Professional Development Portfolio

Arizona State University

Mitzi Vilchis
Dr. Charles Anthony
SED 322

Contents Page
Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3
Vision/Teaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 4
Communication 3 letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 5
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 8
Professional Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page
11SUMMARY
Secondary Education teacher candidate, passionate about teaching using culturally responsive
pedagogy and digital literacy to inspire young adults in under-resourced high schools to find
their voice in the 21st century and encourage them to further their education.
EDUCATION
Bachelor of Art in Secondary Education (English)
Arizona State University, Tempe, Arizona
GPA: 3.93, Mary Lou Fulton Teachers College Deans List

May 2016

Mitzi Vilchis
4827 S Country Club Way
Tempe, Arizona 85282

602-513-2780
mvilchis@asu.edu

TEACHING EXPERIENCE
Teacher Candidate
July 2015 May 2016
SUNS-Central (iTeachAZ) High School
Phoenix, Arizona
*Assumed full teaching responsibility of students while implementing culturally responsive
methods
*Designed lesson plans based on Phoenix Union High School District curriculum
*Infused technology in the classroom for Freshman and Sophomore English classes
*Collaborated and co-taught with fellow Teacher Candidate
*Tutored students one-on-one and in small groups both afterschool and during advisory
Management Intern
June 2015
Co-Robots for CompuGirls
Phoenix, Arizona
*Implemented curriculum of humanoid robotics to youth from under-represented
backgrounds
*Implemented culturally responsive technology curriculum to minority girls
*Assisted Mentor Teachers with daily lesson plans and hands-on activities
RELATED EXPERIENCE
Undergraduate Research Assistant
June 2012 January 2015
CompuGirls
Arizona State University, Tempe, Arizona
*Collaborated with Graduate Research Assistants on data analysis
*Developed research skills by conducting focus groups and transcribing audio and video
*Synthesized literature on historically marginalized youths technology use
HONORS AND ACHIEVEMENTS
Guest Speaker at the Center for Gender Equity in Science and Technology Launch
Becoming a Teacher 101 Presenter
Clinton Global Initiative Presenter
Southwest English Symposium Presenter
Published in #youthaction: Becoming Political in the Digital Age
National Womens Studies Association Presenter

2015
2015
2015
2015
2014
2014

Vision Statement
My vision is to create one of the schools most supportive English classrooms for secondary
students using their diverse, developing identities as assets towards their learning and education.
Students will employ reading, writing, and 21st century skills, developed within the classroom, to
further both their community and education. I believe all students, irrespective of their past,
deserve an equal chance at education and teachers who exhibit high expectations for them at all
times.

Philosophy of Education
My philosophy of education is to ensure that all students are aware of their educational
opportunity, regardless of their race/ethnicity, sexual orientation, class, religious beliefs (etc.) and
past. At times, students become disheartened with their education because of negative
experiences or simply because they do not see how their learning from within the classroom
transfers to real-life scenarios. However, it is by culturally responsive teaching that I hope to
increase their engagement within, and outside of, the classroom.
I aspire to have students think critically of the text that will be presented to them and allow for a
safe discussion within the classroom that accepts their unique view on the reading. Too many
times students are told that their socio-economic status, race/ethnicity, disabilities etc. determine
a bleak concrete future. However, I challenge that notion and will prove to them that those are
assets, not deficiencies. Whether a language deficiency, learning disability, or a non-traditional
background, all students are worth an individuals time and effort. I hope to have students work
together by using each others assets through group collaboration, community-based learning,
and support. My goal is to have them push the limits of what is a right or wrong answer and use
language as a powerful tool to create many right answers. Many students have not been shown
how their learning transfers to the real world and many times feel as though their voices are not
heard. However, I plan to show them that their most powerful tool is their voice and should be
heard through the screams of poetry, literature, and digital word. These transferable skills are
necessary for innovative learning and creativity in their present educational system, higher
education and the 21st century.
Throughout my schooling I was inspired by both negative and positive experiences with
teachers. Some created an exciting learning environment, while others a nurturing community
within the classroom. Thanks to the teachers who demonstrated they cared for our home issues,
future aspirations, or present dilemmas, I am the aspiring teacher I am today. However, it is also
the teachers whom presented negative examples that further fueled my passion for becoming
advocates for students with different backgrounds
Dear Parent/Guardian,
I am Ms. Vilchis and I will be your childs English teacher for the 2016-2017 school year. As the
curriculum dictates, we will be reading short stories and poetry, The Odyssey, a novel, and some
of Shakespeares plays, among many other works of literature.
Throughout my teaching, I employ many discussion-based activities that have proven at least a
two reading grade level improvement with my past students. I challenge students to read material
that is advanced for their reading level in a structured, research-based way in order to show them
that they are capable of reading higher-level material. Moreover, I use strategies that target
English Language Learners, which proves to help both them and mainstream students because of
the many learning styles those strategies meet.
For my lessons, I use PowerPoints to guide the students to what is expected of them in that days
lesson. If your child needs to sit closer or farther away in order to see the board I allow these
accommodations. Furthermore, I print out notes for them to follow along if they need that

