Liberty Learning

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United States - New York - New York
Liberty Learning
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"If your actions inspire others to dream more, learn more, do more and become more, you are a leader." -John Q Adams
 
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I developed this lesson as part of a series of introductory lessons for a Global History course that focused on contemporary issues. Through the lens of the question "What is terrorism and how can we prevent it?", students are challenged to develop
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4.0
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I developed this exam to serve as a summative assessment to my introductory unit on French adjectives and descriptions (the complete vocabulary list of adjectives that I use can be found in the 'French Ne...Pas Structure lesson). The assessment
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Through the lens of the question "How much have we perfected our laws?", students are introduced to several rephrased laws from Hammurabi's Code and challenged to judge the level of justice that they feel is represented in each law and consequence.
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I developed this lesson as the first of a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. This PowerPoint goes with the Word lesson plan. Together, they include
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I developed this lesson as an application/synthesis of the French adjectives that my students had just studied. For maximum benefit, students should have familiarity with basic adjectives (grand, petit, heureux, sportif, etc.) and statements of
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I created this sheet to help my French I students synthesize the plot of the film Amelie with the vocabulary that we had studied up until this point. It is ideal for students who have had about half a year of traditional French I, but there is
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I designed this project to serve as an assessment of my students' ability to explain and compare the key tenets of selected major world religions by designing houses of worship that express those beliefs inside and out. The project can be simply an
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This lesson was developed to teach students about the causes and effects of the Protestant Reformation in Europe, and to challenge them to compare the actors of this change to their own willingness to create change when they perceive an injustice.
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3.3
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I developed this lesson as the second of a series for a survey-style Global History course for summer school that was intended to assist students in succeeding at the August Regents. Using the question, "What is justice?" students consider
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4.0
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I developed this lesson as the tenth in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. Through the lens of the question, "Where did we get religion from?",
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3.9
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This lesson was developed to help students understand the use of ne...pas to make statements negative. While the lesson assumes some prior introduction to the basic concept, it can easily be adapted to both introduce and reinforce. Students first
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I developed this lesson as the third lesson in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. Using the umbrella question, "How Does History Remember Powerful
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I developed this lesson as the fourth in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. Through the lens of the question, 'When does might make right?',
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I developed this lesson as the fifth in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. Using the essential question, "What's the best way to govern people?",
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I developed this lesson as the seventh in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. In this lesson, students are introduced to the key contributions of
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I developed this lesson as the seventh in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. Through the lens of the question, "Which ancient civilization left the
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This lesson was created to teach students the months in French and then synthesize this new vocabulary with knowledge of French numbers to create statements about birthdays. Prior instruction of numbers 1-31 in French would be necessary for the
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I selected a fairly thorough list of vocabulary that my IB Year 1 French students would need to understand Chapter 2 of the French edition of The Stranger by Albert Camus. While this was made for the Folio edition, the page separations can easily
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This Word document is the lesson plan that accompanies the PowerPoint of the same title.
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I developed this lesson as the sixth in a series for a survey-style Global History course for summer school that was intended to assist students succeed at the August Regents. Through the lens of the question, "How can America avoid collapse?",
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TEACHING EXPERIENCE

I have 14 years of teaching experience in public, private, and charter schools, spanning three continents and four major subject areas: French, Social Studies, ELA, and ELL. I currently hold three professional teaching licenses in New York State.

MY TEACHING STYLE

I cut my teeth in collaborative teaching environments, so I write my lessons and plan my presentations such that anyone with content knowledge should be able to negotiate them with skill and, hopefully, fun.

HONORS/AWARDS/SHINING TEACHER MOMENT

Praxis Award of Excellence. Teacher of the Year (multiple) Big Apple Award

MY OWN EDUCATIONAL HISTORY

B.S. in Social Studies Education/French from NYU M.S. in TESOL from Wilkes University

ADDITIONAL BIOGRAPHICAL INFORMATION

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