Polaris Charter Academy

I currently teach a 1st and 2nd grade multiage classroom at Polaris Charter Academy.  Polaris is an Expeditionary Learning school.  elschools.org


Through Expeditionary Learning is an experiential project-based approach where students do original research and create high-quality products for audiences beyond the classroom.  They develop critical thinking and problem solving skills as part of the expedition.  This learning is preparation for student success in college and beyond.  Polaris works hard to create a school culture based in strong relationships and positive character, with rigorous expectations for behavior and achievement.


The students at Polaris are doing unbelievable things!  To document their success and learning my Crew has created a blog.  Make sure to stop by and see what we are up to.  Feel free to leave us a comment or ask us questions! 
Please visit our class blog!

Student Teaching

Blue Star Elementary
Hamilton Community Schools
Hamilton, MI

I spent 16 weeks in the 5th grade classrooms at Blue Star Elementary. Kathy Newhouse and Ray Buursma "team teach" science, math, reading, and social studies. I was able to be active in both classrooms. I reviewed curriculum materials and resources and developed lesson plans. In social studies I developed geography and poetry units. When developing these units I reviewed current materials in the school and found outside resources as well. I also developed assessment methods for these units.
To review my poetry unit click here
To review my geography unit click here

Assessment is key to teaching in order to see what students learned and what needs to be retaught.
To review my poetry assessment methods click here

I actively took over reading after about 3 weeks of observation. I developed a creative writing biography project after students read biographies.
To review the assignment explination click here.
To see the biography project assignment click here.

After the students completed their biography projects we held a Wax Museum for students to demonstrate the knowledge their learned about their person.
To see pictures and more explanation about the Wax Museum click here.

Biography Project Rubric

Biography Project Rubric

*Use this checklist to make sure you have included all the necessary components of your project!
*This will be the form used to grade your project.

Requirements for ALL:
______Neat (10pts.)
______Spelling and punctuation (10pts.)
______Effort (10pts)
______Project is organized in a folder/binder or packaging ( 5pts.)
______Cover includes picture and the person’s name (5pts.)
______A copy of your timeline is included (graded separately)

Choices: (20 pts. Each)
_______Birth announcement & birth certificate
________Birth place
________Date of birth
________Parents Name
________Siblings (if it applies)
________Weight at birth

_______Death announcement/obituary
________Date of death
________Where they died
________Why they died
________Who is still living in their family
________Where & when their funeral will be

_______Illustrate scenes from story in comic strip
________ 5 major events from the person’s life
________5 dialogue bubbles
________Each event is clearly labeled with date and location.
________Comic is colored
________Comic is neat

______Map of major events in person’s life.
________ 5 major events from the person’s life
________Each event is clearly labeled with date and location
________Explanation box for each event included
________Map is colored
________Map is neat

______Picture book of a scenes/events
________5 events/scenes from the person’s life
________5 pages with text giving information
________Each event/scene is clearly labeled with date and location.
________Book is colored
________Book is neat


______Write a speech
________Included a written script of the speech
________4 main points in the speech
________An introduction
________A conclusion
________Speech is new and original (not plagiarized)

______Perform speech
_______Stand tall
_______Speak loud enough
_______Speak clearly
_______Read/talk at a medium speed

______Newspaper article
_______Included information for who, what, when, where, why, how
_______An introduction
_______A conclusion
_______Written in columns to look like a newspaper article

______Advertisement
_______One picture relating to the person
_______Advertises the person or their message
_______Advertisement is colored.
_______Advertisement is neat.

______Baseball Card
_______Done on a 3 X 5 card
_______Picture of person on front
_______Name & Nickname (if they have one) included on front
_______Time period they played included on front
_______Most significant contribution included on front
_______Awards & Honors on front
_______Biographical information included on back(height, T.D’s scored)
_______A quote on back
_______Baseball card is colored
_______Baseball card is neat

______Letter to our Class
_______Introduction
_______Conclusion
_______A description of who they are
_______Time period they lived
_______3 details about their life that would be interesting to our class


Total: ________ out of 100 points

Biography Project

Biography Project
Final Project Due:_________________

Using your biography as well as additional information from the Internet, encyclopedias, and other books complete 3 of the 10 options below.

Requirements:
• A binder, folder, or “package” (be creative) to hold the pieces of your project.
• Cover- this will provide an introduction to your person. Include a picture and their name.
• Timeline- you will include a copy of your timeline you made in class and info-tech.

