My resume reflects my growth as an educator, and highlights the qualities I bring to the classroom.

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This collection illustrates how I have implemented my teaching philosophy in the classroom.

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Transcript and proof of Connecticut certification (grades 1 - 6) available upon request.

PORTFOLIO

TABLE OF CONTENTS

1. Philosophy of Teaching & Professional Goals
2. Designing Instruction
3. Lesson Plans, Worksheets & Activities
4. Responding to Individual Needs

5. Sample Worksheets
6. Bulletin Boards as an Opportunity to Learn
7. Thematic Learning
8. Conclusion: What is a Teacher?

3. LESSON PLANS, WORKSHEETS & ACTIVITIES

3a. Unit Initiation; Fourth Grade Social Studies: The Midwest
3b. Investigating Inference: Writing, Lesson One (30 minutes), Fourth Grade
3c. Created for First and Second Grade Students During Internship in Ansonia


3a. Unit Initiation; Fourth Grade Social Studies: The Midwest

Goals: 

Students will become interested in the Midwest.

Students will become familiar with the geographical and economic features of the Midwest.

Objectives: 

Using map skills, students will be able to locate a given state using a set of clues relating to that state's climate, landforms and industry.

Materials: 

This is My Country, Houghton Mifflin Social Studies, 1994 (text and map activity book)

Teacher-made worksheet

Initiation: 

Display classroom map of the US. Ask students to identify key and scale (K). Ask students to identify state borders (K). Ask students to identify various landforms as they appear on the map (K). Ask students how they would use these things to find a state that is 600 miles away from Connecticut (Ap).

Direct Instruction: 

Direct students to open social studies books to p. 408. Ask students to define climate, vegetation, and resources (C). Have students use map keys to identify states that fit the following criteria (may use map on p. 405 to help with state names) (Ap):

  1. A state that touches the Atlantic Ocean.
  2. A state that has a desert climate.
  3. A state that is mostly grassland.
  4. A state that produces gold.

Distribute clues.

Explain: Each person in your group has a different set of clues. Do not share your clues with anyone! Using only your clues, you are responsible for coming up with at least 4 states that my brother or sister might be headed for. I will give you 5-10 minutes to make your lists. When the time is up, you will work with your group to figure out which state fits all the clues that you have.

Explain that students may use maps on p. 405, 408, 409, and 38 to solve clues.

Write on board for student reference.

Independent Practice: 

Divide students into groups (see attached) and allow time for students to solve clues.

Monitor and assist as necessary.

Call students back to group. Allow groups to share answer. Ask:

    What state is my sister/brother running away to (K)?
    What strategies did your group use to figure out the answer (Ap)?
    Which clues were the most useful to your group (E)?

Explain that Ohio and South Dakota are in the Midwest, which is the region that we will be studying for the next few weeks.

Homework: 

Map Activity 19

Closure: 

Display "buffalo skin" painting. Ask students to predict who were the first human beings to live in what is now the Midwest (Ap). Explain that we will begin our study of the Midwest by learning about the Native American tribes from that region. Explain that the buffalo was very important to some of these tribes.

Distribute paper bags. Demonstrate how to cut and crumple bag to make "buffalo skin".

Students will take home paper bags and crumple them over the course of the next two days (must spend at least 30 minutes total). Students must return paper bags on day 3 for class art project.

Assessment: 

Were students able to use their map skills to correctly identify the given state?

Later on in the unit, workers in the assembly line team up to complete a craft project.

Students were amazed at the "Smiley Face Factory" output.


Throughout this lesson, the abbreviations K, C, Ap, An, S and E stand for the question's place along Bloom's Taxonomy; Knowledge, Comprehension, Application, Analysis, Synthesis or Evaluation.


3b. Investigating Inference: Writing, Lesson One (30 minutes), Fourth Grade