Title: Understanding Resilience in Diverse, Talented Students in an Urban High School
Author: Sally M. Reis, Robert D. Colbert, Thomas P. Hebert
Author's purpose for writing: to better understand why and how some at-risk gifted students remain resilient despite challenges, and others underachieve.
Author's methodology: three year study of 35 ethnically diverse, academically talented high school students who either achieved or underachieved. Comparative, cross-case study. In-depth interviews with students and their families to examine risk factors and protective factors. Participant observation.
Author's research question: what factors do high achieving students in an urban high school identify as contributing to their resistance?
What factors may contribute to the inability to display resilience in underachieving students placed at risk in an urban high school?
What author discovered, conclusions/implications: Protective factors include supportive adults, friendships with other achieving students, opportunities to take honors/advanced classes, participation in multiple extracurricular activities, development of a strong belief in self, development of ways to cope with negative aspects of their lives, previous participation in a G/T program, religious training, and, for girls, a conscious decision not to date.
Underachievers had specific risk factors: older sibling as dropouts or drug users, fewer protective factors, inappropriate early curricular activities, absence of challenge, negative interaction with teachers, BOREDOM, family dysfunction, minimal parental and academic guidance and support.
Tuesday, July 31, 2007
Lit Review 2
Title: Empowering adolescents as servant leaders
Author: Tim Grothaus
Author's purpose for writing: to explain the results of a study involving at-risk, gifted youth who participated in a seven month, comprehensive leadership training program
Author's methodology: case studies, interviews with students participating in the leadership training program
Who is being studied: at-risk, gifted youth
Over what length of time: seven months
What data is collected: interviews with the participants
What the author discovered; conclusions/implications: adolescent self esteem and resilience increase when they engae in meaningful, positive contributions to the community
This program involved students:
engaging in a significant new helping role
balancing experiences with guided reflection
combining support with developmentally appropriate challenges
ensuring continuity in the experience--they have to commit to at least six months in the program
Each team chooses a meaningful project that engages them in community stewardship. Projects included work in such areas as: drug and violence prevention programs, environmental cleanup efforts, justice system reform, and neighborhood enhancement.
Mentors work closely with all participants and at the conclusion, each group makes a presentation to the sponsoring community organizations.
Author: Tim Grothaus
Author's purpose for writing: to explain the results of a study involving at-risk, gifted youth who participated in a seven month, comprehensive leadership training program
Author's methodology: case studies, interviews with students participating in the leadership training program
Who is being studied: at-risk, gifted youth
Over what length of time: seven months
What data is collected: interviews with the participants
What the author discovered; conclusions/implications: adolescent self esteem and resilience increase when they engae in meaningful, positive contributions to the community
This program involved students:
engaging in a significant new helping role
balancing experiences with guided reflection
combining support with developmentally appropriate challenges
ensuring continuity in the experience--they have to commit to at least six months in the program
Each team chooses a meaningful project that engages them in community stewardship. Projects included work in such areas as: drug and violence prevention programs, environmental cleanup efforts, justice system reform, and neighborhood enhancement.
Mentors work closely with all participants and at the conclusion, each group makes a presentation to the sponsoring community organizations.
My burning question
Based on my critical incident and experiences in class with gifted but underperforming students, I have researched what kinds of things a teacher in a classroom can do--specific, usable strategies--to help gifted students who are also considered "at risk."
Monday, July 30, 2007
More on my name
In English, Sherry means darling (it comes from the French, cherie). It is also the name of a wine that comes from an area of Spain called Jerez. It's the number six--it has six letters and six is my favorite number (I've actually won a round of Trivial Pursuit with the number six). My name is a coral color, rich, with hints of red and orange and pink.
Sherry is the taste of sunshine and fresh peaches made into mouth-watering peach cobbler by my grandmother, Nannie, on the farm in Fairfield.
I don't know why my parents chose my name, they just liked it I suppose. The Lynne in the middle was to match the L's my parents had, Lee and Laverne.
My grandparents, Nannie and Papa, had the most profound influence in my life. They were salt-of-the-earth, decent, honest, hard-working people, who generously shared their abundance with family, friends, neighbors, and even strangers who came to the door. Papa, known in the community as a perfectly honest man, showed me how the value of good, hard work and the joy of a life well-lived.
Most people seem to see Sherry as a friendly, kind of bubbly name, and that works well for me, as I see myself as friendly and enthusiastic. At one time, I thought I would like to have a different name, but I can't really think of one that I like better, so I'll stick with what I have.
