Caleb+Alexander

That's my dog. He's small. I am a Super Senior at Clemson. I want to teach English to high school students. I am from Williamston, SC (about 30 minutes from here). I want to live somewhere in the lower state (besides Myrtle Beach, ew). I like reading and writing (duh). I work 3 jobs to stay in school, but I'm almost done with all that (yay). Caleb Andrew Alexander

Ignorance is Bliss: Unless You’re A Person Taught by Caleb Alexander

Overview and Rationale of Unit High school students are on a threshold. They are balancing between childhood and adulthood and have little to no idea what they are about to be thrust into. This is one place where English Language Arts can have them grapple with an issue before it has any real consequences. No other high school subject is going to make them look at both the world around them and their inner selves to form a concept of the world for the first time in a mature and cognizant way. My unit cleverly titled, //Ignorance is Bliss: Except if You Are a Person//, will attempt to examine //Paradise Lost, Lord of the Flies//, and the poetry of William Blake in a way that shows innocence and ignorance are not as positive to one’s psyche as one may at first believe.  We will begin this unit with a lot of historical scaffolding for Milton, mostly focusing on the British Civil War and Milton’s role in government. I will also introduce some texts that explain some of the ideas that I’m going to focus on in Milton, such as Clarkson’s //A Single Eye//, which explains that there may have been wrongful actions before the fall but that they weren’t seen as wrongful until after the fall. This will lead perfectly into our reading of chosen excerpts of //Paradise Lost//, because I will focus on some of the negative things that Adam and Eve were doing even before the fall, but it was impossible for them to correct them without the knowledge they gain after the fall. I realize that this may be a touchy subject, so I will emphasize that we are reading these texts as pieces of literature and not an inherent belief about the Bible or any other religious connotation. This will give them new perspective on the fall, at least Milton’s version of the fall, as a necessary one that allowed them to choose to be good or evil, or at least make good or evil individual decisions, rather than blindly be one or the other without any hope of being better. This will take about 3 ½ weeks to cover because of the heavy philosophical conversations. I will have an in-process enterprise that will assess their understanding by starting a classroom wiki or journal that they respond to the discussions in the evenings and respond to their assigned partner’s entry as well. This will allow me to track their progress throughout the unit and adjust my daily lessons to their understanding.  The second half of the 4th week I will introduce //Lord of the Flies// with authorial and historical information. We will then begin the novel with an in-process enterprise called “Read a Book in an Hour” that I got from my EDLT 498 class. We won’t do the entire book this way but will probably do the first 1/3 of the book or so this way in order to expedite the reading and cut down the text load in the coming weeks. This will also allow them to work in groups, use a creative medium to explain what takes place in their section, and perform these creations in front of the class. This will allow us to fill in any holes that the groups may miss and then all be on the same page going forward with their individual readings of the novel. We will spend 3 weeks after this to finish the last 2/3 of the novel with discussions and wiki posts after every assigned section. Before we begin Blake, our last author, we will do another in-process enterprise of forming their own code of ethics for each group (**NCTE 4.2)**. This will allow me to assess what they learned about societal norms from //Lord of the Flies// and realize the place that laws and rules have in that society.  For the rest of the 9 weeks we will turn our attention to William Blake’s //Songs of Innocence and Experience//. In this we will cover many of the concepts from Milton and //Lord of the Flies// while incorporating art-work into the working of Blake’s poems. I have talked to the art teacher and will be able to use him for advice for what some basic techniques I can teach to help them draw/paint their perfect plate. (**NCTE 4.3**) This will culminate in a final literary enterprise of the students writing their own poems about innocence and experience with an accompanying “plate” drawn like Milton’s that either supports or subverts the message in their poem and allows deeper reading. This will be a great enterprise because it takes a few things that are actually done in the literary world, such as writing poetry and creating artwork or storyboards. This will allow me to fully assess the grasping of all the concepts as well as the little grammatical and literary device lessons ( that will come up as a result of studying literary works.

Unit Objectives
 * Goals for Reading Standards for Literature**
 * Students will be able to Analyze multiple texts (RSL 2, 4, 6)
 * Wiki responses to reading
 * Class discussions about reading
 * Reading Standards for Literature Addressed**


 * 1) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
 * 2) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 * 3) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement).
 * Reading Standards for Informational Texts**
 * Students will be able to Evaluate non-fiction sources that relate to fiction readings (RSI 2, 4 ,6)
 * Read supplemental texts and relate them to the fiction

4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text 6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
 * 1) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
 * Writing Standards**
 * Students will be able to create poems about Innocence and Experience (WS 3, 5, 10)
 * Final enterprise with poems and plates (see PEG for Final Enterprise)
 * Students will be able to write reader responses (WS 6)
 * This will be shown on wiki responses (see PEG for Wiki)

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 11-12 on page 52.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments or information. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic of issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.
 * Speaking and Listening Standards**
 * Students will be able to produce presentations (SLS 1, 5)
 * This will be shown in “read a book in an hour”
 * “code of ethics”,
 * and final enterprise (see all PEGS)
 * Language Standards**
 * Students will be able to create grammatically and linguistically correct poems (LS 1, 2, 3, 5)
 * Evidenced by their poems and revision of those poems

Performance Expectations Guide (PEG)

Innocence and Experience Plates



Description Your efforts for this unit will culminate in an individual project showcasing your understanding of our immersion in the concepts of Innocence and Experience as shown in texts by Milton, Blake, and Golding. You will emulate Blake by writing a personal poem involving the concepts we’ve discussed and drawing a “plate” (see above, and we will discuss these in detail soon) that incorporates symbolism to enhance your poem. Rather than a simple comprehension test, this project will allow you to fully immerse yourself in the complex concepts that these literary figures were grappling with and allow you to join an ongoing conversation with your views proliferating your creative work.

Game Plan

We will be focusing on Milton and Golding’s interpretation of the concepts of Innocence and Experience first in this unit so that we can properly approach Blake’s complexities with proper background knowledge. Once we get to Blake, you will pay close attention to the poems and accompanying plates and take excellent notes about our discussion on how the two intertwine. With all this background knowledge forcing your own conceptual framework of what it means to be “innocent” or “experienced” you will craft a poem and a picture, in whichever order works best for your creativity. After drafting and coming up with a polished finished product, we will present each plate and allow a short Q&A with each author. This will allow each other to rationalize their stylistic choices within the poem and accompanying plates.

SC ELA That Are Addressed in This Project

Students will be able to analyze poems (RSL 4) Students will be able to critique supplementary informational texts (RSIT 6) Students will be able to create multimedia poetry projects (WS 3) Students will be able to use group discussion in an orderly and effective manner (RSSL 1) Students will be able to create grammatically correct poems (LS 5) Students will be able to use figurative language (LS 5)

Calendar

Week 1: Introduction to Unit Historical scaffolding for Unit Begin excerpts of supporting materials to Paradise Lost Week 2: Discussion on concepts discussed in supplemental readings Begin Paradise Lost Week 3: Discussion of Paradise Lost: What happened to Innocence at the Fall? Week 4: Finish discussion of Paradise Lost: What does Experience mean to mankind after the Fall? Introduce Lord of the Flies Week 5: Read first 1/3 of Lord of the Flies and discuss what Golding thinks about the “innocence” of childhood Week 6: Read second 1/3 of Lord of the Flies and discuss what Golding thinks about human nature. Week 7: Finish Lord of the Flies and finish discussions Week 8: Read Blake’s poetry in class Use class-time to begin projects and answer concerns Finish complete drafts of projects over the weekend Week 9: Finish projects and present

Evaluation Standards

To Earn an A+

_ Write a complete poem modeling Blake’s

_ Have a drawing to accompany your poem

_ Show evidence of your first draft

_ Final draft shows evidence of revision from first draft

_ Present your project in front of the class

_ Be able to answer questions and articulate why your poem joined the conversation about Innocence and Experience

To Earn a B Your Group Must Meet All But One of These Standards To Earn a C Your Group Must Meet All But Two of These Standards To Earn a D Your Group Must Meet All But Three of These Standards To Earn a F Your Group Meets Fewer Than Four of These Standards

“Read a Book in an Hour” (**NCTE 4.2)** **(NCTE 4.9)**



You will present these at the end of class, so work quickly and efficiently.  Group Evaluations to be completed about each group member (20 points)  Presentations are creative (20 points)  Presentations do not merely summarize the text (20 points)  Everyone in the group participates in the presentation portion (20 points)  Presentations are clear about what happened in their section (20 points
 * Description: **This activity will promote cooperative learning, presentation skills, and creativity of forms that a project can be in, as well as allow us to get through 1/3 of //Lord of the Flies// in one class period. We will break up all 32 of you into groups of 4 and divide the first 1/3 of the book into 1/8ths. Each group will be assigned a section and then as a group you decide how you should present this section to the class so that we all know what happened.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Parameters: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DO NOT SIMPLY SUMMARIZE THE TEXT. I could just go on sparknotes if I wanted to read a summary. Some examples of the format your group can use to tell us what happened are:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Songs
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Skits
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Storyboards/Comic Books
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">News Reports
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Etc. (be as creative as you like)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grading Rubric **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: 100 points possible

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">“Class Wiki: A Meet and Happy Conversation”



<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be sure to answer all these questions and add any other questions or comments you find pertinent. THIS IS NOT A PLACE FOR RIDICULE. There are no wrong answers when analyzing a text, just additions to an ongoing conversation and debate about what it //could// mean. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">­­___ At least one response journal per week (30 points)__ _ At least one response on your partner’s entry per week (30 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">___ All entries and responses turned in by midnight of the appropriate day (20 points)__ _ All responses are courteous and constructive in their criticisms and debates (20 points) <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">“Alexander’s Code: Discussing Which Laws Are Necessary And Why” (**NCTE 4.4)**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Description: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Throughout our reading of Milton’s //Paradise Lost// and the supporting material, you must do at least 1 reader response journal a week, each consisting of about 250 words each. You must also respond to one of your assigned partner’s journal entries with at least 200 words. This will allow you to reflect personally on what you’ve read and relate what you’ve read to your partner’s reading. I will review these before each class in order to get a feel for where you are as class in your understanding of the text, and it will give us some discussion points to hit the following day in class.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Parameters: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">These will be due by midnight the day before our class meets. You will write on the readings you are responsible for as preparation for class the following day. Your response to your partner will be due by Friday at midnight for each week. As you reflect on his/her journal entries ask yourselves these questions:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In what way was your partner’s reading different than your own?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you have any questions or clarifications about your partner’s response?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you agree with about your partner’s reading?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you have anything to suggest to your partner that will enhance his/her reading?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grading Rubric **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: 100 possible points

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Everyone in the group participates in debate and voting for 5 primary laws (20 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The group has a creative name (20 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The poster is visually appealing and easily read (20 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Everyone is involved in the presentation of the poster (20 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Everyone in the group is able to validate why they agree with any of the 5 laws when questioned (20 points)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Description **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: You and your group are stranded on an island. There are resources on the island for you to survive until you are rescued or forever, but you have to have a good social structure in order to make it work. After we finish //Lord of the Flies// we will divide into groups of 4 and set up our own “Code of Ethics” to show critical thinking about which laws are necessary and why.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Parameters **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: You will take the first part of class to come up with 15 laws. You will then figure out as a group how to narrow these laws down to what your group considers the 5 most important laws. Your entire group must come to a consensus about these 5 laws, so take your time to debate and vote in whatever way you see fit. You will then take your poster board and markers and write out:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The name of your group’s organization or country (ex: Mr. Alexanderville)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Your final draft of the 5 most important laws
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The flag of your organization or country
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grading Rubric **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: 100 possible points

**Resource Palette (NCTE 4.1)** whosyoureditor.blogspot.com (picture of reading fast) wikispaces.com (for the class wiki) sites.ieee.org (picture for code of ethics) [] (Blake’s plates) Blooms Revised Taxonomy (for writing my objectives) Online-stopwatch.com (for keeping the class on task with time management) <span style="color: #1155cc; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">[|h] [|__www.ncte.com__] <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">[|ttp://classroom-aid.com/educational-resources/language-art/] Milton, John. //Paradise Lost//. (excerpts to be used for class) Blake, William. //Songs of Innocence and Experience// (excerpts to be used for class) Golding, William. //Lord of the Flies//. (whole books for class) McDougal British Literature Book for South Carolina (for excerpts of biographies about the author’s) //A Single Eye// by Laurence Clarkson The King James Bible (for excerpts of Genesis) //His Dark Materials// by Phillip Pulman “Summer Home” by Typhoon (good song about innocence vs. experience) Lyricsmania.com (to get lyrics for the music I use) “Apprehension” by Manchester Orchestra “Another Bag of Bones” by Kevin Devine “Summer Skin” by Death Cab For Cutie “Hero” by Regina Spektor newspring.cc (has some videos about Adam and Eve) [] (youtube videos of Paradise Lost)
 * Images:**
 * Teaching Tools:**
 * Literature:**
 * Music:**
 * Videos:**