Choose 3 of the following:
• A birth announcement and birth certificate- look in the newspapers located in the classroom for examples. (Included: where they were born, date of birth, parents names, any brother or sisters names, weight at birth)

• Death announcement/ obituary- look in the newspapers located in the classroom for examples. (Include: Date of death, where they died, why they died, who is still living in their family (wife, children), where their funeral will be)

• Illustrate scenes from the story of the person’s life in a comic strip. Please clearly label the date and location of each event.

• Make a map of the major events in the person’s life. Label each event and location clearly with date and location.

• Make a picture book of exciting scenes/events from the person’s life. Clearly label each event with the date and location. Include 5 pages with text.

• Write a speech your person may have given. (For example, Martin Luther King would have given a speech to his fellow civil rights activist about civil rights for African Americans). Make sure NOT to copy any speeches they actually gave. Use the information you learned about them to imagine something they may have said or an issue they may have felt strongly about.

o If you would like to PREFORM the speech that will count for a choice!!!

• Write a newspaper article reporting and explaining an important event in which this person was involved. (Remember Who, what, when, where, why, how)

• Create an advertisement about this person and their work. Look at advertisements in the newspaper, on TV or on the Internet to use as a guide.

• Create a baseball/basketball/football card (if your person is a sports star!). Use a 3x5 card, make sure there is a picture, name, their nickname (if they have one), time period they played, most significant contribution, awards & honors. On the back included: basic biographical information (age, height, etc.), a quote. (Optional: another picture on the back).

• Write a letter to our class from your person. Include a description of who they are and when they were alive, and details that would be interesting to our class!

• Anything else you think might fit with your person. (Examples: write a song, perform your song, poem, script for a play or radio/TV commercial, may other options, be creative!!!) MUST GET APPROVAL FROM THE TEACHER!!!!!


***See the attached checklist to see the requirements for each entry***


Due Dates:

First Draft:_________________

Second Draft:______________

Third Draft:_______________

Final Draft:________________

Poetry Portfolio Assessment

Poetry Portfolio Rubric

Favorite poem
Title______________________
_____ Included Rough Draft
_____ Poem shows effort and creativity

Justification
_____ 1 sentence including the title and which poem in the portfolio it represents (favorite, word choice/voice, learned, new).
_____ 3 sentences explaining why it was included.
_____ Included details and examples of why this poem qualifies.


Good word choice or voice
Title______________________
_____ Included Rough Draft
_____ Word choice or voice shows creativity

Justification
_____ 1 sentence including the title and which poem in the portfolio it represents (favorite, word choice/voice, learned, new).
_____ 3 sentences explaining why it was included.
_____ included details and examples of why this poem qualifies.


Shows something you learned.
Title______________________
_____ Included Rough Draft
_____ Poem shows effort and creativity

Justification
_____ 1 sentence including the title and which poem in the portfolio it represents (favorite, word choice/voice, learned, new).
_____ 3 sentences explaining why it was included.
_____ included details and examples of why this poem qualifies.


A new form of poetry to you.
Title______________________
_____ Included Rough Draft
_____ Poem shows effort and creativity

Justification
_____ 1 sentence including the title and which poem in the portfolio it represents (favorite, word choice/voice, learned, new).
_____ 3 sentences explaining why it was included.
_____ included details and examples of why this poem qualifies.

Geography Unit

Geography Unit Plan

Lesson #1:
Introduce Geography and 5 themes

Objectives: Students will:
• Identify what they know, want to know, and want to learn about geography.
• Complete a graphic organizer detailing the 5 themes of geography.

Procedure:
• Write “Geography” on the board. As a class complete a KWL chart on the board. (5 minutes)
• Ask students if they know what the 5 themes are.
• Distribute the graphic organizer.
• Review/explain each theme. Don’t do examples for a few of the last ones and ask students to complete them on their own.
o This will act as a review sheet perfect for the test. KEEP IT!


Lesson #2
5 Themes

Objectives: Students will:
• Recall the 5 themes of geography
• Create a poster of a specified theme
• Present their finished product to the class

Procedures:
• Ask students to remember and name (with description and examples) as many 5 themes as they can remember.
• Display poster. Explain this is a good way to remind themselves of the 5 themes as well.
• Assign students to a group. Create 5 groups.
• Each group will be responsible for a poster to be hung in the classroom. They need to find pictures representing their given theme. Remember to include all aspects. For example, Place should include both human and physical characteristics. *Pictures and labels should be large enough so we can see them!
• At end of class period ask each group to stand and share their posters.


Lesson #3
Map skills

Objectives: Students will:
• Identify and define- title, legend, compass rose, scale, equator, latitude and longitude.
• Create a flipbook for the terms above.
• Complete a map skills activity sheet.


