Reflection Letter

Dr. Hartman,
Let me start by saying that this assignment was really good for me. It
required me to really think and explore, and I am still thinking and exploring! As
you and I discussed on the phone, I am having a really hard time figuring out how
to go about some of this. I have every desire to go with something that is safe
and comfortable and predictable, but I really wanted to do something a little bit
different, not only for me, but for my students. The writing process is key to
becoming a more confident and comfortable writer, and I wanted my WAD to
really highlight that. However, even in that, I am still looking for what is safe and
comfortable and not risky. Part of that is knowing that I am accountable for the
work, not just to this class, but also to my students and parents. I want this to be
something that my students are comfortable with, but I desire for them to feel
successful as well.
All that to say, I am still not feeling 100 percent confident about all of this, but I
am looking forward to assigning this to my students and seeing where it goes.
Even if there are some less successful moments in the process, I know that
something valuable will be learned. Which I suppose is really the point of
process anyway .
Kali Oldacre

Kali Oldacre
Dr. Hartman
Teaching of Writing
22 February 2015
WAD Design
Rationale/Overview:
One goal of this class is to become more comfortable with writing, through
continued practice, while using a variety of formats and styles. Throughout the
year we have focused on different elements of the writing process, particularly as
it relates to formal or academic writing. These types of writing help students
begin to organize their thoughts about particular topics, as well as learn to
communicate those ideas thoughtfully and clearly. We often spend time writing
about literature to help illuminate our own responses to the works we cover and
thus to appreciate them more fully.
This culminating assignment for Dr. Jekyll and Mr. Hyde will be used to
focus students on the process of writing, particularly as students think about the
variety of themes applicable to Dr. Jekyll and Mr. Hyde and how that process
ultimately lends to the final product. This assignment will highlight the students
already developed skills in writing as well as show students the importance of the
progression of writing and writing-to-learn in different ways than some of the
more formal types of assignments that have already been done. The hope is that
students will begin to be more confident writers as they view the efforts of their
process to identify and explore thematic content, and how that helps them to
express those ideas clearly in their final product.
Context:
The initial exploratory writing workshops will take place over the course of
a week, meeting four times a week for 50-minute time periods on a rotating
schedule. Students will have an additional two days in the following week of
class of work time to write their finalized pieces, as well as receive valuable
feedback on their process from both myself and peers.
7th grade students will be composing their work after having just completed
their reading of the Strange Case of Dr. Jekyll and Mr. Hyde. Students have
written many structured assignments and already have a good working
knowledge of how to organize and compose an essay. This will be an
introduction into different types of writing, giving the students the option to move
from a typical five-paragraph essay into other forms of composition.
Goals/Objectives/Standards:
State Standards (North Carolina Department of Education):
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

 Determine a theme or central idea of a text and analyze its development over
the course of the text; provide an objective summary of the text.
Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
Personal Goals:
Use the text to support their ideas about theme.
State your claims about the theme clearly in writing
Use writing to learn activities to explore the development of thematic content
in the novel.
Participate fully in process work and thus explore its role in developing writing
skills.
Create a polished piece that shows the evidence of process explorations.

Dr. Jekyll and Mr. Hyde Writing Assignment (Handout)

Purpose:
One goal of this class is to become more comfortable with writing through
continued practice, while using a variety of formats and styles. Throughout the
year we have focused on different elements of the writing process, particularly as
it relates to formal or academic writing. These types of writing help us begin to
organize our thoughts about particular topics, as well as learn to communicate
those ideas thoughtfully and clearly. We often spend time writing about literature
to help illuminate our own responses to the works we cover and thus to
appreciate them more fully.
This culminating assignment for Dr. Jekyll and Mr. Hyde will be used to
focus on the process of writing, particularly as you think about the variety of
themes applicable to Dr. Jekyll and Mr. Hyde and how that process ultimately
lends to the final product.. We will spend just over a week, looking at the different
themes, brainstorming about their validity, exploring our own opinions about
them, and organizing our thoughts in reference to the development of the theme
over the course of the novel. This will not be a summary, but rather a discussion
of how a particular theme progresses throughout the novel using key examples
from the text.
Goals/Objectives for Lesson:
Use the text to support your ideas about theme.
State your claims about the theme clearly in writing.
Use writing to learn activities to explore the development of thematic content
in the novel.
Participate fully in process work and thus explore its role in developing writing
skills.
Create a polished piece that shows the evidence of process explorations
revisions.
Expectations/Guidelines:
Please follow the Basic Writing Rules that we have worked on throughout the
year, particularly as you revise your final product. The final piece is not limited to
the typical report/essay structure but should include a cohesive organization with
a beginning, middle, and end. Your thesis/argument, related to one particular
theme, should be either stated or implied clearly throughout. All parts of your
process work will be turned in and assessed, and this work combined with your
final project is worth a test grade for this unit.
Theme Options:
Consideration of human nature
The effects of addiction
Reason/Science v. the Supernatural
Dual Nature or Split Personality

Limits of Scientific Experimentation

The Effects of Society on the Individual

Timeline:
WEEK ONE:
Days One & Two: Theme Introduction Workshop
Each theme possibility will be introduced one at a time. After each
introduction, you will break up into groups and discuss whether or not you
think that this is a suitable theme for the novel, and reasons why/why not?
Each student should be writing during these times of discussion. All notes
will be turned in at the completion of the project.
The last ten-fifteen minutes of each class will be used in personal
reflection for students to begin to think about their possible themes using
free writing.
Homework: Continue reflection/brainstorming. Both evenings you will
choose one theme that you are most interested in.
Day Three: Choosing a Theme
You will spend the beginning of class discussing your notes so far with a
partner.
You must then choose one theme to focus your efforts on, and begin
exploring the text on your own.
Choose five or six good examples from the text that show the
development of that theme and record them.
Homework: Using the double-column strategy. Students will write about
each text example.
Day Four: Exploring the Theme
Using various writing to learn strategies (mapping, drawing, timelines, etc.)
students will explore the development of the theme and make any
changes to text examples chosen.
We will discuss the possible ways to report your findings (Essay/Report;
Screencast/PowerPoint).
Homework: Decide how you are going to write your final piece. Begin
working on a skeleton outline (or other model) of your final piece.
WEEK TWO:
Days One and Two:
You will have class time to work on your final writing.
This will be individual work time, but there will be opportunities to receive
feedback from both your peers and myself in editing/revising your work.
Homework: Final piece will be due when you come to class on Day Three.
You will submit the final draft online in class. All hand written work should
be neatly compiled and handed in.

Rubric for Assessment:

Dr. Jekyll and Mr. Hyde Writing Assignment Rubric

Rubric Criteria
Use of textual
examples to
support ideas is
both thorough and
effective.

The argument/
chosen theme is
evident throughout
the work.

Process work
evidences
following
directions and
thoughtful
exploration of
ideas in theme.

Cohesive writing
shows an
identifiable
beginning, middle,
and end resulting
from process
work.

Exceeds
Expectations

Meets
Expectations

Below
Expectations

Content Missing

The Basic Writing

Rules have been
followed and there
are no glaring
spelling or typing
errors. Careful
revision is evident.

Students Score __________