Michael+Perry

__- Intro to Me -__ Hi my name is Michael Perry I am from Grand Ledge, MI about 20 minutes west of Lansing. I am currently attending MSU for a degree in Secondary Education of Social Science with a minor in Biology. I have always loved playing and watching sports. I like to play tennis, soccer, ultimate frisbee, football, and many other sports. I am a very physically active person and prefer to be outside when ever possible. I use sports as a stress reliever. Besides sports I also enjoy singing and playing guitar. Ever since I was very little I have been singing and I love it and it too is a very good stress reliever. My favorite band of all time is Third Eye Blind. I have bought every single one of their albums and have also seen them in concert once.

__-Teaching Philosophy-__ Teaching should be an extension of who I am as a person. It is my intention to always strive for what is best for my students however popular or unpopular it is. My goal as a teacher is to develop my students into good people who can properly analyze real life situations and make the right decision. I want all my students to be balanced individuals who understand when to think of others and when to think of themselves. To accomplish this I will strongly emphasize and teach critical thinking. Critical thought is an access point in learning that will allow my students to better understand themselves and the world. Lastly I can only hope that my students leave my classroom knowing what it means to work hard, help others, and be helped by others.

__- Family/Family History -__

I love my family and can talk to each and every one of my family members about anything and everything. My is self employed and runs her own counseling business. She absolutely loves her job and has always encouraged me to pick a profession that I love regardless of what it is and what money it makes. My Dad works for the USDA as a farm loan officer. He grew up on a farm and has always been interested in agriculture. My brother is a graduate of Western Michigan with a degree in Communications. Not that he has graduated he has changed his career path and he now currently works for Community Mental Health. He hopes to get masters degree in something similar to the degree my mom got. In short, I am half dutch and extremely proud of this heritProxy-Connection: keep-alive Cache-Control: max-age=0 e. As a family we celebrate the Dutch Christmas called Sinta Claus Day (we have wooden shoes, delft, chocolate, and so forth). In many ways I love the Netherlands more than the United States. I cheer for the Dutch in international soccer, the Olympics, and other international events. I have become more and more interested by the Netherlands and my heritage as I have gotten older and when I got to college this manifested itself through a life changing Study Abroad trip to the Netherlands (pic above was taken in Netherlands). This was Study Abroad was done through the TE 250 and 490 courses and involved comparing education in Netherlands schools to education in the U.S. I wont discuss anymore because I can go on and on about this study abroad and wrote a 40 page paper about it.

__- Interests -__

Ever since I was little I have been singing and while I am not formally singing at this point I miss it already. I plan on participating in more formal singing next semester. In middle school and high school I was very involved with the choral department including a group called Madrigals, Chorduroys, and was also involved in musicals. My favorite roles that I played were Motel in Fiddler on the Roof and also King Arthur in Camelot. After high school I started getting into guitar and now have been playing informally for about 2 years. Besides guitar and singing, I also enjoy being physically active. Ever since I was little I was always running around playing some sort of sport and even today I get very fidgety if I am sitting down too long. My most comfortable outfit are athletic shorts and a t-shirt. My interest in sports ultimately led me to playing on the Varsity tennis team for all 4 years of high school and continued into coaching tennis at the high school level. Its funny how my interest in tennis eventually led to my eventual career choice of teaching. I think I first really knew I wanted to teach when I began coaching tennis. Lastly I love to travel and wish I could do it more. One thing I really got into in my traveling experiences was photography but more specifically scenic photography (the pic to the left is one of my favorite pictures I have taken).

Like I said before I have traveled to the Netherlands and also Italy. The Italy trip was a trip I took in high school as a part of choir. We traveled to Verona, Rome, Venice, Florence, Assisi, and some other smaller towns. At each location we got to sing in all these old churches which was really cool. The architecture on these churches was nothing like I have seen before and the acoustics were absolutely amazing (still get chills from the memory of it). I have included pictures I took of Assisi and also from Assisi.