available to them. In my classroom I expect students to fully participate and hope that by the end
of the year they are confident enough in my classroom to feel free to question their learning.
Learning is a trial-and-error process and I hope they walk away with the comfort and assurance
to realize this for classes that follow.
All in all, I hope to work with you in order to make this a successful year for your child. In order
to ensure this success, I am available during advisory, lunch, and after-school to help your child
with anything they need from my class or other subjects, if needed. If you have any questions
please feel free to contact me by phone at 480-422-3499 between 3:00pm 4:30pm, Monday
through Friday. Additionally, you can contact me by email at mvilchis@asu.edu at anytime and I
will do my best to respond within 24 hours.
Thank you. I look forward to this school year!
Sincerely,

Ms. Vilchis
Dear _______________,
I am Ms. Vilchis, Johnnys English Teacher here at Central High School. When he is in class he
demonstrates knowledge of the material, this is exhibited when I ask the class questions and he is
always ready to answer. This demonstrates he is engaged and receiving the material.
Additionally, he is always willing to help his friend in the class when he needs help.
The reason for this letter, however, is because I feel he can improve greatly in his grades.
Although he is receptive in class, he has not turned in a number of assignments. This is reflected
in his current grade of a 56% in class. I have high hopes for Johnny, which is why I wanted to
connect with you. I feel if you and I collaborate we can help him, both, in class and at home to
improve his grade. I ask we have a conference this upcoming week during a time that is best for
you. I can meet Monday through Friday between the times of 12:25pm 1:05pm or between
3:00pm to 4:30pm. Please feel free to call my office number provided below to set up a time.
For the time being, I will continue working with Johnny during school times. I am available
during advisory, lunch, after-school, and Saturday school. These are all additional hours to class
where I can sit down one-on-one with Johnny and work on missing assignments. I have created a
packet for him to go along with this letter with all the work he needs to complete. Also attached,
is his progress report with the missing assignments highlighted.
In the past when I have asked Johnny to complete his work, he finishes what is asked of him.
This speaks volumes to his willingness to improve his grades. As mentioned before, I leave my
contact information below if you have any suggestions on what we can do together in order to
help Johnny succeed and to set up a time to meet in person. I look forward to continuing the
school year and this growing partnership.

