Chelce Hessler

CHELCE HESSLER
EDUC 440J
M/M in Language Arts
Fall 2014
Language Arts Portfolio
TABLE OF CONTENTS
Reflection ............................................................................................................... i
LANGUAGE ARTS ACTIVITIES
Facilitating Vocabulary.......................................................................................... 1
Vocab Four-Square ..................................................................................... 1
Vocab Study Sheet/Self-Quiz (Drown by Junot Diaz) ............................... 2
Teaching and Evaluating Writing Processes ...................................................... 3
Essay Map .................................................................................................. 3
Essay Rubric ............................................................................................... 4
Teaching Comprehension of Literary Text ......................................................... 5
Multimedia Stations (Instructions) ............................................................... 5
Multimedia Stations (Worksheet) ................................................................ 6
Anticipation Guide ....................................................................................... 7
Facilitating Oral Expression ................................................................................. 8
Yes, But ...................................................................................................... 8
Jigsaw Discussion Groups .......................................................................... 9
Facilitating the Use of Media ................................................................................ 10
Facebook Profile Character Sketch ............................................................ 10
Interpreting Shakespeare Media Gallery..................................................... 11
Works Cited ............................................................................................................ 12
REFLECTION
Instructional ideologies are at the center of an evolving educational landscape that
ultimately strives to do what schools have always aimed to accomplish to cultivate an
atmosphere that speaks to students and fosters, within them, a lifelong love of learning.
Regardless of the content or curriculum, this goal is at the heart of the conversation; perhaps
now, more than ever, this has translated into a revolutionary shift in our approach, as teachers, to
education. One facet of this change is the adoption of Common Core State Standards. Though
this is not universal, it provides an objective benchmark through which students can be gauged in
their performance. This mandate, though sometimes criticized for being limiting to teachers,
encourages a relatively holistic development of academic skills and experiences in English
Language Arts; specifically it speaks to expanding students ability to read diverse texts for
deeper meaning (see: Reading: Literature and Reading: Informational Text Standards), write in
multiple forms with comfort and complexity (see: CCSS Writing Standards, which exist for
Narrative, Argumentative, and Expository essays), and participate in academic dialogues, sharing
perspectives and contributing meaningfully (see: Speaking and Listening Standards). The
diversity in objectives gives teachers ample freedom to execute their curriculum how they and
their respective schools see fit, while still setting loose boundaries for what skills the students
English Language Arts education, overall, should seek to impart.
The incorporation of these Standards into the classroom is joined by another counterpart;
juxtaposed with the structure and relative rigidity of the Common Core is the increasingly lauded
concept of differentiation. Where the CCSS might best be described as a one-size-fits-all form of
education, differentiation calls for a drastically different approach, more of an individualized,
your-size-fits-you mindset. Differentiation might dictate that some specific students can
demonstrate their understanding of a poems theme as clearly (if not more so) through a drawing
rather than a written response. This option is an opportunity to engage a student who might
otherwise feel unmotivated or unable to complete the work as originally assigned. In this situation,
the teacher must determine firstly, which skill is being assessed (typically this skill will be, at least
in part, a derivative of the CCSS), and secondly, would the differentiated assignment provide a
substantial basis for assessment? In this way, the seemingly contradictory, but undeniably
important, ideas of universality and individuality are both honored in the context of the classroom.
In addition to having honed a stronger awareness of the delicate balance between CCSS
and differentiated instruction, I have also been made aware of the staggering amount of
collaborative content that is shared between educators in print and on the internet. Lessons can
be found and adapted for nearly any needs or purpose, and there is an absolute wealth of
materials from which to become inspired when planning for future lessons. This, along with the
CCSS, and the concept of differentiation, all mentioned above, are crucial components to a new
breed of education that is student-focused, ensuring that learning is optimally fruitful for all who
engage in it.
VOCAB FOUR-SQUARE
Developed by Rosshalde Pak
Retrived from TeachersPayTeachers.com
WORD:
WORD:
DEFINITION:
DEFINITION:
Sentence:
Picture that reminds you
Sentence:
WORD:
WORD:
DEFINITION:
DEFINITION:
Sentence:
Facilitating Vocabulary Learning
Sentence:
VOCAB STUDY SHEET/SELF-QUIZ (Drown by Junot Diaz)

