tcssMicheleSchuler

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I'm a very visual learner, so I really like it when teachers write important concepts on the board or PowerPoint. I've had professors that have the 'my way or the highway' approach to literature and I really feel that they aren't helping their students at all. Outside of class, I am an active member of the BU Dance Ensemble and I love to read. I like spending time with my friends and watching movies or just hanging out. For my own students, I would like to get to know them as individuals outside of the classroom - what they enjoy doing in their spare time, etc. I really don't like the feeling that students are just grades on a page or numbers in a line.

Before Bloomsburg, I lived in… Alburtis, PA (small town near Allentown)

At Bloomsburg, I want to major in… Secondary Education English

Right now, I’m most interested in…way too many things but if I had to choose one, probably dance.

My favorite musical artist is….the Beatles!

My favorite movie is….too hard to choose but probably something in mystery or the usual girly romance.

One thing I like to do in my spare time is…dance! :)

When it comes to technology, I’m most comfortable with…(put X next to all that apply)

Microsoft Word X Microsoft Powerpoint X Email X Cellphone X Text messaging X Taking cellphone pictures X Taking cellphone video Taking cellphone audio Video editing Blogging or Social Networking (e.g., Facebook) X Making websites

My favorite teachers were the ones who…poured themselves into their work and obviously cared about their students.

But I didn’t like classes in which…the teacher has the 'I'm always right, you're only right if you agree with me' stance.

In this class, I’m most nervous about…having enough creativity to make the lesson plans interesting.

In this class, I’m most excited about…doing more that integrates both sides of the English/secondary education major.

If there’s one thing you should know about me as a student, it’s…I'm a pretty big perfectionist.

If there’s one thing you should know about me in general, it’s…that I can be quiet and reserved but I also like to joke and have fun.

__**Individual Unit Rationale**__

Rationale Many students are exposed to the idea of the American Dream during their high school English and/or history classes. The typical study is focused on the era of the 1920s-1950s, with an emphasis on the idea that hard work and perseverance will change an individual’s place in life. In my unit on the American Dream, the students will explore how the idea of the “American Dream” has changed throughout America’s history, specifically from the Revolutionary War to the 1950s era. I would theoretically teach this unit in the spring of eleventh grade so that the students would (hopefully) have been exposed to the history behind the time periods we will study.

I would focus on the following works in my unit: __My Brother Sam Is Dead__ by Christopher Collier and James Lincoln Collier; __Uncle Tom’s Cabin__ by Harriet Beecher Stowe; and __Death of a Salesman__ by Arthur Miller. Since __My Brother Sam Is Dead__ has some strong scenes that might offend parents (such as the death of a few prominent characters), I would offer __Johnny Tremain__ by Ester Forbes as an alternative choice for the Revolutionary War work. The works will be read in chronological order, with an emphasis on how the ‘dream of America’ has changed over time and within different circumstances. I feel that the unit does a good job incorporating different types of works and is diverse enough to hold the interest of the diverse students in the classroom. Thematically, we would focus on the importance of freedom in the idea of the American Dream and how the definition of freedom changes and evolves depending on different circumstances.

This unit will introduce the students to different styles of writing and literature – a play, a historical novel, and a work of young adult literature. I feel that it is important for students to have experience with all of these different genres in order to expand their definition of literature and understand it as a whole. Students will also gain practice with comparing and contrasting across works by following the theme of the American Dream throughout the unit.

Some individuals, of course, will be opposed to parts of my unit. I have incorporated an alternative work for __My Brother Sam Is Dead__, which seems like it would provide the most opposition due to its representation of war. __Uncle Tom’s Cabin__ may be seen as a work too long and detailed for the demanding unit, so I would provide students with select passages to understand the gist of the work. While we will still read the text of __Death of a Salesman__, I would also have students watch a film adaptation of the play, time permitting (if not, we would watch key scenes that the class votes on). As for the darker content of the play, I would argue that by eleventh grade students have already been exposed to so much violence and dark imagery through television and movies that perhaps Willy Loman’s character would make them stop and think deeper about the inner struggle of dark characters the next time they view a dramatic work.

Big Questions: 1. What does it mean to be ‘free’? 2. How have definitions of freedom been altered in different historical situations? 3. What is the American Dream? Is that your definition of your ‘American’s Dream’? How do you see both of these in your life?



**__Summative Assessment__** The students will have a choice between two writing intensive assessments: a creative writing assessment and an essay demonstrating their knowledge of the American Dream. Since the unit is geared towards eleventh grade students, I feel that they should have plenty of practice in writing but also be able to choose a more creative path or a traditional essay path. Both of these assignments will require the students to demonstrate an understanding of all three works as well as the American Dream and how we have watched it change throughout history.

For the creative writing assignment, students will choose their favorite work and rewrite it in the form of one of the other genres we have studied in this unit. They may change the point of view or focus character if they wish as long as it does not take away from the themes in the work that we have discussed in class. The length should be at least three pages (students may continue above and beyond if they feel inspired). In addition, the students will write a 1-2 page summary detailing why they chose the form they did and, if they made any changes in narrative voice why they made those changes. These decisions must be backed up by specific textual references. The student must also give a (brief) explanation as to why they did not choose the other works, again citing the texts themselves as reference. Students must mention the work’s idea of the American Dream in their summary paper and show how their creative writing piece keeps the same theme as the original work.

The essay option is a little more straightforward: the students would follow the American Dream through history, much like we have been studying in class. They can either choose to present a wide overview of the American Dream or focus on one specific point in history where the dream changed (for example, the difference between African American slaves’ dreams of freedom in __Uncle Tom’s Cabin__ and the universal American Dream of the 1950s). Students should demonstrate knowledge of at least two of the works we studied through specific textual references. The length of the paper should be at least four pages but students will be encouraged to write more if they desire.

Both options for a final assessment will be in a take-home format in order to decrease the anxiety some students feel when faced with in-class essays. Students will be given an overview of the summative assessment at the beginning of the unit so they can begin forming ideas as we discuss the works in class. Papers will be graded according to grammar and mechanics as well as an understanding of the American Dream themes and the works themselves. For the creative writing piece, students may use incorrect grammar if they can successfully back up their decisions based on the texts (African American slave dialect in __Uncle Tom’s Cabin__, for example). Each option will be graded on specifics according to a rubric.

Standards addressed: 1.1.11G: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. · Make, and support with evidence, assertions about texts. · Compare and contrast texts using themes, settings, characters and ideas. · Make extensions to related ideas, topics or information. · Assess the validity of the document based on context. · Analyze the positions, arguments and evidence in public documents. · Evaluate the author’s strategies. · Critique public documents to identify strategies common in  public discourse. 1.2.11C: Produce work in at least one literary genre that follows the conventions of the genre. 1.4.11A: Write short stories, poems and plays. · **Apply** varying organizational methods. · Use relevant illustrations. · Utilize dialogue. · Apply literary conflict. · Include varying characteristics (e.g., from limerick to epic, from whimsical to dramatic)**.** · Include literary elements (Standard 1.3.11.B.). · Use literary devices (Standard 1.3.11.C.). 1.5.11A: Write with a sharp, distinct focus. · Identify topic, task and audience. · Establish and maintain a single point of view. 1.5.11B Write using well-developed content appropriate for the topic. · Gather, determine validity and reliability of, analyze and organize information. · Employ the most effective format for purpose and audience. · Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus





Here is my unit plan so far - I'm still working on the rubrics and some of the activities in the lessons. :)

Lesson Reflection:

Final Unit Plan! Who Wants to be a Revolutionary! Game (Lesson 2)

Gatsby Formal Journal Entry:

CUFF Assignment and Feedback: