“Learn why the world wags and what wags it. That is the only thing which the mind can

never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream

of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.”

― T.H. White, The Once and Future King

“I am a teacher! What I do and say are being absorbed by young minds who will echo these images across the ages. My lessons will be immortal, affecting people yet unborn, people I will never see or know. The future of the world is in my classroom today, a future with the potential for good or bad. The pliable minds of tomorrow's leaders will be molded either artistically or grotesquely by what I do. Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must never forget these same young people could be the thieves or murderers of the future. I must be vigilant every day lest I lose one fragile opportunity to improve tomorrow.” - Ivan Welton Fitzwater

“Listen to the MUSTN’TS, child.

Listen to the DON’TS

Listen to the SHOULDN’TS

The IMPOSSIBLES, the WON’TS

Listen to the NEVER HAVES

Then listen close to me-

Anything can happen, child,

ANYTHING can be.” - Shel Silverstein

Upon this gifted age, in its dark hour falls from the sky a meteoric shower of facts;

They lie unquestioned, uncombined. Wisdom enough to leech us of our ill

is daily spun, But there exists no loom to weave it into fabric.

- Edna St. Vincent Millay

Maximilian Tsimerman – Bio:

I am graduating UMSL with a Bachelors of Science in Secondary English

Education. I received my Associates in the Arts of Teaching from St. Louis Community

College Meramec. Along with being a full-time student, I have volunteered to proctor

standardized tests for home-schooled children and worked as a tutor for the RITE and

AVID programs. I have worked in various community centers around St. Louis, I was a

Tae Kwon Do instructor for children ages 3-16 and adults ages 17+, and I am a member

of the National Honors Society for Leadership and Success.

Creativity and love for education courses through my veins. I come from a hard-

working family; my dad is a precision machinist and tool-and-die maker, my mom is an

elementary ESOL teacher for the Parkway School District, and my older brother is an

artist and entrepreneur in New York, NY. The activities I engage in outside of my

professional career include writing and illustrating poetry, ceramic sculpture and wheel-

throwing, metal-working, silver jewelry design, glass bead-making, glass-blowing, and

glass-fusing. I play the piano and synthesizer and am constantly finding new percussion

instruments to master. My love for music and crafts is nothing compared to the love I

have for my family, my friends, and my field of study: education.

My plan is to leave this world in a better state than when I found it. I believe the

foundation for positive change and societal advancement starts with a love for learning

that every person should possess. I’ll start by teaching in a classroom. Eventually, I

want to hold a major position within a school district, like superintendent. Great things

await me.

Maximilian Tsimerman

Eng 4885 – Curriculum & Methods

Unit 2 Overview

Rationale: As an English teacher, it is my responsibility to prepare my students in all forms of

effective communication, no matter where my students decide to go after high school. Not all of

my students will end up perusing careers in English, but all of them will end up using the

communication skills they learn in my class in one way or another. My students will hold jobs

that do not even exist yet. No matter what they decide to do, they will need to be literate in order

to be successful. Currently, there is a field of study that is gaining ground all over the world; it is

expected to be in high demand within the next couple of decades: environmental sciences.

Companies are already hiring environmental analysts and efficiency experts to help increase

revenue by finding ways to cut-down on energy expenses. More and more businesses are

learning the importance of self-sufficiency. I want my students to learn about energy efficiency

through technical argumentative writing. This will form a link from the science department to

the communication arts department and students will be able to connect what they learn in my

English class to what they learn in Biology, Ecology, Physics, etc. It is from these

interdisciplinary connections and cross-curriculum projects that students learn the most. A

project like this will also strengthen the relationship between the English and Science

departments in the school, providing a positive precedent for any future collaboration.

Summary: Students will find a problem within the school (or school district) having to do with

our effects on the environment, our means of energy attainment and efficiency, our carbon

footprint, our waste management, or any environment-based funding. They will research at least

3 possible solutions to the problem and present these solutions in either a formal letter written to

the superintendant of the district/school principal OR they will create an Energy Efficiency

Manual for the school administrators and teachers to follow. My students will have a choice

between these two major projects for their summative assessment at the end of this unit. In

preparation for these projects, my students will be encouraged to interact with the Science

teachers, perform research within the library’s database, and present new policies and solutions

to the school administrators. The 1st goal: connect what they learn in their Science classes to

what they learn in their English classes. The 2nd

goal: create an affective piece of technical and

argumentative writing that provides both a problem and a solution.

Objectives: Given that the students have discussed global warming, energy efficiency,

alternative forms of energy, and any other major topics in environmental science, TSW research

and discuss various environmental issues within the school or school district, TSW then read

about solutions to the given environmental issue re-teach them through a written project they will

present to the class. TSW need to argue an environmental stance by providing their audience

with a problem and solution pertaining to their school’s affect on the environment. The class as

a whole will listen to each problem and solution, vote on the most effective argument, and then

present the new policies/procedures to the school administrators.

Length of Curriculum: 2 weeks, 5 class periods, A-B block schedule, 90-minute classes

Materials & Resources:

School – Computers/laptops/computer lab, library recourses (magazines and encyclopedias),

library database, SMART Board or projector, paper (long sheets and letterhead), and printers.

Teacher – PowerPoint access, library database access, SMART Board or projector, access to

school’s records regarding energy funding/expenses, collaboration with the Science department,

and any textbooks having to do with Ecology/Earth Sciences.

Students – Computer access, paper, pens/pencils, science textbooks, access to library database,

access to science articles, and at least one form of outside research (internet, encyclopedias, etc.).

Literacy Strategies: “Reciprocal Teaching,” “Fact-storming,” and “Data Chart.”

Formative Assessment: TTW provide students with verbal feedback throughout the unit. TTW

will also grade the students’ individual work in stages, including the research findings, an outline

of their solution, the Data Chart hand-out, and in-class participation.

Summative Assessment: TSW have a choice between 2 projects for their summative

assessment. They can either create an Energy Efficiency Manual for the administration to follow

(must be in the form of a standard manual or pamphlet) OR the students can write a formal

proposal letter to a school official, such as the principal or superintendent. Both summative

assessments must be argumentative, technical, detailed, and persuasive. They will be graded on

grammar and spelling conventions, format, content, and effectiveness. The students will also

vote for the top 5 projects in the class to be submitted to the administration.

Special Accommodations: Depending on the students’ IEPs, resources will be made available;

such as eye-tracking/voice-activated software for internet browsing and word processing, science

articles and textbooks on audio, supplemental sources for research, wheel-chair access, etc.

Core Concepts: This unit is designed to meet the following Common Core Standards:

CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented

in different media or formats (e.g., visually, quantitatively) as well as in words in order to

address a question or solve a problem.

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text, including determining

where the text leaves matters uncertain.

CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly,

supplying the most relevant evidence for each while pointing out the strengths and limitations of

both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible

biases.

CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link

the major sections of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from

and supports the argument presented.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing what is most significant for

a specific purpose and audience.

CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing feedback, including new

arguments or information.

CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print

and digital sources, using advanced searches effectively; assess the strengths and limitations of

each source in terms of the task, purpose, and audience; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source

and following a standard format for citation.

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,

alternative or opposing perspectives are addressed, and the organization, development,

substance, and style are appropriate to purpose, audience, and a range of formal and informal

tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical,

audio, visual, and interactive elements) in presentations to enhance understanding of findings,

reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a

command of formal English when indicated or appropriate.

CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of convention,

can change over time, and is sometimes contested.

CCSS.ELA-Literacy.L.11-12.1b Resolve issues of complex or contested usage, consulting

references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American

Usage) as needed.

CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.11-12.2a Observe hyphenation conventions.

CCSS.ELA-Literacy.L.11-12.2b Spell correctly.

CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts,

experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,

resolving conflicting information when possible.

CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into

categories or hierarchies, demonstrating understanding of the information or ideas.

CCSS.ELA-Literacy.RST.11-12.6 Analyze the author’s purpose in providing an explanation,

describing a procedure, or discussing an experiment in a text, identifying important issues that

remain unresolved.

Teacher Calendar:

Date: Activity:

Day 1

Tuesday

Introduce topic: Technical Argumentative Writing.

Provide examples, discuss environmental policy, FACT STORMING.

Class discussion on as many environmental issues as possible.

Find out what solutions the students already know.

Find out what the students DO NOT know about energy efficiency.

Day 2

Thursday

Give students the handout.

Introduce the project. Provide more modeling of technical writing.

Students must choose their environmental issue TODAY and present it to

the teacher for approval. If laptops are available, students can begin

research. Students must also decide what the format will be.

Day 3

Monday

Library Day.

Students begin research, focusing on non-internet sources.

