LINDSEY BOOHER

The name I prefer to be called is Lindsey but Boo, Booher, Woozer Bear, and Lou will also suffice. I received my Bachelors in English from Truman

State University in May 2011. I'm currently working on my Master's in Education at UMSL. I work in

both the Wenztville School District and at St. Dominic which has provided me the opportunity to experience both sides of the spectrum. I have two sisters, three dogs, and severe coupon addiction. I

can't imagine doing anything outside of the education realm for the rest of my life and I can't

wait to get started in my own classroom!

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're on your own. And you know what you know. And YOU are the one who'll decide where to go...”- Dr. Seuss

“Advocate. Advocate. Advocate. If you don't who will?

Take it upon yourself to stand up and make a

difference." - Lindsey Booher

Photo Composition Miss Booher Yearbook Fall 2012

Overview Rationale: Poetry is used in modern day music, greeting cards, and in traditional poetry readings. After working through various forms of poetry from pose to modern lyrical poetry students will be asked to take part in a poetry reading creating 5 original polished works of their own as a summative assessment. The reading will take place in the classroom and be celebrated by inviting peers to join us in our coffee house rendition. This unit will use writer’s workshop, literacy strategies, graphic organizers, and presentation to prepare students for the summative assessment. Students will be drawing form their own experience to create in a community of poets. Summary: Students will use a variety of strategies such as concept maps, RAFT’s, KWL Charts etc. to gain and show their understanding of different forms of poetry covered in the first week and a half of this unit. Student will use the last half of the unit in a Writer’s Workshop fashion to create their own original works, invitations, and go through the editing process before presenting at the classroom’s poetry slam. Literacy Strategies: KWL chart, Minute Paper, Jigsaw, Pairs Read, Exit Slips, RAFT, Think-Pair-Share, 3-2-1, and Word Map Objectives: -Students will analyze and interpret various types of poetry. -Students will use word maps to identify key elements will new vocabulary. -Students will use graphic organizers to organize information. -Students will draft several types of original poetry copying formats discussed in class. -Students will present their poetry in a coffee house rendition as a summative assignment. -Students will use lyrics from a song and identify poetic techniques used in those lyrics. -Students will invite peers, principals, and counselors to their poetry slam. -Students will use writer’s workshop to display their mastery of the writing process. Length of Curriculum: This unit will last approximately three weeks. Materials and Resources: School: Smartboard, Horseshoe seating, Internet, Whiteboard, Textbooks, Norton Anthology of Poetic Forms, New Princeton Encyclopedia of Poetry and Poetics, Dictionaries, PowerPoint, Document Viewer, and Writing Utensils. Teacher: PowerPoints, Worksheets, Graphic Organizer Templates, Exit Slips, Student Calendar, and W.W Materials. Student: Writing Utensils, Paper, WW Notebook, and Completed Assignments Formative Assessment: Writers workshop participation, concept maps, jigsaw assignment, word map completion, minute papers, and li journal completion Summative Assessment: Poetry Slam

Lesson Plan: Photo Composition

Heading Yearbook Lindsey Booher Photo Composition Time: 60 minutes (Six 10 Min Lessons)

Rationale In order to better understand the complexity of rhyming patterns and a possible option for students to present in their poetry slam students will review Shakespearean sonnets. Furthermore their homework could be a draft revised later for use in their summative assessment.

Objectives At the conclusion of this lesson students will be able to identify the parts of an English sonnet and the rhyming pattern used in the English/Shakespearian Sonnet. With notes students will be able to write an English sonnet using the correct rhyming pattern.

Reading Material HJ Student Workbook: Photo Composition

Instructional * Framework

Initiating Constructing Utilizing

Lesson Plan * Format

Direct Instruction, Classroom Discussion, and Co-operative Learning

Grouping Whole Class Pairs Individuals

Materials & Resources

School – Smartboard, Writing Materials, Sources for Ex Pics (Magazines, Old Yearbooks, etc.) Teacher – Powerpoint and Personal Examples Student – HJ Book, Writing Utensils, Photographs

Literacy Strategies

Phase One Teacher presents concept in a mini lesson using PowerPoint and personal examples.

Phase Two Students inquire about that concept and seek their own examples

Phase Three Students share their examples with their classmates and leave class prepared to take a picture

Formative Assessment

Students turned in examples of the specific concept covered that day.

Summative * Assessment

Photo Composition Yearbook Checklist

Homework Assignment

Students will photograph an example of the concept covered in the mini-lesson to be used to create the photo composition yearbook checklist

CATEGORY 4 3 2 1

Layout The checklist is easy to apply to photos and graphics have captions that adequately describe photo composition.

The checklist is difficult to apply OR graphics do not have captions that adequately describe photo composition.

The checklist is difficult to apply AND graphics do not have captions that adequately describe photo composition.

The checklist is not comprehensive and would not be a useful guide for photo selection.

Who, What, When, Where & How

The entire photo composition checklist adequately addresses the 5 W\'s (who, what, when, where and how).

90-99% of the checklist adequately address the 5 W\'s (who, what, when, where and how).

75-89% of the checklist adequately address the 5 W\'s (who, what, when, where and how).

Less than 75% of the checklist adequately address the 5 W\'s (who, what, when, where, and how).

Requirements All of the required content was present.

Almost all the required content was present.

At least 75% of the required content was present.

Less than 75% of the required content was present.

Graphics Graphics are in focus, are well-cropped and are clearly related to the concepts of photo composition.

Graphics are in focus and are clearly related to the concepts of photo composition.

80-100% of the graphics are clearly related to the concepts of photo composition.

More than 20% of the graphics are not clearly related to the concepts of photo composition OR no graphics were used.

Spelling and Proofreading

No spelling or grammar errors are present

No more than a couple of spelling or grammar errors exist.

No more than 3 spelling or grammar errors exist.

Several spelling or grammar errors remain.

PHOTO CHECKLIST

Your key to picking photos for YOUR yearbook! Get Ready Your Checklist is Due

November 18th 2012

Your Yearbook Your Way! Creating a yearbook is all about you (and the rest of the student body) and you need powerful photos that capture what words cannot. Your job is to create a photo checklist to use when considering what photos to include in your yearbook. You should include all of the elements we covered in class as well as how many elements are necessary to include a photo. Example: The photo in question must contain two of the following (list of elements) and not include (list of negative elements). Example photos should also be included to show your understanding.