a teacherumsl.edu/~wadsworthbrownd/fall13pages/corbett_web.pdf · digital sources, using advanced...

a teacher affects eternity; he can never tell where his influence stops. -Henry Adams

Who am I?

a readera runner

a friend

a best friend

a sister

a daughter

I am a dreamer, a hoper, a wisher A pray-er, a pretender, a magic-bean-buyer

My name is Alex Corbett. > I love to laugh. My boyfriend, Adam, does these voices, saying what he thinks other people or animals could be think-ing, and it’s just the most hilarious thing. I want to help my students find the humor in things. > I like feeling connected. My sister, Annie, and my brother, Andy, are both going to be teachers. This is such an incredible thing to share. It’s impor-tant to have other teachers to bounce ideas off.

> I like having fun. It is unusual to come across such a large group of people as my close friends, and them all get along so well. I can’t wait to help large groups of people work well alongside one another and have fun together. > I love learning. And I never want to stop. Future students will challenge my outlook on ideas and life. They will learn from me, but I also look forward to learning from them.

LIFE,DEATHandTHEPURSUITOFHAPPINESS

INDANDELIONWINE

SophomoreEnglish

AlexCorbett

Fall2013

TheOverview

Rationale:Learningaboutdifferentdrivingforcesinlifeisimportantforstudentstohave,notonlybecauseitappliestothestudentsthemselvesbutalsobecausetheycanlearntocareforotherpeopleandtheworldaroundthem.Thechallengeinthisunitliesinthecontentofthetextsandinanswering,throughawiderangeofwritingtechniques,importantquestionsregardingvariouslifestagesandimportanteventsthatoccurduringthosestages,throughoutdifferentculturesandhistory.

Summary:StudentswillreadtheentiretextofDandelionWineanddiscussatlengthdifferentideasregardinglife,death,andhappiness.Studentswillaccomplishavarietyofcreativeshortwritingtasks,willcreateinterdisciplinaryprojects/writingsrelatingtoartandhistory,andwilllearnandpracticeapplicablestrategiesatallpointsduringtheresearchforamultigenreprojectpertainingtoaculture’scoming‐of‐ageceremony.

EssentialQuestion:Howcanweunderstandandconnecttothedifferentimportantdrivingforcesinpeople’slives,regardlessofageorculture?

Objectives:CCSS.ELA‐Literacy.W.9‐10.8Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assesstheusefulnessofeachsourceinansweringtheresearchquestion;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandfollowingastandardformatforcitation.CCSS.ELA‐Literacy.W.9‐10.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.CCSS.ELA‐Literacy.W.9‐10.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.RL.9‐10.7Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment(e.g.,Auden’s“MuséedesBeauxArts”andBreughel’sLandscapewiththeFallofIcarus).CCSS.ELA‐Literacy.RL.9‐10.5Analyzehowanauthor’schoicesconcerninghowto

structureatext,ordereventswithinit(e.g.,parallelplots),andmanipulatetime(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

CoreConcepts:Whilecommunity,conversation,andprocesswillbetouchedonandused,constructionandconnectionwillbethekeyconcepts.

LiteracyStrategies:Admit/exitslips,text‐on‐text,writingbreaks,reflectivewrites,double‐entryjournal,multigenreproject,nonstopwrite,creativewrites(factions)

LengthofUnit:Sixweeks

MaterialsandResources:‐schoolwillprovide:copiesofDandelionWineforeachstudent,artsupplies(fromartroom‐thisisaninterdisciplinaryunit),overheadprojectororsmartboard,copymachine,computerswithinternetaccess,9thgradehistorybooks ‐teacherwillprovide:imagesofNewOrleans:CelebratingLife,DeathandthePursuitofHappinessbySteveHanks, artbooksonsurrealismandartdeco,copiesoffamousartisticrendersofdeath,copiesoffriendshippoems,chartpaper,copiesofE.B.White’sshortstoryOnceMoretotheLake,excerptfromJulianBarnes’LevelsofLife,excerptfrom14,000ThingstoBeHappyAbout,excerptfromAParrotintheOven:MiVida,byVictorMartinezandexcerptfromMindyKaling’sIsEveryoneHangingoutWithoutMe?(AndOtherConcerns) ‐studentswillprovide:paper,markers,pens,anyothersuppliesneededforthemultigenreprojectandtheHappinessMachineproject

MeansofAssessment:‐pre‐assessment:shortclassdiscussionsondifferentideas/preconceptions‐formativeassessment:writtencommentsandpointsoncompletedadmitandexitslipstoensurereadingisbeingdoneandunderstood,classparticipationpointswillbegivenonprojectslikethetext‐on‐textandforparticipationinsmallgroupwritingshares,peerevaluationwilltakeplacewithingroupworkshops,pointswillalsobegivenonthein‐classshortwritingassignments;minilessonsandotherlessonswillbetaughtbasedonreflectivewrites,otherwritingassignments,andadmitandexitslips‐summativeassessment:no“test”attheend;themultigenreprojectwillbegivenagradebasedontheassessmentbrochureturnedin‐withagradefromthestudent,anotherstudent,theteacher,andtheeffortsobservedbytheteacher,alltakenintoconsideration

Teacher’sCalendar

WeekOne(Ch.1‐9,11and13)

Monday:IntroduceUnit,givebackgroundonRayBradbury,readChapter1aloud,discuss“vignettes,”practicewithanonstopwriteinresponsetoNewOrleans:CelebratingLife,DeathandthePursuitofHappiness bySteveHanks.Studentsmayreadaloudafew,discuss.Giveexpectationsfortheunit‐especiallytheadmitslips. HW:readCh.2and3,answerthequestion“Whatdoesitmeantobealive?”andbringthistoclass.Tuesday:Admitslips.ThendiscussDouglas’definitionof“beingalive,”pullingfromtextwithaThink,Pair,Share.CompareandcontrastwhatstudentsthoughtitmeanttobealiveandwhatitmeanstoDouglas.HW:readCh.3,4and5.Doubleentryjournaloflife,deathandpursuitofhappinessontheleftside.Onrightside,studentslistexamplesfromCh.3‐5foreachofthese.Somemaydefinitelyhavemorethanone.Wednesday:Pairupstudentsforwrittenconversationsabouttheirideasoneventsthathappentoeveryone,canbeexamplesfromthetexttheyjustread.Classshare.Read‐aloudofChapter6.Shortdiscussionof“ceremonies,”especiallythosecelebratinglife,andthemultigenreproject,giveouthandouts.HW:ReadCh.7.Arethereany“ceremonies”studentsperformwiththeirfamilies,yearafteryear?