Sherry is the taste of sunshine and fresh peaches made into mouth-watering peach cobbler by my grandmother, Nannie, on the farm in Fairfield.
I don't know why my parents chose my name, they just liked it I suppose. The Lynne in the middle was to match the L's my parents had, Lee and Laverne.
My grandparents, Nannie and Papa, had the most profound influence in my life. They were salt-of-the-earth, decent, honest, hard-working people, who generously shared their abundance with family, friends, neighbors, and even strangers who came to the door. Papa, known in the community as a perfectly honest man, showed me how the value of good, hard work and the joy of a life well-lived.
Most people seem to see Sherry as a friendly, kind of bubbly name, and that works well for me, as I see myself as friendly and enthusiastic. At one time, I thought I would like to have a different name, but I can't really think of one that I like better, so I'll stick with what I have.
My name, my name
My name is Sherry Lynne. It just screams "I was born in the 1950s!" I haven't always been completely thrilled with my name, but now I think it's kind of fun. Being a Mormon and a tee-totaler, having an alcoholic name is a bit odd, but I prefer to think of it as an English version of the French Cherie, which means "darling." That's much nicer.
My extended family (particularly some of my pesky cousins), being of good, solid, Southern stock, love to call me Sherry Lynne, but no one else does that to me. Of course I call them Rita Jo and David Dean, so all is fair.
My own children love to tease me with the Frankie Valley and the Four Seasons song that starts out "She-eee-eee-eeerry, baby, Sherry baby." That is a truly revolting song, but they swear that it will be the theme song at my 50th birthday party next year. I might let them live through it (though I did deliberately avoid the "Jersey Girls" show on Broadway when we were there last month).
My extended family (particularly some of my pesky cousins), being of good, solid, Southern stock, love to call me Sherry Lynne, but no one else does that to me. Of course I call them Rita Jo and David Dean, so all is fair.
My own children love to tease me with the Frankie Valley and the Four Seasons song that starts out "She-eee-eee-eeerry, baby, Sherry baby." That is a truly revolting song, but they swear that it will be the theme song at my 50th birthday party next year. I might let them live through it (though I did deliberately avoid the "Jersey Girls" show on Broadway when we were there last month).
My Gift
My greatest gift is my enthusiasm. I get really excited about teaching--I love, love, love what I do and I am absolutely crazy about my students. In college, I majored in journalism because I find everything and everyone interesting. Every day is a new adventure in learning and it's all fun! I try to share my enthusiasm about learning with my students--and sometimes I think it actually works. One of my best and brightest (who will be attending Rice University this fall) told me that I was the best teacher he had ever had. Several have said that they don't really like English, but they like my class because it is fun. I believe that if you are interested in what you do, your can get the students involved as well (at least sometimes).
Teaching Demonstration
Title of the book: Blue Pastures
Author: Mary Oliver
Publishing Information: Harcourt Brace & Company, 1995
ISBN: 0-15-600215-9
Suggested Grade Level: High School
Goal: Students will increase their skills in rhetorical analysis of non-fiction prose.
Objectives: Students will:
recognize, explain the purpose of and analzye the effectiveness of various rhetorical devices and techniques
discover and explain the author's purpose in writing
clearly analyze and explain the rhetorical devices used by the author to achieve her purpose
complete a rhetorical analysis timed writing based on the AP prompt for this excerpt from Mary Oliver's book, Blue Pastures.
Have Fun!
Rather than TEKS, I base my AP lessons on the AP Curricular Requirements. Here are some of the requirements included in this lesson:
The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects.
The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and of the techniques employed by the writers they read.
The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres.
The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to identify and explain an author's use of rhetorical strategies and techniques.
The AP teacher provides instruction and feedback that help the students develop these skills:
A wide-ranging vocabulary used appropriately and effectively
A variety of sentence structures, including appropriate use of subordination and coordination
Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis
A balance of generalization and specific, illustrative detail
An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
Research supporting this lesson:
Bloom, Adi. (2007). Skip to my lou, my darlin'. Times Educational Supplement, 6/8/2007, 4740, 15.
Coleman, Jennifer. (2005). Ready, set, motivate. Library Media Connection, March 2005, 30-32.
McCoach, Betsy, and Siegle, Del. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38, 22-27.
Kitano, Margie K., and Lewis, Rena B. (2005). Resilience and coping: Implications for gifted children and youth at risk. Roeper Review, 27, 200-2005.
