Resume

Sabrina Mata
6713 W Medlock Ave
Glendale, AZ 85033
(623) 707-9834
Sabrina.mata@asu.edu
Education:
Bachelors of Art in Secondary Education (Emphasis in English)
Expected 2017
Arizona State University, Phoenix, Arizona
______________________
Teaching Experiences:
Internships:
Peoria Elementary School
Fall 2015
English Language Arts Sixth, Seventh and Eighth grade
Trevor Browne High School
Spring 2016
English Sophomores
Metro Tech High School
Fall 2016
Honors Sophomore English/AP Language

o Designed units and lessons aligned with Arizonas Common Core State Standards for 6 th 8th
grade English Language Arts standards, as well as Sophomore ELA standards

o Provided modifications and differentiation for English Language Learners, students with IEPs,
and gifted learners by implementing teaching strategies

o Integrated technology into lessons

o Established clear expectations and positive behavior management within the classroom
o Demonstrated commitment to continued learning through active participation in team building
meetings and professional meetings

o Utilized ongoing informal and formal assessment to measure effectiveness of teaching and
optimize student learning, adapting instruction when needed

o Built relationships with students and families from different cultures and in a positive and
respectful setting

______________________
Work Experience:
Family Visitation Aide
October 2016 Present
West Valley Child Crisis Center, Glendale, Arizona
o Supervise visitations between children and their biological parent(s)
o Transport children of all ages
o Document visits for the Department of Child Safety
o Provide a safe environment for children
o Collaborate with professionals to evaluate the progress of the visits
Barista Trainer/Supervisor
June 2014 October 2015
Starbucks, Scottsdale, Arizona
o Supervised and trained 3-4 staff members with duties that included: customer hospitality
and satisfaction, promotion of sales, answering telephones in a timely manner, and
janitorial responsibilities
o Deploy partners and delegates tasks
o Act with integrity, honesty and knowledge that upholds the values and mission of the
company
o Maintain a calm demeanor during periods of high volume or unusual events to keep store
operating to standard and to set a positive example for the team
o Assist with new partner training by positively reinforcing successful performance and
giving respectful and encouraging coaching as needed, as well as creating a positive
learning environment
Tutor
August 2013 May 2014
ASU American Reads, Tempe, Arizona
o Helped children reach their specific grade curriculum standards by creating lesson plans
that involve subjects such as reading, writing, and math
o Encouraging good behavior, academic learning, and relationship building
o Work with students individually or up to three students at once.
o Ensured childrens safety by completing trainings in First-Aid and CPR
______________________
Volunteer Experience:
Receptionist

November 2013

Associated Podiatrist, Phoenix, Arizona

o Efficiently answering calls on a multi-line phone system and transferring them to their
necessary department
o Greeted and prepared patients for their appointments by gathering the correct paperwork
and notifying their physicals of their arrival
o Scanned and shredded patients files

Vision Statement
I teach to heal and change the world for the better. I teach the young minds of the future
to discover ways of learning that are both rewarding and joyful. As a teacher I bring people and
communities together to create positive possibilities and outcomes for students of all ages. I
teach to empower young minds and show them that they have the strength to transform
themselves, as well as the world around them.

Sample Letters of Communication

SABRINA MATA
6713 W Medlock Dr Glendale, AZ 85303
623.707.9834
Sabrina.mata@asu.edu
15 September 2016
Mr. Alan Potts
Principal
Copper Canyon High School
9126 W Camelback Rd, Glendale, AZ 85305
Dear Mr. Potts,
Please consider me for the open Sophomore English teacher position for the 2017 2018 school
year at Copper Canyon High School. I believe my commitment to educating the future minds of
America and my experience within a high school setting makes me the perfect candidate for this
position.
The act of learning has always been a passion of mine and I want to inspire students to feel the
same way. My ability to build positive relationships with both students and peers, recent
coursework in curriculum and instructional strategies, and experiences within the classroom
setting has prepared me to be the very best teacher I know how to be. I want to motivate students
to take control of their own learning and help them understand that learning does not just occur
within the four walls of a classroom. As an educator at your facility, I want to teach your students
strategies for them to implement in their day to day lives to make them well rounded citizens of
America and prepare them for college and the curveballs life has planned for them.
I believe that all students are capable of achieving self-set goals and will become life-long
learners, all they need is a little guidance along the way. I believe that my personal views of
teachings aligns with the beliefs of your school and look forward to hearing back from you.
Sincerely,
Sabrina Mata

Metro Tech High School

1900 E Thomas Rd
Phoenix, AZ 85015
(602) 764-8000
Sabrina Mata 10 th Grade English
Smata1@asu.edu

Dear Mrs. Gonzales:

I am writing to inform you of your daughters behavior and low quality of work she
has turned in for my Sophomore English class. Despite working with Isabella one on one and
devoting time to her needs, Isabellas behavior is now causing problems for others in the
classroom and disrupting their learning process. I feel that it is important to make you aware
of this situation.
Up to this point, I have given Isabella verbal warnings, as well as lunch detention. The
behaviors your daughter is expressing in my classroom, such as excessive side conversations
with peers, frequent tardiness, and calling out at inappropriate times. My primary concern is
that Isabellas behavior is taking away from other students being able to learn to their best of
their abilities. If these behaviors continue to occur in the classroom, I may request a
conference to discuss what we can do together to help Isabella get back on track.
Thank you for your cooperation.

Sincerely,
Sabrina Mata
Sophomore English Teacher

Dear Parents/Guardians,
My name is Sabrina Mata and I am excited to welcome you and your child to my
classroom this year. As parents/guardians, I understand and respect that you are the most
important teacher in your students life and I want to express my gratitude for allowing me to
join you on their learning journey and being an active participant in your students academic
career. With that said, I penned this letter to introduce myself and my classroom expectations
for the 2016-2017 school year. I attended Arizona State University and graduated as a
qualified Secondary Education Teacher with an emphasis in English. I have worked with
children for five years and have dedicated my time and energy to help mold the future minds
of the world.
In order to meet the needs of your student, as well as the other students in the classroom,
I have created a classroom set of rules that I will hold all students accountable for. The rules
within my classroom are aligned to the district and school policies. Rules and consequences will
be taught the first week of school and will be retaught when needed. The rules presented below
reflect my own philosophy based on my belief that in order to have control of the classroom, the
students, as well as myself, must learn to respect one other. I also believe that by having these
rules in place will create a safe environment that will encourage students to feel comfortable and
ready to learn.
Rules:
1. Respect personal space, rights and property of others.
2. Be polite, courteous, and respectful at all times.
3. All grooming is done outside of class.
4. Only one person speaks at a time.
5. The teacher dismisses the class.
Consequences:
1st Offense Warning and One-on-One Student Conference
2nd Offense Phone Call Home
3rd Offense Detention (Before or After School w/ Phone Call/Letter Home)
4th Offense Administrative Referral
**The teacher reserves the right to skip consequences based upon the severity of the violation.
I look forward to a great school year and encourage you to come to me with any
questions of concerns throughout the school year. I have included my contact information at the
end of this letter.
Thank you,
Sabrina Mata
Room 1101
Smata1@asu.edu
Phone: 123.456.7890

Syllabus

Advanced 10th Grade English Syllabus

2016 2017

You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're
on your own. And you know what you know. And YOU are the one who'll decide where to go...
Dr. Seuss, Oh, The Places You'll Go!

Vision Statement
I teach to heal and change the world for the better. I teach the young minds of the future to discover ways of
learning that are both rewarding and joyful. As a teacher I bring people and communities together to create
positive possibilities and outcomes for students of all ages. I teach to empower young minds and show them that
they have the strength to transform themselves, as well as the world around them.

Instructor Information
Instructor

Email

Office Location &

Hours

Sabrina Mata

Sabrina.mata@asu.edu

Room 2225

*All emails will be answered

within 24 48 hours. I do not
check my mailbox on
Saturdays, but I will check it on
Sunday mornings and reply in a
timely manner.

Bell Schedule:
Period 1
Grade ENG
Period 2
Grade ENG
Period 3
Lunch A
Period 4
Grade ENG
Period 5
Period 6

ADV 10th
ADV 10th
Prep Hour
ADV 10th
Theatre 1/2
Theatre 1/2

Office Hours:
*7:30 AM 8:30 AM and 3:30
PM 4:30PM*
*If you need to come in
earlier or later than the
office hours listed, you will
need to make an

appointment with me to plan

around your schedule.

General Information
Description
For the 2016-2017 school year, we will focus on language, reading and literature,
composition, media, and research as described in the Arizona College and Career Ready
Standards for English Language Arts. Throughout the year, students will be introduced to
some exciting, yet challenging books. These pieces of literature will deal with timely and
important concepts such as heroism, innocence and experience, the individual and the
community, ambition, and loyalty. While exploring these topics, students will learn rhetorical
skills that will aid them in their reading comprehension and their written and spoken
abilities. More importantly, the students will be taught skills that will aid them in their pursuit
of life-long learning. These skills will help them attain more of the knowledge that is
necessary for living a fulfilled life that will yield some of the answers to life's greater
questions, such as, "Who am I?" and "What is the meaning and purpose of life?" My goal is
to make your writing and thinking stronger as you explore these issues and begin to develop
your own unique voice.

