Darcy Leis

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United States - Ohio - Springfield
Darcy Leis
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I have students complete this planning sheet after brainstorming ideas for narrative poems. I also complete a plan sheet for my own narrative poem sample (written as students write their own). Students use this as a guide throughout the writing
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Each year, as we read The Giver and learn about imagery and sensory detail, I ask my students to create a color poem. Students select a color and then write a carefully-formatted stanza for each of the five senses as they relate to this color. We
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Because, like any good English teacher, I am a fan of Kelly Gallagher's, I wanted my students to complete Gallagher's six word memoirs near the beginning of the year. This helps me introduce narrative concepts, and it also helps me get to know my
Grades:
6th, 7th, 8th, 9th
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I used this to check that my students were closely reading chapter 12 in our class novel. I allowed them to work in pairs to complete the handout, but they had to read the chapter once before even viewing the handout.
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I take my students through a narrative poem writing process, and this is the rubric I use to evaluate their final poems. I created it using categories based on the narrative Common Core goals for students.
Grades:
7th, 8th, 9th
Types:
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After students read chapters 15 and 16 of The Giver on their own, I ask them to complete this plug-in activity to illustrate comprehension. A word bank and answer key are included.
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I use this with my seventh grade students after we read Sandra Cisneros's short story "Eleven." This plot line could be used for a variety of texts, though, and asks students to identify elements of exposition, rising action, climax, falling action,
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After learning various literary terms and concepts from Scholastic Scope's Literary Terms Glossary, my students take this assessment. It is a 58-point assessment that covers figurative language, plot components, point of view, mood, and many other
Grades:
6th, 7th, 8th, 9th
Types:
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After reading chapters three and four of The Giver, my students work in pairs or small groups to fill in blanks in a summary of the chapter. This should help enhance their understanding of the text. This sheet can also be used as a way to make sure
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I offer this handout to students after we've taken our literary review assessment (based mostly on Scholastic Scope's list of literary terms, available online). It reviews perspectives, mood, and figurative language. All quotations are properly
Grades:
6th, 7th, 8th, 9th
Types:
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After reading chapter one of The Giver, my students work in pairs or small groups to fill in blanks in a summary of the chapter. This should help enhance their understanding of the text. This sheet can also be used as a way to make sure students who
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After reading chapter two of The Giver, my students work in pairs or small groups to fill in blanks in a summary of the chapter. This should help enhance their understanding of the text. This sheet can also be used as a way to make sure students who
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This handout is meant to be used after students have some familiarity with haiku. Generally, middle school students pick up haiku quickly. After learning the basics, this handout encourages (through format reminders and haiku samples) students to
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I pair this sample narrative poem with my narrative poetry unit. As we know, students benefit from model texts, and I find that so many of them relate to the sense of loss the poem communicates. The poem contains examples of imagery, metaphor, and
Grades:
6th, 7th, 8th
Types:
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Before reading The Giver with my seventh-graders, we work in groups to create our own communities as a way to introduce the novel. This double-sided handout is what we record our community information on. Some of the fonts used are created by A
Grades:
5th, 6th, 7th, 8th
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TEACHING EXPERIENCE

I taught introductory writing courses at Bowling Green State University for two years, and I have been teaching seventh grade language arts in Ohio since 2007. Over the last few years, I began teaching writing and technology classes as well, and I developed quarterly syllabi for that course.

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MY OWN EDUCATIONAL HISTORY

I graduated summa cum laude from Wittenberg University, and I am a member of Phi Beta Kappa. At Bowling Green State University, I earned an MA in literary and textual analysis.

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