Ela specialization resource folder
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  • 1.  I chose this resource because I feel like inquiry-based learning is very beneficial in today’s classroom, especially in a secondary English language arts classroom. Since the subject is already so abstract and can really be interpreted in many different ways, I feel as though the students should be able to explore as much as possible, arrive at their own conclusions, and address their own questions rather than have the work handed to them. In addition, English language arts not only teaches you to be critical of texts and literature, but it also encourages you to look at yourself and really search for your identity – this is such a personal journey and I do not think the students should be confined to the material and lessons the teacher provides for them, but rather they should go out there and look where they feel they should look in order to discover themselves.
  • 2.  This is a very important resource for me because Shakespeare is a topic I struggled a lot with while I was in high school, and although I feel like I have gotten a firm grasp on it since entering University, it is still something that I am afraid and worried about teaching. Since Shakespeare is such an old read, and many students have a hard time connecting and identifying with it, I feel like this is probably one of the most difficult texts to teach to secondary English students, because they will have a hard time staying engaged and excited. This list on how to teach Shakespeare by someone who already does it is a huge resource for me because it lessens some of the anxiety about the topic and also reminds me that if I am well educated about it, and can integrate it well into a modern day classroom, my students will most likely have an easier time staying on task and being excited.
  • 3.  Romeo and Juliet is an important text in a secondary English classroom because I can take a classic script and make it somewhat relatable and interesting for my students. Out of all the Shakespeare we studied in high school, I feel like Romeo and Juliet was the easiest to grasp, and it was the easiest to like because it deals with modern day issues, although they are written much more dramatically. Every high school student is most likely able to relate to falling in love, being told to not do something he/she feels is right and loss. In addition, there is a newer movie versions of this text so we would be able to read the play and then watch the movie in order to get the most out of the text and to encourage better engagement.
  • 4.  I chose this resource because it was one of my favourite novels that we studied when I was in high school, and I know that in many classrooms it is still being taught. This is another story about love and wealth and living the American dream, which I think many high school students are thinking about at their age. In addition, a movie just came out and also the culture of the 1920s is something that is becoming more popular again and can be used to engage students and really get them thinking in a critical way. There are many themes and symbols in this novel that we can explore as well, and I still remember the feeling when I identified and understood those themes. I think this is a great novel for students to read because it combines an interesting story with some great material for critical thinking and analyzing.
  • 5.  In many of my classes this year, mostly last semester, we discussed the advantages of using Twitter as more than just a social networking site. This site is a great way to become informed about things that are going on in your community, discuss with other teachers important topics and exchange information, as well as it can be used as a tool to encourage your students to become more engaged and involved in the classroom. In my first year of University, a professor incorporated Twitter into the course outline by asking us to post our questions to him using a specific hashtag so that they were easy to find by him and other classmates. I feel like utilizing online resources like twitter, instead of banning them in the classroom can be very beneficial to the students and also for the teacher as a way to connect with the students and other teachers around the world.
  • 6.  Slide 3: Alberta Education (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. 1-122.  Slide 3: Alberta Education. March 2014. Adapted from: http://education.alberta.ca/teachers/aisi/themes/inquiry.aspx  Slide 4: Retrieved at: http://www.webenglishteacher.com/index.html  Slide 4: Image adapted from: http://www.webenglishteacher.com/index.html  Slide 5: Sheehy (2009). How to teach Shakespeare to high school students: A few basics from one who does it. A teacher’s writes. Retrieved at: http://ateacherswrites.wordpress.com/2009/03/04/how-to-teach-shakespeare-to-high-school students-a-few-basics-from-one-who-does-it/  Slide 5: Hamlet book cover. March 2014. Adapted from: http://www.pagepulp.com/2219/the-many-covers-of-hamlet/  Slide 5: Macbeth book cover. March 2014. Adapted from : http://persephonemagazine.com/2011/03/middlemarch-madness-the-sweet-sixteen-revealed/  Slide 5 & 6: Romeo & Juliet. March 2014. Adapted from : http://www.goodreads.com/book/show/18135.Romeo_and_Juliet  Side 7: The Great Gatsby. March 2014. Adapted from : http://www.goodreads.com/book/show/4671.The_Great_Gatsby  Slide 8: Alberta Education (2002). English as a second language: Senior high guide to implementation. 1-140.  Slide 9: Twitter logo. March 2014. Adapted from: http://www.govloop.com/profiles/blogs/51-2-twitter-best-practices- infographic-twitter-political-hall-of  Slide 10: Klopfer, Eric, Osterweil Scot, Groff, Jennifer and Haas Jason. (2009). The instructional power of digital games, social networking and simulations and how teachers can leverage them. 1-20.  Slide 10: Image adapted from: http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf  Slide 11: Adapted from: http://www.discoveryeducation.com/search/page/9-12/english-language-arts/-/-/index.cfm?campaign=flyout_teachers_912_la  Slide 12: Eigenbrod, Renate , Kakegamic Georgina, and Fiddler, Josias. (2003). Aboriginal Literatures in Canada: A teacher’s resource guide. 1-41.  Slide 12: Image adapted from: http://curriculum.org/storage/30/1278480166aboriginal.pdf