**<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">ADEPT Short Range Unit Plan Template (APS 2 & 3) **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1: Introduction: Icebreaking, Laws, Life’s Big Questions **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">British Literature **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">11th-12th Grade **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Caleb Alexander **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mrs. Hintson **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bea Bailey **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">01/19/2012 ~ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">90 minutes **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overview **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Today we will complete a survey (see at end of Lesson Plan). I will then give my answers to the survey so that the students are on even footing with the knowledge I have of them. We will then review Mrs. Hintson’s rules, which still apply even though I’m teaching. I will then hand out the description of the unit and a brief explanation of the enterprise that we are working toward. I will show the class how to log onto the newly created class wiki and give out the PEG for the wiki standards (see Wiki PEG). The time left in class will be spent with them writing a brief answer to the question: Why is an education important? This will eventually lead to our discussion about how knowledge is better than ignorance because it gives you more power of choice. They will then do a “think-pair-share” for a few minutes and then we will come together and have a class discussion on the topic for the rest of the period. I will then assign the reading of Milton’s biography from their textbook.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objective(s) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 4)

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to understand the class rules. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to analyze a question in small groups. (**NCTE 4.7)** <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to produce a discussion with the whole group. (**NCTE 4.7)**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English Course Standard(s) That Are Being Addressed: **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-**SLS 1-1**. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and and deadlines, and individual roles as needed. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic of issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">d. Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prerequisites and Preassessment (APS 3) **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">The students already know the class rules, it will just be a refresher. The students will have to be reminded about what I mean by “think-pair-share”:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Write quietly for 5 minutes about the question
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Tell your partner what you wrote and listen to what they wrote
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Discuss each side of the argument, where you agree and disagree
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Come back together with the rest of the class and share what you and your partner discussed.

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Survey handout (attached to end of Lesson Plan) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-SmartBoard to show wikispaces <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-PEG for Wiki Journals (attached to end of Lesson Plan)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials/Preparation **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 6 <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">)

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-First I will hand out the student survey and allow them time to fill it out (10 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Then I will show them my own answers to the survey on the SMART board ( 5 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Then I will hand out the PEG for the Wiki Journals and demonstrate on the SMART board how to make an account and get onto our class wiki that I’ve created (25 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Next I will explain “think-pair-share” and ask them the question, Why is an education important? (5 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- They will write out their answers and then share them with a partner ( 10 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- We will then come together as a group and discuss this for the rest of the class period, saving 5 minutes at the end for my assignments (30 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- I will assign the pages for Milton’s biography ( 5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures or Instructional Flow **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 4, 5, 6, 7, 8, 9)

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to understand the class rules. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to analyze a question in small groups. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to produce a discussion with the whole group.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 3) **(NCTE 4.10)**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">This will be assessed by quizzing them orally about what Mrs. Hinston’s rules are.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">This will be assessed by their “think-pair-share” sessions as I walk around and observe them.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">This will be assessed in the group discussion as I make tally marks of who talks because every 3 weeks I will give them a daily grade for participation based on how they participate in daily discussions


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Possible Adaptations for This Unit (APS 5, 6) **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">If there is more time at the end than I suspect then I will begin some historical background about Milton and the British Civil War.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflections on Curriculum and Instruction: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 6, 7) <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">(Did students perform in accord with the stated objectives? Why or why not? Use student artifacts to build your case. Use the date you have collected. Compare and contrast what they can do with what they were able to do on the pre-assessment. Did your unit or lesson in any way encourage love and wisdom? Why or why not. Provide evidence to document your stance. What might you do differently to enhance this unit or lesson?)

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Obligatory First Day of Class Survey **


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is your name?


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is your favorite school subject?


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are your hobbies (ex: after-school Karate)?


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name your top 5 bands or musical artists.


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you like cheese?


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What kind?


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you work after school hours? (How many hours a week if yes)


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name your favorite book character and why.


 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is something you think is unique about yourself?

