Image Grammar Mini-Lesson

Considering that I am observing in a class that does not do much reading other than to prepare for the English I EOC, I was really stumped about this week’s assignment. I had to dig really hard and it will be a big stretch, but I think my mini-lesson will work.

The strategies I have chosen that I could possibly fit into the classroom that I am currently observing or that I am sure I would like to use in my future classroom are:

Chapter 1—Strategy #2—“Explore Images from Films of Best-selling Novels” (This is actually my mini-lesson strategy.)

Chapter 2—Strategy #1—“Paint the Personality Behind the Clothes”
The teacher in this classroom is always trying to get the students to be more detailed in their writing. She is always trying to get them to show more than they tell about the characters and things in their writing. This would be a good way to get them to practice that.

Chapter 3—Strategy #1—“Adding Grammatical Music to a Sketch”
This would also get the students to add more information for the senses to their writing. I think this would help the students to gain a better understanding of what authors are trying to say when they use this strategy. Authors often try to bring in all the senses. However, students don’t always grasp that. I think if they were to practice it with this strategy, it would help them tremendously.

Chapter 4—Strategy #1—“Keep a Writer’s Sketchbook”
This would work with just about any English class. This strategy helps to keep students writing. If students have a place for their ideas (like drawing artists do) then they could come back to them later to formulate them into something.

Chapter 4—Strategy #5—“Do Your Own Edgar Allan Humpty”
In their regular English I classes, the students have just finished reading some Poe stories. I think this would be a great way to get them writing. Plus, it would help them to understand Poe’s style a better. They say that “imitation is the highest form of flattery,” so we could also say that “imitation is the best way to learn”, right? How did we learn to drive? We imitated what the Driver’s Education teacher showed and taught us. We also imitated what other drivers had shown us. So, I think the students could use this strategy to understand Poe better and to get themselves writing.


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Time: 20-30 minutes

Rationale: The NC English I EOC has several practice tests that the students work on throughout the semester in English. On the EOC, the students are given excerpts of things to read. Many times, on the practice tests at least, these excerpts are from novels that have been made into movies. From just this week, I have seen in the book that there are excerpts from “Pygmalion”, Frankenstein, and others. So, after the students have read the excerpts and understand them for the test, then I can show them the scenes from the movies so they will understand the excerpts from a more literary perspective. It will help the students to understand some of the things that the teacher is trying to get them to see in the writing. It might also help them to see what the teacher is trying to get them to put into their own writing.

Activity: The students will read the excerpts from different novels or plays that have been filmed as movies. Upon reading them, the students will answer the practice questions in the EOC review. The class will discuss the answers to the practice questions and the teacher will explain anything that the students need more explanation on. Then the teacher will have the students to watch the movie versions of the excerpts they just read. After completing each movie clip, the students will quickly (and individually) write/jot as many differences as they can see in the movie and the excerpt. Then the students will just which they personally preferred. After all the clips and excerpts have been compared, the class will discuss together the differences and similarities in the pairs. The class will also discuss how the director and the author both “painted” important parts of the story for the reader/viewer.

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Text Reflection: I think that this text will provide me with ideas to use in my future classroom. I really like some of the things that are listed in the strategies. I definitely will have my students keep a “Writer’s Sketchbook” and I plan to use the strategy with the clothes for painting the personality! J I like the suggestions that Image Grammar gives. However, I can see ways that I could change them to fit into situations I could possibly be in.

Clinical Observations #3

On Friday of last week, I met with Mrs. S. She and I went over the things I need to accomplish in my Clinicals/Obervations this semester. When I started talking about the Clinical Case Study, she said "Did Mr. C know this when he placed you in here? I can't believe he'd put you with me for this." So, as it turns out, the Seniors aren't reading a lot be cause of the Senior Graduation Project. However, both of her English III classes are Honors classes. So, she said she would ask around and let me know what they decided I should do to find a student for the Case Study.

On Monday of this week, Mrs. S emailed me to tell me that I will now be working with Mrs. J for my Clinicals/Observations and my Case Study. So I sent an email to Mrs. J and I met with her on Tuesday afternoon. (She has 4th period planning.) She teaches a class called High School Success. The students in the class have either failed English I already, are in danger of failing this semester (and were put in the class after progress reports) or scored low enough on the Eighth Grade English EOC that they are at-risk of not passing English I. All the students in her class read on about a 4th grade level. There are a couple on a 6th or 7th grade level. So there are plenty of students to choose from! :)

This class basically helps to get the students prepared to pass English. There are 3 30 minute session in the class. That's how it's planned anyways. Some days it is different. The students work on vocabulary, grammar, test prep tips/tricks, English homework, quizzes, and assignments. They also have 30 minutes of Study Hall where they can work on any of their homework or assignments.

Every week, they have 15 spelling works. These are commonly misspelled words. This week, some of the words were "personal", "personnel", "ninth", and "manufacture".

On Wednesday I was introduced to the classes. I sat in the back and just observed everything. On Thursday, during her teaching time, Mrs. J split the class into two groups. In every class, I had the opportunity to work with one group. I had to help them understand and analyze poems in the EOC Review books. After they read them, they had to answer 6-8 questions about them. So when they didn't understand something, I would ask them questions to lead them to the understanding. I never gave them the answers. :) (I was excited to get to help them this way!) On Friday, they had their English I benchmark test, so instead of having them have a hard studying day, Mrs. J let the class have a "Mad Gab" tournament. The students had to use things they know about words/sounds in English to figure out the answers. It was very interesting.

I have picked a student with whom I want to work for the Case Study. However, I sent the Permission Form home with her on Thursday. She did not return it on Friday. So, I am hoping to get it back from her tomorrow.

I will be back in the classroom for more observations this week.

Clinical Observations #2

At the end of last week, Thursday to be exact, I received my placement from the OFE. I am going to be visiting Mount Pleasant High School. So, as soon as I found out, I emailed the API whom I needed to contact. He replied on Thursday afternoon saying that he would be away from the school on Friday and asked me to wait until Monday for my final placement in the school.

Monday came, and I did not hear anything. Then yesterday, I emailed again to ask if he had finished my placement. About an hour later, I received an email from the OFE stating the teacher's name with whom I will be working. So, I have contacted her.

Her name is Ms. Schmitt. She teaches English III and IV. She has another intern who is there all year on Mondays. However, she has agreed to meet with me on Friday of this week. She has first period planning, so she has agreed to give me a quick tour of the building and then check out my assignments for the semester.

As of right now, I am just hoping to get the Clinical Case Study finished on-time. I do not know if I will have adequate time to complete it since I will only have 8 days of observations before the Case Study is due. (Cabarrus County Schools are closed on Oct. 30, Nov. 2, and Nov. 3.) But...I will do my best to have it completed.

I am looking forward to going to MPHS this semester! I think this is going to be a great learning experience!

Clinical Observations #1

Well...as you all know, we are supposed to be commenting about our observations. We are supposed to talk about what we have seen this week in the classroom.

Unfortunately, I can not do that. I will now know until this Thursday or Friday where my placement is. "Technically", it's all my fault, too. I honestly did not see the Section I (one line) on the Request for Placement form that I faxed to the OFE. This one line asked me to list where I had previously been for clinical observations. So...since I did not see that line, I did not answer that line.

September 25th, I checked my placement and it was the exact same place I had been for both semesters last year. I made a call to tell them I needed a new placement. They said I have to wait until Oct. 8th or 9th.

I really would have thought that the computers in the OFE would have told them that I had already visited this school for two semesters. But, it doesn't. They rely solely on people telling them. :( I'm sure I'm not the first (or last) person to ever do this.

So...for now, I have no observations. I will post with some as soon as I get into the school! I'm excited about getting into the school this semester! :)

What's Your Story--Revised

(This is my latest version. I hope you enjoy it. I did add some things to it!)

I was born at home
And made front-page news!
I cut my teeth
On the church’s pews.
I’m from Sunday School
And Homecoming lunches,
High school band,
And school-girl crushes.
Mom and Dad
Are together today.
(It’s still supposed
To be that way.)
Older brother
Little Sis
Middle Child?
Oh, yes!
First to graduate
From a university
Seven year plan,
But who’s really counting?
I came out with a degree
In Sign Language Interpreting.
Now here I am
At UNCC,
MAT here I come!
Look at me!
Girl Scouts
Music
PTO
My daughter dances
Away we go!
Married to a wonderful man
And he is my “bestest” friend
Still working on achieving dreams
It’s all just part of being me!

