Danielle Parker

Mrs. Engelhardt

EDUC 450

11 March 2020

Part 1: My Classroom

Overall, I believe classroom management is the basis for student success. If your

classroom is disorganized chaos, no one learns anything and you end up crying a LOT. My

teaching style overall is pretty relaxed and flexible, but I can’t operate under chaos.

My physical classroom space will be one that is bright and well lit. If my classroom

happens to not have windows, I will implement lamps that have ‘daylight’ bulbs. These are bulbs

that emit light that mimic that of sunshine during the day. I believe lighting, no matter how

small, does have an impact on student learning. No one learns well under harsh fluorescent light

or in dungeons. There will also be anchor charts on the walls of my classroom that I’ve co-

created with my students. These anchor charts will showcase concepts like what productive and

respectful discourse looks like, grammar concepts, etc. I also have plans to have big book shelves

in my room to create a personal classroom library. The importance and love of reading is at the

very core of my beliefs in teaching and having books that will engage and interest kids readily

available is super important to me. I also plan on setting my desks/ tables in pods of four (ish).

This encourages collaboration and community building without being overwhelming. At the

beginning of the year, I will have students take an interest inventory of that goes over their

writing goals, interests, passions, etc and then group them based on these connections. For the

first week, I’ll let kids sit where they want, but starting the second week, I’ll rotate them through
these different organizations. The kids will have a new seating chart each unit. For the final unit,

they will be sat with their writing group. There will also be an excessive amount of plants in my

classroom.

Most of my non-instructional practices will be routine and require students to be

proactive in their learning. For instance, I plan on having a ‘What did I miss?’ section of my

classroom organized into bins- one for each class. The assignments and handouts will be

organized by dates and at the end of the following week, it will be cleared out. It is the student’s

responsibility to check the bin, grab the materials, and get the work back to me before the bins

are cleared out. The only exception to the rule will be if the students has a prolonged absence—

in that case, I will compile the work for them. I will also have a writing utensil loaning system so

I end up losing hundreds of dollars worth of supplies.

In terms of instructional routines, I will keep things pretty consistent. Students love

routines, structure, and consistency. I want to do a weekly check in with students. Whether it be

google survey, thumbs up or down, or any other means, I just want to know how my kids are

doing. I also want to give an opportunity at the beginning/ end of the week called, ‘Tell Me

Something Good’. We will circle up and students will have the opportunity to tell all of us

something good that has happened, that will happen, or that they are looking forward to. All of

this will happen with “Tell Me Something Good” by Chaka Khan playing in the background. I

think it’s so important to create opportunities for positivity and celebration in your classroom.

Each class will start with twenty minutes of independent reading time. From there, we will go

over book love book talks if students have any they would like to give. Students will be required

to give at least one a quarter. From there, I will do any ‘housekeeping’ things that we need to go

over to keep students in the loop and update them. After housekeeping, I will go into the hook
and mini lesson for the day. After the mini-lesson or whatever the content is for the day students

will go into practice mode.

For responses and reacting to positive/ negative behavior, I think it’s important to frame

things in the positive as much as possible. I believe in celebrating and recognizing positive

behavior and contribution. One of my favorite strategies, particularly to use with middle school

kids, is indirectly calling out negative behavior by recognizing positive behavior. For instance, if

a group of students is talking or being rowdy, just say something like, “Wow, I love how on task

and productive student X is being. Fantastic job, and thank you for being such a good role model

for others”. This calls attention to a positive behavior, calls out a negative or disruptive one, and

doesn’t infringe on community. For more intrusive and negative behaviors, I like to call it out on

a one on one basis, or asking them to talk out in the hall. It’s important to be stern and confident

in these moments because it reflects how important it is for students to stop the behavior.

In terms of managing supplies, I will have scrap paper and lined paper available in bins,

but most writing, planning, etc will be done in their interactive notebooks. The paper is merely

for those who have either misplaced or forgotten their notebook until they get it back. Writing

utensils will be loaned and students have to write their names on the board when they borrow

one. Their name won’t be erased until it comes back. I want to keep time pretty consistent across

the span of the year. Figuring that the class periods at RMHS are roughly 90 minutes, 20 will be

allotted for independent reading, 15-20 for content and introduction, and the rest will be students

working, collaborating, and practicing.

 Story Matters: A Study of Narrative and Identity for Seniors

Instructor: Ms. Parker Phone Number: 421-9962 Email: Parkerdanielle98@gmail.com

Required Texts: A Raisin in the Sun by Lorraine Hansberry; Persepolis by Marjane Satrapi; and
Fun Home by Alison Bechdel.

Materials: For this class, you will need a composition notebook. It can be as simple or designed
as you would like. This will serve as your interactive notebook for the course. You will also need
your standard assortment of supplies: pens, pencils, highlighters, etc.

My Philosophy:

In my classroom, I believe in respect, honesty, and building community. By signing up to be in a

class of mine of mine, you are agreeing to be respectful of others, be vulnerable and contributing,
participating in meaningful and respectful discourse, and abide by my other expectations of
conduct. My classrooms are safe, inclusive, and supportive spaces where we are allowed to make
mistakes, celebrate one another, and be imperfect. This goes for both yourself and others. Keep
that in mind as we proceed through this study. If you betray the community, you will be asked to
leave until you feel you can be a productive member of it.

Course Description and Overview:

This course has been designed to study the power and techniques of narrative. In addition, we
will use narrative as a vehicle to study identity, both our own and those around us. We will look
at identity and how it impacts who we are, as well as, our relationships with others, our
community, and the world. This is a course that requires vulnerability, sharing our stories, and
doing a lot of self-reflection.

Unit 1: Graphic Novels

Unit 2: Memoir

Unit 3: Short Fiction

Unit 4: Poetry/ Slam Poetry

Unit 5: Plays/ Screenplays

Unit 6: Historical Fiction

Unit 7: Young Adult literature

Unit 8: Music

Grading:

Grades are reflected through a point-scale and are comprised of classroom participation and
contribution, attendance, and overall effort. Grades will be represented on a ten point scale as
follows:

A 90-100

B 80-89

C 70-79

D 60-69

F 0-59

Late Work:

At the beginning of the school year, you will receive three ‘golden tickets’. A golden ticket earns
you a one class period extension on any assignment. The golden ticket allows you to turn in an
assignment one class period after its due date, no questions asked, and with opportunity to earn
full points. You also have the opportunity to earn more golden tickets through positive classroom
contribution, good behavior, etc. I will keep track of golden tickets meticulously. Golden tickets,
excused absences, or personal crisis are the only means by which I will accept late work. If your
assignment was delayed for any other reason, it will not be accepted. If you are having a personal
crisis, are planning to use a golden ticket, or have an excused absence, it is YOUR job to
communicate that to me either in person (golden ticket/ personal crisis if possible) or via email
(personal crisis/ excused absence).

Homework:

The only homework you are responsible for is what you do not finish in class. It is expected that
whatever you don’t finish during a class period will return complete and displaying your best
effort at the start of the next time we meet. If you do plan on taking longer than this, you’ll either
need a golden ticket or it won’t be accepted.

Test/ Quizzes:
I don’t enjoy giving quizzes or tests, so they will be a rare (and most likely district mandated)
occurrence. I believe that there are more meaningful ways to check your learning and more
productive uses of our time together; HOWEVER, you will still be assessed on your consistency
of reading, contribution, thoughtfulness, etc. That being said, this requires you to be here, be on
time, be present, and participate! Learning is a participatory activity, not a passive one. Because
of this, you will be given a working grade toward your ‘quiz/test’ grade that is based on the
above elements. Points will be given on a daily basis and cannot be made up.

Absences:

Learning is a participatory activity! Because of this, the Rocky Mountain High School
attendance policies and guidelines apply. Your absence, excused or not, will receive an email
home. If you are absent for a particular reason, please come talk to me and I will work with you.
It is also your responsibility to get the notes you missed from a classmate and collect the work
and handouts you missed from the “What did I miss?” bin.

Tardiness:

Tardiness is disruptive not only to your learning process, but the learning of others. Please be on
time and come prepared. If your tardiness is consistent and becoming habitual for a particular
reason, please come talk to me and I will work with you. After three tardies, you will receive an
email home. After five, we will have a sit down meeting with your parent. In order for a tardy to
be excused, it must be accompanied by a note from a teacher. All tardies after three unexcused
ones, unless you have spoken to me previously, will result in a 1% grade deduction PER tardy.
That being said, come to class on time.

Cell Phones and Laptops:

As this is a class for seniors, it is my job as a teacher to prepare you for the world outside of my
classroom. Technology is NOT a battle I want to fight. I ask that you are respectful of your
classmates and myself when we are talking or engaging in activities, but I do not want to channel
my energy and focus into one person being disruptive and disrespectful when I could be
channeling it into my other students that came to learn and engage with material. With all of this
being said, all of you are adults, and technology is a powerful tool. The use of technology is a
real world issue and a distraction you need to be prepared for. I’m not going to fight you over
cell phones, if you wish to be disengaged and not pay attention, that’s up to you. Just proceed
with the knowledge that you are responsible for what you miss. I will not repeat myself and
backtrack because you were playing Candy Crush. The choice is yours.

Student Signature_______________________________ Date_____________________

Parent Signature________________________________ Date______________________