Retrived from VerbalWorkout.com
Printer-friendly study sheet for vocabulary in Drown
http://www.verbalworkout.com/b/b1660p.htm
Vocabulary Study Sheet
Drown
Junot Diaz
(cover the right side of the sheet to quiz yourself)
arbitrary
based on chance or impulse
It was an arbitrary decision.
balk
to refuse to comply
Our teacher balked at the suggestion of an open-book test.
(less common additional meaning(s) at verablworkout.com)
bellicose
having or showing a tendency to fight
She demonstrated a steady hand while negotiating with a

typically bellicose North Korea.
cajole
gently persuade
She is working to convince, cajole, and pressure other

Representatives to vote for the bill.
commute -- as in: commute from New Jersey

She has a long commute.
a regular journey of some distance -- typically between

home and work
(other common meaning(s) at verbalworkout.com)
conciliatory
intended to end bad feelings or build trust
Their statements are conciliatory, but their actions are

uncompromising.
contrite
feeling sorrow or regret for a fault or offense
She apologized, but didn`t seem genuinely contrite.
cryptic
secretive or difficult to understand
I didn`t understand her cryptic reply.
deliberate -- as in: need to deliberate
to think about or discuss -- especially with great care
We deliberated into the evening.
(other common meanings here and at verbalworkout.com)
deliberate -- as in: a deliberate thinker
done with great care -- often slowly
a deliberate thinker -- not the fastest, but always thorough
(other common meanings here and at verbalworkout.com)
diligent
hard work and care in tasks -- often continuing when others

might quit because of difficulties
She is a diligent worker.
disdain
She tries to be polite, but cannot hide her disdain for authority.
a lack of respect -- often suggesting distaste and an

undeserved sense of superiority
or:
to reject as not good enough
1 of 3
Facilitating Vocabulary Learning
9/21/14 10:51 AM
ESSAY MAP
Retrived from ReadWriteThink.com
Name: _________________________________________________
Date: _______________________
Essay Map
Introduction: Write one or two sentences
that introduce your topic, including a brief
description of the main ideas.
Main Ideas: List the main ideas about

your topic that you will include in your
essay. There can be important facts
youd like to describe, points youd like
to explain, or elements youd like to
define.
Supporting Details: Write at least

three details for each main idea that
can further describe, explain, or define
it.
Conclusion: Write one or two sentences that

will conclude your essay. These can summarize
the main ideas, describe what is important
about the topic, or talk about what the reader
should take away from the essay.
Teaching and Evaluating Writing Processes
ESSAY RUBRIC
Name: _________________________________________________
Date: _________________________
Essay Rubric
Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your
essay and check it again before you submit your essay.
Traits
There is one clear, wellfocused topic. Main

ideas are clear and
are well supported by
detailed and accurate
information.
There is one clear, wellfocused topic. Main

ideas are clear but are
not well supported by
detailed information.
There is one topic.

Main ideas are
somewhat clear.
The topic and main

ideas are not clear.
Organization
The introduction is
inviting, states the main
topic, and provides
an overview of the
paper. Information is
relevant and presented
in a logical order. The
conclusion is strong.
The introduction states

the main topic and
provides an overview
of the paper. A
conclusion is included.
The introduction states

the main topic. A
conclusion is included.
There is no clear
introduction, structure,
or conclusion.
Voice
The authors purpose

of writing is very clear,
and there is strong
evidence of attention
to audience. The
authors extensive
knowledge and/or
experience with the
topic is/are evident.
The authors purpose

of writing is somewhat
clear, and there is some
to audience. The
authors knowledge
and/or experience with
the topic is/are evident.
The authors purpose

