Learning Letter

Dr. Agriss,

Looking back at the quarter, I feel as though I went about constructing my unit plan the wrong way. Initially, I doubted my abilities so I wanted to wait until I had finished the two pedagogy books and made it through more of the class material. This was a good plan, but by the time I was working on my project, I did not consider all of the topics/articles addressed in class. It was not my intention to do so, but I believe I did not utilize all resources to their full extent. Now I realize that by better utilizing the resources provided, I should have been able to feel confident in my expertise while planning a three week unit. In the future, I plan on fully taking advantage of the articles and two pedagogy novels when planning lessons and curriculum. Further, I plan on seeking out the full books we were given parts from.

Reading Kelly Gallagher’s Readicide left the biggest impact on how I view teaching this quarter. Gallagher confronts lawmakers, administrators, and teachers for their part in the current failing education system. He tackles topics that most teachers and schools often only consider briefly and offers reasoning for methods to fix some of the current issues surrounding literacy. I am not sure if the book would be discarded by people with beliefs varying from Gallaghers’, but it can still be used as a great resource (especially because he provides other sources teachers may use).

Tovani’s I Read It, but I Don’t Get It was insightful in a manner entirely different than Readicide. I don’t remember learning to read. I remember being completely bored when other kids were learning to read in the first grade, so it was crucial for me to understand how readers struggle with reading. I expected the novel to focus on how the brain works when reading, but I was excited to see Tovani takes a much more reader-friendly, classroom based approach. The clarity of her writing allowed me to determine some of the “good reader” things I do in addition to providing many strategies for teaching them.

Another strategy I had a chance to experience this quarter is using blogs in the classroom. I plan on finding a way to try this in the classroom. Personally, I love my blog and plan on using it in the future (regardless of whether anyone is reading). I believe students’ constant connection with technology and high comfort level in the medium serves great to increase engagement.

In my mini-lesson, I realized how important student engagement is to a lesson. A lesson can seem amazing at first sight, but without student participation it will always be a flop. I will always remember: don’t worry about what you (the teacher) are doing, but rather what the students are doing!

Lastly, I benefit in several ways from working with the literary texts addressed this quarter. I was asked to read novels that I had never heard of, but loved (In The Name of God); novels I had heard of, but never got around to reading that I ended up falling in love with (The Absolutely True Diary of a Part-Time Indian, MAUS); I had a chance to look at novels I had read through a teaching lens (Romeo and Juliet, Poe). I was given examples of several options to teach these novels. Overall, I grew both as a teacher and a reader by forcing myself to read more in a period of time than I had in the past.

In conclusion, I do believe that students will get as much out of any class as they personally desire. I know so much that I didn’t at the start of the quarter, and yet I feel as though I was unable to squeeze every drop out of the overwhelmingly juicy English 493 class.

Best,

AP

TPA Lesson Plan - In the Name of God - Nadia's Options

1. Teacher Candidate	Atanas Petrov	Date Taught	11/16/2015
Cooperating Teacher	Dr. Agriss	School/District	N/A
2. Subject	ELA	Field Supervisor	N/A
3. Lesson Title/Focus	Nadia's Options	5. Length of Lesson	20 Min
4. Grade Level	11

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
7. Learning Objective(s)	Given 3 informational texts, students will be able evaluate their reliability and relevance to the novel In the Name of God by participating in class discussion; further, students will integrate the texts by using them to answering an Exit Ticket question.
8. Academic Language demands (vocabulary, function, syntax, discourse)	integrate, evaluate, informational text, bias, source, reliable, unreliable - The latter vocabulary will be addressed in the beginning of the lesson and defined on the whiteboard. Use of these terms is necessary for productive classroom discussion and complete exit ticket answers.

9. Assessment:

Exit Ticket - Informal Formative Assessment measuring the students’ ability to integrate and evaluate multiple sources (both literature, and informational text): After finishing the book, considering, and evaluating the informational texts introduced in class; do you think families like Nadia’s have more or less options today? Integrate at least 2 sources in your answer. -Consider the following: What are the new possibilities? What is no longer an option? Why? Stick With It (answer on a sticky note and stick to the board on the way out): I can evaluate sources and integrate them in my writing at a _, on a scale of 1-5.

10. Lesson Connections:

Research and Theory: In Readicide, Kelly Gallagher suggests close reading and analyzing an impactful part of the text. I attempt to do the latter with Nadia’s list on Pages 121 and 122. Further, I provide several articles on a certain topic from varied viewpoints as he describes doing with his students. Past Lesson Connection: The lesson addresses social justice and informational texts, topics previously addressed in class. Further Development: The formative assessment gathered during this class will be used in order to determine the class readiness to begin working on a summative assessment addressing the novel In the Name of God.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction (as a whole group) (1 min) Intro - - Joke about book - Bridge to: Informational Texts - evaluate sources + integrate into a short written response, Social Justice (2 min) Look at Nadia’s list from pages 121 and 122 and ask the class to read it as you copy it on the board making naming it the “Options Chart” (3 min) In an additional column write: Why? (discuss why Nadia chooses each option with the class and fill out this column). Present + Evaluate Informational Texts (3 min) - Play 12:03 -13:06 http://www.democracynow.org/2015/10/1/rashid_khalidi_on_syria_the_beginning (3 min) - ask about any terror attacks? Nigeria, France http://www.aljazeera.com/news/2015/11/isil-claims-suicide-bombings-southern-beirut-151112193802793.html (3 min) http://www.bbc.com/news/world-middle-east-26116868 (3 min) Make another column next to Nadia’s list: Still Viable? Talk about the options listed: Are any still viable? What are some new options? (2 min) Respond to Exit Question + Stick with It
Teacher’s Role: Introduce Lesson create “options chart” on board guide discussion record student responses on the “options chart” present informational texts guide evaluating discussion record student evaluations on board guide bridging discussion record “Still Viable” column + New Options as suggested on the “options chart” Model as students write	Students’ Role: Participate in classroom discussion when filling out the “Options Chart” Attempt to evaluate the sources as they are presented Participate in evaluation discussion Participate in discussion when filling out “Still Viable?” and “New Options?” parts of the “Options Chart” Respond to Exit Ticket Respond to Stick With It
Student Voice to Gather: Students will guide the class discussion as we construct the “options chart” starting with Nadia’s list. The student’s ideas will be recorded on the board and left for them to use as a resource when answering the exit ticket. Students will guide the evaluation of sources after they are presented to the class. Students will answer an exit ticket used as informal formative assessment. Students will self-evaluate during during the stick with it activity at the end of class.