Reis, Sally M., and Renzulli, Joseph S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-129.
Procedures:
Students will reorganize themselves into new groups based on the song wordstrips that they receive.
Students will receive a "green sheet" list of terms they must know.
They will analyze each song to determine what rhetorical devices are used.
Students will learn to sing all three songs in a round; this is an analogy to show how authors sometimes incorporate many devices or techniques in one piece.
We will review other rhetorical terms, particularly diction and juxtaposition; both are very important in analyzing this particular piece of prose.
We will review other terms using "wuzzles," which are word puzzles. We will work through one wuzzle worksheet, then each group will create their own wuzzle of a rhetorical term. Groups will share their wuzzle and class members will solve them.
The class will read the "Owls" excerpt together, with the teacher commenting on some rhetorical devices and their importance.
As a group we will determine the author's purpose.
Then, class members will create a didactical journal--one column noting rhetorical devices/techniques, the other explaining their importance/effectiveness. They are working to analyze how the author uses the devices to achieve her purpose.
Once students have completed working together on analyzing Oliver's purpose and how she achieves it, they will write a draft version on the timed writing addressing the AP prompt.
Reading/Writing connection:
students will complete the AP writing prompt
Discussion/Protocol
students will participate in whole group and small group discussions of the material
Extension/Service Projects
This unit will be part of our transcendentalists study. Within that framework, students will also read other nature writings--Thoreau, Emerson, Annie Dillard, Rachel Carson, etc.
Students will visit our school's wetlands area, taking time to explore, then return to class to write extensively about their experiences.
We will complete a major project on the wetlands area--much like the Bluebonnet River Legacy project--incorporating technology with our written reflections and reactions. As our AP Environmental Science teacher is retiring this year, we will give her the presentation as a parting gift.
Author: Mary Oliver
Publishing Information: Harcourt Brace & Company, 1995
ISBN: 0-15-600215-9
Suggested Grade Level: High School
Goal: Students will increase their skills in rhetorical analysis of non-fiction prose.
Objectives: Students will:
recognize, explain the purpose of and analzye the effectiveness of various rhetorical devices and techniques
discover and explain the author's purpose in writing
clearly analyze and explain the rhetorical devices used by the author to achieve her purpose
complete a rhetorical analysis timed writing based on the AP prompt for this excerpt from Mary Oliver's book, Blue Pastures.
Have Fun!
Rather than TEKS, I base my AP lessons on the AP Curricular Requirements. Here are some of the requirements included in this lesson:
The course teaches and requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects.
The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and of the techniques employed by the writers they read.
The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres.
The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to identify and explain an author's use of rhetorical strategies and techniques.
The AP teacher provides instruction and feedback that help the students develop these skills:
A wide-ranging vocabulary used appropriately and effectively
A variety of sentence structures, including appropriate use of subordination and coordination
Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis
A balance of generalization and specific, illustrative detail
An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
Research supporting this lesson:
Bloom, Adi. (2007). Skip to my lou, my darlin'. Times Educational Supplement, 6/8/2007, 4740, 15.
Coleman, Jennifer. (2005). Ready, set, motivate. Library Media Connection, March 2005, 30-32.
McCoach, Betsy, and Siegle, Del. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38, 22-27.
Kitano, Margie K., and Lewis, Rena B. (2005). Resilience and coping: Implications for gifted children and youth at risk. Roeper Review, 27, 200-2005.
Reis, Sally M., and Renzulli, Joseph S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-129.
Procedures:
Students will reorganize themselves into new groups based on the song wordstrips that they receive.
Students will receive a "green sheet" list of terms they must know.
They will analyze each song to determine what rhetorical devices are used.
Students will learn to sing all three songs in a round; this is an analogy to show how authors sometimes incorporate many devices or techniques in one piece.
We will review other rhetorical terms, particularly diction and juxtaposition; both are very important in analyzing this particular piece of prose.
We will review other terms using "wuzzles," which are word puzzles. We will work through one wuzzle worksheet, then each group will create their own wuzzle of a rhetorical term. Groups will share their wuzzle and class members will solve them.
The class will read the "Owls" excerpt together, with the teacher commenting on some rhetorical devices and their importance.
As a group we will determine the author's purpose.
Then, class members will create a didactical journal--one column noting rhetorical devices/techniques, the other explaining their importance/effectiveness. They are working to analyze how the author uses the devices to achieve her purpose.