Assisi was my favorite town and the view was spectacular (as you can see). This Italy trip and the Netherlands trip will be experiences will be trips I never forget and have been very influential in shaping and also discovering who I am. Eventually I hope to incorporate travel into my profession as a teacher maybe becoming a professor someday and leading a study abroad.

__**Lesson Plans**__
Spring 2011

__Differentiated Instruction Lesson Plan for 10th Grade World History__ Focus Student: We will be differentiating our instruction for a focus student named Jan. Jan is originally from Afghanistan and recently immigrated to the United States as a result of the conflict occurring over there. She can easily converse with other students but struggles in her comprehension and understanding of academic material.

ELL Students: One of our ELL students is from the Dominican Republic. She has been in the United States for only a couple of months and has a very limited ability to both produce and comprehend the English language. The second ELL student has been in the United States for a year and a half. The student does well in situations where they are already familiar with the material however the student is using certain avoidance strategies when asked more complex questions which require a more complex use of the English language.

Exceptional Student: Ellie is a student with learning disabilities and social interaction issues. She has just moved into the community from another city. She is very withdrawn, quiet, and antisocial in class. She avoids any and all group/class interaction. Gauging from her individual work Ellie seems to be on grade level for reading and writing but refuses to participate in class discussion and group work.

__Differentiated Plan on the Industrial Revolution (45 minute class)__ Activity 1 (15min): Slideshow of recent inventions represented in pop culture that have created what is currently considered as the technological revolution(Can be playing along with music prior to class starting). As class starts I will go through and explain each of these devices and what they meant to society at that time. Students will be told to take notes on the technological innovations I mention and present in my slides. These instructions will also be written on the board. I will also supply a supplementary handout students can choose to use to take notes on the material. End by clearly classifying your childhood as a time of technological revolution emphasizing how society changed. Annotation: Slides will be very basic and each will have one word associated with it almost to serve as a form of vocabulary flashcards for the ELLs. Pictures are also designed to avoid any sort of reading level deficiencies there may be. The board instructions will help to both emphasize the seriousness of the assignment but also serves as a back up for those kids who have attention issues or have difficulty understanding my instructions. It would also be important for the teacher to go up to students after the instructions were given out to make sure they know what they are doing. Upon introducing the technological revolution I will then begin making connections to the industrial revolution

Activity 2 (30min): We have gotten some information about a more recent revolution in technology. What other sorts of societal revolutions have taken place involving technology? The Industrial Revolution. Students will be assigned a partner to work with where upon they will need to fill out a note taking handout on the Industrial Revolution. They must use at least 1 piece of information from their book and other sources provided to fill in notes regarding important innovations of the industrial revolution and their impact. This will be a somewhat extensive handout requiring the students get more than just facts but to truly understand societal implications of these innovations. Even though partnered each student must have their own copy of notes.

Take Home/Homework Assignment: Upon completing this portion of the assignment students must use the notes from both the technological and industrial revolution to write a 3 paragraph homework assignment that compares the similarities and differences between the technological and industrial revolution.

Annotation: I wanted to assign partners rather than have the students choose so I could give my ELL students a partner who is understanding of the situation of either the ELL or exceptional students situation. Regarding the extremely shy exceptional student I think the partner idea may be a great medium between complete class participation and her current state of no social interaction. The more intimate partner idea may help her come out of her shell a little. The partner situation for ELLs could also be extremely beneficial because while they may not completely understand what they are supposed to do to start. They will be able see how their partner goes through the text and fills out the note guide. I think this could be very beneficial to helping them understand exactly what they need to do. The partner idea also will give me a chance as a teacher to isolate those students who are struggling, like the ELLs, so I can better address their needs. I think that it can also mean a chance for the teacher to build a more individualized repore with their students which could prove extremely helpful in establishing a comfortability for the exceptional student. Assesment: The 2 note guides and 3 paragraphs will serve as the assessments. The note guides will be graded both on completeness and quality of the notetaking content. The three paragraphs will be graded based on how well they followed directions, how appropriate the content was(did they address legitimate similarities and differences and were they well supported by notes), and the quality of the writing as a whole. Writing will be assessed on a student by student basis. This means that students will be assessed based on how well they personally have shown improvement in writing. Most of their grade on the 3 paragraphs will come from content with a smaller portion focusing on quality of the writing.

