual train itself,

or even who invented it.

You have the creative freedom on this project as long as you stick to

finding sources that provide factual information on the topic of the

orphan train.

IMPORTANT REMINDER: plagiarism is illegal. There are hundreds of

resources out there for you to use on this topic. However, because we are

not all experts on the orphan trains, it is your job to properly cite and

recognize the resources you do use for your topic. You are required to cite

and use at LEAST FOUR outside resources for your topic.

REQUIREMENTS:

To keep this simple and easy to read this is a checklist of what you WILL

NEED when you turn in and present your final project.

_______ Outline of research paper turned in and revised by teacher

_______ 4 Page typed paper presenting your research on the topic

_______ AT LEAST 4 sources used in your research

_______Either a powerpoint, prezi, poster, movie trailer, etc. that helps

defend your research paper and present it to the class.

______ Presentation materials must be organized and ready the day of

presentation

87

______The presentation should be just about 3 minutes long

_______A SMILE on your face when presenting.

RUBRIC for Paper and Presentation Total Points

possible 45

Excellent work Good work Fair Needs

improvement

Spelling and

Grammar in

Resource

paper and

pieces

included in

project.

10 points

Student has less than 3 spelling or grammar errors in the project. ___/10

In the whole project there are no more than 7 grammar or spelling mistakes. 7-9

There are more less than 12 errors in the project dealing with spelling or grammar. 3-6

Student needs to revise project because there is more than 13 spelling or grammar errors. 0-2

Outline and

research in

paper

15 points.

Student has shown extensive research and evidence supporting a strong point to their topic. The outline shows a clear representation of the research paper. 15 points

The paper shows a clear understanding for the topic but could use improvement on the overall structure. The outline provides a good reference for the general theme of the paper. 9-14

Student has room for improvement on the research paper outline and over all understanding and concept of the research paper. 4-8

Student showed little to no improvement on their drafts and needs to revise the paper to receive a higher grade. No outline was turned in or accepted. 0-3

Resources

included are

at least 4

online and

at least ONE

book.

10 points.

Student has 4 or more online resources and one or more book resources.10

Missing one resource for list, or did not include book resource. 7-9

Needs more resources, missing 3-4 resources including the book resource. 3-6

Has none or only two resources to show progress. MUST turn in resources for ANY credit.

Has a

presentation

set up to

help show

the class

what student

researched

and helps

Presentation is well planned out and keeps the students involved. Has a way to show the students research and

Student is not prepared for that day or is missing instructional materials for presentation day.

Student is missing a piece to the presentation during presentation or is unprepared for

Student has no part of project ready to present, no presentation materials or has no way to show class what they researched.

88

with

teaching.

15 points

progress made on topic. 15 pointes

9-14 that day. 3-8

0-2

89

BE an Author Ms. McNutt

Senior English

Learning Targets: I can write a narrative to develop real or imagined experiences or events

in the Orphan Train including details.

DIRECTIONS: It is time to write your own story based on the novel The

Orphan Train. The story is to be a page TYPED, and must be turned in for

edits, revised and then you can begin your work on Storybird.com. For this

assignment you are to choose an aspect of which we have read in the novel,

and create a short story to retell it. On storybird, you are able to add

animations to add the perfect touch to a great detailed story that you have

written. This is your chance to show your artistic freedom, and write based

on the novel freely.

Topic ideas:

-Molly’s Journey

-Vivian’s Family

-The orphan train

-Working

In class today and tomorrow we will spend time typing out our

stories, using information from the text.

Then I will bring back the edits the following day for you to get

started on WWW. Storybird.com.

This WILL be due in ONE WEEK!

Start your outline below.

90

Welcome ABOARD the orphan train to

the past

Ms McNutt DIRECTIONS: During today AND Tomorrow’s

class I am giving you and two other people in this class the opportunity to

get creative. For this project you are to create a skit from a talk show,

reunion of the characters, or an additional ending to the novel Orphan Train.

The script is to be worked on by all members of the group and have

TEXTUAL EVIDENCE to support the work on the script. You have all of

today to work on the script, them TOMORROW we will present them to the

class. !!

Things you will need:

Your creative thinking skills A pen and paper for all group members

1 page typed script The script needs to identify something your group

believes important to really narrow in on. (how wrong the trains are, what child labor is, being an orphan, ETC..)

Textual evidence Since you are presenting tomorrow, you could dress in

costume if you wanted. (WINK WINK) There needs to be a part in the script for all three-group

members. (Some of you can play two parts, if the script demands it)

After your script has been read to the class you are to write a quick 4 sentences on how you think it went.

Also, after each group presents, you are to write INDIVIDUALLY on how you think the presentation went, and what you think the script was meant to bring out or emphases.

91

Themes Second chances are a major topic in the novel, because it deals with the

concept of being and orphan and getting that second chance. In this book I believe

there are two characters that have chances at a new life several times due to the

circumstances they are placed in throughout their lives. This theme would work by

setting it up with the students from day one. Before starting the book, I would have

the students write a journal about a time they experienced a second chance at

something and how it impacted their life. Then after reading a few chapters into the

novel, I would ask the students to identify one character that they would like to

write about form the book and how they have already experienced a “second

chance.” However, this would only be leading us to the real second chances in the

book that the two characters get to experience. While reading through the book I

would make sure we are keeping a large poster of facts and important life incidents

that occur to the characters. Along with the characters, we would be keeping an

ongoing list of ways in which the characters experience a second chance at life, love,

and a family. At the beginning of the book, the students would be able to identify

that Molly and Vivian are both granted a second chance at life because they are the

only two people in each of their families to survive, giving them a second chance at

life; no matter how poor or unhappy. I envision the students connecting to this

theme because I have given them a chance to write about second chances before

reading into the novels. I would have also provided the chance for the students to

understand the theme with providing poster paper around the room. We would

update this as a class after every reading to make sure we have all the information

about characters and themes. I also envision the students connecting to this theme

92

because they would have the chance to pinpoint places in the book that it occurs, or

how it changed the student and write about it.

I would emphasize the parts of the text that each character has a chance to

experience a second chance. There are two characters that I have identified of

having second chances in many aspects. I would first focus on Molly, because she is

not the main focus of the book. We would identify in the book how Molly first lost

her father in a car crash and then her mother never recovered mentally. She had a

second chance to move into a foster home. This would be covered in the first two

chapters. Then we would discuss how Molly was given a second chance to not go to

jail for trying to steal Jane Eyre and being able to work her community service hours

for Vivian. At the end she receives another second chance when she comes to Vivian

for help when she is thrown out of Dina and Ralph’s in the last 4th of the book. After

identifying this we could talk about how Vivian has experienced second chances. In

the first couple chapters we learn the Vivian survived a fire in her apartment with

her family, giving her a second chance at life. Then we have learn that she is given a

second chance with Dutchy when they run into each other years later around

chapter 33 giving her a second chance at love with Dutchy. Finally, we see how she

gets a second chance with family when she finds the daughter that she gave up with

the help of Molly. There are different sections of the book that the students would be

able to identify second chances that both of the main characters experience. This

will help them understand how much each character has gone through to get to this

point in the novel.

