Robert M. Baker

 (9)
United States - Kentucky - London
Robert M. Baker
3.9
49 votes
"Some drink deeply from the Fountain of Knowledge; others just gargle".
 
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The shield given to Gawain near the beginning of the second part of the poem is key to understanding Gawain's character and to understanding many of the choices he will make throughout the narrative up to the end. This worksheet/activity can be
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17 ratings
4.0
Digital Download PDF (0.28 MB)
Here's another worksheet that requires the student look deeply into the text to find answers. This can be performed together with the class, or in small groups or pairs, or by individual students. This explains pretty much everything about what
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13 ratings
3.9
Digital Download PDF (0.04 MB)
Directions: Explicit and Implicit Agendas and Messages in Texts, Film, and Song There are many different kinds of texts, and some are not necessarily in written form. These can include songs, films, and speeches. This is a worksheet that I
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5 ratings
3.9
Digital Download PDF (0.10 MB)
Synecdoche are words or phrases that name only a part of a whole to represent the entirety of the concept or subject. A common example is the word "crown" used to represent the king or monarch or even the entire nation. Synecdoche can also operate
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8 ratings
4.0
Digital Download PDF (0.09 MB)
Worksheet that asks a series of questions about a (generic) poem. Students will need to read the poem under study to determine author's intention, target audience, voice, social and political viewpoint, form (allows for use with songs as well as
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1 rating
4.0
Digital Download PDF (0.21 MB)
One of the key literary elements in Old English poetry is the kenning. Kennings are words or phrases that work something like pronouns do in modern English -- they rename something. However, unlike modern English pronouns, kennings are intended to
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5 ratings
3.4
Digital Download PDF (0.11 MB)
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TEACHING EXPERIENCE

Ten years in the University/Community College setting teaching English literature, composition, and grammar. Three plus years teaching English/Language Arts in grades 9-12. Much experience as a tutor and a strong background in using technology in the classroom. I have also taught in an alternative school setting.

MY TEACHING STYLE

Varies depending upon the setting and audience, but whatever is most effective for the subject, setting, classroom, and student. If given a choice for reading instruction, I prefer close-reading and analysis with an emphasis on author agendas and motives. I also use an analytical approach when teaching composition and mechanics. This is most effective when seeking to assist students in achieving mastery of the skills/material. Further, I enjoy contextualizing many literary works and perform a great deal of cross-curriculum instruction toward this end.

HONORS/AWARDS/SHINING TEACHER MOMENT

Summer 2007 Eastern Kentucky University Writing Project Teacher-Consultant; Eastern Kentucky University Department of English and Theater, Writing Award for Graduate Fiction, short story, "The Half-Light"; International Summer School, 1987, University of Cambridge (England), Board of Extra Mural Studies, Certificate of Attendance for The Shakespeare Texts. Highly Qualified Educator, Clay County Board of Education, Manchester, Kentucky.

MY OWN EDUCATIONAL HISTORY

Boyd H. Anderson H.S, Lauderdale Lakes, FL, 1985; Nova Southeastern University, Ft. Lauderdale, FL, BA in Liberal Arts, 1993; Nova Southeastern University, Ft. Lauderdale, FL, MA in Liberal Studies, 1995.

ADDITIONAL BIOGRAPHICAL INFORMATION

I believe very strongly that teachers need more instruction/education/preparation in their area of certification. Many teachers and administrators are highly educated and trained in effective instructional and classroom management strategies, but are not well trained in their core content. This lack accounts for many of the ills and evils that plague nearly every school system in the United States.

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