Mary Sawyer

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

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

Goals:

Through their enjoyment of mystery stories and participation in other activities, students will gain proficiency in making inferences.

Objective:

Using the clues provided, students will work in groups of four or five to infer a possible meaning for each, within the context of a mystery, and write the introduction to that mystery.

Materials:

"Create a Story" worksheets
Four paper bags
Four groups of clues:

Pocket watch, tin container, key, broken glasses, and fuse
Road atlas, sun-block, bandana,
Carabineer clip, binoculars, pinecone, mitten
Leather glove, necklace, evening bag, rose, French coin

"Introduction" worksheets

Initiation:

Review meaning of inference. Discuss what conclusions might be drawn from clues such as a lost house key, a single shoe, or a pair of sunglasses. Allow for student suggestions. Tell students that they will be presented with the clues to a mystery, and that they will need to infer what the clues mean about the solution to the mystery.

Direct Instruction/Guided Practice:

Give each student a number (1-4).
Place "Mystery Bags" around the room in locations that allow for group work.
Ask students to go to the area with the bag that matches their number.
Distribute "Create a Story" worksheets.
Call students one by one to draw a clue from the bag.
Ask students to examine group clues and decide on one of four settings listed.
Allow 3-4 minutes for discussion.
When students have chosen a setting, instruct them to list clues one by one on worksheet, then decide what each clue might mean.
Note on worksheet.

Independent/Group Practice:

Allow students to finish filling out worksheet, pausing to discuss directions for each section.

Allow 3-5 minutes, as needed, for the completion of each section.

Closure:

Instruct students to return clues to bags.
Have students return to seats.
Call on student to explain meaning of inference.
Call on volunteers to name a clue, and the inference they were able to draw from it.

Assessment:

Do students correctly define inference?
Are students able to make logical inferences using their clues?

Unit Bibliography:

Critical Thinking, Cause and Effect, Inferences: Grades 4-6. Frank Shafer Publications, Inc. 1990. Palos Verdes Estates, CA

Reith, Martha C. 1984. Mini Mysteries: Listening and Comprehension Activities. Remedia Publications, Scottsdale, AZ.

Steffens, Judith B. and Carr, Judy F. 1983. Mystery and Suspense: Skill Oriented Language Arts Activities. The Learning Works, Inc. Santa Barbara, CA.

CREATING THE STORY

Name: _____________________________________

Here's your chance to create a great mystery, using the clues in the bag to work out the solution. Just follow the directions! Be sure that each person's worksheet has the same information.

Step 1:
Circle one setting.

The desert	The slopes of Mount Everest
The basement of a creepy, old house	The tower of an abandoned castle

Step 2:
Open your bag and list your clues.

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

4. ___________________________________________________________________________________________

5. ___________________________________________________________________________________________

Step 3:
Think about what each clue might mean in the setting you chose. Write one possible meaning next to each clue.

Step 4:
In what kind of crime do you think all of these clues might be involved?
_____________________________________________________________________________________________

Step 5:
What could be the motive for the crime? Circle one:

fame	Love	power
greed	jealousy	revenge

Step 6:
Fill in a name and an adjective for each character:

The Villain	The Victim	The Detective
		Your Group!

Names. _______________________________________________________________________________________

Work with the people in your group to write the introduction to your mystery. Use the information on your �reate a Story�worksheet. Your introduction should have one or two sentences that answer each of these questions.

Where and when did the story begin?
Who was the victim?
What was the crime?
What clues did you find?
How do you feel about this mystery?

One person may write, but EACH PERSON in the group MUST contribute at least one sentence.

_____________________________________________________________________________________________

3c. Created for First and Second Grade Students During Internship in Ansonia