93

Theme #2

The second theme I could do would be friendships in the novel. This book

shows many different types of friendships and that is important for the students to

understand, this also is a great way to show the students a connection to

themselves. I would present this theme to the students by having them journal

about the different type of friendships they have, and what each of these friendships

has done to improve their life. The journal would access the students’ thoughts of

friendship and allow me to grasp their understanding of friendships and how I can

work with their connection to the topics. Then we would start reading the novel

and work with a character board to make connections with each character. Since

“friendships” is such a broad topic I would ask the students to identify the type of

friendship that we talk about with each character and how it benefits each

character. Then I envision the students connecting to this topic by allowing them to

look at the type of friendships we identified with each character, and then compare

it to their own life, and friendships.

This theme would work by making sure after every assigned reading the

class takes time to analyze friendships and characters. Making sure the time is

taken to work through all types of friendships and how it improves the

understanding and concept of the book. I would have marked in my book key

passages in the novel to look at that point out signs of friendship and what it means

to the character. I can also talk the class time for students to write journals about

sections in the novel requesting textual evidence. This would incorporate the

students effectively using and understanding the book.

94

While I pick out sections of the text to bring out the theme, I would have

sections of the book highlighted and marked with a certain color post-it note. With

this section it would allow me to easily identify great sections in the book that have

friendship in them. One great part in the book would be at the very beginning when

Molly and Vivian first meet in chapter two and their friendship begins to form

because of their instant connection. Once the book is close to finished, the students

could make a connection to how the two started off as friends cleaning an attic, and

then helping one another through their life troubles. The end of the novel when

Molly spends a great deal of time looking for Vivian’s long lost daughter, would be a

great point to analyze their friendship, and ask the students how they felt about this.

In the book though there are other types of friendship: Vivian with Dutchy, Molly

with Jack, and each relationship with the foster parents for Molly, and Vivian’s

adults that fostered her while she was going through the system. Along with this

theme of friendships, the students could take the time to look at the characters that

were just there to be the foster parents or the people that took Vivian in, if they

were really friends, or just there to boss Vivian around. In this theme there is a lot

of room to keep the students interested and looking through the book. Since there

are many forms of friendship, once I had an idea for what the students liked or were

used to, I would find ways to incorporate it into the reading. For example, tying it to

their real lives with friends they have now or in the class.

95

Theme I would Use

After having the chance to work through each theme I decided I would lean

towards doing the theme on second chances. This theme is less broad and is more

focused on what happened to the characters throughout the novel. Which this topic

we are able to work through the beginning, middle and end of the book. It allows us

to understand the conflicts, and how each character was able to pull through

troubling and hard situations. I also think this theme is a great way to connect with

the students and ask them what second chances they have been given in life, no

matter how large or small. The journal prompt before reading will allow me to

understand what concepts the students understand about second chances. Then I

would know how in depth I should go to get the students to understand the troubles

these characters must go through. I would also choose this theme because I would

plan to use it towards students in high school. With the high school students I

would ask them what they plan to do with their lives just like we watch Molly, who

is around their same age, going through. This could lead to discussions about her

second chances and how she is so closely tied to the life of Vivian. When learning of

Molly, the discussions would end with how Molly helped Vivian have a second

chance at her Daughter. Then how Vivian allowed Molly to have a second chance at

learning and growing as a teenager.

96

Directions: Fill out this Venn diagram comparing and contrasting the knowledge that we know about the TWO characters of Vivian and Molly. Use textual evidence and provide page numbers with every single point made. The middle section is for the characteristics in which Molly and Vivian share. You can use these for your research project later. Formative Assessment

Molly Both Vivian

97

Summative Assessment Georgianne McNutt Theme: Which of the following sentences best describes the theme about friendships in the novel Orphan Train A. Everyone has to go through hardships to have a good life. B. The tragedys of ones past should strive those to pursue a better life. C. Striving to survive and live a life of memories, friendships and family is a worthwhile endeavor. D. A positive attitude and helpful people can improve the quality of life. Select two answers below from the novel Orphan Train that best represent the correct answer in the previous question.

A. “She sent her daughter a friend request” B. “Ill tell you something. By definition I was orphaned, too,” C. “When you first came to Minniesota you were given the name Dorthy. . . How

do you feel about that name?” D. “Oh my god- Dutchy it’s you!”

Vocabulary In the sentence below what does embroidered mean? “Almost everything is to big, but a few pieces will still work- a sky blue cardigan embroidered with white flowers.

A. Stamped on B. Engraved; sewed on to. C. Attached to D. Decorated with

Which words from the sentence above help the reader identify what the definition of the word means?

A. sky blue B. cardigan, with C. White flowers D. Few pieces

98

Closure for the Unit: Use what you have learned from reading Night by Elie Wiesel and The Orphan Train by Christina Baker Kline to write an essay about how TWO young adults in the 1930-40’s both survived in the hard times they were dealt. As a starting point, you may want to consider the themes you find from each novel and how they play a role in the characters’ survival. Develop your essay by providing TEXTUAL evidence from BOTH texts. Make sure to create an outline prior to writing and have at least one proof read rough draft turned in with final product. Objective Questions:

What is similar about these two characters? How does surviving through the adversity of their situations make these two characters similar in context? What other aspects of the novel make these two characters similar?

Content Measured 4 points 3 points 2 points 1 point 0 points

99

Reading Comprehension of Key Ideas and Details *Notes The type of textual evidence required is grade and prompt specific and included in the scoring guide.

The student response provides an accurate analysis of what the text says explicitly and inferentially and cites convincing textual evidence to support the analysis, showing full comprehension of complex ideas expressed in the text(s).

The student response provides an accurate analysis of what the test says explicitly and inferentially and cites textual evidence to support the analysis showing extensive comprehension of ideas expressed in the text.

The student response provides a mostly accurate analysis of what the text says explicitly or inferentially and cited textual evidence, shows a basic comprehension of ideas expressed in the texts

The student response provides a minimally accurate analysis of what the text says and cited textual evidence shows limited comprehension of ideas expressed I the texts.

The student response provides an inaccurate analysis or no analysis of the text, showing little to no comprehension of the ideas expressed in the text.

Writing Written expression Development of Ideas

The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently

The student response addresses the prompt and provides effective development of the claim, topic and/or narrative elements1 by using clear reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task, purpose,

The student response addresses the prompt and provides some development of the claim, topic and/or narrative elements1 by using some reasoning, details, text-based evidence, and/or description; the development is somewhat

The student Response addresses the prompt and develops the claim, topic and/or narrative elements1 minimally by using limited reasoning, details, text-based evidence and/or

The student response is underdeveloped and therefore inappropriate to the task, purpose and or audience.

100

appropriate to the task, purpose, and audience.

and audience. appropriate to the task, purpose, and audience.

description; the development is limited in its appropriateness to the task, purpose, and/or audience.

Writing Written Expression Organization

The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well executed progression of ideas, making it easy to follow the writer’s progression of ideas.

The student response demonstrates a great deal of coherence, clarity, and cohesion, and includes an introduction, conclusion, and a logical progression of ideas, making it fairly easy to follow the writer’s progression of ideas.

The student response demonstrates some coherence, clarity, and/or cohesion, and includes an introduction, conclusion, and logically grouped ideas, making the writer’s progression of ideas usually discernible but not obvious.

The student response demonstrates limited coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear.

The student response demonstrates a lack of coherence, clarity and cohesion.

