tcssRachelLehman

Back to personal pages. I learn best from a combination of verbal teaching and hands on learning at the same time. As a teacher i feel my learning disablitities will help me better understand struggaling students. I hate being in a classroom with instructors who seem to have no intrest in the subject they are "teaching". I love interactive classrooms with students who want to learn. Outside of the classroom i like theater and even do play analysis for fun! I also enjoy spending time with my close friends. I would want to know how each of my individual students learns and there main intrest so that i can more easily find teachable moments.

Before Bloomsburg, I lived in many places all over the world. The place that I call home is Manila Philippines.

At Bloomsburg, I want to major in Secondary Education in English.

Right now, I’m most interested in theater and english.

My favorite musical artist is Frank Sinatra.

My favorite movie is Finding Neverland.

One thing I like to do in my spare time is cook.

When it comes to technology, I’m most comfortable with…(put X next to all that apply)

xMicrosoft Word xMicrosoft Powerpoint xEmail xCellphone xText messaging xTaking cellphone pictures Taking cellphone video Taking cellphone audio xVideo editing xBlogging or Social Networking (e.g., Facebook) Making websites

My favorite teachers were the ones who did not call me stupid.

But I didn’t like classes in which my teachers thought a learning disablitiy menat I was retarded.

In this class, I’m most nervous about almost nothing. I am realy looking forward to this class.

In this class, I’m most excited about actual instruction in teaching.

If there’s one thing you should know about me as a student, it’sI love to learn.

If there’s one thing you should know about me in general, it’s I am a Christian and I am proud of that. Personal Unit plan Grade level : 9th Rational: Romeo and Juliet is one of the classic works of literature that is studied in high school. I am planning on being a drama teachers as well as possibly an English teacher and Shakespeare span that gap very well. This work is important for students to learn because it has roots in the past and meaning for the present. This aligns with the standards in many ways, 1. I plan to incorporate a section wear articles about love are read, love letters a read, and the letters to Juliet placed in the wall of Verona are discussed. This aligns with the first standard in that the students will be exposed to several different kinds of writing other than literature. 2. The reading of Romeo and Juliet is exposing the students to one form of literature mainly the form of a dramatic piece. 4. Students will have to prepare what they would say to the child if he/she wanted to marry someone the family hated. This will then be presented either in class or in small groups, which aligns with standard 4 in that the students will be exposed to public speaking. This lesson is also diverse; it reaches a wide range of students because regardless of color, socioeconomic status, gender, or any other factors that create diversity love is a universal topic of interest. Every student has some experience with love weather it is never having been in love, having loved and lost, or that they are currently in love. It also allows for diversity in lessons because there are times when scenes can be acted out, or movie clips can be played, art can be brought into the classroom, or popular music. No matter what the classroom dynamic is like Romeo and Juliet can be adapted to fit the setting. Relevance is important as well but Romeo and Juliet is relevant both to student life and to the discipline because it teaches life lessons and Shakespeare all at the same time. My unit will have a unity of theme. I plan to use Romeo and Juliet as an example of how love is hard. This unit will be on the central theme of the difficulties of love. Even the best and truest of all love relationships has its moments of difficulty.

Assessment:

Two forms of assessment that I am planning on incorporating in this unit are:

Vocabulary test: I will choose key words from the text that pertain to love. The students will be given these words and there definitions. Then at the end of each week the students will be tested on weather they can give the definition of each word and weather or not they can use it in one of there own sentences. This will be done on paper at the beginning of the period. I choose to do it at the begging of the lesson so that the students are not distracted by the test during the day’s lesson.

Speech: each student will have to write out a persuasive speech as to why his or her child (Romeo or Juliet there choice) should or should not be allowed to marry the other. This speech will be graded on three things 1. Do they base one of there arguments on the time period and it marital regulations? 2. Do they have four clear arguments for or against? 3. Do they deliver the speech to the class (possibly in smaller groups)? Guiding Questions: - What is true love? How do you know if you are truly in love? - What effect can love have on your social, home, and daily life? - What characters do you relate most too? - If you were writing a letter to Juliet explain how love is hurting you what would you write? (not to be shared with class)

Speech Assessment: This will be used as the final assessment along with a final vocabulary test.

Each student will be responsible for a persuasive speech that will be presented to the class. Students mush choose weather they are Montagues or Capulets. Then they must answer what true love is to them, how love can effect social home and daily life, and why the son or daughter should or should not marry there "love". This speech is to be presented in front of the class or a small group, and must include textual evidence for at least one of there key points. The speech will be graded based off of four criteria 1) did the students answer the questions? 2) did the student use textual evidence in there speech at some point? 3) Did the student take a stand one way or another? and finally 4) Did the student present there speech in front of the class/ group? standards; 1.2.12 1.3.8 1.4.9c 1.8.9c

Vocabulary tests: These are simple fill in the blank test that give a definition of the words the students have been learning all week, they fill in the blank as to what they feel is the correct vocab word defined. Then they must use five of the ten words in sentances. - this will be a way of testing if the students understand the vobabulary we have discussed in class. - the final vocabulary test of the unit will use the ten new vocab words and ten of the vocab words accumulative from pervious lessons.



Dr. Sherry i have not really been able to focus on school work lately, and i could not open the document in which you commented on my unit. So i used my classmates comments and the information we talked about in class to clean my unit up a bit. If this is not what you are looking for i am very sorry. Thank you so much for the extra time: this is the finished product. Responces to classmates units: