Portfolio | Tagle

Marielle Anne Tagle

Bachelor of Arts in Secondary English Education University of Illinois at Chicago December 2014 

Table of Contents Cover Letter

3

Teaching Philosophy

4

Resume

5

Lesson Plan Sample & Reflection

6-25

Lesson Plan Introduction

6

Lesson Plan Context

7

Lesson Plans - Daily Schedules

8-14

Lesson Plan Reflection

15

Lesson Plan Handouts

16-25

Student Work Examples

26-40

Areas of Interest

41-42

Letters of Recommendation

43-45

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April 2, 2015

To Whom It May Concern, I want to begin by thanking you for taking the time out of your busy schedule to consider me for the position of an English teacher at your school. Having spent my entire life desiring to become a passionate educator, it would be quite the honor to start off my career at any institution that allows me to help the lives of students through the gift of education.

Marielle Anne Ruiz Tagle 1098 Santa Fe Bartlett, Illinois 60103 PHONE 630.400.8614 EMAIL matagle33@gmail.com

Being already exposed to a variety of school systems, my past experiences will definitely be helpful in building appropriate, yet intimate relationships with your staff and students. This can only be achieved with frequent teacher-student-parent communication so that the student’s priorities are being set on a weekly basis. My organizational skills, classroom management, cultural relevant pedagogy, and differentiated instructions will be applied to my curriculum and my classroom to set a safe, effective, and successful environment for my students to learn and thrive holistically.

Today, technology has become a great outlet and service for students in their education.

Growing in a generation that uses technology on a day to day basis, I find it important to use those same skills that the students learn from social medias and applications in their education.

This may take the form of a multi-genre blog that practices the skill of synthesizing a multitude of texts or a Facebook Messenger love quarrel between Shakespeare’s Romeo and Juliet to depict a modern day tragedy. Technology is definitely a tool that I will embed throughout my lesson plans for student engagement and self-learning.

I truly believe that I will be a great addition to your staff because of every experience and constructive criticism I have undergone to improve my practice as a teacher. It is also my genuine passion and work ethic that drives me to be the best educator that I can be.

If you have any questions or concerns, please feel free to contact me with the information on the left. Thank you again for your time, and I look forward to learning more about this opportunity!

Sincerely,

Marielle Anne Ruiz Tagle

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Teaching Philosophy Their Success is My Success

The core of my philosophy are these words I whole-heartedly live by, “teaching holistically.” These two

words, twenty-one letters don’t necessarily sound tremendously profound, but this phrase is my drive in everything I do as a teacher. I believe that teachers should not view students as empty vessels to jam-pack information into; instead, teachers should care for the well-being of their students more than just intellectually, but heart, mind, body and soul. Teaching is building genuine relationships with each student as completely unique individuals who have his/her own voice, background, and personality. Teaching is finding the balance between having authority and having them understand you care for their past, present, and future. It is encouraging and pushing them to their full potential, proving to them that any doubt they have of themselves is wrong. Additionally, Teachers need to interact with each student in the manner that best fits the individual. By “teaching holistically,” teachers create new pathways that allow the students to grow and achieve. I truly believe, without a doubt in my mind, no learning happens until the students see the genuine care of their educator. They cannot put their future, their lives into the hands of another being that does not care for them.

In the same way, just because I am a teacher, I do not believe I am done learning. Instead, I am and will

constantly learn and grow physically - heart, mind, body, and soul - just as much for them than as for me. All that I learn now is, in reality, for the sake of my students. At the end of it all, my success does not lie in just what I know and how much I can make my students know, but whether they, the students, themselves see their own potentials and succeed.

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Marielle Tagle

1098 Santa Fe St. Bartlett, IL 60103 Phone: 630.400.8614 | Email: matagle33@gmail.com

Education History

University of Illinois at Chicago | Chicago, Illinois •

2011-2014

Bachelors Degree in Teaching of English

Elgin Community College | Elgin, Illinois •

mt 2009 - 2011

Associates Degree in Liberal Arts and Sciences

Field Experience

Benito Juarez Community Academy | Chicago, Illinois | Student Teacher

Fall 2014

Seniors | AP Language & Composition, Dual-Credit English •

Incorporated technology: Microsoft Office, ELMO, Google Docs/Drive

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Assessed students using a benchmarking system

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Co-founded and daily tutored students in the Writing Center

