PrettyPettyPedagogue

 (3)
United States - Texas - Houston
PrettyPettyPedagogue
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This basic reading and interpretation will allow struggling students to practice with some of the more obvious literary devices. With the poem as text and reading comprehension questions, this resources allows students to process the poem before
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This activity can be used when teaching Shakespeare's "Romeo and Juliet" or as a separate practice of paraphrasing poetry. Students will use their paraphrasing skills to complete a paraphrase of the prologue. This reinforces the idea that
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Intended as an introduction for the school year, this lesson provides a fun opportunity for students to set individual goals for the school year, as well as set goals as a class. This PowerPoint outlines the entire lesson, starting with an overview
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Intended as an exercise to help students through tragedy, this activity works as a journal to get students writing about their feelings. This prompt allows for students to feel a range of emotions when faced with a loss of a classmate or staff
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This culture building session is meant to help students stop and reflect in a cooperative way with their peers and teacher to better understand how their actions effect those around them. This is meant to be a short session to help socio-emotional
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Using the "Notice, Name, Effect" strategy, students complete poetry analysis practice. This is meant to be a check on their reading for poetic and literary elements, and also to check on connecting their ideas to bigger concepts for the poem.
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Students practice their research skills through choosing a "Serial" related topic for further exploration. Students find 2-3 articles, read and annotate for author's purpose, and apply the ideas found within the articles to a commentary on the
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This is a connected activity for the Vision Board lesson available in my TPT store. Intended as an introduction for the school year, this lesson provides a fun opportunity for students to set individual goals for the school year, as well as set
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Using the "Notice, Name, Effect" strategy, students complete a short prose analysis practice. This is meant to be a quick check on their reading for literary elements and connecting their ideas to bigger concepts for the passage. Students should be
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A quick note to staple to student papers. I usually include a "glow" and a "grow." This is a way to make feedback quick, but still personalized! They can also keep/collect all of these notes to track their progress and prepare for individual writing
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TEACHING EXPERIENCE

I am currently in my fifth year of teaching full time, but have been focused on learning and helping others learn for a majority of my life. I started my teaching career as a peer tutor in college. My focus was on helping struggling students with time management and hosting study groups for my literature professor. After college, I became an independent tutor. I worked as a private tutor for all grade levels and created curriculum and study plans specific to individual students. I also worked with a charter school to help on a one-to-one basis with struggling students preparing for state testing. I began my full time teaching career as an 11th grade English teacher for a public charter school in Houston. I also taught AP Literature and Composition. This system of schools focused on spiraling curriculum and helping struggling students with college readiness. I also had the opportunity to teach 10th grade English and ESL classes during my three years in this public charter system. This year, I moved to a public school district to teach English for 10th grade, both on-level and Pre-AP. During this school year I've looked for outlets to refocus my passion for learning and hope that creating original resources to share on this site will help me regain my passion for teaching that has wavered some with the change from a smaller school environment to a larger public school.

MY TEACHING STYLE

I believe (as most teachers do) that all students are capable of learning and doing great things. I focus my teaching on individualization and understanding my students. In order to feel successful, I need to know my students personally and I need to feel like I can make material relevant to them. I am passionate about my content, and even when students don't hold my subject in high esteem I try my hardest to make my class one that they feel they can be successful in. I believe that making a student confident in their abilities is more than half the battle, and if you challenge students that they will rise to the occasion.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

I attended a public high school in Houston, Texas. I completed my B.A. in English and European Studies at Hobart and William Smith Colleges in Geneva, NY. I have completed coursework toward an M.A. in World Cultures and Literature (Comparative Literature) at University of Houston.

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