Undercover

UnderCOVER:
Literature for Young Adults

Alexandra Preston

Table of Contents
Introduction
Artifact 1: First Teacher Interview
Analysis of Interview
Artifact 2: Letter to Parents
All About April
Artifact 3: Observation of April
10
Analysis of Observations
13
Artifact 4: Interview with April
14
Analysis of Interview
16
Artifact 5: Writing Sample from April
17
Analysis of Writing Sample
19
Artifact 6: Second Teacher Interview
20
Analysis of Second Interview
22
Instructional Planning for April
23
Lesson Rational and Big Q
24
Lesson 1: Mechanics of Short Stories
25
Lesson 2: Connections
27
Lesson 3: Create your own ending
29

Initial Reflection, Reaction, and Interview

On my first day of meeting with Mrs. May in Mountain Top Area High School,
I was very nervous and excited. I did not really know much about this school except
for the fact that it is in the middle of nowhere. I thought the school would be
relatively small and surrounded by the woods. I was slightly wrong. The school is
sort of small, but not super tiny. And it wasnt completely in the middle of nowhere.
It was hard to see the view of the surrounding area my first day there because it was
rainy and foggy.

Once I got to the school I was surprised to see that the middle, elementary,
and high school are all in the same area. I like that it is done this way because it
makes it seem like a more closely knit community. I know my home district the
elementary schools are separated into three different buildings and then all come
together in 5th grade. I went to a small private High School, so being in another small
school made me feel comfortable and at home.

The ladies in the office were incredibly nice and welcoming. They gave me
directions to get to the classroom and set me free. My first impression of Mrs. Mays
classroom was of all the handprints of the walls. I loved it! Her classroom is warm
and welcoming. Immediately I felt at ease and knew that this placement was a good
one. Mrs. May has a student teacher Ms. June. Both of them are incredibly nice and
welcoming.

Mrs. May and I were able to talk before class started. I was really excited to
get to see what her students were all like. She gave me a little bit of information
about the class and what some of the students in it were like. I knew I would be able
to find one student in the class that would help me on this project, and who is
different from myself.

Interview with Mrs. May
-What books do you teach in you classroom? (Traditional English books or
more modern books with the same message)
It depends on the class. I try to teach modern books mixed in with more traditional
books. We read a lot of frequently censored novels as well. Also, it is hard to get
enough new books for all my students, so sometimes I am limited to the books that
we already have.

-How do you choose the books that you teach?
I try to choose my books based on relevance and student interest, but like I said
before it is sometimes hard to get the funding to bring in these newer books. I can
basically pick any book that I want to teach in my class, as long as I am able to get
Ali Preston 5/7/2015 8:22 PM

Comment [1]: NCATE/NCTE Standard:
know research theory and findings in ELA.
In many different English classes, teachers
must determine what they want their
students to read and what they want them
to get out of it. Teachers need to understand
what their students like, as well as push
them to think about tougher themes going
on around them in our society.
Comment [2]: Good understanding of
what the students are engaged in.
ahold of it. I try to get books that have some important cultural aspect or social
theme that I can tie into the students lives. If I cannot find that connection, I will not
teach the book.

-Do you take the students into account when thinking about changing certain
books?
I try to take my students likes and dislikes into account as much as possible when
assigning books. It is nearly impossible to find books that all the students will like,
but I try to make it work.

-Have you noticed that students like a certain genre of book better than
another one? If so, what is it? Why do you think they enjoy that genre more
than others?
My students are pretty typical in that they like things that they can relate to. Most of
them will read almost anything and everything they can get their hands on.
However, some of them are more reluctant to read and I work hard to find books
and works of literature that I think they will enjoy.


Comment [3]: The idea of connection is
really important to April. As a teacher, I will
definitely make sure I can find these
connections and incorporate them into my
lessons.

-How would you deal with a parent confronting you about a certain book the
students are reading in your class?
I explain to the parents why I am showing or teaching what I am. For example, we
just showed Dead Poets Society. That movie has a lot of touchy topics in it. Before I
showed the movie to the class, I sent home a permission form for the parents to sign
and read. The students also had the chance to do an alternative assignment if they
did not feel comfortable watching the film. Or, they could step out if they started
feeling uneasy.


Comment [4]: Some of the touchiest
topics are also the most relatable. I attached
the permission slip that Mrs. May sends
home in order to show how she handles the
situation.
Analysis of Interview with Mrs. May

I really liked how Mrs. May handles the situation of touchy subjects and
reluctant parents. Instead of saying, no, I do not feel like dealing with this
opposition, she explains it to the parents in very professional way. I also liked that
if the student does not want to participate in the activity they are given an
alternative assignment.

Another thing that I liked about my interview with Mrs. May was that she
wants to make her class relatable and relevant to her student. She understands that
students are more engaged when they feel a personal connection to the text. She
also understands that not all students like to read, but she strives to find a book or
piece of literature to put into the hands of all her students. As a future teacher, I
really like this idea and hope to be able to do it with my own students one day.

Letter to Parents:

Comment [5]: I included this artifact
because I wanted to show and example of
how Mrs. May explains tricky subjects to the
parents.
All About April

Observations:
My observations took place during one class period. The class started at 12:12 and
ended at 12:50. I observed the student two days later as well, but they were
continuing the group-work so the observations were basically the same.

Time
Observation
Interpretation
12:12
Students file in for class to

start. April sits with her
backpack on her desk
talking to the student
behind her.
April is a social student who

likes to interact with those
around her.
12:19
April answered a question

that Ms. June asked.
Shows that April is engaged in

the lesson and wants to
participate. April is an eager to
learn student.
12:21
April follows the directions

given to her by Ms. June.
Also engages in side
conversation.
Student is able to follow

directions, while having a minor
social interaction. Student likes
to interact with others.
Asks question about group

work
Shows that April wants to

understand the instructions as
well as possible that way she Ali Preston 5/2/2015 1:29 PM
[7]: She is attentive and works
can complete the task fully. Comment
hard in school. Wants to make sure her
12:25

Comment [6]: April needs to be moving
while she is learning. This interaction allows
her to engage herself kinesthetically.
work is completely the right way.
12:26
*12:29
Trying to get group to

refocus and get back on
task.
Student is a leader and wants to

stay engaged with the lesson
Whole group off topic

(talking about the best
place to get nails done)
10

Comment [8]: Although she is a quiet
student, in group settings she will step up
and show her leadership skills.
12:32

*12:34
12:39
Group back on topic
Off topic again (talking

about stuff going on in
town)
Group back on topic
Students are getting their

work done, but they also need
time to socialize and vent to
each other.

Comment [9]: Talking with her groups
goes along with what Mr. March said about
April is able to lead her group April interacting well in small groups.
back on task.
12:42
Discussing the merits of

facial hair (it was on topic
mostly)
April and her group are able to

make interesting free
associations
12:43
Ms. June guides them back

on track.
April answers her question.
Even though April and her

group got off topic she was
able to refocus quickly.
12:47
April leads her group

discussion on the poem
In small groups April is a good

leader.
12:50
Waiting for class to end
Typical High School student

getting ready for the next
class.
11

Comment [10]: Shows they are able to
find relevance in their everyday lives.
12:53
Packing up to leave
12
Analysis of Observations:

During my observations, I noticed that April definitely interacts more within
a small group than she does with the larger class. She also shows good leadership
skills within her group, trying to get them back on track. She also showing a
willingness to interact and talk to both the teacher and the student teacher. This is
very important in keeping students engaged in the classroom. If they do not feel that
connection, it may ultimately turn them off from the learning process.

Before the groups joined together Ms. June was going over the instructions
for the class period. April was very attentive to these instructions and she asked a
question to clarify something that she was confused about.