Thank you.
Sincerely,

Ms. Vilchis
March 5, 2016
Mr. Biera, Principal
Central High School
4525 N. Central Avenue
Phoenix, AZ 85012
Dear Mr. Biera,
My name is Mitzi Vilchis and I am interested in an English position at Central High School
because of its supportive culture to diverse students.
I strive to implement culturally responsive technology lessons in a supportive classroom
environment to prepare my students to exceed in a 21st century high school and motivate them to
pursue a higher education. My expectations are that students will improve their reading and
writing grade levels by one or two grade levels by participating in DR-TA (Directed Reading
Thinking Activity) reading strategies and student-centered group discussions that encourage
participation and social interaction. Additionally, these interactions will allow English Language
Learners, alongside mainstream students, to learn the content as well as the language.
During my time as a Teacher Candidate, through the year-long iTeachAZ Program, I assumed
full teaching responsibility and designed and implemented challenging curriculum to my
students. I included many hands-on technology activities while promoting digital citizenship.
Moreover, I implemented many of the research-based strategies from my Structured English
Immersion (SEI) for Secondary Students classes from Arizona State University.
As my resume exemplifies, I have had experience as a teaching assistant in a social justice
oriented technology program for under-represented youth, co-taught in a classroom year-round
where I collaborated with a fellow Teacher Candidate, researched strategies to engage students
from diverse backgrounds, and was actively involved in the Movimiento Estudiantil de Chicanos
de Aztlan (MEChA) Club at Central High School.
In closing, I appreciate you taking the time to review my experience and thank you for your
consideration. If you would like to contact me for further questions I can be reached on my
cellphone at 602-513-2780 or by e-mail at mvilchis@asu.edu.
Sincerely,

Mitzi Vilchis

English 1 2 Freshman English

1 Credit
Central High School
2016 2017
Welcome to Ms. Vilchis class!
Instructor Information:
Dates:
Instructor:
Email:
Work Phone:
Office Hours:
Location:

August 2016 May 2017

Ms. Vilchis, English Teacher
mvilchis@phoenixunion.org
480-422-3499
3:00pm 5:00pm, Monday Friday
Room 870

Vision Statement: My vision is to create one of the schools most supportive English classrooms for
secondary students using their diverse, developing identities as assets towards their learning and
education. Students will employ reading, writing, and 21st century skills, developed within the classroom,
to further both their community and education. I believe all students, irrespective of their past, deserve an
equal chance at education and teachers who exhibit high expectations for them at all times.
Course Description: The focus of English 1 2 is to have students build upon the reading, writing,
listening, speaking, and critical thinking foundations established in previous grades. Students will learn
and practice reading and writing strategies, all while utilizing technology to improve said skills. In todays
technological world, it is vital for this generation to be digitally literate in order to function in day-to-day
situations. Upon completion of the school year, the student will earn one (1) credit for this course.
This year, we will be reading short stories, non-fiction, poetry, The Odyssey, a novel, and some of
Shakespeares plays, among many other works of literature. I also will bring in examples of current music
and popular movies to supplement the study of thematic literature collections in order to connect to the
students personal experiences. Students are strongly encouraged to look for topics we discuss in class in
movies they watch at home or with their friends to see that what we learn in English class surrounds them
in their lives.
Materials Required: Students have a Literature textbook here at Central High School. There is not a
copy for them to take home. However, they can access the book online. Students will also need:

A writers notebook, (this can be a spiral notebook or composition notebook)

