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Interesting Things I Learned:

What did I just witness?! I had never heard of cheese rolling until this course, and I now have a new obsession: learning everything there is to know about this non-traditional sport! The event, which is called The Cooper's Hill and Cheese-Rolling Wake in Gloucestershire England, is an annual event held on the Spring Bank Holiday at Cooper's Hill near Brockworth.

Starting at the top of the 200-yard long hill with a slope of about 50%, participants race after a 7-9 lb. wheel of Double Gloucester cheese. The competitors aim to catch the cheese; however, the cheese has a one-second headstart and can reach high speeds that can potentially knock over and injure a spectator. The winner is the first person to make it over the finish line, and he or she takes home the cheese. Multiple races take place during the day, with separate events for men and women, and there are uphill races for children. After the race, there is a festival. In 2013, The Guardian called it "a world-famous event," with winners coming from Australia, Belgium, Canada, Egypt, Germany, Japan, New Zealand, and the United States.

Fun Facts:

In 2005, 4,000 people attended the event. In 2009, it rose to 15,000.

The wake (festival) is estimated to be hundreds of years old and was first recorded in 1826, but even then it was recognized as an ancient tradition.

The cheese wheel has been reported to reach speeds of 70 mph.

Some reported injuries:

snapped thighbone,

a 59 year-old grandmother was knocked out by a cheese wheel,

in 1997, up to 37 people were reportedly injured, including 7 spectators. It was so bad that the following year it was cancelled for safety concerns, but it resumed in 1999.

Community and Subculture:

The event is deeply rooted in tradition among locals. Thousands of spectators and fun-seekers attend the annual event. You definitely have to be an adrenaline junkie to participate in the event. The event has evolved from a local event to gathering international appeal. Media and online platforms have promoted the event and share the excitement of the event through videos and interviews.

How Can I Use Non-Traditional Sports to Engage Readers and Writers:

This was so much fun to learn about, and I went down the rabbit hole on this topic! I can see using non-traditional sports as an opportunity to teach students research skills. I can see students creating a "how to" writing piece explaining how to prepare for a specific non-traditional sport. I could see students writing persuasive pieces, for example: why we should have a chess club at school or why the cheese rolling event should be banned (ABSOLUTELY NOT!). I could ask students to make a literary connection, such as asking students to justify why a particular non-traditional sport would be a good fit for a character. Students could even create a found poem or a shape poem to demonstrate what they learned after reading about a non-traditional sport.

Why I Chose This Sport:

It's a sport that involves cheese! Need I say more? This is now on my bucket list!

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I have recently fallen in love with surfing. This was a lot of fun to research and write. Apologies for how long this turned out to be.

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This was so much fun to learn about! I typed up my reflection on the doc attached.

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Wrongful Conviction - Sports and Art in prison (The Ohio Innocence Project) 

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Wrongful Conviction - Sports and Art in prison (The Ohio Innocence Project) 

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When my husband first started serving on the board of the Ohio Innocence Project, I thought I understood what wrongful conviction meant. I had a very skewed knowledge base—innocent people sometimes go to prison, DNA evidence can free them, the system isn't perfect.

But understanding it intellectually and witnessing its human impact are two completely different things.

That difference became real when I met Dean Gillespie and heard his story. This is his story.

My lesson plan is loosely based on sports... but more so about those who find new beginnings in the face of adversity.

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Social Justice - Sports // Art in Prison - Lesson Plan

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My toxic writing craft is connecting topics to my life. I enjoy writing more when I can connect to something so I chose to write about my sister-in-law who rode horses growing up!

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Full honesty: I was going to write about cheese rolling. But, every time I tried to watch a video about it, I kept uncontrollably laughing - in the best way. What a beautiful thing sports can be.

Anyway, I chose to write about e-sports because I've always wondered how they work, especially since they are gaining popularity.

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I realize that this is not a rough lesson plan, but once I got started on it and the ideas started to flow, I wanted to see it through. This lesson will fit into my second quarter teaching unit that focuses on the essential question, how do changes-big and small-affect us. The summative writing assessment for the unit is a research report, so I was able to create a mini lesson on evaluating sources within this lesson plan.

I didn't focus my lesson on one specific social justice issue. Instead, I created a lesson that would give students some choice, especially when dealing with topics that many in my district would consider controversial.

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Based on the current issue in the WNBA, this lesson is meant to have students look at the pay gap in sports between genders.

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"Bruise Lee" (roller derby team name) - all about ROLLER DERBY!