Thursday:Admitslips:“ceremonies”withfamilies.Iftheydon’thaveany,thinkofonefromsomethingthey’vereadorsomethingtheycouldimaginedoingwiththeirfamily,yearafteryear.Talkaboutwhytheseritualsareimportant.Studentssharesomeadmitslips.Ifthere’stime,canhavestudentsreadCh.8,maybe9.HW:ReadCh.8‐9.(Ifalreadyread,studentsshouldlistwhatmakesthemhappy.)

Friday:DiscusstheHappinessMachine.Eitherprintoutexcerptsfrom14,000ThingstoBeHappyAboutorlookatthingstobehappyabout.com.Classdiscussion:whatmakesstudentshappy?Puttheseincategories(don’taddcategoriesuntilafter).Studentschooseafavoriteandwriteaboutitfortenminutes.Brainstormindividuallyabouthowtoartisticallyrepresentthisidea.Shouldincorporateanartstyleofthetime‐surrealismandartdeco.Bringbooksonthesestyles.Couldviewideasontheweb.Pairoffanddiscussideas,getfeedback.Mayconferencewiththosestruggling.

HW:Beginworkonindividualhappinessprojectsbycollectinganyobjectsthey’llneed(outsideofregularartsupplies).ReadCh.11and13.

WeekTwo(Ch.10,12and14‐20)

Monday:DiscussionofHappinessMachineturnout.What’sthedifferencebetweenwhatwe’reworkingonandwhatLeoAuffmanndid?WorkonindividualHappinessprojects.HW:ReadCh.10and12.Studentschoosechaptertheyliked.

Tuesday:Modelawritealoudofoneofthefollowingvignettes:Eitherwriteavignetteaboutanotherwaykidsdiscovertheirparentisn’tinvincible(shouldbeacreativenonfictionpieceifpossible)orwriteavignetteaboutanoldpersontalkingtoayoungperson(couldalsobecreativenonfiction).Thenit’sthestudents’turn.Makesuredialogueanddescriptionaremainfocus.Splitupintofourgroups(everygrouphastohavethesameprompts)andreadthemaloud.Givestudentsaworksheetforeachfellowstudenttoratethemontheireffectivenessindifferentcategories(dialogue,description,punctuation,useoftheshortandimpressionistictotellapartofawhole,etc.).HW:takingotherstudents’feedback,typeupvignettewithcorrectionsathome,tobeturnedintomorrow,withfeedbacksheetsattached.

Wednesday:Admitslip:reflectiononyesterday’sminiworkshopanditseffectiveness.WorkonHappinessproject.HW:ReadCh.14‐16.

Thursday:FinishHappinessproject.HW:FinishHappinessprojectifnotdone.

Friday:PresentationofHappinessprojects.Endofclass,givebackvignettes,withmyfeedback.HW:Writereflectiononproject.Anysimilaritiesbetweenwhatmakesstudentshappy?Thingstheywouldn’thaveexpected?ReadCh.15‐20.

WeekThree(Ch.21‐29)

Monday:Introducewritingproject:researchaninterestinghistoricalfiguretheylearnedabouteitherlastyearorthisyear,andwriteaboutanimportanteventthathappenedtothemfromtheirperspective,asiftheyareColonelFreeleigh,takingkidsbackintimewithhisstories.Storytelling!Trymentioningsomething“obsolete”fromtheirtime,likethetrolley.Whenresearching,musthave3crediblesources‐studentswillwrite1‐2sentencesonwhytheythinkit’scredibleandIwillsignoff.HW:Reviewmycommentsoninitialvignettewritten.Roughideas/outlineoffactionTimeMachinepaper.ReadCh.28‐29.

Tuesday:ReadCh.25‐26aloud.Studentshaveadiscussiononwhatmakeswritingcomealive.Revisitconceptslikedialogueanddescription,usingfeedbackworksheetsfromvignettes.Studentswilldetermineonethingthey’regreatatandonethingtheyneedimprovementuponandwillturnthisin.Workonfactions.HW:Finishedroughdraftoffaction,withcircledareasforimprovement.ReadCh23‐24.

Wednesday:Smallgroupwork‐readfactions.Studentswillusemoreassessmentsheets.Willalsobegivenablankspottofillinforoneanotherononeareathey’regreatat,onetheyneedimprovementon.Iwilleithergivefeedbackonthewritingactivitystudentsturnedinlastclasstimeorwillgiveseveralminilessonsifeveryone’sstrugglingwiththesamething.(Ifacouplestudentsdoreallywellinanarealotsarestrugglingwith,canputthemingroupsthatway.)Studentswillwriteanotherreflectiononwhattheythoughtweretheirareasoftrouble/expertiseandwhattheirclassmatesthought.Beginworkonfinaldraftoffaction,payingspecificattentiontothoseareascircled.HW:Continueworkingonfinaldraft.Read.Ch.27.

Thursday:Workonfinishingfactions.Classwillreadtheseoutloudnexttime.Ifanystudentsarealreadyfinished,theycouldgoaheadandreadtheirs.HW:Factionsmustbecompleted.

Friday:Readfactions.HW:Writeaoneparagraphassessmentofwhetherornottheyfeelliketheirwritingimprovedwiththisactivity,usingexamples.ReadCh.21‐22andthinkofachildhoodfriend.Detailedtwo‐pagewritingaboutchildhoodfriend.Couldjustbedescription(eventheeyecolor!)orcouldbeaneventthathappened,talkaboutsimilaritiesanddifferences.

WeekFour(Ch.30‐40)

Monday:Finishupreadingfactionsifsomedidn’tgettogo.ClassdiscussiononHW:whatmadeyoufriends?Playfourcorners:put4differentactivities/thingsinthefourcornersandhavestudentsgototheirfavoritecorner.Studentswillthenwriteareflectiononiftherewereanysurprisesonwholikedwhat.Ifsomeonetheydidn’treallytalktobeforewasintheircorner,wouldtheybefriendswiththem?Etc.Isitimportanttolearnaboutdifferentpeople?Why/whynot?Dowehavetohavefriendstobehappy?Why/whynot?Canpeoplewhowethinkareourfriendsturnouttohurtusintheend?HW:Canfinishupthereflectionathome,ifneeded.

Tuesday:Discussiononreflections.ReadaloudanexcerptfromIsEveryoneHangingoutWithoutMe?todiscussfurtherwhetherornotfriendsareimportant/makeanimpactinourlives.Collaborativeannotationactivityonfriendshippoemswithpeoplefromstudents’

corners.Classdiscussionofallfourofthese“dated”poemsvs.MindyKaling’sexcerpt.HW:ReadCh.30‐33and35‐38.

Wednesday:Classfishbowlstorytalk.Numberoffstudents1‐3(2sinthefishbowl,1sand3soutside).Studentshaveaconversationaboutthechapterstheyread,pullingfromthetext.Starterquestion:whatrole(s)doesdeathplayinlife?Inart?CompareRayBradbury’streatmentofittoafewfamousartists’throughouthistory(Iwillhaveimages).Studentsoutsidefishbowlcanaskquestionsbutmostlylisten.Ifthere’stime,havestudentswriteapro‐conlistofthisactivity.Makesuretheylabeltheirrole.HW:Canfinishupthepro‐conlist.

Thursday:Talkaboutprosandcons.Iftherearesimilarcons,talkabouthowthesecouldbefixed/altered.TakevolunteerstoreadOnceMoretotheLake.Iwillbrieflydiscussdifferentliterarydevices(thesewould’vealreadybeendiscussedearlierintheyear).Studentswilluseaworksheettopullexamplesfromthetexttotalkabouthowthispiecemadethemfeelandwillalsoidentifytheliterarydevicesthatwereused.Compare/contrastdeathinDandelionWinetothistext,pullingexamplesfrombothtexts.

Friday:ReadaloudexcerptfromJulianBarnes’LevelsofLife.Reflectivewritesondeathinthisexcerpt,especiallythinkingofeffectivenessofpullingreadersin.Groupdiscussionsonthesedevices,alsokeepinginmindthatthisisautobiographical,notfiction.Classdiscussion,comparingBradbury,WhiteandBarnes’writings.HW:ReadCh.39and40andanswerthequestion:WhydidRayBradburychoosethetitleDandelionWine?Shoulduseexamplesfromtext.

WeekFive(multigenreproject)

Monday:Usinghomework,discusschangeinlife,alsowithrespecttoCh.39.Whenischangegood?Whenisitbad?Whataregood/badchanges?Talkaboutmultigenreproject.Giveexpectationsfortheproject,especiallytimingexpectations.Providelistofideasforritesofpassage.IfstudentschoosetopickonefromtheUnitedStates,itmustbeonetheywillnot/havenotexperienced(ex:non‐JewishstudentcouldchooseBarMitzvah).Iwillgiveanexample,withexamplegenres.Studentswillresearch,tomakesurethey’vechosentheonetheywanttodo.

Tuesday:Studentsmusthaveceremonysetinstonebyendofclasstime.Theywillneedtodecidefivedifferentgenresofwriting/projectsappropriateforthisceremony‐onemustbethevignetteandonemustbeart‐orhistory‐based.Teacherwillprovidealistofexamples;studentsaren’tlimitedtothese.

HW:Studentsdecideonallgenrestheywilluse‐musthavefive.Ashortparagraph,explainingeachgenre,willbedueonWednesday.

Wednesday:Studentsshouldcreateacalendarforthemselves,toshowtheycanmanagetheirtime,inandoutofclass.Studentswillneedatleastthree,preferablyfourorfive,crediblesourcesforresearch.Theymustexplainhowthesesourceswillhelpthemintheirresearch.Iwillhave1‐2min.conferenceswitheachstudent,regardingtheirchoicesingenre.Studentsshouldhaveallsourcesreadytobesignedoffon.HW:Beginworkonfirstproject.

Thursday:ReadexcerptfromAParrotintheOven:MiVida,byVictorMartinez.Classdiscussiononthisrite‐of‐passageandhowitmadethecharacterfeel.Mayhaveminilessonsifstudentswanttoworkingenresthey’renotfamiliarwith.Workonfirstproject.Iwillcirculate,helpingwhereneeded.

Friday:Imayhostanotherminilesson.Studentswillworkonprojects.HW:Studentswillwriteashortparagraph,evaluatingwhetherornotthey’vebeenabletostayontask.

Week6(multigenreproject)

Monday‐Wednesday:Workonmultigenreproject.Circulate,helpingwhereneeded.WednesdayHW:WhatdidthestudentsthinkwasthemostimportantceremonyinDandelionWine?Why?Usespecificexamplesfromthetext.

Thursday:Finishup.Writeasmallreflectionthatcentersaroundthisprompt:“Apersonveryclosetoyouragewouldundergothisceremony/riteofpassage.Ifyoulivedintheirculture,wouldyouwanttodoit?Why/whynot?”Thesereflectionsshouldbetypedandpresentednexttotheproject.

Friday:Classwillsetuptheirprojectsandcirculate,lookingateveryone’s.Everyonewillfilloutoneassessmentrubricforanotherstudent.HW:Assessmentrubricforstudentsandbrochure.

SophomoreEnglishAlexCorbett

IntroductiontoDandelionWineandvignettesOne50‐minutelesson,class1ofunit

Rationale ThislessonintroducesstudentstothewriterRayBradburyanddiscussesthestyleinwhichthenovelDandelionWineisorganized.Itisessentialthatstudentsknowtheexpectationsfortheunit,especiallywithregardtocompletingthereadings.

Objectives 1. Studentswilllearnabouttheorganizationalstylecalledthevignette,throughreadingchapter1ofDandelionWine.

2. Studentswillpracticewritingashort,fictionalvignette,inresponsetotheimageNewOrleans:CelebratingLife,DeathandthePursuitofHappinessbySteveHanks.

3. Studentswilllearnexpectationsfortheunit,especiallywithregardtocompletingthereadingassignmentsandthesummativeassessment.

4. StudentswillacquirebasicknowledgeofRayBradbury.ReadingMaterials

DandelionWine,byRayBradbury

InstructionalFramework

Initiating

LessonPlanFormat

TeacherCentered:Presentation

Grouping WholeClass,Individual

Materials&Resources

School–DandelionWinebooksforeachstudent,classroom,smartboard/overheadprojector,copier,printer

Teacher–copiesoftheimageofNewOrleans:CelebratingLife,DeathandthePursuitofHappinessbySteveHanks,outlineforthestudentsforexpectations,tentativeschedule,smartboardpresentation/overheadpresentationnotesonBradburyStudent–pens/pencils,notebookpaper,

LiteracyStrategies

Non‐stopcreativewrite

PhaseOne IwillintroduceRayBradburytostudents,givebiographicalinformationandwillalsogivebackgroundinformationonDandelionWine.Iwillreadthefirstchapteraloudandthentalkabouttheliteraryterm“vignette”.IwillthenintroducetheimageofNewOrleans:Celebrating

Life,DeathandthePursuitofHappinessbySteveHanks.Theclassasawholewillbrainstormaboutthedifferentpeopleintheimage.Iwillthengivestudentsthewritingpromptofcreatingashortvignetteaboutwhat’shappeninginthelivesofoneoftheindividualsinthepainting.

PhaseTwo Nonstopcreativewritingactivity

PhaseThree Iwillcollectthevignettes.Iwilldiscussexpectationsfortheunitandhandoutthesummativeassessmenthandout.

FormativeAssessment

Iwillcollectthevignettesfromthestudentstoseeiftheyunderstoodwhatthetermmeant.Iwillalsowalkaroundtheroom,whilethestudentsarewriting,toseeiftheyareabletostayontask.

SummativeAssessment

Wewillbrieflycoverthemultigenreproject,whichistotakeplaceattheendoftheunit.

HomeworkAssignment

ReadChapters2and3ofDandelionWineandanswerthequestion“Whatdoesitmeantobealive?”Thisanswerwillserveasanadmitsliptothenextclassandwillalsoinitiatethediscussionfornextclass.

Reminder Closereadingofallchapters,sincetheyaresoshort,isimperative.

• Thisisanintroductiontotheentireunit,andexpectationsforthesummativeassessmentwillbediscussedbrieflyduringthisintro.


TheHappinessMachineFive50‐minutelessons,classes5‐6and8‐10ofunit

Rationale StudentswillreadthechaptersfromDandelionWineconcerningLeoAuffmannandhisHappinessMachine.Theywillconsiderwhatmakesthemhappiestandhowtheycouldrepresentthisitemorideavisually,pullingfromskillsthey’velearnedinartclasses.Theywillbeexposedtoothers’waysofthinkingandwhatmakesotherpeoplehappy.Understandingthediversityinourworldiskeytogettingalonginit,andseeinghowotherpeopleviewhappinessisagreatplacetostart.

Objectives 1. Studentsreadchapters8,9,11and13fromDandelionWine.2. Studentsareexposedtoartstylesfromthe1920s.3. Studentscreateapieceofartrepresentingsomethingthatmakes

themhappy.ReadingMaterials

DandelionWine,byRayBradbury;arthistorybookscontainingexamplesofsurrealismandartdecostyles,


Constructing

LessonPlanFormat

StudentCentered:DiscussionCooperativeLearning

Grouping Individuals

Materials&Resources

School–classroom,generalartsupplies(including,butnotlimitedto,markers,glue,constructionpaper,scissors,pens,paint),smartboard/overheadprojector,copier,printer,computerwithinternetaccess

Teacher–copiesofexcerptsfrom14,000ThingstobeHappyAbout

Student–notebookpaper,pens,pencils,anyobjectstheywishtoincludeintheHappinessProjectthatwontbeavailableintheartroom

LiteracyStrategies

Brainstorming/ClusteringNonstopWriteReflectiveWrite

PhaseOneClasses5‐6

StudentsreadfirsttwochaptersontheHappinessMachine.Wewillreadexcerptsfrom14,000ThingstoBeHappyAboutorlookatthingstobehappyabout.com.Classbrainstorming/clustering:whatmakesstudentshappy?Studentschooseafavoriteandwriteaboutitfortenminutes.Theywillbrainstormindividuallyabouthowtoartisticallyrepresentthisidea.Theywillbeencouragedtouseartstylesofthetime‐surrealismandartdeco.Studentswilllookatbooksonthese

styles.They’llthenpairoffanddiscussideas,getfeedback.Iwillconferencewiththosestrugglingandhelpthemcomeupwithideas.Thenextclass,studentswilldiscussthedifferencesbetweenthiskindofhappinessprojectandtheonethatLeoAuffmannbuilt.

PhaseTwoClasses6,8,9

StudentswillworkonHappinessProjects,withsupportfromartteacherandmyself.

PhaseThreeClass10

Studentswillshowofftheirprojects.Theywillwriteareflectiononwhatsimilaritiestheysawbetweeneachother’sprojects‐fromtheideastothepresentationoftheideas.Werethereanysurprises,etc?Studentswillalsowriteaboutwhyit’simportantforthemtocareaboutwhatmakesotherpeoplehappy.

FormativeAssessment

Thereflectivewriteswillletmeknowifthestudentslearnedanythingabouteachotherandaboutcaringforpeopleingeneral.Theprojectsthemselveswillalsoshowtheartteacherandmehowmuchthestudentshavelearnedfromartisticconceptssofar.

SummativeAssessment

Iwillletstudentsknowthisprojectisanimportanteye‐openertothosearoundus,andtheculminatingprojectwillbeevenmoreso.

HomeworkAssignment

Class4HW:ReadCh.8and9,Class5HW:ReadCh.11and13,collectanyobjectsnecessaryfortheHappinessproject,Class10HW:Reflectivewrite.

Reminder

• Thislessonshowsstudentsit’simportanttocareaboutotherpeopleandlearnaboutthem,andit’seasiertolearnaboutotherpeoplewhenlookingthroughthelensofsomethingapplicabletooneself.Thesummativeassessmentwillshowstudentsthateventhoughmanydifferentculturesexist,theyareallconnectedtous,andtheyareallhuman.


“TimeMachine”FactionFive50‐minutelessons,classes11‐15ofunit

Rationale Studentsareapplyingknowledgefromtheirhistoryclassesintheformofaresearchedfactionpaper.Studentshavetorationalizesourcesofinformation,andrefineindividualstepsoftheresearchprocess.Studentswillalsoapplyknowledgeof,andbuildonskillsrelatingto,literarydevicessuchas:dialogue,description,pointofview,etc.Theywilllooktoeachotherforfeedbackandbecomebetterwritersthroughthisprocess.

Objectives 1. StudentsreadCh.15‐20,25‐26,and28‐29fromDandelionWine.2. Studentsrationalizeresearchsources.3. StudentswriteacreativefactionpaperfromthePOVofan

historicalfiguretheylearnedaboutin9thgradeorthisyear.4. Studentsparticipateinwritingworkshops,givingconstructive

feedbackandusingfeedbacktoimprovetheirownwriting.ReadingMaterials

DandelionWine,byRayBradbury,historybooksfrom9thgraders’historyclassroom


Constructing

LessonPlanFormat


Grouping Groups,Individuals

Materials&Resources

School–computerswithinternet,librarywithhistorybooks,classroomTeacher–factionexampleStudent–notebookpaper,pens,pencils

LiteracyStrategies

WritingworkshopsFactionReflectiveWriteFill‐it‐in‐Rubric

PhaseOneClasses11and12

StudentswillreadCh.15‐20and25‐26,tobecomefamiliarwiththe“TimeMachine”concept.Iwillintroducetheideaofafaction,whatitisandwhatpurposeitserves.Thenstudentswillchooseanhistoricalfigurewhointereststhemfromlastyear’shistoryclassorthisyear’s.Theywillbeginresearchonthisfigure,documentingin1‐2sentenceswhythe3sourcestheyuseareapplicableandcredible.Iwillsignoffonthese.

PhaseTwo StudentswillreadCh.28‐29.StudentswillwriteafactionfromthePOV

Classes13and14

ofanhistoricalfigure.Studentswillengageindiscussionsoneffectivewritingstrategies/literarydevices.Theywillsynthesizefeedbackfrompreviousvignetteexercisetoimprovetheirwriting.Studentswillworkinsmallgroups,“grading”eachother’sroughdraftswithpremaderubrics.Rubricswillalsohaveblanksectionsforstudentstowriteinanareaforimprovementandanareaofstrength.Studentswillalsowriteaboutownstrengthsandweaknesses,comparingthemtowhatclassmatessaid.Iwillusethesetodetermineifminilessonsneedtobegivenonspecificdevices.

PhaseThreeClass15

Studentswillreadtheirfactionsaloud.After,theywillwriteasmallreflectivepieceonwhetherornottheirwritingimproved,usingspecificexamplesintheirwork.

FormativeAssessment

HistoryteacherandIwillbeabletoseeifstudentsretainedinformationfromhistoryclass.Iwillbeabletoseeifstudentscanmakesenseoftheresearchprocessandwhysourcesarecredible/applicable.Iwillalsoreadtheirreflectivewritesandrubrics,toseewhatIneedtovisitduringthislesson.

SummativeAssessment

Iwillrefertothemultigenreproject,becausestudentswillbeusingthewritingandresearchskillslearnedinthislesson.Theywillalsohavetheoptionofmakingashortfactiononeoftheirprojects.

HomeworkAssignment

Class10HW:ReadCh.15‐20.Class11HW:Reviewteacher’scommentsoninitialvignettewritten.Roughideas/outlineoffactionTimeMachinepaper.Class12HW:ReadCh.28‐29.Finishedroughdraftoffaction,withcircledareasforimprovement.Class13HW:ReadCh23‐24.Class14HW:Continueworkingonfinaldraft.Read.Ch.27.

Reminder

• Studentswilluseskillslearnedinthislessonduringthesummativeassessment.


Friendship:TheGood,theBad,andtheUglyTwo50‐minutelessons,classes16and17ofunit

Rationale Studentsrelatebesttotheirfriendsandusuallyrealizetheyhavealotincommon,buttheymightnotrealizethattheyhavemoreincommonwithotherpeoplethantheythought.Studentswilllearntoquestionwhetherornottheyneedcompanionshiptobehappyandwillalsobeabletocompare“dated”viewsonfriendshipwithcurrentones.Theymayalsoseethatpeopletheyconsidertobetheirfriendsaren’treallygoodfriends.

Objectives 1. StudentsreadChapters21‐22ofDandelionWine.2. Studentswriteacreativenonfictionpieceonachildhoodfriend.3. Studentscompareandcontrastdifferentliterarygenres,with

regardtothesamesubject,friendship.ReadingMaterials

DandelionWine,byRayBradbury;excerptfromIsEveryoneHangingOutWithoutMe?(AndOtherConcerns),byMindyKaling;APoisonTree,byWilliamBlake;TheArrowandTheSong,byHenryWadsworthLongfellow;ATimetoTalk,byRobertFrost;IKnewAManBySight,byHenryDavidThoreau


Constructing

LessonPlanFormat


Grouping WholeClass,Groups,Individuals

Materials&Resources

School–classroom,copier,printer,chartpaper

Teacher–copiesofexcerptsfromMindyKaling’sIsEveryoneHangingOutWithoutMe?(AndOtherConcerns),copiesoffriendshippoemsbyBlake,Longfellow,FrostandThoreau

Student–markers,pens,pencils,notebookpaper

LiteracyStrategies

CreativeWriteReflectiveWriteCollaborativeAnnotation

PhaseOneClass16

Studentswriteadetaileddescriptionofachildhoodfriend(itcanbeaboutaneventthathappenedwithafriend,too).Classdiscussiononwhatmadethemfriends.Playfourcorners:put4differentactivities/thingsinthefourcornersandhavestudentsgototheirfavoritecorner.Studentswillthenwriteareflectiononiftherewereanysurpriseson

wholikedwhat.Ifsomeonetheydidn’treallytalktobeforewasintheircorner,wouldtheybefriendswiththem?Isitimportanttolearnaboutdifferentpeople?Why/whynot?Dowehavetohavefriendstobehappy?Why/whynot?Canpeoplewhowethinkareourfriendsturnouttohurtusintheend?

PhaseTwoClass17

Discussiononreflections.ReadaloudanexcerptfromIsEveryoneHangingoutWithoutMe?todiscussfurtherwhetherornotfriendsareimportant/makeanimpactinourlives.Studentswillthenworkonacollaborativeannotationactivityonfriendshippoemswithpeoplefromtheircornersfromthedaybefore.

PhaseThreeClass17

Classdiscussionofallfourofthese“dated”poemsvs.MindyKaling’sexcerptvs.DandelionWineandthewayfriendshipispresentedinthesethreedifferentgenres.Thisinformationwillbeconnectedtothemultigenreproject‐theprojectisallkindsofdifferentgenres.

FormativeAssessment

Iwillcollectthechildhoodfriendwritingstoseeifthereareopportunitiesforbuildingonwritingskills.

SummativeAssessment

Studentswilllearnthatdifferentgenrescanbeusedtopresentthesameinformationindifferentways.Thiswillhelpstudentswhentheyareconsideringdifferentgenresfortheirmultigenreproject.

HomeworkAssignment

Class15HW:ReadCh.21and22andthinkofachildhoodfriend.Createadetailedtwo‐pagenonfictionwritingaboutachildhoodfriend.Couldjustbedescription(eventheeyecolor!)orcouldbeaneventthathappened,shouldtalkaboutsimilaritiesanddifferencesbetweenthetwoofthem.Class16HW:Friendshipreflection,ifnotfinishedinclass.

Reminder

• Thislessonhelpsstudentsseethatdifferentgenreshavedifferentwaysofpresentinginformationandthattheycanallbeusefulindifferentways.


DeathinLiteratureandArtOne50‐minutelesson,class18ofunit

Rationale Studentswilllearnhowtocompareasubjectintwodifferentmediums,specificallyliteratureandart.Theywillbeexposedtoausefuldiscussionmethodcalledafishbowl.

Objectives 1. StudentsreadChapter30‐33and35‐38ofDandelionWine.2. Studentsgainanunderstandingofinterdisciplinarycomparisons

acrossmediums,likeartandliterature.3. Studentsexperienceadiscussionmethod,calledafishbowl.

ReadingMaterials

DandelionWine,byRayBradbury


Constructing

LessonPlanFormat

StudentCentered:Discussion

Grouping WholeClass

Materials&Resources

School‐classroom

Teacher–copiesofimagesoffamousartists’renderingsofdeath

Student–notebookpaper,pens,pencils

LiteracyStrategies

Double‐entryjournal

PhaseOne Iwillnumberoffstudents1‐3(2sinthefishbowl,1sand3soutside).Studentsgetintotwocircles,oneontheinside,oneontheoutside.Iwillgiverulesforthisdiscussionandreiteraterespectintheclassroom.Iwillhaveonestudentbethefacilitator.

PhaseTwo Studentshaveaconversationaboutthechapterstheyread,pullingfromthetext.Starterquestion:whatrole(s)doesdeathplayinlife?Inart?InDandelionWine?TheywillcompareRayBradbury’streatmentofittoafewfamousartists’throughouthistory(Iwillhaveimages).Studentsoutsidefishbowlcanaskquestionsbutwillmostlylisten.

PhaseThree Studentswillindividuallywriteapro‐conlistofthisactivity,makingsuretheylabelwhattheirrolewas.Theywillwriteashortparagraphonwhattheythinkwasdonewellandwhatcould’vebeenimproved.

Formative Theconversationthestudentshavewillshowmeiftheyreadthetext

Assessment andalsoiftheycancompareandcontrasttwodifferentmediums.

SummativeAssessment

Iwillrefertothedifferentmediumsthestudentscanuseintheirmultigenreproject.

HomeworkAssignment

Canfinishupthepro‐conlist.

Reminder

• Thislessonshowsstudentshowthesamesubjectcanbetreatedthroughdifferentmediums.

Join your class on a research expedition, for a

Coming-of-age ceremony/Rite of passage

MULTIGENRE PROJECTCelebrate everyone’s hard work on MM/DD

If Lost, Please Return to: _________________ Rite of Passage Multigenre Project Ms. Corbett MM/DD/YY

What are they doing to this girl’s hair?

So what are we doing?After we’ve read Dandelion Wine, we will each compile a multigenre project concerning a coming-of-age ceremony/ rite of passage that people participate in, in another cul-ture. If anyone chooses a cere-mony that takes place in the US, you just have to have had little to no prior experience with it and be excited to learn about it. Pick a culture and a ceremony that interests you! You don’t want to be stuck with learning and writing about something boring for two weeks. That guy to the right looks pretty inter-esting, though...

-myths

-comic strips

-questionnaires

-tattoos

-timelines

-catalogs

-email messages

-advertisements

-pamphlets

-song lyrics

-graffiti

-speeches

-psychiatrists’ reports

-postcards

-memos

-so much more!!!

Practice what we learned: at least one genre should be art- or history-based and one should be a vignette

What kinds of genres are there?

What else should we expect?

Procrastination be gone! Everyone will make a

calendar/ planner for their individual projects, to make sure nothing gets left ‘til the last second.

Writing crises averted! Your teacher will host work-

shops for anyone who wants to try out a new genre. Disclaimer:

a minimum of two people is needed for the workshop- so get someone interested in that genre!

No stupid questions! You can ask anything you want

about your project in private. Your teacher will have a one-on-one conference just with you, so come prepared and try to stump her.

In Dandelion Wine, we get to meet many different people,

all with different agendas, needs, interests, and ages. What’s important to the main character, Douglas, is not necessarily what’s important to Colonel Freeleigh, or to Bill For-rester. But, if you look closely, you can always find a connec-tion between any of the two characters.

Can you think of any con-nections or similarities

between you and the girl pictured to the right? You’re probably around the same age and you both have probably participated in some sort of coming-of-age ceremony.

The Multigenre Project:

we’re creating a collection of five

different pieces of writing, all centered

around the ceremony each of us chose.

Author’s Name: Your Name: Date:Multigenre Project Topic:Clarity of InformationClear that the student not only understood their topic, they helped fellow class-mates to understand it as well

Seemed like the student didn’t have a grasp on their topic

Grammar/Mechanics/ SpellingMay contain a couple errors but nothing major and mostly error-free

Many errors in punctuation, spelling, etc. (enough to be distracting from the pre-sentation)

Did you learn anything/ what did you think of the information?I learned from this student’s project! (Give a few examples.)

I didn’t really learn anything from this student’s project. (Why?)

Think of something else (it can be anything) you liked about this student’s project:

Genre connectionsClear how the genres fit together, smooth presentation

Unclear how the genres tie together

Genre ChoiceGenres fit well with the topic

Genres didn’t really fit with the topic

Vignette, Art- and History-based GenresStudent clearly has a firm grasp on these types of genres

Seemed like student struggled with any or all of these (which ones?)

Think of one area this student could realistically improve and name one way they could begin to work on this:

Your Name: Date:Multigenre Project Topic:Clarity of InformationClear that I not only understood my topic, I helped fellow classmates to under-stand it as well

I feel like I didn’t have a grasp on my topic, because:


I can see many errors in punctuation, spelling, etc. and think I could fix the follow-ing problems:

Did you learn anything/ what did you think of the information?I learned from my project! (Give a few examples.)

I didn’t really learn anything from my project, because:

Think of something else (it can be anything) you liked and thought you did well with your project:


Unclear how the genres tie together. What I could have done to make sure my genres tied together somehow:


Genres didn’t really fit with the topic These are the genres I could’ve chosen in-stead:

Vignette, Art- and History-based GenresI feel like I have a firm grasp on working with these genres and enjoy them’

I struggled with any or all of these. Here’s what I’d like to learn:

Think of one area you could realistically improve and name one way you could begin to work on this:

Author’s Name: Your Name: Date:Multigenre Project Topic:Clarity of InformationClear that the student not only understood their topic, they helped fellow class-mates to understand it as well

Seemed like the student didn’t have a grasp on their topic


Many errors in punctuation, spelling, etc. (enough to be distracting from the pre-sentation)

Did you learn anything/ what did you think of the information?I learned from this student’s project! (Give a few examples.)

I didn’t really learn anything from this student’s project. (Why?)

Think of something else (it can be anything) you liked about this student’s project:


Unclear how the genres tie together


Genres didn’t really fit with the topic

Vignette, Art- and History-based GenresStudent clearly has a firm grasp on these types of genres

Seemed like student struggled with any or all of these (which ones?)

Think of one area this student could realistically improve and name one way they could begin to work on this:

Reflections on your

Multigenre Project

“Yes

, sum

mer

was

ritu

als,

eac

h w

ith it

s nat

ural

tim

e an

d pl

ace.”

Think About It

When looking at your own and other peoples’ work, keep these questions in mind:

Are there mistakes in grammar and spelling that are distracting?

Is the information clear and concise?

Did the audience learn anything?

Are all the genres somehow tied together?

Were these genres a good choice? Why or why not?

Are the genres used effectively? Would there have been a better choice?

Were the vignette, the art-based and the history-based genres used well?

How did I construct meaning from the content?

Your Thoughts

Picture goes here

If lost, return to :

How did I present the information I found?

We are our own harshest critics.

On Presentation

Your Classmate’s ThoughtsOn Content

Feed

back

giv

es u

s per

spec

tive

and

help

s us g

row

.D

ate:

Thoughts from a classmate and a teacherYour Teacher’s ThoughtsOn Content

On Presentation

What was the easiest for me? What was the hardest for me?

Writing a Resume Alex Corbett

Junior English Fall 2013

The Overview

The Rationale: Most jobs do not fall into peoples’ laps. A lot of people have the skills necessary to acquire a job they might want, but they lack the knowledge of how to present these skills in a manner that could actually get them the job. This is why resume writing is so important and why students, especially in high school, need to be exposed to this type of useful technical writing. The Summary: Students will learn technical writing skills necessary to write a resume. They will look at different layouts and approaches to resume writing and be able to decipher when one is more appropriate than the other. They will produce a resume to help a famous historical person get a job, at the end of the unit. Essential Question: How can we present ourselves (or others) in a succinct and organized way in order to grab a potential employer’s attention and hold it? Objectives: CCSS.ELA‐Literacy.W.11‐12.1dEstablishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.CCSS.ELA‐Literacy.W.11‐12.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.11‐12.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.11‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CoreConcepts:Community,Conversation,Process,Negotiation Literacy Strategies: Think, Pair, Share; Admit slip, Exit slip , Reflective writes Length of Unit: 1.5 weeks Materials and Resources:

-school will provide: classroom, overhead projector/ smartboard, printer, scanner -teacher will provide: book of example logos, writing resources for resumes -students will provide: example of resume, example of logo, notebook paper,

pens/pencils

Means of Assessment:

-pre-assessment: A Think, Pair, Share on the questions “What’s in a resume? What does it do? Is there only one way to construct one?” Followed by a class discussion of these answers.

-formative assessment: peer evaluation, participation points, oral feedback given during class discussions, written comments on rough drafts of resumes -summative assessment: an actual resume written for an historical figure. A rubric and handout will be distributed ahead of time for the students to see what is expected.

TeacherCalendar

Monday:BeginunitonresumewritingwithaThink,Pair,Shareonquestions“What’sinaresume?Whatdoesitdo?”Classdiscussion.Iwillgooverproblemareasinresumesandwhyit’ssoimportanttoproofreadaresume.Also,whyit’simportanttofocusonwritingaresumeforaspecificjob.Distributeanddiscusshandoutofsummativeassessment‐writingafamous(historical)person’sresume.(Doesn’thavetobethejobtheywerefamousfordoing,couldbecreativefictioninstead‐Elviswantstobeadoctor,forexample.)HW:Studentsbringacopyofaresumetheyfind.Couldbeaparent’sresumeorcouldbeonefoundontheinternet.MarktheresumewithXMarkstheSpotreadingactivityforthingstheycouldseethemselvesincludingintheirresume,thingstheydidn’tunderstandandthingstheydidn’tlike.Studentalsobeginslookingathistoricalfigures(mightbeonetheyalreadyadmire,etc.).Goodwebsitetostartat:http://www.thefamouspeople.com/

Tuesday:Smallgroupdiscussionswiththeresumes.Individualscomeupwithalistofwhatthey’dliketoincludeintheirresumesandreasonsforthis.Groupcomesupwithoneortwothingstheydidn’tunderstandandwillsharetheseinclassdiscussion.Iwillgoovertechnicalwritingskillstobeusedinresumeandwhatgoeswhere,usually.Studentswill,iftime,beginnarrowingdownwhichpersontheywanttowritearesumefor.HW:Finalizewhichpersonthey’rewritingitfor.Deviseresumeoutlineandtwosourcesforpersontobecheckedoffbymeinone‐on‐oneconferencestomorrow.

Wednesday:One‐on‐oneconferenceswithstudentsonwhattheywanttoinclude.Studentswillreflectivewriteonwhotheiraudienceis‐whatdoestheaudiencethinkisimportant?Studentsworkonresumes.Canobviouslybecreativeandmakeupthingsthatcouldgoontheperson’sresume.Turninreflectivewrite,soIcanreadthemandmakesurenooneiscompletelyofftrack.HW:Finishupresumeroughdraft.Findaninterestingbusinesslogo.

Thursday:Discussiononlogosandhowgraphicscanbeusedasapartofaresume,tojazzitup.I(ormaybeartteacher)willgooverlogosandhowstudentscoulddeveloponeforthehistoricalfigure(maybeevenusingtheartstyleofthetime),toincludeontheirresume.Studentsstartworkingonlogos.HW:Studentskeepworkingonlogos.Finishroughdraftsiftheyhaven’tbynow.

Friday:Admitslip:“Isthereanythingyou’reconfusedaboutordon’tfeelisverystrongonyourresume?”Iwilllookattheseandseeifthereareanypatterns,anythingweneedtogoover.Smallgroupworkwherestudentsreceivepeerevaluations,usingthesamerubric

thatwillbeusedtojudgefinalresume.Exitslip:Onethingyoulikedaboutyourclassmate’sresumeandmightconsiderusingontheoneyou’reconstructing.HW:FinalcopyofresumedueonMonday.

Monday:Iwillpresentminilessonsorputstudentsintogroupsbasedontheiradmitslipsfromlastclass.Studentswillbegivenachancetoworkontheissuestheythoughttheywerehaving.HW:Finalcopyofresumedue,witharubricattached.Ashorthistoryoftheperson(canjustbeprintedfromareputablewebsiteoranencyclopedia)sothe“employer”knowswhohe/sheisdealingwith.

Tuesday:Studentspairedup‐readeachother’sasiftheyweretheemployer.Usingtherubric,determineiftheapplicantgetsthejob.HW:Reflectivewriteonwhatthestudentcanapplyfromthisprojecttotheirownresume.

Daily Lesson Plan Semester: Fall ‘13 Date: MM/DD Ms. C’s Junior English

Unit/Course:ResumeWriting Topic:IntrotoResumes

Rationale CC‐StandardsAddressedStudentsmustgraduateknowinghowtowritearesume;thislessonisdesignedtointroduceresumewriting.

CCSS.ELA‐Literacy.W.11‐12.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

Materials PriorKnowledgeNeededPens/pencils,paper,projector/smartboard Basicunderstandingofaresume

Objectives(Skills/informationthatwillbelearned) LessonPlanFormatDirect

StudentCentered

What’sinaresume,whatitsfunctionsare,problemareasinresumes,writingresumesforspecificjobs,summativeassessmentdiscussion

Co‐Op.Learning/ProblemSolving

LessonPhase1(Demonstration/LessonDetails) GroupingWholeClass/Pairs

TeachingAids/MaterialsNeededThink,Pair,Shareonquestions“What’sinaresume?Whatdoesitdo?”Iwillmodelexamplesofproblemsinresumes.

LessonPhase2(EngageStudentunderstanding)Classwilldiscussthecomponentsofaresume,itsfunctions,problemareas,andwritingresumesforspecificjobs.

LessonPhase3(SummaryofLearning/RelatableApplication)Summativeassessmentdiscussion.“Whyareweworkingonthisunit?”QuickrefresheronXMarkstheSpot.

Textbook“KeysforWriters”orsomethingsimilar,withcommonresumeerrorsinit.

