Rebecca Hancock Secondary Education: English

I have never wanted to live a normal life. I was a dreamer from a

young age, alternating between wanting a life of adventure and

traveling and wanting to hole myself up in a beautifully grand li-

brary and read everything I could. I believe that the combination

of my curiosity and my love of adventure has created in me a deep

passion for learning, and my goal is to pass this on to my students.

I aim to create an open and comfortable classroom in which stu-

dents can express their opinions without fear and dare to delve

deeper into their interests. I plan on utilizing my variety of experi-

ences and former areas of academic study to create an interdisci-

plinary English classroom that focuses not only on Literature and

Language but also on working together to raise consciousness. In

essence, literature's purpose is to beautify, to connect, to leave a

trail that can take us into the past or into someone else's mind;

It helps us discover what it means to be alive. My goal is for my

students to learn much more from reading than simply rhyme

scheme or plot type.

With my dog, Meadow, on the day I rescued her from the pound and brought her home

to be my friend.

More about me: My favorite book is East of Eden

I love nature and the outdoors! My favorite

things to do are hike, camp, canoe, and read (of

course!) I love coffee, Indian Food, and craft

beer.

Twin Lakes, CO—My first independent road-trip! August 2013

"In a real sense, people who

have read good literature have

lived more than people who

cannot or will not read. It is not

true that we have only one life

to live; if we can read,

we can live as many

more lives and as

many kinds of lives as

we wish."

-S. I. Hayakawa

"You are a child of the universe,

no less than the trees and the

stars; you have a right to be

here."

-From "The Desiderata" by Max

Ehrmann

Bucket List: A Permanently Rough Draft

Or

A Compromise with the Realities of Life as an American Adult

List of Nothing in Particular

Rebecca Hancock

Fall 2013

“If one advances confidently in the direction of his dreams, and endeavors to live the life

which he has imagined, he will meet with success unexpected in common hours.”

Henry David Thoreau

“Dream in a pragmatic way.”

Aldous Huxley

From a young age, I have consistently and almost religiously used writing as a form

of reflection and creative expression. I have poems, tidbits of stories, and even a draft of a

rap that I wrote to send to Eminem when I was eleven or something, to prove that I was his

absolute number one fan. I have ten years’ worth of blog entries hidden away in a dark and

forgotten corner of the internet, chronicling my journey from childhood to present time.

Recently, as I was perusing the thoughts of my fourteen year old self, I discovered a detailed

bucket list (“Things I hope to accomplish before I get old”) that I kept throughout my high

school years with items checked off, annotated, and added. Its contents were at once simple

and charming (“Kiss in the rain” April 12 2005), admirable (“Help in a third-world

country”—this has not been crossed off, unfortunately), and essentially teenager-like (“Get

good grades while making the least possible effort”). Much of it, I realize now, would take

too many lifetimes to accomplish—more lifetimes than I have--certainly more than I’m

willing to devote to things like becoming an opera singer or getting a book published

someday. While I may have been unrealistic, when I read over these lines written in hot pink

gel ink, I can’t help but feel a fierce, painful love for my younger self. She believed that

anything was possible, and wasn’t afraid of anything. The world was so intensely colorful

and rich and full of magic for her.

Ten years later, I have almost forgotten how a single summer used to last for eternity.

At twenty-four, my days seem like hours, and years fly by so quickly that sometimes I

momentarily forget my age. Adult life has shaped me into someone different, borne of the

painful realization that dreaming of doing everything wasn’t getting me much of anything. In

my own, twenty-one year old words,

“All of a sudden, I can feel that life is unbelievably short. The last few years have been so

fast, and I can only imagine that they are going to go by faster and faster as time goes on. I

am going to discover what is going to make me happy in this lifetime and it isn’t going to

happen by me dreaming about it. I suddenly have realized that things like backpacking and

vacations and jobs you find really fulfilling don’t just materialize in front of you; they take

training and dedication and passion and time.”

With that knowledge, I have created a revised, more realistic (hopefully) bucket list.

It is as follows:

1. Learn to play an instrument proficiently. I have always been a dabbler, and in my life

I have played French horn, trumpet, and piano. I bought a 1970’s classical guitar

several years ago off of Craigslist intending to hole myself up in a lonely cabin in the

mountains somewhere and learn. I felt that my expectations were low enough to be

realistic; I just wanted to be able to strum along to folk songs around radiant late-night

campfires. Still, the poor instrument is collecting dust in some overlooked corner of

my parents’ house, strings stiff and ready to snap from disuse.

