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Tobias Knoll
Hi, my name is Tobias M. Knoll, and I am currently involved with
many projects. Most notably, and looking forward to future
pursuits, I am progressing toward my graduate certificate in the
teaching of writing—with hopes of eventually obtaining my
master’s degree in English or Education. I am also currently
enjoying Writing for Teachers, one of the core classes to fulfill the
writing certificate requirements. The class is amazing, in both
teacher-as-mentor role modeling and presenting a plethora of
wisdom and great learning strategies. In the job world, I keep
myself busy. I have been tutoring in the Forest Park Community
College Writing Lab--and loving it--for a little over four years. My
second community college job is assisting the disabled through
class note taking and computer tech help for the Access Office on
campus. I’m also still serving and bartending at Joanie’s Pizzeria,
which I have been doing for about eighteen years.
What does the future hold for me? In addition to the previously
mentioned certificate and degree pursuits, I hope to one day
change the world and influence minds as a teacher. I do plenty of
teaching in my current tutoring job, but feel I am ready to take
the next step and take on full-time teaching as a career.
I am unsure of the exact details, but hope to travel, possibly
teaching English overseas. I hope to make learning fun and
assessable to all levels, as some of my favorite professors have
done for me. Learning has been a wonderful, life-long pursuit,
and I hope to inspire hope and creativity in all of my students.
Writing for Business and Pleasure Tobias Knoll
Intro to College Writing Fall 2013
Unit Overview
Rationale: The purpose of this unit is to introduce students to types of writing that will
help them in their academic life, personal world, and future career pursuits. The idea
behind “Writing for Business and Pleasure” is to bridge the gap between writing for fun
and the low-stress freewrite, to the multi-step finished piece of more complex writing
assignments. With the help of brainstorming, freewrites, and revision—students will
develop and improve basic writing skills. During the course, students will be exposed to
the value of teamwork, teacher and peer feedback, and the tools to advance personally
and professionally and problem-solve in today’s rapidly changing world. Upon
completion of the unit, students will be empowered to better use their knowledge and
resources—to tap into their individual potential.
Summary: Students will collect a major portion of their class writing and create a class
portfolio. The portfolio will have three sections: business, pleasure, and reflection. The
first two sections will consist of assignments related to the business/pleasure concept of
the unit, and the second half, final portion of the portfolio will be devoted to reflect on
personal assessment and learning. Hopefully by the end of the unit, students will be more
familiar with writing they will encounter in the business world and have some fun doing
personal writing, and have a personal memory of their progress with this portfolio.
Essential Questions: Will this unit effectively prepare students, having been tested and
introduced to the requirements for common core standards of high school, to understand
and have the foundation necessary to become proficient at college level writing?
Objectives: Common Core Standards--Students should have met the core standards of:
Composing valid arguments using reason and evidence, CCSS.ELA-
Literacy.W.11-12.1.
Have the ability to conduct research using their resources and technology,
CCSS.ELA-Literacy.W.11-12.2.
Have the ability to create, refine, and collaborate on writing, CCSS.ELA-
Literacy.W.11-12.4 through 11-12.10.
The main objective is to build on these skills while showing the idea that writing, both
personal and professional, can be fun with good instruction and personal choice of topics.
As college and career ready students, they will demonstrate their independence as writers
to build strong content in their writing, respond to the demands of the audience and
purpose, and use technology and evidence to support their claims.
Literacy Strategies: I-Search paper, freewrites, nonstop writes, reflective writes,
brainstorming, outlining, revision strategies, clustering, I wonder strategy, I’m curious
strategy, possible social action paper, daisy chain discussion, T chart strategy.
Length of Unit: 6 weeks, 30 class periods.
Materials and Resources:
The school will provide: laptops, computer with overhead projector, resources for
handouts (school texts, library resources), blackboard/dry erase boards
I will provide: personal texts and information for handouts, extra school supplies
when needed, resources for help/assistance
The students will provide: pen, paper, personal laptop if they like, flash drive or
personal method of computer backup
Means of Assessment:
Pre-assessment: Students should possess basic skills as mandated by core
standards. Basic skills will also be assessed through discussion on types of writing
they have done, initial assignments, and personal conferencing when needed.
Formative assessment: Discussion points for class participation orally as well as
online discussion boards, checking over drafts and finished copies of assignments,
written comments on all assignments, and oral feedback through in-class
discussion and personal conferencing.
Summative assessment: While students will be graded throughout unit for
assignments and participation, much of the final grade will rest on the rubric of the
final portfolio assignment, written feedback, and final conferencing at the end of
the unit.
Writing for Business and Pleasure Tobias Knoll
Intro to College Writing Fall 2013
Teacher Calendar: My Writing Portfolio-For Business & Pleasure
Week One
Day 1
Monday
First class meeting, quick community building introduction exercise.
Pass out syllabus; discuss rules/guidelines, other ideas from syllabus.
Introduce final portfolio idea; students will need 3-ring binder with 3 sections.
Introduce journal idea for daily journaling and freewrites, about at least a ½
page every other day for journal—14-15 needed by end of semester for
portfolio.
Pass out worksheet with excerpt from Frank McCourt’s Teacher Man book,
use brainstorming and/or clustering examples for students to create 3 ideas
about themselves to introduce to class.
Take 3 ideas about self and do a freewrite, discuss thesis sentences based on
model of 3 ideas: “People should know that I am ____, _____, and ______.
Week One
Day 2
Tuesday
Ask students to volunteer to read freewrites, listen and comment.
Introduce basic essay style, provide worksheet for basic 5-paragraph essay, but
stress importance to use as many paragraphs as needed—as well as alternate
topics if not interested in the “3 ideas about self” essay.
Due tomorrow, rough draft of “Self Realization Essay” using 3 ideas about self
or alternate topics such as 3 good qualities, 3 good study habits students should
possess, or any other approved topic.
Suggest students find a good book to write book report on at future date.
Week One
Day 3
Wednesday
Sign-up list for Freewrite Friday topic selection: have students sign up for a
day and they will provide the topic for the fun Freewrite Friday topic, which
will go in the writing journals to be included in portfolio at end of unit.
Using peer review question worksheet, trade papers of rough draft of Self
Realization essay and do peer reviews in groups of three; discuss in class
meeting what helped and what didn’t with peer reviews.
Go over outlining with basic outlining worksheet, due tomorrow: take rough
draft of essay and put into outline form.
Discuss ideas of discovering self through journaling and writing, quick
freewrite of topic—What I Like, read some freewrites.
Week One
Day 4
Thursday
Discussion on technical/professional writing.
Introduce career/job/business students want to explore for technical writing
ideas, maybe brainstorm possible list of dream careers students wish to obtain.
Small groups to discuss outlines that are critiqued and handed back, in relation
to rough draft of Self Realization essay; final draft of Self Realization essay
due Friday with outlines attached.
Hand out rubric for Self Realization essay.
Announce first person to sign up for Freewrite Friday topic.
Week One
Day 5
Friday
Start class with Freewrite Friday topic from sign-up list.
Show examples of business memo on overhead, students will pick their own
version of business memo off internet and write memo of application to their
dream job/career or business style memo to class as application/ list of their
qualifications and why they are a valuable part of the team, rough draft due
Monday.
Self Realization essays due, offer volunteers to read a few selections, and then
turn in at end of class.
Mention ongoing journal entries, at least 14-15 due in notebook final week of
unit when portfolio is due.
Mention again idea of picking a book to begin reading for book review.
Week Two
Day 1
Monday
Begin second week with freewrite about dream job/career goal, pick out a few
students to share what they wrote.
Short discussion on the persuasive idea behind most business writing, and
importance of audience.
Quick pair-share of business memos to think about audience and persuasion in
technical writing, final version of business memo will be due Tuesday.
Show examples of cover letters, both letters and templates, and explain the
idea behind them when submitting resume—and think about upcoming cover
letter assignment.
Week Two
Day 2
Tuesday
Collect finished business memos. Introduce cover letter assignment due
Friday—hopefully using dream job or career, or company writer wishes to
work for.
Hand out compare-contrast worksheet explaining styles and Venn diagram
examples of topics to compare contrast.
Brainstorm/cluster topic ideas for compare/ contrast essay, then have students
fill out Venn diagram worksheet using their ideas.
Rough draft of compare/contrast essay due Thursday.
Week Two
Day 3
Wednesday
Return graded Self Realization essays, maybe having well-done examples read
orally to class or shown on overhead (or both).
Class discussion about the therapeutic quality of writing, both for personal
journaling and public forum, such as the self-realization essay.
Maybe go around room and have each answer question: Did you learn
anything about yourself or others through this essay assignment?
Quick lesson about narrative writing, then finish class with quick freewrite and
reading of examples: topic—narrative of “My Best Day.”
Week Two
Day 4
Thursday
Small groups to discuss rough drafts of compare/ contrast with guided
questions considering form, similarities/differences, power of argument of two
things being compared/contrasted.
Next big topic idea: introduce book review in form of critical analysis and
Amazon book review, show samples of each; compare/contrast these two book
review forms with Venn diagrams on board showing similar-different
approaches to the two styles, do the same with Venn diagram considering the
two audiences for each style.
Week Two
Day 5
Friday
Freewrite Friday topic of choice to start class.
Cover letter samples due.
Short presentation on resumes, showing templates and examples. Resume will
not be graded, but will go into business section of final portfolio.
Small groups to discuss resume ideas, what style they prefer? What will be
objective for dream job/career? Do you have honors, scholarships, awards to
include? Any volunteer work?
Extra class time to have students pick a resume template and start work.
Week Three
Day 1
Monday
Monday morning wake-up freewrite: Information/question I wonder about?
Quick read of some volunteers or if none, read others papers if permitted.
Worksheet introducing I-Search paper, stressing how it is similar to a research
paper but with I involved, followed by class meeting with topics different
students wonder about for further development and idea of writing in first-
person perspective.
Going back to literary criticism/analysis and Amazon review, show samples of
Amazon reviews and discuss audience and persuasion style for buying books.
Amazon style book review of chosen book that student has read due
Wednesday—keep it simple.
Week Three
Day 2
Tuesday
Discussion (and possibly more brainstorming) over possible topics for I-Search
essay, sample introduction as well as sample I-Search essays provided.
Library research day, possibly with presentation from reference librarian on
finding information and researching topics, looking into info on I-Search
topics.
Hand back critiqued cover letters.
Week Three
Day 3
Wednesday
Wednesday freewrite topic: Who inspires me? Maybe do list of people chosen
on board and readings of freewrites by whole class—good chance to earn some
discussion points. Maybe followed up by why they chose this person and what
makes them so inspiring if not already mentioned in freewrite.
Hand in Amazon style review at end of class.
Assign 2-3 page literary analysis, may cover some of the same topics as the
Amazon review, but hopefully with deeper, more literary elements explored
and think of audience; due next Wednesday.
