I’m Karla Shotts, your Multi-media teacher! I grew up in Boulder, Co. the most beautiful city in the world (to me). I have two children. We spend a lot of time outside. We love to hike, camp, and ski.
I have spent 26 years in the Broadcast/Journalism industry. I was a reporter, anchor, producer and News Director. Over the course of my career, I covered huge blizzards, world leaders, education, crime and the military. I have interviewed Presidents and Shimon Peres (Nobel Prize winner).
My career has taken me all over the country:
- Orlando, Fla.
- Rapid City, SD
- Missoula, MT
- Pocatello, ID
- Decatur, Ill
- Colorado Springs, Co
- Grand Junction, Co
- Denver, Co
That is a lot of traveling! I have met some of the most amazing people in the world. But now, I’m doing the most important job I have ever had: teaching high school students how to be ethical and effective multi-media journalists.
Rules and Procedures:
Teacher: Ms. Karla Shotts
Welcome!! Success in this class depends on organization and preparation. Bring your stories, life, and experiences into the class and be willing to share. We write from our hearts and read with insights. In addition, we will investigate, observe, gather data and draw conclusions. Please be open minded and non-judgmental during class discussions.
1. Please pay careful attention to due dates. Late work will be accepted only IF APPROVED before the due date.
2. Only quality work will be graded. Papers should be neatly done, with emphasis on quality.
3. Makeup work. Students are not to use class time to inquire about make-up work. Check the notebook I keep on my desk to see what you have missed.
4. Homework due at beginning of class. Keep up with your work.
Rules for Success (Policies/Procedures)
1. Come to class on time. Standing outside the door and rushing in after the bell will constitute a tardy. Three tardies result in a referral.
2. Follow the five agreements posted on the front board. Attentive listening, appreciations/no put downs, mutual respect, right to pass and personal best!
3. Attend to personal needs before coming to class. Do not ask for permission to leave unless you have a real emergency.
4. Remain in your seat unless you have permission to get up. Throw papers and trash away at the end of the period.
5. Bring required materials to class every day. This means your notebook, pencils, and other materials.
6. Use polite speech and body language. Put downs and impolite behavior is unacceptable.
7. Do Not Cheat! Students caught cheating will receive a 0 in addition to a referral to the principal and a phone call home. I expect you to do your own work and be sure no one can copy it!
8. Finish food and drink outside of class time. You may bring water to class as long as it is in a closed container.
9. If you finish work early, please work quietly on assignments for other classes.
I can’t wait to see how much you can achieve!!!!
According to Herrera and Murry (2011), the Integrated Content-Based (ICB) Method of Instruction “is a means of providing content-based second language instruction using academic thematic units” where the “theme of the unit provides a context for academic and language development” (p. 231). This style of instruction provides CLD students the opportunity to interact with a “variety of language concepts [in] a topic area that is interesting and worthy of study, thereby giving meaning to the language” they are learning (p. 231). Grounded in the communicative approach, ICB emphasizes
- The authentic use of literacy in content
- The cultivation of all literacy domains (listening, speaking, reading, and writing) (p. 232).
For more information about ICB from an international perspective, check out the Teaching English Website from the British Council: BBC – http://www.teachingenglish.org.uk/article/content-based-instruction
Sheltered Instruction (SIOP):
As the Herrera and Murry (2011) quotation above highlights, Sheltered Instruction does not emphasize “basic skills curriculum or focus on the development of discrete language skills in isolation, as does segregated skill instruction” (p. 272); nor does it teach language skills as part of themed units as with integrated content-based (ICB) instruction. Sheltered Instruction follows the scope and sequence of the grade-level class. Because of this, there are numerous variations of this approach, such as specifically designed academic instruction in English (SDAIE) and the sheltered instruction observation protocol (SIOP). While SDAIE is relatively popular in practice, Herrera and Murry (2011) contend that SIOP is the “most developed, explicated, and researched” (p. 273). Therefore, in the subsequent modules, you may find SIOP referenced or emphasized more heavily.
Here is a Sheltered Content Lesson Template: (CSU Global)
To learn more about Sheltered Instruction, check out the resources at the following Web site: http://ell.nwresd.org/node/42
NEW: January, 2015
Have your students take this quiz to get a better idea of their “Learning Style”:
Then, go to this site to find tools that engage each learning style.
Balancing Learning Standards
National Education Association-Articles for New Teachers
Professional Learning Environment- http://www.symbaloo.com/home/mix/13eP26eb0a
Includes: Tool, Summary/Purpose of Tool, Rationale based on Research, Supportive Research, and Integration Ideas
Time and Learning
Identify areas of the class period that are not used in the most effective and efficient manner.
This is a classroom management tool that ensures each moment you give to students is used adequately
Sisman, G. (2010). Classroom management and classroom discipline problems. Retrieved from
Lack of motivation, breaking the rules and routines, lack of infrastructure, insufficient time management, ineffective classroom environment, and lack of interaction in classrooms.
I start the clock during a given period of the day and track each segment from the entry ticket to the exit ticket. I am looking to see that my lessons are changing and engaging each 10-15 minute segment of a 66 minute class period.
Students get tired of vocabulary words on the blackboard.
Students are more engaged with vocabulary when they can use the interactive site to play with the words and expand the meaning.
Constantinescu, A. (2007). Using Technology to
Assist in Vocabulary Acquisition and Reading
Comprehension. Retrieved from http://iteslj.org/Articles/Constantinescu-Vocabulary.html
New vocabulary words are put in the sites search engine and students can manipulate the spider web like result.
&amp;lt;div style=”display:none;”&amp;gt;&amp;lt; img src=”//pixel.quantserve.com/pixel/p-0dYLvhSGGqUWo.gif?labels=l5,u42545419.u42545419s990615269867715158″ border=”0″ height=”1″ width=”1″ alt=”Quantcast”/&amp;gt;&amp;lt; /div&amp;gt;