LINDSEY BOOHER

The name I prefer to be called is Lindsey but Boo, Booher, Woozer Bear, and Lou will also suffice. I received my Bachelors in English from Truman

State University in May 2011. I'm currently working on my Master's in Education at UMSL. I work in

both the Wentzville School District and at St. Dominic which has provided me with the

opportunity to experience both sides of the spectrum. I have two sisters, three dogs, and severe

coupon addiction. I can't imagine doing anything outside of the education realm for the rest of my life and I can't wait to get started in my own classroom!

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're on your own. And you know what you know. And YOU are the one who'll decide where to go...”- Dr. Seuss

“Advocate. Advocate. Advocate. If you don't who will?

Take it upon yourself to stand up and make a

difference." - Lindsey Booher

Creativity Times Miss Booher Creative Writing Fall 2012

Overview Rationale: Students need to develop communication skills to orient themselves with the world and to help prepare themselves for their life outside of high school. Writer’s Workshop as well as the summative magazine will monitor students’ ability to effectively communicate with their peers and make decisions. This unit uses creative writing to breathe life into communication, compromise, and community. Summary: Students will use one week to complete the writing process on two pieces of their own writing. This can take the form of excerpts or completed poetry etc. to add to their spread of the class magazine. The next week and a half students will use concepts such as design and photography to create a class magazine for distribution. Finally on November 20th the students will share their work with their intended audience. Literacy Strategies: Pairs Read & Peer Conferencing Objectives: -Students will analyze different magazines and decide on a format fitting to their audience -Students will identify their audience and use appropriate language to communicate with their audience. -Students will use the Writer’s Workshop process to produce to polished works or excerpts to add to the class magazine. -Students will draft several types of original creative works. -Students will present their magazine to their audience in a celebration! -Students will use writer’s workshop to display their mastery of the writing process. Length of Curriculum: This unit will last approximately two and a half weeks. Materials and Resources: School: Seating Arrangement to accommodate pairs, Copier to produce magazine Teacher: Status of the Class Poster, Deadline Poster, Conference Checklist Student: Writers Workshop Notebook, Writing Utensils, Completed Assignments Formative Assessment: Writers workshop participation, exit slips, deadline submission, and anecdotal records Summative Assessment: Magazine

Lesson Plan: Creativity Times-Writers Workshop

Heading English III Lindsey Booher Writers Workshop Time Frame: 5 Class Periods

Rationale Students will use the Writers Workshop process to apply concepts learned about creative writing into their own work. Students will use peer conferencing to communicate their ideas with others and improve their communication skills. This process will help students identify errors and draft original work.

Objectives Students will use Writers Workshop to communicate effectively with peers with 100% accuracy. Students will create their own original creative work drawing from material learned previously in class.

Reading Material Students own work

Instructional * Framework

Initiating Constructing Utilizing

Lesson Plan * Format

Cooperative Learning/Problem Solving

Grouping Whole Class Pairs Individuals

Materials & Resources

School – Seating arrangement to accommodate pairing Teacher – Status of the Class and Teacher Conferencing Materials Student – Writers Workshop Notebook, Notes, and Writing Utensils

Literacy Strategies Pairs Read and Peer Conferencing

Phase One Check In- Make sure students are up to date with their current Status of the Class and working on their drafts.

Phase Two Teacher Conferencing: Meet with individual students and conference about their work. If there are no conferences necessary, walk around and monitor students or model appropriate writing process steps of personal work.

Phase Three Wrap Up: Ask Students to finish their work and update their Status of the Class in terms of the writing process steps.

Formative Assessment

Students will be asked to complete Status of the Class to monitor students’ progress.

Summative * Assessment

The creative writing they work on during Writers Workshop will be presented in the class magazine.

Homework Assignment

Students will come to class ready to move onto the next writing process step.

CATEGORY 4 3 2 1

Graphics Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.

Graphics are in focus and are clearly related to the articles they accompany.

80-100% of the graphics are clearly related to the articles they accompany.

More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

Requirements

All of the required content was present.

Almost all the required content was present.

At least 75% of the required content was present.

Less than 75% of the required content was present.

Layout - Flag The name of the magazine is centered and is in a font that makes it stand out from other content. The date and edition of the magazine appear below the name in a smaller font.

