Ashley+Muse

I am Ashley Muse, Secondary Education English Major, doing my student teaching at the lovely new Powdersville High School. Go Patriots! I am passionate and excited about the year ahead, here is a look at my work in progress.



The Making and Breaking of Leaders: Unit Spring 2013 Leadership and Violence in //Lord of the Flies// and //Julius Caesar//

Ashley Muse 10th grade English II Powdersville High School

__My Philosophy/Rationale __ My philosophy of teaching English is not to teach literature but to teach through literature. This upcoming semester I will be teaching my students the Lord of the Flies and Julius Caesar. Through these works I have a few objectives for my students. As far as teaching literacy for love and wisdom, I hope to magnify some major themes of leadership and focus on a study of violence and responsibility. My rationale for this, and any other teaching unit, is based around the Common Core standards, state standards, NCATE standards and the overarching principles of Teaching Literacy for Love and Wisdom. I believe a strong understanding of the teachings of Vgotsky’s Zone of Proximal Development as well as Bloom’s taxonomy of learning domains are imperative in planning to teach anything. For example in this unit, my students will be encountering the writing of Shakespeare, some for the first time. Using Vgotsky’s theory I am aware that it is necessary to use scaffolding to prepare my students for the somewhat challenging new task. I know that I must recognize and engage the schema the students will already have in place, and help them build on their previous knowledge. I plan on doing this with many front loading and pre-reading, pre-writing activities. I also believe strongly that “Multiple Models Matter” (Dr. Bailey), with this in mind I believe that students should be given examples of quality writing and other products in order to build up standards and expectations. Also, when it comes to modeling, I think it is invaluable for me to be able to model what I expect form my students directly, by working them through a process initially or showing them a product of my own work, this is just part of my own personal philosophy, that I should never expect anything of my students which I would not be willing and ready to model first. I want to set very high standards of achievement for my students while still guiding them and giving them all the means to be successful in their work. With high standards of achievement in mind, I plan to be constantly aiming for and requiring the highest levels of Bloom’s Taxonomy of Learning. My lessons will stress less the first few levels of Bloom’s Taxonomy which focus more on memorization and basic application. I do, however, want to emphasize the higher levels of learning which will include analysis, evaluation, and creation. __Unit Overview__ Using Lord of the Flies I am hoping to create a survival manual that includes the requirements of a good leader. My students will have to analyze the characters in the novel and the ways in which they grow or remain static. Using this information, students will determine the qualities of an effective leader and create a thesis which defines such. I believe this overall unit project will hit on every standard. It will include teaching literature(with the text and character development), teaching writing (with the thesis development and journaling along the way), teaching informational texts (by creating and presenting their survival guides and the research they will involve), teaching speaking and listening with presentations and discussions over character development, and teaching language along the way with grammar and citation lessons.
 * Unit Rationale: **

**__Unit Objectives __** Students will be able to:
 * Objectives for Reading Standards in Literature **
 * Analyze and track the development of characters over an extended text(RSL 3)
 * Summarize major plot points in a novel and play
 * Classify the characteristics of a leader through their reading (RSL 2)
 * Objectives for Reading Standards in Informational Texts **
 * Analyze informational texts (RSIT 2)
 * Analyze the historical context of a text
 * Infer authors motivation (RSIT 3)


 * Objectives for Writing Standards **


 * Compare the development of major themes over two large texts(WS 1.a)
 * Produce a thesis for an extended definition essay (WS 2.a,b,d,e)


 * Objectives for Speaking and Listening Standards **
 * Evaluate the work of their peers(SLS 3)
 * Create thoughtful and profession presentations(SLS 2)
 * Interpret the significance of the choices of artists, screenwriters, directors etc.
 * Objectives for Language Standards **
 * Apply knowledge of the basic grammar and syntax to create professional writing(LS 1)
 * Demonstrate basic conventions of writing and grammar in regular writing exercises(LS 2)

**__Resource Palette __****(NCTE 4.1) **
 * Literature**
 * //Lord of the Flies//William Golding (Class Set)
 * This is the 1954 novel by William Golding, concerning the lives of a class of school boys stranded on an Island alone without adult supervision or guidance, and the consequences of this situation. This novel clearly details themes of leadership, violence, and responsibility.


 * //Julius Caesar//William Shakespeare (In Class Textbook)
 * This is Shakespeare’s play written in 1599 about the roman emperor Caesar’s life as emperor the plotting of and his infamous death. This play clearly details themes of leadership and violence.

[]
 * Informational Texts**
 * Article of Archeological Find
 * This article is about the very recent discovery of the place Julius Caesar was thought to have been killed. This commemorative site will be an interesting and important nonfiction introduction into Shakespeare’s play.

[]
 * Interview with the Author, William Golding
 * This is a link to a short interview with //Lord of the Flies// author William Golding. This is an important and interesting source for firsthand information on the novel form the author himself.
 * Art**
 * **Renditions of Julius Caesar**
 * []**
 * This website is a compilation of a large amount of art, sculptures, and coins etc. which are known to be renditions of the emperor Julius Caesar. This will provide an in depth look at the way he was portrayed and can be used as an analysis for the qualities of a leader as we read the play.

Shakespeare > []
 * Film Adaptations**
 * Lord of the Flies (1990)
 * Lord of the Flies (1963)
 * Julius Caesar(1953)
 * Julius Caesar (2010)
 * This 2010 adaptation of the story of Julius Caesar is set in a futuristic place and time and tells the story with the same characters but in a very new and out of this world context. Clips from this adaptation will provide a good contrast for comparison when discussing adaptations.(**NCTE 4.6)**
 * Reference**
 * Sparknotes Lord of the Flies
 * Sparknotes Julius Caesar
 * Sparknotes and No fear Shakespeare provide concise and educated summaries of plot and character development throughout the text. These online sources also provide fun video summaries of the texts which can be used as review or to set up a particular scene or chapter.
 * This book details numerous ways to teach Shakespeare. It contains many assignments, activities, and assessments to guide you and your students through any work of Shakespeare.
 * This book can be useful in order in unit design. It gives teachers ideas on how to design and carry out a unit within a certain amount of time. It gives good information on some important guidelines in designing and implementing these units for optimal effect.
 * This is an important book that gives teachers ideas on the kinds of handouts that can help students reach success. There are reproducible handouts that you have permission to copy for classroom use. There are also graphic organizers, character maps and many more found inside.
 * O’Brien, Peggy. (1993) //Shakespeare set free.// Folger Shakespeare Library. Washington, D.C
 * Smagorinsky, Peter. (2008) //Teaching english by design//. Portsmouth: New Hampshire
 * Burke, Jim. (2002) //Tools for thought.// Portsmouth: New Hampshire
 * Websites**
 * []
 * []
 * []
 * []

http://www.freebookspot.es/Comments.aspx?Element_ID=175153 slides]. Retrieved from Clemson University Blackboard: https://bb. clemson.edu/webapps/portal/frameset.jsp
 * Audio Files**
 * Lord of the Flies Audio Book
 * Pedagogical Notes**
 * Bailey, Bea. (2011). //Best Bets for Transactional Responsiveness// [PowerPoint
 * Online Tools**
 * BigHugeLabs.com
 * Students can create movie posters to advertise and advocate for short stories, novels, play etc. This site guides students and teachers through the process of creating their own movie posters. This will be a fun activity for either text and an example of a real world enterprise the students can be a part of.

This website provides reference for getting started on many different adaptations of the “create a facebook profile for a character” activity. This activity will be a fun way to incorporate character analysis as the stories develop.
 * Site on creating fake facebook profiles for characters
 * [|http://www.freetech4teachers.com/2011/07/three-ways-to-create-fake-facebook.html#.UMGkdWfaiSo]


 * Procedure for first three days: **
 * Day One: **
 * Take attendance
 * Pass out PEG for this unit
 * Review PEG with students and answer any questions, verify that all students know what will be expected of them in the upcoming weeks of work.
 * Start background information presentation on Lord of the Flies
 * Give historical context on the 1950’s ( discuss with social studies teacher, suggested method for presenting this material and if it is entirely new to them) **(NCTE 4.3)**
 * Students will benefit from a brief review of the historical background of the novel and author in order to explore context and motivation in the text as well as being able to later compare the historical context to that of Shakespeare.
 * Listen to Interview with William Golding
 * Begin reading first chapter of the novel together
 * Explain the “think about it” journal activities for this unit
 * Assign first “think about it”
 * Students take out a half sheet of paper and respond to the first question “what is a leader”
 * This initial question will be the theme of our entire unit, I want to get the students writing about it the first day so they will be able to see their thoughts and definition develop though this text and the whole unit.


 * Day Two: **
 * Take attendance
 * Pass back “think about it #1”
 * By returning their reflections the next day with proper comments and feedback, I believe this will begin to foster a sense of confidence in their writing abilities especially since it will be done on such a small and manageable scale. I will be able to monitor their thought process and they will receive thoughtful responses which will hopefully lead them into a deeper understanding of their reasoning and writing.
 * Discuss as a class what we believe the definition of a leader is.(**NCTE 4.5)**
 * Have students write the qualities of a leader on the smart board**. (NCTE 4.2)**
 * Having students actively participate in this definition process is crucial to the major enterprise of this unit. Being able to save these initial brainstorming sessions on the blackboard and possibly going back at the end of the novel to compare the then and now definitions, I believe, will show the students the impact reading these stories will have on their opinions of what a leader is.
 * Continue reading the novel
 * Begin discussing the characters of the novel and making predictions.


 * Day Three: **
 * Take attendance
 * Continue reading the novel
 * Discuss setting
 * Present the research enterprise “survival guide” to students
 * Suggest that students begin now taking detailed notes on setting and making possible ideas for what skills or knowledge will need to be researched for the survival guide project.
 * Listen to an excerpt from the audio book.
 * Following this listening activity with a short discussion on the impact of a dramatic reading. (**NCTE 4.7)**
 * Look at images of the terrain the boys are likely encountering.
 * Short discussion of setting and the development of the characters thus far.
 * Think About It, “ What would be different in the novel if it was not an all-boys school?, what difference would it make to have girls on the island?”
 * Next day discussion of this topic will touch on gender and race profiling and the students’ opinions. (**NCTE 4.4)**

** PEG for Major Enterprises ****(NCTE4.10)**

Overview: You will be reading the novel //The Lord of the Flie//s and the play //Julius Caesar// and you will compile a definition of a leader based on the close reading of both texts. You will create a survival guide for the characters of //The Lord of the Flies// and create a thesis for what you believe a leader is. Using this thesis you will apply your definition to the play //Julius Caesa//r. You will work with a group to select a scene, which you believe embodies leadership. You will present in groups and share your reasoning and theses. Today we will introduce LOTF and discuss the author as well as important themes that will be addressed as we move through the novel. We will discuss our current definitions of a leader and agree on a definition, which we will compare and develop through our reading. By the end of the novel you will have developed a survival guide for the boys in the novel. At the end of the novel we will include in the survival guide the requirements of a leader and that will bring us to Julius Caesar. Working through Julius Caesar you will apply and tailor your thesis and you will end up with a concise and well-informed definition of a leader, which you will be able to support with evidence from both texts.

Objectives:
 * Students will be able to
 * 1) Infer a character's motivation. (WS)
 * 2) analyze the development of characters. (RSL)
 * 3) analyze informational texts (RSIT)
 * 4) apply knowledge of basic grammar and syntax to create professional writing (LS)
 * 5) evaluate the work of their peers (SLS)

Calendar: WEEK 1 MWF - Introduction to the LOTF and discussion of leader, begin reading LOTF chapters 1 -4, record important information relevant to plot and setting for your Survival Guide project.

WEEK 2 TTH- LOTF chapters 5-8 and discussion

WEEK 3 MWF- LOTF chapters 9- 12 and wrap up. Begin discussion of Thesis.

WEEK 4 TTH- Lab days to research survival skills working on research and compiling Survival Guide.

WEEK 5 MWF- Wrap up day for survival guides and theses and PRESENTATIONS.

WEEK 6 TTH- Introduction of Julius Caesar and discussion of themes begin reading Act 1.

WEEK 7 MWF- JC Acts 2 and 3

WEEK 8 TTH- JC Acts 4 and 5 and scene selection.

WEEK 9 MWF- Rehearsal day and Presentation of Scenes which depict leadership and sharing of theses.


 * Evaluation Standards: **


 * Survival Guide 55 pts**


 * Thesis 25 pts**
 * Students have several drafts which are developed through the unit 7.5_**
 * Students create a clear definition of a leader 7.5_**
 * Students include at least 3 distinct characteristics of a leader 7.5_**
 * Students can defend their thesis using evidence form the text 7.5_**


 * Group Scene 20 pts**
 * - Students choose an appropriate scene to convey leadership 7.5 points_**
 * - Students display preparation and professionalism 5_**
 * - Rationale behind scene selection 7.5_**

PEG for In-Process Enterprise (**NCTE 4.10)** Think -About -It PEG (**NCTE 4.8)** You will be keeping a running log of reflections on the major themes of the story and this unit. These reflections will be unannounced and will only require that you have a half sheet of paper and something to write with. I will ask a question which I would like you to first think about then write a short thoughtful response to. You will be graded with a check for answering the question fully and thoughtfully. It will be a Check +, Check, Check -. Check +: Student answered the question fully and showed extensive thought in answering the question, making connection to the text and/or the world. Check: Student answered all parts of the question Check -: Student did not answer the question fully

Movie Poster PEG (20 pts) (**NCTE 4.9)** Students will watch excerpts from multiple adaptations of the texts and discuss the choices made by screenwriters, directors, and cinematographers. Students will then create their own movie poster for either the novel or play using the poster making website. Student will then present their poster to the class on the smartboard, explaining their choices in the context of the story. Poster is visually interesting and free of error (5) Poster contains appropriate details related to the story (5) Explanation and presentation show preparation and understanding of the text (10)


 * Fahrenheit 451 “In an Hour” **
 * Subject: English 2 **
 * Level:10th Grade **
 * Teacher candidate: Ashley Muse **
 * Cooperating Teacher: Mr. McNinney **
 * University Supervisor: Dr. Bailey **
 * Date: 11/29/12 **
 * 90 min, (this lesson 60 min) **


 * Overview: ** This lesson is inspired by the popular “Read a Book in an Hour” activity. A young adult text is divided into equal parts among students. The text is read then presented by each group chronologically in creative ways to the entire class. Students are encouraged to do any number of creative interpretations (poem, skit, song etc.) the only stipulation is that they do not simply summarize the text “this is not a book report”. I am adapting this activity to an approximately 40 page section of Ray Bradbury’s //Fahrenheit 451.//

Students will be able to:
 * Objective(s) ** (APS 4)
 * Summarize the assigned text selection.
 * Organize the information and important plot points of the text.
 * Produce a creative presentation of the text analyzed.

Speaking and Listening Standards: 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on //grades 9–10 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 set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Language Standards: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices form meaning or style, and to comprehend more fully when reading or listening.
 * English Course Standard(s) That Are Being Addressed **

Students have been presented background information on the author of the text as well as the historical context. Students have been reviewing important themes of the text including the concept and conventions of a “Dystopia”. Students have also already been familiarized with important literary devices. For this lesson, students will have read up until page 31 and there will be a short informal discussion of the text before the activity to ensure students have read and understood important plot and character elements up until this point.
 * Prerequisites and Preassessment (APS 3) **


 * Materials/Preparation **
 * Classroom set of the novel //Fahrenheit 451//
 * Students will have access to poster board with markers
 * Paper and writing utensils
 * Reserved space in the media center to have ample space for groups to meet and plan


 * Procedures or Instructional Flow **
 * 1) Take attendance (2)
 * 2) Historical background overview (15)
 * 3) Short discussion and recap of the text (5)
 * 4) Explain the concept of the activity and directions, give examples of what can be done and explain that this is a creative project and they should do anything and everything but give a straightforward summary. (2)
 * 5) Divide students into 4 groups of 5
 * 6) Assign each group 8-10 page sections, which have been selected by me to start and stop at the most appropriate moments possible to break up plot points.
 * 7) Take class and materials to media center.
 * 8) Students read their selections (20-25)
 * 9) Students plan their presentations / rehearsal (10-15)
 * 10) Return to the classroom for presentations
 * 11) Groups present, 5 minutes each (20)
 * 12) Short discussion to wrap up and clarify any questions. Some presentations may not explicitly detail certain important points in the text and a wrap up discussion, allowing each group to defend and explain their interpretive choices and how they fit the text, should provide clarity. (5)


 * Assessment: ** (APS 3)
 * Summarize the assigned text selection.
 * This standard will be assessed through their presentation and their ability to formulate the logical projection of the story.
 * Organize the information and important plot points of the text.
 * Likewise their presentations are the assessment; students will show they can organize important plot points in order to plan an appropriate interpretive presentation.
 * Produce a creative presentation of the text analyzed.
 * The presentation will exemplify their ability to produce a coherent and cohesive presentation and present.

If students do not appear to have read the text up to the assigned page, it may be necessary to give them a clear summary and character recap of the text. Students may also need extra time with the reading and/or planning and rehearsal of their presentations. If this is the case it may be necessary to give them the entire time to devote to these tasks and move the presentations to the next class period. If this is the case, students will have ample time to prepare on their own and possibly include more resources.
 * Possible Adaptations for This Unit (APS 5, 6) **


 * Reflections on Curriculum and Instruction: ** (APS 6, 7)

The students’ presentations showed their ability to meet all of the objectives in this lesson. Students summarized the text in creative ways, students planned their presentations and presented as groups. The four groups came up with a skit, a poem, a poster, and a rap to present the information. Students showed a general understanding of the plot from their own reading in the pre-assessment; they continued to show this ability in the activity. In general this assignment was meant to encourage an engaging exchange between the students and the text and to hone this ability. I believe this skill and the skills they practiced in working together in a group, presenting, and being an active audience all exemplify elements of love and wisdom in some way. In the future I would like to give the students more time for this lesson and I would ideally devote a whole class to this activity. I would also do a better job of task and time management with the students. Overall I was very pleased with this lesson and I saw a new creative and engaged side of my students which I hope to continue to foster.

The Making and Breaking of Leaders: Leadership and Violence in //The Lord of the Flies// and //Julius Caesar//

Overview: You will be reading the novel //The Lord of the Flie//s and the play //Julius Caesar// and you will compile a definition of a leader based on the close reading of both texts. You will create a survival guide for the characters of //The Lord of the Flies// and create a thesis for what you believe a leader is. Using this thesis you will apply your definition to the play //Julius Caesa//r. You will work with a group to select a scene, which you believe embodies leadership. You will present in groups and share your reasoning and theses.

Game Plan: Today we will introduce LOTF and discuss the author as well as important themes that will be addressed as we move through the novel. We will discuss our current definitions of a leader and agree on a definition, which we will compare and develop through our reading. By the end of the novel you will have developed a survival guide for the boys in the novel. At the end of the novel we will include in the survival guide the requirements of a leader and that will bring us to Julius Caesar. Working through Julius Caesar you will apply and tailor your thesis and you will end up with a concise and well-informed definition of a leader, which you will be able to support with evidence from both texts.

Standards:
 * Students will be able to
 * 1) Infer a character's motivation. (WS)
 * 2) analyze the development of characters. (RSL)
 * 3) analyze informational texts (RSIT)
 * 4) apply knowledge of basic grammar and syntax to create professional writing (LS)
 * 5) evaluate the work of their peers (SLS)

Calendar:

WEEK 1 MWF - Introduction to the LOTF and discussion of leader, begin reading LOTF chapters 1 -4, record important information relevant to plot and setting for your Survival Guide project.

WEEK 2 TTH- LOTF chapters 5-8 and discussion

WEEK 3 MWF- LOTF chapters 9- 12 and wrap up. Begin discussion of Thesis.

WEEK 4 TTH- Lab days to research survival skills working on research and compiling Survival Guide.

WEEK 5 MWF- Wrap up day for survival guides and theses and PRESENTATIONS.

WEEK 6 TTH- Introduction of Julius Caesar and discussion of themes begin reading Act 1.

WEEK 7 MWF- JC Acts 2 and 3

WEEK 8 TTH- JC Acts 4 and 5 and scene selection.

WEEK 9 MWF- Rehearsal day and Presentation of Scenes which depict leadership and sharing of theses.


 * Evaluation Standards**


 * Survival Guide 55 pts**


 * Thesis 25 pts**
 * Students have several drafts which are developed through the unit 7.5_**
 * Students create a clear definition of a leader 7.5_**
 * Students include at least 3 distinct characteristics of a leader 7.5_**
 * Students can defend their thesis using evidence form the text 7.5_**

- Rationale behind scene selection 7.5_
 * Group Scene 20 pts**
 * - Students choose an appropriate scene to convey leadership 7.5 points_**
 * - Students display preparation and professionalism 5_**

**Rational/Philosophy/Objectives and Standards Draft**

__My Unit Philosophy__ My philosophy of teaching English is not to teach literature but to teach through literature. This upcoming semester I will be teaching my students the Lord of the Flies and Julius Caesar. Through these works I have a few objectives for my students. As far as teaching literacy for love and wisdom, I hope to magnify themes of leadership and focus on a study of violence and responsibility. There are obviously also many learning objectives which will align with the Common Core, State and NCATE standards.