Writing Written Expression Clarity of Language

The student response establishes and maintains an effective style, while attending to the norms and

The student response establishes and maintains an effective style, while attending to the norms and conventions of the

The student response establishes and maintains a mostly effective style, while attending to the norms and

The student response has a style that has limited effectiveness, with limited awareness of

The student response has an inappropriate style. The student writing shows little to no awareness of the

101

conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and or domain specific vocabulary.

discipline. The response uses mostly precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

conventions of the discipline. The response uses some precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone and or domain specific vocabulary.

the norms of the discipline. The response includes Limited, descriptions, sensory details, linking or transitional words, words to indicate tone3, or domain-specific vocabulary

norms of the discipline. The response includes little to no precise language.

102

Part I: ISearch

Over the past few years in this program I have spent a lot of time hearing

about students that read several grade levels below the reading level in classrooms.

This topic has always been a more worrisome topic for me because I want to be sure

I am able to keep all the students improving but I do not want to leave a student

behind. The main idea of the topic I am captivated on is focusing on is finding ways

to keep all my students in my class improving their skill and constantly working on

their reading and writing. However, I want to be sure to not leave any students

behind because they do not comprehend or to not push all my students far enough

because there are a few students below the reading level. Among these thoughts I

have about the topic I have had the chance to think of just a few short questions on

the topic.

Some of the questions I have thought of for this topic are: What are ways to

work with these students individually to help improve their skills? How can I be

sure that I am not holding other students behind? What are some methods in not

bringing to attention to the whole class what a student needs help on, or more

intensive help? These questions are the bigger ideas for the research I intend to do.

I find this subject can go much profounder in the aspect of all the activities that can

be done, extra help that can be sought out and the information located in the IEPs

for some students. Although the questions arise some of the thoughts I have on the

topic the real reason these questions come so easy to me is because I have spend a

lot of time wondering about this topic and constantly thinking about ways I can

improve my instruction for it.

103

The reason this has been a big cloud over my head is that in the classroom I

am in now I have noticed that there are several students well below the grade level

for the classes. While other students are flourishing in the field. I know my

cooperating teacher does a wonderful job working with all the students because she

knows how to connect with the students on a personally level to work with them on

their reading: which is very inspirational.

After spending many hours in a classroom watching teachers work with all

levels of readers, I want to be able to successfully master a situation on my own.

The reason this is so imperative to me is because I have always want to learn as

much as a can and read any book that is handed to me. Spending so much time in

my life with literature I want to be able to find the best way to reach all my students

and allow them to read and enjoy reading. I want to make sure they know I did

everything I could for them in the classroom to improve their reading and make

sure everyone was still pushing themselves in the classroom.

Part II: The search (the story of the hunt) Metacognition September 3rd, Wednesday: This was the very start of my research on the topic I choose. In the classroom I am in right now I have found the classes are broken into sections or periods where they have different learning levels. However, this was not the case in my high school; this is not the case for many of the other classes I have observed in, either. We were all mixed together and had the chance to work and challenge ourselves in all the

104

different levels. I am catering this research to the idea of differentiating instruction for students different reading levels. I want to research the best ways to incorporate all levels of reading and learning without students feeling left out, or bored because they read at a more advanced level. September 5th, Friday: After spending a few days to consider the topic of my i-search paper, I then had the chance to talk with my cooperating teacher about it. I also had the opportunity to consider more in depth about what differentiating instruction means in the classroom on the internet. While talking to my teacher, she suggested the concept of her classes having a closer learning and reading level. When she differentiates the instruction is more based on the ways the students like to be taught (audio, visual, interpersonal, intrapersonal, etc.) Today, I also set up and interview with the teacher in my co-taught classes Mrs. Epely for Wednesday Sept. 17th. September 17, Wednesday: Today, I had a great time talking with the co-taught teacher in some of my classes at Tri-County. She spends time throughout the school working with students with IEP’s. She had a lot to say on the topic that really helped me understand the topic more, and some of the things that can help me in my future classroom. I had the chance to address the idea of how the classes at tri-county are set up to be separated based on learning level. Although she did agree that they are separated, she still sees the importance of every student learning at a different rate. I was able to take a different approach to my internship school because every student needs to be taken into consideration. September 18, Thursday: Yesterday I had the chance to interview the teacher at my school that works closely with students with IEP’s and spends a great deal of time differentiating instruction for students. I was so busy asking questions, and I realized I spent little time actually taking in what she was saying. Now that I have had the opportunity to actually read it, I am very happy with the results and feel more prepared to begin more in-depth research. September 24, Today the students in my classes were taking their vocabulary quizzes online. After their vocabulary quiz, I set up an online quiz for them to take so I am able to gather where they are at in their readings. I was also able to focus on how they feel in the classroom. I gave this quiz out to only my co-taught class, because I felt they experience most of the differentiated instruction. It only took up a minute or two of their time before they opened it up for self selected novel reading time. October 8th: I have not done any work on this project for a while, and was reminded of the project from the email Prof. Ruggeri sent out. I just took the time to review the stats from the survey I gave out to the students. I was able to read it, and understand that

105

the students have had some struggles in their time in high school with not being reached, or being bored in the classroom. I also realized from here I have a lot of research I have to do to help understand the topic better. I know I have spent some time with my teacher, but feel the research should be something I discover and implement in my classroom immediately. I feel overwhelmed with the want to help these students but to also improve lessons for my classroom next semester. October 13th: With the looming approach of the due date I felt the urgency to gather more sources. I really wanted to include Burke in my research because he has a lot of knowledge on education. I spent most of my time reading into chapter 5 of the Burke book because he has a lot of information on reading and how different students read at different paces. This tied into my topic perfectly because I really wanted to focus on how students learn at different paces, and how to make sure every student is learning competitively. I also had some time to pull in a couple online sources from the International reading association, October 16th I feel like I have accomplished a lot with this project so far because I usually procrastinate on these types of projects. Since I have gathered a lot of the things I need for this project already I only needed to finish gathering my sources today and making sure they are the right ones I want. I did not spend a lot of time reading through all the information given to me though. I had a lot to accomplish today outside of this project so I only allotted myself about an hour and a half to work on this today. October 19TH Sunday I spent some of today reading through all the research I had gathered already. I went to the library and printed out a few of the pages so I could write down facts and information I wanted to make sure I put in my paper. I plan to organize the information in a couple days. I just do not have a whole lot of motivation to work on my paper right now. October 23rd Today the last half of my classes were canceled so I was able to spend time organizing the information I wanted to put in my research paper. I had the chance to look over all the information given to me and minimize it into specific sections of the resources I choose. Having the sections ready for my outline made me feel really accomplished and ready to separate my paper and outline it in a few days. October 26th I feel extremely overwhelmed. This morning I woke up expecting to spend a great deal of time on outlining my paper, but spent it in the ER with my roommate due to the flu. I was still able to spend the later half of my day working on my outline when we got home though. Since I had collected all of my sources and information I wanted I was able to lay out an outline structure on differentiating instruction that

106

makes sense to me. I plan to take this into teaching tomorrow and overview it with my CT to make sure it makes sense. October 27th. I am happy to say most of my paper is written by the end of today. At my student teaching, it is OGT week. My teacher and I had the first two hours to really talk about my paper and make sure the outline I made yesterday was the best order. It was really beneficial to talk with my teacher about my paper and spend the time organizing it. However, we did not just talk about the paper, we spent some time grading journals. October 28th I spent the rest of my Tuesday night writing my paper. I had most of it written and was adding bits and pieces throughout the paper to make sure I met the requirements. I also spent tonight making sure I had all the other requirements of the paper and had the chance to share some information with the other students in my education classes. Once I finished, I emailed my parents my paper so my mom could do some last minute editing. I also like to get some feedback from them because my parents are my biggest advocates and have heard me talk about this project for a long time now. October 29th Today, I spent the majority of my day putting my presentation together. I had to organize my friends together to take a couple pictures to put up. Then, I also spent some time reading through my research paper. I wanted to make sure that there were as little errors as possible to keep my grade focused on the research aspect of the topic. I also had the chance to get feedback from my mom on the topic and grammar aspect to make. This really made me feel confident about my paper that I am turning in, and am very pleased with my findings and paper.

Part III

Differentiating Instruction

“If you judge a fish by it’s ability to climb a tree, it will live its whole life

believing it is stupid” Albert Einstein. The first step of being an educator is to be

able to understand that students all learn in different ways, just like the fish. Each

107

student’s brain retains information through different outlets, and by differentiating

the lessons to access all students in a class; a teacher will be most efficient. When it

comes to the students, one has to be reminded of this famous Albert Einstein quote

above. It means that one cannot just lecture students and then expect them all to

succeed. A teacher has to be willing to expand their own knowledge on his or her

students, by taking a pre assessment on their learning styles: Then one should

adjust their lessons according to the students’ best learning techniques gathered

from the assessment. Understanding how to accomplish teaching all of the students

in a class means to understand the concept of differentiating instruction. The first

step in understanding differentiating instruction is to know it is not just a strategy;

however, it is an approach to instruction that includes many different strategies to

reach out to all the individual students (Watt’s-Taffe 304). The education process

that occurs in a classroom is not only based off of the students’, but is more focused

on the teachers ability to open up the classroom to make it student centered. The

process that makes this all possible is differentiating instruction, but to get to that

point a teacher has to understand all the notions that are involved with altering the

classroom instruction. In analysis of the process, a teacher has to use differentiating

instruction to reach all of their students by engaging them all in class activities, and

making them feel welcome to a classroom that is open to new theories and ideas. By

adjusting ones curriculum, a teacher is able to incorporate technology,

collaboration, and aspects of the students’ lives, and make “a fish” feel smart by

being able to show its true strengths.

108

When considering a classroom environment, a teacher needs to consider the

students in his or her classroom: how they are feeling or how they want to learn.

Just like the fish, a teacher needs to be able to assess the students in their classroom

to understand the different learning styles present: “Teachers of English should

understand and interpret the data generated by a number of literacy assessments.”

(Cronin 47). A teacher has to be able to hand out assessments and gather the

students’ abilities, in order to construct the best learning environment for all

students in their class. Then, continue to asses all the students carefully throughout

the course of the year. This is in order to check for understanding of the students, in

order for the teacher is able to understand the development and growth in their

class. (Watts-Taffe 309) The best way to understand the students in a class is to

determine what they know and how they learn best. In the case one assess students

after a lesson and they did not understand it, this is prime opportunity to

differentiate the lesson and improve the teaching strategies so that it is catered to

the students. One way to start the improvement of differentiating the classroom

environment is to start understanding why some students might appear bored in a

classroom: “I thought that the students who didn’t read and/or write the

assignments I gave were just bored.” (Cronin 47) However, some cases where a

student may appear bored, is only one in which they are tired of doing the same

thing over and over in a classroom. This is a great time to incorporate

differentiating the class and fix the “boredom” issue. Invent new group projects, and

be flexible with the students: Provide them new group members, books, and topics

to discuss. (Cronin 49) Working with the students in a class to develop an efficient

109

understanding of how each student learns, will improve the ideas of boredom in the

classroom. After the pre-assessment, the teacher can piece together the learning

styles and place the students who learn alike together: “In other areas of the room,

other students were engaged in the variety of literacy tasks designed to meet their

needs.” (Watts-Taffe 307). It is important that the students who work well together

take chances to engage and interact with each another. In groups, it also allows the

teacher to spend more one on one time with students to gage their learning and

development on the topic for that day. The group idea also is effective when it

comes to differentiating the types of texts, or levels of learning for each group. It is

then the teacher who can select texts that are best suited for specific groups

designed in the classroom. (Watts-Taffe 307) By selecting texts for the students,

the teacher is promoting group work and allowing the students to excel in novels

they would be efficient at reading. While they also have the chance to accomplish

the goals set through the entire class. Students have the chance to learn from one

another, and have the chance to grow in a classroom without having time to be

bored. Providing time for students to work in groups also opens the floor for letting

the student be more comfortable in your classroom.

A classroom is a safe zone for some students. Implementing a set of rules

and stating goals for an entire class can allow the students to feel comfortable in this

environment. “Clearly define the outcome students should accomplish” (Watts-

Taffe 312). Defining the classroom goals allows the students to feel at one with their

class, and have a sense of normality. As humans we like to think we are normal, or

just like the others, until something happens that makes us feel like an outsider. (De

110

Mers 32) Making sure the students in a class feel “normal,” can add to the comfort

they feel with the rest of the students, and communicating with the teacher.

“Feeling unsuited, maybe even unworthy, struggling students need to belong, to feel

welcomed, so they can experience the joy of learning” (De Mers 32). Feeling

welcomed deals with the concept of differentiating instruction because including all

of the students’ means working with all of the learning levels. It also deals with not

calling students out for learning at different passes, or for needing more attention

on assignments or work. When high school students were given a survey on what

they think about English, and how they feel in the class, most students suggested

they would like time after or before school to work with the teacher. In this survey,

given to an entire class, 13 students, it reads that most students needed more than a

month to read most novels. (McNutt). When asked how they felt in class, the

answer was to be given more time to read and not be forced to read aloud. This

survey is an example of getting to understand the students’ in the classroom, and

building and understanding for how they would feel comfortable learning. A

teacher that uses this survey could understand that the students would feel more

comfortable being granted time to read in class, and at a pace that fits better to their

reading level. This can be altered to fit the students’ abilities and make them feel

comfortable in the class: “The best advice I can give you as an incoming teacher is to

get to know your students, because from there, you are able to make a classroom

environment one in which they want to learn in”(Epley). As humans we all feel the

need to be apart of something bigger than ourselves, in this case a class can make

the world seem smaller. Developing a bond with students in a class can help

111

determine strategies to incorporate different texts that are more relevant to their

lives. Then in turn being able to help them feel more understood and comfortable in

their learning environment.

Reading is a major prospect of differentiating instruction. Not only do

students at all grade levels read at different paces, but they also read at different

levels. When it comes to differentiating, not only is the instruction important, but

the texts chosen for class are important as well. Coming up with different texts is a

different way to approach the concept of differentiating, as well as integrating how

you approach each text. In order to reach all the students in a class, a teacher has to

be willing to alter the way one teaches a text. By using innovative tactics such as

storyboard, a teacher can help the students’ think more critically about a piece of

writing. With this great site, a student is also able to visualize the text given to them.