Procedure:
• Discuss maps and the elements of a good map-title, legend, compass, scale, date, etc.
• Using a map explain terms to students- Legend, scale, Compass Rose (north, south, east, west), Equator, Latitude, Longitude. *Point out the title, date, etc.
• As the terms are described students will record the term and description into their foldable.
• After the description give pairs of students a map and activity sheet.


Lesson #4
Maps vs. Globes

Objectives: Students will:
• Identify, define and record the terms- Tropic of Cancer, Tropic of Capricorn, and Prime Meridian.
• Discuss-Latitude and Longitude
• Explain and discuss- Distortion: size, shape, distance

Lesson #5
What is a region?

Objectives: Students will:
• Describe how regions are defined
• Identify regions in a grocery store.

Procedures:
1. Define region with students.
2. Students record the definition in their flip book.
3. Discuss with students how grocery stores are broken up into regions based on the characteristics of the items.
4. Ask students to brainstorm regions in a grocery store.
5. In pairs ask students to complete the grocery store layout and answer questions about the layout.

Poetry Portfolio

Poetry Portfolio

What is this?
A portfolio is a collection of your work to show off. Each piece of work included in a portfolio is thoughtfully selected. In this case, you will be choosing from your poetry written in class to showcase what you learned!

What to include?
A total of 4 poems
A rough draft of each poem
A justification for each poem

How do I choose?
Choose your favorite poem.

Choose one poem with really good word choice or voice.

Choose one poem that shows something you learned.

Choose one poem that is a new form of poetry to you.

What else?
*Justifications*
Write a paragraph explaining why you included each piece of poetry in your portfolio.
- 1 sentence including the title and which poem in the portfolio it represents (favorite, word choice/voice, learned, new).
- 3 sentences explaining why it was included.
- Make sure to include details and examples of why it qualifies.

Example:
“I included my poem titled Stars in my portfolio because it is my favorite. It is my favorite because I love shape poems. It was very fun to write this poem. I think choosing the shape and coming up with the words to include was great. I also like this poem because the words I used really show what stars look like.

Teaching Summer School

Teaching Residents and Internship Program (TRIP)
Chicago Public Schools

As a member of the TRIP program I was given the opportunity to live in the city of Chicago and teach summer school at a school of high need. In addition to the teaching, I also participated in many professional developments.

Classroom experiences:
• Taught reading
• Phonics, vocabulary, reading strategies, read aloud
• Taught mathematics
• Conference with students for additional assistance
• Developed relationships with students
• Assessed students
• Conferences, observation, daily assignments
• ISAT prep
• Administered ISAT


Professional development:
• Beth Johnson & Kathy Walsh- urban educators. Presentation on motivation for urban students.
• Alex Kotlowitz- journalist and author.
• Allen Mendler- author of Discipline with Dignity.
• Arne Duncan- CEO of Chicago Public Schools. Presentation on teaching in CPS
• Ron Clark- author of The Essential 55

Community Resources:
• Adler Planetarium
• Shedd Aquarium
• Field Museum
• Science & Industry Museum
• Chicago History Museum
• Chicago Architecture Foundation
• Nature Museum
• Lincoln Park Zoo
• Gardening at local schools

*Each establishment presented my fellow teaching residents and myself with materials to use in the classroom as a part of curriculum and field trip preparation.

Student Teaching

I am currently student teaching at Blue Star Elementary in 5th grade.

I am working with both Kathy Newhouse and Ray Buursma in order to further develop my skills and abilities in lesson planning, curriculum development, classroom management and integrating technology.

During my time at Blue Star Elementary I have done a lot of curiculm development in both social studies and language arts. Each month the students study a genre and are required to read a book from that genre. In the months of Januaray and Feburary the students read biographies. I developed a research project that the stuedents conducted after reading their biography. Each studetns choose 3 of the possible options to include in their project. To look at the assignment explination- look at the links for "Biography Project" or click here.

After the students finished their projects they also conducted a wax museum for their peers and families. Each student memorized a short speech and dressed like their person. Studetns and parents walked around the Biography Brunch and "pushed their buttons" to gain more knowledge about famous people.

Please visit soon for updates OR visit our classroom webpage: www.missiehl.blogspot.com

References

Ms. Shelly K. Guy

Classroom teacher, Pine Trails Elementary.

Allegan Public Schools

Allegan, Michigan 49010

(269) 673-5379

hdbluedevil@chartermi.net

Dr. Diane Newby

Faculty, Teacher Education & Professional Development

Central Michigan University

Mt. Pleasant, MI 48858

(989) 774-6519

Newby1de@cmich.edu

Mrs. Kathy Newhouse

Mentor teacher, Blue Star Elementary.

Hamilton Community Schools.

Hamilton, Michigan 49419

Knewhouse@hamiltonschools.us

Dr. Gretchen Papazian

Faculty, English Language and Literature

Central Michigan University

Mt. Pleasant, MI 48858

(989) 774-2585

Papaz1gd@cmich.edu

Dr. Marcia Mary Taylor

Chair Person, English Language and Literature

Central Michigan University

Mt. Pleasant, MI 48858

(989) 774-3171

marcy.taylor@cmich.edu

America Reads Tutoring

America Reads Tutor
Vowles Elementary


I tutored second grade students through the America Reads program, a national program striving to make all students readers by 3rd graders!Through this experience I have learned many valuable skills for my future career. I met with students twice a week for 30 minutes. We read together using paired reading to improve fluency and engaged in retellings to enhance comprehension. Through tutoring I observed students responses to each strategy; this experience will help me implement these reading strategies in my own classroom.

In addition to the strategy knowledge, I also developed relationships with students, teachers, and staff members during my time at Vowels Elementary. This experience allowed me to gain experience effectively communicating with staff members and teachers. Through creating my relationships with students I learned the types of books they prefer to read and communication methods that work best with students. I cannot begin to explain the amount I have learned from the students!

The students and I being silly on our last day together!

What is Paired Reading?

During the specified reading time (usually 30 minutes, twice a week) the student chooses the reading material. The reading strategy beings with a signal and then the student and parent/teacher begin reading together. Each error is corrected by the teacher by simply stating the correct word and the reading continues. Once the student feels comfortable reading on their own they give the designated signal and continue to read aloud alone until they make a mistake. The teacher will then correct the mistake and begin reading with the student. At Vowels, the students and I would engage in a retelling to improve comprehension. This step is optional but I saw the most improvement in this area!

Outreach to Teach

Outreach to Teach
Ganiard Elementary

Through the student organization Student Michigan Education Association (SMEA), I participated in a day of renovation at Ganiard Elementary. With a group of approximately 50 future teachers, I helped revitalize this school.

The group freshened up the teachers lounge and student bathrooms with a new coat of paint. We also landscaped around the front of the school.

We also brightened up their playground. The playground consisted of mostly blacktop, so it created a great canvas for painting.
As a group we repainted their United States map, kickball fields and basketball court lines.


We also added new games such as a multiplication game, alphabet game, bean bag toss, hop-scotch, among many others. The greatest excitement of the day was the huge mural painted on the back of the school representing their school mascot- the Ganiard Gators!

The greatest joy I gained from this experience was the excitement I saw in the students faces as they rode their bikes around the school block throughout the day. Many students stopped by to comment on how awesome the playground looked. This helped drive home the fact that we were making a difference!

(Below are some of the students who stopped by to check out our work!)

One day I hope to bring a great program like this to my school. I think that involving parents, staff, and students in a project like this would provide a great experience in team building for the school, as well as an opportunity to spice up the school grounds!

Girls on the Run

Girls on the Run ~ Fall 2006

5th & 6th graders

This group of upper elementary girls gained a lot from the program. Their self confidence blossomed in front of our eyes throughout the program.

I learned a lot about management during this season. Being on task was a challenge with this group so I developed a system of "Team Management" to help with behaviors. Each day we had 3 awards: Outstanding Effort, Team Player, and Most Positive and because every girl is a winner they each got a sticker for the days great work!
The girls responded positively and improved their behaviors greatly!

The young ladies formed a true team despite grade level, prior friendship and common interests! I was so proud of how they came together to be a cooperative and supportive team!

Above are the ladies at their "Winter Wonderland" 5k!

Girls on the Run

Girls on the Run ~ Spring 2006
2nd-4th graders

The Girls on the Run program allows girls to learn about themselves through lessons focused on: healthy choices, emotional health, bullying, drugs, gossip, community service, all while integrating running. At the end of the season the girls run a 5k! The accomplishment and pride is all over their face when they cross the finish line!

This program has taught me so much as a future educator. Most importantly I have learned how to form meaningful relationships with these girls. Creating an atmosphere where they feel comfortable is key to a successful relationship and I've had a lot of practice doing that.

Below the girls are working on teamwork by doing a circle sit!!

Philosophy of Education

Education is a complex and intricate system with no clear definition. Due to the ever-changing expectations and standards for educators and students the definition is compounded. Education prepares diverse students with skills and knowledge to be successful in today’s ever-changing world. Students all have diverse backgrounds that may or may not be visible. My volunteer experience allowed me to interacted with children from many countries, adopted families, low socioeconomic status, with illiterate parents, among other backgrounds that are not visually apparent. Therefore, I feel it is essential to get to know students and their families and to integrate as much of their culture into the classroom as possible. Each child has a diverse experiences that can provide exciting learning opportunities for both students and teachers.