Objectives
 * Students will be able to determine a character's motivation. (WS)
 * Students will be able to analyze and track the development of characters over an extended text.(RSL)
 * Students will be able to research and analyze informational texts (RSIT)
 * Students will be able to apply knowledge of the basic grammar and syntax to create professional writing (LS)
 * Students will present and evaluate the work of their peers (SLS)

__My Rational__ Using Lord of the Flies I am hoping to create a survival manual that includes the requirements of a good leader. My students will have to analyze the characters in the novel and the ways in which they grow or remain static. Using this information students will determine the qualities of an effective leader and create a thesis which defines such. I believe this overall unit project will hit on every standard. It will include teaching literature(with the text and character development), teaching writing (with the thesis development and journaling along the way), teaching informational texts (by creating and presenting their survival guides and the research they will involve), teaching speaking and listening with presentations and discussions over character development, and teaching language along the way with grammar and citation lessons.

**Objectives and Activities to Align with Standards** Teaching speaking and listening Standards Real life simulation: Acting out a scene drama v comedy (SLS 4,6) Intra-Act activity (SLS 1: a,b,c,d and 3) Read/draw/act activity (SLS 2) Creating an ad for prop element in story ( SLS 5) Create a profile for a character (SLS 4) **Teaching Literature:** Body Bios RSL 1&2 Write their own journals using flashback and cultural tradition and background, Choose one word of phrase and analyze why the author used it and its effect. (Entomology worksheet activity as in process ) **Teaching Informational Texts:RSIT** Write a letter to the author Multi-media comparison and presentation project Socratic seminar **Teaching Writing** **(WS1)** Argumentative essay with controversial issue related to the text they are reading. (WS2) travel brochure or guide for setting (WS3) write a personal narrative where they highlight a key moment in their lives. (WS4) 5 paragraph essay (WS6) students can use supplements to their writing **Teaching Language** (LS1) grammar mad lib (LS2) homophone skit (LS3) song project- translate to formalize the language (LS5) sonnet from the point of view of an inanimate object (LS6) four square or word sorts =EDSEC 324=

http://edsec324.wikispaces.com/Ashley+Muse
||
 * || Resource Palette

This book gives teachers ideas on how to teach Shakespeare in an innovative type way. It is full of ideas that will help the students be able to understand what is being said in the plays, and giving teachers multiple handouts/ideas on how to assess the student progress* This book can be useful in order in unit design. It gives teachers ideas on how to design and carry out a unit within a certain amount of time. It gives good information on some important guidelines in designing and implementing these units for optimal effect.* This is an important book that gives teachers ideas on the kinds of handouts that can help students reach success. There are reproducible handouts that you have permission to copy for classroom use. There are also graphic organizers, character maps and many more found inside.*
 * O’Brien, Peggy. (1993) //Shakespeare set free.// Folger Shakespeare Library. Washington, D.C
 * Smagorinsky, Peter. (2008) //Teaching english by design//. Portsmouth: New Hampshire
 * Burke, Jim. (2002) //Tools for thought.// Portsmouth: New Hampshire


 * thanks Donnie


 * archeology site for the death of Caesar.

Tools for teaching, fred jones the essential 55 by ron clark taxonomy teach like your hair's on fire

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//Ashley Muse August 31, 2011//
I love the ideas presented in this first section of __Teaching Literacy for Love and Wisdom__. It is a great calling to teach and I feel that those who have this calling are aching to share and experience texts just like this one for themselves and with one another. It is a wonderful ideology, this concept of teaching for “Love and Wisdom”. One that, honestly, I had not encountered in my education thus far. Not to say I have not felt the effects of this ideology in my learning experiences, I have just never been presented with so clear a concept of what is necessary and true.

Teaching methods are imperative, but there is something greater here. It is passion and intention which prevail in the variable effectiveness of teaching. The author shares several anecdotes of teachers and student situations. I am impressed to discover so many educators are involved in such a progressive teaching scheme. I love this idea, I am hopeful that the majority of English educators can find merit in it and not write it off as an optimistic pipe dream of what teaching and learning should be. I look forward to the rest of this text and what I as a learning and possible educator will acquire from its pages.

=EDSEC 324=

Ashley Muse September, 9 2011
What is English? Please share in your own words how the field of high school English has evolved over the years. What were the major conferences and/or leaders who have influenced the field? What is it today? Do you think we should change the title of our discipline to Personal Studies? Why or why not? What would you like to see the field of English become in the years ahead? (You will not need to relate this reflection to your field experience since we are still waiting for placements).

