Running head: FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
Frank McCourt Contributions and Lesson Plans
Dylan Graves
Virginia Commonwealth University
1
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
2
Introduction
I have a very close friend that is from Ireland and that, perhaps, sparked my initial
interest in Frank McCourt. I was fairly familiar with Frank McCourt’s novel Angela’s
Ashes but I wanted to know more about the Irishman. Reading encyclopedia articles
about Frank McCourt intrigued me to the point of reading more.
I am not a well-known writer, unless you count my professors as an audience, but
Frank McCourt and I do share some other similarities. Frank served in the United States
Army and then used the Montgomery G.I. Bill to help pay for his post-secondary
education. This eventually led to him becoming a teacher in the New York City area. The
serving in the Army and becoming a teacher are both aspects shared by Frank’s life and
mine. I wanted to see of there were any interesting parallels that McCourt brought from
his Army training into the classroom.
Contributions
Frank McCourt is probably most well known for being a novelist writing the
bestseller Angela’s Ashes in the nineties (McCourt, 1996). This novel focused on his
harsh upbringing in Ireland. It is interesting to note that McCourt wrote this novel after he
retired from teaching in the New York City public school system. It was here that he
made the greatest impact on his students. In the classroom he brought something to the
table that his novel couldn’t. To date Frank McCourt has written three well-known
novels. Each book tells a little about Frank McCourt and a lot about education and being
a teacher. McCourt had a great impact on his students in the classroom and on the
profession outside the classroom through his novels and memoirs.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
3
Inside the classroom Frank McCourt was a challenging teacher. He challenged his
students in new ways such as making them “sing Irish songs to break down their
resistance to poetry” (Grimes, 2009). He also imparted on his students that the best place
to start for a story was inside them. He knew that each individual had a unique past that
could be brought to the light through writing. He even let his students test themselves
(Grimes, 1996). This led to students asking themselves questions they actually wanted to
learn about. This shows a great talent in facilitating student directed instruction and
intrinsic motivation towards learning.
McCourt didn’t start out as a great teacher, something he willingly admits himself
(personal communication March 17, 1999). He became a teacher after entering college
without a high school diploma. He did not have much formal schooling and he felt
overwhelmed at the task of teaching students (personal communication March 17, 1999).
But after he had a shift in style he fell in stride. It is comforting to know that even a great
educator like Frank McCourt felt nervous and didn’t have the easiest of times at the
beginning of his career. This has the potential to inspire others to stay the course in their
teaching profession.
Along with his most famous work Frank McCourt also wrote Teacher Man
(McCourt, 2005). This memoir is about his time teaching in New York City. This book
talks candidly about the struggles and small successes of a teacher. This book is not just a
fun read but also has instructional value. In fact, it is used to facilitate a research study
involving educators and storytelling (Schultz, 2007). Here, Schultz uses Frank McCourt’s
novel to springboard discussion and model writing memoirs about one’s own teaching
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
4
experience. This, in turn, helps better inform their practice and help the teachers to
critically look at their own teaching.
After Frank McCourt left the classroom he published his first novel and began to
appear in the public’s eye more than before. He took this time to bring to light some
problems in the education system from his point of view. McCourt’s lasting complaint is
that there is too much politics in education (McEvoy, 2005). His view is that politicians
have taken control of the educational curriculum and this makes for a loss of creativity.
Perhaps his biggest gripe is that the policy makers “don’t ever listen to teachers”
(McEvoy, 2005). After he has left the classroom McCourt has taken to advocating for a
better education system here.
Frank McCourt impacted the lives of his high school students for almost 30 years
in the classroom. Here he taught students how to write creatively and recognize that
every individual is unique and has exciting experiences to draw from. He was an
advocate for educational freedom and going after one’s passion. After he retired from
formally teaching he decided to do some writing of his own and wrote three successful
novels and memoirs. These books still teach other educators and students even though
Mr. McCourt has passed. His books have been used to teach teachers about their
professions and how to become a better educator. In his later years Frank McCourt was
an advocate for change in the education system that he was so passionate about. He has
truly advanced the teaching occupation and the Irish culture here in America.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
5
About the Class
8th Grade English general education classroom (collaborative)
1 general education teacher, 1 special; education teacher
Students:
20 students total
10 boys (1 ADHD, 1 EBD, 1 ELL, 1 LD)
10 girls (1 ADHD, 1 EBD, 1 ELL, 1 LD)
ELL- both native Spanish speakers. Take ELL class 3x a week
LD- 1 in reading, 1 in mathematics
Classes 50min in length
Introduction to Lesson
This five-day unit is designed for this English class. It is focused on creative
writing just as Frank McCourt was a creative writing teacher. The lesson uses facts about
Frank McCourt and some of his texts to facilitate the creative writing process. The class
has just finished reading Angela’s Ashes. The lessons have been designed with these
specific students in mind. The general education teacher and special education teacher
have been co-teaching together for 3 years and have a good working relationship. This
class takes part in the spring of marking period 4. The class has been writing all year long
and has just begun exploring creative writing. The class is well versed in writing as they
keep a journal they write in daily. The classroom is set up to be active as group work
happens often. Students also have their own desks to write quietly in. The two students
with learning disabilities and the two students that are English language learners use a
computer for their journal. They use this because of the spell check.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
Lesson Plan 1
Learning Objectives
1. Read a nonfiction text
2. Infer about McCourt’s childhood
SOL
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
b) Make inferences and draw conclusions based on explicit and implied information
using evidence from text as support.