Fall 2011 **__Halloween Lecture__**

EQ:
 * 1) 1. How do cultural traditions develop and change?


 * 1) 2. What values/beliefs are stressed in our holidays?

EU:
 * 1) 1. The role of storytelling/Oral History


 * 1) 2. The role of religion

Things we think of when we hear Halloween:


 * 1) 1. Ghosts – said to be the spirits of those who have passed. Believed that All Hallows Eve was night in which deceased are on same level as living thus allowing living to honor them on All Hallowmas.
 * 2) 2. Vampires – I think it comes from people getting rabies from a bite from a cat, dog, or the ever popular bat in Eastern Europe.
 * 3) 3. Werewolves – similarly to vampires.
 * 4) 4. Mummies – represent after life in the ancient Egyptian world and surely these facts were passed to Europeans and thus when they dressed up to look like the ghosts they would dress like a mummy.
 * 5) 5. Candy– often people would sacrifice food to honor those who passed. Whether it be giving food to the poor in exchange for praying for loved ones or leaving food outside of their homes to deter ghosts from entering the house.
 * 6) 6. Costumes – worn so the deceased who came back could not recognize the living.
 * 7) 7. Pumpkins – used in place of turnips and potatoes. Were more prevalent in America.
 * 8) 8. Orange and black – orange because it is a very common color at the time of year Halloween occurs (leaves, pumpkins). Black is to represent the dead which is often associated with no light and darkness.
 * 9) 9. Horror Movies – come from stories told of ancestors. Now dramatized for entertainment.

Has Halloween always involved these things? No. What was Halloween like when it first began? When did it first begin?

Origin of Halloween:

About 2000 years ago. All Saints day= All Hallowmas day =November 1st =Catholic holiday in which Catholics remember the deceased priests and so forth. Day before = All Hallows Eve – druidic fire festival called Samhain in which people celebrated the ending of harvest and beginning of winter. Celebrated by the Celtic people in Ireland, Scotland, and Wales. Romans take over and this day is merged with two Roman celebrations. One in late October commemorating the passing of the dead and the other honoring Pomona the goddess of the harvest. Hallow means sanctify

How did these original celebrations turn into what they are today?

Mixing of Roman and Celtic religious traditions – in Europe and America Potato famine/immigration to the U.S. So widely celebrated because of the forced immigrant communities followed by westward expansion

How traditions like this represent changes in the mentality of our culture as a whole? (i.e. sexualizing Halloween, marketing to children, sheer popularity is representative of the importance of technology in spreading traditions, etc.)

Halloween as a business – marketing to children


 * __Feudal systems in medieval France and Japan (10th grade)__**

Hook: Setup class into groups of 5 if there are 30 students. Pass out a piece of paper to each group. Each piece of paper will contain a different list of terms. They are terms referring to each level of both the European and Japanese feudal systems. On each sheet of paper will be instructions telling the student to circle and define each word they recognize. They will not be allowed to use text or other resources just prior knowledge to define the terms. Purpose: This is designed to introduce students to some of the basic terminology incorporated with feudalism but also to show how we as people living in the west are inherently taught more about western history. I am expecting that most of the students will know most of the European feudal terms but not many of the Japanese feudal terms.

After defining I will ask what the students came up with. Upon answering I will have one person from each group come up to the board and write a definition up on the board. After this I will go through each term and we as a class will evaluate the definition. Who likes this definition? (raise your hand) Who doesn’t like this definition? (Give reasoning for why or why not). As teacher add more to definition if need be. After nailing down the definitions point out that there are some terms we have no definitions for. Have we not seen these terms before? Where have we seen or heard of the other terms? Draw a map or pull up a map of the world and have students come and write the term in the region/continent it comes from. Reveal to them that these are terms representing the organization of countries in France and Japan during the medieval days. Considering this it seems we know a lot more about medieval Europe than we do medieval Japan.


 * __Resources in Africa (7th Grade)__**

I can. . . Identify a resource Identify a natural resource Describe important natural resources in Africa Explain why resources are important

(3min) Bellringer: What is a resource? What is a natural resource and how is it different from a resource?

(5-10min)Startup: Review answers to bellringer. Give my definition. Ask for students to provide examples of resources and natural resources.

Write down on the board and save for later.

(5min)Defining the lesson: Pass out map of Africa with symbols of natural resources – (map will be presented with no labels, keys, or titles) In small groups brainstorm what symbols may mean on the map. Which resources that the class listed are represented in the map? Why do you think so? Clarify and ask whether they feel they understand what a natural resource is. This inquiry will serve as an assessment

(27-32min)Activity: Pass out another map of a country in Africa assigning each map a number between 1 and 6(if a 30 person class). Each map with a different number will have a different country and resource issue associated with it. Every person will receive a map and will be posed a scenario about how they will access or distribute resources in their country given a certain amount of the resource. They will be asked to solve the scenario first by themselves and then must get together with their classmates with the same map number and discuss how they decided to solve the scenario. Each number will present varying levels of resources and also physical/tribal barriers to those resources. I’m hoping this will simulate similar situations that African nations face today. Each group will be asked to present to the class and from there I will ask what they think might result from their decision. From here I will lead into discussion about HIV, disease, malnutrition because of lack of essential resources. I will end the lesson by posing 3 questions.

Based on the activity. . . 1. Why are resources important? 2. What impact do they have on people? 3. What are some barriers to accessing resources?

This question and answer session will conclude the lesson for the day/days but if I felt it was taught well and understood clearly I will pose the question below as a thought provoking question that could lead into a unit/lesson about slavery.

Take Home question: Can people be a resource? Pass out as they leave.

__**History and its relationship to 9/11**__

Goal: To understand why the U.S. was attacked on 9/11.

Warm Up (first 10 minutes): How would you feel if you had to live in a place you didn’t like with people you didn’t like? Discuss as a class.

Activity (25 minutes): Post pictures of middle easterners who feel certain emotions as a result of the British redrawing boundaries in the middle east without considering the needs and wishes of the residents. Also post pictures of Taliban anti-western sentiment
 * 6 pictures - 3 of Taliban anti western emotion and 3 of middle eastern emotion after redrawing of boundaries by the Brits
 * Organize class into 6 groups(1 per pic) and have them meet @ their corresponding picture
 * Once at the picture have each group analyze the picture with a couple of questions right beside it to assist.
 * 1) Q1. What emotion is displayed in this picture?
 * 2) Q2. Who do you think this person is? Where are they from? Why might they be feeling the way they are?
 * 3) Q3. When do you think this picture was taken? Is it old or new? What about the picture tells you its age?

What about these modern and old pictures are similar or different? Goal of answers to conclude that these people are from the same area, same region and are feeling the same way.
 * Class Discussion:

Wrap Up(10 minutes): Reveal that old pictures are of:
 * Middle easterners during/ after british occupation
 * They are unhappy because they have been forced to live with a group of people they don’t like as a result of redrawing boundaries

New pics:
 * Taliban/middle easterners today
 * They are angry at the western world for their intervention in the middle east.

Concluding thought: British occupation of the middle east led to the redrawing of boundaries in the middle east. People were put together who should not have been and thus a feeling of resentment of the western world developed in the middle east. Other events also contributed to this mentality (Ex. Bush 1 military involvement in the middle east). These events further prospered anti western mentality and led to development of extremist groups who ultimately exercised their retribution via terrorist groups such as 9/11.
 * Remember this is but one view of why 9/11 occurred.**


 * __5 Day Unit Plan – 7th Grade Ancient Egyptian Civilization__**

Day 1:

Introduction – Find out what kind of prior knowledge they have about ancient Egypt. Activity - Draw pictures of what they think Ancient Egypt looked like or what someone from ancient Egypt looked like. Read aloud the introductory section about Ancient Egypt in the textbook. Define main points of the Introduction. Continue to introduce subject with outlining of important vocab terms.

Day 2:

Everyday in Ancient Egypt – Read aloud a section in the textbook or other source describing everyday life having them write down questions they have or things they don't understand. Address questions as a class discussion where students can answer other students questions and ultimately I as the teacher answer if the correct answer is not found. Have them develop skits of how everyday life in Egypt might have gone using terms terms we discussed in day one. After we will discuss how everyday life in Ancient Egypt was different from the students everyday life

Day 3:

The Pyramids – In a powerpoint discuss how the pyramids were built, what they were built for, who built them, what they symbolized. Use a diagram of the Pyramid and go through the layout. Questions at end to make sure paying attention. I would then continue the powerpoint with a presentation on. . . The Nile – I would present the importance of the Nile to ancient Egypt, irrigation for farming, commerce and access to outside world, lastly dependence on yearly flooding which leads into the. ..

Activity: Video what happens in a floodplain. From destruction to growth.

Day 4:

Hieroglyphs – Read aloud and power point on what they were used for, why they were used , what they looked like, Show clip about hieroglyphs from history channel. Activity: have students make their own hieroglyphs and have them explain what they mean

Day 5:

Conclusion – Find out what they learned about ancient Egypt. Separate into groups and have person from each group go up to the board and write down 1 thing they learned about ancient Egypt. Look at pictures they drew in Day 1 have them write down what they forgot to include or should change.

Activity: Play some sort of fun knowledge based game such

** Development of Music **


 * __Course description__**

This course will investigate music both in its modern form but also in its earliest forms. The course will start by looking at music in early African civilization and then will gradually follow the migration of music to different continents. The final unit will focus particularly on the development of music in the United States. When assessing music at each continent we will discuss the types of music that are popular in this region and how that has changed over time. We will also look at what about the culture, geography, history of the region plays into the formation of music during different time periods. It is unreasonable for this course to try to investigate all different kinds of music so it is the objective of this course to investigate the more prominent types of music in each region. Such styles as jazz, rock, alternative, rap, and some others will be investigated.


 * __Units__**

Africa – Said to be the origin of most modern music, we will listen to and watch various forms of traditional forms of African music. We will discuss the musical differences in Africa as a result of the many tribes and ethnicities within the African continent. Lastly we will find out the characteristics that define African music. Things like syncopation, the buzz factor, use of drums/percussion, etc. This will be one of the longer units simply because this is the birthplace of modern music and thus learning about Africa is like building a foundation for the rest of the units.

Europe – We will look at what characterized early European music and how did early European music develop from African music. Then we will discuss how music in Europe changed over time and from country to country. What events helped shape and changed music over time. Mainly we will focus on western Europe because you will find that much of the formation of music in western Europe will translate over to South America and North America.

The Americas – Early Music: First we will look at the formation of native music in both South and North America. What music, if any, did natives practice prior to the arrival of Europeans? Then we will look at the impact European arrival had on music in The America’s. How did it change or modify native music and also how did native music modify European music?

Modern Music: We will look at where modern music in the United States originates. We will then discuss how its origins has led to the formation of different types of music we have today. Concurrently we will discuss what events have shaped our music. In this investigation we will finally determine the characteristics of some modern day forms of music in the U.S. and try to tie them back the beginnings of music in Africa.