of writing is somewhat
clear, and there is
to audience. The
authors knowledge
and/or experience with
the topic is/are limited.
The authors purpose of

writing is unclear.
Word Choice
The author uses vivid

words and phrases. The
choice and placement
of words seems
accurate, natural, and
not forced.
The author uses vivid

words and phrases. The
choice and placement
of words is inaccurate
at times and/or seems
overdone.
The author uses words

that communicate
clearly, but the writing
lacks variety.
The writer uses a

limited vocabulary.
Jargon or clichs may
be present and detract
from the meaning.
Sentence
All sentences are well

constructed and have
varied structure and
length. The author
makes no errors in
grammar, mechanics,
and/or spelling.
Most sentences are

well constructed and
have varied structure
and length. The author
makes a few errors in
grammar, mechanics,
and/or spelling, but
they do not interfere
with understanding.
Most sentences are well

constructed, but they
have a similar structure
and/or length. The
author makes several
errors in grammar,
mechanics, and/or
spelling that interfere
with understanding.
Sentences sound
awkward, are
distractingly repetitive,
or are difficult to
understand. The author
makes numerous errors
in grammar, mechanics,
and/or spelling
that interfere with
understanding.
Focus &
Details
Structure,
Grammar,
Mechanics, &
Spelling
Reviewers
Comments
Teaching and Evaluating Writing Processes
MULTIMEDIA STATIONS (Instructions)

Developed by Greg Riggio for The Brief Wondrous Life of Oscar Wao by Junot Diaz
Retrived from GregRiggio.Wordpress.com
Learning station instructions:
Teaching Comprehension of Literary Text
MULTIMEDIA STATIONS (Worksheet)

Developed by Greg Riggio for The Brief Wondrous Life of Oscar Wao by Junot Diaz
Retrived from GregRiggio.Wordpress.com
American
Hardcore
Learning stations
Do now:
Anticipation (before):
Based on the photograph on the board
what s my reaction?
Conclusion (after):
After you ve completed the stations
what did I learn?
Was there a difference between the two? If so what?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________________________________
Station: _____________________________
Multimedia type:
Description:
What s the point?
Reaction:
Teaching Comprehenion of Literary Text
ANTICIPATION GUIDE
Anticipation Guide
Read each of the following statements. Then decide how strongly you agree or disagree with
each. Explain your thinking in a sentence or two.
SA = Strongly Agree
A = Agree
Statements
SA
D = Disagree
A
SD
SD = Strongly Disagree
Explanations
After reading/discussing, look back at your ratings and explanations. Discuss how your thinking
has changed or been confirmed on one or more of the statements.
www.ReadWriteThink.org
2011 IRA/NCTE. All rights reserved. ReadWriteThink.org materials may be reproduced for educational purposes.
Teaching Comprehenion of Literary Text
YES, BUT
Adapted from a lesson developed by Jamie Barton
Retrived from ShareMyLesson.com
Instructions: The Yes, but game

