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My Teaching Philosophy
DeMorris Strouds Teaching Philosophy: I believe teachers
who express curiosity and passion about the subject areas they
are teaching their students will motivate students to learn and
choose the best choices for the direction of their development.
W.B. Yeats captured this when he said "Education is not the
filling of a pail, but the lighting of a fire" As an educator, I
intend to make a difference by lighting the fire under each one
of my students propelling them forth in their destiny.
DeMorris Stroud
DeMorris Stroud
Learning Objective(s)
Academic
Language
Language
Function
Students will be able to identify and explain the parts of speech in the reading.
Students will be able to apply the proper use of English grammar in their journals
about the assigned readings.
Students will be able to describe the characteristics of the main characters, while being
able to identify the parts of speech such as the subject, predicate, preposition, and
apply correct punctuation use such as comma usage and semi-colons.
Before starting the lesson, the students will be introduced to the vocabulary terms by
completing an activity.
Vocabulary
Syntax or
Discourse
DeMorris Stroud
ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a decision.
ELAGSE8SL3: Delineate a speakers argument and specific claims, evaluating the
soundness of the reasoning and relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.
GSE - Georgia Standards of
Excellence
We will formally and informally assess our students. Our students will be informally
assessed through their writing journals and their group and partner work. Students will
document a summary of their readings in their journals and respond to the provided
questions from their instructors. We will formally assess our students through a unit
test at the end of the book along with a rubric scored assigned essay.
DeMorris Stroud
essential question. The students will be given a handout on Figurative Speech, and
they will spend the first ten minutes completing it. We will briefly discuss it before
moving on. We will continue listening to chapters four and five in class. Students will
read chapter six for homework. They will record their reactions in their journal.
Day four: When the students come into the classroom they will respond to the
essential question. We will continue reading chapters seven and eight in class.
Students will read chapter nine for homework. They will record their reactions in their
journal.
Day five: When the students come into the classroom they will respond to the
essential question. The students will be given a handout on Point of View, and they
will spend the first ten to fifteen minutes completing it. We will briefly discuss it
before moving on. The students will read chapter ten and eleven in class. Students will
read chapter twelve for homework. They will record their reactions in their journal.
Week two
Day six: When the students come into the classroom they will respond to the essential
question. We will read chapter thirteen and fourteen in class. Students will read
chapter fifteen for homework. They will record their reactions in their journal.
Day seven: When the students come into the classroom they will respond to the
essential question. The students will be given a handout on Idioms, and they will
spend the first ten minutes completing it. We will briefly discuss it before moving on.
We will pick up reading chapter sixteen and seventeen in class. Students will read
chapter eighteen for homework. They will record their reactions in their journal.
Day eight: When the students come into the classroom they will respond to the
essential question. We will read chapter nineteen and twenty in class. Students will
read chapter twenty-one through twenty-four for homework. They will record their
reactions in their journal.
Day nine: We will have a Socratic Seminar about Twilight. We, the teachers, will
remove ourselves from the discussion while still facilitate the class.
Day ten: When the students come into the classroom they are to sharpen their pencils
and review their notes they have taken on the book. The students will then be given
the remaining class time to complete the test over Twilight. For the students who
finish early they will know to take out a book and read silently.
The students will show their understanding by making a 70 or above on the test over
Closure Twilight. They will also be expected to engage in the open conversations. Students
(Length of will be able to make it through large chapter books, they will be comfortable
time) generating open discussion that are led by the students, and this lesson will improve
their reading skills.
DeMorris Stroud
The Following accommodations will ensure the success of our students with specific
learning needs:
Our students who struggle with reading will receive Extra time on Phonics and
develop a visual graphic organizer road map of the reading. They will also be
provided with additional time in small-group or individual instruction.
Differentiation, Modification(s),
and Accommodation(s)
Our English Language Learners will receive repeated instruction and the Teacher(s)
will speak slowly and clearly, while allowing them thinking time, and providing them
with handouts that will help them organize their notes. They will also be encouraged
by the teacher to underline and highlight important information.
Our students with Attention Deficit Hyperactive Disorder will receive duplicated
notes, Time Management aids, Extra time for processing instructional material and
assessments, and effective seating. They will be provided clarification and
simplification of directions. They will also receive support by being provided with
reworded prompts with more clarification.
DeMorris Stroud
DeMorris Stroud
Georgia State University
Gladys Yarbrough, P.H.D.
December 5th 2016
DeMorris Stroud
Focus unit paper
I Love teaching when the learning in the classroom is tangible to the students. When I can
feel it in the pace of our discussion, debates, and lectures I know that I am doing my job as a
teacher. Teaching is not about giving work to students, but teachers attempt to change the course
and life of each student assigned to them. Teachers are the ones who have been given the
opportunity to "Make a difference" in the lives of students. The greatest part is that each student
has the ability to also change the course of their teachers lives and impact their school and
community. I believe that student-oriented teaching promotes learning that both purposeful and
empowering. As a teacher, it is my responsibility to learn who my students are and tailor my
curriculum around my students needs for the perpetual success in my classroom. Assessing my
students will strengthen the ability to provide exactly what they need to ensure their individual
success. I will also embrace case based teaching, argumentation, and cooperative problem
solving and lay the groundwork for life long collaborative practices for their success. I believe
that teachers who express curiosity and passion about the subject areas they are teaching their
students will motivate students to learn and choose the best choices for the direction of their
development as students. W.B. Yeats captured this when he said "Education is not the filling of a
pail, but the lighting of a fire" As an educator, I intend to light to fire under each one of my
students propelling them forth in their destiny.
This lesson has been developed to personally accommodate the specific learning needs of
our students. Approximately 35% of our students have specific learning needs such as struggling
with reading, English Language Learners, and Attention Deficit Hyperactive Disorder. The
Vocabulary in this unit from Stephenie Meyers Twilight will support our students in making
practical and effective uses of context clues in decoding and comprehending difficult words. The
context clues in the handouts will provide our students with a preview of the upcoming
DeMorris Stroud
vocabulary and words in the forthcoming chapters.
My students will also be responsible for journaling about the assigned chapter for
homework. After submitting their journals Mr. Stroud and Ms. Robinson will read the students
journals and personally respond within their journals and return them back to the student.
Through journaling, our students will be able to connect with the reading as they complete the
chapters. This will provide the opportunity for group and classroom discussion. Lastly, our
students will be able to be to discuss the parts of speech used in the novel. As the students see
pieces from their chapters in their tasks, learning English Language Grammar will become more
relevant and personal to our students. We compared the stories of the Harry Potter series and
The Twilight Saga. Each one of the students were provided with class sets of Twilight and they
also received an online audio version of each chapter to follow along with on their laptops or
iPads. The Instructional focus will be identified through the students ability to explain how
characters actions give insight into their personality, explain how the author uses relationships to
impact conflict and plot development, analyze how history has shaped humanity, and explain the
difference between being a human, but possessing no humanity. Students will be able to access
the story online via the provided link for the audio version of the book. The students will be
introduced to this lesson by pulling from their prior knowledge Harry Potter and by viewing a
clip about Twilight in class before we introduce the students to the book. While watching the clip
multiple questions will be presented to the students that will help spark a conversation.
Our students who struggle with reading will receive Extra time on Phonics and develop a
visual graphic organizer road map of the reading. They will also be provided with additional time
in small-group or individual instruction. Our English Language Learners will receive repeated
instruction and the Teacher(s) will speak slowly and clearly, while allowing them thinking time,
and providing them with handouts that will help them organize their notes. They will also be
DeMorris Stroud
encouraged by the teacher to underline and highlight important information. Our students with
Attention Deficit Hyperactive Disorder will receive duplicated notes, Time Management aids,
Extra time for processing instructional material and assessments, and effective seating. They will
be provided clarification and simplification of directions. They will also receive support by being
provided with reworded prompts with more clarification.
I will formally and informally assess my students. My students will be informally
assessed through their writing journals and their group and partner work. I will use the students
artifacts to demonstrate the students mastery of the literature. They will also document a
summary and response to their assigned readings in their journals and respond to the provided
questions. At the end of the unit, I will formally assess my students through a unit test at the end
of the book along with a rubric scored assigned essay. This will allow me to properly monitor my
students progress and understanding of the literature.
The schedule for my class will be as followed: During the first week on day one the
students will work on two handouts that will help them easily transition through the book
Twilight. The Literary Terms worksheet will help students define the terminology before
indulging in the book. The Pre-Reading Quick write worksheet will also be given to the
students. Once they complete the first assignment, they will then complete both writing prompts
about how to compares Twilight and Harry Potter. On the second day the students will come into
the classroom and respond to the essential question. We will start listening to chapters one and
two the audio version of Twilight in class. Students will read chapter three for homework. They
will record their reactions in their journal. On the third day the students will come into the
classroom and will respond to the essential question. The students will be given a handout on
Figurative Speech, and they will spend the first ten minutes completing it. We will briefly discuss
it before moving on. We will continue listening to chapters four and five in class. Students will
DeMorris Stroud
read chapter six for homework. They will record their reactions in their journal. On the fourth
day the students will come into the classroom and will respond to the essential question. We will
continue reading chapters seven and eight in class. Students will read chapter nine for
homework. They will record their reactions in their journal. On the fifth day the students will
come into the classroom and will respond to the essential question. The students will be given a
handout on Point of View, and they will spend the first ten to fifteen minutes completing it. We
will briefly discuss it before moving on. The students will read chapter ten and eleven in class.
Students will read chapter twelve for homework. They will record their reactions in their journal.
On day six the students will come into the classroom and respond to the essential question. We
will read chapter thirteen and fourteen in class. Students will read chapter fifteen for homework.
They will record their reactions in their journal. On the seventh day when the students arrive
they will come into the classroom and respond to the essential question. The students will be
given a handout on Idioms, and they will spend the first ten minutes completing it. We will
briefly discuss it before moving on. We will pick up reading chapter sixteen and seventeen in
class. Students will read chapter eighteen for homework. They will record their reactions in their
journal. On day eight when the students come into the classroom they will respond to the
essential question. We will begin reading chapter nineteen and twenty in class. Students will read
chapter twenty-one through twenty-four for homework. They will record their reactions in their
journal. When we arrive to the ninth day we will have a Socratic Seminar about Twilight. We, the
teachers, will remove ourselves from the discussion and the students will facilitate the class.
Lastly, on day ten when the students arrive into the classroom they will be instructed to sharpen
their pencils and review their notes they have taken on the book. The students will then be given
the remaining class time to complete the test over Twilight. The students who finish early they
will be directed to take out a book and read silently.
DeMorris Stroud