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"Bruise Lee" (roller derby team name) - all about ROLLER DERBY!

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*Sorry! I posted to the wrong Padlet yesterday! : )

Well. This is wild. I had never taken the time to learn how you do Roller Derby. It is intense. It involves a TON of hip checking. The scoring system involves a jammer to try to pass a certain # of players through strategy within a restricted period of time. It is very physical (it did remind me of rugby).

In an article I read, "roller derby has one of the highest percentages of participants with advanced degrees of any sport."

Studies consistently show that a huge portion of derby players are teachers, librarians, social workers, nurses, and other helping professionals. The sport attracts intelligent, independent women who want an outlet that's completely different from their day jobs.

One interesting thing about Roller Derby is that a common misconception is that it is only for "alternative or tough women" and that it's not fake (like professional wrestling).

My dad remembers there being a Roller Derby presence in Cincinnati and it being televised on Sunday afternoons. So I looked up the Cinci Rollergirls and they have a presence in Cincinnati, KY and Columbus, Ohio.

I think that with any topic in any classroom, it is so imperative to introduce students to things they may have zero schema or prior knowledge about. I would often use things like a random roller derby video or a chess competition and have students write in their journals about it.

It's an opportunity for students to think outside of themselves (perspective), hear from classmates who may be connected to it, and a way for them to grow a more global perspective. I love exposing my students to things that aren't "mainstream!"

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Last year my 10th graders read Jason Reynolds' When I Was the Greatest as an end-of-year novel for pleasure after EOC testing (for pleasure meaning no tests/quizzes/big writing tasks to go along with the book - just casual discussions, sketchnoting, & a few SEL activities). I did provide a little bit of background about Ali, Bed-Stuy NY, and Tourette syndrome (which all come into play in the book), but nothing extensive. However, I think it would be really beneficial and interesting for kids to do more research into the life of Ali so they have a better understanding of the history behind the main character's nickname going into the book. There are so many social justice discussions that connect with his life so this lesson plan has students choose one facet and create a one-pager to synthesize what they learned.

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Sports & Social Justice Mini-Research Unit Outline

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Sports & Social Justice Mini-Research Unit Outline

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I have been working on a few versions of mini-research units throughout the summer and I think this on has the most promise. First, I think the 30 for 30 docs are done so well. They are interesting even if you don't know anything about the topic. I haven't decided which of the three I listed I will use (I need to watch them all again before choosing one), but each address social justice issues that students are at least a little familiar with. There is a lot packed in here, but the most important skills I want students to practice are finding and using reliable sources, synthesizing information, and presenting information. I'm excited to work on this more to polish it for use with my Honors English 10 students this year!

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Sports & Social Justice Mini-Research Unit

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For my social justice rough/general lesson plan I decided to focus on the commercial about Running like a Girl. I think it came out my first year of teaching in 2015ish. In this lesson students will discuss what it means to 'play like a girl' and the impact that can have on young children. Students will select a woman in sports to research and create a project about their sports story(one-pager, zine, infographic, or article). Students then write a reflection on how they can help continue to change the narrative in their own life, school, or community.

For my portfolio I'm doing "Sports Week"(and hoping to do one each quarter) but I can see this fitting anywhere throughout the year!

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I love the work for today. Juniors at Sycamore immerse themselves in an entire semester with social justice at the heart. We begin the year with a mini-unit anchored in John Lewis' "Good Trouble" speech before reading Aaron Sorkin's play, A Few Good Men, and we finish the semester with Bryan Stevenson's Just Mercy. The most that sports show up during first semester is when we read Sorkin's play, so I created a two-day writer's notebook plan for students. It's definitely a work in progress, but I like that it addresses the issue of using the f-slur not just in the play but in the lesson plans provided for us by OWP. Both of the writing reflects on a similar time period: the mid-1980s. Usually, I warn students about the upcoming slur, but that's kind of the most I've done. I like that this creates an opportunity for exploration and conversation rather than just moving past it. DEFINITELY open to feedback, please!

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What's in a Name? A Rhetorical Discussion

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What's in a Name? A Rhetorical Discussion

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This is a rhetoric lesson for an AP Lang or junior-level ELA class which analyzes the rhetorical choices thought leaders make in their arguments regarding sports team names.

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"Everybody Is Going Through Something" Lesson / Mini-Unit

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"Everybody Is Going Through Something" Lesson / Mini-Unit

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In 11th grade English, we have a growing up unit. In this, students are in book clubs where they read a book that fits that theme. Each week, as a class, we read supplemental texts that act as an extension or connection to what they are reading with their books. It invites them to make connections between their book and other texts. Given all of this, since each week has a different focus, sports as a focus for a week would be an ideal, topical guide for a week. I've often used Kevin Love's "Everybody Is Going Through Something" as an anchor for many lessons - and it seemed to fit this very well. It would act as a guide for the week - for them to eventually take a closer look at what evident and hidden struggles the characters in their books may be going through.

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Bruewer's Sports & Social Justice Lesson Plan

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The History of Sports Multi-Media Timeline Project 

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The History of Sports Multi-Media Timeline Project 

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While looking through the cross curricular ideas I came across a sports and history idea about tracing the evolution of a sport and it made me think about making it into a multi-media project.  I love visual projects like this and I think students can make such creative projects when given the opportunity.  I like that it brings in research as well.

As a sidenote during our Holocaust unit we use the timeline resource cards from USHMM. I think this project above would support students in analyzing a timeline. I learned about this from the OWP course I took two summers ago on teaching the Holocaust. If you don't have a copy of cards this is where you can request them! (they're free) https://engage.ushmm.org/request-timeline-cards.html

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While I'm not currently teaching ELA, serving as an Assistant Principal forces me to think about supporting students throughout the entire school year. One thing that always comes to mind is the burnout and the stagnant mood with state testing and AP testing in April. We have about ~4 weeks of instruction before final exams. Behavioral issues, mental health and SEL struggles tend to surface and can be very difficult to navigate.

How to we bring joy and connection to the classroom?

I created a lesson plan for ELA 10 and combined a lot of resources, ideas from our Sports Literacy class.

This unit celebrates student voice, incorporates current events, and builds practical literacy skills while keeping engagement high during the post-testing period.

I would love for students to work in partners and groups as much as possible to bridge social connection and story telling. Offer student voice and choice (students can find their own non-traditional sports to research, bring in their favorite sports scandal or 30 for 30 story, etc), interview a family member about sports.

Tactile, hands-on activities would be awesome to weave in as well (trading cards, Zines, etc).

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This lesson plan came from my Sacred Writing Time prompt, which used an excerpt from Wendelin Van Draanen’s The Running Dream as a mentor text for “I am…” poetry. I've been wanting to use this mentor text in my classroom but have never created a lesson plan for it, so that is the work I did today. One of my goals has been to create a mentor text study procedure for my students in which they get into the habit of naming the craft moves and recording them in their notebooks, then trying them out. I'd like to do this lesson with my 9th graders towards the beginning of the year so they can practice working with mentor texts and expand their bank of writing moves. This particular text deals with a sports-related topic but also opens the door for students who are not as into sports to write about other topics.

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Students will use the Cold War politics to see how the Olympics has featured many stand-offs between the Soviet Union and the United States.

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Choose-Your-Own Adventure Lesson Plan - Monthly "Meet the_____" writings 

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Choose-Your-Own Adventure Lesson Plan - Monthly "Meet the_____" writings 

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One of the most frustrating parts of teaching - especially high school - is their reluctance (or care) to get to know each other, when in a classroom for 9 months. I want to help that. And sports often are something all classrooms share - especially student athletes are always in the room. I want an opportunity to put a spotlight on their stories. This is my attempt to at least address that.

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The PE teachers in my building host volleyball, basketball, and flag football tournaments during our homeroom time over the course of the year. Kids LOVE these and that's saying a lot since it's 7:15 a.m. and they can't wait to compete. What a perfect time for my sports classes to practice the art of writing a sports article, interviewing an athlete or commentating on a game. This still is a work in progress but I like where it is headed.

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Each quarter I have my students choose one thing they have written to publish to a class website for everyone to read. This can be from anything: SWT prompt, assignment, personal journal writing, etc. I challenge them to choose a different genre for publication each quarter so they can practice various kinds of writing. I have created a mini-checklist for each of the genres we study so they have an idea of how to focus their revision as they polish their "publishable piece." I provide mentor texts and we develop a more robust list of "musts" and "maybes" for each genre in class before they start the revision process.

The Sports Journalism Resources gave me the idea to add sports writing to the genre list, and I am so excited about it! I include several sports-based SWT prompts each quarter, so I know students who are interested in sports will have something already written. I think including this as an option will fill a gap for some of my students who aren't really interested in anything else, especially at the beginning of the year. I am looking forward to building out this genre and finding mentor texts that fit!

I have attached the mini-checklists for the genres they can choose from with the new one I created for sports writing at the top. I set these up in revision stations. Each station highlights a different genre and has a stack of the mini-checklists, copies of mentor texts, and suggestions of things they can do to revise their writing to make it fit the genre.

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I hit the rhetorical precis hard early on in the year with both my AP Lang students as well as my regular juniors as a way to get to the heart of a text fairly quickly. This two-day assignment allows for choice of text and a tie-in to their larger choice book. I love witnessing students feel more confident as they get better and better at writing rhetorical precis.

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Day Thirteen 7/23  Cheese Rolling and Descriptive Details

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Day Thirteen 7/23  Cheese Rolling and Descriptive Details

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I had so much fun learning about cheese rolling that I wanted to find a way to use it in a writing lesson. This lesson plan will focus on teaching students how to add descriptive details to their writing.

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In AP Lang, I collaborated with another teacher in my department on an adopt-a-columnist project where students analyzed op-ed writers from the publication of their choice. I've adapted that here to create a version specifically devoted to understanding and diving deep into sportswriting instead of general op-eds. It's a bit tricky because within the last 304 years, most of the biggest voices in sportswriting have moved to podcasting, and the conversational, long-form format does not lend itself to deep, technical rhetorical analysis. There are still some sports columnists out there in the written medium, but their numbers are dwindling! Hopefully, the students can appreciate them while they last...

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Day Fourteen 7/24:  Polished Portfolio Piece

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Day Fourteen 7/24:  Polished Portfolio Piece

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When I wrote my sports story, it didn't really feel like a story to me. I simply wrote about my experiences with sports, which consisted of playing basketball in elementary and middle school, cheerleading for my first two years of high school, and watching my son play sports from the age of 4 through his senior year of high school. I mentioned a brief period when I joined a running club, but I didn't really think of that small moment as being an actual story. Each time we were asked to make revisions to our sports story, I focused on the single paragraph about running. By the time I completed a third round of revisions in that one paragraph, I knew I had a story. I'm choosing to include it as a portfolio piece because it shows the powerful impact that reading as a writer has on writing.

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It's really different than where I started. I deleted an entire section of my original sports story and added a lot throughout the essay. Here’s something embarrassing: I was thinking about how to close this essay, and I decided to conduct a search for “famous quote about being active later in life.” (I know--I'm rolling my own eyes at myself, but I felt stuck.) There are some really good quotes, but I was most amused that a quote about exercise by Kim Kardashian was placed next to a quote by Cicero. A quote by Socrates is next to Vanessa Hudgen’s musings on fitness. Oof. Was a clear sign to abandon this move. I'm still not satisfied with the ending. Will keep working.

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I want to use this lesson at the start of the semester. Ervick provides a perfect example as a keeper; hands are powerful. With a blend experience, research and goal setting, kids will focus on the power in their own hands, no matter their craft. I even added my son's example (teacher's kid!) to show a non-physical sport connection.

Also, this gives me a gentle entry point into using mentor texts with both the spoken word poetry and the graphic novel excerpt to help students begin noticing and then to make something their own.

I will include some directions on slides to help navigate what information to include.

I know this will become a catapult to help me learn about what drives them and a little about their dedication to their passion as well as their professional heroes. As an introductory lesson, it will also become evident pacing, modifications necessary for IEP students, technology skills and motivation.

As for the hand print, it was actually my son who drew symbols on his hands. I was going to use color shading like Ervick but I liked his idea better.

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I chose to polish my sport's story after the drafts it's gone through already! It was so helpful having feedback throughout but the last thing I focused on was the transitions between topics in my story, cleaned up some errors, and changed some of the ending. Last week Brooklyn had suggested tying in my last name Fox, which I loved! I plan on using it as a mentor text for my students and I can show them the different versions of my drafts too.

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Here is the beginning of my sports portfolio. I have decided to do the 5 lesson plans for a unit on using sports to look at common human experiences and emotions. This is the beginning of my reflection on the idea. I am working on the lesson plans to finish this up, but for me, I always have to start with an overview so I know what I'm thinking....

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Polished Social Justice Lesson Plan Days 1-2

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Polished Social Justice Lesson Plan Days 1-2

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For my portfolio, I've decided to do option #2 (five days worth of lesson plans). Specifically, I am detailing and polishing my Muhammad Ali five-day mini research unit from the social justice lesson plan assignment we did earlier this week. Today I worked on polishing days 1 and 2 of the lesson. I created slides and elaborated on the procedures of each activity/day. I also added daily objectives and assessment explanations. I plan to polish days 3-5 tomorrow using the feedback I received on my original draft. I'm thinking about opening up opportunities for students to research other athletes who have faced discrimination.

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For my Portfolio Project, I'm designing a mini-unit for my AP Lang class called 'The Rhetoric of Sports'. My goal is for the unit to be mostly asynchronous, with classtime spent discussing/unpacking what they've done. Here are my first 3 slides, including one lesson (there will be 5 eventually). This lesson ('Sports Science') is inspired by my 'What If...' response, in which I imagined what tennis would look like if metal racquets were banned in the 80s (like how the MLB bans metal bats).

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Portfolio: Sports & Social Justice Mini-Research Unit

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Portfolio: Sports & Social Justice Mini-Research Unit

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I am a Type-B teacher which means my lesson plans leave a lot to be desired, but I have learned that the more detailed I make them, the less flexible I am. And one thing I have learned the hard way is that if I am not flexible, I will break. So now when created a lesson or unit, I include the key components that keep me organized, but I leave room for that flexibility that both my students and I need.

What I will be submitting for my portfolio is a fully built unit with links to all activities. I have done most of it and am pretty happy with how it is shaping up. I would love feedback on anything you think may be missing. (I still have to create the mini-lesson for using AI for context, add to my objectives, and add the skills I will be focusing on.)

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Sports & Social Justice Mini-Research Unit

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I worked on this piece to help it be more fluid and to have a more circular ending. I wove in some family aspects of my sports story, ending with my dreams for my kiddo. This one was fun to write + look forward to sharing it with my dad and sister. I know it feels a bit long - so happy to take suggestions on cutting parts that drag on (?). Tomorrow, I'm going to work on my pieces. I have one lesson plan that I'm going to include in my portfolio but it's a lesson plan for STAFF opening PD! Woo hoo! (I know everyone's favorite days!) I am excited to share my learnings with staff when we get back to the grind.

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I really want to build a theme about "feet" and how they represent me "walking" throughout life, constantly surrounded by sports. The green areas are areas I've tried to add in this feet theme so far. I am, ironically, struggling the most with the running section (has a comment next to it, and it's in bold font). Any suggestions for how to incorporate this "feet" theme or message into that area?

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Day Fifteen 7/25:                          Polished Portfolio Piece

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Day Fifteen 7/25:                          Polished Portfolio Piece

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Over 800+ athletes' images have appeared on a box of Wheaties Cereal, and this fact is the inspiration for my cereal box project portfolio piece. Instead of writing a traditional character analysis essay, students will design a cereal brand for an "athlete" from Shakespeare's Macbeth.

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1. In addition to continuing to get to know students and the sports they specifically love, I want to work on communication skills. Although the start of this lesson centers around them, it transitions to how to create and ask interview questions as well as how to send a professional sounding email.  Additionally, I hope to grow our connection to our own high school sports organizations.

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Expanded David Foster Wallace Lesson Plan

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Expanded David Foster Wallace Lesson Plan

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Both my regular juniors and AP Lang students listen to, read, and annotate "This is Water" by David Foster Wallace. I have taught "This is Water" so many times. It's one of the few texts that I can say has fundamentally changed me when I'm in busy traffic or long grocery store lines. Fun fact: My husband (also an English teacher) went to Kenyon and graduated in 1999, so he missed David Foster Wallace and this iconic commencement address by a mere six years! I have him drop in my class and briefly tell students what the general demographics were like at Kenyon so they can have a better feel for the type of student as well as the audience. I don't know why, but I had never considered DFW's piece about Roger Federer and a possible multi-day synthesis lesson until Michael Piergalski created his Sacred Writing Time prompt for our class. Of course these two texts should be joined--they're both about beauty and transcendence but expressed in different ways. This feels kind of boring for a polished piece in my portfolio, but I'm excited to try something new with my students. If I could spare a few more days, I'd maybe open it to a true synthesis timed writing or have students turn their final writer's notebook response into a full essay.

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Two-Day Lesson Plan for David Foster Wallace

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I wrote this as a response to one of the first writing prompts in this class and I keep coming back to it, so I revised it a bit and will be including it in my portfolio. My plan is to use it as a mentor text in my poetry genre station. For as much as students love to hate on poetry, many of them write some really great pieces. I hope that this will encourage some of my more sports minded students to try some poetry themselves.

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Lesson Plan by G. Bloomstrom: "Trading Cards to Build Connection" {Staff PD}

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Lesson Plan by G. Bloomstrom: "Trading Cards to Build Connection" {Staff PD}

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Lesson Plan: "Trading Cards to Build Connection"

Audience: High School Staff (Approx. 50 educators)
Duration: 60 minutes

Objective:

To foster community and build relationships through personal storytelling

To creatively reflect on different identities

To model a fun, meaningful, and replicable classroom literacy strategy

1. Welcome & Warm-Up (10 minutes)

Greet staff with summer-themed treats (popsicles, lemonade, tropical decor).

Play a fun playlist as staff arrive.

Briefly introduce the idea: “We’re creating Trading Cards—one of your summer selves and one of your high school selves—to reflect, connect, and have some fun together.”

2. Read & Reflect: Gerchick's Trading Cards and History of Card Trading (10 minutes)

Pass around sample trading cards and ask:

What makes a great trading card?

What does this teach us about honoring identity?

How could this work with students in the fall?

3. Modeling: Teacher Shares Example (5 minutes)

Present two example cards:

"Summer Gretchen" – A relaxed assistant principal who loves golfing, porch hangs, and traveling.

"Vice Principal Gretchen" – satirical approach to my role as AP

Share how the format allows for fun and depth.

4. Creation Time: Staff Create Two Cards (20–25 minutes)

Each person makes:

Front: Their name, image (drawn or photo), “superpower,” nickname, summer song, or quote.

Back: Fun facts, passion, top skill, “card stats,” or fun challenge.

Two Versions:

1. Summer Edition

2. High School Edition

Allow for creativity!

5. Card Sharing & Connection (15–20 minutes)

Staff pair up or form small groups to “trade” cards.

Encourage storytelling:

What’s the most surprising or delightful thing you learned?

What song or snack defines your high school self?

Optional: Create a gallery wall or lay cards out like a yearbook table.

6. Closing Circle & Debrief (5 minutes)

Reflect on how this simple format:

Helped you see your colleagues in a new way.

Can create belonging and celebration in classrooms.

Models writing with voice, audience, and creativity.

Pose the question: How can we use identity play like this with our students next year?

Extensions/Variations:

Create a digital card version (using Canva or Google Slides).

Make a “Deck of the Department” for new teacher orientation.

Use card decks in homerooms/Sources of Strength

Include student cards in Open House or Parent Night.

Outcomes:

Strengthened staff culture and connection

Playful, personal insight into each other’s lives

Literacy strategy modeled for future use with students

A reminder that we are all more than our job titles—then and now.

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Here is one of the days of lessons that I am putting together.

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Polished Social Justice Lesson Plan (Days 1-5) with Revisions

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Polished Social Justice Lesson Plan (Days 1-5) with Revisions

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Today I finished revising and polishing my Muhammad Ali social justice lesson plan (days 3-5) based on feedback I received on my original draft! I added gallery walk materials, a small group discussion activity on day 4, and slides for days 3-5 to finish out my slide deck. I also revised my final reflection question based on Brooklyn's feedback (thanks, Brooklyn!).

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Day 15 Polish & Post: Athletes & Rhetoric

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Day 15 Polish & Post: Athletes & Rhetoric

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Slide #4: For this lesson in my mini-unit, I wanted to focus on both the issue of athlete endorsements (also tangentially related to NIL money) and where that intersects with argument/rhetoric. Specifically, I'm hoping students will wrestle with which athlete endorsements are authentic, good-faith arguments, and which traffic in logical fallacies in their persuasion.

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I decided to polish my social justice lesson plan that’ll be making its way to my portfolio.  The feedback helped me in developing it further and I created some documents and resources to go along with it.  I tried to show all my changes in blue.  I realized this would be a great one day lesson apart of my Sport’s Week theme!

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Polished Sports Social Justice Lesson Plan

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Work in Progress / Polished Portfolio Piece - "What If...?"

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Work in Progress / Polished Portfolio Piece - "What If...?"

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I really loved the 'what if' assignment. It really made me think about the domino effect of sports and sport milestones. I wanted to go back and give more structure to my original "what if". So, I added in all the green sections throughout - leaning more into the "what if..."? question motif. For the portfolio, I probably will make a lesson / mini-writing unit plan around this idea of "what if...?" I think students would really relate to this kind of thinking, since they often don't realize how much an event affected so many aspects of their lives until they dig deeper.

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What If Ryan Reynolds and Rob McElhenney Had Not Bought Wrexham AFC?