Week Three
Day 4
Thursday
Library research day, free to explore I-Search topic more or use resources to
help work on resume, or even exploring literary analysis essays for ideas or
help.
Following another handout of I-Search introduction ideas, rough draft of I-
Search introduction will be due Monday.
Week Three
Day 5
Friday
Friday freewrite topic from listed student, maybe with a pass and read option
for those willing to share their writing (pass to person on right and have them
read).
Short discussion on how class is going: Too many assignments? Are the
learning and writing topics interesting and relevant? Good time for student
feedback.
Extra time for in-class writing time on I-Search, literary analysis, resume, or
anything else the student wishes.
Offer student conference time if needed and/or questions that need clearing up.
Week Four
Day 1
Monday
Quick Monday freewrite about online writing, gaming, or other experiences;
do students blog? Facebook? Chat? Reading of a few samples.
Groups of four to read I-Search introductions with questions to guide them
such as the interest/relevance of topic, attention-getting quality of introduction.
Class workshop on outlining with worksheet, and then have students take their
I-Search introduction and produce outlines for full I-Search essay.
Rough draft of I-Search introduction due at end of class.
Week Four
Day 2
Tuesday
Rough draft of I-Search introductions handed back with comments, announce
complete I-Search essay will be due on Friday of Week 5.
Computer workshop day to finish up any research needed for I-Search essay,
with time to work on I-Search as well if needed.
Week Four
Day 3
Wednesday
Wednesday freewrite topic: How is the class going for you?
Worksheets on I-Search essay to help students understand the personal, fun
aspect of the assignment.
Discussion and listing of topics chosen and why important to students.
Final class time for final I-Search work: outlining, drafting, beginning work on
full I-Search essay.
Literary Analysis of book/reading due at end of class.
Week Four
Day 4
Thursday
Grammar/punctuation lesson: common errors found on student papers, and
lesson provided by teacher; review over verb tense consistency, pronoun usage
and agreement, subject/verb agreement, semicolon/colon usage, and sentence
patterns.
Week Four
Day 5
Friday
Friday Freewrite-with topic chosen by assigned student, reading of freewrites
by volunteers.
Worksheet and information on works cited page, works cited for MLA and
references for APA explained and shown samples.
In-class essay: Personal Reflection essay to be started in class, to go in
reflection section of final portfolio.
Week Five
Day 1
Monday
Freewrite over reflection on own writing, flaws or trouble spots, areas of
proficiency. Readings of these reflections by whole class.
Hand back graded literary analysis, show good student example of this
assignment on overhead—pointing out elements of good literary analysis.
Short discussion on good literary analysis and reason for teacher’s assigning
them—demonstration of analyzing and learning material covered (since many
students struggle with the basic elements of good literary analysis).
Finish up with some good published literary analysis examples.
Week Five
Day 2
Tuesday
Group discussion over topics and ideas from personal reflection essay,
followed up with small group critique of rough draft of essays.
Class time to finish up final copy of essay on personal reflection.
Week Five
Day 3
Wednesday
Hopefully fun freewrite: Imagine you are a superhero with some super-power,
should produce some fun readings for class.
Hand in final copy of personal reflection essay.
Class discussion over personal reflection essay: did you learn anything new
about yourself? Do you value this type of personal writing? Do many students
keep a diary/journal? Is there value in this reflective writing?
Week Five
Day 4
Thursday
Hand back personal reflection essay with comments and possibly a few errors
pointed out in writing, but not heavily red-penned (looking more for good
reflection and input, not criticizing).
Question/answer session for works cited, examples shown to class for in-text
and final works cited page, sources explained to create citations and where to
go for help (Purdue OWL, writing lab).
Week Five
Day 5
Friday
Complete I-Search paper due.
Final Freewrite Friday with introduced topic and readings.
Workshop day to polish resumes, chance for teacher input and critique over
resumes, or any final assignments to finish up before portfolios due starting
Wednesday, with Friday being the last day.
Week Six
Day 1
Monday
Portfolios due starting Wednesday, resume will start business section, I-Search
will be big assignment for the pleasure section, with journal notebook
containing 14-15 personal journal entries and freewrites (should be 16-17
freewrites total).
More serious freewrite over class reflection/evaluation, with reading samples
at end.
Consider creative design for portfolio cover.
Short discussion over how portfolios are coming along, how students feel
about the value of the portfolio idea to show collected learning from whole
unit.
Hand out rubric for finished portfolio piece.
Week Six
Day 2
Tuesday
Computer workshop day to work on portfolio cover design, or use laptops to
finish up any last bit of assignments.
Last day for any final late assignments, late revisions for improved grade if
possible.
Hand back completed I-Search papers with grades and comments, may be
revised when handed in with portfolio to try to improve grade.
Week Six
Day 3
Wednesday
Begin workshop day for finishing up assignments to complete portfolio.
Begin teacher review and conferencing over completed portfolios: quick
check-in of all assignments needed, discussion of what assignments went in
which sections of portfolio, last minute teacher/student conferencing.
Announcement and request for finish date of portfolio check-in, so as not to
have all come in on the last day.
Week Six
Day 4
Thursday
Workshop day for finishing up assignments to complete portfolio.
Begin teacher review and conferencing over completed portfolios: quick
check-in of all assignments needed, discussion of what assignments went in
which sections of portfolio, last minute teacher/student conferencing.
Week Six
Day 5
Friday
Final Day!
Workshop day for finishing up assignments to complete portfolio.
Begin teacher review and conferencing over completed portfolios: quick
check-in of all assignments needed, discussion of what assignments went in
which sections of portfolio, last minute teacher/student conferencing.
End of unit.
Lesson Plans
Intro to College Writing Tobias Knoll
LP1: Self Realization Essay 5 days/ Week 1
Rationale This lesson will be an easy class introduction community-builder,
simple topic for most to write about (people love to talk about
themselves), and easy means of skill assessment through the basic five
paragraph essay. The lesson will build on an early freewrite and thesis
sentence discussion/introduction, and progress through freewrites, peer
reviews, outlining, drafting, and the finished piece.
Objectives The dual purpose of this lesson is to function as an introduce yourself,
community-building exercise and also a quick means to assess student
mastery of basic essay techniques.
Materials Pencil/Pen, paper, computers, worksheets: for thesis sentence, outlining,
essay format, essay assignment with guidelines.
Instructional
Framework
Initiating: Brainstorm and/or clustering, freewrite
Constructing: Thesis lesson and example outline, peer review, oral reading
Utilizing: Feedback over final draft
Lesson Plan
Format
Teacher Centered:
Direct Instruction-Initiate brainstorm and freewrite after presenting example
Presentation-Teacher Man book example of labels/descriptive words to
describe students
Concept-Skills to master basic five-paragraph essay, learn about students
and their skills
Student Centered:
Discussion-Brainstorm/discussion over qualities of students/labels, thesis
ideas, and peer review of drafts and outline
Cooperative Learning-Through peer review and group work
Problem Solving-Through outlining, deconstruction of essay, teacher and
peer comments
Grouping Whole class- for reading of freewrites
Groups of three- for peer review of rough drafts
Individuals- for essay work with comments from teacher and peers
Materials &
Resources
School-computer and handouts
Teacher-assignment, handouts, comments, grading
Student-pen, paper, help through peer or teacher feedback
Literacy
Strategies
Clustering, brainstorming, freewrite, outline, I wonder strategy, I’m curious
strategy
Phase One
Freewrite about personal qualities, thesis example for brainstorming ideas
and simple form
Phase Two
Essay rough draft, outlining, peer reviews and oral readings
Phase Three
Formative
Assessment
Final draft handed in after peer reviews and workshopping, graded by
teacher according to rubric for essay grading
Summative
Assessment
Final graded copy will become part of portfolio at end of unit. Students may
re-do this assignment to improve grade, to be looked over at end of unit
unless handed in previously for better grade.
Homework
Assignment
Rough draft, outline, and final draft; with class time to work on these and
ask questions.
Reminder Good initial means to assess understanding of thesis sentence/ main idea,
outlining, basic essay composition.
Heading Intro to College Writing Tobias Knoll
LP2: Business Memo 3-4 day lesson/Week 1
Rationale Besides e-mail, the business memo is one of the most common
documented styles to communicate in the professional world. While still
functioning as a low-stakes, informal style of communication, it will
benefit students to be aware of the style and form of this basic business
document.
Objectives Introduce students to business memo format, showing a few variations of the
standard business form template. Through creation of the business memo,
students will understand the need and importance of documentation and
communication when working as a team or group of professionals.
Materials Pen, paper, worksheets for template example, business memo examples
introduced by instructor, computer
Instructional
Framework
Initiating: lesson comes at beginning of unit to introduce basic model of
professional communication memo
Lesson Plan
Format
Teacher Centered:
Direct Instruction-Show form and template of memo
Presentation-Examples of memo used for office/inter-company
communication
Concept-More formal, important than post-it note message. Office
documentation style.
Student Centered:
Discussion-Sharing ideas and rough drafts
Cooperative Learning-Peer feedback, group input
Problem Solving-Help from fellow students to trouble shoot
Grouping Whole Class: -present basic form and examples
Pairs: -work in pairs to help compose and provide feedback
Individuals: -create memo
Materials &
Resources
School –Whiteboard for templates and examples, computers
Teacher –Examples and instruction
Student – Help each other, share ideas
Literacy
Strategies
Freewrite, brainstorm ideas, rough draft workshop, pair share,
Social Action paper
Phase One Freewrite about career/job interests, turned into subject matter for
application idea/ corporate message for professional business memo
Phase Two Draft workshops, oral reading, assistance from students and/or teacher
Phase Three Handing in of final copy for grading
Formative
Assessment
Grading form and style of business memo, with stress on persuasive
business style technique
Summative *
Assessment
Final graded copy, or revised copy for better grade will be submitted to
business section of final portfolio
Homework
Assignment
Composition of text for memo
Reminder Good skill to be familiar with standard office memo for communication and
documentation
Heading Intro to College Writing Tobias Knoll
LP3: I-Search Paper 2 Weeks/Weeks 3-5
Rationale Simplified lesson to introduce students to more complex future research
assignments. Uses the basic survey, investigate, research components of
the research paper, but adds the fun “I” perspective where students do
personal search to answer their own curiosity and compose in first
person.
Objectives The main objective is to present the steps necessary to compile research
paper, but in a more comfortable, low-stakes manner. Upon completing the
steps of an I-Search paper, students should be more adept at the
argumentative and research elements students should possess according to
the common core standards.
Materials Worksheets, handouts, computer, pen, paper, library resources
Instructional
Framework
Initiating-fun, less formal introduction to research and using outside primary
and secondary resources
Constructing-build research, formal outlining and drafting skills
Lesson Plan
Format
Teacher Centered:
Direct Instruction-Handout and explanation of I-Search basics
Presentation-Worksheets and examples of introduction, final paper,
questions to consider
Concept-First person, intro to more formal research, more personal-based
Student Centered:
Discussion-Possibly using freewrite ideas, library research, personal inquiry
question
Cooperative Learning-Peer review and feedback of drafts, student input
Problem Solving-Peer feedback, question/answer workshops
Grouping Whole Class: -I-Search instruction, works cited workshop, reading of essays
Pairs: -groups of four to peer review I-Search introduction to get started
Individuals: -topic choice, research
Materials &
Resources
School – Computer, library resources, handouts
Teacher – Personal instruction, worksheets, rough copy/introduction
example
Student – Pen, paper, topic choice, research-primary and secondary
Literacy
Strategies
Freewrite, brainstorming, library research, outlines, draft, works cited
workshop, templates, daisy-chain discussion, ask me anything
Phase One Possibly using ideas from freewrite, introduction of I-Search essay idea,
worksheet explaining purpose and form, introduction to library research
Phase Two Introductions for teacher and peer review, outlines, works cited workshop to
explain in-text citation/works cited final page/reasoning, in-class time to
work on I-Search and ask questions
Phase Three After much in-class work time and workshops, final copy due for grading
Formative
Assessment
Look over rough drafts, oral readings, guided peer reviews
Summative *
Assessment
To go in end of unit portfolio, may be re-done for a better grade
Homework
Assignment
Mostly composing rough draft, outline, and final copy. Outside research
time may be needed
Reminder
Heading Intro to College Writing Tobias Knoll
LP4:Literary Analysis 5 days/ Weeks 3-4
Rationale This lesson is coupled with an Amazon style book review, to show
similar assignments with different considerations for purpose, audience,
and content. This type of essay can be complex and troublesome for
students, maybe paired with and compared/contrasted with less formal,
normal book review can aid understanding.
Objectives Teach students to produce quality argument concerning elements for good
literary analysis. Introduce complex topic in a simplified manner, using
some ideas/elements from earlier book review assignment.
Materials Book chosen by student, pen, paper, computer, worksheet and internet
examples
Instructional
Framework
Initiating-Compare/contrast using Venn diagram ideas, providing example
of literary analysis and elements involved, discussion over audience
examples for similar yet different book review examples
Lesson Plan
Format
Teacher Centered:
Direct Instruction-Lecture over elements of good literary analysis
Presentation-Example, deconstruction of parts of literary analysis
Concept-Preparation for higher level analytical skills
Student Centered:
Discussion-Help learn style and form through group sharing of drafts
Cooperative Learning-peer review and feedback
Problem Solving-through feedback and looking over drafts
Grouping Whole Class: -worksheet and presentation of sample literary analysis essays
Individuals: -compose analysis
Materials &
Resources
School –Computer, textbook or worksheet explaining concepts
Teacher –Personal instruction and worksheet, ongoing help and feedback
Student –Compose and peer review drafts, oral reading, self-assessment
Literacy
Strategies
Venn diagram for compare/contrast idea, focused freewrite over initial
reading of book, literary analysis examples, T-chart to help draw out key
concepts from text
Phase One Initial compare/contrast of standard business book review versus literary
analysis, description of and purpose of literary analysis
Phase Two Rough drafting, peer and instructor feedback, extra conferencing/guidance
for student questions
Phase Three
Final draft handed in and graded with teacher comments
Formative
Assessment
Ongoing workshop and feedback opportunities during planning and lesson
stages, final grade after turn in date
Summative *
Assessment
Final copy to be turned in with final unit portfolio. May be re-done for better
grade (up to three assignments may be re-done to improve understanding
and grade)
Homework
Assignment
Initial reading of chosen book, drafting
Reminder Though this assignment can be confusing, will help with future complex
assignments where understanding, analyzing, and synthesis is demanded
Heading Intro to College Writing Tobias Knoll
LP5:Personal Reflection Essay 3-5 days/ Week 5
Rationale As sort of an extension of the Self Realization essay at start of unit, the
Personal Reflection essay, assigned toward the end of the unit will give
students the chance to use the therapeutic value of writing for a bit of
self-assessment. Students can reflect on life, school, work, this unit;
simply looking for nice reflection essay slightly more formal than
standard reflective journal entry.
Objectives To get students to step back and take a serious look at their work and
progress. The aim is to help students to discover who they are in relation to
learning techniques and life in general.
Materials Pen, paper, computer
Instructional
Framework
Constructing-Building on journaling/freewrites, personal reflection provides
feedback for student/teacher in slightly more formal essay form
Utilizing-Good assessment ideas to help summative assessment in final
portfolio project
Lesson Plan
Format
Teacher Centered:
Direct Instruction-Assignment guidelines modeled on freewrite but slightly
more structured
Presentation-Basic essay style, using thesis and basic essay elements-intro,
body, conclusion
Concept-Can aid in student/teacher learning and assessment, as well as
provide insight that may not come up or be covered in classroom or
conference times
Student Centered:
Discussion-Brainstorm ideas, how to still write personal ideas in more
formal style
Cooperative Learning-Oral readings, peer reviews, group workshops
Problem Solving-Teacher/student conferencing, peer feedback
Grouping Whole Class: -reflection, freewrite, readings
Pairs: -small group critique
Individuals: -reflection composition and group discussion
Materials &
Resources
School -Computers
Teacher – Assignment ideas, handouts, essay rubric, guidance, assistance
Student – Input to assist teaching and/or learning of class, essays
Literacy
Strategies
Oral readings and group discussion, peer review, journaling, essay
instruction-thesis, support, detail/example, childhood memory essay
Phase One Introduction of personal reflection as extension of personal journal writing,
class readings, peer feedback
Phase Two Oral readings and peer/group feedback, small group critique
Phase Three Hand in final copy of essay, to be returned quickly by teacher for final
portfolio submission at end of unit
Formative
Assessment
Group readings and discussions, peer feedback, class workshop time
Summative *
Assessment
Should be final section of student portfolio (but may go elsewhere if student
desires)
Homework
Assignment
Drafting and final copy for student and teacher assessment
Reminder Great way to get student feedback in low-stakes setting—to help assist
teacher assessment of self and students collectively
Writing for Business and Pleasure Tobias Knoll
Intro to College Writing Fall 2013
Student Name: Summative Assessment Worksheet
How Do You Climb a Mountain? Step by step.
*You are invited to take the collective steps-to reach
the end of the unit summit!*
The final steps included in this end of the unit summit will include:
Portfolio—consisting of three sections for unit work: Business, Pleasure,
and Reflection
Up to three assignments can be re-done for a better grade, include the
original and re-do in your portfolio
All assignment materials, including prewrites, peer reviews, and drafts will
be included for I-Search, the book review, and the literary analysis
Portfolio divisions and suggested assignment placement:
Business- memo, cover letter, resume, and literary analysis
Pleasure- Amazon-style book review, I-Search essay, freewrites
Reflection- self reflection essay, journals, personal reflection essay
-Basic materials needed: Folder or 3-ring binder with 3 sections, graded copies of
assignments and/or re-done copies of assignments for grade improvement, fancy
cover/title page for front of portfolio (make it look good, creativity helps!)*
Writing for Business and Pleasure Tobias Knoll
Intro to College Writing Fall 2013
Summative Assessment Rubric
Presentation 20-16 15-7 6-1 30 Possible
Includes all
assignments
with three
sections
All assignments
included in
carefully
prepared
portfolio sections
with extra
attention to
detail.
All assignments
included, but
with less care to
details of section
and appearance.
Missing one or
two assignments,
lack of care for
detail and
organization.
10-9 8-4 3-1
Cover sheet,
cover design
Carefully
designed with
good
information.
Generic, boring
design with info
missing or hard
to find.
No design,
minimal
information on
cover.
Content 30-25 25-9 8-1 60 Possible
All
assignments
done
satisfactory in
portfolio
Final copies well
done with lower
grades improved.
Area for
improvement in
1-2 final copies.
More
improvement
needed, not
attempted.
Mechanics:
Spelling,
grammar,
usage
One or two
typos, relatively
error free.
Three to four or a
few more
obvious errors.
Minimal attempt
to improve,
many errors-even
after re-do of
assignments.
Class
learning
experience
10-9 8-6 5-1 10 Possible
Participation Full effort,
always actively
participating and
engaged in
learning.
Middle range,
some interest,
but not always.
Often absent-
even when in
class, both
mentally and
physically.
*Total Points* /100 Possible
Student name: ____________________________
Start Your Dream Business Tobias Knoll
Intro to College Writing Fall 2013
Unit II Overview
Rationale: The purpose of this unit is to introduce students to technical writing
they will encounter in the business world. After narrowing down their chosen
career fields and interests, students will complete business appropriate writing
assignments to familiarize them with the technical style used in this area. By the
end of the unit, students should be more comfortable with the basic types of
literature they will work with in the professional world—and be ready to
successfully work in this often competitive environment.
Summary: Students will begin by brainstorming to figure out a chosen career field
they would like, and write an essay describing why they chose that field. Then they
will write a business proposal to outline the steps needed to start their business.
Based on the hypothetical idea of their business reaching positive growth, students
will then compose a business plan to initiate future growth.
Essential Questions: Having previous experience with argument, essay, and report
writing and met the core common standards in writing, will students be adequately
prepared for the technical writing and foreign style of the business world?
Objectives: Common Core Standards--Students should have met the core
standards of:
Composing valid arguments using reason and evidence, CCSS.ELA-
Literacy.W.11-12.1.
Have the ability to conduct research using their resources and technology,
CCSS.ELA-Literacy.W.11-12.2.
Have the ability to create, refine, and collaborate on writing, CCSS.ELA-
Literacy.W.11-12.4 through 11-12.10.
Synthesizing knowledge from CCSS.ELA-Literacy.W.11-12.1 and 2, students
should have the skills to properly use their argument, reasoning, and research
experience to compose technical writing work for the business world. The final
main objective is to give students an edge in this competitive work world through
writing experience.
Literacy Strategies: Clustering, brainstorming, freewrite, outline, I wonder
strategy, I’m curious strategy, mind mapping, class application, mapping, double-
entry journal, KWL, people research, brochure, newspaper front page, T-chart
strategy, various examples and templates for business style forms.
Length of Unit: Five weeks, twenty-five class periods.
Materials and Resources:
The school will provide: laptops, computer with overhead projector,
resources for handouts (school texts, library resources), blackboard/dry erase
boards
I will provide: personal texts and information for handouts, extra school
supplies when needed, resources for help/assistance
The students will provide: pen, paper, personal laptop if they like, flash drive
or personal method of computer backup
Means of Assessment:
Pre-assessment: Students should possess basic skills as mandated by core
standards. Basic skills will also be assessed through discussion on types of
writing they have done, initial assignments, and personal conferencing when
needed.
Formative assessment: Discussion points for class participation orally as
well as online discussion boards, checking over drafts and finished copies of
assignments, written comments on all assignments, and oral feedback
through in-class discussion and personal conferencing.
Summative assessment: While students will be graded throughout unit for
assignments and participation, each of the three major assignments will carry
a slightly progressively higher grade. The end of unit summative assessment
will be a presentation of all technical writing business materials with a one-
page flyer advertising some aspect of their business.
Lesson Plan
Start Your Dream Business Tobias Knoll
Intro to College Writing Fall 2013
LP1: Career Choice Essay
Rationale This lesson is the first part of the unit to get students thinking
about their career in life. After a few freewrites on topics such as
their dream job, a career or business they envision themselves
going into, and their realistic job outlook—students will
compose this essay about their job options and business they
would like to create. Ideally students will find their area of
passion and put it to work.
Objectives This lesson is the important first step to create a good career choice
for students, and then write an essay explaining why they have
chosen this area of business to go into.
Materials Pen/Pencil, computers, whiteboard and worksheets for notes and
brainstorming, assignment instruction worksheet.
Instructional
Framework
This essay will cover the initiating phase of the unit. Students will
work to narrow down their career and business choice in life for the
purpose of this essay.
Lesson Plan
Format
Teacher Centered:
Direct Instruction- Brainstorm and freewrites to figure out chosen
career area
Presentation-Teacher and student brainstorm lists of possible career
choices on whiteboard
Concept- Provide sample essay and outline that introduces skills, job
requirements for sample careers, and abilities needed for specific
areas
Student Centered:
Discussion- Brainstorm/discussion over career interests, peer
reviews of early drafts and outlines
Cooperative Learning- Through peer review, sample essay readings,
and group discussion work
Problem Solving- Group work and discussion, individual
conference, student communication, samples for guided peer review
Grouping Whole class for initial assignment and brainstorming
Groups of three to five for more individual group discussions
Individual work for teacher questions and conferencing, and peer
help
Materials &
Resources
School- computer and handouts
Teacher- assignment handouts, sample business writing and
templates, websites for samples and templates, comments, grading
Student- pen, paper, discussion, help through peer and/or teacher
feedback
Literacy
Strategies
Brainstorming, clustering, freewrites, outline, I wonder strategy, I’m
curious strategy, double-entry journal, KWL, people research
Phase One Freewrites about dream job, field they see themselves going into,
and basic career choice; sample essay to show points to cover on
this initial essay
Phase Two Outlining and essay rough drafts, peer reviews and oral readings,
further instruction for extra assistance
Phase Three
Formative
Assessment
Final draft handed in and graded with teacher comments, chance for
improvement at end of unit
Summative
Assessment
This essay will be the first of three main assignments that will be
looked over as a complete package at end of unit, can also be
improved if original grade insufficient.
Homework
Assignment
Rough draft, outline, and final draft; with class time to work on
these assignments and get help through peer feedback and teacher
assistance.
Reminder Importance to be realistic about career choice, which is the reason
for the three various types of the career choice freewrites at the
beginning of the unit.
Start Your Dream Business Tobias Knoll
Intro to College Writing Fall 2013
LP2: Business Proposal
Rationale After students narrow down career/job choice ideas, they will
compose a standard business proposal. We all will have our personal
career/business field, but not all will own their own business. The
technical writing and basic skills should help shed the light for
students to know of the necessary steps one has to go through to
start their own venture.
Objectives Introduce students to the business world and persuasive style of
technical writing involved. Also an introduction to how much work
goes into opening a business in various areas like skills/experience,
levels of management, legal hurdles, and financial planning.
Materials Pen, paper, computers, worksheets for proposal samples and
templates, websites for forms and additional samples.
Instructional
Framework
Constructing: After the initializing essay about one’s chosen
job/career, this part of the assignment will begin constructing the
initial paperwork and technical writing to start the chosen business.
Lesson Plan
Format
Teacher Centered:
Direct Instruction- Handouts to show style, form, and templates for
how to do report; feedback on drafts and performance
Presentation- Examples, templates, and websites to provide
assistance
Concept- skills to master business proposal composition, learning
the basic introduction report to start a business
Student Centered:
Discussion- Group work to help compose proposal, class discussion
over problem areas and help needed
Cooperative Learning- Peer review and group work in class
Problem Solving- Class meetings in group and class discussion,
and/or individual meetings with instructor
Grouping Whole class- for initial assignment and instruction
Groups of three to five- to facilitate peer reviews and workshop
work in progress
Individuals- proposal work
Materials &
Resources
School- computers and handouts
Teacher- assignment, worksheets, assistance
Student- pen, paper, aiding other students through peer review
and/or feedback
Literacy
Strategies
Brainstorm, freewrite, outline, mind mapping, mapping, double-
entry journal, KWL, teacher-student correspondence, RAFT,
brochure, business proposal templates
Phase One Assignment announced and samples provided, research work
Phase Two In-class workshops, group work, round-table discussions to assess
progress
Phase Three
Formative
Assessment
After rough drafts have been workshopped and improved, hand in
finished proposal, to be graded and critiqued by teacher
Summative
Assessment
This assignment will be part of the business packet to be handed in
at the end of the unit, may be re-done to attempt to raise grade.
Homework
Assignment
Outline, rough draft, final draft
Reminder There will be plenty of class time and office hours for help or
discussion. Some may be confused and need help as they may be
new to the business plan/proposal concept.
Start Your Dream Business Tobias Knoll
Intro to College Writing Fall 2013
LP3: Business Plan and Company Flyer
Rationale The standard business proposal and business plan can be somewhat
similar in scope, so this final assignment will take a slightly different
turn. This business plan will be designed as an extension of the
business that was started with the earlier business proposal
assignment. Students will compose a business plan that is based on the
assumption that their business idea is a success and growing, as well as
present a one-page flyer showcasing an advertisement of their
product, service, and/or business offered.
Objectives An introduction to the major paper work involved in opening and
expanding their business venture. Building upon the original skills,
resources, and funding of the earlier business proposal, this business plan
will be a bit longer (3-5 pages as opposed to the 2-3 pages of the business
proposal) and encompass extra details like executive summary, market
analysis, extended financial planning, mission statement, and projected
future business projections.
The flyer idea of the assignment will give students the chance to be
creative and show off their product and/or business savvy.
Materials Pen/pencils, computers, worksheets for assignment, business plan samples
and templates, flyer sample idea (with product or service offered, sample
ideas).
Instructional
Framework
Utilizing: Using the skills from the previous assignments, the business
plan will take the assignment a step further—building on the previous
success of the earlier assignments and business plans.
Lesson Plan
Format
Teacher Centered:
Direct Instruction- Fully explain complex last piece to this assignment and
unit, provide examples and assistance
Presentation- Samples and templates for elements that make up a good
business plan
Concept- Skills to create extra details building off of the business proposal
assignment
Student Centered:
Discussion- After checking out teacher worksheets and on-line resources,
group work to finalize plans and give cooperative feedback
Cooperative Learning- Through peer review and group work, as well as
showing student samples and progress
Problem Solving- Peer and teacher feedback, group discussion, and oral
readings of ideas and progress made
Grouping Whole Class- For main class discussions and peer review
Groups of three to five- To discuss progress, assist with help, and group
centered peer reviews
Individuals- Work on drafts and final, seek assistance from peers or
instructor
Materials &
Resources
School- computer and handouts
Teacher- assignment, handouts, comments, help, grading
Student- pen, paper, personal computer, help through peer or teacher
feedback
Literacy
Strategies
Brainstorm, freewrite, outlining, mind mapping, mapping, double-entry
journal, KWL, people research, RAFT, brochure, newspaper front page,
web page, flyer-advertisement, service, corporate mission statement or
description
Phase One Building off of information of business proposal for expansion
Phase Two Drafting, outlining, workshop and peer reviews
Phase Three
Formative
Assessment
Final turn in for teacher feedback and grading, with option to improve
grade when final business report (compilation of three major lessons with
business flyer) is handed in for summative assessment at end of unit.
Summative
Assessment
Final step to complete the unit. Three lesson plans will be handed in with a
flyer to advertise business, service, and/or product. Grades from previous
lessons can be improved if re-done for final assessment.
Homework
Assignment
Drafts, outline, research
Reminder Like the business proposal, and technical writing in general, assistance or
help is always available for these styles that may be new to students.
Start Your Dream Business Tobias Knoll
Job Review Fall 2013
Student Name: __________
We’re about to create your dream business!
*This is an invitation to Unit II-‘Tech Writing: Start Your Dream Business.’ A
class where you will become immersed in the technical writing necessary to
compete in the business world. You call the shots. Through careful planning and
great attention to technical writing, your business and learning is going to soar.
______________________________________________________________________________
This technical writing development class will consist of three major assignments:
An essay (1) about your dream job and the business you wish to create.
Creation of a formal business proposal (2) to kick-start your dream!
After the business is up and running, and has experienced considerable success, a
business plan (3) will be created for future expansion—plus a one-page flyer (+1)
showcasing your product, service, and/or business of choice.
(Three +1 major assignments underlined, to be compiled for end of unit business report)
*What will your title be?*
President * Corporate Head CEO Professional
Corporate Mogul CFO Producer Head Honcho Big Cheese
Team Leader Head Manager Ruler Superintendent
_____________________________________________________________________________________________
Start Your Dream Business Tobias Knoll
Job Review Fall 2013
Summative Assessment Rubric
Presentation 20-16 15-7 6-1 30
Possible
Includes all
three
assignments
and the flyer
All assignments
included in
carefully prepared
business report with
extra attention to
detail.
All
assignments
included, but
with less care
to details of
flyer and
appearance.
Missing one or two
assignments and/or
the flyer, lack of care
for detail and
organization.
10-9 8-4 3-1
Business flyer Carefully designed
with good
information.
Generic,
boring design
with info
missing or
hard to find.
No design, minimal
information about
business presented
logically.
Content 30-25 25-9 8-1 60
Possible
All
assignments
done (and
some re-done)
Final copies well
done with lower
grades improved.
Area for
improvement
in 1-2 final
copies.
More improvement
needed, not
attempted.
Mechanics:
Spelling,
grammar,
usage
One or two typos,
relatively error free.
Three to four
or a few more
obvious errors.
Minimal attempt to
improve, many errors-
even after re-do of
assignments.
Class
learning
experience
10-9 8-6 5-1 10
Possible
Participation Full effort, always
actively
participating and
engaged in
learning.
Middle range,
some interest,
but not always.
Often absent-even
when in class, both
mentally and
physically.
*Total Points* /100
Possible
Student name: ____________________________
