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                                 Tara L. Jakubik

Technology Implementation Plan Complete with Parent Letter and Essential Documents

                    Introduction to Teaching with Digital Tools

                    Rutgers, the State University of New Jersey

                                   Spring 2012




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I have permission to use this plan in my district. I have recently written a proposal to my
supervisor. I am also currently re-writing the curriculum in alignment to the newly adopted
Common Core Standards to be implemented September 2012.

                            Technology Implementation Plan Proposal

Objectives

Students will be able to:

   1. Share their experience reading graphic novels (i.e. comic books) in the high school

       language arts classroom using 2.0 tools

   2. Discuss which reading strategies they used to make meaning when reading graphic

       novels.

   3. Reflect on the type of instruction provided by the teacher in the classroom and via the

       wiki.

   4. Collaborate thoughts, ideas, and reflections post reading

   5. Build knowledge through sharing among one another

Teachers and parents will be able to:

   1. Teachers will be able to scaffold student learning outside of class, therefore,

       supplementing instruction with 2.0 tools

   2. Parents will be able to engage in the conversation, thus connecting school and home


Standards

       Currently, the state of New Jersey is implementing the new Common Core Standards,

which have been adopted by more than 40 states across the county. For this project, I would like

to focus on how the wiki connects to these new standards as opposed to the New Jersey Core

Curriculum Content Standards. The information for the Common Core Standards can be found at

the following web address: http://www.corestandards.org/.

Based on the College and Career Readiness standards, students will be able to: (Revised

4/8/2012)
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   1. Integrate and evaluate content presented in diverse formats and media including visually

       and quantitatively as well as in words (R.I.12.7)

   2. Use technology, including the internet, to produce and publish writing and to interact and

       collaborate with others (W.12.6)

   3. Conduct short as well as more sustained research projects based on focused questions

       demonstrating understanding of the subject under investigation (W.12.7)

   4. Gather relevant information from multiple print and digital sources, assess the credibility

       and accuracy of each source, and integrate the information while avoiding plagiarism

       (W.12.8)

   5. Write routinely over extended time frames (time for research, reflection, and revision)

       and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,

       and audiences (W.12.10)

   6. Apply knowledge of language to understand how language functions in different

       contexts, to make effective choices for meaning or style, and to comprehend more fully

       when reading or listening (L.12.3)

   7. Integrate and evaluate information presented in diverse media and formats, including

       visually, quantitatively, and orally (S.12.2)

   8. Make strategic use of digital media and visual displays of data to express information and

       enhance understanding of presentations (S.12.5)

Purpose of Technology (revised 4/8/2012)

       The Common Core State Standards College and Career Readiness Anchor Standards,

comment on the usage of technology in 21st century classrooms. “New technologies have

broadened and expanded the role that speaking and listening play in acquiring and sharing

knowledge and have tightened their link to other forms of communication. The Internet has

accelerated the speed at which connections between speaking, reading, and writing can be made,

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requiring that students be ready to use these modalities nearly simultaneously. Technology

itself is changing quickly, creating a new urgency for students to be adaptable in response to

change” (p.48).

       Therefore, according to the Common Core State Standards College and Career Readiness

Anchor Standards, students “need to be able to use technology strategically when creating,

refining, and collaborating on writing. They have to be adept at gathering information, evaluating

sources, and citing material accurately, reporting findings from their research and analysis of

sources in a clear and congruent manner. They must have the flexibility, concentration, and

fluency to produce high-quality, first hand text under a right deadline as well as the capacity to

revisit and make improvements to a piece of writing over multiple drafts when circumstances

encourage or require it” (p.41).

       Because of the emphasis placed by the state on the utilization of technology in the

classroom in order to prepare students to become ready for college and the workplace, we

propose converting the traditional methods of assessing writing from print format to digital tools.

All 12th grade students will be required to upload all major writing assessments to Turnitin.com

where the assignments will be evaluated and graded by instructors using the Grademark program

included on the website. All rubrics used to assess writing will be uploaded by the instructors

prior to completion of writing assessments. Rubrics will also be available for students on

teachers’ Hackensack High School Websites. I will turnkey a tutorial for all 12th grade Language

Arts teachers in the Spring of 2012 in order to allow teachers to become comfortable using the

various functions of Turnitin.com.

       For shorter writing assessments, students will utilize blogspot.com to host their blogs.

The blogs will be evaluated and graded by instructors using a scoring rubric. All rubrics used to

assess writing, reflections, and blog comments. Using the rubric, the blogs will be assessed for

the following:

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               Connections to readings

               Inclusion of textual support

               Adherence to MLA format and styling

               Word/paragraph length (dependent on the assignment)

               Comments to other students blogs (connections must be explicit and purposeful;

                avoid, “I agree” and “good point.”)

               Adherence to blog safety protocols

Rubrics will be available on teachers’ Hackensack High School websites. I will turnkey a tutorial

for all 12th grade Language Arts teachers in Spring of 2012 in order to allow teachers to become

comfortable using various functions of blogspot.com.

Learning Activity

The learning activities will be implemented in five stages.

Stage One

      Anticipatory set

            o What do students know about technology? What digital media tools do they

                traditionally work with and in what capacity?

            o Discuss how we can use technology in education.

      Familiarity with online tools

            o Email addresses and basic communication lesson

                      What constitutes an appropriate email or user name?

                      What are some basic communication tools?

      Review the state standards with the class to show this unit’s alignment to common core

       standards

Stage Two

      Needs Assessment
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          o Ask students to explore a variety of teacher created wikis for usability

                      Reflect on the process of searching

                      Click on links and explain steps to get to each point

                      Areas of improvement?

