Jennifer - English tutor - Toms River
Jennifer - English tutor - Toms River

Jennifer's email address and phone number have been validated.

Jennifer

  • Rate $40
  • Response 1h
Jennifer - English tutor - Toms River

$40/h

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  • English
  • Reading
  • Literacy

Primarily an ELA teacher, I also tutor subjects of all grade levels ranging from early education to advanced placement college. I’m excited to continue to share my passion for learning with students.

  • English
  • Reading
  • Literacy

Lesson location

    • At Jennifer's house: Toms River

    • at your home or a public place : will travel up to 10 mi. from Toms River

About Jennifer

Philosophy of Education Statement

My philosophy is based on the belief that education is the primary foundation for life. I decided to become a teacher because it is the most highly rewarding profession; it affords me the opportunity to change lives. Throughout my career as an educator, my experience has shown that open, honest communication coupled with mutual respect is imperative when building strong connections with students. It is my goal to make certain that every student with whom I encounter feels confident in knowing that their contributions matter.

Creating a safe, positive learning environment is essential. Students should know what is expected of them early on. Teaching isn’t just about providing knowledge, it’s also a platform in which various life skills are instilled and a space where self-reflection occurs. Taking into account the various learning styles of students, I offer active learning strategies for multiple intelligences so independent learning can take place.

My dynamic teaching style focuses on utilizing many interactive techniques for student-centered learning. I wholeheartedly believe that if the teacher is enthusiastic, the students will passionately engage. I constantly evolve my teaching methods to adapt to the needs of my students. I incorporate cooperative learning such as technology, differentiated instructions, whole classroom discussions, and other methods to provide students with the necessary tools to develop critical thinking skills for real world applications.

My hope is to leave a positive impression upon each individual student I come into contact with so they may embrace the world around them with curiosity. It has been reported that every individual will have had one or two teachers that had a profound impact on his or her life. I strive to be that teacher and I am confident that my diverse teaching experience enables me to do so.

“Watch a teacher with a classroom full of students, and you’ll see what real love looks like.”
~Teresa Kwant

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About the lesson

  • All Levels
  • English

All languages in which the lesson is available :

English

Grade: 9 Subject: ELA
N of students: 18
Central Focus:
The purpose of this lesson is to build upon the students’ previous knowledge of poetic devices and use of language, as well as the contributing format which relates to the poet’s message. Students will explore TWIST: tone, word choice, imagery, style, and theme. They will display how to intellectually discuss emotional, trustworthy, and social aspects and to self-reflect with empathy. This lesson will also serve as building blocks for real life use. Somatic Seminar can be used in a variety of ways in which the student will interpret and implement their views on the world around them.
Objective:
Students will be able to identify and analyze the extended metaphor of “hope” being compared to a bird in Emily Dickinson's, “’Hope’ is the thing with feathers” during self-reflective Somatic Seminar and compare it to the meaning of life.
Content standards (e.g., CCSS, NJSLS):
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
Academic Language Demands
Language Function (e.g., define, assess, compare and contrast, analyze, describe):
Define the word “metaphor” and identify its use in the poem “Hope is the thing with feathers.”
Discuss how “hope” and “the thing with feathers” are similar and why Dickinson used this comparison.
Academic Language Support (must address the language function, vocabulary, and syntax or discourse:
Define new vocabulary words identified in “Hope is a thing with feathers.”
Students are to list, display, and make inferences referring to key vocabulary terms.
Procedure
Beginning of the Lesson (include motivation for the lesson/how you will open students’ inquiry into the central focus/how you will motivate them to learn):
Identify Emily Dickinson as a well-known American poet.
About Emily Dickinson | Academy of American Poets
Middle of the Lesson:
Explain metaphors to the class. Design and assemble the class into one circle for open-ended questions. What metaphor did Dickinson use in the poem? Discuss how “hope” and “the thing with feathers” are similar. Ask students why they think Dickinson compared the two.
“Hope” is the thing with feathers by Emily… | Poetry Foundation
Conclusion of the Lesson:
Appraise Emily Dickinson’s comparisons to a bird. Ask the students what else hope could be compared to and why. What is something the students are hopeful for?
Assessment
Formative assessment (informal):
The differentiation of ideas promotes equality within the circle, allowing a classroom culture of safety, trust, communication, and empathy.
Summative assessment (formal):
Encouraging critical thinking, Socratic Seminars allow students to dive deep into psychological topics. Students apply clear, thought-provoking assembly to the format while promoting discussions where they learn not only from the material, but also from one another.
Follow Up
Lesson Follow Up (How do you plan to build on your assessment data to change or improve future teaching/learning in the classroom?):
Have each student write their own poem comparing an emotion with a living thing. Some abstract words they can use include excitement, joy, fear, friendship, love, anger, hatred, frustration, or pride.
Have each student choose another poem by Emily Dickinson to share with the class. Have the student tell what they think the poem means. Why did he/she choose that poem?
Academic Research
Theories/frameworks that inform the lesson:
Bloom’s Taxonomy
Instructional strategies and learning tasks that support diverse student needs (e.g., culturally diverse, linguistically diverse, students with disabilities, etc.):
Somatic Seminar
TWIST
Instructional resources and materials used to engage students in learning:
“Hope” is the thing with feathers by Emily… | Poetry Foundation

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Rates

Rate

  • $40

Pack rates

  • 5h: $200
  • 10h: $400

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All languages in which the lesson is available

English

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