(Bruce 79). Bruce notes how incorporating Storyboard can help relieve the

frustrating scenario of getting students to think critically. Storyboard indulges

students to immerse themselves into a topic, and create fun and groundbreaking

images that align with their text. Using different texts to help differentiate the

students learning styles can even mean using shorter texts to help students dive into

the texts. This also allows them more time to develop a deeper understanding for

the text. “[However,] the summary approach with shorter novels can be a rich way

to talk about the text.”(Bruce 82). The storyboard tactic can allow all learners to

participate and get creative with their learning. Thenceforth there is the case with

introducing different groups of students with different novels. This can divulge the

112

students from the same novel tactic that is usually put in in high schools, and also

the teacher can choose novels that revolve around the same theme (Cronin 49).

Just like working with a broad variety of texts is important for differentiating

teaching styles, it is important to work with the teachers at the same school to

improve the retention of information and learning spectrum.

Using all of the resources that a teacher has at a school can improve the

differentiation abilities one can do for his or her classroom. With so many teachers

at the school, one can work with them to form a structured lesson. Also using them

as sources to learn about the students in class outside of their classroom. A school is

a network for the staff involved to be able to access files, old records, and be

resourceful with past teachers to learn about their current students. English

teachers have usually ended up with the brunt work for literacy, but it can also be

placed to have other teachers incorporate it in their classroom. Differentiating the

instruction for this tactic means to not only assess the students in the classroom, but

to do some background research on them. Then by asking a teacher that had these

students before, what worked with them? What did not work? Any advice or things

to look for? Looking into the students’ lives can open up a world of ideas and things

to create in the classroom that involved the student’s life outside of school. (Cronin

48). Opening up a portal to the students lives can help a teacher change the manner

in their classroom. Incorporating music, hobbies, or plans for after high school to

encourage the students to be excited about school work. Working with the staff at

the school can also be beneficial in the circumstances of basing a curriculum that

flows with one another. For instance, an English teacher can work with the history

113

teacher to read a novel based on the time period in which the history department

will be working on. This benefits the students in both sections, because they are

able to see multiple sides of a life event. It can also be beneficial to many learners,

because literacy is something that all the teachers at the school should have the

opportunity to teach and work with. Along with the topic of using the staff at the

school that a teacher works at, as a resource, another way to improve student

differentiation as an educator, should be to take in the use of technology provided

through the school and use it as much as possible.

The 21st century is a part of us, it is the time period we live in; with that, it

means we gain all that comes with it. In this case, this is referring to the technology

that has been brought to us by the hardworking technology lovers of our time, and

those from our past. With the improvement of technology, the educational world is

able to bring to the classroom innovative techniques that bring differentiating a

classroom to a whole new level. In order to keep the class reading at the same pace,

schools can provide Kindles or Ipad. In these technology sources, a book can be

downloaded and read to the student. Along with being read to them, the student has

the chance to read along and have words read to them. (De Mers 34) The

improvements of a “book on tape” allow the students’ to see where in the book they

are being read, and it can take them from word to word. Another great

improvement is the one click dictionary on these devices. In the case where a

student does not know a word, he or she are able to click the word and a definition

appears. In the classroom where only one teacher is available to teach, devices like

such, can improve the quality of learning and whole class experience. The teacher is

114

able to differentiate the reading time based on the pace of the students and also

keep them all around the same part of the novel chosen. Just like using an ipad, a

teacher is able to incorporate multiple forms of technology when using a text: movie

versions, plays, even an app. They can ask the students to read a section of the novel

being discussed, and then show a scene from a movie. (Bruce 83) This allows the

students to read, hear, and then visually see the concept going on in the novel.

Incorporating several different learning styles to accommodate all the students in a

classroom. Many great benefits of technology allow the students who grew up with

it to blossom, and enjoy the use of it during their time in schools. Since the

generations are changing, it is important to consider the use of something so

important to a generation. Then to the concept that technology is a vast area that

opens up differentiating instruction in which it benefits all students, and is a great

teachers’ aid to have around in the classroom.

“Because every child learns differently, and every child is different, the most

effective instruction is designed to fit each learner. . . the role of the teacher as an

informed decision maker is paramount” (Watts-Taffe 305). Differentiating

instruction means to cater the structure of the classroom to those students in it.

That means changing the way the class is set up to the novels read in each class.

After analysis of what it really means, and how to effectively reach every student in

the classroom, it can be found to be necessary to include everything in this paper. A

teacher needs to be able to assess their students to understand every students’

learning style. Developing a relationship with every student to increase the learning

environment which best suits the teacher and the student as a unit, then as a whole

115

class. The teacher should be able to make the classroom feel open, and welcoming

to all students and all types of learners. Developing a connection with the staff and

resources in a school to understand the students in a class on a new level. They

should also incorporate traits from past teachers. Motivate the students by using

themes involved in the students’ lives. Incorporating texts that have the same

themes, revolve around a central theme, and are more relevant to the students lives

now. On top of all of that, use technology. This is the frontier to our century and

something that is only going to improve overtime. Using the new technology at a

school, can allow the students to develop all forms of learning. This can also allow

for the students to be taught in a different manner everyday, changing up the

instruction to meet all the students in the classes needs. Allowing the students who

are great at swimming, like the fish, excel in that region; but also to teach all the

students in a class in ways in which they shine, to make them feel smart and

successful.

116

Part IV ISearch

Works Cited

Bruce, David L. “Framing the Text: Using Storyboards to Engage Students With

Reading” The English Journal. 100.6 (2011): Web. 13 October. 2014.

Burke, Jim. “Chapter 5.” The English Teacher’s Companion: A completely New Guide to

Classroom, Curriculum, and the Profession. 136-202. Print.

Cronin, Mariam K. “Reject Senseless Things: Promote Differentiation” The English

Journal. 92.4 (2003) n. pag. Web. 13 October 2014.

Cronin, Mariam K. “The Common Core of Literacy and Literature”. The English Journal.

103.4 (2014): n. pag. Web 13 October 2014.

De Mers, Kathleen D. “The Brain within its Groove: Language and Struggling Students

100.2 (2010): n. pag. Web. 13 October 2014.

Epley, Kate. Personal Interview. September 17. 2014.

“How to Differeentiate Instruction” How to Differentiate Instruction. Technology,. n.d.

Web. 13 Oct. 2014.

Kaplan, Sandra N. "Advocacy: Differentiating The Differentiated Curriculum." Gifted

Child Today 34.4 (2011): 59-60. Education Research Complete. Web. 29 Oct.

2014.

McNutt, Georgianne. “Differentiating Instruction.” Survey. 24 September 2014.

Watts-Taffe, Susan, et al. "Differentiated Instruction: Making Informed

Teacher Decisions." Reading Teacher 66.4 (2012): 303-314. Literary

Reference Center. Web. 29 Oct. 2014.

117

Part V: Reflection

The research I have done over this extensive period of time has changed my

mind about a lot of things. I had had the chance to talk to my cooperating teacher as

well as a special education teacher at the school I plan to do my internship. Along

with working closely with the teachers, I have developed a mutual respect with my

students and had the chance to survey a class on their concept of differentiating

instruction. Overall this was a grand experience for me, because I had only ever

read about experiences other teachers have had in the classroom. I was able to first

hand talk with students about how they learn and develop in the classroom and

what helps them. When it came to formatting the survey I spent a lot of time

focusing on what we were doing in the classroom right now with the students. That

is why my survey is focused more on the reading aspect.

Then, when I look at my overall research, I feel very accomplished. Even

though I feel as if I have spent a great deal of time putting it all together this past

month, I still think the past 24 hours have been crazy stressful. I had gathered all of

my research, even outlined my paper; however, I feel like the paper was the hardest

part to write. I had gathered all this information I felt the need to share. It was just

so much information. Overall there were many little things I felt were so important

to add, but did not fit into the paper. When forming the outline, I chose to focus on

small aspects of the paper to get the overall grand jester out about the concept I

wanted to know. Which I felt I accomplished. The research I did and time I spent

finding it was worth it. I feel very prepared to talk about differentiating instruction

and ways to do it in the classroom. I will take this research and use it in my student

118

teaching and continue to use it when I have a job in the future. I find it to be very

informational and something that all teachers should understand. Especially when a

teacher has not taken the time to change their lesson plans for their students and

accept the wave of unenthusiastic students.

Another aspect I want to talk about is the presentation. Every time I was at

my placement, I would talk about the topic and not about the presentation aspect. I

am not nervous to present, but I had to pull pictures from my high school experience

to make it look more like the topic I wanted to focus on. The presentation is

complete, just the pictures I wish I would have had time for in my student teaching.

119

In Defense of Literature

What do does one remember doing in your high school language arts/

English class? In most cases is that you spent a lot of your time reading, whether it

was informational texts or fictional texts. During high School experience, we spent

maybe one week using the textbook we were supposed to use. In reality, though,

the learning you need for English can be taught by your teacher and shown in fiction

books such as metaphors, sentence structure, and themes. In literature, a students’

mind is allowed to grow and have an imagination. However, in informational texts,

students are just taught to read and memorize the information that helps no one

really learn how they should be learning. Overall, students deserve to be taught in a

manner that works for them. A great way to work for the students is to show them

what all literature can be or where it can be found, connecting the literature to their

lives, and allow them to get creative in the classroom while using their imagination,

and not just sit around reading informational texts in which they will most likely be

read, memorized and never thought of again after your class. As teachers it is easy

to understand the importance of incorporating the “informational texts” through the

way we teach. The students must come first when it comes to their learning.

A student is the teacher’s first priority in the classroom and even out of the

classroom. In the mind of the teacher mind has to be constantly thinking about

them and their needs. Student creativity is what helps keep them motivated to learn.

“[By giving] tests that ask students to come up with the one right answer. . . [we]

penalize the creative student rather than rewarding them” (Burke 3). In this

manner by giving students an informational text we are striping them of their

120

imaginative abilities and telling them to memorize. If we give them literature, we

leave room for wondering what the characters are thinking, make group projects,

teach them in ways they like to be taught. Then by using literature we are able to

boost the students’ creativity and allow us to test them on their own learning styles.

Literature is all around us and used almost everyday to either make a point

or improve the way people understand the world around them. “When I receive a

letter requesting a contribution for some worthy cause, I am unlikely to find that the

sound is echo to the sense, but in literature there are relations –of reinforcement or

contrast and dissonance” (Culler 29). The above case points out a letter one receive

and how it is a teaching opportunity to show how literature can bring out a teaching

moment instead of just “reading all the time.” The letter requesting a contribution

turned into looking at what brought the letter together and what the students can

learn from this.

Why does a school fill up everyday? Sure some students come because they

are forced. However, they all come to try to learn something from his or her

teachers. SThey show up expecting that the curriculum they are being taught is

going to help them in the future. However, in some cases it may be hard for them to

understand why Hamlet is relevant to their lives. That is why it is so important for

the students to be able to engage in the topics and find a way for it to relate to them,

making the learning process more smooth and enjoyable. “Students feel [they are]

caught in a system where achievement depends more on ‘doing’ than learning and

engaging with the curriculum.” (Burke 31). By incorporating literature into their

lives and show them why it can have an effect on them, it allows the students to

121

develop an understanding for their curriculum and enjoy the literature. The

students would never be able to develop a deeper connection to the informational

texts, as they do for works of literature.

All while defending literature and its importance to the English world, it is

important to look at the opposing side of this argument. A teacher has to be able to

look at how one teaches the kids, and how one is told to use textbooks to do so. In

some cases there are information texts with help for some common core standards,

but in some of those cases it is just textbook. Informational texts give the students

the information they need and just hand it to them. Allowing them to have the

information at their fingertips on those busy days in which a teacher cannot get to

all of his or her students to help. In these cases it can be understood why the use of

informational texts is important. Aside from the usefulness of the informational

texts it is also important to understand what we view as literature, “It is true that

many of the works studied as literature in the academic institutions were

‘constructed’ to be read as literature, but it is also true that many of them were not.”

(Eagleton 7). This implies that some of the texts we use now, are not just forms of

literature, but also informational texts. Literature has the chance to go above and

beyond informational texts and provide the students with the creativity and

background they need to succeed.

The ideas of literature are to show the students what it means and how they

can use it in their everyday lives. Informational texts can just be read to inform,

entertain and persuade those who are reading it. Most students in high school will

remember reading Shakespeare, because it made an impact on their lives. The

122

students must be taught that literature is all around them, in a letter to their

neighbor or a poem on their favorite TV show. Everyday students have something

outside of the classroom going on and literature could be that escape and

connection to their life that allows them to understand it. Then making sure the

students know that literature is what provides them with this creativity, they have

room to explore and work out the meanings in literature. Keeping the classroom an

understanding and open environment allows for students to expand in the English

classroom, instead of being restricted by any form of informational texts.

123

Works Cited

Burke, Jim. The English Teacher's Companion: A Completely New Guide to Classroom, Curriculum, and the Profession. N.p.: n.p., n.d. Print.

Culler, Jonathan D. Literary Theory: A Very Short Introduction. Oxford: Oxford UP,

1997. 18-36. Print.

Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: U of Minnesota, 1983.

1-14. Print.

124

Choice notes and Final Copy

Teaching Students to Read Like Detectives contains many techniques to

assist language arts teachers in guiding their students to become better readers.

This text is full of pedagogical instructions that provide teachers multiple options

from numerous perspectives with cognitive strategies that were developed for

students of many different learning styles. The premise for much of its instruction

is anchored in the importance for discussion and rhetorical reading and the

exploration with the “relationship between text, learner and learning” (Fisher 7).

The division of topics in the book is split with chapters that focus its

attention on principles of discussion and discourse, principles of argumentation

and rhetoric, text based discussions about fiction, a chapter to assist teachers in

using the features and structures of the texts, and a chapter on analyzing and

discussing new-media texts including online sources that contain graphics,

animation, sounds, visuals, and more. As a quote from the book explains,

“Teaching students to return to the text in their discussions,” will provide the

support to “expand their understanding of what they read when they integrate

their own responses with what the author offers, taking into account the

sociopolitical and historical context of the text” (Fisher 14). With this goal in mind,

creating an activity for students to explore and connect with the text, Their Eyes

Were Watching God became clear.

One of the objectives, when teaching a novel like this, is providing the kind

of guidance necessary for students to be able to connect with characters that

may be very different from themselves. The protagonist, Janie, is an African

125

American woman in her 40’s. Many of the students who are being presented with

this unique character may have great difficulty connecting with her and her

experiences and ultimately, not be able to engage with the literature. Despite her

extraordinary circumstances, there are multiple ways that students can be guided

to read closely and think critically about the novel. To provide this connection, a

number of cognitive strategies will be the focus for a worksheet that will be

suggested for students to complete after every chapter of this novel.

There are numerous cognitive strategies that Read Like Detectives

suggests when assisting students to connect with their texts. However, for the

purpose of this specific novel, choosing the following strategies made the most

sense for the comprehension needs that they are speculated to provide. Putting

these strategies together in a worksheet for students to complete after every

chapter they read will provide an opportunity for students to reflect, connect and

make inferences with in-depth support and understanding for their novel.

Students should be expected to fill out all sections of the worksheet after

they finish every chapter of Their Eyes Were Watching God. There are 20 short

chapters in the novel but with the distinct characteristics that the novel contains

such as dialect, figurative language, and setting, students will benefit by using

these cognitive strategies as they read and share with other classmates. For

Making Connections, students will be able to “make sense of what they are

reading” (Fisher 21). Readers need to be able to see themselves in the text and

understand what the author is trying to tell them. By Making Connections: text-to-

text, text-to-self, and text-to-world, students will be able to find the links from the

126

story and the characters to elements of their own lives. Visualizing will provide

opportunities for students to “see the images created with the words” (Fisher 21).

One of the benefits for visualizing with this novel is to encourage students to

“see” the setting which they may not be personally familiar with. Questioning will

give students the opportunity to look for answers to situations that may be

unfamiliar to them and their own experiences as well. Students “can learn to

request evidence from the text they are reading” (Fisher 22), by depending on

the text itself for the answers. Predicting will require students to analyze the text,

taking into account their “knowledge of the genre and the ways of the world”

(Fisher 22). Inferring will require students to read between the lines to determine

what the author wants them to know without boring them. This will require a lot of

practice, but students will eventually learn how to derive meaning from texts that

once may have seemed flat and uneventful (Fisher 23). Summarizing will

provide students the opportunity to work toward goals such as accuracy and

ownership. By returning to the text to reflect on the work, the summary “should

represent the student’s thinking,” (Fisher 25) not the actual words from the novel.

By taking the time to complete the multiple elements of this worksheet,

students will have a greater understanding for the novel and develop better

practices for learning how to read more effectively. Teachers may choose to limit

the amount of times they require their students to complete the worksheet;

however, they should keep in mind the importance for using these cognitive skills

when reading and the effectiveness they will have when they become habits.

127

Their Eyes Were Watching God Chapter Worksheet

Name___________________________ Chapter_____________

Making Connections. List at least one connection you were able to make to the chapter (text-to-text, text-to-self, text-to-world).

Visualizing. Draw a picture or add a visual that you may have been given from the chapter.

Questioning. Write a question that you had from the chapter and list at least one possible answer from the text.

Predicting. Make at least one prediction from the events in this chapter.

Inferring. Provide at least one piece of information from the chapter that wasn’t explicitly stated.

Summarizing. Describe what happened in your own words.

*Use the back of this sheet if necessary

Ms. McNutt

If you ever want to feel inspired to want to try everything you read in one

book about teaching, it would be You gotta BE the book: Teaching engaged and

Reflective Reading With Adolescents by Jeffrey D. Wilhelm. This book is

amazing. I loved it from cover to cover and made my Cooperating teacher read it

as well. This masterpiece contains ideas that I wish my teachers would have

incorporated into the classroom. However, I also can not wait to try some of

these tactics out next semester with my students. Overall the book is from a

teacher reflecting on his past experiences in the classroom and some amazing

activities he incorporated for the students. The author appears to be an

128

extremely relatable teacher, which makes this a easy read and a truly inspiring

book.

The theory I am going to focus on is focused on getting Art into the

classroom. Jeffrey D. Wilhelm expresses his stories from students and how they

felt about being restricted from art in the classroom. “Usually we would get in

trouble for it” (Wilhelm 161). The students were stripped of their artistic practice

and creative thinking in the classroom because they did not have the chance to

draw, or would get in trouble for doing so. Mr. Wilhelm found a way to change

that in the classroom in a major way. With his innovative thinking he was able to

come up with several different ways to keep those artistic learners excited for

class, but to also keep the rest of the class involved and engaged in the

classroom. The way that I feel most intrigued by was a simple worksheet idea

that involved asking the students to incorporate drawing.

The theory in the book is called Visual Protocols (Wilhelm 163). The main

idea of the theory is for the teacher to hand the students a worksheet that has

several blank boxes with the chapter at the title (I am giving it my own spin). The

blanks leave room for the students to write a sentence about the main idea from

the chapter they are reading. However, the catch is for them to draw whatever

strong visual impression they gather from this section. The goal is for the

students to be reading, imagining, and then drawing their ideas on the

worksheet. Finally, an idea that gets the students drawing. “She felt that people

‘understand my drawing’ better than they understood her when she spoke and

wrote.” (Wilhelm 162). This allows students like the one being represented

129

above, feel understood and excited about the idea of drawing and

accomplishment.

The idea of this theory is for the students that generally feel unrecognized

to feel like they can express their talents and be understood. Also with this novel

Their Eyes Were Watching God by Zora Neal Hurston, it can be complicated to

express in words what they want and what they need from this book. This way

the students have a chance to express some of the ideas they imagined in the

book via images. “The project was designed to convince reluctant readers that

reading involved seeing,” (Wilhelm 161). It is important for all the students to

understand that reading involves imagining and being engaged with the work in

front of you. Incorporating drawing into the chapters and the novel overall, will

allow the students to properly engage in the novel and feel the acceptance of

being understood from all aspects of the learning spectrum.

Name:__________________________ Chapter:____________

Their Eyes Were Watching God Drawing Main Idea

Directions: Write the page number and one sentence describing your drawing on the chapters main ideas or themes. In the theory book Book Love: Developing Depth, Stamina, and Passion in

Adolescent Readers, Penny Kittle offers various techniques for making reading

more appealing to adolescents. She acknowledges that a large portion of

students in today’s classroom classify themselves as “nonreaders” and shut

down when they are given books they have no interest in. Kittle believes that

students who “are nonreaders become committed, passionate readers given the

right books, time to read, and regular responses to their thinking” (1). Her book

130

focuses on the importance of giving readers freedom to chose and conferencing

to push them to gain a deeper understanding of the texts they chose to read.

Because Kittle focuses so much on students choosing from a variety of

texts, it was difficult to chose one theory that would be applicable to Their Eyes

Were Watching God. Though in her book, the techniques offered are ones that I

will definitely be implementing in my future classroom. One method I feel is

extremely important when reading texts is to really grasp the content, which Kittle

believes as well. So the theory I will be adapting to use in with Their Eyes Were

Watching God is the theory to use “writing as discovery” and have the students

“write about the thinking they do while reading” (Kittle, 99).

In Book Love, Kittle offers multiple techniques to have the students

respond to the texts they are reading--from letters questioning their book, to

creating storyboards in order to draw attention to themes. I chose the theory that

asks the students to choose a quote from the reading they felt stood out to them.

I felt this theory was the best to implement for Their Eyes Were Watching God

because it requires students to complete some deeper reading within the text

and choose a few passages that stands out to them personally. Allowing

students to do this will also help them understand what it means to analyze a

select few sections in the book rather than just skimming over the text.