Once students have completed working together on analyzing Oliver's purpose and how she achieves it, they will write a draft version on the timed writing addressing the AP prompt.
Reading/Writing connection:
students will complete the AP writing prompt
Discussion/Protocol
students will participate in whole group and small group discussions of the material
Extension/Service Projects
This unit will be part of our transcendentalists study. Within that framework, students will also read other nature writings--Thoreau, Emerson, Annie Dillard, Rachel Carson, etc.
Students will visit our school's wetlands area, taking time to explore, then return to class to write extensively about their experiences.
We will complete a major project on the wetlands area--much like the Bluebonnet River Legacy project--incorporating technology with our written reflections and reactions. As our AP Environmental Science teacher is retiring this year, we will give her the presentation as a parting gift.
Lit Review 1
Title: Resilience and Coping: Implications for Gifted Children and Youth at Risk
Author: Margie K. Kitano, Rena B. Lewis
Author's purpose for writing: to propose specific strategies for enhancing outcomes for gifted children and youth at risk for encountering adversity
Author's methodology-Case studies involving in-depth interviews
Who is being studied: gifted children, particularly those at risk
What the author discovered or conclusions/implications:
Interventions appropriate for gifted students placed at risk include
1) enhance connectivity--a strong, meaningful relationship with a significant, positive other; teachers can fill this role in the classroom and can help with projects that increase opportunities for teamwork, a sense of community, and respect
2) encourage a sense of self-efficacy and agency--provide opportunities for students to take responsibility and make decisions and learn from their successes and failures. Encourage students to solve real-life problems, develop and pursue hobbies and interests.
3) encourage optimism
4) teach directly and indirectly a range of coping strategies and coach implementation
5) validate children's experience with bias
6) support pride in heritage--strengthen ethnic identities
Author: Margie K. Kitano, Rena B. Lewis
Author's purpose for writing: to propose specific strategies for enhancing outcomes for gifted children and youth at risk for encountering adversity
Author's methodology-Case studies involving in-depth interviews
Who is being studied: gifted children, particularly those at risk
What the author discovered or conclusions/implications:
Interventions appropriate for gifted students placed at risk include
1) enhance connectivity--a strong, meaningful relationship with a significant, positive other; teachers can fill this role in the classroom and can help with projects that increase opportunities for teamwork, a sense of community, and respect
2) encourage a sense of self-efficacy and agency--provide opportunities for students to take responsibility and make decisions and learn from their successes and failures. Encourage students to solve real-life problems, develop and pursue hobbies and interests.
3) encourage optimism
4) teach directly and indirectly a range of coping strategies and coach implementation
5) validate children's experience with bias
6) support pride in heritage--strengthen ethnic identities
Being a Stellaluna
I am really fortunate in that many of my colleagues are very open to new ideas and new techniques. I will be working with at least one brand new teacher, who has already requested my assistance, plus a teacher who will be new to our PreAP program. So, I think they will be easy to share with. I will also have a new neighbor in my portable, and he has always been quick to share new ideas with me, so I think he will be open to anything useful that I can share with him. The main difference in my class with be much more peer sharing of writing. I LOVE the writing followed by post-it responses. In the past, my students have mostly had only my reactions to their work, and I know that this will be much more helpful. They will have to make specific, positive comments about what is working in the piece, and writers can then go back and build upon the good. I'm hoping to teach them to make tactful comments and/or questions about what doesn't make sense or work, but to remain kind and helpful rather than become harsh and critical.
My technology people have also always been very cooperative and, as I mentioned before, I want to do a big powerpoint project with our Environmental Science wetlands area as we work through the Transcendental writers. I know that my technology guru will help. I hope that she can also find a way for me to use blogs with my classes. I don't think all of my students have computers at home, but most can gain access to them either at school in the library, or at the homes of friends. I think that blogging their homework and reactions to our reading would be very helpful in sharing and improving writing.
My technology people have also always been very cooperative and, as I mentioned before, I want to do a big powerpoint project with our Environmental Science wetlands area as we work through the Transcendental writers. I know that my technology guru will help. I hope that she can also find a way for me to use blogs with my classes. I don't think all of my students have computers at home, but most can gain access to them either at school in the library, or at the homes of friends. I think that blogging their homework and reactions to our reading would be very helpful in sharing and improving writing.
