Michelle Buschur Poeppelman

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Michelle (Buschur) Poeppelman
AYA ILA Candidate
Dr. Ronald Helms ED 645 Conceptual Framework
Portfolio 21 November 2007
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Michelle (Buschur) Poeppelman

• Currently--English 11 at Coldwater High School
• 2006 BA in English from Wright State University
• 2004 Graduate of Versailles High School

Michelle (left) with long-time mentor and friend,
Faye Spangler (right).
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Table of Contents

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

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Content Knowledge

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

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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 204 Great Books LiteratureA
• ENG 351 British Text Medieval-17th C.A
• ENG 357 American Texts 20th C.A
• ENG 359 Post-Colonial TextsA
• ENG 410 Arthurian LiteratureA
• ENG 460 Fantasy FictionA
• ENG 385 Adolescent Literature--A

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• 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 204 Great Books LiteratureA
• ENG 351 British Text Medieval-17th C.A
• ENG 357 American Texts 20th C.A
• ENG 359 Post-Colonial TextsA
• ENG 410 Arthurian LiteratureA
• ENG 460 Fantasy FictionA
• ENG 385 Adolescent Literature--A

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• 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
• Eng 301 Literary Study II
• ENG 478 Intro to LinguisticsA
• ENG 346 Reading WorkshopA
• Eng 486 Integrated Language ArtsA

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• 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 Essentials Public AddressA
• Eng 330 Business WritingA
• ENG 101 Hon Personal/Public PowerA
• Eng 102 Hon Writing Academic DiscourseA

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• 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 WorkshopA
• ENG 341 Advanced Composition for TeachersA

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• 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 478 Introduction to LinguisticsA
• ENG 101 Hon Personal/Public PowerA
• Eng 486 Integrated Language ArtsA

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• 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 Hon Writing Academic DiscourseA
• ENG 301 Literary Study IIA
• ENG 345 Writing Workshop

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• 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 Hon Writing Academic DiscourseA
• ENG 301 Literary Study IIA
• ENG 345 Writing Workshop

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• 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 485 ESL K-12A
• ENG 359 Post Colonial TextsA
• ENG 385 Adolescent LiteratureA

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• 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 485 ESL K-12A

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• 11.  Students participate as knowledgeable,
  reflective, creative, and critical members of a
  variety of literacy communities.
• ENG 204 Great Books LiteratureA
• ENG 351 British Text Medieval-17th C.A
• ENG 357 American Texts 20th C.A
• ENG 359 Post-Colonial TextsA
• ENG 410 Arthurian LiteratureA
• ENG 460 Fantasy FictionA
• ENG 385 Adolescent LiteratureA
• Eng 300 Literary Study I
• Eng 301 Literary Study II
• ENG 478 Intro to LinguisticsA
• ENG 346 Reading WorkshopA
• Eng 486 Integrated Language ArtsA
• ENG 102 Hon Writing Academic DiscourseA
• ENG 301 Literary Study IIA
• ENG 345 Writing Workshop

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• 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 204 Great Books LiteratureA
• ENG 351 British Text Medieval-17th C.A
• ENG 357 American Texts 20th C.A
• ENG 359 Post-Colonial TextsA
• ENG 410 Arthurian LiteratureA
• ENG 460 Fantasy FictionA
• ENG 385 Adolescent LiteratureA
• Eng 300 Literary Study I
• Eng 301 Literary Study II
• ENG 478 Intro to LinguisticsA
• ENG 346 Reading WorkshopA
• Eng 486 Integrated Language ArtsA
• ENG 102 Hon Writing Academic DiscourseA
• ENG 301 Literary Study IIA
• ENG 345 Writing Workshop

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General Education Content Courses
Total Credits 12
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English Core Requirements
Total Credits 32
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Language Arts Requirements
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Language Arts Requirements Continued
Total Credits 54
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Praxis II Subscores
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Pedagogical Content Knowledge

• Lesson Plan
• Unit Plan

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Lesson PlanCensorship in America Fahrenheit 451

