Tabitha+Bendel


 * District: ** Christina School District


 * School: ** Newark High School


 * Grade Level: ** 10th Grade


 * Experience: ** Taught for 7 years mostly 9th and 10th grade, one year of 11th and one year of 12th


 * Participant Introduction: **


 * __ **Lesson Plans** __ || **Pre-Test and Rubric**


 * Lesson Plan 1-**with resources attached


 * Lesson Plan 2-**with resources attached


 * Lesson Plan 3-**with resources attached


 * Lesson Plan 4**-with resources attached


 * Optional Lesson 1-**this lesson will be given if students do poorly on the concept of CSE/QT writing from the pre-test. It is designed to reteach the writing strategy.

|| []
 * Post-assessment**
 * __ **Resources** __ || //Totally Like Whatever, You know?// by Taylor Mali

//Idiocracy//-possible clips or just the trailer []

"Public Education 100 Years Ago: Could You Have Passed 8th Grade In 1912?" []

"People Getting Dumber? Human Intelligence has Declined Since Victorian Era, Research Suggests." []

"Txtng is Killing Langague. JK!!!" []

"Linguists Mixed on Effects of Text Messaging" []

"Getting Smarter" by Claude S. Fischer []

//The Dumbest Generation// by Mark Bauerlein || The Petition
 * __ **Writing Assignments** __ : || // #1-Best moment of teaching // -

My 2nd year of teaching my students were fed up. They no longer wanted to work. This problem was to be solved by a petition. A student by the name of Naya created the petition which advocated for less work. I was stressing my students out and a group were tired of the constant writing, reading, and analysis. Naya passed the petition around the freshmen class of approximately 75 students. Each student contemplated the repurcussions of signing their name to the paper. Would Mrs. Bendel be angry? How would she retaliate?

Nonetheless the document was made and signed by over 30 students and given to the principal.

Now it must be explained that I am from the south, so when my principal received this petition she decided that we all needed a "come to Jesus meeting."

The whole freshmen class was called to the gymatorium. I, unaware of the situation, was placed in the catbird seat on the stage. All teenaged eyes on me.

// #2-A Family Photo //

I chose this picture more for its symbolic nature. I play roller derby and my name in roller derby is Cheetahs Never Prosper. As a result, I call my children my cubs. This picture is the epitome of my relationship with my youngest, my son, Ryatt. He is now 4 but I often joke that if he could crawl back in he would. If you could look up momma's boy in the dictionary you would have a picture of me and my son. Right now I complain, though lightheartedly, about how much he needs me and hangs all over me but I know one day that will end. Already he is getting too big to fit in my lap or for me to carry and it makes me sad. How will I cope when my momma's boy is too tough for me to kiss his boo boos or cuddle on the couch? I guess it is true that your children will always be your babies.

// #3-3-2-1 what you learned //

// 1. Real world writing purposes chart // // 2. More Modeling // // 3. Mentor texts //

// 1. Modelling but I don't do it enough // // 2. quick writes //

// 1. How to motivate students //

// #4-Amazon Review- //

Riedell R3 skates. These were the skates I started my derby career in. I am nervous to replace them because my feet have adapted to playing roller derby in this particular boot. If you are wanting to try the sport and don't want to spend a lot of money on equipment then I recommend this skate for all of the beginners. After a year and a half of playing I am still wearing these skates!

// #5- // Federalist Papers

1st reading: I really wanted to reread sentences and it was a struggle for me to not go back so that I could understand. I feel like I had a basic grasp of the text but I am still uncertain. 2nd reading: It was much easier this time because I could focus on the sections where I knew I struggled. 3rd reading: This one really helped to drive home what I thought the text meant.

// #6-Letter to Principal in progress- //

Dear Mr. Bedford, -use some research? -how can I bring this to the staff? -what did I learn from this? -How can the book be useful for the staff?

// #7-Analyze a Painting //

1st reading-Since I am already familiar with this painting I feel like I am cheating. I know Dali is well known for hiding people or objects or faces within his painting. So automatically I know that the swans are reflecting elephants underneath them. The sky and water seem to blend in to everything.

2nd Reading-I can see what appears to be a woman and her child in the clouds. There are some other things that seem to be more than what they appear. For instance the swan that is on fire? That is how it looks to me.

// #8-Philosophical chairs //

Students take a stance on a topic and argue for their side. I am thinking of using this in my unit for DWP. Typically they read materials to get background first.

//#9-Found Poem//

Priest driving flashy cars Be humble A new car cannot take you down the route of happiness Focus on the poor Even the Pope drives a Ford Focus ||
 * __ **Letter to Principal** __ || [[file:LettertoPrincipal.doc]] ||