c) Analyze the author’s viewpoint.
Materials
Book Angela’s Ashes
Worksheets provided by teacher
Journal
Video: https://www.youtube.com/watch?v=NugRZGDbPFU
Method/ Instructional Procedures
During the lesson the general education teacher will be teaching while the special
education teacher will be supporting and floating around with students.
Introduction:
(2 min) Teacher will tell students the objective for the day is analyzing the novel
they just finished. The students will be inferring information from the novel.
(8 min) Teacher will open discussion on completion of novel. This gives time for
the students to get ready for class and analyze the information from the novel.
Teacher guides discussion towards inferring about McCourt’s upbringing.
6
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
7
Activity:
(10 min) Teacher provides worksheet with questions asking the students to write
short answers. Done individually.
(10 min) Watch video and discuss with class. Where do ideas come from?
(10 min) Journal activity: brainstorming about your own novel/ideas.
Conclusion:
(10 min) Wrap up the day and tell what is coming next class. Clean up classroom.
Adaptations and Modifications
Worksheets adapted for students by using large space between lines and larger printed
words.
Lesson uses video to keep engagement, a worksheet to keep them physically engaged,
and a journal for the end product
Evaluations
Journal is inspected every week for assessment.
Lesson Plan 2
Learning Objectives
1. The student will engage in a pre-writing activity
2. The student will start group activity
SOL
8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
a) Identify intended audience.
b) Use prewriting strategies to generate and organize ideas.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
8
Materials
Journal
Method/Instructional Procedures
The special education teacher will facilitate the pre-writing activity and the general
education teacher will assist students.
Introduction:
(2 min) The teacher will give overview of day
Activity:
(8 min) Teacher will give pre-writing activity. Students will describe the
classroom they are in or a bedroom at home using figurative language. This is
written in their journals.
(10 min) Teacher will stop and discuss what other sense could be used to describe
room. Most likely students only described things visually. Students will resume
writing with this new view in mind.
(10 min) Teacher will place students in groups of 3 and explain directions for
class assignment. Students will write creatively about one moment from their
childhood using their senses. This could fiction or non-fiction but it is written in
the narrative form.
(15 min) Teacher will stop class. Teacher will discuss with groups things she saw
to improve. Then she will give the students directions for project. Creative writing
story about your childhood can be fiction or non-fiction. Present it to class
tomorrow as a group. Groups of 2 must turn in 1 paper and present it to class in
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
9
anyway they want (comic, PowerPoint, pictures, etc) Remaining time used for
working on project.
Conclusion:
(5 min) summary of project and clean up.
Adaptations and Modifications
Groups were specific to students who collaborate well together. The two EBD students
were separated and paired with students they got along with. The means of presentation is
differentiated to the student. They come up with the medium they are presenting to the
class.
Evaluations
Journal Activity.
Lesson Plan 3
Learning Objectives
1. The student will engage in a creative writing activity
2. The student will finish group activity and present
SOL
8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
b) Use prewriting strategies to generate and organize ideas.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
g) Revise writing for clarity of content, word choice, sentence variety, and
transitions among paragraphs.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
10
Materials
Journal
Computers
Any other materials students using for project pending teacher approval.
Method/Instructional Procedures
Both teachers will float and assist throughout the class. Special attention is paid to
student groups who are behind in finishing or are off task.
Introduction:
(2 min) The teacher will give overview of day.
Activity:
(28 min) Students will continue work on their projects.
(18 min) Teacher will model a project for the students. Students will present their
projects to the class. The students will be given a WS to fill out during each of the
group’s presentations. The WS includes questions about creative writing elements
used in the presentation.
Conclusion:
(2 min) Groups will continue presenting tomorrow. Clean up.