                      Areas of concern?

      Introduce students to teacher created website

          o Tutorial/exploration of website as a class

                      Computer room, SmartBoard

          o Set up user names and passwords to access site

      Homework

          o Simple sign in from home. Explore the site further. Post a comment under “Test

              page.”

          o Write a reflection about the process of accessing the website from home. Easy?

              Difficult? Any concerns? Why?

Stage Three

      Introduction to Wikis

          o What is a wiki?

          o Brainstorm the potential uses

          o Why are we using it in this class?

      Online safety/communication

          o Mini lessons on online safety (passwords, usernames, assess, privacy)

          o Communication etiquette

          o Mini lesson on effective communication

          o Mini lesson on effective responses to wikis and other posts

Stage 4

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       First wiki

            o Teacher created wiki

                        Students will post comments

       Second wiki

            o Students will create wiki topics

                        Students will post comments

Stage 5

       Evaluation

            o Create a rubric as a class to determine the effectiveness of the wiki.

                        The effectiveness of the wiki

                        The usage of the wiki

                        The increased engagement

                        Usability

       Do we need to make changes? How can the site be more user-friendly?

Implementation Strategy

        My supervisor and principal are already excited about my eagerness to bring technology

into the classroom. Furthermore, I am on the technology implementation committee for my

school district and will have the opportunity to encourage other teachers to utilize wikis as well. I

can start implementation immediately.

        The students will first learn the basics with regard to 2.0 tools and the educational

purposes of utilizing technology in the classroom. I will make my best effort to connect all the

activities to what they do in their daily lives as 21st century learners. Students will understand

that they have the ability to make changes to the wiki at any time and that we are working

together as a team. I don’t want the students to feel as though this is a teacher initiative; rather,

something that we work on together. I like to promote “teamwork” as much as possible

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throughout this process so that students genuinely feel connected to the work. Students will first

learn about wikis and their uses prior to actually commenting and/or creating their own wiki. We

will do several activities together as a class before students work on the wiki alone at home.

Students will have the opportunity to meet with me during class and after school for additional

support. They also have my email address to email me at any time.

Evaluation (added 4/8/2012)

       As stated throughout this articulated plan, the evaluation of this unit plan will be based on

student feedback and performance, as well as teacher reflection. Specifically, I will be looking at

whether or not the use of technology has improved the overall quality of the unit plan. This will

be assessed by answering the following questions:

   1. Did students earn higher grades on their college essays and projects than previous years

       without the use of technology?

   2. Did student engagement in the classroom increase because students blogged outside of

       class?

   3. Were class discussions based on blog comments?

   4. Did students implement suggestions to your college essays based on peer online

       feedback?

   5. Were papers graded more easily than previous years and returned to students faster?

   6. Were students confused with the use of technology?

   7. Did the percentage of submitted student work increase due to technology use?

   8. Did students cite outside sources more frequently when using the Internet to share ideas?

   9. Were students better communicators both online and in person?

   10. Did students feel more supported in their learning than when using traditional

       learning/teaching methods?



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                          Parent Letter (revised 4/8/2012)

Ms. Tara L. Jakubik
Hackensack High School
1st and Beech Streets
Hackensack, NJ 07601

March 4, 2012

Dear Parent/guardian(s)

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Your child has chosen to enroll in the Creative Writing: Genre Studies course, an elective 12th grade
English course where students have the opportunity to explore their own strengths and preferences in their
own writing. The primary goal of this course is to introduce students to a variety of genres in reading and
writing to prepare them for graduation. In alignment with addressing 21st Century skills, the students will
have the opportunity to engage in online discussions via a teacher created wiki page.

Richardson, author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, defines a
wiki as “a collaborative web space where anyone can add content and anyone can edit content that has
already been published. In schools, teachers and students have begun using pass-protected wikis to create
their own textbooks and resource sites.” Our class will create a wiki to supplement the in-class instruction
to not only connect to 21st century skills, but to enhance our classroom discussion with regard to reading
graphic novels.

The primarily purpose of the wiki and blog space is to provide students an opportunity to share their
experience reading graphic novels (i.e. comic books) in the high school language arts classroom. In this
wiki space, students will have the opportunity to discuss which reading strategies they used to make
meaning when reading graphic novels. Furthermore, they will have the opportunity to reflect on the type
of instruction provided by the teacher in the classroom and via the wiki. Because students may feel
overwhelmed with the mass of decision-making embedded within senior year, students will have a place
to share this significant growing experience. The ultimate goal is for students to share information among
one another, for teachers to scaffold learning among students, and for parents to engage in the
conversation.

I would like to assure you that the wiki and blog space will be password protected and that your child’s
safety is of utmost importance. I would like you to invite you to join the website as well. If you are
interested, please email your email address for an invitation.

Your child’s participation in this wiki is strictly voluntary and if at any time he/she would like to
withdrawal, they may do so without question. This will not interfere with your child’s grade for the
course.

If you have any questions about your child’s participation in this wiki, please do not hesitate to contact
me at t.jakubik@hackensackschools.org or 201-646-7900.

Student Name (please print)      _________________         Student Signature        _________________
Guardian Name (please print)     _________________         Guardian Signature       _________________


Respectfully,

Ms. Tara L. Jakubik




                                                                                                 Jakubik


                      Technology Implementation Project Unit Plan Template


Content Area: English/Language Arts
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Unit Title: College and Career Readiness: Finding Yourself as an Individual
Target Course/Grade Level: College Preparatory English 4/Grade 12
Unit Summary: This unit is designed to prepare students for post-graduation through a means of
a variety of projects. This unit plan will essentially span the entire school year. First, students will
be responsible for writing and revising college admissions essays. After essays have been
approval for submitting, they will work on college applications. Throughout the school year,
students will be blogging about their experiences applying to colleges and/or deciding on career
paths. By the middle of the year, students will begin applying to scholarships and posting all
applicable scholarship opportunities to their blogs to share with classmates. Lastly, students will
complete a culminating project which is designed to prepare students for college and/or career
where they will be responsible for defining key college terms, choosing course registration,
locating campus maps, and thus, fully preparing for life after high school. Students who plan to
join the military or go straight to work will complete the Career project that will require students
to conduct research in their field of interest. All major assignments will be submitted using
Turnitin.com.

Primary interdisciplinary connections: Media Studies, History
21st century themes: media and visual learning, Internet usage, information from print and
digital sources, diverse media and format
Unit Rationale:
Because of the emphasis placed by the state on the utilization of technology in the classroom in
order to prepare students to become ready for college and the workplace, we propose converting
the traditional methods of assessing writing from print format to digital tools. All 12th grade
students will be required to upload all major writing assessments to Turnitin.com where the
assignments will be evaluated and graded by instructors using the Grademark program included
on the website. For shorter writing assessments, students will utilize blogspot.com to host their
blogs. The blogs will be evaluated and graded by instructors using a scoring rubric. All rubrics
used to assess writing, reflections, and blog comments.

Preview

OVERVIEW

       The Common Core State Standards College and Career Readiness Anchor Standards,

comment on the usage of technology in 21st century classrooms. “New technologies have

broadened and expanded the role that speaking and listening play in acquiring and sharing

knowledge and have tightened their link to other forms of communication. The Internet has

accelerated the speed at which connections between speaking, reading, and writing can be made,

requiring that students be ready to use these modalities nearly simultaneously. Technology itself



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is changing quickly, creating a new urgency for students to be adaptable in response to

change” (p.48).

       Therefore, according to the Common Core State Standards College and Career Readiness

Anchor Standards, students “need to be able to use technology strategically when creating,

refining, and collaborating on writing. They have to be adept at gathering information, evaluating

sources, and citing material accurately, reporting findings from their research and analysis of

sources in a clear and congruent manner. They must have the flexibility, concentration, and

fluency to produce high-quality, first hand text under a right deadline as well as the capacity to

revisit and make improvements to a piece of writing over multiple drafts when circumstances

encourage or require it” (p.41).

       Because of the emphasis placed by the state on the utilization of technology in the

classroom in order to prepare students to become ready for college and the workplace, we

propose converting the traditional methods of assessing writing from print format to digital tools.

All 12th grade students will be required to upload all major writing assessments to Turnitin.com

where the assignments will be evaluated and graded by instructors using the Grademark program

included on the website. All rubrics used to assess writing will be uploaded by the instructors

prior to completion of writing assessments. Rubrics will also be available for students on

teachers’ Hackensack High School Websites. I will turnkey a tutorial for all 12th grade Language

Arts teachers in the Spring of 2012 in order to allow teachers to become comfortable using the

various functions of Turnitin.com.

       For shorter writing assessments, students will utilize blogspot.com to host their blogs.

The blogs will be evaluated and graded by instructors using a scoring rubric. All rubrics used to

assess writing, reflections, and blog comments. Using the rubric, the blogs will be assessed for

the following:

                Connections to readings
                Inclusion of textual support
                                                 12
                                                                                                  13
              Adherence to MLA format and styling
              Word/paragraph length (dependent on the assignment)
              Comments to other students blogs (connections must be explicit and purposeful;
               avoid, “I agree” and “good point.”)
              Adherence to blog safety protocols


Rubrics will be available on teachers’ Hackensack High School websites. I will turnkey a tutorial

for all 12th grade Language Arts teachers in Spring of 2012 in order to allow teachers to become

comfortable using various functions of blogspot.com.

Significance

       Oftentimes students aren’t prepared for college although they may be prepared

academically. Aside from academic studies, students must have a firm foundation for what it is

really is like “in the real world.” These real-world assignments will help students create a plan to

follow through with after graduation. Each piece of the unit makes connections to technology,

and most importantly to self.


FEATURED RESOURCES

Websites:
Blogster.com – This is a Google-hosted website will allow students to create free blogs for class
use
Collegeboard.com – This website will provide students will information related to college and
career searches. Students will use this site because everyone can have access to it for free and it
is user-friendly; at the same time, students will be able to privatize their blog so that only
members of the class, myself, and my supervisor my access the content.
Naviance.com – This website has been purchased by the district and provides students the
opportunity to complete personality and career inventory tests as well as search for applicable
colleges matches the students’ needs. This database also serves as a repository for SATs scores,
resumes, and school acceptances.
Turnitin.com – This website has been purchased by the district and serves not only as a grading
tool for teachers, but as a repository for student work and feedback. This site also detects
plagiarism. Students will be able to store this information to create an e-portfolio of all their
work and reflect on the improvements they have made as writers throughout the course of the
year.

Additional Resources:
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        The College Admissions Mystique
        Sample college essays for class analysis of structure and content
        Teacher created PowerPoint Presentation
        College Essay Brainstorming Worksheet
        College essay peer and self editing worksheets
        College Essay Rubric
        College and Career Project + Rubric
        Blogging rubric

FROM THEORY TO PRACTICE

Analysis – In the past, students have felt ill prepared for post-secondary school decision making.
Therefore, it is imperative that we implement the college and career readiness anchor standards.
Design –The course content is designed around the needs of the users with a specific focus on
college and career readiness anchor standards with the implementation of technology where
applicable.
Develop – The development of the course content starts with the college essay and ends with the
college project. The intention of each step is for students to build upon prior knowledge and
share this knowledge with classmates to co-construct knowledge via blogging and class
discussion.
Implementation Steps -
Stage One
    Anticipatory set
           o What do students know about technology? What digital media tools do students
              traditionally work with and in what capacity?
           o Discuss how we can use technology in education.
    Familiarity with online tools
           o Email addresses and basic communication lesson
                   What constitutes an appropriate email or user name?
                   What are some basic communication tools?
    Review the state standards (content objectives) with the class to show this unit’s
       alignment to common core standards
Stage Two
    Introduction to blogging
           o What is a blog?
           o Brainstorm the potential uses
           o Why are we using it in this class?
    Online safety/communication
           o Mini lessons on online safety (passwords, usernames, assess, privacy)
           o Communication etiquette
           o Mini lesson on effective communication
           o Mini lesson on effective responses to wikis and other posts

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Stage Three
    Needs Assessment
           o Ask students to explore sample blogs for usability, purpose, and creativity
                  Reflect on the process of searching
                  Click on links and explain steps to get to each point
                  Areas of improvement?
                  Areas of concern?
    Introduce students to teacher created blog
           o Tutorial/exploration of blog as a class
                  Computer room, SmartBoard
           o Students to set up blogs, passwords, and access rights
    Homework
           o Simply sign in from home. Explore the site further. Post a comment/blog as a test.
           o Write a reflection about the process of accessing the blog from home. Easy?
             Difficult? Any concerns? Why?
Stage Four
    First blog post
           o Student created blogs
                  Students will post comments
Stage Five
    Turnitin.com
           o Turnitin.com lesson. Students will go to the computer lab and explore
             turnitin.com website via teacher tutorial.
           o Students will create their user names and passwords.
           o Students will practice uploading documents to Turnitin.com

Evaluation – Student evaluations though course surveys and class discussion and teacher
reflection plus student success will be used to evaluate the effectiveness of the project.




RELEVANT NATIONAL AND STATE STANDARDS (including 21st Century Skills)
College and Career Anchor Standards - Common Core Standards

Reading:

   1. Read closely to determine what the text says explicitly and to make logical inferences
      from it; cite specific textual evidence when writing or speaking to support conclusions
      drawn from the text.


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   2. Determine central ideas or themes of a text and analyze their development; summarize
       the key supporting details and ideas.
   3. Analyze how and why individuals, events and ideas develop and interact over the course
       of a text.
   4. Interpret words and phrases as they are used in a text, including determining technical,
       connotative and figurative meanings, and analyze how specific word choices shape
       meaning or tone.
   5. Analyze the structure of texts, including how specific sentences, paragraphs and larger
       portions of the text (e.g. ,a section, chapter, scene or stanza) relate to each other and the
       whole.
   6. Assess how point or view or purpose shapes the content and style of a text.
   7. Integrate and evaluate content presented in diverse formats and media, including visually
       and quantitatively, as well as in words.
   8. Delineate and evaluate the argument and specific claims in a text, including the validity
       of the reasoning as well as the relevance and sufficiency of the evidence.
   9. Analyze how two or more texts address similar themes or topics in order to build
       knowledge or to compare the approaches the authors take.
   10. Read and comprehend complex literary and informational texts independently and
       proficiently.

Writing:

   1. Write arguments to support claims in an analysis of substantive topics or texts, using
       valid reasoning and relevant and sufficient evidence.
   2. Write informative/explanatory texts to examine and convey complex ideas and
       information clearly and accurately through effective selection, organization and analysis
       of content.
   3. Write narratives to develop real or imagined experiences or events using effective
       technique, well-chosen details, and well structured event sequences.
   4. Produce clear and coherent writing in which the development, organization and style are
       appropriate to task, purpose and audience.
   5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or
       trying a new approach
   6. Use technology, including the Internet, to produce and publish writing to interact and
       collaborate with others.
   7. Conduct short as well as more sustained research projects based on focused questions,
       demonstrating understanding of the subject under investigation.
   8. Gather relevant information from multiple print and digital sources, assess the credibility
       and accuracy of each source and integrate the information while avoiding plagiarism.
   9. Draw evidence from literary or informational texts to support analysis, reflection and
       research.
   10. Write routinely over extended time frames (time for research, reflection and revision) and
       shorter time frames ( a single sitting or a day or two) for a range of tasks, purposes and
       audiences.

Speaking and Listening:

   1. Prepare for and participate effectively in a range of conversations and collaborations with
      diverse partners, building on others’ ideas and expressing their own clearly and
      persuasively.
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   2. Integrate and evaluate information represented in diverse media and formats, including
      visually, quantitatively and orally.
   3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric.
   4. Present information, findings and supporting evidence such that listeners can follow the
      line of reasoning and the organization, development and style are appropriate to task,
      purpose and audience.
   5. Make strategic use of digital media and visual displays of data to express information and
      enhance understanding of presentations.
   6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
      of formal English when indicated or appropriate.

   Language:

   1. Demonstrate command of the conventions of standard English grammar and usage when
      writing or speaking
   2. Demonstrate command of the conventions of standard English capitalization, punctuation
      and spelling when writing.
   3. Apply knowledge of language to understand how language functions in different
      contexts, to make effective choices for meaning or style and to comprehend more fully
      when reading or listening.
   4. Determine or clarify the meaning of unknown and multiple meaning words and phrases
      by using context clues, analyzing meaningful word parts and consulting general and
      specialized reference materials, as appropriate.
   5. Demonstrate understanding of figurative language, word relationships and nuances in
      word meanings.
   6. Acquire and use accurately a range of general academic and domain specific words and
      phrases sufficient for reading, writing, speaking and listening at the college and career
      readiness level; demonstrate independence in gathering vocabulary knowledge when
      considering a word or phrase important to comprehension and expression.


Preparation


Websites:
Blogster.com
Collegeboard.com
Naviance.com
Turnitin.com

Additional Resources (please refer to Appendix A):

       Sample college essays for class analysis of structure and content
       Teacher created PowerPoint Presentation
       College Essay Brainstorming Worksheet
       College essay peer and self editing worksheets
       College Essay Rubric
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         College and Career Project

PREPARATION PROCEDURES: Describe and list the various things that need to be done
prior to carrying out your lesson. This would include things like setting up a blog, checking to
make sure your students can access various websites, gaining parental permission to engage
students in online activities, etc.


TECHNOLOGY POLICY & IMPLEMENTATION STRATEGY Describe the
technologies/online tools that you and your students will be using and the guidelines that will be
established for managing their use. Before doing this, check with your school and/or district to
see if any Acceptable Use Policies (AUPs) have already been put into place. Include any
additional information and implementation strategies that you feel are needed.

LEVELS OF TECHNOLOGY INNOVATION (LOTI) Which level of innovation does each
lesson demonstrate using the 0-6 scale?


Unit Description

STUDENT OBJECTIVES
Students will…
         Use technology, including the internet, to produce and publish writing and to interact and
          collaborate with others
         Write narratives to develop real or imagined experiences or events using effective
          technique, well-chosen details, and well-structured event sequences.
         Initiate and participate effectively in a range of collaborative discussions

ESSENTIAL QUESTION(S)

         How can you use the Internet and web 2.0 tools to enhance communication?
         How does one build knowledge from others’ responses utilizing web 2.0 tools?
         What are college admission officers looking for in college essays?
         What elements of an essay set you apart from other students applying to the same/similar
          colleges/jobs?
         How can the Internet assist students for college preparation?


PROCEDURES:



                          Timeframe                Technology               LOTI Level
                                                   Integration
Online safety             4o minute period/1       View blogs via           1

                                                  18
                                                                              19
                         day                     Smartboard

Online Safety            40 minute period/1      Use SmartBoard to       1
                         day                     review online safety

Course Blog              40 minute period/1      Blog creation           3
                         day

Turnitin Tutorial/set-   40 minute period/1      Turnitin.com            3
up                       day

Critique of sample       40 minute periods/ 2    Blog about the          4b
college essays           Days                    varying content and
                                                 structures of sample
                                                 college essays

College Essay            40 minute periods/2     Share brainstorming     0
Brainstorming            Days                    worksheets with
Worksheet                                        classmates via blog.
                                                 Post some key
                                                 ideas/suggestions for
                                                 classmates to use for
                                                 their own essays.

Self and Peer Edit       40 minute periods/2     Share experience        4b
Worksheets               Days                    peer-editing with
                                                 classmate. Perhaps,
                                                 students can post
                                                 essays on blogs for
                                                 classmates to respond
                                                 to

Write College Essay      Students will have two Submit essay via         2
                         weeks between all the Turnitin.com
                         drafts to compose
                         essay

Read College             40 minute periods/3     Student blog            4b
Admissions               days                    responses
MIstique/class
discussion

                                                19
                                                                 20


Review College and   1 class period          Student blog    5
Career Project       (Students will have     responses and
                     two weeks to
                     complete the work at
                     home)




                                            20
                                                                                                  21

EXTENSIONS / MODIFICATIONS

        Students who plan to go to the military or pursue a career straight after high school will
be an alterative assessment. Instead of writing a college essay, students will write a personal
essay detailing their choice in joining the military or pursuing a career straight from high school.
A copy of this assignment may be found in Appendix A.

        Students who are struggling with the material will benefit from one-on-one instruction
with the teacher, work with small groups in and outside of class (via the blog), and will be
provided more detailed instruction. Additional support is always available before and/or after
school.


STUDENT ASSESSMENT

      The primary assessments include the following:
      College essay
      College or Career Project
      Blog Entries and comments


      The secondary assessments include the following:
      College or personal essay brainstorming worksheet
      Self and peer edit worksheets

*Refer to Appendix A for all rubrics (college essay, college/career project, and blog)




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                                                                                                           22
                                             Appendix A
                                 Supplemental Materials (revised 4/6/2012)

                                        Critique of Sample Essay
    (Teacher can choose any sample college essays for this lesson, but may use the following worksheet.)

Task: We are going to read an application essay and critique it based on the advice
provided by admissions officers. You may use this essay as a model for your own
essay.

   1. Opening sentence- What does the opening sentence of this essay do for the
      reader?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

   2. Based on this opening paragraph, what do you think is the topic of this essay?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

   3. A risk that the writer takes is incorporating direct quotes. What does the writer’s
      use of direct quotes do for the reader?
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

   4. How does the writer’s use of language function within the essay?
____________________________________________________________________

____________________________________________________________________

______________________________________________________________________

______________________________________________________________________



                                                    22
                                                                               23
   5. Find three examples of the writer’s use of imagery. Copy them. How do they
      function within the essay?
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


    6. Identify examples of figurative language.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


   Underline the writer’s thesis statement.

   Mark a slash after each sentence to illustrate varied sentence structure

   Circle transitional words and phrases

   Highlight the first sentence and last sentence of each paragraph. What do you

    notice about how each of these sentences functions?

   Underline the writer’s concluding sentence




                                  Brainstorming Worksheet

Name: _________________________________ Period: _____ Date: ____________

Brainstorming for the College Essay


                                            23
                                                                                               24
Directions: Answer all of the following questions; be as specific, thorough, and accurate as
you can. The goal of this worksheet is to give you several potential essay topics. Different
colleges will have different essay questions and you want to have a plethora of topics from
which to choose.

1. If you were writing your autobiography right now, what would be five to ten events or
   things that would have to be included? It will be easiest to think over your life
   chronologically.

      ______________________________________________________________________


      ______________________________________________________________________


      ______________________________________________________________________


      ______________________________________________________________________


      ______________________________________________________________________


      ______________________________________________________________________


      ______________________________________________________________________

      ______________________________________________________________________


      ______________________________________________________________________


      ______________________________________________________________________

2. Pick five adjectives or personality traits that characterize you. Ask friends and family
   members, too.


_________________________________                   _________________________________

_________________________________                   _________________________________

_________________________________                   _________________________________

_________________________________                   _________________________________

_________________________________                   _________________________________


3. List five accomplishments you have made over the last five years. (Do not limit
   yourself to accomplishments for which you have been formally recognized since
                                               24
                                                                                                 25
    some of the most essays are often based on accomplishments that may have
    seemed insignificant at the time but become crucial when placed in the context of
    your life.) Be sure not to simply repeat the information you provided in the application itself.

   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


4. List three to five things on which you consider yourself very knowledgeable.

   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


5. What are your most important extracurricular or community activities?

   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________



                                                25
                                                                                    26
6. List five people whom you respect and admire. These people should have had an
   impact on you or influenced you in some great way. They can be fictional, dead or
   alive.
 _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________

7. What is your favorite book or movie? __________________________________________

8. Who is your favorite musician? _______________________________________________

9. List two times in life when you failed miserably and two times when you were a
fantastic success.

Failure 1: ____________________________________________________________________

____________________________________________________________________________

Failure 2: ____________________________________________________________________

____________________________________________________________________________

Success 1: __________________________________________________________________

____________________________________________________________________________

Success 2: __________________________________________________________________

____________________________________________________________________________

10. Ask your parents for five events in your life that they will always remember.

   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


   _________________________________________________________________________


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   _______________________________________________________________________
    __


11. List four of your favorite things and four of your least favorite. These can include

activities, places, objects, virtues, etc.

Favorites                                         Least Favorites

__________________________________                __________________________________

__________________________________                __________________________________

__________________________________                __________________________________

__________________________________                __________________________________




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                                     Self-Edit Worksheet

Name ___________________
Date ___________________
Period ___________________
CP English 4/Jakubik
Self Edit Worksheet

Assessment:

1. Write down the first sentence(s) of your essay. This sentence should be an anecdote (a small
tale narrating an interesting or amusing biographical incident).
    ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   _________________________________
2. Does the first sentence (s) catch the audience’s attention? Why or why not? How?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________


3. To make ensure clarify and focus write down the main idea of each paragraph.

       1. ______________________________________________________________
       2. ______________________________________________________________


       3. ______________________________________________________________
       4. ______________________________________________________________
       5. ______________________________________________________________



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                                                                                              29


4. Now, looking at this, does the essay develop in a logical manner? Which paragraphs would
you change? What can do you do to improve your essay?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________




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                                                                                                 30

                                        Peer-Edit Worksheet
NAME:__________________________________________

PERIOD:___________________

DATE:_____________________

                                  BIOGRAPHICAL CHECK LIST

                                        DIRECTIONS:
   1.   Exchange papers with each partner in your group
   2.   Read your essay to the members in your group.
   3.   Check the appropriate response and provide details.
   4.   When indicated, return the papers and corresponding checklist to the writer
   5.   Read the responses and make corrections

CHECK LIST

Whose paper are you marking?                  _____________________________
                                                               (NAME)

(Circle one of the responses below)

       Opening Sentence:

   Unique and captures attention
   Restates the question
   Sounds too commonplace

If you circled “Unique and captures attention”- please briefly indicate why you consider it Unique
or attention grabbing.

If you circled “Restates the question” or “Sounds too commonplace” –please suggestion how
the writer may revise this sentence

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


       Evaluate the thesis:

   Clear               Unclear/Incomplete             Non-existent

If you circled “Clear” –please write the first five words of the statement on the lines below.



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                                                                                                   31

If you circled “Unclear” or “Incomplete”- please write a suggested thesis statement for the writer.
If you circled “Non-existent” –please write suggest a thesis statement for the writer.

____________________________________________________________________________

____________________________________________________________________________


    YES/NO Does this biography give enough information about the person?
   If YES, give one detail you learned about the person. If NO, what else would you like to
   know?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

      YES/NO Does this writer use concrete examples/imagery? In other words, does s/he
       show you or tell you the details (s/he should be showing the details).
   If YES, what write concrete example you liked in particular? If NO, please suggest what the
   writer could do to make the details more concrete. Be sure to indicate the corresponding
   paragraph.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


      YES/NO Does this biography show the person is on the path to maturity and/or
       indicate the moment that s/he decided to be responsible for her/his life?
   If YES, what is it? If NO, ask the writer to tell you now and you write it for her/him below.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________




                                                31
                                                                                           32


     YES/NO Does this biography paint a balanced picture of the writer? In other words, is
      s/he too good to be true, or is s/he not saying enough good tings about him/herself?
      Etc.
      Write two details that impress you or suggest two details that s/he may add.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________



     YES/NO      Would you invite this person to come for an interview with you at your
      college/university/vocational school/place of business?
      If YES, what caught your eye? If NO, suggest how s/he can catch your eye.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________




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                                        College Essay Rubric
Name ______________
Date ______________
English 4
Ms. Jakubik
College Essay Scoring Rubric (2 test grades)

Your College Essay will be evaluated for each of the following criterion and will be awarded a
score of 0 to 10.


Description of Criteria                                                                    Score

   1. Essay introduction includes an anecdote (specific biographical
      incident) which is further elaborated upon throughout the narrative.                 ______

   2. Essay introduction includes a clear thesis that identifies the topic of the essay.   ______

   3. Essay body is clearly organized and presents a logical flow of thoughts/ideas
      connected to the thesis.                                                             ______

   4. Essay includes multiple specific examples which clearly connect to an support
      the thesis                                                                           ______

   5. Examples/ideas are substantial enough to support the thesis.                         ______

   6. Essay conclusion illustrates how the anecdote relates to college endeavors.          ______

   7. Writing is clear and concise with regard to syntax and sentence structure.           ______

   8. Diction is sophisticated and appropriate.                                            ______

   9. Essay has been proofread for grammar, spelling, punctuation and capitalization       ______

   10. Final essay indicates major changes and revisions have been implemented             ______


                                                                             Total Score   ______
Comments:




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                                         Blogging Rubric

The blogs will be assessed for the following:

              Connections to readings

              Inclusion of textual support

              Adherence to MLA format and styling

              Word/paragraph length (dependent on the assignment)

              Comments to other students blogs (connections must be explicit and purposeful;

               avoid, “I agree” and “good point.”)

              Adherence to blog safety protocols




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                                           College Project
The purpose of this project is to prepare you for the college life and lingo. Though this project is
not writing intensive, it is comprehensive and requires a significant amount of thought and
research. The final project should be about 5 pages long. Do not simply put this project together
haphazardly. You will be asked to complete the project in pieces. If you do not plan to attend
college in the fall, an alternate assignment is available. Each Part of this assignment should be
typed in Times New Roman, size 12 font.


Part 1 - Terms to Define
   1.    Academic Major
   2.    Academic Minor
   3.    Academic Probation
   4.    Accelerated Degree Program
   5.    Add/drop
   6.    Adjunct professor
   7.    Advisor
   8.    Associate’s degree
   9.    Course catalog
   10.   Course number
   11.   Credit hour(s)
   12.   Distance Learning
   13.   Dorm
   14.   FAFSA
   15.   Full-time student
   16.   Grant
   17.   Office hours
   18.   Part-time student
   19.   Prerequisite
   20.   Resident Advisor (RA)
   21.   Room and board
   22.   Teaching Assistant (TA)
   23.   Transfer Agreements
   24.   Withdrawal
   25.   Work Study




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                                                                                        Jakubik 36




Part 2 – Academics

   1. In two or three paragraphs, please explain your goals for your life AFTER college. What
      job do you hope to procure upon graduation, either from a college of from graduate or
      professional school? What do you hope to accomplish, and how will your college
      experience get you there?
   2. What majors and minors offered by your college are related to your eventual career
      goals?
          a. What will you be majoring in?
          b. Will you be double (or triple) majoring or minoring? In what?
          c. How does this field relate your career goal, or is it simply an area of interest? (If
              you are initially planning on being undeclared, you must choose a potential major
              and minor for the purpose of this project.)
   3. What are your college’s breadth or distribution requirements? (These are courses outside
      your major, often in general subject areas such as mathematics, sciences, foreign
      languages, and arts and humanities meant to round out your college experience.
   4. What are your major requirements? Your minor requirements? (For the purpose of this
      project, you must choose a double major or a minor.)
          a. List the requirements for each. (You may add as many courses of study as you are
              interested in, but the requirements are either a double major or a single major with
              a minor field.)



Part 3 – Financing

You will have to sit down with your parents to complete this section. Please do this section
earlier, rather than later, in order to complete it properly.

   1. What is the average yearly salary for the profession you have chosen?
   2. Has your school offered you financial aid?
          a. How much, and in what form? (Scholarship? Fellowship? Work-study? Loans?)
          b. What academic requirements are necessary to retain your financial aid?
   3. What will your total estimated debt be after college, taking to account graduate or
      professional training?
          a. Take into account your tuition, fees, room and board (including rental estimates),
             cost of commuting (if you’re not living on campus) as well as the average cost of
             books.

Part 4 – Getting to Know Your College

   1. Where are the following three buildings physically located on your campus: the
      registrar’s office (registration and class schedules), the bursar’s office (financial aid and




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                                                                                         Jakubik 37


      payments), and health center? You may print out a copy of a map of the college and
      circle these buildings on your map.
          a. Is online access set up for any of these offices? What is the web address?
   2. What kind of public transportation is available around your campus?

Part 5 – Scheduling

For this portion, you will insert a sample schedule for the first (fall) semester of college. For the
second (spring) semester, you will find what courses are offered (based on the previous spring
semester), and create a list of courses you plan on taking.

For the fall semester only, you MUST include the DAY of the week and the TIME the class will
be held.

Part 6 – Making the most of your college experience

Colleges offer many opportunities to bolder your resume and round out the collegiate experience.
For this portion of the assignment, you will both research and map out how the best utilize the
opportunities by your college.

   1. What internships and/or fieldwork are available through your school? What
      internships/fieldwork are possible based on companies partnered with your school? Are
      any companies in your field located close to your school?
   2. List at least three possible internships, fieldwork programs, or jobs you could pursue on
      campus in order to bolder your resume for post-collegiate life.




                                                  37
                                                                           Jakubik 38



Name ___________________________
Date ___________________________


                                         CP English 4
                               College Project Assignment Sheet

 Name/Part Of       Date Assigned   Date Completed       Weight   Points Earned
  Assignment
Part 1 – Terms to
Define                                               20 points
Part 2 –
Academics                                            20 points
Part 3 -
Financing                                            15 points
Part 4 – Getting
to Know Your                                         15 points
College
Part 5 –
Scheduling                                           20 points

Part 6 – Making
the Most                                             10 points


Total Number of Points Possible – 100

Total Number of Points Earned _________________ X 3 Test Grades




                                             38
                                                                                      Jakubik 39

                                          Career Project
Project Overview

The purpose of this project is to prepare you for the college after high school. Though this
project is not writing intensive, it is comprehensive and requires a significant amount of thought
and research. The final project should be about 5 pages long. Do not simply put this project
together haphazardly. You will be asked to complete the project in pieces. I am here after school
every day. If you have any questions, please see me and we will discuss them. Each Part of this
assignment should be typed in Times New Roman, size 12 font.

Part 1 – Post Secondary School

   5. In two or three paragraphs, please explain your goals for your life AFTER high school.
          a. What do you hope to accomplish, and how will your experience get you there?
   6. What are some alternative schools you can attend if you choose not to go to a two or four
      year college? Are you interested in any of these? If so, identify them.
   7. Are you going to the services after high school? (i.e. Marines, Navy, Army, etc.)
          a. If yes, how will this experience help you in the future?
          b. What do you plan on doing when you return?
   8. You have choices. Which one is the best for you? Will you be in the services, attend a
      trade school, vocational schools, or go straight to work?
   9. In one or two paragraphs describe how you see your life in 10 years.
          a. Will you start a family?
          b. Will you be going to school?
          c. Where will you be working?
          d. Will you be in living New Jersey? If not, where?

Part 2 – Financing

You will have to sit down with your parents to complete this section. Please do this section
earlier, rather than later, in order to complete it properly.

   4. What is the average yearly salary for the profession you have chosen?
   5. How do you plan on paying for the cost of living?
   6. Find five (5) apartment buildings in the town you wish to live in. Find out how much rent
      costs for each of these places. Compare the prices. Being realistic, choose which one you
      believe you can afford. (This is not to say you will move out right away. It is to take into
      consideration the cost of living when you move out on your own.)




                                                39
                                                                                      Jakubik 40


Part 3 – Yes, This is Real Life

   3. How much does a typical week’s worth of groceries cost? Write down a list of all the
      items you need for the week. Think about everything you use (shampoo, soap, toilet
      paper, toothpaste, etc.) Think about everything you eat and drink. Write a list of all these
      items and their cost. Then add up the list to see how much money you should budget for
      groceries.
   4. Do you have a car? Do you have car payments? Do you lease? If yes, how much is it a
      month? How much is car insurance? Look up the cost of car insurance for various
      companies. Which car insurance company do you use? Write down either what you pay
      or what you would pay if you used any of these companies.
   5. How much do you spend a month on your cell phone bill? If you don’t pay for your bill
      yet, find out how much it costs. Look at other calling plans to see if you have the most
      cost effective plan.
   6. How much does TV, cable, and internet cost? What are some of the servers you can use?
   7. What other expenses do you imagine you will have when you are out of high school?
      Will you pay for everything on your own or will you have help from those around you?
   8. Write a paragraph about the types of things you can do to budget your money. How can
      you save? Where can you cut costs? (For example, do you need name brand items or can
      you buy generic?)
   9. Add the cost of the above expenses.


Part 4 – Short Essay

      If you are going to the military, write a one page paper on your decision to do so. What
       influenced you to make this decision? Why do you think this is the best choice for your
       future?
      If you are going to work for your family or start your own business, write a one page
       paper on your decision to do so. What influenced you to make this decision? Why do you
       think this is the best choice for your future?
      If you are going to go straight to the workforce, write a one page paper on your decision
       to do so. What influenced you to make this decision? Why do you think this is the best
       choice for you?
      If you are completely undecided about what to do after high school, write a one page
       paper asking for advice and seeking assistance. I want to help you create a plan for life
       after high school. What do you think you would be good at? What is holding you back?




                                               40
                                                                           Jakubik 41


Name ___________________________
Date ___________________________

                              Career Project Assignment Sheet

 Name/Part Of       Date Assigned   Date Completed       Weight   Points Earned
  Assignment
Part 1 – Post
Secondary                                            75 points
School

Part 2 –
Financing                                            150 points
Part 3 – Yes,
This Is Real Life                                    100 points
Part 4 – Short
Essay                                                150 points
Part 5 – Articles
of Support                                           75 points

Part 6 –
Reflection                                           100 points
Part 7 –
Interview                                            75 points
Extra Credit


Total Number of Points Possible – 725

Total Number of Points Earned _________________




                                             41

				
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