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">“Class Wiki: A Meet and Happy Conversation” (**NCTE 4.5) (NCTE 4.6)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Be sure to answer all these questions and add any other questions or comments you find pertinent. THIS IS NOT A PLACE FOR RIDICULE. There are no wrong answers when analyzing a text, just additions to an ongoing conversation and debate about what it //could// mean. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">­­___ At least one response journal per week (30 points)__ _ At least one response on your partner’s entry per week (30 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">___ All entries and responses turned in by midnight of the appropriate day (20 points)__ _ All responses are courteous and constructive in their criticisms and debates (20 points) **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">ADEPT Short Range Unit Plan Template (APS 2 & 3) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Description: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Throughout our reading of Milton’s //Paradise Lost// and the supporting material, you must do at least 1 reader response journal a week, each consisting of about 250 words each. You must also respond to one of your assigned partner’s journal entries with at least 200 words. This will allow you to reflect personally on what you’ve read and relate what you’ve read to your partner’s reading. I will review these before each class in order to get a feel for where you are as class in your understanding of the text, and it will give us some discussion points to hit the following day in class.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Parameters: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">These will be due by midnight the day before our class meets. You will write on the readings you are responsible for as preparation for class the following day. Your response to your partner will be due by Friday at midnight for each week. As you reflect on his/her journal entries ask yourselves these questions:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In what way was your partner’s reading different than your own?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you have any questions or clarifications about your partner’s response?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you agree with about your partner’s reading?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you have anything to suggest to your partner that will enhance his/her reading?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grading Rubric **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: 100 possible points


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2: Historical Context: The King is Dead (Long Live the King) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">British Literature **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">11th-12th Grade **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Caleb Alexander **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mrs. Hintson **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bea Bailey **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">01/20/2012 ~ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">90 minutes **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overview **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Today will be all about historical and philosophical scaffolding before we begin //Paradise Lost.// We will begin, as with most days, with a discussion question. Today’s question will be: What is the worst thing that a man/woman can do? They will be given time to put their thoughts to paper, and then we will have a brief discussion on the topic. This will lead nicely into our discussion about the origins of evil in //A Single Eye// by Laurence Clarkson. I will then give them a short Prezi presentation on the history surrounding the time period, mostly to do with the Civil War and a review of the biographical material on Milton they read for homework. The last part of class will be spent explicating //A Single Eye// as a class.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objective(s) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 4)

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to discuss mankind’s worst attributes. (SLS 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to understand the historical background of Milton’s time period. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to analyze an essay by Clarkson. (RSL 2)


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English Course Standard(s) That Are Being Addressed: **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-**SLS 1-1**. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and and deadlines, and individual roles as needed. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic of issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">d. Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-**RSL 2**- 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prerequisites and Preassessment (APS 3) **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">The students may know a little bit about English history so I will ask a few questions before my presentation such as:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Does anyone know what King was the only King to get his head chopped off in England?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Does anyone know why this happened?

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Excerpts from //A Single Eye// by Laurence Clarkson (copies will be given to each student) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- SMART Board and Internet for my Prezi about English Civil War <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- First I will write and ask the question aloud: What is the worst thing a man/woman can do? (2 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- I will then give them time to write their responses on their own and collect their thoughts (8 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- We will then come together as a class and discuss this question (15 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- They will then take notes on my Prezi presentation (20 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- They will then read the Clarkson excerpts aloud with me (25 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- We will spend the rest of class explicating the excerpts (20 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to discuss mankind’s worst attributes. (SLS 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- This will be assessed in the class discussion at the beginning of class. As usual this will eventually add into their participation grade. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to understand the historical background of Milton’s time period. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- This will be assessed by questioning throughout my Prezi. Their attentiveness will be noted in the participation grade. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to analyze an essay by Clarkson. (RSL 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- This will be assessed in the class explication of //A Single Eye//
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials/Preparation **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 6 <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures or Instructional Flow **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 4, 5, 6, 7, 8, 9)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 3) **(NCTE 4.10)**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Possible Adaptations for This Unit (APS 5, 6) **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">If I have time at the end of class I will introduce //Paradise Lost// and assign a small amount of reading for homework, but most of the first day of reading will be done in class.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflections on Curriculum and Instruction: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 6, 7) <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">(Did students perform in accord with the stated objectives? Why or why not? Use student artifacts to build your case. Use the date you have collected. Compare and contrast what they can do with what they were able to do on the pre-assessment. Did your unit or lesson in any way encourage love and wisdom? Why or why not. Provide evidence to document your stance. What might you do differently to enhance this unit or lesson?)

