Carol Ashey

ENGL 481
Dr. Hartman
September 28, 2014

RATIONALE DRAFT 1
REFLECTIVE MEMO
Dr. Hartman,
I am feeling really good about my unit topic, especially since I decided to add the literary
movement of Romanticism to my overarching theme on Beauty within literature. Adding the
Romanticism component has ended up being the framework to teach the concept of Beauty because
the works from that era, especially the poetry, are regarded as beautiful. I also feel really good about
what I have picked to be the following lessons that I teach, considering that Romanticism encompasses
not only literature, but also music and art. So far I have decided to continue with the music theme in my
second lesson, using students favorite songs or songs they find beautiful and comparing/contrasting
them to the music during the Romantic era (Beethoven, Brahms, etc.). I then plan on doing my next
lesson on Romantic poetry, and then on a literary work of that era. For the moment, that choice is Henry
Thoreaus Walden, but that could change and Im also thinking of adding a more modern work to
compare it to, but Im not sure what yet.
Ive actually been really confused about how to set up the rationale. I did find the outline of
what was needed on the Ning site as well as a series of questions geared towards the rationale in
Smagorinskis book. While both helped me to create an outline of my rationale, what I have doesnt
quite feel like enough, and I feel like Im making the questions it asks me harder than they arelike Im
wanting them to be more specific and tell me how they want me to go about the question; for example,
What counterargument against my rationale can I anticipate, and how can I provide a rebuttal for
them? Ive never really had to think about defending myself on paper, so it comes across as
intimidating. Im also unsure as to how much detail to go into concerning Smagorinskis questions.

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2
As for feedback, at this point I want to be sure that what I have come up with is clear and

cohesive. I also welcome any other feedback you have; knowing where I can improve helps me to do
better the next time around.
Sincerely,
Carol Ashey
RATIONALE

What concepts are central to the topic of this unit?

There is beauty in all kinds of works (song, poem, book, music, art, etc.)
Transactional learning (pp. 125-128 TED)
Literary Value (137-138 TED)

Why am I teaching this unit and its concepts?

Because I love romanticism and I think goodness truth and beauty should be taught more in the schools.
It is important for students to see the beautiful things not only in life but in what they read and listen to

What types of justification am I using to support this?

Literary significance what about AA (Aesthetic Awareness)/GTB (Good, True, Beautiful)/RMT
(Romanticism) makes it essential to any kind of cultural literacy; what is the cultural significance of RMT;
what did this movement serve
Preparing for the Future - Relevance

Within each justification, what are the main claims I can make about its
relevance to the unit Im proposing (e.g. studying protest literature is important
because it helps students understand the role of conscience in social action)?
Studying the romanticism movement as a part of aesthetic awareness section on beauty is important
because:
- Understanding different modes of expression (art, music, literature)
- What was considered beautiful in the 1800s
- What is considered beautiful in the 21st century
- Reading, seeing, hearing beautiful things adds to the quality of life
- Pleasant escape/contrast to harsh reality
- Different ways of thinking, seeing the world, appreciation of those differences
- The importance of emotion and freedom of expression

Ashey

For each claim, what kinds of evidence can I provide that would be persuasive
to others, and how can I include a warrant that explains the ways in which the
evidence I present supports my claim?
Warrant an explanation of why the evidence supports the claim (often beginning with because).
Evidence of Claims:
Beethovens music
Byrons and/or Tennysons poetry (love poems)
Thoreaus Walden

What counterargument against my rationale can I anticipate, and how can I

provide a rebuttal for them?
Were not hippies; beauty doesnt go beyond skin-deep, too idealistic, quality of life doesnt depend on
beauty
Rebuttal what about art forms that touches the soul? Creates deep feeling within the
observer/listener/reader, that feels like beauty (deeper than skin)
I dont think theres anything wrong with ideals; conviction comes from ideals (in part); in order to
understand someone, its important to know what they believed

How can I provide a rationale for each of the texts that my students will read in
conjunction with the unit focus?
Why is Beethovens music important to Romanticism?
Why is Byrons/Tennysons poetry important to Romanticism?
Why is Thoreaus Walden important to Romanticism?
GOALS
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of a
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words anf phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
CCSS.ELA-LITERACY.SL.9-10.1.C

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Propel conversations by posing and responding to questions that relate current discussion to broader
themes or larger ideas; actively incorporate others in the discussion; and clarify, verify, or challenge
ideas and conclusions.
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language and understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
RUBRIC
Extended Definition
A general introduction in which you provide an overview for your definition
A set of criteria or rules that state clearly what beauty is and is not
For each criterion, an example from literature, music, songs, art or your personal experiences
that illustrates the rule at work; at least half of your examples must come from the literature
studied in class
For each criterion, a counterexample from literature, music, art, or personal experiences that
appears to meet the conditions of the rule yet that lacks some essential ingredient; at least half
of your counterexamples must come from the literature studied in class
For each example and counterexample, a warrant that clearly explains why the rule is or is not
being met
For your whole argument, a counterargument expressing the viewpoint of someone who might
disagree with you
For the counterargument, a rebuttal in which you defend your position
Conventional grammar, spelling, punctuation, and usage throughout your essay
Evidence of having written at least one rough draft that has been submitted for peer evaluation