2. Be conversationally fluent in at least one language other than English. Once again, I

feel like this is a pretty realistic goal. I no longer want to translate fine literature

between multiple languages, discovering the beautiful subtleties that can only be

translated poetically. I was good at picking up languages in high school, but I no

longer have the time or the resources to take classes. Mostly, I want to visit my

family’s former exchange students and be able to speak with them in German.

Eventually being able to appreciate classic literature in another language wouldn’t be

too bad either, though.

3. Get a Master’s degree. If I were left to my own devices, it would be in a subject of

my choosing, rather than the most practical option. I’m not sure I’ll ever get over my

young-adulthood dream of becoming an anthropologist and disappearing into an

indigenous society somewhere off of the map, never to return to industrialized

civilization. I think I can be content with being a lifelong learner, though. Whether

or not I ever end up with a graduate degree of my choosing, I doubt I will ever be

happy if I’m not taking classes (or at least immersing myself in the wonders of being

an armchair traveler).

4. Grow my own food in a garden...and can and preserve it. This is an idea that I have

been interested in for a long time, but I’ve come to find that gardening takes a lot of

time and patience that I don’t have at this point in my life. For now, I content myself

with collecting houseplants and brewing kombucha. What’s kombucha, you might

ask? It’s fermented tea that I brew in a gallon-sized mason jar in my room, with the

help of a fleshy, wrinkly SCOBY (symbiotic colony of bacteria and yeast). It looks

disgusting and the taste is definitely an acquired one (unless you love vinegar) but it’s

full of probiotics and I think it’s a good starting point to doing more DIYs.

5. Visit a tropical rainforest. Specifically, I want to see the Amazon, and Machu Picchu.

Rainforests as we think of them today may not be around for very much longer, and

so I would like to go as soon as possible. I will probably think twice about the beauty

of nature when I am trekking through the jungle dealing with spiders as large as my

face (I can’t even deal with the spiders in my own house), but I think it will be worth

it to experience a place that is so raw and intensely alive. I want to experience being

human in a place that is completely unbridled by human influence, to feel the power

of nature as viscerally as others have felt it for hundreds of thousands of years.

6. I also want to see the Northern Lights at their best. I missed my chance at a brief

glance of them while attending Truman State University a couple of years ago.

Everyone was talking about the brief green something-rather that they had seen in the

sky. I’d rather see them somewhere so still and wide-open and cold that it takes my

breath away.

7. There are several other travel goals that I won’t overload this list with. Suffice it to

say that ever since I got back from Colorado a few weeks ago, my first real “great

American road trip,” I’ve had an incredibly intense case of wanderlust. I want to go

everywhere I can as often as I can, embracing each moment as the adventure (or

misadventure) it is. There is something so exhilarating about the build-up to the trip,

too: working extra shifts, persisting mostly on ramen noodles and food that wasn’t

prepared correctly at my restaurant job, and staring at the ceiling in my dark room for

hours at night dreaming of the possibilities.

8. Go on an extended backpacking trip in the backcountry. For myself, I am going to set

my goal as being at least seven days. This would seem incredibly easy and somewhat

lame to my 21 year old self, who was dating a wilderness guide and dreamed of

hiking the entire Appalachian or Pacific Crest trail from start to finish. But I am older

now, and after destroying my body on the trail up to a secluded hot springs in the

Rocky Mountains several weeks ago, a simple two day trip, I realize that backpacking

is serious business. A seven day trip would involve bringing enough food to last for

all seven days. It would have to be light enough to carry but nutritious enough to fuel

me for at least 5000 calories a day. It would involve knowing enough about dealing

with emergency medical and weather situations to trust that I would be okay 50 miles

from the nearest paved road. It would mean reaching a point of mastery, where I can

trust myself.

9. Get a poem published. Just one. For some reason, after taking several creative

writing classes this seems way more feasible than getting a book published like I

wanted as a teenager. I’ve discovered that I’m okay at poetry, too. I just need a

reason to sit down and write.