Adaptations and Modifications
Groups were specific to students who collaborate well together. The two EBD students
were separated and paired with students they got along with. The means of presentation is
differentiated to the student. They come up with the medium they are presenting to the
class. If needed groups that were farther behind could present next class.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
11
Evaluations
Group projects.
Lesson Plan 4
Learning Objectives
1. The student will engage in a creative writing activity
2. The student will finish group activity and present
SOL
8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
b) Use prewriting strategies to generate and organize ideas.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
g) Revise writing for clarity of content, word choice, sentence variety, and
transitions among paragraphs.
Materials
Journal
Computers
Any other materials students using for project pending teacher approval.
Worksheet
Method/Instructional Procedures
This lesson will be co-taught. The groups will be split up into higher-level learners and
lower-level learners. The special education teacher will take the high level learners. This
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
12
is because the general education teacher is the subject matter expert in this area and will
help the students further.
Introduction:
(2 min) Teacher will give overview of day.
Activity:
(28 min) Students will present their work.
(18 min) Teacher will split students up into 2 groups for co-teaching. The groups
will be engaging in a creative writing activity. One student will write a sentence
and read it aloud. All other students write a response to that line and turns it in to
teacher. This goes on until all students say a sentence. Then the teacher picks
some and reads their story back to them. Explains how different people create
different ideas. Also explain how the details helped explain the main idea. After
that activity teacher gives students a WS of definitions and explanation of
expanding on a main idea in a story. Examples are taken from Angela’s Ashes
and other class readings.
Conclusion:
(2 min) Clean up.
Adaptations and Modifications
Groups were specific to students who collaborate well together. The two EBD students
were separated and paired with students they got along with. The means of presentation is
differentiated to the student. They come up with the medium they are presenting to the
class. The method of grouping the students allowed the general education teacher to be
with the lower level students to facilitate the learning of the content knowledge. The
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
WS’s given to the students were differentiated. Some were guided notes with some
answers filled in and others were not. Large print and spaces were used.
Evaluations
Group projects. Written work from activity.
Lesson Plan 5
Learning Objectives
1. The student will engage in a creative writing activity at stations
2. Student will engage in station learning
SOL
8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
b) Use prewriting strategies to generate and organize ideas.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
g) Revise writing for clarity of content, word choice, sentence variety, and
transitions among paragraphs.
Materials
Journal
Computers
13
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
14
Method/Instructional procedures
The class will be taught in stations. Each station is 15 minutes long. The groups will
rotate at 15 min intervals. The special education teacher will be at Station 2 and the
general education teacher will be at Station 3.
Introduction:
(2 min) Teacher will give overview of day and instructions for the stations.
Teacher will break class up into 3 groups.
Activity:
(15 min) Station 1 students will watch 2 videos online at
www.brainpop.com/english/writing. WS will be given to be filled out during
video. Video focuses on main ideas of a story.
(15 min) Station 2 students will be given blocks of words to create a story. The
group will pair stories with classmates and create. This is exposing them to new
words and expanding on an idea using new words.
(15 min) Students will use computers and use program with graphic organizer to
build a story from a main idea. This will be modeled by the teacher.
Conclusion:
(2 min) Clean up.
Adaptations and Modifications
The stations use different mediums to present the material. Sensory aspects were used
with the blocks. A graphic organizer was used and visual was used with a video. Groups
were specific to students who collaborate well together. The two EBD students were in
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
15
separate groups. The WS’s given to the students were differentiated. Some were guided
notes with some answers filled in and others were not. Large print and spaces were used.
Evaluations
Worksheets.
FRANK MCCOURT CONTRIBUTIONS AND LESSON PLANS
16
Reference List
Barlow, D. (2006, October). A straw in the wind: Part one. Education Digest. Retrieved
from http://www.eddigest.com
Barlow, D. (2006, October). A straw in the wind: Part two. Education Digest. Retrieved
from http://www.eddigest.com
Grimes, W. (2009, July 19). Frank McCourt, whose Irish childhood illuminated his prose,
is dead at 78. The New York Times.
McCourt, F. (1996). Angela’s ashes: A memoir. New York, NY: Scribner.
McCourt, F. (1997, May 11). Mothers who get by. The New York Times.
McCourt, F. (1999). ‘Tis: A memoir. New York, NY: Scribner.
McCourt, F. (2005). Teacher man. New York, NY: Scribner.
McEvoy, D. (2005, October 17). Angry teacher man. Publishers Weekly, pp. 48.
Roso, C., G. (2007). Reviewing teacher man: A memoir. Journal of the Scholarship of
Teaching and Learning for Christians in Higher Education, 2, 12-14.
Schultz, R. (2007). Frank McCourt’s teacher man: A novel approach to teacher learning
and professional development. Brock Education, 19(1), 94-106.