Jennifer Barcalow

1
Jennifer Barcalow

• AYA ILA Candidate
• Dr. Ronald Helms
• ED 645
• Conceptual Framework Portfolio
• 9 December 2007

2
Table of Contents

• Content Knowledge
• Grades
• Praxis Scores
• Pedagogical Content Knowledge
• Lesson Plan
• Unit Plan
• Diversity
• Technology
• Professionalism
• Emotional Intelligence

3
Content Knowledge

• Grades aligned with NCTE Standards
• Praxis II Sub-Scores

4
Grades Aligned with NCTE Standards

• 1. Students read a wide range of print and
  non-print texts to build an understanding of
  texts, of themselves, and of the cultures of the
  United States and the world to acquire new
  information to respond to the needs and demands
  of society and the workplace and for personal
  fulfillment. Among these texts are fiction and
  nonfiction, classic and contemporary works.
• ENG T105 Childrens Literature-----------TC
• ENG T103 Life Thought in Euro. Lit---TA
• ENG 351 British Txt Medieval-17th C---- B
• ENG 359 Post-Colonial Texts---------------B
• ENG 470 Indian Womens Literature------B
• ENG 460 Fantasy Fiction------------------- C
• ENG 385 Adolescent Literature------------ B
• ENG T104 Literature Sexuality------- TB
• ENG 357 American Texts 20th C---------- B
• ENG 430 Virginia Woolf--------------------- C

5
Grades Aligned with NCTE Standards

• 2.  Students read a wide range of literature from
  many periods in many genres to build an
  understanding of the many dimensions (e.g.,
  philosophical, ethical, aesthetic) of human
  experience.
• ENG T105 Childrens Literature-----------TC
• ENG T103 Life Thought in Euro. Lit---TA
• ENG 351 British Txt Medieval-17th C---- B
• ENG 359 Post-Colonial Texts---------------B
• ENG 460 Fantasy Fiction------------------- C
• ENG 385 Adolescent Literature------------ B
• ENG T104 Literature Sexuality------- TB
• ENG 357 American Texts 20th C---------- B

6
Grades Aligned with NCTE Standards

• 3. Students apply a wide range of strategies to
  comprehend, interpret, evaluate, and appreciate
  texts. They draw on their prior experience, their
  interactions with other readers and writers,
  their knowledge of word meaning and of other
  texts, their word identification strategies, and
  their understanding of textual features (e.g.,
  sound-letter correspondence, sentence structure,
  context, graphics).
• Eng 300 Literary Study I------B
• Eng 301 Literary Study II-----B
• ENG 478 Intro to Linguistics-C
• ENG 346 Reading Workshop-C
• Eng 486 Int. Language Arts--C

7
Grades Aligned with NCTE Standards

• 4.  Students adjust their use of spoken, written,
  and visual language (e.g., conventions, style,
  vocabulary) to communicate effectively with a
  variety of audiences and for different purposes.
• COM 101 Intro Public Expression------ TA
• COM 102 Intro Interpersonal Com.-----TB
• COM 152 Mass Communications----------C
• COM 256 Basic Media Writing-------------C

8
Grades Aligned with NCTE Standards

• 5.  Students employ a wide range of strategies as
  they write and use different writing process
  elements appropriately to communicate with
  different audiences for a variety of purposes.
• Eng 345 Writing Workshop----B
• ENG 341 Advanced Composition for Teachers-----C
• ENG 106 Intro. Creative Writing--TC

9
Grades Aligned with NCTE Standards

• 6.  Students apply knowledge of language
  structure, language conventions (e.g., spelling
  and punctuation), media techniques, figurative
  language, and genre to create, critique, and
  discuss print and non-print texts.
• ENG 101 College Composition-----------TA
• ENG 102 Composition Lit.-------------TB
• ENG 478 Introduction to Linguistics---- C
• Eng 486 Integrated Language Arts-------C

10
Grades Aligned with NCTE Standards

• 7.  Students conduct research on issues and
  interests by generating ideas and questions, and
  by posing problems. They gather, evaluate, and
  synthesize data from a variety of sources (e.g.,
  print and non-print texts, artifacts, people) to
  communicate their discoveries in ways that suit
  their purpose and audience.
• ENG 102 Comp. Lit.--------TB
• ENG 301 Literary Study II-----B
• ENG 345 Writing Workshop---B

11
Grades Aligned with NCTE Standards

• 8.  Students use a variety of technological and
  information resources (e.g., libraries,
  databases, computer networks, video) to gather
  and synthesize information and to create and
  communicate knowledge.
• ENG 102 Comp. Lit.--------TB
• ENG 301 Literary Study II-----B
• ENG 345 Writing Workshop---B

12
Grades Aligned with NCTE Standards

• 9.  Students develop an understanding of and
  respect for diversity in language use, patterns,
  and dialects across cultures, ethnic groups,
  geographic regions, and social roles.
• ENG 105 Childrens Literature--TC
• ENG 359 Post Colonial Texts------B
• ENG 385 Adolescent Literature---B
• ENG 470 Indian Womens Lit.-----B
• ENG 478 Intro. To Linguistics-----C