10. Lastly, I would like to spend an extended period of my life focused primarily on

growing spiritually. I would prefer to do this at an Ashram, which would also fulfill

my deep longing to visit Southern Asia. However, one of my favorite spiritual guides

teaches that “you don’t have to go anywhere else to find what you are seeking”—that

the ashram is inside of each of us. If I don’t make it to a physical ashram at some

point in my life, I would still like to start focusing more on spirituality again. I think I

could accomplish this by spending more time in nature, which has always refreshed

my spirit.

This list has been named “A Permanently Rough Draft” because I have acknowledged

to myself that as I grow and change, my priorities will, as well. Just as “[Partying] on the

beach in Mexico” is not as important to my 24 year old self as it was to my 14 year old

self, I may find that dreaming of and working towards some aspects of this list no longer

serve me when I am 34. I think that is okay. The dream hasn’t died—it has only evolved.

American Gothic Literature

10th Grade English

Rebecca Hancock

Fall 2013

RATIONALE:

Literature is essentially representative of culture. Thus, learning about a literary

movement informs students about cultural history and allows them to see connections

between past culture and present culture. It is imperative for modern adults to be culturally

literate. This unit will begin to teach them to view culture objectively and analytically,

priming them for analyzing more important aspects (e.g., uncovering institutionalized

discrimination) of culture as they grow older.

Additionally, students will gain experience writing both creatively and grammatically

correctly. Using language appropriately and fluently for a given situation is a skill that is

imperative for success in the modern world.

SUMMARY:

Students will explore samples of American gothic fiction by authors such as Nathaniel

Hawthorne, Edgar Allan Poe, Washington Irving, and William Faulkner. They will have the

option of writing a creative piece in the gothic style or writing an essay demonstrating how

well a piece of contemporary literature, film, or music fits within the style. At the end of the

unit, the students will compile their work into an online magazine that can be referenced by

each other or by people outside of the class. Ideally, this would be taught in late September

through the month of October; because the unit deals with cultural connections, perhaps the

students would be more interested in the subject matter if it reflected this time of year. While

the first half of the unit will familiarize students with famous works of American Gothic

literature, the focus will ease into being a writing workshop in which the teacher and other

students are available for feedback.

ESSENTIAL QUESTIONS:

How has classic literature influenced today’s culture?

How is literature representative of and responsive to the thoughts and fears of the culture

that produced it?

COMMON CORE:

W9-10.2.a-f

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly

and accurately through the effective selection, organization, and analysis of content.

W9-10.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences.

W9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing

products, taking advantage of technology’s capacity to link to other information and to display information

flexibly and dynamically.

LITERACY STRATEGIES:

Written Conversation

Brainstorming

Non-stop write

Mapping: Venn Diagram

I wonder why

Peer review

Webpage

LENGTH OF UNIT: 5 weeks, 25 55 minute class periods

MATERIAL AND RESOURCES

SCHOOL: Computer lab, computer projector/screen, whiteboard

TEACHER: “Young Goodman Brown” by Nathaniel Hawthorne

Tim Burton’s The Nightmare Before Christmas

“The Raven” and “The Fall of the House of Usher” by Edgar Allan Poe

“The Legend of Sleepy Hollow” by Washington Irving

The Legend of Sleepy Hollow (Animated Film)

“A Rose for Emily” by William Faulkner

Handouts for various exercises: Venn Diagram, I wonder why, etc

STUDENT: Writing supplies and paper, contemporary example of gothic influence

(if applicable)

ASSESSMENT:

PRE: Students will write a pre-write, stream of consciousness style exercise

demonstrating prior knowledge of the gothic style of literature and the authors included in the

unit.

FORMATIVE: First and second drafts of final writing, Writing to Learn exercises

SUMMATIVE: Final draft of writing project, Class Unit Webzine.

American Gothic Literature

Rebecca Hancock

Unit Calendar

Monday Tuesday Wednesday Thursday Friday

Week

One

Intro Lecture:

Elements of Gothic style

Hand out objectives and

assignment

requirements

Non-stop write: prior

knowledge of genre and

authors

Read Young

Goodman

Brown aloud

in class.

Written

Conversation:

How does

this fit into

the genre of

gothic

literature?

Watch Portion of

The Nightmare

Before Christmas

Write Around:

Does this fit into

the genre? Why or

why not.

Discuss

influences on

contemporary

culture.

