Tutoring

--Reviewing reading strategies and grammatical terms with high school students.

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High School English Teacher

  --Taught 5 sections of 11^th and 12^th grade students at the College Prep and Honors level.
--Created engaging instructional materials using Microsoft Word and Powerpoint.
--Taught literary analysis, including quote selection, incorporation, and in-depth explanation, using modeling and student samples. This includes guiding students through research-based essays.
--Provided feedback on word choice and sentence structure for over one hundred students.

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Advanced ELA Teacher -- Maternity Leave

-- Teaching three 80-minute sections of 6th grade Advanced ELA.
-- Administered weekly vocabulary quizzes; taught literary analysis, including quote selection, incorporation, and in-depth explanation, using modeling and student samples. Held writing conferences.
-- Taught a unit on poetry; students studied poems and wrote their own in Writer’s Notebooks.
-- Taught units on Roll of Thunder, Hear My Cry, including historical background, and used And Then There Were None to teach about tone, mood, and foreshadowing.

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Honors English Teacher (Leave Position)

--Taught 5 sections of 9th grade Honors. Used the novel Of Mice and Men to teach close reading and literary analysis.

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Writing Workshop Teacher (Maternity Leave)

-- Taught 5 sections of 8th grade Writing Workshop.
-- Conducted mini lessons on utilizing the rhetorical appeals Ethos, Pathos, and Logos.
-- Held conferences with students to help them make their essays engaging, thesis-driven, well-supported, and challenging them to take their writing to the next level.

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English Teacher -- Maternity Leave

-Taught 5 sections of 9th and 10th grade English.,,-Taught students about essay structure; had students write weekly Writer’s Notebook entries and study vocabulary “Words of the Week”
,,-Taught students about literary devices including diction, tone, and symbolism. Students created visual “maps” for The House on Mango Street in which they tracked Esperanza’s development throughout the story using five major symbols that they chose.
-Students learned about both the vignette and the short story, and chose one of the two formats to write a piece of their own. They also chose one of four additional short stories and wrote an analysis essay about it, explained whether it met Poe’s definition, and created a visual.
,,,-Taught The Great Gatsby, with background on the Lost Generation and the Roaring Twenties, and used T.S. Eliot’s “The Hollow Men” to help students understand the Valley of Ashes.
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Counselor at WriCampia Sleepaway Camp

–Supervised a group of 12 girls in a bunk , – During workshop time, reviewed students' drafts.

Cashier

Worked the milkshake machine, restocked utensils, and cleaned the dining room. ,

Counselor/Teaching Assistant at Bryn Mawr

– Supervised a group of 5 residential and 11 commuter and residential girls at a sleepaway camp. ,,–Created group activities and led discussions on character including anti-bullying.

Field Assistant at Kiddie Camp Keep Well and Play S.A.F.E.

–Led groups of up to 40 girls in activities such as crafts and skits that focused on character. –Created a variety of activities and taught the Girl Scout Promise and Law along with general facts about nutrition and the environment.

Intern

–Wrote articles and distributed newsletters via Mail Chimp.,–Performed WordPress site changes and HootSuite social media updates. ,,

Camp Counselor at a Girls' Basketball Camp

–Taught girls basic basketball skills and led their drills and scrimmages.