• Guiding Questions 1. Can our thoughts be
  controlled by outside influences? 2. Can
  censorship make us better people?
• 1. Context
• In the 2nd period class Honors English class,
  all 10 students are in the eleventh grade. The
  class is comprised of 7 females and 3 males.
• The students are being introduced to the theme
  of censorship in preparation for reading Ray
  Bradburys novel Fahrenheit 451, which is about a
  futuristic society where books and house
  containing books are burnt.
• 2. Broad Lifelong Goal/s Rationale
• Often people become accustomed to the
  environment they are living in. They do not
  realize what is really going on because they are
  experiencing the event from their insider
  perspective rather than the outsiders overview.
  Learning about censorship will require students
  to take a step back and analyze times that they
  may be passively accepting what is being put in
  front of them, accepting the censored material
  without questioning what and why it was censored.
  Viewing information critically is a skill that
  students will use every day for the rest of their
  lives.
• 3. Specific Daily Objectives
• Students will learn to analyze media to determine
  an authors purpose and opinion
• Students will learn to differentiate information
  from what they believe to what someone is trying
  to make them believe
• 4. ODE and/or NCTE Standards
• According to the Ohio Department of Education,
  students in the eleventh grade need to
• Examine an authors implicit and explicit
  philosophical assumptions and beliefs about a
  subject
• 5. Materials
• Conversations of Meinungsfreiheit Clip at
  http//www.ncac.org/yfen/2006.cfm, Chalkboard,
  Fahrenheit 451, Journal Paper with Prompt, Dry
  Erase Markers, Scrap Paper, Writing Utensil, List
  of Banned Books, Aunt Chip and the Great Triple
  Creek Town Affair

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6. Methods/Procedures 2nd period42 minutes
918 to 1000 Objectives Today we will be
discussing the topic of censorship. When the
lesson is over, students will be able to analyze
authors implicit and explicit beliefs about a
subject. The goal of this lesson is to encourage
students to become independent thinkers, not
taking information presented to them by adults,
the media, or the government for granted. Also,
students should be able to assert their own
opinions on the topic of censorship by the end of
the period. 11 minutes 918 to
929 Anticipation Conversations of
Meinungsfreiheit, the 2006 winning film from the
Youth Free Expression Network, will be shown to
the students. This film was created by Lily
Erlinger from Miami, Florida, who won 1,000
dollars for first prize. The 2006 topic was War
and Free Speech Can They Co-Exist? This film
debunks and comments on the belief that many
Americans hold in America, we have the right to
speak freely because the Constitution says
so. While viewing the clip, students will be
asked to fold a piece of paper into three
columns. In the first column, they will respond
to what they feel the creator was trying to
express. In the second column, they will respond
to what techniques did the creator use to get her
point across. Finally, in the third column, the
students will respond to how effective they felt
her message that the government infringes on
peoples freedom of speech was. 1 minute 929
to 930 Introduction The teacher will explain
how censoring what people say, as this video
indicates that the government does to potential
protestors through making them fearful, happens
in a variety of ways. 3 minutes 930 to
933 Practice In pairs, the students will
create a list of possible items that they have
had censored or that someone else might censor.
Possible answers include Clothing, videogames,
movies, books, music, plays, pictures, paintings,
newspaper articles, t.v., etc. 5 minutes 933
to 938 Feedback Students will present the
items on their list to the whole class. A
combined list will be generated on the
chalkboard. After the list is finished, the
teacher will tell the students that the book they
will be reading, Fahrenheit 451, is about the
censorship of books. This story is set in a
futuristic society, like The Giver, a book they
read last year, was. Books are not permitted in
this society because they enable people to think.
Instead of putting out fires, firefighters
actually burn books and houses with books in
them.
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10 minutes 938 to 948 Teacher Read Aloud In
order to reinforce the idea of censorship, the
teacher will read Aunt Chip and the Great Triple
Creek Dam Affair by Patricia Polacco. This story
is about an old librarian whose town has
forgotten how to read because of the invention of
the television. Aunt Chip, the librarian, makes
it her mission to preserve the books and teach
the citizens how to read. Reading this story
models fluency and is meant to portray reading as
a pleasurable activity for students. 10 minutes
948 to 958 Journal Writing After viewing the
clip, reading the childrens literature, and
discussing censorship as a class, students will
be asked to write freely for ten minutes in
response to a journal prompt What does
censorship mean to you? 2 minutes 958 to
1000 Close of the period Students will have
the last two minutes of the class period to
return to their seats, put away their materials,
and turn in the journals, which will receive
comments and be returned to them the following
day so the responses can be shared in a group
discussion. For homework, the students will need
to review the list of 100 Most Frequently Banned
Books, highlighting books they have read/heard
of and/or are surprised are on the list. They
should then select one book, review it online,
and explain the books situation from both points
of viewwhy it should and why it should not be
censored. Before leaving, the students will see a
teacher example of the point of view
writing. Adaptations/Possible Problems
Solutions For students who have difficulty
seeing, hearing, or analyzing the video clip, a
teacher prepared example of the three column
activity will be given to help them pick out
important points. If students are not engaged
by the video, a class discussion will ensue about
the medias portal of the government being in
Iraq, Nazi Germany burning books, McCarthyism,
and other times of censorship. Then the video
clip will be shown after more context has been
created. For students who do not work well in
groups, they will be permitted to brainstorm
ideas of possible censored items on their own.
If students do not show enthusiasm about
brainstorming ideas, bonus points will be awarded
to students who think of unique items. If
students do not behave properly while the book is
being read (talking, off-task, sleeping, etc.),
they will be reminded of the procedures for
respecting others and for listening. If the
reminder still does not work, the students will
be required to journal about their behavior, how
it can be fixed, and what I, the teacher, should
do about it.
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Adaptations Continued If I cannot find the
childrens book I want to read with the class,
the students will write for ten minutes on the
journal topic, and then the students will discuss
their responses. For ESL students, their
homework will be to research a case of censorship
that has affected their native country or ethnic
group. They will be asked to read their one
paragraph report to the class, enriching the
learning of all students while practicing English
fluency skills. For gifted and talented
students, they will be research for homework a
case where a book was censored. They will present
both what happened in the case and the two
perspectives of the book (for and against being
banned). 8. Evaluation Understanding will be
evaluated on the group discussion following the
video clip. While students are brainstorming with
their partners, the teacher will go around the
room and check the students notes from the movie
and discussion. Students will also be
assessed on their journal entry. Twenty
completion points will be awarded for one-page
entries. For homework, the students will
review the list of 100 Most Frequently Banned
Books, highlighting books they have read/heard
of and/or are surprised are on the list. They
should then select one book, review it online,
and explain the books situation from both points
of viewwhy it should and why it should not be
censored. The homework assignment will be
graded for 20 completion points. Its purpose is
to make students consider a piece of literature
from more than one view point. Further, students
will be required to select a book from the list
to read as a future independent reading
assignment. Their reports on the books they
reviewed will provide students with more
information on the books to aid them in selecting.
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Unit PlanCensorship How does it affect me?
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Diversity

• Independent Reading Books
• Modified Vocabulary

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Independent Reading

• My students are required to constantly be reading
  an independent book. By varying the reading
  level, subject, and pace of the books I suggest
  or they pick, I exhibit my knowledge of my
  students abilities, likes, and dislikes.
• Matt was a non-reader. However, after I suggested
  Heat by Mike Lupica, Matt has devoured 4 more
  sports novels, and he is now requesting books for
  me to purchase for the classroom.
• Kay often looses herself in books in order to
  take her mind off of her problems. I purchased a
  book by one of her favorite authors, and upon
  presenting it to her, she replied in disbelief,
  YOU bought this book for ME! Thanks!
• Tom is frequently labeled as a problem student by
  other teachers. However, he has not shown any
  signs of negative behavior in my class, and he
  tells me that the reason he likes my class is
  because he gets to pick what he wants to read,
  which is normally an autobiography of his
  favorite musicians.

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Vocabulary

• I do not believe completing vocabulary workbook
  pages is an effective way to encounter new words
  therefore, my students take the words from their
  books and help each other construct meaning.
• Assessment is completed in a variety of ways.
  Some weeks the students play jeopardy as a form
  of a group quiz, other times they must use the
  words in their weekly writings, and sometimes the
  students take an actual matching quiz, which is
  chunked for those who need additional assistance.
• Regardless of how they are formally assessed, the
  students are encouraged to enter the class
  drawling by finding the vocabulary words in the
  real world. Furthermore, at the start of each
  day, I greet the students by asking them
  questions, requiring them to respond explaining
  the definition to a vocabulary word.
• Overall, I believe that by differentiating how I
  teach and assess vocabulary, the students are
  able to express their success in the manner that
  best suits their individual intelligence.

