Bonnie1210's Blog

PowerPoint Presentation Rubric

bonnie1210 — Wed, 04 Nov 2009 05:02:25 +0000

powerpoint rubric

My Interactive Powerpoint

bonnie1210 — Wed, 21 Oct 2009 16:55:38 +0000

Interactive Powerpoint

Webquest Lesson Plan

bonnie1210 — Sat, 17 Oct 2009 05:14:12 +0000

Found Poetry Rubric

Name: __________________________

Subject: Language Arts

Teacher Name: Bonnie D.

Date: ___________________

Found Poetry

Introduction:
	Found poetry is a type of poetry created by taking words, phrases, and sometimes whole passages from other sources and re-framing them as a poem. This lesson will “bridge the gap” between prose and poetry for students.

Task:

How do we convey the same message/theme/emotions through poetry that originally comes from prose?

Standards
Technology:
1c. Students use models and simulations to explore complex systems and issues.
2a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

English (Connecticut)
3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.
3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.

Process:

As a class, we will read Martin Luther King’s famous “I Have a Dream” speech. Students will then get into small groups for a few minutes to determine what the main idea of this essay is- mainly the last paragraph. Once we determine as a class what the main idea is, students will begin to pick out the most powerful words and phrases from the last part of the poem that relate to this idea, (which will be equality). They will be encouraged to move the words/phrases around, repeat words/phrases, and things of that nature in order to compose a meaningful found poem of their own.

Resources:

Background information on Found Poems:

http://www.poets.org/viewmedia.php/prmMID/5780

Students will practice making a found poem from Louis Sachar’s book Holes by moving words and phrases:

http://www.readwritethink.org/materials/holes_mover/

Evaluation:

Once students feel they have completed their found poem, they will type it up, print it out, and hand it in for me to quickly evaluate and check students off for in-class credit. For homework that night and the next day in class, students will cut words/phrases out from magazines and newspapers and glue them on a piece of paper in a creative way. Then students will present their Found Poem to the class.
(Rubric attached)

Conclusion:
	Students will send me emails sharing their thoughts about the lesson.

Found Poem Rubric

	0-4	5-6	7-8	9-10	Score
Word Usage and connection to the Main Idea	There are few words/phrases, if any, in the poem that come from the source.	Most of the words/phrases come from the source.	All of the words/phrases come from the source and reflect the main idea of the prose.	All of the words/phrases come from the source and truly demonstrate the main idea of the prose.
Form of Poem	There is no little or no poetic form apparent.	There is a fairly clear poetic form with a few line problems, etc.	The form of the poem is clear and the line breaks make sense. The main idea stands out.	The form of the poem is extremely clear and creative. The main idea stands out.
Title of Poem	There is no title, or a very vague title.	The title does not completely reflect the meaning of the poem.	The title reflects the meaning of the poem well.	The title increases the meaning of the poem and connects to it well.

Digital Story-telling of my Teaching Philosophy

bonnie1210 — Wed, 30 Sep 2009 17:32:04 +0000

Digital Poster on Copyright

bonnie1210 — Wed, 23 Sep 2009 16:53:55 +0000

Why you should obey the laws of copyright…

My Teaching Philosophy Map

bonnie1210 — Wed, 09 Sep 2009 16:41:02 +0000

~My Teaching Philosophy~

bonnie1210 — Wed, 09 Sep 2009 01:40:12 +0000

When it comes to teaching English,(which I plan to be teaching very soon!), I feel that it should not be about having students memorize trivial parts of books so that they can answer pointless questions on tests such as “What color was the old man’s hat?” Students learn nothing from this type of teaching because learning is more than just preparing students for quizzes and tests that they will forget about once the bell rings and they are off to their next class. Learning is about expanding one’s mind and realizing, especially in the English class, that there is SO much more to discover than meets the eye.

In my classroom, I want to encourage students to really dig deeper into literature and attempt to analyze situations in books, character relationships, and so on. I feel that it is very important to show students that their own ideas are valuable and often times intriguing! Sometimes students in English classes seem to be on a never-ending quest to find “the right answer” when examining a work, which is almost impossible, since most times one correct answer does not exist. I want to show students that as long as they can back up their ideas with evidence from texts and whatnot, that the ideas and thoughts that they bring to the table are usually correct answers, (plural since there can be more than one). Though I am the teacher, it is important for students to know that I do not have all the answers, and that I am eager to hear their input so that I can learn as well! I want students in my classes to have the confidence to share their thoughts on literature, poems, and any other work that we may be dealing with. Because there will be sharing of ideas in class, this means that all of my students will be expected to treat every person with respect, and they will get the same in return because this makes for a great sense of community in the classroom. I feel that group work is crucial for students because it allows students to bounce ideas off of one another and truly think about issues we may be studying. Creativity is something that I want my students to embrace as well. I think students should be able to express their ideas through art projects, music, and other written forms aside from a standard essay. I also want to convey to my students that not only is it “okay” to ask questions, but that it is encouraged. While students are often times brainwashed into thinking that asking questions is a sign of weakness or stupidity, it is quite the opposite. Asking questions when it comes to books, poems, or any other type of written work is a good thing because it allows students to think critically and even think in ways that they maybe would not have before. This leads to innovative written responses which will give students the confidence to rely on their own ideas instead of other peoples.

I want to know all of my students on a fairly personal level. This includes how they are as students, so that I can plan lessons based on their needs, along with knowing them as people. As a teacher, or a figure whom students should be able to trust, I feel that it is important for them to know that I am always available to listen if they want or need to talk about anything. I also want my students to know that I am not here to make their lives difficult, or to bury them in homework every night, or anything of that nature. I want students to know that I AM here, however to challenge them in a fun and productive way so that every person in the classroom, (myself included), can continue to learn something new or see something in a different light every day.