Activity(Independentactivitytoreinforcelesson) Assessment(Formative/Summative) Formativeassessmentfromclassdiscussion,

examininghowmuchstudentsalreadyknowaboutresumes

Strategies HomeworkThink,Pair,Share

Studentsbringacopyofaresumetheyfind.Couldbeaparent’sresumeorcouldbeonefoundontheinternet.MarktheresumewithXMarkstheSpotreadingactivity‐understand/like/dislike/confusion.Studentalsobeginslookingathistoricalfigures.

InstructionalFramework:Initiating AdditionalNotesReminders!!

Daily Lesson Plan Semester: Fall ‘13 Date: MM/DD Ms. C’s Junior English

Unit/Course:ResumeWriting Topic:PeerEvaluationofResumes

Rationale CC‐StandardsAddressedStudentsmustbeabletounderstandwheretheyneedassistanceandbegiventhechancetoreworkandimprovetheirwriting.

CCSS.ELA‐Literacy.W.11‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificant

foraspecificpurposeandaudience.

Materials PriorKnowledgeNeededStudentresumes,paper,pens/pencils,rubrics What’sinaresumeandhowit’sformatted

Objectives(Skills/informationthatwillbelearned) LessonPlanFormatDirect/Concept

StudentCentered

Studentswilllearnhowapeerjudgestheirwritingandbeabletoexperienceothers’writingstyles

Co‐Op.Learning/ProblemSolving

LessonPhase1(Demonstration/LessonDetails) GroupingWholeClass/SmallGroups

TeachingAids/MaterialsNeededAdmitslip:“Isthereanythingyou’reconfusedaboutordon’tfeelisverystrongonyourresume?”Iwilllookattheseandseeifthereareanypatterns,anythingweneedtogoover.

LessonPhase2(EngageStudentunderstanding)Smallgroupworkwherestudentsreceivepeerevaluations,usingthesamerubricthatwillbeusedtojudgefinalresume.

LessonPhase3(SummaryofLearning/RelatableApplication)Exitslip:Onethingyoulikedaboutyourclassmate’sresumeandmightconsiderusingontheoneyou’reconstructing

Activity(Independentactivitytoreinforcelesson) Assessment(Formative/Summative)Finalcopyofresume.

Strategies HomeworkAdmitslipandexitslip

Finalcopyofresumeduenextclass.

InstructionalFramework:Constructing AdditionalNotesReminders!!

Daily Lesson Plan Semester: Fall ‘13 Date MM/DD Ms. C’s Junior English

Unit/Course:ResumeWriting Topic:Historicallyhired?APeerEvaluation

Rationale CC‐StandardsAddressedEverystudentshouldproduceapieceofwritingforaspecificaudienceandbegiventhechancetoseehowthataudienceassessestheirwork.

CCSS.ELA‐Literacy.W.11‐12.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

Materials PriorKnowledgeNeededPens/pencils,notebookpaper,Fill‐it‐in‐Rubric In‐depthknowledgeofresumes‐format,contents,

purpose,etc.Objectives(Skills/informationthatwillbelearned) LessonPlanFormat

Direct

StudentCentered

Studentswillbegivenachancetoseeafellowclassmate’sworkandtoevaluateit.Theywillseetheirownworkevaluatedaswell.

Co‐Op.Learning

LessonPhase1(Demonstration/LessonDetails) GroupingPairs

TeachingAids/MaterialsNeededIwillreviewbehaviorexpectationswithstudentsandhowtofillouttherubrics.

LessonPhase2(EngageStudentunderstanding)Studentswilltaketurnsbeingthe“employer”forthehistoricalfigure.

LessonPhase3(SummaryofLearning/RelatableApplication)Studentswilltaketurnsfillingoutrubricsforeachother.

Rubric

Activity(Independentactivitytoreinforcelesson) Assessment(Formative/Summative) Summative

Strategies HomeworkFill‐it‐inRubric/PeerEvaluation

Reflectivewriteonwhatthestudentscanapplyfromthisprojecttotheirownresumes.

InstructionalFramework:Using AdditionalNotesReminders!! Maydofollowupwithstudentresumes

Someone famous is in desperate need of your help. This person has a job interview in two weeks, has a lot of skills that qualify him/her for the job, but he/she has no idea how to present this information. Say Michelangelo really wanted to paint the ceiling of the Sistine Chapel but he was competing against the best painters in the world for this job. He’s one of the

greatest artists of all time, but Pope Julius II isn’t quite convinced yet. Michelangelo needs a resume to give to the Pope that show-cases all the reasons he’s the best fit for this job.

You’re going to show off your ex-pertise on an historical figure and gain a really valuable skill that will help you when you get out into the real world. Your resume is one

of the first impressions you make on a future employer, so make it a good one!

Help Wanted: Resume Writer

One-and-a-half weeks to go...

Historically Interesting!

Pick someone from history who interests you! You wouldn’t want to be stuck writing a resume for a boring person. You also wouldn’t want to be stuck “researching” someone you already know a ton about. Don’t hesitate to make up a new job for the person you’re creating the resume for. Maybe Elvis had some really great qualities for being a doctor? Don’t put anything in the resume that you wouldn’t want someone to read, because...

Historically Hired?

They’re going to read it! One of your classmates will be the employer who’ll make the decision to hire your historical figure. Everyone needs a resume at one point or an-other in their lives, so make sure you know how to wow people with yours.

Resume Writer Needed!If Found, Please

Return to:

Getting a job is a little less scary if you already have an awesome resume!

I need this job!!!

You’re invited to become an historical figure’s potential employer on:MM/DD

Ms. Corbett Fall 2013

During this time, we’ll look at important parts of a resume:- Qualifications- Areas of Expertise- Education- Work Experience- Other Skills

We’ll look at optional addi-tions to resumes:- graphics or logos

We’ll look at common mis-takes resume writers make:- Using inappropriate language- Not summarizing enough- Placing emphasis on the wrong skills or areas of expertise- Being too generic- Not proofreading enough!

We’ll learn anything else you want (about resumes)

Monday What’s in a resume?

Tuesday What works in a resume?

Wednesday Who’s the audience?

Thursday What makes a resume stand out?

Monday A second chance?

Tuesday Historically Hired?

Friday Can you use other peoples’ good ideas?

Official Resume Calendar

HW: X Marks the Spot on a resume you find. Start looking at someone historical. Check out http://www.thefamouspeople.com/ if you’re stuck.

HW: Finalize your historical figure choice. Find two reputable sources for research. Outline what you’ll include in the resume.

HW: Finish up resume rough draft. Find an inter-esting business logo.

HW: Keep working on logos. Finish rough draft if you haven’t by now.

HW: Final copy of resume due on Monday.

HW: Final copy of resume due, with a rubric at-tached and a short history about your person.

HW: Write a short reflection on what you can ap-ply from this project to your own resume in the future.

a teacherumsl.edu/~wadsworthbrownd/fall13pages/corbett_web.pdf · digital sources, using advanced...

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