12. Differentiated Instruction

During discussion I will attempt to draw responses from all students in the classroom Any students struggling, or falling behind, will be offered immediate attention. I may suggest they work with their elbow partner, if it will be beneficial to the student and will not hinder their partner. Gifted students may be asked to model for peers, giving them agency and raising confidence. New academic vocabulary will be written on the board along with the definitions as they come up. This strategy will to assist students lacking the prior knowledge of the terminology and ELLs. There are no IEP’s or 504 plans for this class, but accommodations of unexpected health issues will be addressed on an individual basis, striving to provide equity to all.

13. Resources and Materials

Gallagher, K., & Allington, R. (2009). Readicide how schools are killing reading and what you                  can do about it. Portland, ME: Stenhouse. Jolin, P. (2007). In the name of God. New Milford, CT: Roaring Brook Press. Khalidi, R. (2015, October 1). Rashid Khalidi on Syria: The Beginning of This Mess was the                 2003 U.S. Invasion of Iraq [Online interview]. Rodgers, L., Gritten, D., Offer, J., & Asare, P. (2015, October 9). Syria: The story of the                 conflict - BBC News. Retrieved November 14, 2015, from Web. Samaha, N. (2015, November 13). Day of mourning in Lebanon after deadly Beirut                 bombings. Retrieved November 14, 2015, from Web. Materials: Notebooks, white board + dry erase markers, computer, projector, pen, paper

14. Management and Safety Issues

There are not any safety issues specifically associated with this lesson. During class the students are expected to behave based on the class rules established in the beginning of the school year. Students may go to the restroom as they please, keeping their academic success in mind. If a student will miss a vital part of the lesson because they are choosing to go to the restroom, they will not be stopped, but will be reminded they are missing important info. If a student chooses to be on their cell phone at an inappropriate time, they will be reminded that this will lead to them losing cell phone privileges for the whole class at times when it is appropriate. If any further issues arise, school and district procedure will be followed.

15. Parent & Community Connections

The informational texts, a picture of the complete “Options Chart”, and the exit question will be posted for absent students and parents on the teacher’s Blog. Absent students will be expected to complete a journal entry answering the exit question for the day and considering what they would have added to the “Options Chart” had they been in class. The lesson will connect to the community by drawing on the students’ geopolitical location, current events, and background knowledge.

Book Talk - Persepolis by Marjane Satrapi

Persepolis
by Marjane Satrapi

What?

Persepolis is a graphic novel aimed at young adults. It’s a first person recount of a period in the author’s childhood featuring the events of the Islamic Iranian revolution in 1980. The author offers an interesting point of view as her grandfather was a leader in the overthrown by the CIA government in 1953 (this event is also briefly described). The reader comes to understand how various social/political issues are addressed and influenced by the author’s progressive, socially active family, society around them, the fluctuating Iranian governments, and the world (via media). In addition, the novel paints a vivid picture of the benefits, downsides, and struggles of activism.

Why?

I chose this text because my mentor teacher said that many schools have tried to ban it, but teachers continue to defend and teach it. I wanted to know what it is about this novel that people don’t want children to learn.

Who? I would say this text is appropriate for anyone 8th grade and above. The vocabulary is not challenging, the sentence structure is simple (it’s told by a child), the text is not lengthy, and the ideas introduced are not based on prior knowledge that would require more than a day to introduce. The book is very reader friendly, as it allows them to learn along with the protagonist. It took me an hour and a half in a noisy environment to read the entire novel. It can be used as a text for struggling readers instead of a non-graphic novel that deals with the same themes. It can also be used to support a social studies lesson because it wouldn’t be a time-consuming read.

How?

• Student can make a timeline or chart tracking main events, the changes in government, and the change in society. Later they can make a similar device outlining a part of history that they are studying, or the current president’s term, or events happening in the U.S. during the time period of the novel.
• Students can make predictions using graphic novel journals. Students can make their own graphic novels.
• Students can evaluate the illustrations: How does the graphic novel format help the author reach her purpose? Which parts of the text benefit from the illustrations most and why?

But…

Obstacles: Some districts have chosen to ban the book from classrooms and libraries due to inappropriate content.

Issues: Depending on the the class, this novel can be analyzed on a very deep or shallow level. Some students might just read it so fast that they miss out the social and political issues addressed, thus finding it boring.

Administrators’ response: Depending on the level of nationalism that the administration has chosen to promote, some may have an issue with a few of the facts in the novel.

Parents’ response: Since Iran is a country that recently often figures in a negative light in the scope of mainstream media, some parents may disagree with the author and even question her honesty.

Students’ response: Though it is a graphic novel, which might make it an easier sale, there are definitely characters that students will find more relatable than a 10 year old Iranian girl living in the 1980s.

Note:

The book is very bias when it comes to addressing the Shia-Sunni cultural conflict.