Reflective Commentary

* How did you develop ideas?

As I began my yearlong plan, I started off by identifying the content standards. I tried to pull in
reading, writing, speaking/listening and language standards in every unit; most importantly
reading and writing in order for students to make connections between the two. Since this is a
yearlong plan for an honors course, I made the “introduced” standards as standards for mastery
in order to up the rigor. The plan is intended to lessen scaffolding as the year progresses.

One method that was really helpful for me personally was taking the anchor standards and
highlighting keywords to focus on in the course. From this, I was able to gain vocabulary to
focus on and the types of lessons I wanted to teach. I also tried to pair writing standards that I
thought went well with the chosen reading standards. I started thinking about ways I could turn
these into short writing assignments or group assignments.

For example, looking at the following standard for Unit 1: Character and Idea Development :
2.1b Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop
the theme. (CCSS: RL.9-10.3)

I highlighted the words "complex character," "interact," "advance the plot," and "theme." From
this, I already knew the vocabulary that I wanted to focus on, and I began thinking about the
types of lessons that I needed to incorporate. I considered lessons focusing on recognizing and
identifying characterization, lessons on the complexity of characters (i.e. not all characters are
simply good or evil, there's more to a dynamic character than this), and lessons on how
characterization affects plot. Also, several lessons practicing the application of characterization
to theme; ultimately leading up to the summative assessment of a body biography in connection
to theme, including an explanation of the biography.

* How did you make decisions as you planned?

Going off of the standards, I started considering texts (I also used the Poudre School District
reading list to aid me in this). Working on semesters at a time was also helpful for me because I
was able to think about the standards, activities, highlighted skills, texts, writing assignments,
etc. all at once and see this as a cohesive unit. Jumping ahead, I started thinking about formative
assessments and incorporated this into my activities for each unit. I made most decisions by
thinking of my own experience taking this course. Viewing the plan as both a student and teacher
was really helpful. For example, I wanted to teach texts that I was familiar with, but also texts
that aligned well with my selected standards. I also considered similarities and differences
between an honors course and a regular course.
For example, I was very familiar with the text Persepolis, as I recently read the memoir this past
summer in my “Modern Women Writers” course. I was knowledgeable about the content and my
current mentor teacher in EDUC 450 also taught the text this semester. The tet perfectly fell
under unit 4 titled, “Integrating Multiple Sources to Create a Project Evaluating Culture.” I
considered my own reading experience of the graphic novel as a student, as well as lesson
planning around the text as a teacher. I considered assignments I enjoyed doing and did not,
along with activities I would have liked to do as a student, such as a administering a Bechdel test.
Romeo and Juliet aligned with the standards and Shakespeare’s work is even mentioned in the
CCSS. Shakespeare’s writing is perfect to study and experiment with language, which is why I
chose for it to fall under unit 3 titled, “Literary Arguments and Crafts” (through literary
techniques).

* How did you address questions– including lingering questions?

I went with my gut feeling. I knew that Pam is flexible with our designs, (since after all, the plan
is for ourselves), and went ahead with what I thought would most benefit me in my future
planning. For example, for the unit activities, I wasn’t quite sure if these were supposed to be
specific assignments or just listed activities such as think/pair/share, but it made the most sense
to me to begin thinking of assignments. Tools like the think/pair/share activity can easily be
incorporated into the assignment, but I wanted to ensure I was meeting the standards with
assignments instead.

* How do you think this yearlong plan will play out in the classroom?

I think this yearlong plan has a lot of variety and diverse texts that students will be captivated by.
We will be learning about other disciplines like history, utilizing technology and overall just
reading other sources from other content areas. I feel that it is challenging but enjoyable. I also
believe it needs much more work, but can be successful as long as the intense standards are
taught in interactive and innovative ways. For example, I would like to dedicate more time to
Unit 5: “Analyzing a Text and Presenting Oral Arguments” and the end of the year “final
project.” It needs more detail and much more refinement because as of right now, the unit and
project are weak. There needs to be more material, such as writing prompts and checkpoint
assignments; perhaps even writing assignment direction sheets so that students know exactly
what I am expecting of them.

* Anything else you want to share?

I feel that I changed my “passions” throughout this assignment. As I mentioned in my project
pitch, I was a bit confused about my “passion” and “addiction.” Reading and writing are truly my
biggest passions and I feel that I integrated this well into my yearlong plan. Students are given
free choice reading opportunities and writing opportunities that deeply analyze complex ideas.
My daily practices are a huge reflection of this. I am happy with my yearlong plan and am so
excited to be able to read and write alongside my students with the way I designed our year of
learning.