The name of the magazine is in a font that makes it stand out from other content. The date and edition of the magazine appear below the name in a smaller font.

The name of the magazine is in a font that makes it stand out from other content. Either the date or the edition number of the magazine appears below the name in a smaller font.

The name of the newspaper does not stand out OR both the name and edition of the magazine are missing on one or more pages.

Spelling and Proofreading

No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper.

Creative Writing Requirements

All of the required content was present and went through the Writers Workshop process.

Missing one of the required elements and or work did not go through the Writers Workshop process.

Missing one of the required elements and work has not been through the Writers Workshop process.

The required content was not present.

Shakespeare: Phony or Fantastic Miss Booher English III Fall 2012

Overview Rationale: Students will tap into their previous knowledge about debates and use comparative literature to prove their case in a debate fashion after being divided into two groups. The debate will take place in the classroom and be celebrated by inviting peers to join us after our trial run. This unit will use group work, literacy strategies, and presentation to prepare students for the summative assessment. Students will be drawing form their own prior knowledge and use comparative literature to prove their case. Summary: Students will use a variety of strategies such as pair reading, exit slips, admit slips, and group work to gain and show their understanding of argumentative writing and comparative literature. Student will use the first half of the unit to form their debate and the second half of the unit to do a trial debate and then ask peers to come in to see their performance and form their own ideas. Literacy Strategies: Admit Slip, Pairs Read, Exit Slips, Think-Pair-Share, Debate Objectives: -Students will analyze and interpret various types of poetry. -Students will use word maps to identify key elements will new vocabulary. -Students will use graphic organizers to organize information. -Students will draft several types of original poetry copying formats discussed in class. -Students will present their poetry in a coffee house rendition as a summative assignment. -Students will use lyrics from a song and identify poetic techniques used in those lyrics. -Students will invite peers, principals, and counselors to their poetry slam. -Students will use writer’s workshop to display their mastery of the writing process. Length of Curriculum: This unit will last approximately one week. Materials and Resources: School: Smartboard, Writing Materials, The Complete Works of Shakespeare Teacher: Powerpoint reviewing argumentative writing Student: The Complete Works of Shakespeare, Writing Utensils, Marlowe’s Plays, The Bible, Classical Comedies by Plautus, and Promos and Cassandra by George Whetstone Formative Assessment: Admit Slip, Exit Slip, Anecdotal Records Summative Assessment: The Big Debate: Phony of Fantastic

Lesson Plan: Shakespeare: Phony or Fantastic

Heading English III Lindsey Booher Shakespeare Debate Time: 2 Class Periods

Rationale In order to better understand the complexity of Shakespeare’s works and potential flaws in authenticity students will review Shakespearean works and compare them to other literature to see if Shakespeare himself did was a phony or if he was fantastic. This assignment will review argumentative writing and students will be asked to divide into groups to discuss opposing theories in a debate fashion.

Objectives At the conclusion of this lesson students will be able to effectively apply literature comparison with argumentative writing to form a debate With notes students will be able to write points for an argumentative debate to be presented in front of the class

Reading Material Promos and Cassandra, The Bible, Classical Comedies, Marlowe’s Plays, and The Complete Works of Shakespeare

Instructional * Framework

Initiating Constructing Utilizing

Lesson Plan * Format

Direct Instruction, Classroom Discussion, and Co-operative Learning

Grouping Whole Class Pairs Individuals

Materials & Resources

School – Smartboard, Writing Materials, The Complete Works of Shakespeare Teacher – Powerpoint reviewing argumentative writing Student – The Complete Works of Shakespeare, Writing Utensils, Marlowe’s Plays, The Bible, Classical Comedies by Plautus, and Promos and Cassandra by George Whetstone

Literacy Strategies Admit and Exit Slips

Phase One Teacher reviews argumentative writing concept in a mini lesson using PowerPoint and examples.

Phase Two Students are divided into two groups. (pro-plagiarized and pro-fantastic)

Phase Three Students work together to develop their theories for the summative debate to take place after two class periods of working time.

Formative Assessment

Exit Slip listing one example for their “side” and one possible argument against their “side”.

Summative * Assessment

Debate

Homework Assignment

Students will be asked to continue to prepare for the debate by gathering more information and using comparative literature. Students will be asked to bring in an admit slip for next class listing two new facts they found to help their case.