Read The

Raven aloud in

class together.

Discuss

elements of

Gothicism as

well as

features of

Poe’s poetry.

Brainstorming

for final

writing

project.

Students may

use computers

and consult

each other for

ideas or

feedback.

Week

Two

Powerpoint: Gothic

influences on art, music,

architecture

Time for

questions/concerns/ideas

about final project.

Homework: Read The

Fall of the House of

Usher

Workday for

final writing

project.

Students may

use

computers

and consult

each other for

ideas and

feedback.

Pre-class write:

What questions do

you have about

…Fall of the

House…?

Share with small

groups, larger

class discussion +

interactive lecture

Workday for

final writing

project.

Students may

use computers

and consult

each other for

ideas and

feedback.

DRAFT 1

DUE

Meet with

work groups

for review,

feedback,

discussion.

Week

Three

Workday for final

writing project.

Students may use

computers and consult

each other for ideas and

feedback.

Discuss first

half of Sleepy

Hollow

Homework:

Read second

half

Non-stop write:

What questions do

you have about

Sleepy Hollow?

Lecture/Discuss

The Legend of

Sleepy Hollow in

class. Read

Watch

Disney’s

Sleepy Hollow

cartoon

(aprox. 30

minutes)

Mapping

exercise:

DRAFT 2

DUE

Meet with

groups for

review,

feedback and

discussion.

Homework: read The

Legend of Sleepy

Hollow

through difficult

passages together Using a venn

diagram,

compare the

short story to

the animated

movie. How

is suspense or

surprise

delivered

differently in

text vs. film?

Homework:

read A Rose

for Emily

Week

Four

Southern Gothic:

“I wonder why” strategy

to analyze A Rose for

Emily in class.

Workday for

final writing

project.

Students may

use

computers

and consult

each other for

ideas and

feedback.

Teacher will

be available

for

conferences

with students.

Workday for final

writing project.

Students may use

computers and

consult each other

for ideas and

feedback.

Teacher will be

available for

conferences with

students.

Workday for

final writing

project.

Students may

use computers

and consult

each other for

ideas and

feedback.

Teacher will

be available

for

conferences

with students.

FINAL

DRAFT DUE

Monday Tuesday Wednesday Thursday Friday

Week

Five

Demonstrate

techniques to

make webzine.

Webzine

workday

Webzine workday Webzine

workday.

Students should

put the

finishing

touches on the

collaborative

class webzine

today.

Class

party/open

house to

celebrate

creation of

class webzine.

10TH GRADE ENGLISH

Rebecca Hancock

Introduction to American Gothic Literature Unit

One 55 Minute Class Period

Rationale: This unit begins to familiarize students to the Gothic Literature style

and its attributes, the overarching topic of the unit. Students will be introduced

to the goals and expectations of the unit and will be given the opportunity to

explore these and ask any relevant questions.

Objectives:

1. Students will become familiar with the stylistic elements of the American

Gothic movement and where it fits on a timeline of American Literature

through listening to a PowerPoint lecture.

2. Students will explore their prior knowledge of the Gothic Literature genre

and its authors in a non-stop write.

3. Students will receive a calendar handout and a handout describing the

summative assessment, gaining awareness of the expectations for the

unit.

Materials: -------------

Instructional Framework: Initiating

Lesson Plan Format: Teacher centered: Lecture

Grouping: Whole class, small groups, individuals

Materials and Resources:

School will provide computer, projector, screen, copier, paper, classroom

Teacher will provide student calendar handout, summative assessment

handout

Student will bring writing utensil, paper for note-taking and timed-write

Literacy Strategies: Non-stop write

Phase One:

1. Non-stop write: I will have written the following on the board: “What do

you know about the gothic genre? What types of things do you associate

with the word ‘gothic?’ Are you aware of any authors who are part of this

genre?”

2. Students will have five minutes to free-write on this topic.

3. Students will have the opportunity to share their thoughts with the class.

Phase Two:

1. Using a PowerPoint presentation, I will deliver a short lecture on the

history of the American Gothic movement and what its attributes are,

using appropriate examples of visual art to help develop understanding.

Phase Three:

1. I will pass out the student calendar and the summative assessment

handout, explaining the students’ expectations to them.

2. Five minutes will be reserved at the end of class to answer any questions

about the unit or summative assessment.

