To live life fully, candidly, and compassionately, with a good shot of realism mixed with the imagination and dreams that all things are possible if one sets their mind to finding the answer. Life is a journey. Love it. Laugh at it. - Hannah M. Seger

“Life is one big road with lots of signs. So when you’re riding through the ruts, don't complicate your mind. Flee from hate, mischief and jealousy. Don't bury your thoughts, put your vision to reality" - Bob Marley Bio: 23 years old, born in St. Louis, MO. She has lived in St. Louis most of her life, but has also lived on and off in England for 7 years. She loves to travel all over the world and be around her friends and family. She has a dog named Winston Churchill and two loving and nurturing parents. She loves being the oldest of 3 and enjoys watching her siblings grow to be compassionate and positive members of society. Hannah absolutely LOVES literature and patiently awaits graduation in December. Her life is full of love and laughter.

Original Works:

Hannah

Dedicated, keen, passionate, enthusiastic, animated learner

Who loves people, family, and students

Devoted to literature, pupils, and life

Who wants to get to know people on an individual level

Who cares about the nurturing of the student’s character

Who loves to teach and travel

Who believes that teachers teach more by what they are than by what they say

Who wants to awaken the student’s expectations of themselves

Who wants to teach students what life is all about

Whose favorite Authors are John Keats, John Donne, and William Blake

Who wants to make my classroom a loving environment where students feel safe and comfortable

Who has the ambition to inspire, enthuse, motivate, and prompt students to share her love of literature

Seger

Hannah M. SegerWriting Unit: Exploring classroom community through writingFall Term 2010 Logos School

Rationale: The Autobiography is a way for students to “get their feet wet” with writing on a personal level while introducing them to writing basics and writing as a social practice. It will help them become more aware of their own literacy practices within a community, genres of writing, and how their past experiences have shaped who they are as writers. This is a unit intended to encourage and provide a writing experience based on their own lives. This unit will work towards helping build community in the classroom at the beginning of the school year. Using the students’ personal experiences will provide a great comfort zone for the student and allows the teacher to get to know their students in a personal way. The components of the writing process will be emphasized as well as narrative writing experiences. Students will explore the many different forms the autobiography can take and integrate some of these elements into their autobiography final project. The final project will be a written autobiography of each student that will enable the class to have a brief look into the individual’s life with an accompanying artistic

piece. Summary: The students will explore the biography and the autobiography in written and other artistic forms. In class, the students will read a brief biography on Bob Marley. As a class, we will explore the use of background information, descriptive details and other literary devices that make a biography come alive. The students will then explore the biography website (www.biography.com) and find a person of interest whom they would like to read about. They will then give a brief synopsis to the class on this person and what they liked most about the chosen biography. This unit will create an environment conducive to building a nurturing a classroom of writers. One of the first steps in building a writing community is exploring what other community members value in their lives. Sharing writing and opinions becomes easier as the community members come to know each other as writers and thinkers. The summative assessment will include the student’s finished written work that will be accompanied with their own artistic piece that will express their autobiography and their life. Class goals:

a. A writing community is a place marked by mutual respect. Everyone contributes: some by actively listening; others by voicing their ideas. Everyone can and should make mistakes and learn by doing so.

b. A writing community reads as well as writes. c. A writing community encourages people to think throughout the processes of

writing, reflecting on and synthesizing ideas offered by those inside and outside the community.

d. A writing community should have mechanisms in place for writer-to-writer communication (writers’ groups). These groups should have agreed-upon structures and rules of operating.

e. A writing community should have other audiences to hear and react to their voices. These include families and other members of the community at large.

Student Objectives: a. Students will use a graphic organizer to brainstorm ideas they will include in their

autobiography.b. Students will develop a rough draft by organizing their ideas into paragraphs and will use peer editing to receive feedback on their rough draft.c. Students will write a second draft using feedback from peers and self-correcting techniques learned in class and will create their autobiography in Word using a computer. d. Students will demonstrate mastery of spelling, punctuation, capitalization, and organization skills in final product

