REFLECTION LETTER

Dr. Hartman,
First of all, I sincerely apologize for the extreme lateness in turning this document in. To be
completely honest, I had so many other assignments from other classes that needed my attention, I
found it hard to find the time to work on this, which brings me to my first point of struggle. Normally I
have decent time management skills, but I have really struggled this semester with dividing my time up
evenly between classes and balancing the workload. Having a heavy workload in all but one class this
semester did not make time management easier. I have also struggled with planning ahead and making
sure I have enough time to complete all of my assignments. This has been especially frustrating with
student teaching looming on the horizon. Knowing that I will have students who depend on me to get
their work graded and handed back in a timely manner makes the fact that I havent done as well as I
should with managing my time frustrating. Since I know myself well enough to know that I have the
nasty habit of waiting until the last minute to complete tasks, I know this will not work once I start
teaching; I have gotten better at this with help from the Noel Program, but it is a hard habit to break, as
you can see with this assignment. My biggest worry so far about student teaching and teaching in
general is how I am going to manage the workload.
Sincerely,
Carol Ashey
RATIONALE
One of the problems that society faces today is an unhealthy obsession with death, darkness, and
hopelessness. This is evident in many films such as V for Vendetta, Changeling, and The Brave One, but
also in books used in the classroom such as Brave New World, The Catcher in the Rye, The Hunger
Games, and The Perks of Being a Wallflower. In these books, there is a consistent tone throughout that
bad situations and circumstances will happen to people regardless of whether or not they are good,

and that these events are, or can be traumatizing for life and that there is little or no hope for either the
circumstances to improve, or for the character to be healed. Since students are constantly barraged with
this message, it leads to a pessimistic outlook on life with no hope for improvement in man or society. It
also leads to no hope of redemption.
I believe that values such as integrity, honesty, and responsibility should be taught in the schools
and that these values can be found in works of literature that have lasted long in the education system
and that we can begin solving the problems of the future by what we teach children today, and that the
job of schools is to produce citizens who can improve our society and solve the problems it faces. One of
the ways that I believe will carry this goal out is through teaching Aesthetic Awareness, or what is Good,
True, and Beautiful in the literature that we read.
My plan for my unit is to model Aesthetic Awareness by focusing on what makes a textbe it a
song, poem, or literary workbeautiful. Of course, beauty is not something that is easily defined, and
the most common connotation with beauty falls under the superficial or physical. For this unit, I would
be focusing on the inner beauty of various texts (e.g. word choice, tone, arrangement, meaning, etc). As
another layer to this theme, I will be using the literary period of Romanticism as an example of beautiful
literature because beauty itself was a focus of that time period, as well as individuality and selfexpression. Studying aesthetic awareness in literature is important because it focuses on something that
is good and positive, which should lead to a more positive outlook on life, as well as to show that there
is hope for bad situations to get better and for people to be healed, regardless of how badly they have
been broken. It is also important to study aesthetic awareness as a counter to the usual dark,
depressing, and hopeless literature currently used in schools.
My plan for assessing how students will learn what makes a text beautiful is by the assignment
of an extended definition essay. This essay will be the culminating piece that the students will write at
the end of the unit. In the book Teaching English by Design, Peter Smagorinsky states concerning

extended definition essays that instead of taking the typical textbook approach of memorizing a
technical vocabulary and adopting the values of literary critics in evaluating literature, students
developed criteria for evaluating the quality of literatureto discuss the relative merit of different
literary works (57). My plan is to have students work on this essay in stages, as the class moves
through the Romantic period by finding what makes a song, poem, and literary work beautiful (in that
time period as well as in the present day). Some examples of beauty in songs today are 49 Bye-Byes by
Crosby, Stills, and Nash, and Something Beautiful by NEEDTOBREATHE. While the first song mentions
beauty, the second one talks about the desire to find something that is beautiful. I have divided my unit
into sections of Music, Poetry, and Literature, each section covering two weeks. It is also a goal to
discuss the desire man has to search for what is beautiful.

GOALS AND RUBRICS

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
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 the
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 and 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
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-Literacy.W.9-10.1.c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
CCSS.ELA-Literacy.W.9-10.1.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.2.c
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.2.f
Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
CCSS.ELA-Literacy.W.9-10.5
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 grades 910 here.)
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology's capacity to link to other information and to display
information flexibly and dynamically.
RUBRICS
Extended definition Essay:
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
Category
Content, Insights,
Thinking, Grappling
with Topic
Genuine Revision,
Substantive Changes,

Strong

OK

Weak

Not Just Editing

Language: Sentences,
Wording, Syntax, Voice
Mechanics: Spelling,
Grammar, Punctuation,
Proofreading
Overall
MATERIALS
- Daybook
- Writing utensil
- Hard copies of songs Shenandoah, 49 Bye-Byes, and Something Beautiful
- Electronic device (online dictionary and digital copy of favorite song)
- Hard copy dictionary
- YouTube videos Peter Hollens Shenandoah, St. Olafs Choir Shenandoah, Moonlight
Sonata, and Moonlight Grenade
- Opinionnaire handout
INTRODUCTORY ACTIVITIES
- Opinionaire survey on music
- Crossword puzzle on poetry terms
1 WEEK OF LESSONS
Day 1 (Monday)
3 minutes: Attendance, review of what we did last week, what were going to do today
5 minutes: I have reserved the computer lab ahead of time; students go to the computer lab and get
settled.
10 minutes: students are handed a hard copy of the webquest prompt, which I go over with them.
For the next six weeks we will be studying the Romantic period of literature and thinking about
what makes a text, be it a song, poem, or work of literature beautiful, and what the phrase
beauty is in the eye of the beholder really means. We will begin by studying what qualities
were most important during the Romanticism time period; we will do this by going to the
computer lab and doing collaborative webquests. The procedure is below:
1. Everyone gets into a group of five and chooses a trait of Romanticism (individuality,
idealism, reverence for natural world, physical and emotional passion, mystic and
supernatural), but no one can have the same topic.
2. There is a specific website (http://webquest.org) that you can use that will help you in
finding the information about your topic. You can also use other search engines and type in
webquest to find links.

3. Your job is to search the internet for information on your topic, using the links to create
your webquest.
27 minutes: Students will work on their webquests until the bell rings; the teacher will move around the
room, checking to make sure that the students are on task and following webquest directions.
Day 2 (Tuesday)
Class will meet in the computer lab
3 minutes: attendance and review
42 minutes: students will complete their webquests and post them to a website if desired.
Day 3 (Wednesday)
3 minutes: attendance, review of past two days, what is up-and-coming
5 minutes: explain Fishbowl discussion activity as follows:
1. Class will circle up the desks into two circles; one inner, one outer
2. Class will divide into two groups and take their seats in their prospective circles
3. Teacher poses the question: What about the Romanticism traits makes them Romantic? Only
students in the inner circle are allowed to discuss. Students in the outer circle can listen and
take notes, but must be attentive while the discussion is in progress.
4. If a student wishes to join the discussion, they must tap a fellow student and switch places with
them.
34 minutes: students engage in Fishbowl discussion
3 minutes: students put desks back in original order, and exit class
Day 4 (Thursday)
3 minutes: attendance, review of past three days, whats coming up next
5 minutes: teacher explains web discussion activity in the following way:
1. Teacher poses the following question: What about the five Romanticism traits do you think
makes a poem/song/literary work beautiful?
2. Students will find a partner and discuss their responses further
3. Student pairs will find another pair of students and make a small group and continue the
discussion
4. A spokesperson from each group will share the groups conclusions with the rest of the class.
37 minutes: students engage in Discussion Web activity
Day 5 (Friday)

3 minutes: attendance, review of the past week, what we will be doing the following week.
5 minutes: Teacher explains The Song Game accordingly:
Goal: As a team, name as many song titles that which has the called word.
Preparation:
- Pen and paper for each group
- Timer or watch
- Word list
How to Play the Song Title Game:
1. Arrange everyone into teams of 4 or 5. Have all the groups sit together.
2. The goal is for each team to come up with the most song titles that contain the word that you call.
They have 2 minutes to write down song titles. Share the first word with the teams.
3. After 2 minutes, have the teams stop writing songs down. Ask each team to share their song list to the
entire group. If an opposing team has the same title in their list, both teams need to cross that song out
from their list. The remaining songs titles left on each teams list are worth one point each.
4. Repeat Steps 2 3 for the entire word list. The team with the most points wins the game.
Word List
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Heart
Love
Time
Friend
Day
One
Me
Song
Thrill
Water
Call
Look
Beat
Window
Sunshine

37 minutes: Class plays Song Game

WORKS CITED:

Smagorinsky, Peter. Teaching English by Design: How to Create and Carry out Instructional
Units. Portsmouth, NH: Heinemann, 2008. Print.
Elbow, Peter. "Ranking, Evaluating, and Liking: Sorting out Three Forms of Judgment." College
English 55.2 (1993): 187-206. Web.
"Song Title Game | Great Group Games." Song Title Game | Great Group Games. N.p., n.d.
Web. 05 Dec. 2014.