My story is simple. Ok, so maybe not. My name is Leslie Parker Jackson. Except for four years of my life, I have lived in a ten mile radius of the house in which I grew up. On February 15, 1978, I was born at home to Rick and Jeanie Parker. Every Sunday, we were at church. I grew up knowing that if I followed God’s plan for my life, then I would be where I was supposed to be. Have I veered from that? Sure I have—a couple times. However, I always seem to find my way back.

I have an older brother, Donnie, who is 3 ½ older than me. For 9 ½ years, I was the baby of the family until my little sister, Lisa, was born. I would have traded her for just about anything back then, but now I wouldn’t trade her for the world.

I attended Concord High School—home of the “International Award-Winning Spider Marching Band”. I played just about every instrument I could get the band directors to teach me. My love of music helped me to find myself in the Music Education program at Appalachian State University for my freshman year of college! Go Mountaineers! I only attended ASU for one year, however, because I had three deaths in the family (or close family friends) during the second semester, and I decided it was time to come home.

I spent two-and-a-half years at Rowan-Cabarrus Community College. During that time I met my wonderful husband, Tony. I transferred to UNCCharlotte in January 2000. A month later, Tony proposed. In August 2000, I moved to UNCGreensboro from which I graduated three years later. In May 2001, Tony and I were married. Our wedding started just as the green flag was dropping for the Winston (now called the All-Star Race) at Lowe’s Motor Speedway. Two years and one day later, as I walked the stage at the Department of Education graduation ceremony, I could feel the tiny kicks of my daughter inside me. I was six months along when I graduated.

Tony and I moved back to Concord in June 2003. Our beautiful daughter, Chasity Carletta, was born in August. She has her Grandmother’s middle name. Tony’s mom died a little more than a year before Chasity was born. Where I’m from, you keep the names in the family. That’s part of how you keep the family history alive.

From August 2002 until August 2006, I worked as a Sign Language Interpreter. When I went to my yearly evaluation in May 2006, I was basically asked to choose between my child and my job. The problem was that our daycare did not open until 6am and I was supposed to be at work at 6:30am. Unfortunately, I had a commute of no less than one hour each way—depending on traffic. Other interpreters—childless interpreters—complained that I was getting special treatment because I had a child. (However, I had cleared the whole situation with the Education Center downtown before accepting the job.)

I did not inform the school system of my decision until August 2006. In the end, my daughter won! In October 2006, I became a substitute teacher for Cabarrus County Schools. I have done that ever since! I love it! I get the classroom experience without the extra “issues” that teachers face. It really is a great way to get some classroom training.

Of course, I would rather be a regular classroom teacher. Going through high school and college, I always knew that I would be a teacher. Don’t get me wrong, I loved interpreting. But, I was born to teach. I love to see students when they “get it”. I love seeing the proverbial light bulb come on.

Five years and one week after Chasity was born, she started Kindergarten and I started graduate school—on the same day! I have my internship next semester. I have to take the Praxis II. Then, I will have my teaching license, hopefully. I have a little while left before getting my Masters, but that is a dream I just have to keep pursuing.

At the moment, I am not teaching. However, upon completion of Phase I of the MAT, I want to teach secondary English. Why English? My response is…why not? I believe teachers should teach what they love. If you love it, you are a forever student and will always have something new and interesting to share with the students in your classroom.

For me, I was influenced by my Junior English teacher, Mr. Campbell. Mr. C taught us that literature can (and should) have a personal touch to the reader. He/she should try to find a way to connect the reading to his/her life. So, that year my big research paper was on A Separate Peace by John Knowles. (I still have my same copy of the book.) That was the first paper in English that I personalized.

I learned to love to read and write again. I had lost that in middle school, but Mr. Campbell’s class brought it back to me. His love of teaching, English, writing, and reading helped me to regain my love of the art. Because of Mr. C, I want to spread my love of teaching, reading, writing, and English (in general) to my future students.

For right now, I am a mother, wife, daughter, sister, friend, PTO board member, and Girl Scout troop leader. Sometimes I feel like a chef, a maid, a secretary, and a taxi driver. But, most importantly, I am me. My story is not so different from many others. I was born. I grew up. I am living my life the best I know how with the people I love surrounding me.