#2 Pencils
blue or black ink pens

We will write in the writers notebook almost every day. Our writing program is tied into helping the
students pass the state assessments.
Grading System: I grade on a scale of 100-90=A, 89-80=B, 79-70=C, 69 and below is an F. This form of
grading has proved to work with past classes as students are forced to strive towards a C or better. If you,
the parent/guardian, have any questions about this grading scale, please feel free to contact the
Department Chair of English or me. Grading will be based on in-class assignments, projects, classroom
participation, tests, quizzes, homework assignments, and a final exam worth 10% of their overall grade.
Students and parents/guardians can access up to date grade information by accessing the student portal on
the district website: https://studentvue.phoenixunion.org/ using the students id and school password to
login. If you have any questions about the grades please feel free to contact me directly at
mvilchis@phoenixunion.org and I will do my best to respond within 24 hours. Students with IEP and 504
plans will receive accommodations according to their individual needs.
Make-Up Policy: Making up work is allowed for excused absences and must be turned in within the
week of the original due date. For each day the student has an excused absence, they will have one day to
make up the work. All other work will have to be turned in on time. If it is late, you have until the end of
the day to make up the work (it is advised to come in and make it up during lunch). If the work is one day
late you will receive half credit. If the work is more than one day late, no credit will be given.
Discipline: I expect each student to come to class on time, prepared (pencil and paper), and ready to
participate. Guidelines for proper behavior will be created by each class and I and posted in my
classroom. I expect every student to adhere to these standards that we create collectively. Some base
guidelines include but are not limited to:
- Respect everyone and their opinions at all times.
Listen to others while they are speaking. Do not use derogatory terms. Never put down anyone for their
opinions or identities we are all here to learn and have had different experiences from one another. Our
experiences guide our thinking.
- People before technology (PBT)
Cellphones will not be allowed in the classroom, unless instructed. If your phone is out, you will be asked
to place it in Phone Jail. I AM NOT RESPOSIBLE for theft, damage, or any valuables you place in
phone jail so please just keep them in your backpack at all times. The same goes for ear buds, computers,
game consoles, and more. We will use laptops throughout the year, I will ask you to place your screens at
a 45-degree angle when your peers are speaking.
- Participate in class or Play All Out
Learning is a trial-and-error process take a guess even when you are in doubt. No one is an expert at
everything. I expect you to make mistakes because that is how learning takes place!
- Be on time!
Attendance is very important to your success in this class. If you are continuously tardy and absent IT
WILL BE REFLECTED IN YOUR GRADE. Students who come in after the bell rings will serve lunch
detention for 15 minutes. If they fail to show up, they will then serve an hour detention after school with
me; if they still fail to show they will then serve after-school detention with the ISS teacher.
If students fail to follow these rules (and the ones we create collectively), students will first be given a
verbal warning, then receive a call home, then detention, and will as a last resort be written up and
sent to the deans office.

Classroom Procedures: Every day, students are to be seated by the time the bell rings with their bell
work sheet out (5 minutes). After, students are to read that day or weeks objectives. I will teach for ten to
fifteen (10-15) minutes. We will have an activity (30 minutes) and the last five (5) minutes will be used to
write a reflection on that days learning.
Communication: At the beginning of every quarter, I will send a newsletter home that outlines our goals
for that quarters learning. I will also highlight some of the students extra-curricular work (i.e. sports,
clubs, organizations they are a part of) along with upcoming school events. Additionally, I plan to call
once a month to update you on your students grade in the classroom.
Advisory and After-School Tutoring: If your child needs extra help, I am available during advisory,
lunch, and after school. I will be available for advisory and lunch Monday through Friday and after
school tutoring on Monday and Tuesday from 3:00pm 4:00pm.
As I have repeated throughout this syllabus, I welcome any questions, comments, or concerns. I am
available Monday Friday, 3:00pm 4:00pm and can be contacted via e-mail at
mvilchis@phoenixunion.org or via phone at 480-422-3499. I will try to respond within 24 hours.
I look forward to this school year with your child and hope to collaborate with you in the months to
come!
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Tear Here- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

I have read and understand the Syllabus for English 1 2 and comply with its content and criteria. I agree
to follow the guidelines set forth and am aware of the consequences. I have a copy of this Syllabus and
have shared it with my parent/guardian.
Period ______________________________ Student ID # ______________________________
Student Name (please print) ______________________________________________________
Parent/Guardian Name (please print) _______________________________________________
Student Signature ______________________________________________________________
Parent Signature _______________________________________________________________

Professional Growth Plan

During my first year of teaching I hope to make a portfolio of all the lessons I create, the
presentations I use to teach the students, handouts, and student work I will receive. I do not plan
on relying on these for the rest of my life; however, I plan to keep them in a repository to