Teacher signs off on each source (on the Data Chart)

Discussion of valid internet sources and library database research.

Students must end the day with 3 solutions and 1 source for each solution.

Day 4

Wednesday

In-class work on projects. Prewriting, outlines, and composition

If laptops are available, students can begin typing up their project

If NOT available, students will begin hand-written drafts

This is the day to get the project done. If students cannot finish it in class,

it will be homework. Final projects are due NEXT CLASS!

Day 5

Friday

Celebration of knowledge! Last day of the unit! (This part of the unit

might roll over to the next class period depending on class-size)

Students present their projects for final review.

Class votes on the top 5 projects.

Teacher collects completed artifacts, Data Chart, pre-writing, outlines,

bibliography, etc.

Heading College Prep English Maximilian Tsimerman

Saving the Environment: One School at a Time Grade: 12

Rationale

In order for my students to really grasp the importance of technical writing

within an ever-expanding job market/work force, they will need to play the

part of an Environmental Analyst and Efficiency Expert, hired by our school

district to minimize our carbon footprint, lower our utility bills, and move us

forward on the path of self-sustainability. Their task: find an environmental

problem within our school district and present SOLUTIONS to the problem.

They will need to be persuasive enough to change the minds of school

administrators who are notoriously hard to please. What my students need

to take from this lesson is this: it is important to keep the audience in mind

when writing a formal proposal/policy, writing is a skill that is needed in

every field (not just English and Social Studies, but Science and Math as

well), there is a time for formal writing when proper grammar is necessary,

and effective communication is one of the most powerful tools in society.

Objectives

Given that the students, as a class, have discussed the various forms of

technical writing, argumentative writing, and proper use of citation, TSW

synthesize their very own environmental policy for the school to follow.

TSW find a problem within the school/school district and create a 3-point

solution to the problem in the form of either a formal letter of proposal to the

superintendent/principal OR a new environmental policy manual/pamphlet

for the administration to follow. TSW need to organize and present the

information effectively, abiding by strict format and content standards

provided by the instructor.

Reading

Material

Environmental Science-based textbooks, news articles, encyclopedias, etc.

will be the students’ main reading material for this unit. These sources will

have to be validated by both the student and the instructor. The best way to

ensure TSW use valid articles: obtaining material from the library’s database

and any textbooks provided by the school.

Instructional *

Framework

Initiating Constructing Utilizing

Lesson Plan *

Format

Problem Solving and Project-based learning

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – Computers/laptops/computer lab, library recourses (magazines and

encyclopedias), library database, SMART Board or projector, paper (long

sheets and letterhead), and printers.

Teacher – PowerPoint access, library database access, SMART Board or

projector, access to school’s records regarding energy funding/expenses,

collaboration with the Science department, and any textbooks having to do

with Ecology/Earth Sciences.

Students – Computer access, paper, pens/pencils, science textbooks, access

to library database, access to science articles, and at least one form of

outside research (internet, encyclopedias, etc.).

Literacy

Strategies

Fact-Storming – in preparation for creating their new environmental policy,

my students will use this form of prewriting to collect information and point

them in the right direction in terms of what they will focus on in this unit.

Data-Chart – once the students have decided on their environmental issue,

my students will need to organize the information (handout is attached) in

order to help them stay focused when completing their projects.

Reciprocal Teaching – On the last day of the unit, my students will present

their projects to the rest of the class in order to (1) show off their work and

(2) re-teach what they learned about, not only their environmental issue, but

also about the actual process and techniques of argumentative technical

writing. The students will vote on the projects that best meet the

requirements (including grammar conventions, format, professionalism,

effectiveness, and quality of research findings) and the top 5 in the class will

be re-taught ONCE MORE to the school administrators and principals for

final review.

Phase One Clarify goals and establish set: TTW display examples of actual energy

policies and letters of proposal on the projector as a way of modeling the

format and language of technical writing. TTW then ask the students what

they know about various environmental issues, to determine their prior

knowledge.

Phase Two

Advance Organizer: Now that we’ve discussed energy efficiency, carbon

footprints, waste management, recycling, and energy independence, you will

need to take on the role of an Environmental Analyst and Efficiency Expert.

Working individually, you will have to isolate an environmental problem

within our school, or school district, and FIND SOLUTIONS (at least 3) to

the problem. Our school is a business that is running 24/7. We use funds

from the government to power our school, provide fresh food for our

students, and keep the building intact. However, this building was built in

the 1970s and was originally an open-school format! Now that we have

walls between classes and it is 2012, it’s time to lesson our carbon footprint.

Should we change our light bulbs? Should we put solar panels on the roof?

Do we need windmills in the soccer field? How about all the food we throw

away after lunch? Should we send some to local food banks? How do we

heat our building? Are our windows tinted at all? What fuel do our buses

run on? Can they run on biodiesel? How much power do we draw from the

grid? How much money goes into keeping our building together?

Phase Three Independent Investigation: TSW either be given laptops or sent to the

computer lab to research the internet and library database for solutions to the

problem they’ve come up with. We will have one full day in the library

designated to researching via encyclopedias, textbooks, science magazines,

and any other printed material found in the library. TTW sign off on each

source that the students find to make sure the information is valid. The

teacher’s role throughout this lesson will be facilitator rather than lecturer.

The goal in this phase will be to get my students to learn through individual

investigation.

Phase Four

Developing/Presenting Final Artifacts: Once the students have gathered

all their research, chosen whether to write a formal letter of proposal or

environmental policy manual, TSW pre-write in class (using whatever

method works best for them) and then create their “artifact” for final review.

TSW present each project to the class by summarizing the main points of

their argument. The class will constructively evaluate each student and vote

(via silent ballet) on the top 5 projects that should be presented to the

administrators. TSW then submit their projects for my evaluation.

Formative

Assessment

TTW provide students with verbal feedback throughout the unit. TTW will

also grade the students’ individual work in stages, including the research

findings, an outline of their solution, the Data Chart hand-out, and in-class

participation.

Summative *

Assessment

Performance Task – the students will have to play the role of an

Environmental Analyst and Efficiency Expert. Their audience will be the

instructor, then their fellow students, and finally the school administrators

and principals. The language should be directed to a school district official.

Homework

Assignment

The homework will just be an extension of the work they are completing in

class. This means researching the library’s database, filling in their Data

Charts, typing their actual letter of proposal/environmental policy, and

speaking with their science teachers about carbon footprints, etc.

Saving the Environment: One School at a Time

Mr. Tsimerman NAME: ___________

College Prep English DATE: ___________

* Work from this handout when completing your project. You will be graded on

in-class participation, completion of your DATA CHART (next page), evidence

of pre-writing (outline, brainstorm, graphic organizer, etc.), and using valid

sources (at least 1 non-internet source). The rubric for your final project is

attached.

Here are examples of the two forms of technical writing you will choose from when creating your project. Keep in mind: Use of indentation, professional language,

strict format and organization, heading, and style.

-------------------------------------------------------------------------------------------------------------- Environmental Policy Manual Letter of Proposal

DATA CHART: ** Use this chart to organize your sources and topics! **

Assignment – Come up with one problem within our school (or district) in regard to environmental policy or energy efficiency. Find at least 3 SOLUTIONS to the

problem. Fill out this Data Chart accordingly.

Problem

&

Solutions

What is it?

Where did you

find it?

(MLA Citation!)

What will be

the result/

end product?

Example: Problem

Too much of the food

from breakfast and

lunch goes to waste.

School budget?

Interview with a school

official?

News article?

We lose money on the

food we buy when

people do not eat it.

Example: Solution

Food recycling

program: send all food

scraps to local farms

for compost.

www.ksdk.com

www.stltoday.com

St. Louis Post Dispatch

Science Magazine, etc.

District will stop losing

money. Farmers will

have more compost.

PROBLEM

SOLUTION 1

SOLUTION 2

SOLUTION 3

Make sure you turn in this Data Chart to Mr. Tsimerman for approval!

VALID SOURCE(S)? yes___ no___ Completion: ____/20

Saving the Environment: One School at a Time

PERFORMANCE TASK – Prompt

Final Assessment:

Your Job: You are an Environmental Analyst and Efficiency Expert! You have been

hired by our school district to isolate a major environmental problem and provide at

least 3 solutions to help our district save money. Our school is a business that runs

24/7. We use funds from the government to power our school, provide fresh food for

our students, and keep the building intact. However, this building was built in the

1970s and was originally an open-school format! Now that we have walls between

classes and it is 2012, it’s time to lesson our carbon footprint.

You Decide: Will your environmental solution be written in the form of: (circle one)

A Proposal Letter to the Administration or A New Environmental Policy

Manual for the District

Keep in Mind: You will need to format your solution accordingly. Refer back to the

first page of this handout for style and format. Also, make sure your language is

professional, precise, and void of any spelling or grammatical errors. School

officials will actually be reading your proposal! Make sure you represent yourself

well. If your solution is effective, you might get hired again!

This Assignment: Once you have completed your project, you will present your

problem and solution to the class. Make sure you stress the importance of your

environmental policy! As a class, we will decide (via silent ballot) on the top 5

environmental solutions. These will then be given to the school administration for

further review. You might even spark a change in how our school operates!

What to Turn-in: After you present your project to the class, you will need to turn-in

the following pieces of your project, stapled and completed IN THIS ORDER:

1) Your final draft. Either a Letter of Proposal or Environmental Policy Manual

2) Your completed Data Chart.

3) Bibliography in proper MLA format with all your sources (at least 1 non-internet)

4) Pre-writing materials, such as an outline, graphic organizer, notes, or rough draft.

5) Your copy of the rubric.

These must all be stapled together and in this order to receive full credit!

Saving the Environment: One School at a Time

RUBRIC:

CATEGORY 5 4 3 2

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Sentences & Paragraphs

Sentences and paragraphs are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Ideas and Organization

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter/manual was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter/manual was about.

The letter/manual seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

FORMAT Manual/Letter adheres to the standard format provided. A great example of technical argumentative writing.

Manual/Letter somewhat adheres to the standard format provided. Technical argumentative writing is somewhat evident.

Manual/Letter does not adhere to the standard format provided, but evidence of technical argumentative writing is still evident.

Manual/Letter does not adhere to the standard format provided, nor is it an example of technical argumentative writing.

Problems and Solutions

One clear environmental problem is identified. Three solutions to the problem are clearly stated.

One clear environmental problem is identified. Less than three solutions are stated.

An environmental problem is evident, but the solutions are not clear.

Either the environmental problem is not clearly stated OR solutions are not provided.

Final Draft: ___/25 points

Data Chart: ___/20 points

Bibliography/Works Cited: ___/10 points

Evidence of Pre-Writing: ___/5 points

TOTAL: ____/60 points

Annotation: When creating this unit, I wanted to not only introduce my students to technical

argumentative writing; I wanted my students to experience project-based learning. I want my

students to have fun with this project, especially the future scientists in my class. As English

teachers, we automatically assume that everyone who walks into our classroom has a love for

literature like we do. That is not the case. I know I will have students who hate reading and

writing as much as I hate calculating the slope of a line or balancing chemical equations. This

project is a way for me to link English with Science. Stressing the importance of writing is not

enough. Students need the experience of writing in every discipline.

My favorite form of assessment is the Performance Task. It allows instructors to see the

students’ individual creative process. This is a super fun form of assessment because, instead of

the students just sitting down and filling in a scantron, they get to play the role of (in this case)

an Environmental Analyst and their audience is no longer the teacher, but the school

administrators. The roles can always be changed as well as the target audience, but one thing

that stays the same is assessing the students’ writing process. If given the opportunity to pre-

write, brainstorm, organize the information on the actual assessment, the student will actually

grasp the process of composition.

Another important aspect of my summative assessment is that the students choose

whether or not they write a letter of proposal or a policy manual. Both are forms of technical

writing. Both can be argumentative. The main idea: the student chooses what to write about and

how to write it. There have to be some sort of guidelines for the project, like the fact that

everyone writes about an environmental issue within the school, but the ways in which the

students address the problem, research it, and present it are left to them.

Why the environment? Not only is this a current issue that comes up in our lives daily,

the field of environmental sciences is growing and is expected to grow within the next decade.

Presidential candidates talk about it, the ideas and new technologies are applicable to everyday

life (even outside of school), and it really gets kids to start thinking about how our world works.

The issue can be addressed scientifically, socially, economically, linguistically, and physically.

Students can look to what other countries are doing. This also allows students to involve

themselves in the school environment and community. Environmental policies affect everyone.

I will really try to incorporate this unit into my future classes. Even though a project like

this might not fit in with the standard curriculum of a senior English class, I believe this is one

project that will truly stick with the students long after they leave my course. Giving students the

opportunity to consult Science teachers, use internet and science magazine sources, and look-up

the policies of their own school will result in a deeper relationship between the students and their

school and will also instill the idea that writing is something that is necessary no matter what

field of study we choose. I want my students to learn more than just what is required of them by

the district/state.