In pairs, ask the students to number themselves 1 & 2.
t
t

t
4UVEFOUJTBCPVODFSPOUIFEPPSUPBCVJMEJOHFZEPOUXBOUUPMFUBOZPOFJO
4UVEFOUJTEFTQFSBUFUPHFUJOUPUIFCVJMEJOHBOEOFFETUPQFSTVBEF4UVEFOUUPMFU
UIFNJOoXJUIPVUVTJOHBOZQIZTJDBMGPSDF
FZTIPVMEUBLFUVSOTTQFBLJOHFLFZSVMFJTUIBUBOZUIJOHUIFZTBZJTUSVFoUIFZ
DBOUEFOZXIBUUIFPUIFSQFSTPOTBZToCVUUIFZIBWFUPTUBSUFBDITFOUFODFXJUI
Yes, but.
.PEFMJUSTUXJUIBWPMVOUFFSTUVEFOUBTBCPVODFSFH
i*IBWFUPHFUJOUPUIBUCVJMEJOH BCPNCJTBCPVUUPCMPXVQw
i:FT CVUUIJTJTBCPNCUFTUJOHGBDUPSZ TPUIBUTPLw
i:FT CVUUIJTQBSUJDVMBSCPNCJTOPUTVQQPTFEUPHPP BOE*NUIFPOMZQFSTPOXIP
DBOEFGVTFJU-PPL IFSFTNZDBSEw
i:FT CVU*WFCFFOUPMEUIBUJUTOPUBQSPCMFNoUIFCVJMEJOHIBTCFFODMFBSFEXIJDIJT
XIZ*DBOUMFUZPVJOyw
(etc.)
4XBQBFSBDPVQMFPGNJOVUFT
:PVDBOUBLFRVJDLGFFECBDLBCPVUBOZUIJOHUIBUXPSLFE BOEVTFJUUPMFBEJOUPUIFJEFBPG
counter-arguments.
Facilitating Oral Expression
JIGSAW DISCUSSION GROUPS

Developed by Share My Lesson user mikeger
Retrived from ShareMyLesson.com
Jigsawing
Facilitating Oral Expression
FACEBOOK PROFILE CHARACTER SKETCH

Developed by Tracee Orman
Retrived from TeachersPayTeachers.com
Name: ______________________________
Character Name:
Basic Information
Networks (City/School): ____________________________________________________________
Sex: _______ Birthday: ____________________________________________________________
Hometown: ______________________________________________________________________
Current Residence: ________________________________________________________________
Relationship Status: _______________________________________________________________
Education: ______________________________________________________________________
Occupation/Employer: _____________________________________________________________
Political Views: ___________________________________________________________________
Religious Views: __________________________________________________________________
Personal Information
Activities: ________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
My Top 10 Friends
Interests: ________________________________________________________________________
________________________________________________________________________________
Favorite Music: ___________________________________________________________________
________________________________________________________________________________
Favorite TV Shows: ________________________________________________________________
________________________________________________________________________________
Favorite Movies: __________________________________________________________________
________________________________________________________________________________
Favorite Books: ___________________________________________________________________
________________________________________________________________________________
Favorite Quotations: _______________________________________________________________
________________________________________________________________________________
My Favorite Sayings: ______________________________________________________________
________________________________________________________________________________
Favorite Foods: ___________________________________________________________________
________________________________________________________________________________
How I Spend My Free Time: _________________________________________________________
________________________________________________________________________________
About Me: _______________________________________________________________________
________________________________________________________________________________
2009 Tracee Orman
Facilitating Use of Media
10
INTERPRETING SHAKESPEARE MEDIA GALLERY

Developed by Shakespeare Uncovered
Retrived from PBSLearningMedia.org
Facilitating Use of Media
11
WORKS CITED
Anticipation Guide. Retrieved September 21, 2014, from http://www.readwritethink.org.

Barton, J. (2013). Yes, But. Retrieved from http://www.sharemylesson.com.
Essay Map. Retrieved September 21, 2014, from http://www.readwritethink.org.
Essay Rubric. Retrieved September 21, 2014, from http://www.readwritethink.org.
Interpreting Shakespeare Media Gallery. Retrieved September 21, 2014, from http://www.pbslearningmedia.org.
Jigsawing. Retrieved 21 September, 2014, from http://www.sharemylesson.com.
Orman, T. (2010).
Retrieved from http://www.teacherspayteachers.com.
Pak, R. (2012). Vocab Four Square. Retrieved from http://www.teacherspayteachers.com.

Riggio, G. (2012). American Hardcore Learning Stations. Retrieved from http://www.gregriggio.wordpress.com.
Vocabulary in Drown. Retrieved September 21, 2014, from http://www.verbalworkout.com.
Bibliography
12
PRINT SOURCES
Appleman, D. (2000). Critical encounters in high school English: teaching literary theory to
adolescents. New York: Teachers College Press.
Atwell, N. (2007). The reading zone: how to help kids become skilled, passionate, habitual, critical
readers. New York: Scholastic.
Christensen, L. (2009). Teaching for joy and justice: re-imagining the language arts classroom.
Milwaukee: Rethinking Schools Publication.
Smith, M. W., & Wilhelm, J. D. (2010). Fresh takes on teaching literary elements: how to teach
what really matters about character, setting, point of view, and theme. New York:
Scholastic ;.
Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria?
and other conversations about race. New York: BasicBooks.
INTERNET SOURCES
Fogarty, M. (2014). Grammar girl. Retrieved from http://www.quickanddirtytips.com/grammar-girl
Macmillan Education. Teaching teenagers. Retrieved from
http://www.onestopenglish.com/teenagers/
National council of teachers of English. Read write think. Retrieved from
http://www.readwritethink.org/
PBS. (2014). Teaching channel. Retrieved from https://www.teachingchannel.org/
Zimmer, B. Vocabulary lists. (2014). Retrieved from http://www.vocabulary.com/lists/

Chelce Hessler - EDUC440J Portfolio

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chelce Hessler - EDUC440J Portfolio

Uploaded by

Copyright:

Available Formats

Language Arts Portfolio

LANGUAGE ARTS ACTIVITIES

Vocab Four-Square ..................................................................................... 1

Vocab Study Sheet/Self-Quiz (Drown by Junot Diaz) ............................... 2

Teaching and Evaluating Writing Processes ...................................................... 3

Essay Map .................................................................................................. 3

Essay Rubric ............................................................................................... 4

Teaching Comprehension of Literary Text ......................................................... 5

Multimedia Stations (Instructions) ............................................................... 5

Multimedia Stations (Worksheet) ................................................................ 6

Anticipation Guide ....................................................................................... 7

Facilitating Oral Expression ................................................................................. 8

Yes, But ...................................................................................................... 8

Jigsaw Discussion Groups .......................................................................... 9

Facilitating the Use of Media ................................................................................ 10

Facebook Profile Character Sketch ............................................................ 10

Interpreting Shakespeare Media Gallery..................................................... 11

Works Cited ............................................................................................................ 12

Picture that reminds you

Facilitating Vocabulary Learning

Picture that reminds you

Picture that reminds you

Picture that reminds you

VOCAB STUDY SHEET/SELF-QUIZ (Drown by Junot Diaz)

Vocabulary Study Sheet

based on chance or impulse

It was an arbitrary decision.

Our teacher balked at the suggestion of an open-book test.

(less common additional meaning(s) at verablworkout.com)

having or showing a tendency to fight

She demonstrated a steady hand while negotiating with a

She is working to convince, cajole, and pressure other

commute -- as in: commute from New Jersey

a regular journey of some distance -- typically between

intended to end bad feelings or build trust

Their statements are conciliatory, but their actions are

(less common additional meaning(s) at verablworkout.com)

feeling sorrow or regret for a fault or offense

She apologized, but didn`t seem genuinely contrite.

(less common additional meaning(s) at verablworkout.com)

secretive or difficult to understand

I didn`t understand her cryptic reply.

deliberate -- as in: need to deliberate

to think about or discuss -- especially with great care

We deliberated into the evening.

(other common meanings here and at verbalworkout.com)

deliberate -- as in: a deliberate thinker

done with great care -- often slowly

a deliberate thinker -- not the fastest, but always thorough

(other common meanings here and at verbalworkout.com)

hard work and care in tasks -- often continuing when others

She is a diligent worker.

(less common additional meaning(s) at verablworkout.com)

a lack of respect -- often suggesting distaste and an

Facilitating Vocabulary Learning

Main Ideas: List the main ideas about

Supporting Details: Write at least

Conclusion: Write one or two sentences that

Teaching and Evaluating Writing Processes

There is one clear, wellfocused topic. Main

There is one clear, wellfocused topic. Main

There is one topic.

The topic and main