Benito Juarez Community Academy | Student Observer •

Assisted the cooperative teacher by being an additional aid for the students

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Observed pedagogical practices

South Elgin High School | South Elgin, Illinois | Student Observer

Spring 2013

Observed modifications and accommodations in instruction for students with IEPs and 504 plans

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Benito Juarez Community Academy | Student Observer

Fall 2012

Oversaw a student-led PSA project on gang violence

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Bogan Computer Technical High School | Chicago, Illinois | Student Observer

Spring 2012

Observed classroom management strategies and administration involvement with the students

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Leadership & Volunteer Activities University of Illinois at Chicago Writing Center | Chicago, Illinois | Tutor •

Spring 2014

Spring 2012

Edited and proofread written work alongside the writers

CAY Camp | Chicago, Illinois | Counselor & Administrator •

Mentored urban youths through recreational activities

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Administered the camp program

Awards

Phi Theta Kappa Honor Society Top 10 Percent Academic Scholarship

Summer 2011 /2010

2010 2009 - 2011

Skills

Language •

Tagalog: Understand, Read, Conversationally Speak

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Lesson Plans Sample & Reflection

Introduction The following lessons were planned for senior students enrolled in an AP Language and Composition course at Benito Juarez Community Academy. All senior students that were not qualified for the senior AP English course, AP Literature, were required to take the junior AP Language and Composition course, so the students were not necessarily on the skill level that AP classes demand. The students lacked motivation to complete their homework and assigned reading, and it was evident with their behavior in classroom and with their grade reports.

These lesson plans take place in the middle of a unit on perspectives in writing. The core text was a nonfiction novel by Luis Alberto Urrea, The Devil’s Highway. The text is based off the illegal immigration activity in the desert wasteland on the southern border of Arizona and northern border of Mexico. So far into the unit, the students have struggled to keep up with the assigned readings and participate in classroom discussions.

Reflecting over the students’ progress and comprehension of the unit, I formulated the following lesson plans to require the students to read with a purpose, an explicit literature circle role, and to produce well-written products in response to the reading. There is a strict, guided timeline - consisting of workshops, comprehension checks, and silent readings - aligned with the project to keep the students accountability. The final project that they will be working on throughout the week will be a literature circle portfolio for three chapters from the book. The project requires the students to complete one summary and one literature circle role for each chapter - three summaries and three roles in total. Each role - discussion director, illustrator, literary analyst, literary term/ vocabulary expert, and cultural connector - calls for in-depth understanding of the text, critical inquiry, and analysis in their writing. On top of the high level writing and reading skills that this project demands for, the students will feel that sense of urgency to produce quality work.

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Lesson Plans Sample & Reflection

Lesson Plan Context School

Benito Juarez Community Academy

Grade Level

12th

Course

AP Language and Composition

Class Sizes

20-32 students

School Demographics

94.5% Hispanic, 2.5% African American, 1.0% Caucasian, 0.8% Asian, 1.1% Other

Graduation Rate

66.7% of Students

Text

The Devil’s Highway, Luis Alberto Urrea

Unit Essential Questions

- What are the push-pull factors of immigration?

- How do individuals impact the process of immigration?

- Who is responsible for illegal immigration?

Unit Benchmarks

-BM 7: Word Choice/Tone - I can analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

-BM 12: Develop Claims & Counterclaims - I can develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each.

-BM 30: Posing & Responding to Questions - I can propel conversations by posing responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions.

-BM 31: Respond to Diverse Perspectives - I can respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible.

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Lesson Plans Sample & Reflection