MOSTEP Standards:1.4.1.2 Culture and Diversity: The preservice teacher knows and understands how human diversity affects learning and development within the context of a global society and a diverse community of families. The professional school counselor candidate uses this understanding to assist learners, parents, and colleagues in developing opportunities for learning and personal growth. 1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.Materials:--Writing folder or portfolio for each student.--Colored pens for editing workshops.--Dictionaries.--Thesaurus.--Writing process editing checklists.--www.biography.com to explore biographies which will be printed and read in class--Computers, printersBiography Materials:Sylvia Plath’s poem, Firesong will be used in class to illustrate the autobiography in poetic form.--http://www.akoot.com/sylviaplath11.htmVincent Van Gough’s Self-Portrait, 1889, will be used to show the autobiography in art form.--http://www.nga.gov/education/classroom/self_portraits/act_van_gogh_closer.shtmBob Marley’s Redemption song to show the students the autobiography in music form--http://www.thirdfield.com/html/lyrics/redemptionsong.htmlThe biography of Bob Marley. --http://www.biography.com/articles/Bob-Marley-9399524

Name_____________________________________ Date________________________Ms. Seger Autobiography Unit

Phase 1: PrewritingWhen writing an autobiography, you focus on three major things: who you are in life, what life means to you and what your outlook on the future is."Autobiographies have been written since A.D. 400 when an early Christian leader, Saint Augustine, wrote his." An autobiography is information about one's own life written by that one person. In it, it tells what that person's life is all about. When writing your own autobiography, use interesting facts to explain as much about yourself as you can. The first thing you do when writing an autobiography is start off with a lot of facts about your life; for example, when and where you were born, where you live (city and state), where you go to school and who you live with. You have to give a lot of information so your reader can clearly understand what is going on. Once you have written this introduction, you are ready to start your first paragraph of the autobiography.Who you are in life

The best way to start an autobiography is to state your name. When you are writing this paragraph, you usually explain the type of person you are; use facts about yourself such as: have you won any awards? What types of awards have you won? Did you finish school? Do you plan on going to college? What life means to youThis is now your second paragraph. In this paragraph you should state how you see life--what does life mean to you. Are you happy or sad? Do you have a lot of friends or just a few? How do you make your school days go by? Do you have a boyfriend/girlfriend? What are your favorite places to go on dates? How long have you been dating? If you are involved in a relationship, do you think it will last forever? What is your outlook on the future?In this paragraph you should explain what you think the future will be like. Pick a year and explain how it will be but explain it through your eyes. Where will you be? How will you be living? Will you be married? Will there be any kids? Who will you be married to? What is he/she like? How long will you have been together?

Name_____________________________________ Date________________________Ms. Seger Autobiography Unit

Phase 1: PrewritingUse this cluster chart to brainstorm some ideas about your life that you may want to include in your autobiography! What makes you YOU? What about your religion? Your heritage? Life changing experiences? What about your family? What do you want to be when you are older? Have fun with this activity!

Name_____________________________________ Date________________________Ms. Seger Autobiography Unit

Phase 2: Drafting Here is a basic outline for the rough draft of your autobiography. Do not feel the need to follow it

exactly, have fun with it! Write this out in your journal!Paragraph 1 – IntroductionBegin with a quote or song lyric that describes you:________________________

1. My name is ____________. I was born/adopted/foster child to _____________ and _________________. I have ___ brothers/sisters named ____________________. I was born on (Month/day, year) in city, state.

2. My name, ___________, is (English, Hebrew, French, etc.) and means “___________”. I was named after __________________________.

Your Name_____________________

3. Write a paragraph describing your personality and explain why you feel you have these traits.(independent, fun, quiet, shy, silly, talkative, active, couch potato, social, hyper, awkward, self-esteem, mean, rude).

4. The story of my arrival . . .5. I would compare myself to a . . . because . . .

Paragraph 2 – Family/Friends1. My family is special to me because . . . I look like my _________ because . . .2. I (like/dislike) pets. I have # of pets. (Write all about your pets or perhaps you may want a pet!)3. My extended family lives (near/far away). (Write how often you get to see them. Who do you

miss the most and why?)4. Write all about your best friend. Tell me why they are your best friend or a special friend.

Paragraph 3 – Firsts1. Tell me about a “first” (SCHOOL APPROPRIATE) that was memorable2. My first memory was . . .

2. Tell me about a memorable event. (Such as when your dad came home from Iraq, or a new baby sister/brother.)

1. A memorable event in my life was . . .

Paragraph 4 – Sports/Activities/Hobbies1. Activities- Young Marines, Girl/Boy Scouts, Band, etc.