Formative Assessment: Non-stop write

Summative Assessment: Expectations for summative assessment are

introduced.

Homework Assignment: ------------------

10TH GRADE ENGLISH

Rebecca Hancock

Project Introduction

One 55 Minute Class Period

Rationale: This class period will allow students to creatively explore the

beginnings of their future writing projects. They will be allowed to come up

with ideas in groups, helping to build a strong foundation of working with their

particular group. They will use example of fine grade-level writing to guide the

beginning of the writing process.

Objectives:

1. Students will be thoroughly introduced to the final project.

2. Students will utilize their newly assigned groups to help with the

brainstorming process.

Materials: -----------

Instructional Framework: Constructing

Lesson Plan Format: Student Centered: Cooperative Learning

Grouping: Whole Class, Small Group

Materials and Resources:

School: Computer lab, copy paper

Teacher: Examples of quality student writing

Student: Paper, Writing Utensils, Project Handout (passed out in previous

class period.

Literacy Strategies: Brainstorming

Phase One:

1. Students will be assigned to project groups that they will stick with

throughout the unit.

2. Students will receive copies of one creative and one analytical piece of

student writing of excellent quality.

3. Short lecture over elements of quality writing.

Phase Two:

1. Small groups will read the two pieces of writing together.

2. In small groups, students will discuss their favorite aspects of the pieces

of writing and how they exemplify quality writing.

Phase Three:

1. Students will have the remainder of the class period to explore ideas for

their piece of writing, using computers and group members as resources.

Formative Assessment: ------------------

Summative Assessment: Begin brainstorming ideas for summative assessment

today.

Homework Assignment: Begin working on the first draft of the final writing

project.

10th GRADE ENGLISH

Rebecca Hancock

Poe’s “Fall of the House of Usher”

One 55 Minute Class Period

Rationale: This class period will allow students to choose the direction they

want to take their learning about “The Fall of the House of Usher.” They will

work together to learn collaboratively and help each other achieve

understanding. Because they are able to direct their learning, curiosity will be

fostered, rather than adhering strictly to the traditional interpretation of the story

(this can still be worked in).

Objectives:

1. Students will gain insight and understanding of “The Fall of the House of

Usher” as an exemplary piece of Poe’s work and Gothic literature.

Materials: “The Fall of the House of Usher” by Edgar Allan Poe

Instructional Framework: Constructing

Lesson Plan Format: Student Centered: Discussion

Grouping: Small Groups, Whole Class

Materials and Resources:

School: Paper

Teacher: “The Fall of the House of Usher”

Student: Writing utensil, paper

Literacy Strategies: Non-stop write

Phase One:

1. Students will have five minutes to respond to the question “What

questions do you have about ‘The Fall of the House of Usher?’”

Phase Two:

1. Students will get into small groups to share their questions and discuss

with each other (25 Minutes)

Phase Three:

1. Focus will come back to full class for remainder of class period.

Voluntary “speakers” from small groups will share questions and insights

with the rest of the class, initiating full class discussion/interactive

lecture.

Formative Assessment: Non-stop Write: What questions do you have about

“The Fall of the House of Usher”?

Summative Assessment: ------------------

Homework Assignment: Continue working on first draft of final writing

project.

10TH GRADE ENGLISH

Rebecca Hancock

Peer Review Work Day

One 55 Minute Class Period

Rationale: This class period will allow students to begin to settle into the

collaborative group-work process that they will be developing throughout the

unit. In small groups, each member of the group will give and get feedback on

the first draft of their work, increasing participation and confidence. The

writing process for this summative assessment will have several steps to

decrease anxiety and allow for extensive revision, much like the writing process

that actual authors and journalists go through.

Objectives:

1. Students will provide feedback for each other on the first draft of their

final writing project.

Materials: ---------------------

Instructional Framework: Constructing

Lesson Plan Format: Student Centered: Cooperative Learning

Grouping: Small Groups

Materials and Resources:

School: Classroom, Paper

Teacher: Peer Review Handout

Student: Writing utensil, first draft of writing, paper

Literacy Strategies: Peer Review, Exit Slip

Phase One:

1. Pass out Peer Review handout, which gives guidelines for students to

follow when reviewing another’s work: Organization, Grammar, Interest

Level, General tips

2. Instruct Students to get into their workgroups

Phase Two:

1. This phase will last for 45 minutes, with groups of four students each.

2. Each student will read their work and receive verbal feedback, review and

discussion from the three other members of their group (Approximately

10 minutes each)

Phase Three:

1. Students will pass one extra copy of their work onto one other member of

the group (this will rotate each peer review date).