continue to improve, based on my students needs, lessons each year. I also hope to find a
MEChA club at the school I teach at and collaborate with the MEChA club at Central High
School, during my first year. As time goes on, I would like to collaborate with other MEChA
clubs from other schools within the Phoenix Union High School District. Additionally I would
like to attend some school events, like performances and sporting events, throughout the year in
order to support my students in their extra-curricular activities.
I also hope to implement many of the reading strategies I have been learning in my RDG
323 class and strategies for English Language Learners I have learned in my BLE 407 class at
Arizona State University. Both these, and many other strategies from previous classes, will be
used in the hopes to increase my students reading and writing skills. Additionally, I hope to
implement Thinking Maps since the beginning of the school year, where both my students and I
will learn alongside each other as it will be the first time I use them. I hope to use the Circle
Map the very first day where I will ask students to write down their name, their different
identities what roles you have (sister/brother, skater, student etc.) not what they are like
(nice, shy, smart, etc.) and write down things or people who have inspired them to later share
aloud. I will then guide this into a discussion on how different identities and experiences lead to
different perspectives, which will lead to different interpretations of what we read throughout the
school year. Along with this, I also hope to ask students to think of group norms (rules) that they
are expected to follow.
As of now, I will be out of the country this coming year. However, this is the first step in
my long-term plans. I hope to return to the U.S. next year and begin applying for positions. After
teaching for two to three years of classroom experience, I will return to ASU to get my Masters
in digital literacies, post-colonial and curriculum theories, and/or Culturally Responsive
Pedagogy. After a year or so I would like to begin my journey towards my Ph.D in Critical Race
Theory. Throughout this entire time I will work with CompuGirls over the summer where I will
serve as a Mentor Teacher for under-represented female adolescents in this computer program.
Throughout these five years, I may work on publishing a few articles on the importance of
Culturally Responsive Teaching and Culturally Responsive Computing. All in all, after five
years, I hope to at least start working towards my Ph.D. I see myself as a teacher or in
CompuGirls as program manager.
While I am teaching, I hope to also be involved in organizations like the National Council
of Teachers of English (NCTE) and the National Education Association (NEA). Lastly, I would
also like to volunteer some of my time to Chicanos Por La Causa (CPLC) because they do a lot
to help students remain in school as well as events for parents and family. Overall, I am very
excited to begin this plan and hope to help my students grow alongside with me.

Appendix
Introduction to Shakespeare and the Renaissance
High School Freshman- Romeo and Juliet

Overview:
Shakespeare is difficult topic to cover among high school students for many reasons and this unit
is designed to introduce high schoolers to Shakespeare in a way that will help them understand
how and why he wrote, as well as critically examine what he wrote.
Essential Questions:
1. How are Shakespeares plays universal?
2. How did the Renaissance affect and influence Shakespeares writing?
Unit Objectives:
By the end of the unit, students should understand why we continue to read Shakespeares plays
hundreds of years after they were first performed. They should also begin to develop a
foundation of knowledge that will assist them in understanding the temporal and cultural
influences on Shakespeares play.
Unit Standards:
910.RI.2

Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text. (9-10.RI.2)

910.RI.4

Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court
opinion differs from that of a newspaper). (9-10.RI.4)

9-10.
RI.5

Analyze in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). (9-10.RI.5)

910.RI.7

Analyze various accounts of a subject told in different mediums (e.g., a persons life
story in both print and multimedia), determining which details are emphasized in
each account. (9-10.RI.7)

9Analyze the representation of a subject or a key scene in two different artistic

10.RL.7 mediums, including what is emphasized or absent in each treatment (e.g., Audens
Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus).
(9-10.RL.7)
910.SL.4

Present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task. (910.SL.4)

910.W.2

1.
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.

10

a.
Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b.
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic.
c.
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d.
Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
e.
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic). (9-10.W.2)
910.W.7

Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (9-10.W.7)

Outline:
Lesson
Number

Title and Topics

Materials

Lesson 1
3 Days

Intro to Shakespeare and

the Renaissance
-KWL Shakespeare
-Mini Research Project

-KWL Charts
-Stations
-Topic Texts

Lesson 2
2 Days

Shakespeare!
-Presentation on
Shakespeare
-Doctor Who: The
Shakespeare Code
-Compare/Contrast