Managing Student Work and Goals

A good classroom is structured around procedures, not just rules. A classroom can become disorganized and chaotic
if the teacher does not have control of the environment. Based on the research of Dr. Harry Wong and Dr. Fred
Jones, procedures are taught, not told, and do not hold any consequences when done wrong. The purpose of
procedures is to establish a sense of control and order, directed from the teacher, to limit the waste of class time and
to create an environment that is centered around a learning classroom. By implementing procedures, there are
benefits for both parties within the classroom. The teacher will benefit with more efficient use of classroom time and
reduces disruptions. The students will benefit with more time spent being on task and reduce frustration within the
classroom.
Goals
By the end of the year you will be able to answer these three questions in detail:
1. How can literature that has been written before I was born be relevant to me today?
2. After walking in the shoes of all of our characters this year, have your views on issues such as war,
growing up, or heroes changed? Explain why and how, and if they have not changed, why not?
3. This year was all about tapping into different genres and finding the overall theme of the novels and plays
that we read. Look back to this year and determine what your overarching theme is. Explain why.
Collecting Homework

Students are responsible to turn in homework at the beginning of class that day that it is due. Students should have
the homework completed and in the designated period basket before the bell rings. Homework will be collected at
the homework station placed in the back of the room.
Handing Back Work
I will pass back any previously graded work while the students are working on their Bell Work. Any questions or
concerns about marks on their assignments will be discussed after class or before class the following day.
Handing Out Materials
Upon entering the classroom, students will take any materials laid out on the table at the front of the room before the
bell rings. Additional materials will be handed out by myself, or the Row Collectors will gather the necessary
materials for the people in their rows.
Student Absences
Students with excused absence(s) will be allowed to make up work that they missed. Students are granted one day
for every day they missed. If a student missed 2 days of instruction, they have two days to complete the work and
must turn it in by the end of the school day.
Late Work Policy
All completed work must be turned in on the given due date at the beginning of class. Late work will be accepted up
to 3 days past the due date, each day the assignment is late, 2 points will be taken off. Students are held responsible
to gather the missing work themselves from the Assignments Folder for their period.
Communicating with Guardians
I will communicate with parents via phone at the end of the school day. These phone calls will include, but not
limited to keeping parents and guardians informed with the class, any behavioral issues, and any concerns regarding
student work and school performance. For non-behavioral issues, I will make a phone call home and discuss the
positive behavior of the student with the parent. If I cannot get into contact with the parents, I will leave a message
and call at an other time.

Rules:
6. Respect personal space, rights and property of others.
7.
Be polite, courteous, and respectful at all times.
8. All grooming is done outside of class.
9. Only one person speaks at a time.
10. The teacher dismisses the class.
Consequences:
1st Offense Warning and One-on-One Student Conference
2nd Offense Phone Call Home
3rd Offense Detention (Before or After School w/ Phone Call Home)
4th Offense Administrative Referral
**The teacher reserves the right to skip consequences based upon the severity of the violation.

Grading and Recording Student Work

Recording Student Work
Student participation, quizzes, and multiple choice tests will be graded, recorded, and returned the next day. Any
assignments and/or exams with short answer questions will be graded and returned to students within two days.
Essays will be returned to students
within one to two weeks
on the day it was turned in,
including late work.
Letter Grade
Point Value
Grading Scale
A+
2205-2250
A
2093-2204
Participation Points/Bell Work
5 points/week
A2025
2092
(175 points)
B+
1958-2024
B
1868-1957
B1800-1867
C+
1733-1799
C
1665-1732
C1598-1664
D
1350-1597
F
1349 Below

23 Reading Guides (Homework)

25 points each (575 points)

5 Unit Quizzes

20 points each (100 points)

5 Unit Exams

100 points each (500 points)

5 Essays

100 points each (500 points)

Midterm

100 points

Final

100 points

Library Dedication Project

200 points

Total:

