Louise+Schreiber

Howdy folks!

Welcome to my wiki page! My name is Louise Schreiber and I am just one semester away from graduating from Western Michigan University's College of Education and Human Development with a major in English, and a minor in History. When I am not at work, doing homework, or in class, I enjoy playing my drums as much as possible. I'm a self-proclaimed movie snob, but am willing to give anything a watch. I hope you enjoy my wiki page, and feel free to comment on any of my work as I am always open to criticism.

Sincerely, Weezy F Baby.


 * Following is my research article titled //Using Popular Media in English Classrooms to Promote Youth Learning in Inner-City Schools.// The paper deals with the power of using popular media in the classroom, and all the various doors that can open up when used correctly, especially within inner-city classrooms.**



Unit Plan
"Catcher in the Rye" By: J.D. Salinger

Time- Ten 1.5 hour class sessions.

Class- 12th Grade English Class School Setting- The school that I plan to teach this lesson in is a school on the edge of not meeting AYP for one to two years, and is at risk of being completely reorganized or turned into a charter school. The location of the school is located in the inner-city of Chicago, Illinois. This part of the city is located extremely close to down Chicago, near the multicultural districts. The school has almost 90% of their student body qualifying for free or reduced lunch, and the majority of the school's population is African American. The rest of the student population is majority Latino and White. All of the students are living within an area with higher than average crime rates, and many of their families are living in subsidized housing, or in "non-traditional" type housing, i.e. living with entire nuclear family under one roof. Most of these students have no educational plans for after high school, as going to college is not a high priority within many of the families these students are from. The school, based off its AYP scores, have not been receiving a lot of federal funding, and not much money comes in from the community, as many of the city's population does not have enough money to be supporting the schools on their own.

Classroom Setting: Since the entire school itself is not overflowing with money and funding, my classroom takes a hit as well. The only technology in the classroom is an overhead projector, a laptop provided by the school, and a dry-erase board at the front of the classroom. My desks will be set up in three "pods", two put on a diagonal on the outside so as to face the board and have 4-5 neighboring students in their pod, and one in the middle facing the front of the room directly, with the same number of neighboring students. The total number of students in my class/classes is about 20-25 on any given day. I have at least one ELL student in each of the hours that I will be teaching, as well as several students with 504 plans, and many with behavioral and learning problems. The walls of the classroom have some of my personal favorite posters of a few bands that I enjoy, as well as a section where students can put pictures of artists or things that they like. These are located at the back of the room so as not to be a distraction while students are facing the front of the room.

Goals- Students will be able to: (this is not a complete list as of yet, more to come)
 * Make connections between their life/world, and the world Holden is growing up in.
 * Think critically about social problems they would like to see addressed.
 * Read the entire novel, "The Catcher in the Rye" by J.D. Salinger
 * Participate in small-group settings
 * Produce a 2-3 page written work in which they take a stance on an issue, and propose how they could improve the situation.
 * Students will gain a basic understanding of what society was like post WWII
 * Students will be able to identify major themes within the novel.
 * Students will prepare skits/presentations and present them to the class.
 * Students will view and respond to other students work in-class.
 * Students will respond critically to writing prompts in their ongoing writing prompt journals.

Here is a list of my supplemental resources for this unit as well: