Student Work
This page features student work from my two core classes, AP Literature and English 10. These pieces showcase the thoughtful analysis, creativity, and effort students bring to their learning. I believe sharing student work matters because it honors their voices, encourages reflection, and allows others to get a look at what is happening in our classroom.
English 10
Below are three examples of projects done in my English 10 course.
01
Of Mice and Men Soundtrack Project
In this character analysis project based on Of Mice and Men, students selected a character and created a five-song soundtrack that captures their personality, motivations, and experiences. For each song, students wrote two analytical paragraphs explaining how the lyrics and tone connect to the text, using evidence to support their interpretations. This assignment strengthens students’ ability to make and explain claims in a low-stakes, creative format while deepening their understanding of characterization. The inclusion of student choice and a hands-on component increases engagement and ownership, while the analytical writing aligns with key literacy standards focused on textual evidence and interpretive reasoning.
02
Technology Research Paper
In this foundational research project, students explored a self-selected topic related to technology and developed a five-paragraph persuasive essay in MLA format. Completed entirely in class, students moved through a structured drafting process before producing a polished, typed final draft. This project serves as students’ introduction to independent research, argumentative writing, and formal academic formatting. The work highlights students’ ability to develop claims, integrate evidence, and organize their thinking clearly, aligning with standards for research, writing arguments, and producing coherent, structured texts.
To read the entire example essay, click the image for a PDF version.
Assignment Instructions
03
Much Ado About Nothing
Lightning Theses
As part of a pilot unit on Much Ado About Nothing, students practiced rapid thesis development through “lightning theses,” where they responded to prompts by writing five thesis statements in seven minutes. This recurring activity is designed to build students’ confidence and fluency in crafting strong, defensible claims under time constraints. By lowering the stakes of essay writing and emphasizing practice, students strengthen a critical skill they will use on standardized assessments such as the SAT and AP exams. This work reflects growth in argumentative writing and aligns with standards emphasizing claim development and clear, focused writing.
AP Lit
Below are three examples of student work done in my AP Lit course.
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01
Independent Book Project
To expand literary exposure and prepare for the AP Literature exam, students completed an independent reading project each semester. Students selected a novel to read individually or in small book club groups and demonstrated their understanding through one of several analytical project options. This assignment emphasizes critical reading, independent thinking, and in-depth literary analysis, all of which are essential for success on the AP Free Response Question 3. The work showcases students’ ability to engage with complex texts, develop interpretations, and communicate their ideas effectively, aligning with advanced literary analysis standards.
02
Poetry Project
As a culminating experience for the year-long poetry unit, students participated in a collaborative “Blind Date with a Poem” project. After selecting a poem based on limited introductory clues, students researched the poet, conducted a detailed analysis, and transformed their understanding into both a presentation and a creative video representation. Students then taught their poem to the class, reinforcing both analytical and communication skills. This project highlights students’ ability to interpret complex texts, synthesize research, and present their ideas in multiple modes, aligning with AP Literature expectations for poetry analysis and deeper thematic understanding.
Due to student security, an example of the video aspect is only available on A Cat; however, believe me when I say, every video was great!
03
Make-A-Monster
During the Frankenstein unit, students engaged in a creative and analytical project inspired by Victor Frankenstein’s process of creation. Students designed their own “monster,” carefully choosing symbolic features that reflect deeper themes, then brought their creations to life using sculpting materials. Following this, they wrote a reflective letter to their creation, exploring themes of responsibility, identity, and acceptance. This immersive activity encourages students to think critically about the novel’s central ideas while engaging in creative expression. The project culminates in a symbolic decision to either destroy or protect their creation, mirroring the novel’s climax and prompting deeper thematic reflection, aligning with standards focused on analysis of theme, symbolism, and authorial intent.