Lesson Plans - Daily Schedules Date: Monday, November 17, 2014 Objectives: - BM 1: Author’s Central Ideas - I can determine two or more central ideas of a text - BM 3: Summary of Text - I can summarize a text - BM 8: Inferences - I can make insightful inferences about an author’s use of language to achieve an effect Procedures: - Bell Ringer (5 min) o “In your notebooks, write down ONE EVENT or CHARACTER that was introduced in chapter four (your reading) and explain its importance. ALSO, take out your homework” - “Today’s Agenda, CHAMPS, Benchmarks” (5 min) o Teacher will set the day’s agenda and expectations for the students o CHAMPS !Conversation level: Introduction/Model - 0, Workshop - 1 !How to ask for help: Raise your hand !Activity: Introduction to Mini-project and Workshop !Movement: Stay in your seats !Participation: Follow along during instruction and begin portfolio - Introduction: Literature Circle Portfolio Mini-Project (10-15 min) o Teacher will provide instructions for the portfolio that will be created independently !Prompt is passed out to students (See “Lesson Plan Handouts” for prompt) !Each student will be required to complete a literature circle portfolio for chapter three to six (due date: Monday, November 24) !Over the course of the week, the students will be going through workshops, Portfolio Checkpoints, silent readings, and Comprehension checkpoints to ensure the students understanding and progress of the project !Each student is required to complete a summary for each chapter AND one role for each chapter o Students will be assigned mini-groups for their literature circles - to share products and provide peer feedback - Model: Literature Circle Workshop (10 min) o Teacher will provide examples of each requirement so the students will understand what is expected of them - LC Workshop: Chapter Four (15-20 min) o Students will be given this allotted time to begin their portfolios, specifically their chapter four product for the Portfolio Checkpoint the following day

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Materials: - Powerpoint - Computers - Literature Circle Prompt Packets (See “Lesson Plan Handouts”) - Book, The Devil’s Highway Modification/Accommodations: - Hearing Impaired: Teacher will circulate the classroom during instruction and speak loudly for all the students to hear - Visually Impaired: Teacher will project the powerpoint onto the student’s monitors - Instructions: Teacher will provide an explicit packet that explains each role, the benchmark reached for each role, and overall rubric for the portfolio - Extra Assistance: Teacher will constantly circulate the room to assist the students who need further explanation Assessment: - Informal: The bell ringer will serve as an assessment of their understanding of the assigned reading. The students should have read and annotated chapter four during the weekend. Their progress on their chapter four product will be another form of an informal assessment.

- Formal: The final product - literature circle mini-portfolio - will be the formal assessment of their understanding of the three chapters Homework: - Literature circle role and summary for chapter four - Begin reading chapter five

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Date: Tuesday, November 18, 2014 Objectives: - BM 1: Author’s Central Ideas - I can determine two or more central ideas of a text - BM 8: Inferences - I can make insightful inferences about an author’s use of language to achieve an effect - BM 11: Understanding Figurative Language - I can demonstrate understanding of figurative language - BM 12: Character Development - I can analyze how complex characters develop over the course of a text Procedures: - Bell Ringer (5 min) o “Take out your book, pen/pencil, and post-it notes or notebook” o Preparation for the first activity - “Today’s Agenda, CHAMPS, Benchmarks” (5 min) o Teacher will set the day’s agenda and expectations for the students o CHAMPS !Conversation level: Introduction/Silent Reading - 0, Workshop - 1 !How to ask for help: Raise your hand !Activity: Silent read, workshop, and portfolio checkpoint !Movement: Stay in your seats !Participation: Read, work independently, present drafts, and provide feedback - Silent Reading (10 min) o Students will begin or catch up to chapter 5, silently o Students will be annotating with post-it notes or notebooks - Literature Workshop (10-15 min) o Independently, students will work on one of the following: !Work on drafts !Catch up on reading !Receive extra feedback - Portfolio Checkpoint (15-20 min) o Students will get into their literature circle groups !Present their drafts for chapter four !Each group member provides peer feedback with every draft presented on the Portfolio Checkpoint Worksheet (See “Lesson Plan Handouts” for worksheet) • Answer: What did the draft do well? What are areas of improvement? Does it meet all the requirements? o Teacher will circulate to provide additional feedback and to sign off students’ Portfolio Checkpoint Worksheet as proof of students’ drafts Materials: - Powerpoint - Computers - Literature Circle Prompt Packets (See “Lesson Plan Handouts”) - Portfolio Checkpoint Worksheet (See “Lesson Plan Handouts”) - Book, The Devil’s Highway Modification/Accommodations: - Hearing Impaired: Teacher will circulate the classroom during instruction and speak loudly for all the students to hear - Visually Impaired: Teacher will project the powerpoint onto the student’s monitors

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- Instructions: Teacher will provide an explicit packet that explains each role, the benchmark reached for each role, and overall rubric for the portfolio - Extra Assistance: Teacher will constantly circulate the room to assist the students who need further explanation Assessment: - Informal: The drafts that will serve as a gauge for students’ understanding and progress in this project. Teacher will also provide feedback during the portfolio checkpoint.

- Formal: The final product - literature circle mini-portfolio - will be the formal assessment of their understanding of the three chapters Homework: - Literature circle role and summary for chapter five - Finish reading chapter five

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Date: Wednesday, November 19, 2014 Objectives: - BM 1: Author’s Central Ideas - I can determine two or more central ideas of a text - BM 3: Summary of Text - I can summarize a text - BM 8: Inferences - I can make insightful inferences about an author’s use of language to achieve an effect - BM 12: Character Development - I can analyze how complex characters develop over the course of a text Procedures: - Bellringer (5 min) o Sentence correction on grammar usage and punctuation - “Today’s Agenda, CHAMPS, Benchmarks” (5 min) o Teacher will set the day’s agenda and expectations for students o CHAMPS !Conversation level: Introduction - 0, Comprehension Check - 1/2, Workshop - 1 !How to ask for help: Raise your hand !Activity: Comprehension Check and Workshop !Movement: Stay in your seats !Participation: Contribute to class discussion and work on drafts - Comprehension Check: Class Discussion (15-20 min) o Students will answer questions about the main idea of the chapter in pairs o Teacher will then go through all the questions gauging and ensuring students’ comprehension of the text - LC Workshop - Chapter Five (25-30 min) o Independently, students will work on one of the following: !Work on drafts !Catch up on reading !Receive extra feedback o Teacher will circulate the room for assistance Materials: - Powerpoint - Computers - Literature Circle Packets (See “Lesson Plan Handouts”) - Comprehension Checks (See “Lesson Plan Handouts”) - Book, The Devil’s Highway Modification/Accommodations: - Hearing Impaired: Teacher will circulate the classroom during instruction and speak loudly for all the students to hear - Visually Impaired: Teacher will project the powerpoint onto the student’s monitors - Instructions: Teacher will provide an explicit packet that explains each role, the benchmark reached for each role, and overall rubric for the portfolio - Extra Assistance: Teacher will constantly circulate the room to assist the students who need further explanation Assessment: - Informal: The bell ringer will serve as an assessment of their understanding of the assigned reading. The students should have read and annotated chapter four during the weekend. Their progress on their chapter four product will be another form of an informal assessment.

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- Formal: The final product - literature circle mini-portfolio - will be the formal assessment of their understanding of the three chapters Homework: - Literature circle role and summary for chapter five - Finish reading chapter five

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Following Days: Date: Thursday, November 20, 2014 - Same as Tuesday’s lesson (Begin reading chapter 6 and present chapter 5 drafts) ------------Date: Friday, November 21, 2014 - Same as Wednesday’s lesson (Comprehension Check for chapter 6 and finish drafts for chapter 6) -------------Date: Monday, November 24, 2014 - Same as Tuesday’s lesson (No silent reading and present chapter 5 drafts) ------------Date: Tuesday, November 25, 2014 - Turn in Portfolio (Due)

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REFLECTION The initial purposes for this mini-project was to encourage the students to read with intention and to produce well-written products in response to the reading, taking on explicit literature circle roles. Gauging the success of this assignment, with these purposes in mind, it is safe to say that the students have succeeded to a certain capacity. During the rigorous, scheduled week, the students have shown an increase in participation and production of their work. The students benefited from the numerous opportunities within the week to work on their drafts and catch up on their reading. The comprehensive check activities have also been beneficial for the students as a checkin for their understanding of the text, which then became an aid as they produced their work. The Portfolio Checkpoints served as time to present their drafts to members and receive feedback; this allowed students to revise their drafts for a more polished final portfolio.

However, one of the other goals for this project was to fire up the students to turn in their work, and this was not as successful as I hoped. Since the students were already behind in the reading of the book, many of the students had to read more than the three chapters aligned with this project; they had to read all the previous chapters for better comprehension. On a positive, this forced the students to catch up with the text. They might not have been able to complete the full project , but they were able to finish the reading. Also, with past major assignments, I have only received about fifteen out of about eighty-three AP Language and Composition students’ work on time, but, this time around, I was able to collect thirty-five of the projects on time. This number is still unsatisfactory, but, like I previously stated, the students were successful in reading and comprehending the text assigned up to this point.

Next time around, there are a few adjustments I would make to improve this lesson plan for the sake of the students. Even though this lesson plan already consumed six days, I would extend this lesson plan to fit two whole week. Despite the allotted time, I think students would have benefited with full workshop days to solely work on their drafts independently. This would have resulted in more production of work. I would also include a comprehension check for chapter four to keep the consistency of the lesson and ensure understanding for all assigned chapters.

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Lesson Plans Sample & Reflection

Lesson Plan Handouts Literature Circle Portfolio Prompt & Rubric:

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Portfolio Checkpoint Worksheet:

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Student Work Examples The following examples are a single student’s work over the semester that I student taught her class, AP Language and Composition. By presenting various work from the student over time, her improvement in her writing skills become more evident as the curriculum progresses.

Example A is a sample of her first essay and the feedback that I provided. This assignment was a literary device analysis essay on Tim O’Brien’s The Things They Carried. The students were given a week to produce the first draft of this essay, including allotted time for peer editing. The student had good premise of the novel and was able to explain how her evidence defines the literary device, but her explanation lacked depth. After revising her essay using feedback from her peers and myself, she turned in her final draft of the essay, which is shown with Example B. At this point, it is clear that the student was able to edit her paper successfully, using the provided feedback, but there is still a lot of room for improvement.

Example C, is a writing exercise that specifically focuses on elaboration on explanations. So far into the year, it was easy to see that the students, as a whole, lacked thorough articulation skills. So, this assignment served as another exercise for the students to see a model of an explanation then putting it into practice. In this case, the student improved in her articulation skills by breaking down the evidence and elaborating on her own personal analysis of the text. There are still areas in need of clarification, but in comparison to other students, she inched her way to the top of the class as one of the better writers.

This last sample, Example D, is of the student’s Literature Circle Portfolio project. This is only a portion of the same assignment shown in the “Lesson Plans & Reflection.” She was well aware of all expectations and responsibilities that were explicitly instructed verbally and visually - handouts and powerpoint presentation. She viewed the models provided as additional aids. The student was able to produce a well-crafted portfolio, meeting all benchmarks, while using her creativity to make her portfolio aesthetically pleasing. As far as her writing skills, the portfolio showcases her ability to break apart evidence from the text and analyze its significant meaning. The role she chose for this specific chapter,

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chapter five, was the “literary analyst.� The student took self-chosen passages from The Devil’s Highway novel and elaborated on its importance to the text. It is clear that this student had a pretty good grasp of the text with her in-depth analysis. She went beyond reiterating the quote; the student brought meaning to evidence she provided and threaded the ideas through the general idea of the novel.

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Example A: First Draft, Literary Device Analysis Essay

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Example B: Final Draft, Literary Device Analysis Essay

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Example C: Writing Exercise, “The Second ‘E’ in PEE”

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Example D: (Portion of) Literature Circle Portfolio - Chapter Five, Literary Analyst

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Areas of Interest  Creative Writing

Creative writing is what initially attracted me to the English discipline. I have taken various writing wor kshop classes for academic and recreational purposes - sho rt story and poetry.

Personally, I have written and performed a handful of original spoken word pieces. I strongly believe that this type of writing is a positive outlet of expression for anybody. It is something that I will always make room for in my curriculum.

Writing Center

tutor and tutee, at a high school I have had various experiences as a conclusion that writing and university, and I have come to the g community. A writing center centers are vital to a student’s learnin s to seek help with their is a great environment for the student er having taken a tutoring class writing skills in all content areas. Aft ls and analyzing the as well, studying various tutoring skil it has become my goal, as an relationship between tutor and tutee. center available at the school educator, to participate in any writing ter program. or even kick start my own writing cen

Track & Field

I was a track & field athlet e - a sprinter - in high sch ool, and I have always enjoyed running for recreational purposes.

Being a track & field coach is something that I would definitely be interested, to build genuine relationships with students and to enco urage physical fitness. This is als o a sport that requires a lot of discipline, which is much needed for adolescents.

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Multi-Media Lesson s

Being immersed in a technolo gy driven world, it is importa nt, as an educator, to take advantag e of the various resources ava ilable.

I am well-versed in a variety of programs, applications, an d social medias - Google Docs/Drive , Microsoft softwares, Macinto sh applications and softwares, Tw itter, Tumblr blogs, etc.

Technology is a big part of my life, and it is the same for the students today. I find it excitin g to incorporate a multitude of technological resources and soc ial media into a curriculum.

This does not only engage the stu dents, but it also allows the stu dents to use their expertise in techn ology for their own personal learning. It is taking something the students are familiar with and transforming it into valuable , academic skills. Multi-media lessons will always take part in my cla ss.

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Letters of Recommendation

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