Sunday, July 29, 2007
Inside Out Chapter 7
I love the idea of writing for an expanded or different audience. I am now thinking of ways to do this. I plan on us creating a presentation on our school's wetlands area (much like we did for River Legacy) and presenting it to our AP Environmental Science teacher who established the area and will be retiring this year. I can't see where we can share our rhetorical analysis writings except on a blog for ourselves, but I can see many places where we could share our persuasive and argumentative writings--there are all kinds of causes out in the world to write about.
Thursday, July 26, 2007
The Very Best of Friends-Reaction
Dealing with profound grief is one of the most challenging processes anyone can endure. And people go about this in very different ways. Sometimes the pain is so great that people do feel a need for solitude. Perhaps, for a time, solitude heals, but prolonged aloneness can also destroy. Sometimes situations arise when friends and family must almost force themselves upon a grieving person, drawing them back into the wider world. I think the bereaved must learn to strike a balance between time alone and time with loved ones. As friends and family, we must be sensitive to their needs and allow them the necessary time and space to come to terms with their new life situation. Our friend Mark, run over while riding his motorcycle, now faces life as a paraplegic. His entire existence has changed. Hundreds of friends and family members have rallied to his aid, donating time, money, construction skills to renovate his house, whatever he needs. But, I know that sometimes he can be overwhelmed by too many people and he needs quiet moments to ponder and reflect on what it all means for his family and their future.
Another friend, Roddy, lost his wife. She was only 59. He must be terribly lonely, and yet, constantly filling his house with people and noise is not precisely what he needs 24/7 either.
Another friend, Roddy, lost his wife. She was only 59. He must be terribly lonely, and yet, constantly filling his house with people and noise is not precisely what he needs 24/7 either.
Wednesday, July 25, 2007
Farfallina and Marcel-Reaction
One of my dearest friends moved to Virginia in 1992. I still keep in touch with her, but it's just not the same as when she lived in my neighborhood. I only talk with her every few months and though we try to keep up, it's never going to be as good as seeing her weekly or daily. Still, I don't want to lose her completely and on the infrequent occasions when I do get to visit her, we have a wonderful time. I last went to see her in 2002 and I would really like to go again, soon. Perhaps this will prompt me to take a trip to Virginia this year. I want to sit and visit with Signe again.
How can I describe Signe? She has eight children, yet is still tiny and petite (unlike me with only three kids). She loves to travel (we went to Paris together in 2002) and she has a new husband that I've never met. She is one of the kindest and most generous people that I know. She never says unkind things about people and always gives everyone the benefit of the doubt. When our kids were small, we traded babysitting and she really helped me when I was trying to finish my bachelor's degree. She gives of her time so willingly. She is blonde and pretty and so, so smart. I love talking with her because I always learn new things. We enjoy many of the same things, great literature, history, new places, travel. My mom loves her too because she loves birding. We are of the same faith, so our beliefs and values are the same. We have the same commitment to God and to family. She is more patient than I, but I'm working on it. Having eight children would probably be a great workshop for learning patience. One of our outings was to Mount Vernon and we both marveled at the beauty of George and Martha Washington's home. I am a big fan of both Washingtons, they were truly great Americans, and Signe and I talked at length about their superb legacy and example. We also ate dinner at a tavern in Alexandria where Washington frequently visited.
In Paris, because I can speak French, I was kind of the guide for Signe and her sister, Wendy. We walked all over the city and had a wonderful, wonderful time in the Louvre, the Musee D'Orsay, and just on the streets of the city. We ate delicious food, reveled in the beauties of the city, climbed the stairs of great monuments, looked out on the Champs Elysees from the Arche de Triomple, and just enjoyed being together. I would love to travel with her again and hope to see her very soon.
How can I describe Signe? She has eight children, yet is still tiny and petite (unlike me with only three kids). She loves to travel (we went to Paris together in 2002) and she has a new husband that I've never met. She is one of the kindest and most generous people that I know. She never says unkind things about people and always gives everyone the benefit of the doubt. When our kids were small, we traded babysitting and she really helped me when I was trying to finish my bachelor's degree. She gives of her time so willingly. She is blonde and pretty and so, so smart. I love talking with her because I always learn new things. We enjoy many of the same things, great literature, history, new places, travel. My mom loves her too because she loves birding. We are of the same faith, so our beliefs and values are the same. We have the same commitment to God and to family. She is more patient than I, but I'm working on it. Having eight children would probably be a great workshop for learning patience. One of our outings was to Mount Vernon and we both marveled at the beauty of George and Martha Washington's home. I am a big fan of both Washingtons, they were truly great Americans, and Signe and I talked at length about their superb legacy and example. We also ate dinner at a tavern in Alexandria where Washington frequently visited.