My passion for volunteering will certainly drive me to be involved in the community. Through a variety of community events, I will interact with community members and parents, to find what they feel is most important to their students’ education. I feel the community members are a useful resource to help teachers prepare students for life beyond schooling.

I am interested in creating a classroom that demands success from each student. I believe in all children and their ability to succeed. I am willing and excited to spread confidence in learning for all students of any background. I feel my passion and drive to empower young people to succeed is the biggest resource a school needs despite the difficulties that will inevitably occur.

In addition to a productive relationship with students and the community, I think a useful resource to gain knowledge is through reading. Therefore, I am an avid reader. Through reading I can gain new methods, stay up to date with community issues, and learn more about what can be done to improve the futures of students.

During my reading I discovered the term, “Cultural appropriateness” that applies to my definition of education. Subject matter in the classroom must strike a high note of interest with students to engage them in the learning process. Students will benefit from exposure to topics that pertain to their lives. The integration of authentic activities will ensure students engagement and success. A teacher dedicated to the success of their students can develop a curriculum and methods to insure that every child learns and is successful.

Although I may not be able to understand all my students’ position in their home life and community immediately, I will strive to gain their respect and hopefully come to partially understand their lives. I am interested in working with people who are different than me, and working with a school district that can benefit from my skills and abilities most.

Hopefully as you read I have conveyed my deep passion to “save the world” one child at a time, despite the cliché I truly believe this statement. I have new ideas and the passion to make sure that every child has the opportunity to succeed.

Adjectives with the Mystery Box

Title: The Mystery Box

Grade: 4 or 5

Subject: Grammar

Purpose:

This activity will use a pre-writing strategy to allow students to produce a list of adjectives before writing. This lesson would be used as a mini lesson before writing workshop. This lesson will be a way for students to develop their own sense of what adjectives are and use them effectively in their own writing.

Objectives:

Students will :
-develop a list of adjectives after engaging in a pre-writing activity.
-compose a piece of writing using their list of adjectives.
-evaluate their writing in pairs.

Materials/Resources:

A descriptive book- novel or picture book
The Mystery Box
Paper
Pencil

Prerequisite Knowledge:

Students will understand nouns and verbs. A formal introduction of adjective will have taken place prior to this mini lesson. Also the students should understand the writing process and how to construct a workable set of prose.

Learning Environment:

The lesson will take place in the classroom as whole class instruction or in learning centers.

Procedure:

Motivation:

-Does anyone remember the book we read earlier today (or yesterday)?” “Well, I’m going to refresh your memory by reading a few pages from that book.”

-Today we are going to learn about adjectives. Sometimes people call them descriptive words.

-Read a passage from the chosen book.

-After reading the passage ask the students what they noticed about the passage.

-"Was it interesting?” “What made the writing interesting?” “What did the author do to make it this way?”

-Explain that writing is much more interesting with adjectives.

-Introduce the Mystery Box to the students. Tell them that there is an object in the box and they will each have an opportunity to place their hand in the box and feel the object.

-Remind students that there is to be no talking!! We don’t want anyone to have his or her experience ruined.

-Ask them to list words that come to mind while they felt the object in the box.

-Take a few minutes to list all the words that came to mind with you were feeling the object. How did it feel in your hands? Please write quietly without disturbing others.

-Wrap up discussion by evoking the words, adjective or descriptive words from the students.

Body:

-After everyone has had the chance to experience the mystery box, students will get with a partner (the person sitting next to them) and discuss their list of words.

-Pairs should discuss what the words all have in common and how they are different.

-The pairs will split up.

-Then explain that each student will compose a piece of writing describing the object in the box.

-The object doesn’t have to be in the box while writing about it. For example- if the student felt a snake in the box the student could write a story about finding a snake and picking in up and putting it in his sisters bed.

-Pair rejoins and share their writing. Then they read each piece of writing without the words from the list.

Conclusion

-Classroom discussion of what the words in the list were.

-How was the writing different when you read it without the words from the list?

-What does this tell us about our writing and how can we make it more descriptive?

-What if I read the piece from _________ without any adjectives?

-What would the words that I need to leave out be? Finalize the idea that descriptive words are necessary to make writing richer?

-Students then return to their desks and writing workshop begins. Encourage
students to try and use adjectives in their writing.

Bulletin Board

This is a bulletin board I designed for my Midtier Classroom.
The first graders had trouble tying their shoes.

So I developed this interactive bulletin board to allow students to practice this skill!