I did not notice any changes in speech patterns for April when talking to the
group or to one of the teachers. The only time I really noticed any linguistic changes
was in her writing sample.
13
Interview with April
Age: 17
Grade: 11
School: Mountain Top Area High School

Do you like school?
Yes, I enjoy learning about the different subjects. Also, I like to socialize with my
friends.

Do you like reading and writing?
It depends on the topic and whether or not the material is relevant and interesting.

What is your favorite class? Least favorite class? Why?
My favorite class is Geometry. I like being able to figure out the problems and see

Comment [11]: Relevance is very
important to April. Increased her
excitement and understanding
the final answer. I think it is fun to do the proofs. My least favorite class is
Chemistry. Sometimes the class is hard for me to follow. Maybe its the way the
material is presented that is hard for me to follow.

What do you like to do outside of school?
Hang out with my friends. Outdoor sort of stuff. I would like to read if I had more
time.

Do you read on your own? If so, what type of books?
Most of my reading is for school, because I dont have time to really read books that I
want to read on my own. When I have time to read I like reading Nicholas Sparks
books. I like reading them because they are relatable in a way and because I just
think they are fun.

What is your favorite book? Why?
My favorite book is Tuesdays with Morrie. I liked it because it was relatable and
teaches life lessons.

14

Comment [12]: Found this information
out after I had picked a writing sample. You
can see her engagement with the book come
out in the sample of her writing.

Do you like the books/poems you read in class?
Usually I like the books. Sometimes I think they are pointless and I dont enjoy
reading them. Most of the time I like the books and poems though.

Why or why not?
I like them when they talk about life lessons and can is relatable to my life. I dont
like reading about stuff that

Do you think you should read different things in class?
Sometimes I wish we could read more modern books. Some of the older ones are

Comment [13]: Makes it harder to grasp
the importance of the text and feel excited
about reading it.
boring and harder for me to understand and connect with. Example: Lord of the
Flies. That book wasnt relatable for me at all.

How do you learn best? Groups, alone, project, etc?
I learn best from class discussions and projects.

Do you prefer to sit and listen or actually do?
I prefer to sit and listen. Occasionally Ill ask questions or participate. I like whole

Comment [14]: In my interview with Mr.
March he said she learns best through
projects as well.
class discussions better because sometimes in the groups we get really off topic.
Also, when the teacher is talking I feel like we get more accurate information.

If you could change one thing about your English class what would it be? Why?
No more Lord of the Flies. I didnt like that novel at all.

Do you think you talk/use words differently than other people?
I dont really think so. Maybe, I do but I dont really notice it.

Do you talk differently at home than you do in school or other more formal
settings?
I think I talk the same way most of the time. Maybe it changes it a little when Im
with my friends, but I dont think it changes much at all.

15

Comment [15]: Acknowledged that some
of the words that she uses around/ with her
friends she would not necessarily use at
home with her parents. This shows that she
does have a little understanding of her
linguistic patterns.
Analysis of Interview with April:

She has a very clear idea of what she likes and dislikes in literature. I found it
interesting how important it was for her to read books with relevance to her life.
This was especially interesting because Mrs. May touched on that a lot in her
interview as well. Because relevance is so important to April, for my lesson plans I
will find a novel or piece of literature that is connectable for her, but also pushes her
to find those connections.

Another thing that I found interesting about April was that even though she
said she does not out rightly notice her language changes, she still acknowledges
that they probably happen. I know from talking to one of Aprils other teachers that
she is a cheerleader. This means that when cheerleading she definitely uses a
different set of words and language. Even though she did not mention cheerleading
in her interview, I believe that it is important to mention that in my analysis.

I also thought it was interesting that she does not like Chemistry, even
though she is a hands on student. However, in her interview she said it could just be
the way the class is taught. I did not see April interact in that class, so I cannot
comment of the teaching methods used.

16

Comment [16]: NCATE/NCTE Standard
2.3: demonstrate reflective practice,
professional involvement, collaboration. I
show this by taking into account the likes of
my student. I also reflected on how I could
connect this to her own life.
Sample of Aprils Writing:

17
18
Analysis of Writing Sample

I made different markings on the writing sample from April. The first
marking I made is showing that April is able of self-corrections even during in class
writing. Many students feel rushed when doing in class writing and because of that
do not always notice the obvious mistakes. The second marking I made, the square,
shows that the word gave does not seem to make sense with the rest of the
sentence. This could be because of how April uses her everyday speech. To her this
may sound and seem correct, however in formal writing it does not make sense. The
third marking is for a spelling error. April seems to possibly have confusion with
homophones. Again, one of the next markings shows a disagreement in the word
choice. I put starts over the word related, because she talked a lot about liking
literature that is relatable to her own life.
19
Interview with Mr. March

Content area: History

How well do you get to know all of your students?
I try to get to know my students as best as possible. I have around 100 students each
day. By the last marking period I get to know my students really well.

What sort of person is April?
April is a quiet person. She has a group of friends in the class, so she seems to be a
little more open and talkative with them. She is a well-liked easy-going person. She
also has a very good sense of humor. She is a member of the cheerleading team, so
she has a lot of friends in the school and a lot of people know her name.

Comment [17]: Goes along with what I
saw during my observations of April.

Have you seen her interact outside of the classroom? If so, what is she like?
Yes. She is usually talking with her friends outside of class. She is never off in a
corner by herself. She is always interacting with another student or students.

What sort/type of student is April?

Comment [18]: Social student
She is a good student. Her grades are pretty average in my class. She always has her
work all done on time. It is always high quality work. It never looks like she just
rushed through something the period before to hand it in. Her test scores range just
below Aish. I do not think she tests well, but she does do really well on other graded
projects. I can tell she studies a lot and tries her; she is not one of those students to
just wing it.

How does she interact in your classroom?

Comment [19]: April is a very good
student when it comes to completion and
doneness of a project. Strives to do the work
as best she can.
Comment [20]: Incorporate projects
instead of tests into my lesson plans, that
way April can show off her knowledge to the
best of her ability.
In my classroom she is usually pretty quiet. Sometimes when I give the class
projects she has questions on things that need clarification. Once she figures it out
she gets going okay. When I have them work in groups she is definitely interacting
with the other group members. She does not just sit there passively and take it all in.

20

Comment [21]: Seen in my observations
of April in her English classroom.
Compared to the other students, is she quieter, louder, ect?

Shes quieter than most of the students, but I can tell she is still engaged. Some
students are quiet because they have tuned me out and have no idea what is going
on, but with April I can tell she is still tuned into what I am talking about or
explaining to the class.

How would you say April learns best/what type of learner is she?
I would say she is probably a kinesthetic person. She seems like she likes to have
things to work on to keep her moving and busy. She seems to do best with projects.

21

Comment [22]: Integrate projects into
lesson plans to better help April succeed.
Analysis of Interview with Mr. March

April is a good student in school, but sometimes it does not show through in
her test scores. In order to help April do her best, I want to limit traditional type
tests and use projects instead. Both April and Mr. March said that she learns better
from projects. It is also very apparent that April is a shyer student, because of that I
want to try to bring her outside of her comfort zone a little bit and hope to get her to
speak up more in class.
22
Planning Lessons for April

23
For my lessons plans with April, I chose to read the short story Where Theres
Smoke. I chose to do this story because she has an interest in Nicholas Sparks
novels. I wanted to pick an author who was similar to Nicholas Sparks, but I still
thought she would enjoy. Another reason I chose this short story is because April
likes stories that are relevant to her own life. Jodi Picoult does an amazing job of
writing novels and short stories that are easily relatable to students everyday lives.
A lot of her novels also touch on sensitive topics, so I thought it would be a good way
of getting April to think and also be relatable.