 * __Resources__**

Primary source CD’s that I have from a course in college about a similar subject


 * __Assessments__**

__Tests__ This will test and make sure students know what each kind of music sounds like. This would be both a listening and written test. It will serve as great preparation for the end of the year project. These test will be applied for each region with 1 test per region. They will focus of vocabulary and recognizing certain types of music.

__Assignment__ Find a Youtube.com video or find a CD/song that represents music from a specific region and time period. Play music in the class and discuss whether this music is or is not what the presenter said and what classifies as such.

__Field trip__ Listen to school choir or musical. Afterwards discuss the characteristics of the music. Where did this music originate? What is the purpose of this music and how does that purpose make it different from other kinds of music?

__End of the Year Project__ Pick a modern Artist and explain its origin and how different aspects of their music displays that origin. This can be done through a paper, poster or other visual representation, skit, etc.

**__Structuring Your Teaching – Study Guide__** I. Lesson Plan


 * 1) What are the eight components to lesson planning? Once you have listed them please define each component.

- Lesson Objectives - Assessments - Starting a Lesson - Teacher Activities - Student Activities - Closure - Materials and Resources - Reflection
 * Answer:**

II. Importance of Reflection

- In Action? monitor student progress during class - On Action? Analyze how the lesson went. What went well or not well? - For Action? improve future actions - Action Research? use outside research to enhance learning of topic by students
 * 1) How do you Reflect . . . **Answers:**

III. Motivating Students to Learn with Planning


 * 1) Give and example of intrinsic and extrinsic motivation

Fill in this table completely. Be sure to include headings.

|| || ||

After you have filled in the table interpret this table. What does each corner of the table mean/represent?


 * 1) What is self efficacy?

IV. Classroom Management

What do you think are the 3 most important of the ten truths about Effective Schools? Write them below and explain why.


 * 1) What is the main difference between classroom management and discipline?


 * 1) Name and define each approach to classroom management.

- Behaviorism = Labrador treatment acknowledge good, ignore bad - Center’s Assertive Discipline = Clear black and white rules and consequences - Albert Model = students apart of rules process - Ginott’s Model = address situations not students - Glasser’s Model = meet students needs. Satisfied students learn better - Jones’s Model = spend time with each student, clear non verbal communication - Kounin’s Model =teacher must be able to multitask and have certain characteristics to effectively manage a classroom
 * Answers:**


 * 1) How could one of the classroom management concepts work in your classroom?

V. Chapter Review Write one sentence which summarizes this section.


 * Political Cartoon and Questioning Strategies**

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 * Visit link below to view picture


 * 1) What characters are shown in this cartoon?


 * 1) What is written in the cartoon?


 * 1) What do each of the animals represent?


 * 1) What sticks out to you? Why?


 * 1) Who is happy? Who is not?


 * 1) What do the happy animals have in common? What do the sad have in common?

**Concept Formation**
I plan to teach students the concept of collaboration. More over I plan to teach students what collaboration can look like. I plan to incorporate this concept when talking about WWII however this term is applicable in other non war related scenarios. I will start out by giving a straight forward definition for collaboration. From this definition I will ask students to come up with examples from their own life that are collaboration. This is designed to give them a general introduction to the concept. From here I will show or explain historical examples of collaboration. I will specifically emphasize WWII and those who collaborated with the Nazis. After I go over the concept of collaboration in WWII I will ask the students to write down why one of the WWII examples was indeed an example of collaboration. I will make them justify their answer using the original definition I wrote on the board at the beginning of class. The idea is that collaboration is a very broad term that is often times used to identify very specific things. This is similar to Avner Segalls article about maps. Conventionally maps are thought of as aids only designed to tell you where you are. However upon examining different forms of maps and also more deeply analyzing different facets that make up a map you will find that a map can tell you about global warming or the plant life that lives in a certain region. In talking about the concept of collaboration I have provided examples, compared and contrasted different ways collaboration can be used to define things. As it emphasizes in the Karson and Keiper book these among many other things are vital to effectively teaching a concept to students.