2. Students will be given an exit slip regarding the peer review process to

turn in before they leave.

Formative Assessment: Exit slip- students will be asked to respond to these

questions:

How do you feel about the writing process so far?

What are your concerns? What can I help you with?

Is your peer group cooperating smoothly with each other?

The answers to these questions will be used the following Monday (a work day)

to give me insight while walking around and answering questions or providing

assistance to students.

Summative Assessment: The first draft of the summative assessment is due

today.

Homework Assignment: Review/edit assigned peer’s work with comments and

annotations for workday Monday.

10th GRADE ENGLISH

Rebecca Hancock

Sleepy Hollow Film Day

One 55 Minute Class Period

Rationale: This class period will present students with a comparable example

of American Gothicism in film. Film studies is becoming a very important field

of study, and students should be able to analyze film as well as textual literature.

Additionally, providing multiple types of media should increase understanding

by appealing to a wider variety of learners.

Objectives:

1. Students will reach a higher level of familiarity with “The Legend of

Sleepy Hollow” storyline and the elements of Gothicism in film.

2. Students will discern the techniques used to create effects of the gothic

genre and how they differ between text and film.

Materials: Disney’s “The Legend of Sleepy Hollow” film

Instructional Framework: Constructing

Lesson Plan Format: Teacher Centered: Concept Attainment

Grouping: Whole Class, Small Groups

Materials and Resources:

School: Screen, projector, DVD/VCR player, whiteboard, markers, large-

sized paper for Venn Diagrams

Teacher: “The Legend of Sleepy Hollow” film

Student: Writing utensil, paper

Literacy Strategies: Non-stop write, Mapping: Venn Diagram

Phase One:

1. Brief review connecting to previous day’s lesson (“Legend of Sleepy

Hollow” short story) and elements of Gothicism

2. Non-stop write, 3 minutes: How do you predict that film will achieve the

effects of suspense and tension differently than text?

Phase Two:

1. The class will watch the Disney version of “The Legend of Sleepy

Hollow” (approx. 35 minutes), taking notes focused on how the effects

are achieved.

Phase Three:

1. Students will get into small groups. Using butcher paper and markers,

they will have 10 minutes to create a venn diagram illustrating what they

found.

Formative Assessment: Venn Diagram: Students will demonstrate their

understanding of the elements of Gothicism and how they are applied

differently in film vs. text.

Summative Assessment: --------------------

Homework Assignment: Continue working on writing project—second draft

due tomorrow.

American Gothic Literature: Writing Project and

Webzine

You’re on your way! 1-4

Almost there. 4-8

Destination reached. 9-10

Individual Writing Project

Structure Will your structure stand the test of time and the wild winds of the moors? Or will it crumble like the House of Usher?

Structure seems disorganized; paragraphs do not follow logical order.

Piece of writing has structure, though it doesn’t flow completely smoothly at some points.

Structure and flow of writing is smooth and natural. If writing creatively, plot follows logical progression. If writing analytically, paragraphs are ordered logically with smooth transitions.

Grammar and Spelling Don’t use ghastly grammar!

Grammatical and spelling errors are common throughout the paper, making it difficult to read.

Paper has some grammar and spelling errors, but writer successfully communicates.

Paper has few grammatical or spelling errors.

Creativity/Analysis (depends on choice of writing project)

Piece of writing is too similar to another example or is dull/ Appropriate evidence must be introduced to support argument.

Some risks have been taken with paper/ Argument is somewhat supported by text.

Student has created an innovative, unique piece of writing./ Student’s argument is well supported by evidence from the text.

Group Work

Group Collaboration, Participation (Based on Self and Group evaluation)

Student did little to contribute to group work.

Student contributed to group but may not have put much into the peer reviews or may have been distracted during group time.

Student was a team player, contributing heavily to the group project. He/she provided insightful feedback during peer review sessions.

Webzine Project (Everyone in class receives the same grade)

Webzine is poorly constructed and difficult to navigate.