In the handout for this theory there are three different categories that

students must address when after they choose their quotation. The first is “What I

Think” (Kittle, 105). In this section students will react to the quotation with their

own personal feelings. They will answer questions such as “Did you agree with

131

this quotation?”, “How did this quotation make you feel?”, and they may also fill in

any questions that arose from their reading of the quotation. The next category is

“What This Says About the Book” (Kittle, 105). In this section, students will

respond to how the quote they selected contributes to the rest of the novel. The

final category is “What This Says About the World” (Kittle, 105). In this category

the students will discuss the connections that can be made between this quote

and the rest of the world. I believe using this theory will be extremely beneficial to

students because it promotes deeper reading of the text and allows them to

consider their own opinions, the content of the novel, and the connection to the

world.

Quotation/ Page #

What I Think

What This Says About the Book

What This Says About the World

132

Ms. Cook

In Response and Analysis, author Robert Probst adapts what he believes

about the relationships students have with literature into methods of

teaching/learning that inspire critical thought and life-long lovers of reading.

Probst believes in the power of literature in a democratic society, suggesting that

if the conversations students have with texts are thoughtful, engaging, and

critical, then they are on their way to better understanding the complex notion of

being human. Through literature, students will embark on a process of

133

interpretation, inferring, analyzing, and questioning. Ultimately, students will

reflect on their own lives through the lives and words within a text. “…we have to

bring those texts to bear upon our lives, and our lives to bear upon the texts,

reflecting conscientiously upon the experience, attitudes, and ideas that emerge

from our reading, analyzing both the text and ourselves, continually rethinking

who we are , what we believe and value, and where we stand in the world” (p.

vii).

Probst begins his methodological ideas first by presenting the general

theories of how students interact with a text and why they should do so. The New

Critical theory is text-driven, allowing little room for students’ own interpretation

and connection with the text, and ultimately pushing them towards a “right” vs.

“wrong” answer. Bleich nears the other side of the spectrum, placing almost all

emphasis on the on “the freedom of the individual reader” (p. 5). Nicely in the

middle sits Rosenblatt’s theory where the text and the reader essentially meet

half way—both are equally as important during the role of interpretation. Critics of

The New Critical Theory believe that learning process does literature an injustice,

disallowing for a personal influence that is crucial for students to gather a true

understanding of a text. On the other hand, Bleich has been criticized for

neglecting the importance of the text’s role as well.

Probst then delves into the relationship between the reader and the text,

suggesting that students have much to learn from the morals within literature.

“Adolescents should not yet be content with their conception of the world, with

their understanding of themselves and their society. They should not grow rigid

134

and unchanging, working as hard to avoid learning as the young child does to

learn” (p. 30). In other words, students should read literature in order to develop

their self-concepts and their values. Probst then provides some points to

consider when trying to motivate students to look at texts through this self-

reflecting lens. Students’ own relationships with text eventually leads into the

relationships they have with one another, as students are encouraged to learn as

a community where they are comfortable with and excited about engaging with

the text and one another.

The next few chapters of the book look at text more explicitly, delving into

how to connect more than one text, the nature of genres and analyzing literary

terms, and what kind of literature is relevant, engaging, and challenging for

young adults. It also discusses visual literacies that we must not forget are a

pertinent part of our literature world as well, no matter how much we tend to

discredit the integrity of things like television.

Probst then delves into the literature curriculum, which questions and

ultimately dismantles any objections to incorporating literature into the

curriculum. Critics believe its impracticality and abstractness gives students very

little real-life skills. Probst admits “Literature does not, after all, contribute to the

common good in any tangible way. It does not make its readers healthy, secure,

or rich…In these pragmatic times, literature seems to make few pragmatic

contributions” (p. 205). In defense of literature, Probst suggests educators shape

their curriculum around concepts, issues and ideas, rather than a list of texts.

135

Probst ends the book with ideas on evaluation and testing, challenging our

current system of assessment and evaluation and presenting other methods that

do not confuse students as they question their role in education, and do not

ignore the crucial intellectual and reflecting process students should embark on

as readers and as members of a society.

Probst’s ideas for methodology show me best practice because his ideas

allow for differentiation. Differentiation is an important part of teaching effectively

because it calls for teachers to modify and adapt lessons so that they cater to the

specific needs, interests and values of each student. Without differentiation,

teachers are dismissing the individuality of students, teaching them as if they are

all the same with the exact same ideas. Probst presents ideas and methods of

teaching literature that not only support individuality, but encourage it—require it,

even. For instance, when he discusses students’ relationships with texts, he

proposes an exercise that has students simply respond to a poem—how they

feel about it, what stands out, honestly anything. It is a quick

brainstorming/reflecting exercise that gets them to start thinking about their

relationship with the text. Essentially, they are making first impressions. This

exercise doesn’t call for one right answer. Instead, it is the beginning of the

interpretation journey that eventually leads to students’ deeper understanding of

literature.

The idea is that by understanding and valuing the importance of literature

and how it shapes our lives, learners are more apt to feel personally connected

to learning because their lives personal views shape the process. They feel like

136

they have some control over how and what they learn, which will ideally motivate

them to participate and ultimately challenge them to question their place in this

world.

The following handout is based on Chapter Three, The Reader and Other

Readers, where Probst suggests that creating relationships and connections not

only between text and reader, but also among readers, is important in

establishing community and encouraging students to think more critically as they

discuss different points of view.

Their Eyes Were Watching God

Dialogue

1. Read the first Chapter of Their Eyes Were Watching God. As you read,

respond to the text: how does it make you feel? What does it remind you

of? What are some questions you have? highlight key words or ideas, and

make notes next to them, briefly explaining why they stood out to you.

2. Meet with a partner. Introduce yourself to your partner and first just get to

know one another: what are your interests, where are you from, etc. Then,

discuss the first chapter. Consider the following questions as you

converse and take notes. Eventually you will fill out the chart on the back.

a. What feelings or emotions did you feel while reading the text, if any?

b. Did the text call any memories to mind?

c. What were you visualizing as you were reading?

d. Out of the words you highlighted, what is the most important word? Break

the word down.

137

e. What can you infer about the character introduced in the text? What can

you infer about the author?

f. Did the text give inspire you to think about anything in particular?

g. Choose a metaphor, simile, or personification that you see, and analyze it.

What do you think it means and why would the author include it?

h. Make a prediction.

Based on your discussion with your partner, fill in the chart below.

138

Your ideas, interpretations, and reactions to the text:

Your partner’s ideas, interpretations, and reactions to the text:

At what points did your ideas regarding the text differ? Why do you think that is?

At what points did your ideas coincide? Why do you think that is?

139

Works Cited

Fisher, Douglas, Nancy Frey, and Diane Lapp. Teaching Students to Read like

Detectives: Comprehending, Analyzing, and Discussing Text.

Bloomington, IN: Solution Tree, 2012. Print.

Hurston, Zora Neale. Their Eyes Were Watching God: A Novel. London: Virago,

2007. Print.

Wilhelm, Jeffery D. You Gotta Be the Book: Teaching Engaged and Reflective

Reading With Adolescents. New York, Ny: Teachers College, 2008. Print.

Kittle, Penny. Book Love: Developing Depth, Stamina, and Passion in Adolescent

Readers. Portsmouth, NH: Heinemann, 2013. Print.

Probst, R. (2004). Response & analysis: Teaching literature in secondary school (2nd ed.). Portsmouth, NH: Heinemann.

Documents

Final Portfolio 4520