Jacob Gonzales

th

13120 S 36 Place
Phoenix, Arizona

602-349-9351
jacob.r.gonzales@asu.edu

Highly motivated college Senior. Excellent communication and management skills.

Flexible work schedule. Quick learner. Seeking on campus, part time employment to assist
with college tuition.

Self Motivator
Disciplined
Leader
Communication Skills
Reliable
Problem Solver
Organized
Positive

EMPLOYMENT
Morning Squeeze
Assistant Kitchen Manager
- Prepare quality food in a timely manner
- Open and close Kitchen independently
- Delegate tasks
- Train new hires
- Lead crew members throughout the day
INTERNSHIPS
Larry C. Kennedy Middle school
Grades/Content: 7-8 Language Arts
-Develop lesson plans
-Manage classroom behavior
-Guide students through course work
Camelback High School
Grade/Content: Freshman English
-Implement differentiated instruction
- Develop assignments
-Manage classroom

May 2015- Present

EDUCATION
Diploma, Mountain Pointe High School, May 2012
Arizona State University May 2016

Mission Statement
My Mission Statement as a Secondary English teacher is to
inspire students to appreciate the benefits of acquiring knew
knowledge, for my students to be excited to come to my class
each day knowing that they will leave with a greater
understanding then they arrived with, and I will push my
students to try harder and do better than their best day in and day
out until they are not only proficient in English but confident
with their knowledge as well. I will attain this goal by using
what knowledge my students due poses as a foundation on
which to build on. Every student has the ability to succeed and it
is my job to ensure that they do in and outside of the classroom.
My students will collaborate with the same confidence they
maintain individually unfazed by any test, quiz, or curveball this
class or their life decides to throw at them. My students will
remain unfazed because they know they are fully capable and
prepared to succeed.
My Beliefs
Students are individuals with their own strengths and
weaknesses and I will take it upon myself to take their
weaknesses and make them strengths
I expect my students to demonstrate the same respect to me
and their classmates as I do to them
As long as a student is in my class they will have the
opportunity to succeed

 Every student will be expected to push themselves and

strive for excellence because I know that every student is
capable of achieving excellence

1505 N. Center st.

Mesa AZ, 85201

October 1, 2015

500 S McQueen Rd
Gilbert, AZ 85233

Dear Principal Smith:

Hello my name is Jacob Gonzales I appreciate you taking the time out of your busy schedule to
look over this letter. I have recently graduated from Arizona State University with a Bachelors
degree in Secondary Education for English. I am looking to begin my career as a teacher and
could not think of a better school to do so at then yours. I have had the pleasure of attending
Mesquite High School as an Intern for ASU in my last semester. As an Intern I was blown away
by the organization and structure this school offers in addition to the teacher - student dynamics.
This was the most recent of my four internships and I have yet to experience a school as well
operated as this one. This is why Mesquite was my first choice in determining where to start my
journey as an instructor.
As a first year teacher I hope to instill the passion I have for English in to every student I
encounter. Throughout my years of schooling I have developed a plethora of strategies that I feel
could really make a big impact on these students. That combined with the experience I have
gained from my previous internships and student teaching have really made me feel that I can
make a difference in these students lives. I plan to hold my students to a higher standard so that
in turn they do the same to themselves, by challenging them and having them set high goals that
we can attain together. Also, I feel parents must play a vital role in the education of their
children, which is why I would like to get them involved as frequently as possible. I have always
had a love for English and I feel as though that shines through in my teaching. It is with this love
and passion that I hope to inspire the students I have the pleasure of working with, to work hard
and become successful inside and outside of the classroom.
Again thank you so much for taking the time to hear what I feel I can offer to your schools
already outstanding status. I can be reached via Email at Jacob.r.gonzales@asu.edu or by phone
at (602)-349-9351 please do not hesitate to contact me at any time.
Sincerely,

1505 N. Center st.

Mesa AZ, 85201

October 1, 2015

500 S McQueen Rd
Gilbert, AZ 85233

Dear Parents or Guardians,

Hello this is Mr. Gonzales, and I will be your childs Senior English teacher this year. I attended
Arizona State University, where I received my Bachelors degree in Secondary Education for
English. I have a strong passion for this subject and I hope to impart this same passion in your
student. This year we have several units to cover from poetry to business letters and I would like
to prepare you, in that I will require a lot of effort from your child. However if at any time during
the year they feel overwhelmed I will be here to alleviate any concerns you or your child may
have. It is my goal to keep you as involved in what is going on in this class as possible so that
you can provide me with any feedback that you have. Although I will be holding your child to a
higher standard of learning I can assure you that it is nothing they cannot handle. If you have any
comments or concerns please do not hesitate to Email me at, Jacob.r.gonzales@asu.edu. I
appreciate you taking the time out of your busy schedule to allow me to introduce myself and I
am hope we can work together to ensure your student is well taken care of throughout the year.
Sincerely,

1505 N. Center st.

Mesa AZ, 85201

October 1, 2015

500 S McQueen Rd
Gilbert, AZ 85233

Dear Parents or Guardians,

Hello this is Mr. Gonzales Jonnys fourth period English teacher, it is unfortunate that I have to
contact you under these circumstances but I feel it is necessary in order for us to work together to
get Jonny back on track. Let me begin by saying until recently Jonny has been an outstanding
student throughout the year, however as of late it seems that something has been distracting him.
Jonny is currently missing 6 assignments and has not been engaged in the lessons over the last
few weeks. Throughout the class period I have frequently had to ask him to pay attention and
keep from distracting the other students. He has also been sleeping through entire lessons. At
first I considered that he may be distracted or under a lot of stress and I have tried to
accommodate for that. However these accommodations have not had a positive impact in his
participation. I would like to schedule a conference so that you Jonny and I could sit down and
figure out what is pushing him off track. We have a strict no late work policy in my class but I
am willing to wave this, if he gets me the assignments that he owes as soon as possible. I know
that Jonny is a terrific student and he most likely is just in need of some direction at this time. So
I urge you to please contact me at your earliest convenience so that we can meet with Jonny and
get him to where he needs to be.
Thank you,

Jacob Gonzales

Senior English

Mr. Gonzales
This is a Senior English course therefore we have a plethora of new and exciting material to
cover over the year. From poetry and resumes to Brave New World students will be expanding
their mind and broadening their horizon each and every class period. The focus of this course
will ultimately be further developing students reading, writing, and critical thinking skills. The
majority of the content students receive this semester will be new to them however I have no
doubt that each and every one of you will rise to the challenge and flourish over the course of the
year. Some additional units we will be covering before you graduate are as follows:

Shakespeare
Critical Thinking
MLA/APA Formatting
Harlem Renaissance
Professional Development

Annotations
Bibliographies
Senior Project
Collaboration
Race

Frequently throughout the year the content of this course will correlate with that of the World
History course students will also be enrolled in. During these times students should expect to

collaborate with their fellow classmates and make connections between the two subject areas. All
of which will be expanded upon further, as that time nears.
Late Work:
Students will have three days to submit late or missing assignments after the day they were
initially due. Each day that passes the assignments worth will drop one letter grade, until the
fourth day when the assignment becomes obsolete. Some exceptions can be made but will be
determined upon a case by case basis after a brief meeting with myself where the student will be
given a fair trial to present his or her case.
Absences:
Excused Absences Students will be granted as many days as they were absent to make up or
submit the material they have missed. Material that has been previously presented to students
prior to their absence will be due on that predetermined date no exceptions, however submissions
may be received via email.
Unexcused Absences Unexcused work will be treated in the same respect as late work. If a
student is absent during a presentation, they can make this up by scheduling a time with me to
present their material one on one in order to receive points for their assignment. As far as other
larger assignments they will be determined on a case by case basis at my own discretion.
Materials:

3 Ring Binder
2 + Highlighters
Pens/Pencils
3 Subject Notebook
Composition Notebook
Additional materials will be upon teachers request

Grading Scale:

A = 90% 100%
B = 80% 89%
C = 70% - 79%
D = 60% - 69%
F = 59% - 0%
Throughout the year students will be assessed frequently with test, quizzes, presentations, exams,
projects and various other assignments. Grades can be checked at any time over the year on my
student website. However certain assignments may require an ample amount of time to be added
into the grade book. If students have any questions or concerns about their grade they are more
than welcome to meet with me to discuss it.
Class Rules and Expectations

Be respectful to yourself and others

Have expected materials on desk before the second bell rings
Wait to be dismissed by me
Do not put away materials until instructed to
Use school appropriate words
No sleeping
Come to class ready to learn

Feel free to email me with any questions or concerns you have at any time in I will do my best to
reply to you within 24 hours. I am looking forward to having an exceptional year with you all!
Jacob.r.gonzales@asu.edu

Lesson Topic: Brave New World

Grade: 12th AP English

Teacher: Jacob Gonzales

Date: 10/27/15

Standards
a. Content standards
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text. (11-12.RL.2)
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words
with multiple meanings or language that is particularly fresh, engaging, or beautiful. (11-12.RL.4)
b. ELL Standards
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style and to comprehend more fully when reading or listening. (11-12. L.3)
Visuals/Materials/Resources:
Pizza plates
Passages
Markers
Paper
Pencil
Key Vocabulary:
Analyze
Theme
Consumerism
Pneumatic
Alienation
Symbols
Soma
Content and Language Objectives:
a. Content objectives:
SWBAT: Analyze text to find themes and deeper meanings in passages by collaborating with other students
and sharing personal interpretations to find the most appropriate explanation.
b. Language objectives
SWBAT: Individually respond to a passage and record their responses to demonstrate their understanding of
the passage provided.

Assessment (At least three assessments)

Individual:
Students will demonstrate evidence of mastery by responding to multiple passages provided on the back of
the pizzas. This will be monitored by the instructor by visiting each group to check for students
understanding and participation.
Group:
Mastery will be evaluated based on the product each of the groups present. The finished pizzas will have the
topping associated to each group so that each group can be assessed on their responses.
Written:
Students will demonstrate mastery by individually responding to the passage provided after the group work
has concluded, showing their comprehension of identifying themes and meanings.
Lesson Sequence
Introduction:
Prior to the students arriving at class the desks will be arranged so that the class can be divided into 6 groups.
Each group will be labeled with a pizza topping (Pepperoni, Mushroom, Sausage, Cheese, Pineapple, or
ham). As students enter the room they will be assigned to one of the 6 groups at random by the instructor. A
prompt will be written on the board for the students to answer before the lesson begins. The prompt will be
What themes have been demonstrated in Brave New World thus far?. The instructor will then call on several
students to share their responses.
Teacher will: Stand at the door and assign the students to the groups, until all students have been dispersed
evenly amongst the groups while instructing students to answer the question on the board. The instructor will
then choose several students to share what they have written in response to the prompt with the class.
Students will: Go to the group they have been assigned and respond to the prompt written on the board, then
wait quietly for further instruction. Students will then be able to volunteer to share their responses.
Main Lesson:
I do: Introduction to new content After discussing the warm up question of the various themes that have
been used throughout the novel, the instructor will begin to explain the directions. Each group will be given
one paper plate that has been divided into 6 blank spaces to write, resembling a Pizza. Each slice is labeled
with one of the 6 toppings. On the back of each plate will be a passage from the story. The groups are to read
and analyze the passage to determine what themes were present in it. Students will then record their findings
in the slice that has the topping correlating with their group. After explaining the lesson, the instructor will
demonstrate an example with a sample passage from the reading.
Teacher Will: Supply students with their materials, explain the directions to the students, model an example
for the students to see.
Students will: Gather materials, listen to the directions and ask questions if necessary, watch the instructor
while they demonstrate the process.
We do: Guided Practice (How will you show students what you want them to engage in?/ What will you
model in terms of learning content and target language?)
Upon receiving complete instruction students will be asked to begin with the plate they have at their table.
The groups will be given 5 minutes per passage to analyze and find meaning for it, recording their findings in
the slice that has their topping in it. After the 5 minutes are up students will be asked to rotate their pizzas
(plates) clockwise to the next group. Once they have received the new pizza the students will repeat the
process until all 6 slices of each pizza has been filled. Students will then be asked to vote on which topping
(group) has the best answer for each passage (groups will not be allowed to vote for their own group). The
group will then be asked to read the winning toppings response to the passage, for the class.

Teacher will: visit each group to ensure that they are writing their response in the correct slice, supervise the
rotation to make sure groups are passing them in the correct order, and listen in on the groups to check for
their understanding while also answering any questions they may have,
Students will: collaborate with their group members to analyze each passage and determine the possible
themes, record their responses, rotate the pizzas appropriately amongst the groups, ask questions, vote to
determine who they felt gave the most well rounded response, share the best response with the class.
You do: Independent practice
After completing the exercise with their classmates students will be asked to take out a sheet of paper and
something to write with. A new passage will be provided on the board for the students to analyze on their own
and they will work individually to determine the possible themes and meaning of the new passage.
Teacher will: Collect pizzas from the groups, put up new passage on the board, explain expectations to the
class, stressing that this passage is to be analyzed individually. Collect papers.
Students will: Ge out paper, read the new passage from the board, record their responses individually, submit
paper to the instructor.
Closing: (what will you do invite students to share back what they did or learned during the lesson?)
After receiving all of the students individual responses we will reflect on the exercise as a class, go back over
themes and their significance in the story, discuss what we will be doing in class the following day.
Teacher will: Guide discussion, answer questions, go back over theme, tell the students what to expect the
following day.
Students will: Discuss how they felt about the lesson, pros and cons, ask questions, be prepared for class the
following day.
SIOP Features
Preparation
___Adaptation of Content; ___Links to Background; ___Links to Past learning; _x__Strategies
incorporated
Integration of Process
__x_Reading; __x_Writing; _x__Speaking; _x__Listening
Scaffolding
__x_Modeling; _x__Guided practice; _x__Independent practice; __x_Comprehensible input
Application
_x__Hands-on; _x__Meaningful; _x__Linked to objectives; x___Promotes engagement
Grouping Options
___Whole class; _x__Small groups; ___Partners; _x__Independent
Assessment
_x__Individual; _x__Group; _x__Written; ___Oral

Professional Growth Plan

As a first year teacher I am aware that it is going to be a learning experience, and I am
prepared to adapt my strategies and myself to figure out a way to provide the best education
possible for my students. I have a blueprint for how I would like to carry out my first year of
teaching and I am confident that it will be sufficient to get me started. I also have a plan for the
years to come, including furthering my education, becoming more involved with the community
and possibly starting a club. Although my plans at this point are primarily based on assumptions,
I feel as though they are adequate and pliable enough to acclimate and grow as I will as a teacher.
At this point however, my main focus is going to be my first year teaching.
In my first year my primary concern will be becoming accustomed to the content I will be
covering in my courses. It is very important that my students view me as an authority on all
aspects of the class and they feel confident coming to me with any questions or concerns they
may have. I also would like to focus on developing good relationships with my students, so that I
can determine how they will best receive my instruction. I plan to work with my class to develop
the rules and procedures that are to be expected of them. Classroom management is a key skill
that I wish to hone as soon as possible, therefore I plan to find a balance between assertion and
leniency as quickly as I can. I also possess some short term goals for my first year such as,
getting to know the faculty, finding time to work with students who may require additional help,
and having all of my students pass, just to name a few. I feel my plans for the following years are
contingent on the success of my first.
After my first year of teaching I will have a much greater understanding of what areas I
need to focus more on. Hopefully my first year will alleviate the majority of my concerns and I
will be able to work them out through trial and error. After seeing my strengths first hand I will
be able to hone in on where I am able to apply more effort. Ultimately I would like to go back to
school to get my masters within the first five years however I may see some weaknesses in my
teaching that I would like to strengthen prior to setting out to receive my masters. Within the first
five years I would like to develop strong relationships with the faculty of my school as well,
because I feel each person there could be a potential resource to help develop myself as a wellrounded teacher. Considering that I plan to spend the majority of my time at this school I hope to
be able to incorporate things I enjoy doing outside of school as well, which is why I would hope
to potentially start a club of my own.
I have been a cook for over 3 years and I am as passionate about cooking as I am
teaching, therefore I would like to create some form of an advanced cooking club. In which
students would learn real skills used in restaurants and possibly get the students acclimated to
pursue a career in the restaurant industry. In addition to the club I hope to create a means of
getting the parents and the community involved in the students education. Although I am
uncertain of what is to come in the following years I am confident that I will be able to make a
difference both at my school and in my students lives.

Poetry
Jacob Gonzales
]

Summary: Students will be introduced into poetry learning everything from literary devices and how to
read poetry to how to write their own.
Content: English
Course: Language Arts Grade: 12th
Length: 3 weeks
Unit Number/Sequence:

Stage 1 Desired Results

ESTABLISHED GOALS
SWBAT read and
comprehend poetry
SWBAT build background
knowledge on the author to
develop their understanding
of his or her work
SWBAT identify and use
literary devices commonly
used in poetry
SWBAT identify Rhyme
Scheme
SWBAT come up with their
own original works of
poetry

Transfer
Students will be able to independently use their learning to
Analyze poems and write poems of their own
Meaning
UNDERSTANDINGS
Students will understand that
All poetry shares common rules and formats
Acquisition
Students will know
Key aspects of poetry

Evaluative Criteria
Frequent quizzes, tests and readings

Assessment Evidence
PERFORMANCE TASK(S):
Work sheets, free writes, journals, exit tickets
OTHER EVIDENCE:
Students will compile a collection of their own original pieces

ESSENTIAL QUE
What is poetry?
Why is petry impo

Students will be sk
Reading analyzing

Stage 2 - Evidence

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

We will start with the introduction to poetry, followed by an introduction of the works we will be covering. Students will th
devices how they are used and how to apply them, students will then begin writing poems of their own.