Webzine is well-organized, but fails to interest or catch the eye of the average reader.

Webzine is polished, creative, and catchy. The average reader would be excited and impressed to read it.

Designing the School of Your Dreams

Rebecca Hancock

Senior Composition

Fall 2013

Rationale:

American students need an increasingly heavy exposure to technical and

argumentative writing to be successful in the modern world. This unit will not

only strengthen students’ skills in both technical and argumentative writing, but

will also encourage them to think critically about their environments.

Questioning things is important, but a rebel without a cause helps nothing. This

unit will teach students to investigate the reasoning behind the rules that shape

their lives, allowing them to make informed decisions about the ways in which

things can be improved.

Summary:

Students will use a copy of the high school handbook to observe and

emulate the ways in which rules are written. They will then write a handbook

of their own, developing rules and guidelines to create the school of their

dreams. Students will be allowed to make as many changes as they like.

However, they must choose three of their rule changes to defend in a written

argument, explaining how the change will both benefit the student and maintain

a functional and positive learning environment within the school. An assistant

principal, a guidance counselor, and the school nurse will be available at set

times during class for students to interview about various rules and why they are

in place. Each student’s work will be shared with the rest of the class. At the

end of the unit, the class will vote for three rule changes to be presented to the

school’s administration. This unit would ideally be taught in March or April,

when seniors are traditionally antsy and have a difficult time focusing on doing

well in school, due to their impending graduation.

Essential Questions:

What could be improved about our high school?

What could be improved about our nation’s Education system?

What constitutes a valid argument?

Common Core:

W11-12.1.a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

W11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

W11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple

sources on the subject, demonstrating understanding of the subject under investigation.

Literacy Strategies:

I wonder why

Brainstorming

Double-Column Notes

Surveys and Interviews

Peer Review (not included in lesson plans)

Written Conversation

Length of Unit: 3 weeks, six 80 minute blocks and three 40 minute class

periods

Materials and Resources:

School will provide: Computer lab, copy paper, student handbook,

advice from experts.

Teacher will provide: Articles on school issues

Student will provide: Writing supplies and Paper

Assessment:

Pre: In groups, students will participate in an “I wonder Why” exercise

that begins to question why school rules are the way they are.

Formative: Draft of final writing project, Writing to Learn exercises

Summative: Final draft of writing project, including: Student’s rule book

and argument defending it.

12th Grade English

Rebecca Hancock

Introduction to Designing Your Dream School Project

One 80 Minute Block

Rationale: This unit will introduce the students to their summative assessment

while also encouraging them to think about rules that could be improved in their

school. They will become familiar with the arguments for and against many

controversial school issues by reading about them.

Objectives:

1. Students will become familiar with several controversial school-related

debates.

2. Students will brainstorm what they could change about their school,

working in groups.

3. Students’ knowledge of the elements of argument will be refreshed in a

brief review lecture.

Materials:

Printed Articles on a Variety of Subjects:

“’Unschooling’—education fad or real alternative?” by Rebecca English

http://theconversation.com/unschooling-education-fad-or-real-alternative-12548

“Brief Answers to Questions Parents Often Ask” by Tim Seldin and Paul

Epstein, The Montessori Foundation

http://www.montessori.org/index.php?option=com_content&view=article&id=2

82:brief-answers-to-questions-parents-often-

ask&catid=7:faqs&Itemid=25#multiyearagegroup

“Single-sex education: the pros and cons” by Kristin Stanberry

http://www.greatschools.org/find-a-school/defining-your-ideal/1139-single-sex-

education-the-pros-and-cons.gs

“Traditional school alternative: Is one right for your child?” by GreatSchools

Staff

http://www.greatschools.org/find-a-school/defining-your-ideal/574-traditional-

school-alternatives-is-one-right-for-your-child.gs

“Do uniforms make schools better?” by Marian Wilde

http://www.greatschools.org/find-a-school/defining-your-ideal/121-school-

uniforms.gs

High School Handbook

Instructional Framework: Initiating

Lesson Plan Format: Student Centered: Cooperative Learning, Teacher

Centered: Lecture

Grouping: Small group, Whole class

Materials and Resources:

School: Copy Paper, Projector, Screen, Handbook

Teacher: Various Articles, Student Handout

Students: Paper, Writing Utensils

Literacy Strategies:

I Wonder Why, Brainstorming, Double-Column Notes

Phase One:

1. Pass out handbook. In small groups, students will use the I Wonder Why

strategy to explore the rules that they question the most.

2. Speakers from each group will share the rules that they wondered most

about with the rest of the class.

3. In the same small groups, students will brainstorm ideas for why they

think those rules are in place and how they could be improved.

Phase Two:

1. Short Review Lecture on the elements of argument

Phase Three:

1. Each small group will be assigned an article to focus on in class, picking

out elements of argument and points that they find interesting using the

double-column notes strategy.

2. Each student will be responsible for reading the other articles as

homework for the next class, when groups will share what they found

about the article they focused on.

Formative Assessment: I Wonder Why, Brainstorming, Double-Column Notes

Summative Assessment: Summative Assessment is introduced, brainstorming

for final project has begun

Homework Assignment: Have all of the articles read for next class.

12th Grade English

Rebecca Hancock

Designing Your Dream School Workday

One 80 Minute Block

Rationale: This class period will allow students time to dig deep and

investigate the issues surrounding the rules they would wish to change. Several

faculty members (An Assistant Principal, a guidance counselor, and the school

nurse) have reserved this time period to answer questions that students might

have about why rules are in place. This will encourage them to use

investigative and hands-on learning in their everyday lives. If they choose,

students may also use this time to conduct surveys of students who are currently

at lunch in the cafeteria regarding how they feel about various rules.

Objectives:

1. Students will touch base with me regarding which rules they are choosing

to investigate and where that will lead them.

2. Students will use the computer lab, the library, and/or several faculty

members to build evidence for their arguments.

Materials: School Handbook

Instructional Framework: Constructing

Lesson Plan Format: Student Centered: Problem Solving

Grouping: Individuals, Small Groups

Materials and Resources:

School: Computer lab, Library, Advice from Professionals, Handbook

Teacher: Guidance

Students: Writing Utensil, Paper

Literacy Strategies: Interviews and Surveys

Phase One:

1. Students will touch base with me regarding what rules they are

investigating and where in the school this will take them. They must

carry written permission with me to be wherever they are. The

administration will be aware of the mobile nature of the project.

2. If students wish to interview faculty members or conduct surveys, they

will be grouped according to the issues they wish to investigate to

encourage them to keep on task and discourage them from wandering the

hallways.

Phase Two:

1. Students will have the majority of the class period to conduct research. I

will be standing by for assistance if needed.

Phase Three:

1. Students will return to classroom 10 minutes before class ends to share

insights that they had with the class and to talk about homework.

Formative Assessment: --------------

Summative Assessment: Students will continue working on their final writing

projects.

Homework Assignment: Continue working on final writing project

12th Grade English

Rebecca Hancock

Designing Your Dream School Presentation and Voting Day

One 80 Minute Block

Rationale: Students will briefly and informally verbally present their arguments

to the class. At the end of class, students will vote for three students’ work to

be presented to the school administration. The public nature of the assignment

will hopefully encourage students to take their suggestions seriously.

Objectives:

1. In presentations lasting three minutes or less, students will briefly share

their arguments for rule changes with the class.

2. Students will nominate other students as candidates for presenting their

work to school administration.

3. The class will vote on three students to present their work to the

administration.

Materials: ----------------

Instructional Framework: Utilizing

Lesson Plan Format: Student Centered: Cooperative Learning, Problem

Solving

Grouping: Whole Class, Small Groups

Materials and Resources:

School: Projector, Screen, Classroom

Teacher: ------

Student: Finished work, Writing Utensil, Paper

Literacy Strategies: Written Conversation

Phase One:

1. Class will be introduced to requirements of informal presentations: less

than three minutes, informal.

2. Students will be placed in small groups.

Phase Two:

1. Students will present their work in three minutes or less.

2. Small groups will use the written conversation strategy to silently share

feedback with each other on the ideas of presenters that are not in their

group, ultimately nominating three students that are not in their group to

be voted on.

Phase Three:

1. Small groups will share their three nominees with the class.

2. Class will vote, choosing three total students to share their work with

school administration.

Formative Assessment: --------------

Summative Assessment: Students will share their writing projects with the

class and turn them in at the end of class.

Homework Assignment: Students who have been chosen will revise their work

an additional time to present it to the school administration.