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Technology

• Online Discussions with WSU Students
• Evaluating Media Lesson Plan

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Online Discussions with WSU Students

• This fall my honors students paired up with
  students in Dr. Sally Lampings Reading Workshop
  class. The students were grouped according to the
  theme of their selected independent reading book.
  In an attempt to take learning to the next level,
  the college and high school students participated
  in online discussions about their books.
• The results were phenomenal! The level of
  thinking exhibited by my students impressed me
  greatly oftentimes, it was difficult to tell who
  was a high school student and who was in college.

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The Reading Workshop Discussion group consisted
of 66 members, who posted over 400 messages
within a 4 week period. Each thematic group
examined and compared the topics found in their
individual books.
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Evaluating Media Lesson Plan

• After reading The Scarlet Letter by Nathaniel
  Hawthorne, I decided to show my students clips
  from the 1995 MGM movie version.
• Instead of just letting the students sit back and
  passively watch the movie, I taught them film
  terminology and challenged them to become
  actively engaged in analyzing the film.
• From the evaluations they made, the class wrote a
  formal letter to MGM studios, explaining what
  they believe needed to be changed if a remake
  were to be made. Casting, sound effects, camera
  angles, and scene additions and deletions were
  all suggested.

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Evaluating Media Lesson Plan
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Professionalism

• OCTELA conference
• NCTE member

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OCTELA Conference

• The Ohio Council of Teachers of English Language
  Arts (OCTELA) was founded in 1957 as the English
  Association of Ohio (EAO). OCTELA is composed of
  teachers of English and anyone interested in
  practicing and promoting English Language Arts.
  OCTELA is the only statewide affiliate of the
  National Council of Teachers of English (NCTE)
  representing teachers of English language arts
  from prekindergarten through college.
• On March 7 8, 2008, I will be attending the
  OCTELA conference with Miranda Frank, a high
  school English Teacher at a neighboring school.
  In addition to building professional
  relationships with my colleagues at Coldwater, I
  have begun friendships with English teachers at
  neighboring schools in order to continue to
  enrich my knowledge of the best teaching
  practices.

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NCTE Membership

• In the fall of 2006, I joined the National
  Council of Teachers of English. In addition to
  receiving weekly e-mails updating me on the
  newest English trends and concerns, I also
  receive two journals, The English Journal and
  Voices from the Middle, that continue to expand
  my mind. Moreover, I have purchased several books
  from NCTE that have provided background
  information to teaching techniques like using
  online discussions and graphic novels.

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Emotional Intelligence

• Lunch with Johnny
• Attending school functions

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Lunch with Johnny

• Johnny has an IEP for emotional and behavioral
  modifications. After missing several assignments
  due to absences, his grade began to fall
  dramatically. Rather than holding to my normal
  two day late policy, I met with Johnny during
  lunch to discuss how to improve his grade.
• I knew that he needed to pass my class in order
  to participate in sports, and I knew that talking
  to him about his grades during class would not
  work because he quickly becomes defensive and
  angry. Instead, I shared my lunch with him since
  he did not have anything to eat, and together we
  devised a plan on how to improve his grades in
  all of his classes. Before he left, I gave him
  the supplies to create an organized binder/
  folder system for each class.

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Attending School Functions

• Coldwater, the school I teach at, and Versailles,
  the school I graduated from, are major rivals in
  the sporting arena. Due to this intense
  competitions, my students get very excited to see
  me supporting them. Whether I am wearing a
  Coldwater t-shirt on a Friday, attending
  Volleyball game, judging the course at a Cross
  Country meet, or running the flag after a
  touchdown, the students express their appreciate
  and excitement for my support.

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Thanks!

• Thank you for taking the time to view my
  electronic portfolio. If you have any questions,
  comments, or concerns about anything you have
  read, please contact me at poeppem_at_cw.noacsc.org.
  Thanks!