English is a great many things. English as a field in high school has evolved into a complex animal encompassing many branches of knowledge which we feel compelled to share with our students and help them explore. IS it Literacy, or cultural studies? I believe the subject of English when put in the right hands could encompass anything. English is the study of our communication with one another, through reading and discussing and writing ideas. It is the subject that includes every other, because every subject is aiming for the same thing, the communication of ideas. English has been such a greatly emphasized subject over the centuries because we past generations are aware of its power and impact on all educational endeavors . There is no education without English. It makes sense to think of the title of English as many possible other names. However it is the title "English" that we have grown to understand and love as the complex labyrinth that it is. On principle I would not agree with changing it. I also don't believe the public would receive it well. There are too many agendas out there today, do we really need people thinking English programs have any other motivation than to teach their children. A name change would evoke all the negative images of lobbyist changing Merry Christmas to Happy Holidays to make it more PC.

Yes, there may be may be a more accurate description of what English is as a subject. But let us encourage our students to make that discovery themselves. Discuss what it means or should be called. The focus of teaching is never on the subject or teachers it should be the interpretation and understanding of what we are teaching. I would love to see a Student-centered learning experience in English for the years to come. I feel this subject above all others, lends itself to progressive learning and teaching methods and I hope this is a reality soon.

=EDSEC 324=

http://edsec324.wikispaces.com/Ashley+Muse
Ashley Muse September 15,2011

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading Reflection for September 15, 2011
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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.

Evocative dimension is the idea that we should create the ability within our students to become a part of the world of literature. The idea is that when a student is able to immerse themselves in the literature they are able to experience it on a personal level which in turn creates a deeper meaning. We strive for our students to make connections and find meaning in the things we teach, so immersion seems a vital tool in combating the “death of literature” for our students. This idea of classic literature, taught in schools, even for avid readers being nothing more of value than fire wood is all too familiar to me. I remember being enthralled in my personal reading “home reading” and detesting “school reading”.

I love the idea of taking steps to eradicate this problem. The example of songs and funny anecdotes on a wiki to introduce ideas being taught are great resources to begin using the evocative dimension. In my limited experience this far I have witnessed a few fun immersion techniques down to the simplest tactic of a comical southern Alabama drawl when reading to kill a mockingbird for the first time to her students. So far it has been a small way to engage the children in the “world” of the literature they are experiencing.

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Ashley Muse September 22, 2011

Reading Reflection for 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.

I can somewhat disagree with this quote. Not so say it is not an intimate experience and very much a connected act, it is just my opinion that interacting, conversing, with others and openly sharing and having a discourse with others is more so. It is more intimate in my opinion to me literally face to face with the offspring of another mind in the form of thoughts and ideas and to share your own simultaneously.

I see the importance of acknowledging the author as the creator of the world in which we delve as readers. I can also see the necessary balance of a text to produce pleasure as well as enrich our lives and growth in some way. I feel, however, that it is a deeply personal experience, to find oneself though literature, and one must not constantly refer back to the author as an authority on what to think ans feel. Rather, it should be a self-centered process of finding ones own voice in literature, while keeping a trusting and aware bond to the author.

It is interesting to think of the example of Lemeny Snicket as an authorial character, literally. I think it is great that an adolescence or children's literature presents this concept so openly and makes it a novelty which will inevitably carry into a child's perception of future texts. It is great to frame a new book or work of literature with the author's relevant back story. I am always intrigued to learn about the authors of influential texts. In learning Harriet Beecher Stowe's background, it helps me dive into uncle tom's cabin as fiction ,yes, but also semi-autobiographical and based on many poignant true events occurring in the authors time. It is always a good idea to give this relevant information without placing too much emphasis on their lives, but more on what it means to this specific text. It gives an author credibility and trust when they can take us into a world, real or not, that we truly believe they have domain over. The author has the authority to share with us complex emotions and conflict, because we believe it is in them and they are the ones called to share these stories with the world.

I have not seen many instances of this in my observations thus far. However, here at Clemson I experience many constant acknowledgments of the authorial presence in lectures and secondary texts. I appreciate the effort of my professors here on the collegiate level, helping me to join hands with the author before delving into their world.

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Ashley Muse September 29, 2011 (pp. 122-144)
 * 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.

I really enjoyed this book. I can see the value of Posted! in many areas of education, ranging from biology and ecology to history and of course English. It is a wonderful tool for conveying certain concepts, whatever goal a subject may have.

To begin with the evocative,I think a fun gateway activity could involve an outdoor activity, an observation of the natural world around them. I creative writing or journal entry expressing emotions and detailed observations of their natural surroundings could do well to open the students minds to the text. I think it would also be very informative and lovely to research and recite some of the relevant Thoreau references and share them with interpretations. Also to give background on the author and perhaps share aspects of his life which would be relevant to the interpretations of the text would also serve greatly in the connective dimension.

The reflective dimension would be a bit more complex, asking the students to make their own judgements and connections about the text and the thoughts it provoked about the world around them. Perhaps a debate over the rights of man versus his dominion over nature and the idea of ownership. This could all be tied back to the existential question of the unit be it "what is the American dream?" or any other overarching theme of "America" and the romance that entails.

Thus far in my observations, I have seen my cooperating teacher use several methods of teaching to tap into these dimensions. There have been many lectures on key concepts of their novel and an evocative gateway demonstration about the effects of prejudice, similar to the one we took part in this past Thursday. I have also grown to appreciate the simpler efforts she makes such as her Alabama drawl, which she slips in and out of during class readings to help immerse the students into the story. This reading has shown me all the ways it is possible and moreover important to help a student fully experience a text for all the knowledge, pleasure, and wisdom it offers.

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Ashley Muse October 6, 2011


 * 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.

In this section of teaching literacy for love and wisdom we are presented with three dimensions of teaching. 1.direct interpersonal aspect 2.it's interpersonal aspect mediated through the transitional obects of curriculum we artistically shape, to help students transact with the world. And 3.offering a transactional view of the world itself...

These dimensions were represented by the "good-enough teacher", the "implied teacher" and the "philosopher teacher". A lot really spoke to me in this section about the example teachers given:

The good enough teacher reaches out to see others and to listen to them, so that they can in turn reach out to others and the world. The idea that choosing teaching as a career can develop into realizing teaching as a destiny. Responding to the world to nurture it, as it had often enough responded to nurture us. A Wide-awake hope.

These were the ideas that jumped out at me from the text. I feel these are all the groundwork and at the same time mile-markers in ones development as a teacher. Constantly learning and growing with your students, motivated by destiny and possessing a "wide awake hope" for the future.

What makes a hero? Who are your personal heroes? What makes a villain? How can we become heroes in our own lives?
I believe these questions will guide students through all the learning dimensions and encourage wisdom by the end of the unit in asking what one can do in their own lives to make the world a better place for themselves and others.

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Ashley Muse October 13, 2011

In the chapter on Aesthetic Democracy, the opening quote is this, "I've never been in a classroom that was a real community before. Is this your situation? Why or why not? What would it take for the "third space" to come into being, a space "in which the students took in one another's life"? Be as detailed as you can be at this point in your career. How do we help students move the third space from the inward to the outward world? Explain (if you dare).

As a student I have been engaged in many different classes and classroom settings. This sense of community and a "third space" has never really been achieved in my experience thus far. I agree that the exercise of the mystery question is awesome. My making an existential question anonymous we are able to simply process that question and not be prejudice by motivation or background of the creator. Asking a student to enter the life of another and to fully experience it for awhile is an invaluable learning. It is also an amazing device to inspire love and wisdom.

To achieve this third space would take a lot of time and planning on the teachers' part. It is not something a student would stumble into. A framework of all we have leaned thus far, emerging our students in another world of literature, discussion, and developing their own opinions and ideas all lead to achieving this community. Once a student is confident in their abilities through these steps I believe they begin to think deeper into the meaning of it all. Why learn this? Read this? Write this? This level of questioning the system and themselves is a crucial moment in a students inward world.

Helping a student move this into the outward world is the question. I believe it is at the root of all of this, the written word. We are teaching about the art of literature and the constant interpretation of ideas and emotions though it, I believe it is a big step for a student to realize and view their own writing as a vehicle to express and represent themselves. Once a student reaches this level of understanding I believe they will appreciate the words of others in a whole new way, thus creating a community of reading, and sharing, learning, and loving.

Text Selections:

The Odyssey, Homer: To study the conventions of the Epic Hero along with David. The Biblical story of David Don Quixote, Cervantes: To study the characteristics of the Picaresque Hero in a comical light. The Legend of Sleepy Hallow:To study the Folk Hero Batman Comics : to present the counterpart: The Anti-Hero and the Villain Shrek Movie: Watch and make comparisons to the conventions of hero, what kind of hero is he? Why? I would love some suggestions for poems or Short stories as well, I am still researching a few.

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Ashley Muse October 27, 2011

Reading Reflection for October 27, 2011
 * How do the teachers cited within the chapter "What Can English Become?" try to help students relate to and love authors? How will you help students do this within the context of your proposed unit?

The teachers we read about in "What Can English Become" are invested in the idea of helping students relate to and love authors. This is "the critical first step in consciously connection to the transactional gift economy"(219) Sarah she stresses the idea of teaching how the author has worked hard to communicate something to you, rather than a novel simply materializing and reading it as such. She helps her students connect mostly through "think alouds" in which they imagine themselves as authors and think of their own purposes and choices. Andrew is trying to engage students in ways that foster not only enjoyment but also ownership. this idea of ownership sheds light on the creating and sharing process for his students. He does this by asking the students to write "author and artist statements" for all of their work. This forces the students to think consciously about authorship and choices made. Rachel promotes the idea of considering a wide variety of "texts" to which her students are authors, including multimedia ones.Debra has an interesting and powerful idea of "making it real". She says students must feel the work expresses who they are, who they can be, and how to become that to give it their all. She gives us the quote: "I soon realized that no journey carries one far unless, as it extends into the worlds around us, it goes an equal distance into the worlds within"-Lillian Smith. Sharon believes in a focus on the human condition and how authors can explore and understand it. and how we can come to understand an live meaningful lives because of it.

In my proposed unit I hope to immerse students into the texts I have chosen and help them create their own definition of what a hero is and who they can become in relation to these texts.I want to introduce them to Homer and the ancients and help them feel if anything a respect for the longevity of their words through history. I want to use an activity of studying comic heroes and creating their own. I feel that this activity of creating will help them realize the authoring process and understand why certain choices are and should be made to communicate certain ideas

**__<span style="font-family: 'Bookman Old Style','serif'; font-size: 29.3333px;">Becoming the Hero __**

<span style="display: block; font-family: 'Bookman Old Style','serif'; font-size: 26.6667px; text-align: center;">Exploring the heroes of literature and modern day to define and become your own hero.

** Resource Palette **
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">Canonical Literature **
 * **//<span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">The Odyssey //****<span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;"> by Homer **
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">The story of an Epic hero
 * **//<span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">Don Quixote //****<span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;"> by Miguel Cervantes **
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">The story of a picaresque hero
 * **//<span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">The Legend of Sleepy Hollow //**
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">The story of a folk hero
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">Macbeth by Shakespeare
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">The story of a tragic hero

> > ===Young adult Literature===
 * <span style="font-family: 'Bookman Old Style','serif'; font-size: 16px;">Supplementary Texts **
 * ===Children’s Literature===
 * ===Horton Hears a Who by Dr. Seuss===
 * The Hobbit By JRR Tolkien
 * The Red Badge of Courage
 * Spider-man (1990) #1


 * Music
 * Biblical Hymns of David
 * Art
 * Michelangelo’s //The David//
 * DVD’s
 * Shrek
 * Indiana Jones
 * Star Wars
 * Maps
 * http://upload.wikimedia.org/wikipedia/commons/9/9a/Homeric_Greece.svg
 * Websites
 * Digital Comics Marvel.com
 * http://marvel.com/digital_comics/issue/2515/spider-man_1990_1

Texts Summaries
 * Sparknotes: the Odyssey []
 * Sparknotes: The Hobbit []
 * Sparknotes: Don Quixote [|http://www.sparknotes.com/lit/donquixote]

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Ashley Muse November 3, 2011

Reading Reflection for November 3, 2011 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.

The Dynamics of Writing Instruction seems like it will be a vital resource for planning writing activities and instruction. I appreciate the introductory observation about the idea of formula learning and how it is a somewhat broken process. I feel very familiar with the idea of being taught a concept every year and feeling like it was for the first time, every time. I remember being reprimanded by teachers saying " You should know all of this by now". Failing to retain information is something the student takes partial responsibility for, however at a certain level it is also the responsibility of the teacher to accurately measure the retention of their students. Simply highlighting the parts of a paragraph, of course is not enough to stimulate a higher level of understanding and retention. It has been proven that highlighting is a very passive form of study. I love that we have a resource like this to learn from.

The first chapter discussing the many approaches and scenarios of teaching others to write:

Stressing the Classic Form- typical 5 paragraph essay consistent with standards. Individualizing Instruction- works against state and school- sponsored artificial language. Write Write Write. Asks questions rather than instructing. And so on... Learning from accomplished Writers Studying the Sentence Understanding Syntactic Choices Beginning with Activity Producing Multi-Genre Texts Inquiring into Local Concerns

Finally thinking about your own beliefs and writing your own scenario are vital steps in producing your own personal creed and developing a customized approach for teaching writing. These approaches all lend themselves to teaching for love and wisdom. I really am drawn to the Individualized approach and I can see how it has been utilized already in active and consistent reflections of the text. We are guided by questions but encouraged to share our own opinions through writing.

As an example of some topics brought up in the reading this week, I was able to observe my cooperating teacher review the structure of an essay with her class. The students were familiar with the formula but we unable to articulate exactly what they were creating and why. As soon as Mrs. D drew the go to diagram of the inverted pyramids the students swore they understood and felt silly for forgetting. However this was still rote memory they were displaying and it took further activities and working on their own papers to see the purpose of such formulas. I feel that making it personal and applying it to their own essays the students were able to make real connections to the concept and feel like more engaged and competent writers, confident in their new direction.

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Ashley Muse November 9, 2011

My Writing Scenario: Learning to Write through a Structured Independent Writing Process

My students, I imagine, would be middle-class, suburbanite freshmen. I am very drawn to the individualized instruction encouraging a student to find their own voice. I also agree with learning from accomplished writers. I feel that a scenario in which students study examples of a great work and then are encouraged to find their own voices as writers is best. I believe in all the while using the text to teach literary conventions and the structure of writing.

Writing reflective, opinionated journal entries will encourage students to form arguments using journals as arguments. I think this will be a more natural learning process and will be used as a basis for teaching essay-style arguments.

Journalling as they read is key in this scenario. The next step would be sharing their writing with each other through read alouds and discussions. I believe this will lead to valid and compelling writing and forming arguments for essays.

I don't see a lot of benefit in peer-review. From experience, students rarely give honest feedback. However, I do believe it is a driving force of motivation to not embarrass yourself. Students sharing their general reflections with each other will cultivate discussion and learning to defend a point or opinion. I also think in verbalizing their writing while reading aloud, they will begin to understand sentence structure and how to avoid "awkwardness" with their writing.

I believe writing should be constantly embedded in a unit. A student should always be reflecting and sharing through their writing.

Self-assessment will be key for their own reflections with assessments of progress from the instructor. Progress-assessments will be regarding goals achieved toward a bid-picture writing assignment.

Bailey's Best Bets:

Literature Circles: students gather in groups to discuss the text and then report to the class for discussion. Found Poetry: tale sections of the story and choosing, carefully, create a found poem; then read these aloud and discuss. Haiku and limerick writing about a character. Speculation: based on everything you know now in the story, what do you think will happen and why do you think that? Write into: find a "hole" in the story where the character disappears (off camera) for a time and describe what they do when we cant see them. The round table discussions seem vital in bringing all of the ideas together to be shared and defended. All of these methods afford creative and inspired ways to create through writing. The student's journal will become a rich source of inspiration and progress for student and teacher.