**<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">ADEPT Short Range Unit Plan Template (APS 2 & 3) **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3: //Paradise Lost//: Satan’s Almost Sense **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">British Literature **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">11th-12th Grade **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Caleb Alexander **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mrs. Hintson **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bea Bailey **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">01/21/2012 ~ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">90 minutes **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Overview **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Today we will begin reading //Paradise Lost//. We will mostly focus on some of Satan’s dialogue from the first Book of //PL//. We will begin with a brief discussion question: What is appealing about evil? We will then break up into groups and read over the excerpts from Book 1 that I give them. The groups will then write a story about the day before Satan waged war in heaven and was banished (PEG attached at end of Lesson Plan). We will share these stories and discuss why some critics have called Satan the hero of //Paradise Lost// for the rest of class.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objective(s) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 4)

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to analyze the excerpts from //Paradise Lost// (RSL 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Students will be able to create an imagined story of a normal day in heaven for Satan (WS 3) **(NCTE 4.9)** <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Students will be able to execute group presentations (SLS 1) (**NCTE 4.2) (NCTE 4.7)**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English Course Standard(s) That Are Being Addressed: **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-**SLS 1-1**. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and and deadlines, and individual roles as needed. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic of issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">d. Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-**RSL 2**- 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- **WS 3** -3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). <span style="color: #000000; font-family: 'Times New Roman','serif';">d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. <span style="font-family: 'Times New Roman','serif';">e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prerequisites and Preassessment (APS 3) **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">The students will have met perquisites by getting my historical lesson from yesterday. The preassessment will be the discussion about what is appealing about evil, so that they can get their minds attempting to think from a perspective that may be uncomfortable.

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Excerpts from //Paradise Lost book 1// <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Ipod to play while they do group work <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- PEG for group story <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- First we will have a brief discussion on the DQ: What is appealing about evil? (10 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Next we will break up into groups (5 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Next we will read the passages as groups (15 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Then we will create imagined stories for Satan the day before he was cast out of heaven (30 minutes) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- The rest of class will be spent discussing the seemingly “positive” qualities of Milton’s Satan, but leading them towards the moments where Satan is not as good as he appears (shocker) (30 minutes or rest of class) **(NCTE 4.8)** <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">-Students will be able to analyze the excerpts from //Paradise Lost// (RSL 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- This will be seen in their group work and interpretations of Satan <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Students will be able to create an imagined story of a normal day in heaven for Satan (WS 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- This will be shown in their group creations of imagined stories of Satan before he fell <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- Students will be able to execute group presentations (SLS 1) <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">This will be apparent in the discussion at the end of class.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials/Preparation **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 6 <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures or Instructional Flow **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 4, 5, 6, 7, 8, 9)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 3) **(NCTE 4.10)**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Possible Adaptations for This Unit (APS 5, 6) **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">If something comes up on the class wiki about Clarkson I will take time to address it.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflections on Curriculum and Instruction: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(APS 6, 7) <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">(Did students perform in accord with the stated objectives? Why or why not? Use student artifacts to build your case. Use the date you have collected. Compare and contrast what they can do with what they were able to do on the pre-assessment. Did your unit or lesson in any way encourage love and wisdom? Why or why not. Provide evidence to document your stance. What might you do differently to enhance this unit or lesson?)

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">PEG: Satan in Heaven: The Day Before Banishment <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.3333px; text-align: center;"> <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">You and your group will use excerpts from //Paradise Lost// Book 1 to perceive an image of how Milton’s Satan is. You will then create a fictional story of Satan’s last day in heaven before he was banished forever. What is he doing? Who does he talk to? What are his duties? What does he like to do in his free time? Etc. You can choose to make this humorous, serious, or somewhere in between. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Some requirements for your story: <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Everyone in the group must contribute to the story <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Everyone will be expected to talk a little about the story when we come back together as a class <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do not make it overly religious, this is fiction, just like Milton’s story is fiction <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use dialogue. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use at least one literary device (metaphor, simile, alliteration, onomatopoeia, etc.) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">___ Signed form promising everyone contributed (25 points)__ _ Dialogue present in the story (25 points) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">___ At least one literary device used (25 points)__ _ Story is creative and well-written ( 25 points)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Description: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Parameters **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grading Rubric **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 100 points possible

Philosophy

==== My personal teaching philosophy closely aligns with //Teaching Literature for Love and// Wisdom. The approach of teaching English for love and wisdom is a multi-part approach, hence why there is an entire book on the subject. I believe it is a good approach because it doesn’t pretend that English is a science. What I mean by that is: Instead of acting like English is devoid of emotion and doing close readings until there’s really no joy left in the act of reading, this method embraces the emotion that English carries with it. I really like how English, more than any other subject, allows us to look into ourselves for answers. I believe the most important concept that we have learned are the dimensions of aesthetic and transaction learning. I’ve always planned on leading classes this way on some level, because my best teachers did, but this book has allowed me to broaden my understanding of how to do that exactly. The only real concerns I have going forward are if I can come up with 180 days of worthy lessons; I know I can come up with some, but it will really be a challenge to consistently do it. I believe it can be encouraged just fine within the context of the Common Core curriculum. The Common Core does not necessarily make you teach a certain way, it just tells you what to teach, not how. That’s what makes a good teacher an artist, because they can take the materials they are given, and spin a masterpiece. As a teacher you have the ability to cover the Common Core in a variety of ways, as long as the students learn the requirements. (Very Rought Draft, need to get more specific and connect back to my specific unit) ====


 * Post 2: September 15, 2011**

//What is meant by the evocative dimension of a literary transaction? Explain what this is and give examples. Then, begin to imagine at least two ways that you could encourage the evocative dimension within your future English classes. Do you see any evidence within the field that the evocative dimensions is being encouraged within literary transactions and instruction? Please share.//

This question has plagued English as an academic subject for years. There were times when to make English more "scientific" or legitimate, people tried to take emotion and influence out of English studies. The idea was, you could study a text through it's form and rhetoric and derive one true meaning out of the text. We of course know that this is not true, and that taking the emotion out of literature is impossible. I do not personally think that we should change the name to Personal studies, because I think there are many English concepts that are important to learn, but I am glad that English allows us to look into ourselves. It was always the period in high school when I felt like I could express my feelings, and could read other great men and women express their feelings, and sometimes these feelings would match up with mine.


 * Post 3: September 22, 2011**
 * //Do you agree with the Harold Brodkey quote at the beginning of Chapter 5? Here is is again so that you can copy and paste it into your own wiki page://
 * //Reading is an intimate act, perhaps more intimate than any other human act, I say this because of the prolonged (or intense) exposure of one mind to another. Brodkey//
 * //As you think about this quote, please reflect on how the Connective Dimension of the Aesthetic, Transactional Response relates to it if at all. Please share at least two ways that you might encourage your future students to connect to the implied authors of texts. Are you seeing examples of ways that English teachers help students connect to authors? Please share.//

The evocative dimension of literary transaction allows the students to become interested in a text before they even know they are interested in it. You present a theme or two that you are going to focus on in your upcoming text, but you present it in a fun, involved way. The text cites examples of satire by allowing the students to present and determine what is funny, and then break down different kinds of funny. This allows the students to have a working knowledge of many types of humor before they even begin to try to understand the literature. For example, if I was trying to teach political satire, I might show examples of political cartoons in newspapers, and then ask the children to draw their own political cartoons. Or if I wanted to talk about existentialism, I may ask the students to all come up with one "Carpe Diem" assignment for themselves, and then execute it. I haven't made it to the schools yet, so I am unable to make a connection here.

//After you have read and reflected up "The Reflective Dimension" of the literary transaction, please share how you would encourage the entire literary transactional approach (guiding students through the evocative, connective and reflective dimensions of the literary meaning-making process) for the book Posted! No Trespassing! that you were given in class. How could you begin to develop a unit that would help students connect their personal experiences to the text? How would you help them make connections with the author, the zoology professor at Dartmouth, Professor Griggs? Then, how would you help them use the wisdom they have accrued to transform their worlds? How will you help them "live more artfully and meaningfully in the real world?" Elaborate as fully as you desire. I'm eager to read what you have imagined! Also, don't forget to share ways that your cooperating teacher or other teachers are encouraging the reflective dimension in their literary studies.//
 * Post 4: September 29, 2011**

The //Posted NO Trespassing!// book by Leland Griggs was very enjoyable to read. It touched my inner Thoreauvian attitudes that influence much of my life. To help my students get in the spirit of Griggs, I might try to take them on a hike, even if it's just in some woods near the school. I'll ask them to tell me what they observe, and what they like about it. Then I'll ask them to imagine if all of that was wiped out. I'll ask them to discuss the effects it would have on future generations to not be able to walk through the woods and hear the birds calling, or see tiny insects all around. Another excercise I could do to connect them to Griggs is: have them build a campfire together, and maybe eat smores or something for fun, but the idea would be, using your natural surroundings to build something with your hands allows the person building to feel more at one with nature. I don't know how to connect this to my school experience so far.

//In the chapter on Aesthetic Education, what were the qualities of the four teachers who were striving to teach for love and wisdom that you most admired and would like to embody? Please explain.//
 * Post 5: October 6, 2011**

The most important qualities for me throughout school, and what I hope to instill in my students, was connecting what I was learning on a personal level. Admittedly there may be some problems with this, because I hated Math. For me it lacked any personal connection to the subject. I flourished in English, because it was the most personal of all subjects. As an English teacher, I want my students to make each text their own. I want them to understand just because a text was written in the 1700's, it is still a photograph of the human condition, and they play a part in this photograph. They are apart of an ongoing conversation. I liked Sarah's drive. She seems to think if you're trying hard enough, failure will happen, because you are pushing the limits, but that's the only way to grow. I'd like to remember to never get too comfortable in the way I do things as a teacher. I definitely realize I will need to constantly evolve, and get better.


 * Unit Rationale**:

Unit Rationale *The approach of teaching English for love and wisdom is a multi-part approach, hence why there is an entire book on the subject. I believe it is a good approach because it doesn’t pretend that English is a science. What I mean by that is: Instead of acting like English is devoid of emotion and doing close readings until there’s really no joy left in the act of reading, this method embraces the emotion that English carries with it. I really like how English, more than any other subject, allows us to look into ourselves for answers. I believe the most important concept that we have learned are the dimensions of aesthetic and transaction learning. I’ve always planned on leading classes this way on some level, because my best teachers did, but this book has allowed me to broaden my understanding of how to do that exactly. The only real concerns I have going forward are if I can come up with 180 days of worthy lessons; I know I can come up with some, but it will really be a challenge to consistently do it. *I believe it can be encouraged just fine within the context of the Common Core curriculum. The Common Core does not necessarily make you teach a certain way, it just tells you what to teach, not how. That’s what makes a good teacher an artist, because they can take the materials they are given, and spin a masterpiece. As a teacher you have the ability to cover the Common Core in a variety of ways, as long as the students learn the requirements. *My existential question is “What is the purpose of literature?” You can’t get much broader than that. This question is important to the students because it answers the age old question of, “why do we have to learn this?” The main text I will use is Salman Rushdie’s //Haroun and the Sea of Stories//. This text delves into the dangers of story telling, after Rushdie is threatened with his life after writing //The Satanic Verses//. He goes into why story telling is important, and why it’s something worth risking your life for. I think this text will do best in an 11th or 12th grade honors class. *I guess people could argue that Rushdie may not be appropriate for High School Students because he has some subversive views. While I can see the point they would be making, this particular text was written as a children story for his son, and while it contains some heavy philosophical ideas, there is very little subversive material.

I did this on time, but had it in a hard copy instead of uploading it to the wiki.

//How could you use the Dynamics of Writing structured process approach to teach for love and wisdom? Please explain in rich detail. Also, explain how you might use this approach in your forthcoming unit? Begin to brainstorm. Finally, are you seeing bits and pieces of the structured process approach to writing within your field experience? Please explain.//
 * Post 7: November 3, 2011**

I think a lot of it could easily be implemented into the concepts we've already displayed in teaching for love and wisdom. If we view writing as a very personal and emotional experience, and set it up so that the students want to know how to write well, so that they can express their personal feelings on a more credible and stylistically appealing level, I think it can definitely work. But we cannot just say, write like this so you get a good grade. There has to be a connection to the real world in any lesson. My field experience has shown examples of this, because in my teacher's AP class they are taking the time to break down why an author is writing a particular way, then using that knowledge to improve their own writing. Emulation is the best way to improve your craft.


 * Post 8: November 9, 2011**

I imagine my students will be 10th or 11th grade students in a multi-cultural environment. I think writing is a personal experience above all, but if you do want to share your ideas, it is a great medium, but it comes with guidelines and expectations. Some of my favorite writers break these guidelines, but it is not because they don't know or can't adhere to these standards. You must master the craft before you can manipulate it. So my activities will be varied. I like the idea of publishing student work on a website, but it will be voluntary, and it will be in whatever form they choose. Some will write non-fiction, some will write short stories or poems, but all will have to be able to edit their work before it is allowed to be published. This isn't to say everyone won't be required to write and write well, just that if they want the privilege of being read by all, there is a more strict code. I like the idea of peer-reviews, but I will be editor-in-chief, early, and often. Above all, I want them to realize their voices are important and they can join an ongoing conversation if they are willing ot adhere to some standards, and hone their craft. IT is okay to be bad at something, it is not okay to stay bad at something. Another important concept is to read and emulate like-minded writers. It is perfectly acceptable to notice some writer's form, or rhetoric, and emulate it to suit yourself. That is the entire basis of teaching, the transference of knowledge, so you can apply it to your own work, and join the conversation. The writing will be graded on growth, rather than perfection. Everyone will have ot get better from where they started.