2250 points

Academic Integrity
Academic integrity embraces the core values and basic principles of honesty and responsibility
that encompass our practices as scholars, researchers, and creative artists. Academic dishonesty
includes cheating, fabricating or falsifying information or sources, improper collaboration,
submitting the same paper for different classes without permission, and plagiarism. Plagiarism is
the act when writers full intentionally or unintentionally use another person's language, ideas, or
materials and submit them as their own work without correctly citing their sources. Anyone who
submits an assignment and is caught cheating or plagiarizing will receive a score of zero for the
original assignment. Upon receiving a score of zero, the teacher reserves the right to inform the
principal and the students parent(s)/guardian(s) to take further disciplinary action if needed.
Assignment Breakdown
Participation/ Bell Work
Bell work will be collected at the end of the week at the beginning of class. In order to get full points, the student
must be present and have completed the bell work in full. Each day/bell work question is worth one (1) point.
Attendance will be factored into participation points. Bell work cannot be made up.
Reading Guides
For each unit there is a novel, play, or set of poems that the class will read. These reading guides will be passed out
at the beginning of each unit and this is where students will keep their reading log, notes/annotations, and
assignments for the assigned chapters/poems for the week. The packets will be collected on Fridays at the start of
the class.
Unit Quizzes
At the half point of each unit a 20 question quiz will be given. These quizzes will cover the reading material for the
unit, history of the novel/author, vocabulary, and written response questions. The quiz break down is as followed: 5
questions about the history of novel/author, 7 questions pertaining to the chapters the class has read, 5 vocabulary
questions, and 3 written response questions.
Unit Exams

Like the unit quiz, the unit exam will consist of questions from the entire text, mini unit lesson questions, questions
from lecture/presentation. The exam will have multiple choice, true/false, matching, and written responses. The
number of questions will vary with each unit.
Essays
At the end of the unit there will be an essay covering the text. Students will be given 3 possible prompts and they
can select which one they wish to write. Below is the rubric for the essay.

CATEGORY

Weig
ht

Organization

Quality of
Information
5

Citation
5

Bibliography

20 Points

15 Points

10 Points

0 to 5 Points

Evidence of planning
and logical order allow
reader to easily move
through the
composition. Clear
beginning, middle, and
ending contribute to
sense of wholeness.
Effective transitions
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.

Logical order allows

reader to move
through the
composition. Has a
beginning and an
ending. Transitions
are used within the
text.

Attempt at
organization.
Digressions,
repetition.
Weak
beginning and
ending. May
lack transitions

Random order. No
beginning or ending.
Difficult for the
reader to move
through the response

Information clearly
relates to the main
topic. It provides 12 supporting details
and/or examples.

Information has little

or nothing to do with
the main topic.

All cited works, both

text and visual, are
done in the correct
format with no errors.

Some cited works,

both text and visual,
are done in the
correct format.
Inconsistencies
evident.
Done in the correct
format with few
errors. . Includes 5
major references
(e.g. science journal
articles, books, but
no more than two
internet sites.
Periodicals available
on-line are not
considered internet).

Information
clearly relates
to the main
topic. No
details and/or
examples are
given.
Few cited
works, both
text and visual,
are done in the
correct format.
Done in the
correct format
with some
errors. Includes
4 major
references (e.g.
science journal
articles, books,
but no more
than two
internet sites.
Periodicals

Done in the correct

format with many
errors. Includes 3
major references (e.g.
science journal
articles, books, but
no more than two
internet sites.
Periodicals available
on-line are not
considered internet
sites.)

Done in the correct

format with no errors.
Includes more than 5
major references (e.g.
science journal articles,
books, but no more
than two internet sites.
Periodicals available
on-line are not
considered internet
sites)

There are no cited

works present in the
text.

available online are not

considered
internet).

Grammar,
spelling and
mechanics

Contains three
Contains two or
or more writing
more writing errors. errors. Syllabus
All writing conventions
Syllabus is generally is somewhat
are observed. No
easy for students
too complicated
errors. Syllabus is very
and parents to
for students and
easy for students and
comprehend but
parents to
parents to comprehend.
contains some
comprehend
unnecessary jargon. but contains too
much jargon.

Many writing errors.

Syllabus is
disorganized and too
complicated for
students and parents
to comprehend.

Midterm/Final
A midterm/final will be given at the end of the semester. This is a district wide exam that all students must take in
order to get credit for the class. These exams will cover concepts students have been taught throughout the semester,
vocabulary, and analysis of passages.
Library Dedication Project
As we dive deeper into the 21st century, we are introduced to more technology and new ways to incorporate it within
the classroom. I have developed a new project that will integrate technology, research, and hands on building for
students. Through this project, students will be able to incorporate both math and history by researching and
building. The main component of this project is for students to be able to do quality research that goes along with
the project. In a group of two to three, each group must research an author, one we have already studied in class or
one of their choosing, that they want to dedicate a library to. The research needs to include a biography of chosen
author, how their work has contributed or impacted both the literary world and society/world in which they lived in,
and where they want to build their library. Throughout this project, students will be required to read, write, research,
and create a library of their own design. After conducting their research as a group, each student must type a
minimum of three pages of their findings. Once the report is finished, as a group the students will create a blueprint
of the library they are going to build. Along with the blueprint, each group will create a list of materials. After
completing the blueprint and gathering their materials, students will then begin to build a replica of their library,
including a plaque dedicated to their author. To conclude the project, the class will hold an open house, welcoming
parents, staff members, and administration, and each group will present their library. During the open house,
students will tell their audience who their chosen author is and give some information about them. The students will
then explain why their author deserves a library dedicated to them. This is the major project for the year and will
incorporate a wide variety of standards for the year. By the end of the project, students will have accomplished the
following standards:
Reading

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. (910.RI.1)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper). (910.RI.4)
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 910 text complexity
band independently and proficiently. (10.RI.10.) a. By the end of grade 10, read and comprehend informational and
functional text, including history/social studies, science, and technical texts, at the high end of the grades 910 text
complexity band independently and proficiently. (AZ.910.RI.10)
Writing
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize
complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language and domainspecific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic). (910.W.2)
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (910.W.7)
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9
10.W.8)
Speaking and Listening
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience,
and task. (910.SL.4)

Course Materials
Required Materials
These materials must be brought to class everyday
2 3-ring Binder with loose leaf paper
1 College Ruled Notebook
Class Folder
Index Cards
Pens/Pencils

Optional Materials
5 extra credit points can be applied once per semester (10 points total for the year) if any of the following items are
donated to the classroom:
Hand Sanitizer
Kleenex
A package of lined paper
A package of #2 pencils (at least a pack of ten)
White board markers

Required Text
All novels and books will be checked out by the student each unit.

Course Schedule
Unit

Dates**

Topic

Reading

Aug 31st Oct 30th

Innocence and Experience

Bless Me Ultima

Nov 2nd Dec 17th

Heroism

Catcher in the
Rye

Winter Break
3

Jan 4th Feb 5th

Plays

Feb 8th Mar 18th

Poetry

Antigone and
Oedipus Rex

Spring Break
5

Mar 28th May 6th

Loyalty

The Things They

Carried

**The teacher reserves to right to extend units if needed

Consideration for Diverse Learners:

All lessons will be planed to address individual learning styles of all students. I will follow all IEPs and 504s as
written and offer more practice before and after school for any student who needs extra help with an assignment.

STUDENTANDPARENTSYLLABUSAGREEMENT

By signing on this page you and your parent state that you have read the syllabus for Advanced
Sophomore English with Miss Mata and agree to the rules, requirements and, restrictions of the class.
Please note that you will be held accountable for all of the information provided to you here.

_________________________________

_________________________________

Student Name (printed)

Student Signature

_________________________________

_________________________________

Parent/Guardian Name (printed)

Parent/Guardian Signature Date

___________________________________
Parent/Guardian Phone Number

____________________________________
Parent/Guardian Name E-mail

I would like to receive E-mail updates about this class: YES or NO (circle one)

Professional Growth Plan

Planning and Preparation
1 Year: During the 2016-2017 school year, I will embed formative assessment practices in my
everyday instruction. This goal will be measured through observation and student work in the
time frame of one semester.
5 Year:
1) I will be update my lessons every two years in order to be up to date with the changing
resources and technology. I want to embrace the advancement of education and help my
students get the best education that they can get.
2) My AZ Merit test scores will improve by 8% each year by the end of the school year. In
order to do this, I will attend district workshops and test workshops to help my students
improve their test taking skills.
Classroom Environment
1 Year: After every major project/assignment I will ask the students who scored exceedingly well
or showed hard work/improvement and ask them if I could hang it on the classroom showcase so
that their peers could see their work. By doing this I hope to encourage students to take pride in
their work, as well as increase student work.
5 Year:
1) I will develop a good rapport with my students by taking taking their needs into
consideration and building up their self esteem through the principles that Richard Lavoie
outlines for teachers in When the Chips Are Down. This will be measured by the
student participation and observations in my classroom.
2) By the second quarter, I will have 80% of my students contributing to develop a positive
and safe learning environment within my classroom and the school. This will be
measured through self regulation, observation and peer interaction.
Instruction
1 Year: I will improve my questioning techniques to engage students in higher level thinking and
problem solving. I will implement thinking strategies. Improvement will be evidenced through
lesson plans, observation, self-reflection, and student work samples.

5 Year:
1) As technology advances, I want my classroom to advance with it. Within first five years
of teaching I will learn to incorporate online writing tools in my classroom. I will
collaborate with the IT department and technology/computer teacher to be proficient
when using Google Classroom and other online tools. My students will have the
opportunities to work independently, collaboratively, and receive/give feedback almost
instantaneously.
2) By my fifth year of teaching I want to start converting all of my direct lesson plans into
project or inquiry based lesson plans. This will enrich students education and allow them
to take their learning into their own hands with me as a guide/tool.
Professional Responsibilities
1 Year: I want to be involved in more than just the four walls of my classroom and within my
first year of teaching I want to get involved with the school community and student body. To do
this I want to work with the drama department and other school clubs such as student
government and debate. By doing this I will interact with students outside of my classroom and
help increase school spirit. This will be measured through helping out with club fundraisers,
going to school sponsored events, and student behavior/attitude.
5 Year:
1) I will increase my knowledge of supporting students with attention deficit hyperactivity
disorder. I will research online resources, consult with district and cooperative special
education coordinators, observe special education teachers, and participate in an online
course on how to work with students who have ADHD. This will be evidenced by notes
and self-reflection, a course certificate from Ed2go. This will be completed by my second
year of teaching and with each new school year, I will ensure that my certificate is still up
to date.
2) By my fifth year of teaching I want to learn new practices in order to become a mentor
teacher for new teacher candidates. I will participate in district wide training, specific
university training, as well as courses that will enhance my teaching skills to better help
future teachers within my content. Evidence of success will be the competition of
workshops and surveys for my intern teachers to fill out.

Appendix
10th Grade Curriculum Map
Unit

# Weeks

Unit Title/ Essential

Common

Questions/Learning Objectives

Core

Resources/Materials/ Assessments

Standards
1

5 Weeks

UT: Narratives

CCS:

- Parts of Plot
- Character Traits
Unit Essential Question:

(9-10.RL.1),

What are the basic

rules that plots follow?
Why is it satisfying for
the reader?
- How does character
development and
setting work together
to develop the plot?
- How does the reader
determine a type of
character
(protagonist/antagonist
, flat/round character,
etc.)
Unit Learning Objectives:
-

SWBAT define parts of

plots and identify them
within text.
SWBAT define and
identify character traits
within text.
SWBAT construct a
narrative that includes
parts of plot and well
developed characters.

(9-10.RL.2),
(9-10.RL.4),

Resources:
-

Everyday Use
Interview with Alice Walke
Thinkin on Marryin
A Babys Quilt to Sew Up
the Generations

(9-10.RL.5),
(9-10.W.3),
(9-10.W.4),
(9-10.W.9),
(9-10.W.10),

Assessment:
-

Plot Diagrams
Character Analysis
Narrative Essay
Reading Quiz
Weekly Journal Responses

(9-10.SL.4),
(9-10.L.1),
(9-10.L.4
(a,c)), (910.L.6)

5 Weeks
UT: Arguments
-

Narrator/Voice/Compari
ng Themes, Persuasive
Techniques
Unit Essential Question:

CC
Standards:
(9-10.RL.1),

Resources:
-

And of Clay Are We

How does the genre of

a piece of writing
influence the theme or
message?
How can practical

(9-10.RL.2),

knowledge of

(9-10.RL.4),

persuasive techniques

(9-10.RI.7),

strengthen a writers

(9-10.SL.3),

argument?

(9-10.W.1, a-

Created

(9-10.RI.9),
(9-10.RI.2),

Ill-Equipped Rescuers Dig

Out Volcano Victims; Aid
Slow to Reach Colombian
Town

The Maninthe Water

Goldilocks and the Three

e), (9-

How does the theme of

a story reveal an
authors attitude toward
the world?

Unit Learning Objectives:

SWBAT identify a

10.W.5), (9-

Bears (http://www.sacred-

10.L.1), (9-

texts.com/neu/eng/eft/eft1

10.L.2), (9-

htm)

10.L.3,a-b),
(9-10.L.4, a)

The Storyteller

The Parable of the Good

works theme and

Samaritan

support their
interpretation with

Versus Runners Conscience

textual evidence

SWBAT identify

SWBAT utilize
persuasive techniques
in their own

If Decency Doesnt, Law

Should Make Us Samaritans

persuasive techniques
in a piece of writing

A State Championship

Good Samaritans U.S.A.

Are Afraid to Act

Assessment:

argumentative essay.

3 Weeks

UT: Change Can Be

CC

Unexpected

Standards:

Point of View text rewrite

Analytical paragraph

Argumentative essay

Weekly Journal Responses

Resources:
-

Lamb to the Slaughter

(9-10.RL.1),
Unit Essential Question:
-

(9-10.RI.1),

How do people respond

(9-10.RL.2),

to changes in their

(9-10.RI.2),

Excerpt from Into Thin Air

What Really Happened in

Into Thin Air: Climbers Who

lives?

How do authors use

irony to build mystery,
tension, and suspense?

(9-10.RL.3),

Were There Discuss the

(9-10.RL.5),

Events of May 10, 1996

(9-10.RI.3),

(http://classic.mountainzon

(9-10.RI.5),

.com/climbing/

(9-10.RI.6),

fischer/letters.html)

Why do people have

(9-10.SL.2),

different perspectives

(9-10.L.1),

on the same event?

(9-10.L.2,a-

Movie:

b), (9Unit Learning Objectives:

10.L.6), (9-

examples of

10.W.2, a-f),

dramatic and

(9-10.W.4)

explain how authors

use them to create
mystery, tension,
and surprise in a
selected text.

STBAT explain an
authors argument
and how it is
affected by irony.

SWBAT to write an

documentary,1998)

10.L.4), (9-

SWBAT identify

situational irony and

Everest (IMAX

Assessment:
-

Summative Assessment
(multiple choice, T/F, and
written portion)
Academic Summary
Articles of the Week
(summary and opinion)
Weekly Journal Response

academic summary.

4 Weeks

UT: Response to Literature

CC
Standards:

Unit Essential Question:

-

Resources:
-

(9-10.RL.1),

Why might an

(9-10.RI.1),

author use symbols

(9-10.RL.2),

rather than directly

(9-10.RI.2),

stating meaning?

(9-10.RL.4),

Coming of Age, Latino

Style

Vision Quest

Crossing a Threshold to
Adulthood

(9-10.RI.4),
-

Why are symbolic

rituals important in
all cultures?

(9-10.SL.1),
(9-10.L.2,a-

How do authors use

10.L.4), (9-

poetic devices to

10.L.3), (9-

support a theme?

10.L.5, a-b),

What makes poetry

different than
prose?

Unit Learning Objectives:

Through the Tunnel

Same Song

Eating Together

Grape Sherbet

Shall I Compare Thee t

b), (9-

(9-10.L.6) (9-

a Summers Day?

10.W.1, a-e),
(9-10.W.9)

Ode to My Socks

Masque of the Red

Death

Students will be
able to identify
examples of poetic

The Black Death

devices in selected

The Taxi

I Am Offering This

texts.

Students will be

Poem

able to utilize poetic

-

devices in writing
their own poems.

Jazz Fantasia

Assessment:
-

Students will be

Analytical Essay (i.e.,

Response to Literature)

able to write an
analytical essay

Wannabe Sonnet

Poetry Unit Project

discussing the use

of symbolism in a
selected text.

2 Weeks

UT: Consumer and Workplace

CC

Resources:

Documents

Standards:

Core Texts

(9-10.RI.1),
Unit Essential Question:
-

(9-10.RI.2),

Why is it important

(9-10.RI.4),

to know how to read

(9-10.RI.5),

consumer and

(9-10.RI.6),

workplace

(9-10.SL.6),

documents?

(9-10.L.1b),
(9-10.L.2),

Evaluating the Logic of

Functional Documents

Analyzing Functional
Workplace Documents

Writing Business Letter

Why are

(9-10.W.2, a-

informational

f), (9-

materials organized

10.W.5), (9-

in specialized ways?

10.W.6), (910.W.10)

How can knowing

how to write an
effective business
letter positively
impact your future?

Unit Learning Objectives:

-

Students will be
able to identify and
analyze the
elements of a
variety of consumer
and workplace
documents.

Students will be
able to write a
business letter,
using appropriate
tone, vocabulary,
and format.

Introduction: Music on
the E-Frontier

Assessment:
-

Mock Job
Application/Interview
Resume
Business Letter
Cover Letter
Occupation Presentation

8 Weeks

UT: Research Paper and

CC

Drama

Standards:

Resources:
-

Citing Internet Sources

Writing a Research

(9-10.RL.1),
Unit Essential Question:
-

(9-10.RI.1),

Why is it essential

(9-10.RL.2),

to verify facts and

(9-10.RI.2),

use credible

(9-10.RL.4),

sources?

(9-10.RL.5),

Paper

Presenting Research

A Midsummer Nights
Dream

(9-10.RL.9),
-

Why is plagiarism
considered
intellectual theft?

(9-10.RI.1),

(9-10.L.3a),
(9-10.L.4),

Research Paper:

(9-10.L.4c),
(9-10.L.5, a-

Students will be
able to write a
properly-formatted
and cited research
paper

Drama:
-

Students will be
able to identify the
literary devices

Drama

What is a Tragic Hero?

The Elizabethan Stage

The Play: The Results o

(9-10.RI.5),

Unit Learning Objectives:

Violence

b), (910.W.2, a-f),

(9-10.W.4),

How to Read
Shakespeare

(9-10.W.7),
(9-10.W.8),

Vocabulary

(9-10.W.9),

Development:

(9-10.W.10)

Recognizing Puns

Analyzing and Evaluatin

unique to drama.

Speeches

Students will be

Assessment:

able to analyze the

development of

Research Paper (Works Cite

included)
Response to Literature Essa

theme and/or
character in the
selected play.

8 Weeks

UT: Society and the Individual

CC
Standards:

Unit Essential Question:

-

Resources:
-

(9-10.RL.1),

How does a writers

(9-10.RI.1),

background

(9-10.RL.2),

influence his/her

(9-10.RI.2),

work?

(9-10.RL.3),

Lee

How does a time

period influence an
authors work?

Defendant A, Lizzie Borden

vs. State of Massachusetts,

Case: The People vs.

(9-10.RI.9),

Zamora, The Trial of

(9-10.RL.10),
(9-10.RI.10),

style affect his/her

(9-10.SL.1),

purpose?

(9-10.L.1),

How does society

Sleepy Lagoon Murder

(9-10.RI.4),

How does a writers

Classic Trials (The People o

the State of California vs.

(9-10.RL.4),
-

To Kill a Mockingbird, Harpe

Galileo, State of Florida vs

Defendant E)

Background Articles (Harp

(9-10. L.2, a-

Lee Biography, Jim Crow

b), (9-

Laws, Southern Women,

influence or shape

10.L.6), (9-

Lynching with Strange Fru

individuals?

10.W.1), (9-

by Abel Meeropol, The Gre

10.W.4), (9-

Depression"

Unit Learning Objectives:

10.W.9)
-

Students will be

Scottsboro Video Clips

Transcript

able to write a
series of analytical
paragraphs
analyzing how the
author, three
characters from the

The Psychology of Mob

Mentality and Violence by D

Wendy James, PhD

Assessment:
-

novel, and they

Flip chart with five

analytical paragraphs

have been
influenced and

Reflection of Literature
Response

shaped by society.
-

Weekly Journal Respons

Annotations for TKM

Lesson Plan Examples

Direct Instruction
Subject: ELA Grade 10

experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (9

a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the t

y main details in informational texts and relate it to their reading from Night.

e watching the World War II Episode 17 - Holocaust. The Cornell Note will be graded as followed:

major facts from movie and a completed summary

s from movie

s from movie
c to complex):

Materials/Technology Resources to be Used:

Night Vocabulary Unit Packet
Blank Cornell Note sheets
Night

World War II Episode 17 Holocaust (streamed fro

earning, and make relevant to real life)

er and title todays opener as Bell Work XXIII and answer the following questions:
ur table? Write the word and the definition.
, do you think you will like this novel?
of people, places, and events that occurred in the Holocaust. Prepare to share your answers.
Turn to your neighbor and ask what their vocabulary word is and then write it on your bell work sheet. After 40 seconds is up, d

s facts about the Holocaust on the white board.

urselves with vocabulary from the book, read Night and then watch a documentary about WWII, specifically on the Holocaust. W

abulary Unit Packet and copy of the novel to each student.

with the students and explain that all the activities in the packet must be

Each day that we read the book, students will be given 15 minutes of
eir packets.
with the students. There are five vocabulary words to focus on. Using

Student Will:

Quietly work on their vocabulary packets indi

Raise their hands to ask questions
Complete their work and then put their packe

ed to find the word in the book and based on the context in the book,
he word.
c the sentence, using the vocabulary word in the same context of the

y work individually on the assignment. Once the 15 minutes are up, the

dents put away their vocabulary packet.

iation

with their elbow partner, but the noise level must be kept low.

their Night Unit Packet so they can answer questions for todays

Student Will:

Pull out their unit packet and turn to question

Be called on by the teacher and give a short su

acceptable answer can be something like: Ye

Eliezar and how his life was like before the G
Predict what is going to happen next. Student
Read along with the speaker quietly. Students

ask them to summarize yesterdays reading.

erent students and ask them to make predictions of the book. Write down

hite board for everyone to see. Come back to this when the class has
udents are having a tough time making predictions, guide them through
remember details from the Holocaust, go back to passages already read.
o page 12, where as left off yesterday. Ask the class if they want to

are any volunteers who want to read. Throughout the reading, ask the
wer questions 5-9 in the Night Unit Packet.

iation

with the reading. If we are popcorn reading, every student called on must read at least two sentences before calling on someone el
Student Will:

Note sheet to each student.

they will be watching a documentary on the Holocaust. This will give

m their history classes and help them better understand what is going on

em to the class (100 points 5 major facts + summary, 85 points 4 major

facts).
d throughout the documentary, completing a Cornell Note along side the

Watch the movie quietly and fill out the Corn

Turn in the note sheet once their summary is c
by the end of the class period.

iation

the assignment along side the students, so struggling students can see it being modeled.
ns:

ote. In 2-3 sentences, write about an event or person that was talked about in the movie and relate it to the book. Once you are do