13
Grades Aligned with NCTE Standards

• 10.  Students whose first language is not English
  make use of their first language to develop
  competency in the English language arts and to
  develop understanding of content across the
  curriculum.
• ENG 478 Intro. To Linguistics---C

14
Grades Aligned with NCTE Standards

• 11.  Students participate as knowledgeable,
  reflective, creative, and critical members of a
  variety of literacy communities.
• ENG 103 Life Thought in Euro. Lit.----TB
• ENG 351 British Text Medieval-17th C.----B
• ENG 359 Post-Colonial Texts----------------B
• ENG 470 Indian Womens Literature-------B
• ENG 460 Fantasy Fiction---------------------C
• ENG 385 Adolescent Literature--------------B
• Eng 301 Literary Study II---------------------B
• ENG 478 Intro to Linguistics-----------------C
• ENG 346 Reading Workshop-----------------C
• Eng 486 Integrated Language Arts----------C
• ENG 345 Writing Workshop------------------B

15
Grades Aligned with NCTE Standards

• 12.  Students use spoken, written, and visual
  language to accomplish their own purposes (e.g.,
  for learning, enjoyment, persuasion, and the
  exchange of information).
• ENG 103 Life Thought in Euro.
  Lit.-------------TB
• ENG 351 British Text Medieval-17th
  C.------------B
• ENG 357 American Texts 20th C.-------------------
  B
• ENG 359 Post-Colonial Texts-----------------------
  -B
• ENG 470 Indian Womens Literature---------------B
• ENG 460 Fantasy Fiction---------------------------
  -C
• ENG 385 Adolescent Literature---------------------
  B
• Eng 300 Literary Study I--------------------------
  ---B
• Eng 301 Literary Study II-------------------------
  ---B
• ENG 478 Intro to Linguistics----------------------
  --C
• ENG 345 Writing Workshop-------------------------B
  
• ENG 346 Reading Workshop------------------------C
• Eng 486 Integrated Language Arts-----------------C
  

16
General Education Content Courses
Total Credits 13.5
17
English Core Requirements
Total Credits 32
18
Language Arts Requirements
19
Language Arts Requirement Continued
20
Language Arts Requirements Continued
Total Credits 56
21
Praxis II Sub-scores
EYour Score on this test qualifies for ETS
Recognition of Excellence!
22
Pedagogical Content Knowledge

• Lesson Plan
• Unit Plan

23
Lesson Plan- Tuck Everlasting Day 1

• 1. Context 7th grade general Language Arts
  classroom
• 2. Broad Lifelong Goals and Rationale Students
  need to be able to read a book with a certain
  objective in mind-guiding questions. Students
  also need to be able to make predictions about
  areas of literature.
• 3. Specific Daily Objectives Students will
  become familiar with guiding questions, Tuck
  Everlasting, and make predictions about the text.
• 4. ODE Standards Reading Process 6 Answer
  literal, inferential, evaluative and synthesizing
  questions to demonstrate comprehension of
  grade-appropriate print texts and electronic and
  visual media.
• 5. Materials Tuck Everlasting, guiding
  questions, journals, pencil

24
Tuck Everlasting - Day 1 Continued

• 6. Methods/Procedures
• Anticipation The teacher will pass out a
  laminated bookmark with the book title and
  guiding questions in large, bold letters at the
  top for students to keep throughout the unit.
  The teacher will ask for volunteers to read the
  guiding questions aloud to the class. As a
  class, we will discuss the guiding questions.
• Introduction/Overview The teacher will tell
  the students that today we will be starting a
  unit on the stages of life and we will begin
  reading Tuck Everlasting. The teacher will tell
  the students that we will be learning about our
  guiding questions for the unit and making
  predictions about the outcome of the book based
  upon the cover. The teacher will also give the
  class some background about the author, Natalie
  Babbitt.
• Guided Practice Students will write in their
  journals from the prompt, "If you had a chance to
  stay young forever, would you take it? Why or
  why not? After the students are finished
  writing, in groups they will talk about their own
  journal entry. The teacher will ask one person
  from each group to summarize what their group
  talked about. The teacher will then talk about
  making predictions and how you can predict the
  outcome of a movie or book by watching a preview
  or looking at the cover. As a class, we will
  discuss some examples of making predictions.
• Applications/Outcomes During class, the
  students will reflect upon the guiding questions,
  journal prompt, group exercise, and discussion
  about predictions and write two paragraphs about
  their predictions about Tuck Everlasting. They
  must also use evidence to back their predictions
  up (cover, journal prompts, back of book, etc.)
• 7. Adaptations Students who are having trouble
  grasping the concept of making predictions will
  be put into groups with students who understand
  it pretty well.
• 8. Possible Problems and Solutions If the
  students need more time making their predictions,
  then they can finish it up for homework.
• 9. Assessment Class participation and
  discussion (see rubric), and completion of
  journal entries

25
Unit Plan- Tuck Everlasting
26
(No Transcript)
27
(No Transcript)
28
Diversity

• The Crucible
• The Devil and Tom Walker

29
The Crucible

• In my junior Honors American Voices classes we
  started the year off by reading Arthur Millers
  play, The Crucible. The students really enjoyed
  the play and acting out their assigned parts, but
  after a couple weeks I could tell they were
  getting a bit bored. In order to get away from
  the monotony of reading every day, I came up
  with an idea to get everyone in the class
  involved in a hands-on project.
• As a class, we built John Proctors Tavern and
  used historical evidence in order to construct it
  properly. The students had a blast! They really
  got into making the tavern look exactly how it
  did back in 1692. This also enabled them to do
  tons of research on the original Proctors Tavern
  without realizing they were actually doing
  research! The students were very proud of the
  final product and could not wait to finish
  reading The Crucible!

30
(No Transcript)
31
(No Transcript)
32
The Devil and Tom Walker

• The students in my junior Honors American Voices
  classes were getting extremely burnt out on the
  lengthy short story unit we had been covering for
  the majority of the first semester. While reading
  Washington Irvings The Devil and Tom Walker, I
  had them do character drawings of the four main
  characters in the story instead of the usual
  written responses, worksheets, and tests.

33
Devil and Tom Walker Drawings
34
Devil and Tom Walker Drawings
35
Technology

• Comparing and Contrasting The Crucible play and
  motion picture
• The Crucible group projects

36
The Crucible Play or movie?

• After finishing the play The Crucible, I decided
  to incorporate a media aspect into the unit.
• As a class we started watching the major motion
  picture, The Crucible, starring Winona Ryder and
  Daniel Day Lewis. We kept an on-going chart on
  the board between the similarities and
  differences between the play and the movie
  version. We would watch a scene from the movie
  and then spend the rest of the period critiquing
  it and adding to our chart.
• By the end of the movie, we had filled three
  chalk boards with similarities and differences
  and suggestions for Arthur Miller who wrote the
  play and the screenplay for the movie.
• I was so impressed with my students! They did not
  let one mistake go unnoticed by the director. By
  the end of the week my students were sure they
  could do a better job acting and directing the
  movie than the professionals.

37
The Crucible Group Projects

• After watching and critiquing the movie of The
  Crucible, my students were confident they could
  have done a better job acting in and directing
  the movie. This definitely gave me an idea!
• In groups, the students scripted, cast, directed,
  and filmed their own version of one act of The
  Crucible.
• The movies turned out wonderfully! Each of the
  four groups did such a great job. Their scripts
  were so creative, as were their costumes and
  sets. The director of all four groups did a very
  impressive job also! They all had a great time
  filming their scenes and were very proud of their
  work.

38
Professionalism

• Drug Awareness Training
• QPT Days

39
Drug Awareness Training

• On November 13th, 2007, I attended a Drug
  Awareness Training held at West Carrollton High
  School. The training was taught by the head of
  the West Carrollton Police Department Narcotics
  Unit.
• The Drug Training was two hours long, and it
  included lecture, a question and answer portion,
  and an interactive session where we all had to
  walk around to identify certain types of drug
  paraphernalia that the Detective had brought with
  him for the training.

40
Quality Process Time (QPT) Days

• One Tuesday every month, West Carrollton High
  School dismisses at 1130 a.m. and the teachers
  participate in Quality Process Time or QPT days.
• After the students leave, all faculty meets in
  the library for a thirty minute meeting headed by
  the principal. Then, the faculty divides into
  departments and works for the remainder of the
  day in small groups.
• I have participated in four of these QPT days.
  The duties I have helped the English department
  with include
• Analyzed OGT scores
• Compiled a new book list for the tenth and
  eleventh grade curriculum
• Implemented a more rigorous system for allowing
  students to switch class sections
• Compiled a list of students who did not pass the
  OGT and organized a review session

41
Emotional Intelligence

• The Lunch Girls
• Powder Puff

42
The Lunch Girls

• Erica, Cristina, and Melissa are three students
  from my junior Honors American Voices classes.
  They had lunch with me in the classroom everyday
  since I started my practicum and in August when I
  returned as a student teacher.
• Every day the girls would have lunch with me and
  we would discuss everything going on in their
  lives.
• We would then move on to discussing the lesson
  that day in their class period. Most times they
  would have questions about part of the lesson
  they needed clarification on or an assignment
  they needed help with. A lot of times I held
  informal review sessions during lunch with them
  and whoever needed a little extra help.

43
Powder Puff

• The annual Juniors vs. Seniors powder puff game
  took place on November 16th, 2007. The majority
  of the girls in my Honors American Voices classes
  were involved in some way with the game. These
  girls took the game extremely seriously. They
  practiced every night after school starting back
  in September! They put a lot of hard work and
  effort into this annual event.
• The girls made it very clear to me that they had
  to have, Mrs. Barcalow there to cheer them on
  and witness them beat the Senior girls! My
  attending the powder puff game meant a lot to
  them, and it meant a lot to me that they wanted
  me there. I was so proud of them for beating the
  Seniors!

44
Thank You!!!

• Thank you for previewing my portfolio. I hope you
  enjoyed look through it as much as I did creating
  it!
• Sincerely,
• Jennifer Barcalow
• Collins.92_at_wright.edu