1 Tom Fontana Bio: My name is Tom Fontana. I was born in St. Louis, Missouri, and later went to high school at St. Louis University High. I earned by BA in English literature from DePauw University in 2008. Following graduation, I taught at De Smet Jesuit High School as part of the year-long Alum Service Corps program overseen by the Jesuits of the Missouri Province. After finishing my year of service as a volunteer teacher, I enrolled in an MA program at the University of Missouri-Columbia to explore whether I would like to eventually earn my doctorate in English. After receiving my MA in British and American Literature in 2011, I decided that my true passion lay in teaching high school students, so I returned to St. Louis to earn my post-degree certification at UMSL. I look forward to finishing my certification and taking full advantage of the opportunity to share my gifts with my own classroom full of students.
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Transcript
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Tom Fontana Bio: My name is Tom Fontana. I was born in St. Louis, Missouri, and later went to high school at St. Louis University High. I earned by BA in English literature from DePauw University in 2008. Following graduation, I taught at De Smet Jesuit High School as part of the year-long Alum Service Corps program overseen by the Jesuits of the Missouri Province. After finishing my year of service as a volunteer teacher, I enrolled in an MA program at the University of Missouri-Columbia to explore whether I would like to eventually earn my doctorate in English. After receiving my MA in British and American Literature in 2011, I decided that my true passion lay in teaching high school students, so I returned to St. Louis to earn my post-degree certification at UMSL. I look forward to finishing my certification and taking full advantage of the opportunity to share my gifts with my own classroom full of students.
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Culture Essay
An Examined Life
Tom Fontana
Final Draft
February 21, 2012
It is no small pity, and should cause us no little shame, that, through our own fault, we do not
understand ourselves, or know who we are. Would it not be a sign of great ignorance, my
daughters, if a person were asked who he was, and could not say, and had no idea who his father
or his mother was, or from what country he came?
-St. Teresa of Ávila, The Interior Castle
True self-knowledge—a goal lofty in the extreme, yet surely one worth striving toward if
one is to gain even a modicum of understanding of oneself. St. Teresa’s question implicitly
assumes an intimate connection between self, family, and homeland. In other words, even though
the individual soul can be reckoned as an “interior castle,” that castle’s foundation is laid by
forces external to that person, namely his or her cultural milieu. Teresa announces that she
“began to think of the soul as if it were a castle made of a single diamond or of very clear crystal,
in which there are many rooms.” The soul enters into its castle and glides continually about its
corridors, for “it must not be compelled long to remain for a long time in a single room—not at
least unless it is the room of self-knowledge.” As such, the journey toward self-knowledge
consists of a meandering trek from room to room, pausing here and there to catch a glimpse of
something given off in isolate flecks. What that “something” might be I cannot say until I look it
in the face, just as I imagine one cannot know how to recognize that room of self-knowledge
until one finds oneself inside it. And so, let me invite you to step with me inside myself as we
seek together that innermost room. Whether we find it or not remains to be seen. I make no
promises, save that your vision of me will stretch a little wider and a little deeper than it did
before we began. A humble guarantee, no doubt, but there’s something to be said for it. In my
work as a teacher, I strive to have a more concrete sense of the knowledge we should uncover at
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the end. However, I believe the essence of teaching lies less in the knowledge itself than in the
way of proceeding together.
We arrive first in the living room at the front of my parents’ home. You may quibble with
me as to whether my former self, curled up on the couch with a book in hand, were truly “living”
in this room. And if it were possible to undertake a grand accounting of the time spent in my life
thus far, excluding time spent asleep, which consumes a third of our lives, I would hazard to
guess that I would have spent most of my time reading. I sympathize with Proust’s description of
his own childhood: “There are no days of my childhood which I lived so fully perhaps as those I
thought I had left behind without living them, those I spent with a favorite book.” Indeed, more
than the plots of the books themselves, I remember the experience of reading, of reclining on the
couch on one of those long, languid summer days when it seemed too hot to do anything else. I
would hold the book up high to shield my face from the sun that streamed in from the window.
My nostrils filled with that familiar musty smell, seemingly unique to library books. Silence
reigned, save for the crinkle of the dust jacket against my fingers and for the flick of each well-
worn page. My sisters and I read every day, at no set time but for a fixed minimum duration,
under the watch of the babysitter. Our parents worked every day and largely left the sitter to
herself as long as no problems arose. It made quite the impression on my younger self that my
parents’ sole dictum was that we must read on a daily basis.
I hardly needed the encouragement. In fact, I spent much of my time contriving ways to
eliminate environmental distractions: hiding in a closet or under the bed, huddling up in the
Student – writing utensils, character costumes (optional)
Literacy Strategies Jigsaw
Phase One
Clarify Aims and
Establish Set
-Do Now Question (Mandatory Class Starter at McCluer North): What sorts of things did you do to
prepare for today’s performance? Are you happy with your preparation, or are there some things you
would have done differently?
-On Performance Day, review established procedures for conducting the performance
Phase Two
Present Information
-Earlier in the unit, instructor will have presented students with a packet of information that details the
different steps students will take to complete the project
Phase Three
Organize Students into
Learning Teams
-The work days will essentially work as a sort of jigsaw grouping. On the first work day, students will be
working with other students assigned to the same character or to characters from the same story
-Then, students will take that knowledge from their first group and jigsaw it into the larger performance
group. For the rest of the work days, students in their performance group will script interactions between
characters from different stories
Phase Four
Assist Team Work and
Study
-Prior to performance day, teacher will assist students in completing character analysis sheet for their
preparation
-On performance day, teacher takes a largely evaluative role and to help the transition between party
groups
Phase Five
Test on Materials
-The performance itself serves as the text on materials, along with the submission of the character sheet
-Instructor collects student peer evaluation rubrics to check for sincerity of evaluation and then give those
to presenting students
Formative
Assessment
-Students use peer rubrics to get experience with evaluation
Summative
Assessment
-Character analysis essay and the performance itself.
Reminder -Reserve computer lab or library for group work during the week of the project
Mr. Fontana Date Name______________________________
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3. CLIMAX
The peak of the action and turning
point of the conflict
1. EXPOSITION
Introduces the
characters and the
setting
Often comes at the
beginning of the
story, but may be spread throughout
2. RISING ACTION Events that build up to
the climax
Main character
encounters obstacles
and experiences conflict
Often the longest part of the story
5. RESOLUTION
The final stage of the
plot in which the
loose ends are tied
together and a
confrontation ends
the conflict
Often the main
character changes or achieves insight
4. FALLING ACTION
Events that follow the
climax and lead toward
the resolution
May either be an easing
of tension after the peak
of the climax or an
increase in tension leading to the resolution
Mr. Fontana Date Name______________________________
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3. CLIMAX
1. EXPOSITION
2. RISING ACTION
5. RESOLUTION
4. FALLING ACTION
Mr. Fontana Date Name __________________________
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TTyyppeess ooff CCoonnfflliicctt A conflict is a struggle between opposing characters or forces. Characters in conflict form the basis of stories, novels, and plays. In an external conflict, a character struggles against an outside force. An internal conflict involves a character in conflict with himself or herself. These two types of conflict can be further divided into the five types of conflict listed in the chart below. After we discuss each type of conflict, invent your own example that would fit each type of conflict. Then, try to find an example of each type of conflict from “The Most Dangerous Game.” Note that all types of conflict are represented in the story.
Type of Conflict Your Example Example from “The Most Dangerous
Game”
Exte
rna
l C
on
flic
t
Character vs. Character
Character vs. Nature
Character vs. Society
Character vs. Destiny/Fate
Inte
rna
l C
on
flic
t
Character vs. Self
Mr. Fontana Date Name___________________
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Short Story Character Dinner Party
Character Analysis Essay (60 Points): Due______________
Dinner Party Performance (40 Points): Due______________ We’ve read a wide variety of short stories in this unit with a number of interesting characters. While it is important to consider stories in their own right, as we have been doing so far, it is also important to draw connections across stories. Thus, you are going to work in groups to stage a dinner party in which the characters from the different stories we’ve read will interact with one another. Step 1—Choose a Character: From the following character list, you will rank your top five preferences for the character that will be both the subject of your character analysis essay and your role for the party. You may choose a character of any gender, as long as you will be comfortable performing as that character in public. I will collect your list of preferences and assign you a character and a performance group:
Story Characters
“The Most Dangerous Game” Rainsford, General Zaroff
“Poison” Timber, Dr. Ganderbai, Harry Pope
“The Necklace” Madame Loisel, Monsieur Loisel
“Rules of the Game” Waverly Jong, Waverly’s Mother
“Checkouts” Checkout Boy, Shopper Girl
“The Cask of Amontillado” Fortunato, Montresor
“The Gift of the Magi” Della, Jim
“The Scarlet Ibis” Doodle, Doodle’s Brother
“Harrison Bergeron” Harrison Bergeron, Diana Moon Glampers
Step 2—Develop Character Analysis: During the first in-class work day, you will get together with everyone who has a character in your story, regardless of which performance group you are in. You will use this time to discuss your ideas of how your characters should be played and to review the subjects that your character would talk about at a party. This will also give you time to develop your ideas for the character analysis essay (see “Character Analysis Essay” handout for more info) Step 3—Script Dinner Party: During all the remaining in-class work days, you will meet with your performance group, which will be made of characters from different stories. From the previous day’s work, you should have a better understanding of your character’s interests and manner of interacting with others. Together, you and your performance group will script a series of interactions between characters. Be creative in determining the sorts of things your characters discuss, but make sure they can be connected to the way the characters are presented in the stories. Examples: Gen. Zaroff warns Diana Moon Glampers that ridding the world of individuality will make
her life as boring as his own. Della and Madame Loisel swap stories about learning that there are types of value that don’t have to do with money.
Step 4—Perform and Listen: During class, groups will take turns performing their group’s party scene for the rest of the class (see “Dinner Party Performance” handout for more info). Each group’s party will last 15 minutes. When your group is not performing, you will be assigned to evaluate a member of the current performing group in addition to the grading evaluation provided by me. Note that being disruptive during someone else’s performance will cause you to lose points for your own performance.
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Mr. Fontana Date Name:
Character Analysis Essay Your assignment is to write an essay describing a character from the short stories we’ve read in class. You will choose three adjectives that describe that character. Think about specific examples from the story to support your answer. The following worksheets include a template to help you structure organize your analysis:
Introduction, create a “funnel” by moving from the general to the specific for the thesis
Thesis
Body Paragraphs, one per main idea, begin with topic sentence
Restate Thesis
Conclusion, moves from specific thesis to broader application
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Once I have assigned you a character based on the preferences you gave me, choose three adjectives to describe your character: Adjective #1
Adjective #2
Adjective #3
Each of your body paragraphs will describe one of the adjectives. You will then explain your adjective choice with examples (quotations or paraphrases) from the story. Adjective #1:
Example #1
Example #2
Example#3
Adjective #2:
Example #1
Example #2
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Example #3
Adjective #3:
Example #1
Example #2
Example #3
Write your thesis statement, which will serve as the main argument your paper is trying to prove. Be sure to include the adjectives of your character in your thesis statement.
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Dinner Party Character Performance Rubric
Category 10-9 8-7 6-5 4-0
Content of Character’s
Dialogue (10 points)
Topics of all of the character’s dialogue logically follow from that character’s story
Topics of a majority of the character’s dialogue logically follow from that character’s story
Topics of a majority of the character’s dialogue do not logically follow from that character’s story
Topics of all of the character’s dialogue rarely or never follow logically from that character’s story
Character Personality (10 Points)
Student portrays the character accurately and consistently throughout the entire party
Student portrays the character accurately and consistently throughout most of the party
Student portrays the character but slips in and out of character during the party
Student does not accurately portray the character
Voice Performance
(10 points)
All 3 of the following are met for the entire duration of the party: -Student speaks clearly and at an appropriate volume -Student emotes rather than reading in a monotone voice -Student speaks without long gaps between dialogue
Only 2 of the following are met for the entire duration of the party: -Student speaks clearly and at an appropriate volume -Student emotes rather than reading in a monotone voice -Student speaks without long gaps between dialogue
Only 1 of the following is met for the entire duration of the party: -Student speaks clearly and at an appropriate volume -Student emotes rather than reading in a monotone voice -Student speaks without long gaps between dialogue
None of the following are met for the entire duration of the party: -Student speaks clearly and at an appropriate volume -Student emotes rather than reading in a monotone voice -Student speaks without long gaps between dialogue
6-5 4-3 2-1 0
Interaction with Other Characters (6 points)
Student’s character has meaningful interaction with characters from at least 3 stories other than the student’s own
Student’s character has meaningful interaction with characters from only 2 stories other than the student’s own
Student’s character has meaningful interaction with characters from only 1 story other than the student’s own
Student’s character has meaningful interaction only with characters from student’s own story
4 0
Listening (4 points)
Student listens attentively for the entirety of the other groups’ performances
.********* *********
At any point in another group’s performance, student is inattentive or disruptive
Total Points: ________ / 40
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Odyssey Unit
Mr. Tom Fontana
April 17, 2012
Rationale: The Odyssey is a fundamental part of the Western literary tradition, a text that is very much of a
specific time and place yet at the same time reaches across time and space to the present day. The Odyssey typifies
the tradition of the epic hero, and this unit demonstrates the way in which the epic tradition embodies both the
individual and the social. Though Odysseus’ quest to return home is in many ways a personal journey, the heroic
traits that he exemplifies reveals the fundamental values and ideals of Ancient Greek society. The Greek hero is
just one example of a broader trend in literature. In all societies at all times, heroes represent what each society
deems to be the ideal image of itself. Toward these ends, students will not only consider Odysseus within his
particular cultural context but also they will analyze the broader trend of the heroic tradition as a means of
reflecting on the values of their own society and culture.
Summary: The unit centers on reading excerpts from The Odyssey that are anthologized in our textbook—
Prentice Hall, Penguin Edition, 9th Grade. Following the rationale, the unit is built around three major
assessments. The first is an internet research project that establishes an understanding of the Ancient Greek
context of the poem before reading it. As we make our way through the text, students will keep track of
Odysseus’ character traits and the actions that reveal those traits. Our school’s common assessment test on The
Odyssey holds students responsible for important plot points, vocabulary words and for thematic analysis of
heroism in the Greek tradition. Finally, after analyzing the notion of heroism with regard to Greek cultural values
and reflecting on their own cultural values, students will compose an essay discussing one of their own heroes.
Objectives:
Reading: - On an exit slip, students will correctly define “epic” and “epic hero” with 100% accuracy.
- Given a Venn diagram, student will accurately identify character traits that belong to Odysseus
alone, Penelope alone, and the two of them together and will cite examples from the text of The
Odyssey to support each list.
Writing: - Upon researching online various aspects of life in ancient Greece, students will construct an
artifact (i.e. travel brochure, newsletter, PowerPoint presentation) that creatively presents accurate
information about at least five different areas of Greek life.
- Students will write an essay focusing on someone they consider to be a hero, which will include
biographical information, a discussion of this person’s heroic actions and deeds, and a discussion
of the societal values that their hero’s actions exemplify. This essay will be evaluated according
to a rubric.
Speaking: - After reflecting on the values and ideals of their own society, students will construct a visual
representation of the characteristics an American epic hero would possess and will present it to
the rest of the class.
- After creating their project, students will present their final product to the rest of the class and
explain their findings in each of their five areas of Greek life.
Listening: - While listening to other groups presentations, each student will list at least three things he or she
learned from the other presentations.
Length: 7 weeks
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Materials:
School: Textbooks, chalkboard/smartboard, computer access, art supplies
Formative—Formative assessments consist of class discussion, instructor observation of students’ working, and
small pieces of writing composed in class and for homework.
Summative—There are three summative assessments. The first is an internet research project that establishes an
understanding of the Ancient Greek context of the poem before reading it. Our school’s common assessment test on The Odyssey holds students responsible for important plot points,
vocabulary words and for thematic analysis of heroism in the Greek tradition. Finally, after analyzing the notion
of heroism with regard to Greek cultural values and reflecting on their own cultural values, students will compose
an essay discussing one of their own heroes.
Accommodations: Reading aloud in class can help students with learning disabilities and some stories may be
obtained in audio form for home use for these students, notes outlines available for students who need them,
copying a peer’s notes to fill in holes, incorporating graphics to illustrate concepts, flexibility in typing or writing
work to meet student needs, pre-performance coaching and assistance for students who have difficulty performing
-The test on the materials is the final product itself and the presentation of that material to the rest of
the class.
-While listening to other groups presentations, each student will write down at least three things he or
she learned from the other presentations. These lists will then be used to fill in the L columns on the
K-W-L charts now hanging in the classroom.
Formative
Assessment
-KWL chart assess students’ prior knowledge and the sorts of things they would like to learn
-Teacher observation during research time assesses how the students conduct research and work as a
team
Summative
Assessment
-The final product acts as a summative assessment for this first contextual research portion of the
unit.
-The project as a whole also contributes to the types of cultural analysis that will appear in the
Heroism Essay and on the short essay section of the common test
Homework
Reminder Reserve computer lab for work days
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Heading 9th
Grade English Mr. Tom Fontana
Odysseus & Penelope 1-2 days
Rationale In this lesson, students will come to see the characters in The Odyssey as true characters and less as simply
heroic archetypes. Though we have focused most of our attention thus far on Odysseus, we will turn here
to Penelope in order to consider the role she plays in the story and what she represents. Though Odysseus
represents some of the heroic ideals of his society, his quest is ultimately a personal one. We will look at
what Penelope does to make Ithaca a home worth striving for.
Objective -Given a Venn diagram, student will accurately identify character traits that belong to Odysseus alone,
Penelope alone, and the two of them together and will cite examples from the text of The Odyssey to
support each list.
Common Core Standards -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.
-Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
-Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
-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.
Reading Material Excerpts from The Odyssey found in our textbook
LP Format Discussion
Grouping Whole class, pairs
Materials & Resources School – textbooks
Teacher – Odysseus Character Analysis handout, Venn Diagram handout
Student – writing utensils
Literacy Strategies Quick Write, Venn Diagram, Think-Pair-Share, Character Study
Phase One
Clarify aims and
establish set
Do Now Question: Take out the Odysseus Character Analysis sheet where you have been keeping track of
Odysseus’ character traits throughout the course of the poem. Which of the traits on your list might have
an impact on Odysseus’ role as a husband and father and how might that be the case?
- Though we have focused most of our attention thus far on Odysseus, we will turn here to Penelope in
order to consider the role she plays in the story and what she represents. Though Odysseus represents
some of the heroic ideals of his society, his quest is ultimately a personal one. We will look at what
Penelope does to make Ithaca a home worth striving for.
Phase Two
Focus the discussion
-Pass out the Venn diagram sheet
-Students will perform a Think-Pair-Share activity. First they will think to themselves and make a
tentative list of traits in each part of the Venn Diagram. Then, they will break up into pairs to combine
their lists to fill out the diagram and locate textual support for their claims. We will then come back
together as a whole class to hold the discussion, which will form the “share” part of the activity.
Phase Three
Hold the discussion
-Instructor creates a large Venn diagram on the board to anchor the discussion and begins to fill it with
suggested items from student pairs.
-Pause to discuss students’ textual evidence for each example. Call on other students to reinforce findings
or voice dissent and alternatives.
Phase Four
End the discussion
-We have now at great length looked at the characters of Penelope and Odysseus. Now we will do a quick
write to reflect on their relationship.
-Quick Write: Why do you think Penelope remains loyal to Odysseus while he is away? Given what you
know about Odysseus, do you think she should?
Formative
Assessment
-In addition to assessing students through the discussion itself instructor may collect Venn Diagrams to
check for understanding. The final quick write at the end of class also serves as a means of assessing
understanding.
Summative
Assessment
- The continued discussion of heroic traits leads to the Heroism Essay summative assessment.
-Going back through the text for examples of Odysseus’ and Penelope’s behavior provides a thorough
review for the common assessment test.
Homework -Finish quick write about Penelope’s fidelity.
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Mr. Fontana Freshman English Name___________________________
Odysseus Character Analysis
As we read excerpts from The Odyssey, you will use this sheet to keep track of your thoughts about the nature of the protagonist, Odysseus. In each row, you will write down one of Odysseus’ qualities in either the “Heroic” column or the “Not-So-Heroic” column. Them, write an example of something Odysseus does or says that exemplifies this quality. Record the page or line numbers where your example can be found in the text. When determining whether a personal quality is heroic or not, ask yourself whether or not this quality would have been valued in Ancient Greek society. Two examples have been filled in for you.
Odysseus’ Heroic Qualities
Actions and Words as Evidence (Cite
Example from Text)
Odysseus’ Not-So-Heroic Qualities
Actions and Words as Evidence (Cite
Example from Text)
Cunning
Odysseus forms a clever plan to escape
from Polyphemus’ cave by hiding underneath the sheep (page 964).
Arrogance
Odysseus brags about blinding Polyphemus and gets himself in
trouble with Poseidon (page 965).
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Mr. Fontana Freshman English Name_______________________________ In the left circle of the diagram, list the distinguishing characteristics of Odysseus alone. In the right circle, list the distinguishing characteristics of Penelope alone. In the space where the two circles overlap, list the characteristics that Odysseus and Penelope share. For each characteristic in all three circles, provide an example of the characteristic from the text of The Odyssey.
Odysseus Penelope
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Heading 9th
Grade English Mr. Tom Fontana
Heroism Essay 1 week or so
Rationale -Because the department’s common assessment test already focuses on the plot of The Odyssey
and the relationships between the characters, this essay will instead move beyond the bounds of
the text alone to consider the broader theme of heroism. After analyzing the nature of heroism in
The Odyssey, students will write about a hero that is more personally relevant to them and
practice developing a single line of discussion over the course of an essay.
Objective -Students will write an essay focusing on someone they consider to be a hero, which will include
biographical information, a discussion of this person’s heroic actions and deeds, and a
discussion of the societal values that their hero’s actions exemplify. This essay will be evaluated
according to a rubric.
Common Core
Standards -Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
-Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
-Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
-Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
-Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
-Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. Reading Material Excerpts from The Odyssey in the textbook
LP Format Presentation
Grouping Whole Class presentation, Individual work
Materials & Resources School – board, textbook
Teacher – Essay handouts
Student – writing utensils
Literacy Strategies -Quick Write, Prewriting
Phase One
Clarify Aims and
Establish Set
-Do Now Question: Who is someone, living or dead, who is a hero to you and why?
-Today we are going to discuss the final essay for this unit, which will be about your
understanding of heroes and heroism.
Phase Two
Present the Advance
Organizer
-Present students with Heroism Essay Assignment Sheet and Essay Rubric
-Run down expectations for the assignment and take questions as necessary
Phase Three
Present Learning
Materials
-Present students with a prewriting packet that will help them narrow down an essay topic and
sets of main ideas and details for the body paragraphs
-Review guidelines for acceptable sources and go over in more detail the way to conduct a
formal interview
Phase Four
Application
-Students will have class time to work on their essays in the library or computer lab
Formative
Assessment
-Use informal discussion to assess student understanding of the assignment
-Instructor may circulate around the room to scan over students’ prewriting work
Summative
Assessment
-The essay itself is the summative assessment
Homework
Reminder -Reserve time in the library or computer lab to allow students time to work
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Mr. Fontana Freshman English Name_____________________________________
Heroism Essay—60 Points
Throughout this unit we have been discussing the nature of the epic hero, not only the individual accomplishments of the hero but also the societal values that the hero embodies. Your task is to select a person to write about as a hero. This person may be a famous or historical figure, or it may be someone you know personally. Your Essay should include the following: Introduction: Follow the “funnel format,” in which you move from the general issue to the
specific case. Include a hook to get your readers interested and keep them entertained. The last sentence of your introduction should be your thesis statement.
Body 1: Include a short biography of your hero. Since you must keep this down to the
normal paragraph length, you must carefully choose only the most important details about your hero’s life to share.
Body 2: Discuss actions of your hero that you consider to be heroic. Again, select your
details carefully. Body 3: Discuss what societal values your hero’s actions exemplify and explain how they
do so. Your discussion in this paragraph should be directly connected to the actions you discussed in Body 2.
Conclusion: Follow the “reverse funnel format,” in which you move from restating your
particular main idea back out to a more general application of the idea. Sources: This essay is not as involved as a formal research paper. However, you will still need to document where your information comes from. You will need to use at least 2 reliable sources. We will review together what constitutes a reliable source. (Note: If you are writing about someone you know personally, your sources will likely need to be personal interviews with people who know that person. I will give you a handout explaining how to conduct an interview, and you will need to turn in interview notes with your essay) Format: Essay should be in correct MLA format with a proper heading, last name and page numbers on each page starting on page two, Times New Roman 12 point font, double spaced, with title centered on page one. Due Date: ___________________