Big Question:
What does it mean for something to be real?
What does it mean to have an identity?
How do you distinguish what it the right thing for you and the right thing for
those around you?
24

Comment [23]: This demonstrates my
ability to fulfill NCATE/NCTE Standard 4.1,
which involves examining and selecting
resources for instruction.
3.3: know reading processes. By
understanding what author(s) April likes, I
can get a better understanding of her
reading process and choose more works of
literature that might be interesting to her.
Comment [25]: Where Theres Smoke
touches on the war, murder, death, and
decision making.
Lesson One: Mechanics of Short Stories

Standards:
< CC.1.3.1112.C Analyze the impact of the authors choices regarding how to
develop and relate elements of a story or drama.
< CC.1.3.1112.E Evaluate the structure of texts including how specific
sentences, paragraphs, and larger portions of the texts relate to each other
and the whole.
< CC.1.4.1112.E Write with an awareness of the stylistic aspects of
composition. Use precise language, domain specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the complexity
of the topic. Establish and maintain a formal style and objective tone while
attending to the norms of the discipline in which they are writing
Objectives:
Students will be able to identify the different elements of short stories
Students will be able to correctly identify metaphors and similes throughout
Where Theres Smoke and how they act within the short story
As a class, we will be able to create own short story using the elements that
we discussed in class.
Materials:
& Enough copies of Where Theres Smoke
& Notebooks/paper
& Pens and pencils
& Markers
& Computers
& Printers
& Printer paper

25

Comment [26]: Important for April to
understand how these elements influence
the flow and rhythm of the story.
Comment [27]: Where Theres Smoke is
filled with different examples of figurative
language. If April does not understand what
they are she will lose some of the context of
the story.
Comment [28]: I want to do this as a
whole class so we can all help each other
along the way. Also, this is scaffolded so that
by the last lesson when they have to create
their own ending they have had a little bit of
practice in using the different elements.
Activities:
! As a class we will pick out certain passages that contain similes and
metaphors and discuss how they are used
! In groups of two or three, students will come up with examples of their own
metaphors and similes.
! As a class we will talk about the different elements that make up short stories
Assessments:
As a class, we will create our own short story. The story must contain similes,
metaphors, and other elements that we discussed as a whole class.

26

3.1: know skills of the English Language. I
show this by teaching my students about
various forms of figurative language.
Comment [30]: I tried to limit the group
size, because April sometimes feels like the
larger groups get off topic too quickly.
3.4: know different composing processes. It
is important for students to know the
various elements that make up a story.
Lesson Two: Connections

Standards:
< CC.1.3.1112.G Analyze multiple interpretations of a story, drama, or poem
(e.g., recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at least one
play by Shakespeare and one play by an American dramatist.)
< CC.1.3.1112.K Read and comprehend literary fiction on grade level, reading
independently and proficiently
< CC.1.4.1112.M Write narratives to develop real or imagined experiences or
events.
Objectives:
Students will be able to connect the text to their own lives
Students will be able to find examples within the text that they are able to
relate to.
Materials:
& Copies of Where Theres Smoke

Comment [32]: Wanted to challenge April
to relate to the text and find examples of
how the two can relate.
& Pencil/pens
& Paper/notebooks
& Markers
& Computers or tablets
& Students
Activities:
! On their own, students will pretend they are on Serenity! Show. They should
write a journal entry about what they would say to a lost loved one if they
had another chance to communicate with them.
! In groups students will discuss whether or not they think Serenity made the
correct choice when she took on the missing boy case. Who did she make the
choice for?

4.8: help students make meaning through
personal responses. By having my students
journal it will help them connect more
closely with the text that they are
examining.
2.4: foster critical thinking. I want my
students to challenge things that they are
told and not just accept them. I show this by
having my students think about Serenitys
decision and how they feel about it.

Comment [33]: April likes reading
literature that she feels connected with,
because of that I thought having her journal
would be a good way to get her into the text.
27
Assessments:
Students will write a speech either for or against Serenitys actions. They will
then present it to the class. Once all the speeches are done we will have a
discussion about it.


Comment [36]: This will ask April to
challenge her idea of what she thinks are
right or wrong decisions. This will help her
learn to question things everyday and not
take it at face value.
4.5: engage students in meaningful
discussions of oral, written, visual forms. By
having my students create their own
speeches, it has them write in a way that
they are not typically asked to.
28

Lesson Three: Create your own ending
Standards:
< CC.1.3.1112.C Analyze the impact of the authors choices regarding how to
develop and relate elements of a story or drama.
< CC.1.4.1112.C Develop and analyze the topic thoroughly by selecting the
most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences
knowledge of the topic; include graphics and multimedia when useful to
aiding comprehension
< CC.1.4.1112.E Write with an awareness of the stylistic aspects of
composition. Use precise language, domainspecific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the complexity
of the topic. Establish and maintain a formal style and objective tone while
attending to the norms of the discipline in which they are writing
Objectives:
Students will be able to discuss the end of the story and why they think it
ended so abruptly or why the ending made sense
Students will be able to relate the ending of the story to their own lives and
create an understanding for why things sometimes end they way they do.
Students will be able to write their own ending to Where Theres Smoke
Materials:
& Copies of Where Theres Smoke
& Students
& Markers
& Poster board
& Notebooks/paper
& Pens and pencils
& Computer or other device

29

Comment [38]: Works on their critical
thinking skills and forces April to stand up
for why she thinks what she does.
Comment [39]: This builds on what we
worked on as a whole class in creating our
own short story.
Activities:
! Discuss with the class why we think the short story ended the way it did.
! In small groups discuss why you think the story was named what it was.
! In their notebooks or journals students will write about an experience they
had in which something just stopped or ended differently they would have
expected
Assessments:
Students will write their own ending to Where Theres Smoke based on
how they think the problem with Jason Rycroft should be resolved.
Students will have a full class debate: the debate will be on whether or not
you think the storys ending should be left alone or if it should be elaborated
on.

4.7: demonstrate an emphasis on varied
purposes for language usage. I am showing
this variety by having my students conduct
a debate, instead of handing in a paper.
Comment [41]: I think a debate will be a
good activity for April, because she likes to
learn by doing. I also picked it because it
might be different from other project
activities that she typically does in class.
30

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UnderCOVER:

Literature for Young Adults

Artifact 1: First Teacher Interview

Artifact 2: Letter to Parents

All About April

Artifact 3: Observation of April

Artifact 4: Interview with April

Artifact 5: Writing Sample from April

Analysis of Writing Sample

Artifact 6: Second Teacher Interview

Analysis of Second Interview

Instructional Planning for April

Lesson Rational and Big Q

Lesson 1: Mechanics of Short Stories

Lesson 3: Create your own ending

Ali Preston 5/7/2015 8:22 PM

Ali Preston 5/2/2015 2:07 PM

Ali Preston 5/3/2015 8:50 PM

Analysis of Interview with Mrs. May

Ali Preston 5/6/2015 5:02 PM

All About April

Students file in for class to

April is a social student who

April answered a question

Shows that April is engaged in

April follows the directions

Student is able to follow

Asks question about group

Shows that April wants to

Ali Preston 5/3/2015 8:08 PM

work is completely the right way.

Trying to get group to

Student is a leader and wants to

Whole group off topic

Ali Preston 5/2/2015 1:30 PM

Group back on topic

Off topic again (talking

Group back on topic

Students are getting their

Ali Preston 5/3/2015 8:09 PM

Discussing the merits of

April and her group are able to

Ms. June guides them back

Even though April and her

April leads her group

In small groups April is a good

Waiting for class to end

Typical High School student

Ali Preston 5/3/2015 8:10 PM

During my observations, I noticed that April definitely interacts more within

Interview with April

Ali Preston 5/2/2015 1:26 PM

Ali Preston 5/3/2015 8:23 PM

Ali Preston 5/2/2015 1:23 PM

Ali Preston 5/2/2015 1:22 PM

Ali Preston 5/2/2015 1:52 PM

Analysis of Interview with April:

Ali Preston 5/7/2015 8:16 PM

Sample of Aprils Writing: