“listen to the mustn’ts, child. listen to the don’ts...
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“Learn why the world wags and what wags it. That is the only thing which the mind can
never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream
of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.”
― T.H. White, The Once and Future King
“I am a teacher! What I do and say are being absorbed by young minds who will echo these images across the ages. My lessons will be immortal, affecting people yet unborn, people I will never see or know. The future of the world is in my classroom today, a future with the potential for good or bad. The pliable minds of tomorrow's leaders will be molded either artistically or grotesquely by what I do. Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must never forget these same young people could be the thieves or murderers of the future. I must be vigilant every day lest I lose one fragile opportunity to improve tomorrow.” - Ivan Welton Fitzwater
“Listen to the MUSTN’TS, child.
Listen to the DON’TS
Listen to the SHOULDN’TS
The IMPOSSIBLES, the WON’TS
Listen to the NEVER HAVES
Then listen close to me-
Anything can happen, child,
ANYTHING can be.” - Shel Silverstein
Upon this gifted age, in its dark hour falls from the sky a meteoric shower of facts;
They lie unquestioned, uncombined. Wisdom enough to leech us of our ill
is daily spun, But there exists no loom to weave it into fabric.
- Edna St. Vincent Millay
Maximilian Tsimerman – Bio:
I am graduating UMSL with a Bachelors of Science in Secondary English
Education. I received my Associates in the Arts of Teaching from St. Louis Community
College Meramec. Along with being a full-time student, I have volunteered to proctor
standardized tests for home-schooled children and worked as a tutor for the RITE and
AVID programs. I have worked in various community centers around St. Louis, I was a
Tae Kwon Do instructor for children ages 3-16 and adults ages 17+, and I am a member
of the National Honors Society for Leadership and Success.
Creativity and love for education courses through my veins. I come from a hard-
working family; my dad is a precision machinist and tool-and-die maker, my mom is an
elementary ESOL teacher for the Parkway School District, and my older brother is an
artist and entrepreneur in New York, NY. The activities I engage in outside of my
professional career include writing and illustrating poetry, ceramic sculpture and wheel-
throwing, metal-working, silver jewelry design, glass bead-making, glass-blowing, and
glass-fusing. I play the piano and synthesizer and am constantly finding new percussion
instruments to master. My love for music and crafts is nothing compared to the love I
have for my family, my friends, and my field of study: education.
My plan is to leave this world in a better state than when I found it. I believe the
foundation for positive change and societal advancement starts with a love for learning
that every person should possess. I’ll start by teaching in a classroom. Eventually, I
want to hold a major position within a school district, like superintendent. Great things
await me.
Maximilian Tsimerman
Eng 4885 – Curriculum & Methods
Unit 2 Overview
Rationale: As an English teacher, it is my responsibility to prepare my students in all forms of
effective communication, no matter where my students decide to go after high school. Not all of
my students will end up perusing careers in English, but all of them will end up using the
communication skills they learn in my class in one way or another. My students will hold jobs
that do not even exist yet. No matter what they decide to do, they will need to be literate in order
to be successful. Currently, there is a field of study that is gaining ground all over the world; it is
expected to be in high demand within the next couple of decades: environmental sciences.
Companies are already hiring environmental analysts and efficiency experts to help increase
revenue by finding ways to cut-down on energy expenses. More and more businesses are
learning the importance of self-sufficiency. I want my students to learn about energy efficiency
through technical argumentative writing. This will form a link from the science department to
the communication arts department and students will be able to connect what they learn in my
English class to what they learn in Biology, Ecology, Physics, etc. It is from these
interdisciplinary connections and cross-curriculum projects that students learn the most. A
project like this will also strengthen the relationship between the English and Science
departments in the school, providing a positive precedent for any future collaboration.
Summary: Students will find a problem within the school (or school district) having to do with
our effects on the environment, our means of energy attainment and efficiency, our carbon
footprint, our waste management, or any environment-based funding. They will research at least
3 possible solutions to the problem and present these solutions in either a formal letter written to
the superintendant of the district/school principal OR they will create an Energy Efficiency
Manual for the school administrators and teachers to follow. My students will have a choice
between these two major projects for their summative assessment at the end of this unit. In
preparation for these projects, my students will be encouraged to interact with the Science
teachers, perform research within the library’s database, and present new policies and solutions
to the school administrators. The 1st goal: connect what they learn in their Science classes to
what they learn in their English classes. The 2nd
goal: create an affective piece of technical and
argumentative writing that provides both a problem and a solution.
Objectives: Given that the students have discussed global warming, energy efficiency,
alternative forms of energy, and any other major topics in environmental science, TSW research
and discuss various environmental issues within the school or school district, TSW then read
about solutions to the given environmental issue re-teach them through a written project they will
present to the class. TSW need to argue an environmental stance by providing their audience
with a problem and solution pertaining to their school’s affect on the environment. The class as
a whole will listen to each problem and solution, vote on the most effective argument, and then
present the new policies/procedures to the school administrators.
Length of Curriculum: 2 weeks, 5 class periods, A-B block schedule, 90-minute classes
Materials & Resources:
School – Computers/laptops/computer lab, library recourses (magazines and encyclopedias),
library database, SMART Board or projector, paper (long sheets and letterhead), and printers.
Teacher – PowerPoint access, library database access, SMART Board or projector, access to
school’s records regarding energy funding/expenses, collaboration with the Science department,
and any textbooks having to do with Ecology/Earth Sciences.
Students – Computer access, paper, pens/pencils, science textbooks, access to library database,
access to science articles, and at least one form of outside research (internet, encyclopedias, etc.).
Literacy Strategies: “Reciprocal Teaching,” “Fact-storming,” and “Data Chart.”
Formative Assessment: TTW provide students with verbal feedback throughout the unit. TTW
will also grade the students’ individual work in stages, including the research findings, an outline
of their solution, the Data Chart hand-out, and in-class participation.
Summative Assessment: TSW have a choice between 2 projects for their summative
assessment. They can either create an Energy Efficiency Manual for the administration to follow
(must be in the form of a standard manual or pamphlet) OR the students can write a formal
proposal letter to a school official, such as the principal or superintendent. Both summative
assessments must be argumentative, technical, detailed, and persuasive. They will be graded on
grammar and spelling conventions, format, content, and effectiveness. The students will also
vote for the top 5 projects in the class to be submitted to the administration.
Special Accommodations: Depending on the students’ IEPs, resources will be made available;
such as eye-tracking/voice-activated software for internet browsing and word processing, science
articles and textbooks on audio, supplemental sources for research, wheel-chair access, etc.
Core Concepts: This unit is designed to meet the following Common Core Standards:
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented
in different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax 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.11-12.1d 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.11-12.1e Provide a concluding statement or section that follows from
and supports the argument presented.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.5 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.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including new
arguments or information.
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to
answer a question (including a self-generated 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.11-12.8 Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal
tasks.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of convention,
can change over time, and is sometimes contested.
CCSS.ELA-Literacy.L.11-12.1b Resolve issues of complex or contested usage, consulting
references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.11-12.2a Observe hyphenation conventions.
CCSS.ELA-Literacy.L.11-12.2b Spell correctly.
CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into
categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-Literacy.RST.11-12.6 Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important issues that
remain unresolved.
Teacher Calendar:
Date: Activity:
Day 1
Tuesday
Introduce topic: Technical Argumentative Writing.
Provide examples, discuss environmental policy, FACT STORMING.
Class discussion on as many environmental issues as possible.
Find out what solutions the students already know.
Find out what the students DO NOT know about energy efficiency.
Day 2
Thursday
Give students the handout.
Introduce the project. Provide more modeling of technical writing.
Students must choose their environmental issue TODAY and present it to
the teacher for approval. If laptops are available, students can begin
research. Students must also decide what the format will be.
Day 3
Monday
Library Day.
Students begin research, focusing on non-internet sources.
Teacher signs off on each source (on the Data Chart)
Discussion of valid internet sources and library database research.
Students must end the day with 3 solutions and 1 source for each solution.
Day 4
Wednesday
In-class work on projects. Prewriting, outlines, and composition
If laptops are available, students can begin typing up their project
If NOT available, students will begin hand-written drafts
This is the day to get the project done. If students cannot finish it in class,
it will be homework. Final projects are due NEXT CLASS!
Day 5
Friday
Celebration of knowledge! Last day of the unit! (This part of the unit
might roll over to the next class period depending on class-size)
Students present their projects for final review.
Class votes on the top 5 projects.
Teacher collects completed artifacts, Data Chart, pre-writing, outlines,
bibliography, etc.
Heading College Prep English Maximilian Tsimerman
Saving the Environment: One School at a Time Grade: 12
Rationale
In order for my students to really grasp the importance of technical writing
within an ever-expanding job market/work force, they will need to play the
part of an Environmental Analyst and Efficiency Expert, hired by our school
district to minimize our carbon footprint, lower our utility bills, and move us
forward on the path of self-sustainability. Their task: find an environmental
problem within our school district and present SOLUTIONS to the problem.
They will need to be persuasive enough to change the minds of school
administrators who are notoriously hard to please. What my students need
to take from this lesson is this: it is important to keep the audience in mind
when writing a formal proposal/policy, writing is a skill that is needed in
every field (not just English and Social Studies, but Science and Math as
well), there is a time for formal writing when proper grammar is necessary,
and effective communication is one of the most powerful tools in society.
Objectives
Given that the students, as a class, have discussed the various forms of
technical writing, argumentative writing, and proper use of citation, TSW
synthesize their very own environmental policy for the school to follow.
TSW find a problem within the school/school district and create a 3-point
solution to the problem in the form of either a formal letter of proposal to the
superintendent/principal OR a new environmental policy manual/pamphlet
for the administration to follow. TSW need to organize and present the
information effectively, abiding by strict format and content standards
provided by the instructor.
Reading
Material
Environmental Science-based textbooks, news articles, encyclopedias, etc.
will be the students’ main reading material for this unit. These sources will
have to be validated by both the student and the instructor. The best way to
ensure TSW use valid articles: obtaining material from the library’s database
and any textbooks provided by the school.
Instructional *
Framework
Initiating Constructing Utilizing
Lesson Plan *
Format
Problem Solving and Project-based learning
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – Computers/laptops/computer lab, library recourses (magazines and
encyclopedias), library database, SMART Board or projector, paper (long
sheets and letterhead), and printers.
Teacher – PowerPoint access, library database access, SMART Board or
projector, access to school’s records regarding energy funding/expenses,
collaboration with the Science department, and any textbooks having to do
with Ecology/Earth Sciences.
Students – Computer access, paper, pens/pencils, science textbooks, access
to library database, access to science articles, and at least one form of
outside research (internet, encyclopedias, etc.).
Literacy
Strategies
Fact-Storming – in preparation for creating their new environmental policy,
my students will use this form of prewriting to collect information and point
them in the right direction in terms of what they will focus on in this unit.
Data-Chart – once the students have decided on their environmental issue,
my students will need to organize the information (handout is attached) in
order to help them stay focused when completing their projects.
Reciprocal Teaching – On the last day of the unit, my students will present
their projects to the rest of the class in order to (1) show off their work and
(2) re-teach what they learned about, not only their environmental issue, but
also about the actual process and techniques of argumentative technical
writing. The students will vote on the projects that best meet the
requirements (including grammar conventions, format, professionalism,
effectiveness, and quality of research findings) and the top 5 in the class will
be re-taught ONCE MORE to the school administrators and principals for
final review.
Phase One Clarify goals and establish set: TTW display examples of actual energy
policies and letters of proposal on the projector as a way of modeling the
format and language of technical writing. TTW then ask the students what
they know about various environmental issues, to determine their prior
knowledge.
Phase Two
Advance Organizer: Now that we’ve discussed energy efficiency, carbon
footprints, waste management, recycling, and energy independence, you will
need to take on the role of an Environmental Analyst and Efficiency Expert.
Working individually, you will have to isolate an environmental problem
within our school, or school district, and FIND SOLUTIONS (at least 3) to
the problem. Our school is a business that is running 24/7. We use funds
from the government to power our school, provide fresh food for our
students, and keep the building intact. However, this building was built in
the 1970s and was originally an open-school format! Now that we have
walls between classes and it is 2012, it’s time to lesson our carbon footprint.
Should we change our light bulbs? Should we put solar panels on the roof?
Do we need windmills in the soccer field? How about all the food we throw
away after lunch? Should we send some to local food banks? How do we
heat our building? Are our windows tinted at all? What fuel do our buses
run on? Can they run on biodiesel? How much power do we draw from the
grid? How much money goes into keeping our building together?
Phase Three Independent Investigation: TSW either be given laptops or sent to the
computer lab to research the internet and library database for solutions to the
problem they’ve come up with. We will have one full day in the library
designated to researching via encyclopedias, textbooks, science magazines,
and any other printed material found in the library. TTW sign off on each
source that the students find to make sure the information is valid. The
teacher’s role throughout this lesson will be facilitator rather than lecturer.
The goal in this phase will be to get my students to learn through individual
investigation.
Phase Four
Developing/Presenting Final Artifacts: Once the students have gathered
all their research, chosen whether to write a formal letter of proposal or
environmental policy manual, TSW pre-write in class (using whatever
method works best for them) and then create their “artifact” for final review.
TSW present each project to the class by summarizing the main points of
their argument. The class will constructively evaluate each student and vote
(via silent ballet) on the top 5 projects that should be presented to the
administrators. TSW then submit their projects for my evaluation.
Formative
Assessment
TTW provide students with verbal feedback throughout the unit. TTW will
also grade the students’ individual work in stages, including the research
findings, an outline of their solution, the Data Chart hand-out, and in-class
participation.
Summative *
Assessment
Performance Task – the students will have to play the role of an
Environmental Analyst and Efficiency Expert. Their audience will be the
instructor, then their fellow students, and finally the school administrators
and principals. The language should be directed to a school district official.
Homework
Assignment
The homework will just be an extension of the work they are completing in
class. This means researching the library’s database, filling in their Data
Charts, typing their actual letter of proposal/environmental policy, and
speaking with their science teachers about carbon footprints, etc.
Saving the Environment: One School at a Time
Mr. Tsimerman NAME: ___________
College Prep English DATE: ___________
* Work from this handout when completing your project. You will be graded on
in-class participation, completion of your DATA CHART (next page), evidence
of pre-writing (outline, brainstorm, graphic organizer, etc.), and using valid
sources (at least 1 non-internet source). The rubric for your final project is
attached.
Here are examples of the two forms of technical writing you will choose from when creating your project. Keep in mind: Use of indentation, professional language,
strict format and organization, heading, and style.
-------------------------------------------------------------------------------------------------------------- Environmental Policy Manual Letter of Proposal
DATA CHART: ** Use this chart to organize your sources and topics! **
Assignment – Come up with one problem within our school (or district) in regard to environmental policy or energy efficiency. Find at least 3 SOLUTIONS to the
problem. Fill out this Data Chart accordingly.
Problem
&
Solutions
What is it?
Where did you
find it?
(MLA Citation!)
What will be
the result/
end product?
Example: Problem
Too much of the food
from breakfast and
lunch goes to waste.
School budget?
Interview with a school
official?
News article?
We lose money on the
food we buy when
people do not eat it.
Example: Solution
Food recycling
program: send all food
scraps to local farms
for compost.
www.ksdk.com
www.stltoday.com
St. Louis Post Dispatch
Science Magazine, etc.
District will stop losing
money. Farmers will
have more compost.
PROBLEM
SOLUTION 1
SOLUTION 2
SOLUTION 3
Make sure you turn in this Data Chart to Mr. Tsimerman for approval!
VALID SOURCE(S)? yes___ no___ Completion: ____/20
Saving the Environment: One School at a Time
PERFORMANCE TASK – Prompt
Final Assessment:
Your Job: You are an Environmental Analyst and Efficiency Expert! You have been
hired by our school district to isolate a major environmental problem and provide at
least 3 solutions to help our district save money. Our school is a business that runs
24/7. We use funds from the government to power our school, provide fresh food for
our students, and keep the building intact. However, this building was built in the
1970s and was originally an open-school format! Now that we have walls between
classes and it is 2012, it’s time to lesson our carbon footprint.
You Decide: Will your environmental solution be written in the form of: (circle one)
A Proposal Letter to the Administration or A New Environmental Policy
Manual for the District
Keep in Mind: You will need to format your solution accordingly. Refer back to the
first page of this handout for style and format. Also, make sure your language is
professional, precise, and void of any spelling or grammatical errors. School
officials will actually be reading your proposal! Make sure you represent yourself
well. If your solution is effective, you might get hired again!
This Assignment: Once you have completed your project, you will present your
problem and solution to the class. Make sure you stress the importance of your
environmental policy! As a class, we will decide (via silent ballot) on the top 5
environmental solutions. These will then be given to the school administration for
further review. You might even spark a change in how our school operates!
What to Turn-in: After you present your project to the class, you will need to turn-in
the following pieces of your project, stapled and completed IN THIS ORDER:
1) Your final draft. Either a Letter of Proposal or Environmental Policy Manual
2) Your completed Data Chart.
3) Bibliography in proper MLA format with all your sources (at least 1 non-internet)
4) Pre-writing materials, such as an outline, graphic organizer, notes, or rough draft.
5) Your copy of the rubric.
These must all be stapled together and in this order to receive full credit!
Saving the Environment: One School at a Time
RUBRIC:
CATEGORY 5 4 3 2
Grammar & spelling (conventions)
Writer makes no errors in grammar or spelling.
Writer makes 1-2 errors in grammar and/or spelling.
Writer makes 3-4 errors in grammar and/or spelling
Writer makes more than 4 errors in grammar and/or spelling.
Sentences & Paragraphs
Sentences and paragraphs are complete, well-constructed and of varied structure.
All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.
Most sentences are complete and well-constructed. Paragraphing needs some work.
Many sentence fragments or run-on sentences OR paragraphing needs lots of work.
Ideas and Organization
Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter/manual was about.
Ideas were expressed in a pretty clear manner, but the organization could have been better.
Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter/manual was about.
The letter/manual seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.
FORMAT Manual/Letter adheres to the standard format provided. A great example of technical argumentative writing.
Manual/Letter somewhat adheres to the standard format provided. Technical argumentative writing is somewhat evident.
Manual/Letter does not adhere to the standard format provided, but evidence of technical argumentative writing is still evident.
Manual/Letter does not adhere to the standard format provided, nor is it an example of technical argumentative writing.
Problems and Solutions
One clear environmental problem is identified. Three solutions to the problem are clearly stated.
One clear environmental problem is identified. Less than three solutions are stated.
An environmental problem is evident, but the solutions are not clear.
Either the environmental problem is not clearly stated OR solutions are not provided.
Final Draft: ___/25 points
Data Chart: ___/20 points
Bibliography/Works Cited: ___/10 points
Evidence of Pre-Writing: ___/5 points
TOTAL: ____/60 points
Annotation: When creating this unit, I wanted to not only introduce my students to technical
argumentative writing; I wanted my students to experience project-based learning. I want my
students to have fun with this project, especially the future scientists in my class. As English
teachers, we automatically assume that everyone who walks into our classroom has a love for
literature like we do. That is not the case. I know I will have students who hate reading and
writing as much as I hate calculating the slope of a line or balancing chemical equations. This
project is a way for me to link English with Science. Stressing the importance of writing is not
enough. Students need the experience of writing in every discipline.
My favorite form of assessment is the Performance Task. It allows instructors to see the
students’ individual creative process. This is a super fun form of assessment because, instead of
the students just sitting down and filling in a scantron, they get to play the role of (in this case)
an Environmental Analyst and their audience is no longer the teacher, but the school
administrators. The roles can always be changed as well as the target audience, but one thing
that stays the same is assessing the students’ writing process. If given the opportunity to pre-
write, brainstorm, organize the information on the actual assessment, the student will actually
grasp the process of composition.
Another important aspect of my summative assessment is that the students choose
whether or not they write a letter of proposal or a policy manual. Both are forms of technical
writing. Both can be argumentative. The main idea: the student chooses what to write about and
how to write it. There have to be some sort of guidelines for the project, like the fact that
everyone writes about an environmental issue within the school, but the ways in which the
students address the problem, research it, and present it are left to them.
Why the environment? Not only is this a current issue that comes up in our lives daily,
the field of environmental sciences is growing and is expected to grow within the next decade.
Presidential candidates talk about it, the ideas and new technologies are applicable to everyday
life (even outside of school), and it really gets kids to start thinking about how our world works.
The issue can be addressed scientifically, socially, economically, linguistically, and physically.
Students can look to what other countries are doing. This also allows students to involve
themselves in the school environment and community. Environmental policies affect everyone.
I will really try to incorporate this unit into my future classes. Even though a project like
this might not fit in with the standard curriculum of a senior English class, I believe this is one
project that will truly stick with the students long after they leave my course. Giving students the
opportunity to consult Science teachers, use internet and science magazine sources, and look-up
the policies of their own school will result in a deeper relationship between the students and their
school and will also instill the idea that writing is something that is necessary no matter what
field of study we choose. I want my students to learn more than just what is required of them by
the district/state.
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