2. Hobbies – Scrapbooking, Collecting items, Babysitting, Knitting, Models, etc.

Paragraph 5 – Dreams/Hopes1. Goals – What would you like to achieve/accomplish?2. Dreams- What do you wish for?3. Hope – Where do you hope to be in 10 years? What do you hope to be doing in 10 years?4. Do you have a favorite quote/poem/song that explains who you are as a person? If so, write it

here.

Name_____________________________________ Date________________________Ms. Seger Autobiography UnitPhase 3: Revising

Peer Review Feedback Form

Author’s Name:__________________________ Reviewer’s Name:_______________________Directions: As you conduct your peer review, remember to praise, criticize

appropriately, and be specific with revision ideas.

Identify and describe three strengths in this draft.

Identify and describe three weaknesses in this draft.

How does this draft meet the requirements of the assignment? If not, what is it missing?

What should be revised in this writing? Why?

After reading, I was left wondering . . .

Name_____________________________________ Date________________________Ms. Seger Autobiography UnitPhase 3 & 4: Revising/ Publishing

Now that you have had a peer review session, think about the new comments on your paper and consider the following:

The Six Traits of Effective Writing

Ideas and Content How can I . . .

Change the way I write my sentences so that the main ideas stand out more clearly? Add evidence or examples so that my ideas stand with enough support? Add details, testimony or information which will make my paper more convincing? Explain my reasons for not agreeing with opposing ideas and possibilities? Improve the logic of my argument? Strengthen the connections between ideas, examples and illustrations?

Organization How can I . . .

Rearrange the order of the ideas and their supporting evidence to provide a stronger foundation for the argument I am making?

Make sure each section of the paper does what it is meant to do? Is the introduction inviting? Does it state the issue clearly? Does the conclusion pull together the whole piece? Does it end with some power?

Pace the flow of the paper so that it slows down and speeds up at the right times? Build smoother and clearer transitions and bridges between sections of the paper as well

as between the ideas being explored? Voice How can I . . .

Strengthen my own personal identity in these words and sentences so the reader will hear my strong feelings and beliefs?

Modify the words so that my passion and caring both shine through with conviction and strength?

Change the piece so that I anticipate the questions, needs and concerns a reader might have?

Write with fresh and original insights which I have built and discovered myself without simply borrowing the ideas of others?

Word ChoiceHow can I . . .

Substitute stronger words where they are needed? Tone down words where they are too strong? Replace words which are "overdone" or "over-ripe" or "inflated" with language which is

just right? Change tired and worn expressions into something new, fresh and original? Insert language which appeals, awakens the senses and strikes the fancy of the reader? Deepen and sharpen meaning by checking the thesaurus or dictionary for just the right

word? Eliminate needless repetitions and the flabby use of words?

Sentence FluencyHow can I . . .

Re-write sentences to improve their flow from one to another so that my writing has beat much like a piece of music?

Introduce variety to the length and type of sentence in ways which seem natural and pleasing rather than forced and awkward? Can I combine some short sentences? Can I replace clauses with phrases?

Insert bridging words such as adverbs both at the beginning and also within the body of my sentences to avoid stringing overly simple clauses together in a choppy manner?

Change the words within sentences to eliminate "deadwood" and clarify meaning? ConventionsHow can I . . .

Employ punctuation that helps the reader know where to pause and how to read my material?

Check to make sure all rules for grammar, spelling and capitalization have been

followed? Name________________________________________ Date____________________________Ms. Seger Autobiography UnitFinal Writing Assignment

Who are YOU?

As a class, we have explored the lives of many people, BUT I would much rather get to know YOU! To end this unit, each one of you will assemble an autobiography of your life. I want to know all about you! Together, we will begin the writing process. We will begin with brainstorming with different ideas about your life and will end with the final publication of your written work! In addition to your written masterpiece, you will create an art form to accompany it! When we are finished, we will display our work around the classroom!

THINK about it! Who are you? What is your family like? Do you practice a religion? What are your favorite things?

WRITE about it! Using descriptive details and attention grabbing sentences, tell us about your life! We will utilize the peer reviewing process to send your essay on its way!

SHOW IT OFF! After you have polished your essay, I want you to express who you are! Trace a silhouette of yourself and then fill it in with your own original art or magazine clippings of

words, phrases or pictures that describe you! BE CREATIVE!

Final Draft Autobiography Rubric0=not evident

5=minimal 10=adequate 15=strong

20=outstanding Your autobiography…..___ Narrates a sequence of events that communicates their significance to the audience0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Comments:___Locates scenes and incidents in specific places

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Comments:

___Develops the narrative elements with concrete sensory details and language e.g., visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; interior monologue; feelings of characters0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Comments:

___Gives the reader an insight into your unique life0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Comments:

___Makes effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Comments:

Final Score:____/100

Final Teacher Comments:

TEACHER’S Calendar Writing Unit: Seger

October

2010

Sun Mon Tue Wed Thu Fri Sat

1 2 3

4 5 Introduction to autobiography unit/literary terms

Read Bob Marley biography in class.

6 Invite students to explore other biographies of interest online.

7 Continue to explore other biographies online.

Read, Print. Share in class tomorrow

Class notes: what is most interesting about this person? What do you like most? Dislike?

8 Share biographies in class with students.

Idea of the day to explore:Developing paragraphs

9 Share biographies in class with students.

Idea of the day to explore:Interesting facts

10

11 12 Share biographies in class with students.

Term of the day to explore:Descriptive Details

13 Explore: Vincent Van Gough. Self portrait

Online visual.Journal Prompts: what does this say about the artist? What is he trying to say? What do the students think?

14 Explore: Vincent Van Gough. Self portrait

Online biography Read aloud

Discuss in class: literary devices/elements of the biography

15 Reflect/discuss

Catch up day

What are the most interesting aspects of the biographies we have explored so far? In journal.

16 Reflect/ discuss

Catch up day

17

18 19 Explore: Sylvia PlathRead poem aloud in classHow is this one form of an AUTObiography?

Discuss the biography in poetic form

20 Explore: Read aloud Sylvia Plath’s biography. Relate to the poem. Journal reactions/ class discussion

21 Listen: Bob Marley;s Redemption song. Pass out lyrics after read aloud. Discuss in relation to the previously read biography.Journal.

22 Introduce the Final Assessment

Begin brainstorming with students/worksheet

23 Brainstorming continued.

Begin rough draft of autobio.

24

25 26 Begin/continue the rough draft

27 Continue the rough draft

28 Peer editing

Mini lesson: grammar/sentence structure Work on final draft

29 Work on final draft

30 Work on final draft

FINAL DUE NOVEMBER 1ST.

31

Student Calendar: Ms. Seger Language Arts

Sun

Mon Tue Wed Thu Fri Sat

1

2 3

4 5Introduction to the Biography Unit! In Class: Bob Marley’s biography

No Homework

6Today we explore! Use biography.com to find a person of interest to you! No Homework

7Read and print the biography that you would like to share in class!

8Sharing the biographies.

Learning how to develop paragraphs in notebookNo Homework

9Sharing biographies

Exploring Interesting facts- in notebook

No Homework!

10

11

12Sharing biographies

Exploring descriptive details-in Notebook

No homework

13Exploring Self portraits as biographies

Journal prompts in notebook

14Read Vincent Van Gough’s biography in class Discuss elements of the biography. HW-finish journal prompts!!!

15

Journal Prompts/ Brainstorming day!!

16Journal Prompts/ Brainstorming day!!

17

1 19 20 21 22 23 2

8 Explore: Sylvia Plath’s poetry as a biography

Read in class Sylvia Plath’s biography

Journal/reflections/notes

Explore: Bob Marley’s Redemption SongHW- Finaish all journal brainstorming activities

Put it all together!Introduction to your final paper for this unit!

Begin rough draft of your autobiography!!

4

25

26Continue your journey through your rough draft!

Think about the suggestions on the revision handout

What can you add to your paper to make it a reflection of you?

27Teacher-student conferences on your paper!

Continue to edit your work

28Peer editing session-attendance is necessary for full points!

29Begin work on your final draft- meet with your teacher to clear up any questions

Day to explore GRAMMAR in your paper!!

30Work on final draft!!

FINAL DUE NOV. 2nd!!!!!!!!

31

1 Notes: