Nicole Bond

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United States - Pennsylvania - Hanover
Nicole Bond
3.9
36 votes
"Be curious, not judgemental." - Walt Whitman
 
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An easy to use vocabulary list for the novel, THE HOBBIT, by J.R.R. Tolkien. Words are grouped by 2-3 chapters and include simple definitions for easy instruction or studying. Students may be provided this list at the start of the novel for use
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3.9
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Six writing prompts for which students must create an argumentative essay and support it with textual evidence from The Hobbit, a novel by J.R.R. Tolkien. The scoring rubric is modeled after the PA Core Writing Rubric for the PSSA, but also meets
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3 ratings
3.8
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THE HOBBIT by J.R.R. Tolkien can easily be charted on a plot diagram - each chapter being listed in order from exposition, to rising action, climax ("The Clouds Burst"), falling action, and the resolution (aka Denoument). This is a diagram handout
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4.0
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After students complete literary analysis of multiple important themes in The Hobbit, students will complete a Literary Analysis essay responding to a prompt about the theme. This item includes both the prompt and an essay scoring rubric for twenty
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Each year I teach a unit on Themes in American Stories. We explore the varieties of culture evident in America. While doing this, we talk about oral traditions, cultures, themes, and heroes. A great visual example of the immigrant story is "The
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3.9
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While my students read The Diary of Anne Frank by Albert Hackett and Francis Goodrich, I assign a journaling project which is due at the end of the unit. Students respond to 10 different prompts while we read the play. This allows students to pause
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4 ratings
3.8
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This is a simple chart full of important terms for persuasive writing. Terms include the basic writing terms such as "Thesis" and "Topic Sentence" as well as the terms for different tactics of persuasion such as "emotional appeals" and "charged
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4.0
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While reading "The Diary of Anne Frank" by Francis Goodrich and Albert Hackett, I have students write down character observations for each character in each scene in both acts. This product includes both the Chart for Act I and Act II, along with a
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2.1
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This is a quick handout to introduce the Congressional Medal of Honor Characteristics or Values which come with the CMOH curriculum. In this chart, students define the CMOH values and also provide examples in order to familiarize themselves with
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4.0
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Attached is a simplified lesson plan form including places for Lesson Essential Questions, Depth of Knowledge Words, Concepts, Vocabulary, Standards, Assessment Prompts, Assessment, Assignment, Summary, Real-World Tie Ins, and Differentiation. This
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4 ratings
3.9
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Simple Note-Taking Chart which Includes both a space for the rule and an example. Rule spaces include: Compound Sentences, Between Items in a Series, Between Adjectives, After Introductory Material, With Parenthetical Expressions, With Nonessential
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Poster Project for "The Diary of Anne Frank" by Francis Goodrich and Albert Hackett. Students demonstrate their understanding of character development by depicting the changes for a character of their choosing (or assigned character) from the play
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A simple 3 page form for students to complete as they peer edit another student's work. There is space for three student proofreaders and three student editors. All of my students must have classmates who've assisted in editing and signed this form,
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Using Henry Wadsworth Longfellow's poem, "Paul Revere's Ride" students use this handout to create a summary of each of the 13 stanzas. You may have the students write a sentence summary or create a small cartoon in each box summarizing the poem. (I
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A graphic organizer handout(chart) for THE HOBBIT in which students write down a simple explanation and the chapter/page number of when a particular theme occurs. Themes include Good VS Evil, Greed and Pride, Morality, and Bravery. This is a simple
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4.0
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TEACHING EXPERIENCE

I've taught 8th grade Language Arts in Pennsylvania for eight years. While I did a short-term stint as a long term substitute in high school literature upon graduation, my passion is for the lower secondary grades. I've taught language arts as separate English/grammar and reading courses and as a full one hour block. I've also taught remedial reading courses to 8th graders as well. Presently, I am part of the curriculum writing committee at my district realigning our curriculum to the newly adopted Common Core standards. I'm trained in Reading Apprenticeship as well as Learning Focused Schools, and I'm fond of Kelly Gallagher's work. I'm also a small-time published poet, and see myself as a summer break writer.

MY TEACHING STYLE

I find that if I'm bored, I know my students are bored. I'm energetic and organized. My students would describe me as quirky, unique, and somewhat strange. I have no problem making a fool of myself in order to make an assignment stick. I believe in organized group work, the power of think-pair-share, and the importance of vocabulary. All teachers can teach the same lesson and make it unique to their own styles. I'm a proponent of using graphic organizers as a guide in the classroom, but you won't find me making students copy notes verbatim. I like Powerpoints because they keep me and my class organized (and remind me not to miss any important points should a student take me off into another exciting direction.)

HONORS/AWARDS/SHINING TEACHER MOMENT

Parent Kudos. Student Thank Yous. Hallway High Fives.

MY OWN EDUCATIONAL HISTORY

Bachelors of Science in Education from West Chester University in 2005 (Major: English). Masters of Liberal Arts from McDaniel College in 2011.

ADDITIONAL BIOGRAPHICAL INFORMATION

When I'm not rocking out in my classroom, I enjoy gardening, going to auctions, and reading good books. What else would you expect from a literature teacher? Oh, and I have two cats - Lexington C. Puss is pictured scoring essays in my profile. When I get lazy, he takes over.

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