-Shakespeare Cloze Notes

-Doctor Who Episode
-Guided Paragraph Page

11

Paragraph
Lesson 3
1 Day

The Globe Theatre

-Globe Page

Lesson 4
1 Day

How to Read Shakespeare

Lesson 5
1 Day

Shakespeare Phrases and

Insults

Lesson 6
2 Days

Skits

PowerPoints: Reading & Understanding

Shakespeare; Speaketh Like Shakespeare
Activity
Elizabethan Terms sheet
Romeo and Juliet Glossary Terms sheet

-Props
-Skit Question Page

Lesson One: Intro to Shakespeare and the Renaissance

Teachers: Miss Johnson, Ms. Vilchis, Ms.
Franklin

Subject: Freshman English; Shakespeare and

the Renaissance; Romeo and Juliet

Standard:
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text. (9-10.RI.2)
-Analyze various accounts of a subject told in different mediums (e.g., a persons life story in
both print and multimedia), determining which details are emphasized in each account. (910.RI.7)
1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audiences
knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and

12

conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic). (910.W.2)
-Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (9-10.W.7)
-Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task. (9-10.SL.4)
Objective (Explicit):
Students will demonstrate analysis of renaissance time by writing newspaper articles on
specific topics.
Evidence of Mastery (Measurable):
Exceeds: All five Newspaper Notes are addressed (Who, What, Where, When, Why). At
least eight sentences are written in a paragraph format. All eight sentences are complete
sentences.
Meets: Four of the five Newspaper Notes are addressed (Who, What, Where, When, Why).
Six or seven sentences are written in a paragraph format. Six or seven sentences are complete
sentences with one or two incomplete sentences.
Approaches: Three of the five Newspaper Notes are addressed (Who, What, Where, When,
Why). Four or five sentences are written in a paragraph format. Four or five sentences are
complete sentences with three or four incomplete sentences.
Falls Far Below: Two or less of the five Newspaper Notes are addressed (Who, What,
Where, When, Why). Three or less sentences are written in a paragraph format. Three or less
sentences are complete sentences with more than five incomplete sentences.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT read informational texts on the Renaissance.
SWBAT write a newspaper article on a Renaissance topics.
SWBAT create a newspaper with a group of students.
SWBAT present their findings to the class.
Key vocabulary:
The Renaissance, William Shakespeare

Materials/Technology Resources to be used:

-stations, text on the topics, KWL chart

Engage (Make content and learning relevant to real life and connect to student interest)
Bellwork: Have students brainstorm everything they know about Shakespeare and the
Renaissance.
Then as a whole class, begin filling out a KWL chart with the students focusing on what they
already know about Shakespeare and the Renaissance and what they want to know

13

Explore

Teacher Will:
-put students in groups
-show students the different
stations with different topics

Student Will:
-in groups, decide who will be researching
which topic
-at the stations, read the provided texts

Co-Teaching Strategy/Differentiation
-rotate around room and help students at the different stations read the texts
Explain

Teacher Will:
-provide students with paper

Student Will:
-write a news article based on the research
topic
-then, back in groups, students will build a
newspaper

Co-Teaching Strategy/Differentiation
-pair up struggling students with students with strong writing skills
Elaborate

Teacher Will:
-facilitate presentations

Student Will:
-present their findings and newspaper to the
class

Co-Teaching Strategy/Differentiation
-have a prompt of questions to ask students during the presentation
Evaluate
Finish filling out the KWL chart focusing on what students have learned throughout this entire
research project.

Lesson Two: Shakespeare!

Teachers: Miss Johnson, Ms. Vilchiz, Subject: Freshman English, Romeo and Juliet,
Ms. Franklin
Shakespeare
Standard:
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux
Arts and Breughels Landscape with the Fall of Icarus).
(9-10.RL.7)
Objective (Explicit):
Students will demonstrate evaluation of various representations of Shakespeare by comparing
and contrasting two mediums portraying Shakespeare.

14

Evidence of Mastery (Measurable):

Exceeds: Both a similarity and a difference is identified and discussed. At least eight
sentences are written in a paragraph format. All eight sentences are complete sentences.
Meets: Both a similarity and a difference is identified and discussed. Six or seven sentences
are written in a paragraph format. Six or seven sentences are complete sentences with one or
two incomplete sentences.
Approaches: Either a similarity or difference is identified and discussed. Four or five sentences
are written in a paragraph format. Four or five sentences are complete sentences with three or
four incomplete sentences.
Falls Far Below: A similarity or difference may be identified and may be discussed. Three or
less sentences are written in a paragraph format. Three or less sentences are complete
sentences with more than five incomplete sentences.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT write similarities and differences between the two representations of Shakespeare
(focus on the man)
SWBAT write a paragraph comparing and contrast the two representations of Shakespeare
(focus on the man)
Key vocabulary:
The Globe Theatre, Stratford-uponAvon

Materials/Technology Resources to be used:

-Shakespeare Powerpoint, cloze notes, Doctor Who
episode, compare and contrast chart, guiding
paragraph

Engage (Make content and learning relevant to real life and connect to student interest)
Bellwork: Who do you think is the most influential artist in todays world? Why are they so
influential?
Explore

Teacher Will:
-instruct on
Shakespeare

Student Will:
-take notes based on Shakespeare

Co-Teaching Strategy/Differentiation
-cloze Notes
Explain

Teacher Will:
-play the Doctor
Who episode

Student Will:
-take notes on how Shakespeare is portrayed in the
episode

Co-Teaching Strategy/Differentiation
-provide a venn diagram
-fill out venn diagram together as a whole class
Elaborate

Teacher Will:
-help students write

Student Will:
-write a paragraph comparing and contrasting the way
Shakespeare is portrayed in both the lesson and the
episode

15

Co-Teaching Strategy/Differentiation
-provide students with a guided paragraph to help them write.
Evaluate
How was Shakespeare one of the most influential men of his time?
Lesson Three: Intro to the Globe
Teachers: Miss Johnson, Ms. Vilchis, Ms. Franklin

Subject: Freshman English, Romeo and

Juliet, The Globe

Standard:
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper). (9-10.RI.4)
Objective (Explicit):
Students will demonstrate application of Globe knowledge by identifying parts of the Globe.
Evidence of Mastery (Measurable):
Exceeds: Student correctly identifies all eleven locations in the Globe Theatre and explains
their purpose (why/how it was used).
Meets: Student correctly identifies nine or ten locations in the Globe Theatre and explains
their purpose (why/how it was used).
Approaches: Student identifies seven or eight locations in the Globe Theatre and explains
their purpose (why/how it was used).
Falls Far Below: Student identifies six or less locations in the Globe Theatre. Explanations
may or may not be given.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT read an informational text about the Globe.
SWBAT identify parts of the Globe.
Key vocabulary: upstage, downstage, pit
(commoners, groundlings), yard, heaven, earth,
hell,

Materials/Technology Resources to be
used:
-Globe text, Globe diagram, computer
and virtual tour of the Globe

Engage (Make content and learning relevant to real life and connect to student interest)
What is the most important aspect of a movie theatre? How should a movie theatre be set up?
Explore

Teacher Will:
-pass out Globe text

Student Will:
-read Globe text

Co-Teaching Strategy/Differentiation
-use DRTA reading strategy

16

Explain

Teacher Will:
-pass out the Globe diagram
-bring up the virtual tour of the
Globe theatre

Student Will:
-pay attention to the virtual tour and
begin filling out the diagram

Co-Teaching Strategy/Differentiation
-Pull some students aside and work through virtual tour together
-put students in teams to work through virtual tour together
Elaborate

Teacher Will:
-rotate around the room and help
students finish filling out the
Globe diagram

Student Will:
-finish filling out the Globe diagram

Co-Teaching Strategy/Differentiation
work with groups that need more assistance
-if needed, at the end fill out chart together as a class so students can correct
their answers
Evaluate
What are some aspects of a theatre that still are used today? Why have these aspects survived
to modern theatres?

17