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To double my efforts in teaching them key spelling rules and vocabulary words, I assigned them to create their own games or practice material for the midterm exam. The students came up with matching games, versions of charades, and Jeopardy games. Then, I allowed students to choose which games they would play in order to review.
Those who learn their skills in a more traditional way chose to stay on the standard classroom side and play Jeopardy.
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Standard 3.6.1- Candidate understands media’s influence on culture and people’s actions and communication, reflecting that knowledge not only in his or her own work but also in his or her teaching.
Kent State University features a student publication called Uhuru Magazine. It is a self-proclaimed publication for minorities. One of the articles in the Spring 2012 edition is entitled "Code Switching." It refers to the idea that people, especially African Americans, switch their patterns of speech depending on the social situation. The particular article discussed what it referred to as the African American dialect versus the "White" way of speaking. After discussing the article with both my cooperating teacher and my Student Teaching adviser, I was assured that the article was something that was appropriate to use as a learning opportunity in my Honors English 10 class.
I brought copies for the class and facilitated a discussion about "Code Switching" and the way people communicate. The class took the discussion in several directions, but my list of discussion questions included in that day's lesson plan is included below:
Questions:
-What is code switching? (The practice of moving between variations of languages in different contexts)
-What does that mean? How do contexts affect language?
-What does Dr. Hill say code switching is used for? (To provide some kind of either social distance or social proximity to the people with whom you’re speaking)
-What is the argument about who “code switching” applies to? (One side, all people; the other, strictly African Americans)
-Respond to Sharice Jackson’s statement.
-What about you? Do you ever “switch codes?” What code(s) do you speak in?
-Dr. Coffey defined code switching in terms of language variance and context. What other factors might influence a person’s language choice? (Individual personality/preference, education, …?)
-Do contexts affect more than just your language choice?
-Does code switching happen deliberately or does it come naturally?
-When might code switching be unintentional? Intentional? Uncomfortable? Inappropriate? Appropriate?
-Respond to: “The idea that Blacks and Whites should talk differently is an idea that many might consider normal.”
-Is “should” the right word? What does “should” imply, and in your opinion, does it apply here?
-What do you think was the author’s intent in writing this article?
- The caption above the article says, “Does race really have anything to do with the way a person speaks? Sade Hale explores the subject.” Who is Sade Hale? Is the article’s content true to the question? What might have been a better question?
-How does the article refer to groups of people in this article? Who doesn’t the article mention?
-Discuss the term mutually exclusive.
-Whom does this article intend to represent? Is it a fair representation?

Standard
Standard 3.6.1-
Candidate Candidate understands media’s or her teachingteaching.

Charlie Chaplin's Final Speech- discussed meaning, metaphors, and possible impact
http://www.youtube.com/watch?v=QcvjoWOwnn4

3.6.2- Candidate uses a variety of approaches for teaching students how to construct meaning from media and nonprint texts and integrate learning opportunities into classroom experiences that promote composing and responding to such texts.
Charlie Chaplin. We viewed clips of Charlie Chaplin's humorous portrayals of Hitler and discussed the effect of portraying such a figure as humorous rather than daunting and powerful. We also viewed the clip of Charlie Chaplin's final speech and discussed when it happened and whether they thought it shaped America's response to the happenings during the Holocaust.
Below are the Youtube clips that we viewed and discussed in order to relate non-print media to the book Night.
Charlie Chaplin's Famous Humor:
http://www.youtube.com/watch?v=wzPZJwczLVA
Globe Scene- discussed symbolism, mood, and possible impact.
http://www.youtube.com/watch?v=IJOuoyoMhj8&feature=related
How Hitler (Hynkler) is portrayed through humor- Why is the name "Hitler" changed to "Hynkler"? "Germany" to "Tomania?" The Nazi symbol changed to two X's?
http://www.youtube.com/watch?v=xmyepgjegS4
Charlie Chaplin's Final Speech- discussed meaning, metaphors, and possible impact
http://www.youtube.com/watch?v=QcvjoWOwnn4

3.6.2- Candidate uses a variety of approaches for teaching students how to construct meaning from media and nonprint texts and integrate learning opportunities into classroom experiences that promote composing and responding to such texts.
In my Inclusion English 10 class, we read and discussed the book Night by Elie Wiesel. In order to incorporate part of the influence of the Holocaust on America into the lessons and to portray another take on the tragedy, we watched clips of the film The Great Dictator, starring Charlie Chaplin.

In my Inclusion English 10 class we had compiled a list of vocabulary words from various texts. In order to assess whether the students could recall the terms, I assigned several options. Students could create a game that included the whole class, a group, or individuals; they could create a song or artwork that demonstrated knowledge of the subject; or they could take an exam that covered the vocabulary words (students were also allowed to propose their own options). I instructed that students' whose work reflected sufficient comprehension of the terms would be exempt from the exam.
One student wrote and recited a rap for the class including all of the words. His rap was creative, showed full comprehension of the words, and even helped the rest of the class review the terms in a fun way.
The mp3 is attached below.

3.6.3 (responding to a variety of texts using technology)
Candidate helps students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.
the vocabulary words.words (students were also allowed to propose their own options). I instructed work reflected sufficient comprehension of the exam.
One of the most impressive assignments that a
One student turned in waswrote and recited a rap that includedfor the class including all of the words. His rap was creative, showed full comprehension of the words, and even helped the rest of the class review the terms in a fun way.

3.6.3 (responding to a variety of texts using technology)
Candidate helps students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and use current technology to enhance their own learning and reflection on their learning.
In my Inclusion English 10 class we had compiled a list of vocabulary words from various texts. In order to assess whether the students could recall the terms, I assigned several options. Students could create a game that included the whole class, a group, or individuals; they could create a song or artwork that demonstrated knowledge of the subject; or they could take an exam that covered the vocabulary words. I instructed that students' whose work reflected comprehension of the terms would be exempt from the exam.
One of the most impressive assignments that a student turned in was a rap that included all of the words.