In Paris, because I can speak French, I was kind of the guide for Signe and her sister, Wendy. We walked all over the city and had a wonderful, wonderful time in the Louvre, the Musee D'Orsay, and just on the streets of the city. We ate delicious food, reveled in the beauties of the city, climbed the stairs of great monuments, looked out on the Champs Elysees from the Arche de Triomple, and just enjoyed being together. I would love to travel with her again and hope to see her very soon.
Inside Out Chapter 6
More great writing ideas--this time for voice. Teaching voice is challenging; too many high school essays are dry and dull, dull, dull. These ideas will definitely be a part of my classes this fall, especially the mad, soft, and fast talking.
Tuesday, July 24, 2007
Chicken Sunday
I would love to live in a community like the one described in Chicken Sunday. In fact, I have lived in such a community. When I was a small child, my mom and I lived with her parents in Fairfield, a small community southeast of Dallas. The town only had about 3,000 residents, and my grandparents knew all of them. Their small country church was a wooden building with a tall steeple, almost hidden by the surrounding trees. Because I was with Nannie and Papa, everyone who knew them also knew me. We shopped in the little stores on the courthouse square, admired the beautiful hats in the milliner's window, and stopped to visit with neighbors on the courthouse lawn. It was an idyllic life, simple and peaceful. We often ate delicious fried chicken on Sundays and enjoyed fresh vegetables from my grandfather's "small" five-acre garden. We scrambled up just-gathered eggs for breakfast and lavished homemade butter and jam on our freshly baked biscuits. No one could possibly be a better cook than Nannie. I can still taste those melt-in-your mouth biscuits. Yummy........
Inside Out Chapters 4 and 5
Great, wonderful, terrific, fantastic ideas for getting my students started with writing and incorporating the journal into my class. I can clearly see how these will work in my regular classes. I am still trying to figure out how to fit it into my AP classes. We have so much to do in there, that squeezing in one more thing is difficult. Still, I am convinced that they need daily writing practice, so I will try.
Monday, July 23, 2007
Special Places
I have many special places and they are the temples of the Church of Jesus Christ of Latter-day Saints. Temples are beautiful, quiet, peaceful places. To enter, you must have a temple recommend. This is a card verifying that you are a member of the church in good standing. Because the temple is a place of sacred and holy rites, only worthy church members may enter. Temples are made of the finest materials and decorated with elegance and simplicity. Everyone inside wears white and speaks in hushed voices. Quiet music plays and visitors have many opportunities to sit quietly, ponder and pray.
I especially love the temple’s Celestial Room. It is large and open, filled with beautiful chandeliers, flooding the room with light. Elegant, but comfortable chairs and couches line the room and peace reigns. You can sit in the Celestial Room all day long if you want to, soaking in the deep feeling of peace, reveling in the profound quiet. I go there to think and to pray. I love being there with my family, all of us quietly pondering who we really are, why our Heavenly Father has sent us here to earth, and what he wants us to accomplish here.
I was married in the temple in Salt Lake City. In our church, we believe that when you are married in the temple, you are “sealed,” that is married not only for this life, but forever. We believe that families will be together after this life. I find that very comforting, as my family, including parents, husband, children, and my many, many aunts, uncles and cousins, are very important to me. We also believe that we can be sealed to our ancestors, creating an endless family line stretching from the distant past, through us and to our descendants.
One thing I really love about the temple is the overwhelming sense of calm when you enter the door. Even if you have to fight North Dallas traffic to reach the nearest temple (which is near Preston and Forest), once you go inside, cares of the world slip away, and peace prevails. You go quietly to the dressing room to change into white, then you join others in the chapel for scripture study and meditation. Whether you have a temple or not, I think everyone needs such a place of quiet tranquility. Demands of the world press upon us, hurrying us from one seemingly important task to the next and often we race until we are exhausted, never stopping to consider what is truly essential for our lives.
I especially love the temple’s Celestial Room. It is large and open, filled with beautiful chandeliers, flooding the room with light. Elegant, but comfortable chairs and couches line the room and peace reigns. You can sit in the Celestial Room all day long if you want to, soaking in the deep feeling of peace, reveling in the profound quiet. I go there to think and to pray. I love being there with my family, all of us quietly pondering who we really are, why our Heavenly Father has sent us here to earth, and what he wants us to accomplish here.
I was married in the temple in Salt Lake City. In our church, we believe that when you are married in the temple, you are “sealed,” that is married not only for this life, but forever. We believe that families will be together after this life. I find that very comforting, as my family, including parents, husband, children, and my many, many aunts, uncles and cousins, are very important to me. We also believe that we can be sealed to our ancestors, creating an endless family line stretching from the distant past, through us and to our descendants.
One thing I really love about the temple is the overwhelming sense of calm when you enter the door. Even if you have to fight North Dallas traffic to reach the nearest temple (which is near Preston and Forest), once you go inside, cares of the world slip away, and peace prevails. You go quietly to the dressing room to change into white, then you join others in the chapel for scripture study and meditation. Whether you have a temple or not, I think everyone needs such a place of quiet tranquility. Demands of the world press upon us, hurrying us from one seemingly important task to the next and often we race until we are exhausted, never stopping to consider what is truly essential for our lives.
Wednesday, July 18, 2007
Critical Incident Narrative-final version
Dixie sits in the back corner of the room, again. She’s not causing trouble, but she is certainly not working on the assignment. While everyone else slaves over the rhetorical analysis timed writing, Dixie is deep in the calculus book. Her timed writing—the kind of thing that everyone else spends 40 minutes sweating blood over—was done 10 minutes early. And it’s good—she understands the complex characters and can fully explain their motivations, which is more than most of her classmates can manage. So far this year I have not found a single activity that challenges this child.
I think she did enjoy the nonfiction projects. The were, as usual, too easy for her—she has no problem coming up with food items related to a theme, and her poster describing the tarted-up women populating her book was visually interesting, but not something that required Dixie to think too deeply. Still, she smiled through it all, laughed with her group members, and rattled off several funny bits from the book.
I worry, though, because most of the time she just looks bored. An exaggerated look of patience seems almost permanently plastered on her face. Where other students are puzzled or confused by the AP curriculum, Dixie understands almost instantly. The vocabulary, the rhetorical terms—nothing fazes her. But every day she must wait while everyone else works to catch up. Luckily, she does have a well-honed sense of humor, so when her peers write “the author used diction,” as part of their analysis, she just laughs and then tries to explain how all words are diction and all authors use words. Dixie knows it’s all too easy for her, but she doesn’t make a big deal about it.
The beige, metal building where our class meets sits on a burning-hot asphalt parking lot behind _______________ Like most of my students, Dixie complains about the “endless“ trek out from the main building.(Of course we are only 50 yards from a multi-million dollar football stadium, but my students and I work in a tin building. However, that is an issue for another day). The corrugated roof rattles in the slightest breeze, the pounding of a good rain can drown out all conversation, and (since all four garbage dumpsters are just behind us) all discussion pauses when the gigantic garbage trucks make their daily run. I never cease to be amazed at how fascinated high school boys become watching the process of emptying a dumpster. I know they're just waiting for the driver to miss getting the giant mechanical arms into the slots on either side of the dumpster. Personally, I worry that the drivers (who come up our driveway pretty fast) will puncture our little tin building with those giant metal arms. With Dixie sitting on that far wall, nearest the dumpsters, my most brilliant student would be the first to go. I also have recurring nightmares about the drivers setting one of those behemoths down on top of a wandering student. SPLAT. Not a pretty picture.
The air conditioner in my room whirs constantly and loudly, cooling the room but making us shout to be heard over it. Reading aloud and class discussion are difficult, but we perservere, prefering to pit our voices against the pounding machine rather than perspire profusely. From the back of the room, Dixie continues observing everyone with an air of great patience. Today’s writing assignment is about The Grapes of Wrath, which she decries as a boring book, even if it does have a bizarre and semi-interesting ending. Actually, several students completely failed to understand the final scene and Dixie is once again called upon to explain the action to her less astute peers.
“How could they miss what happened in that scene?” Dixie can’t help but wonder. It seems so obvious to her and yet….Maybe it was just too strange or too shocking. Probably most of the kids had never before considered such a thing, and the idea couldn’t quite penetrate their teenage brains. Breastfeeding a grown man?! It was just too weird, too repulsive. Why on earth would Steinbeck include that—even use it to finish his book? “I read 600 pages—most of it as dull as dirt, just to end with this bizarre scene,” she told me.
And yet…someone as bright as Dixie could understand, could see the profound meaning of such a gesture, offered by the abandoned, grieving mother of a dead infant, to the starving father of another almost-orphaned child. More often a semi-cynical observer than an enthusiastic discussion participant, Dixie struggled to explain the significance of Rose of Sharon’s actions to her classmates. Eyes welling, even she couldn’t quite find the words, but it was a quiet moment of great understanding.
As we continue writing, the musty, dusty smell of paper permeates the room; students go back and forth, back and forth in the text, striving to understand characters and their motivations. They're trying to see if, as has been asserted, Steinbeck was advocating a communist system and the book is a diatribe against capitalism. Or, was he simply highlighting a social problem, seeking solutions, but not advocating any single plan. It's a fairly complex writing assignment, and I’m hoping that Dixie will return to her paper and give it a bit more thought. What was Steinbeck arguing in his Nobel Prize winning novel? Finally she bends over her paper once again, pen in hand, and pauses to think. At least with this assignment, she can bring in her knowledge from other courses and make connections--economics would help here, as would her wide acquaintance with various forms of government.
Dixie is one of those kids who seem to know something about everything. Unlike most of her peers, she actually reads the newspaper and pays attention to what’s happening in the world. I remember our first current events quiz. I had warned the class that they would be tested over news items, mostly things on the front page of the paper. Explosions, murders, tsunamis and UFO’s--surely these are the kinds of things to interest teenagers. Besides, I keep telling them, you’ll be old enough to vote in two years and you need to know what’s going on. When I first made the announcement, they complained for a solid five minutes. “I don’t get the newspaper” “Well read it online,” “I don’t have a computer” “Use the computers in the library or listen to the news on the radio” “My radio doesn’t work” “Ride to school with a friend and listen with them” “I walk to school” “Download it and listen on your Ipod” “But I’m a poor student and don’t have an Ipod.” It was endless. Still, on the appointed day, the quiz began. Five questions worth 20 points each and a bonus question. I couldn’t find much exciting news to ask about, so the bonus was a sports question—at least most of them could score an easy 20 points on that. “Number 1, Name two people running for governor of Texas. (Surely they had noticed that one of the candidates was named Kinky). Number 2, What new drug has become a big problem across the Metroplex?” and so on. As a bonus, they got to name the new quarterback for the Cowboys. I repeated the questions, then we exchanged papers for discussion and a trade and grade. I could see Dixie’s big smile of satisfaction. Where other papers had blanks, hers was filled, and she not only knew Rick Perry and Kinky, she also named Chris Bell and Carole Keaton Strayhorn.
Of course, Dixie’s brilliance often comes in handy, especially when the school needs her. When I was looking to fill a spot on the UIL literary criticism team, she was the first person who came to mind. She probably just skimmed Tess of the D’Urbervilles, “The Trip to Bountiful,” and Emily Dickinson’s poetry, but she is so good at evaluating multiple choice questions that she placed fifth at the district meet. She also competed in three other events. No sweat for Dixie.
I have often apologized to her for being unable to actually conduct the class at her level, but if I went there, no one else would be able to keep up. So, I try to push her to write at ever higher levels and read more complex, rich texts. And, she is patient with the rest of us mere mortals.
I think she did enjoy the nonfiction projects. The were, as usual, too easy for her—she has no problem coming up with food items related to a theme, and her poster describing the tarted-up women populating her book was visually interesting, but not something that required Dixie to think too deeply. Still, she smiled through it all, laughed with her group members, and rattled off several funny bits from the book.
I worry, though, because most of the time she just looks bored. An exaggerated look of patience seems almost permanently plastered on her face. Where other students are puzzled or confused by the AP curriculum, Dixie understands almost instantly. The vocabulary, the rhetorical terms—nothing fazes her. But every day she must wait while everyone else works to catch up. Luckily, she does have a well-honed sense of humor, so when her peers write “the author used diction,” as part of their analysis, she just laughs and then tries to explain how all words are diction and all authors use words. Dixie knows it’s all too easy for her, but she doesn’t make a big deal about it.
The beige, metal building where our class meets sits on a burning-hot asphalt parking lot behind _______________ Like most of my students, Dixie complains about the “endless“ trek out from the main building.(Of course we are only 50 yards from a multi-million dollar football stadium, but my students and I work in a tin building. However, that is an issue for another day). The corrugated roof rattles in the slightest breeze, the pounding of a good rain can drown out all conversation, and (since all four garbage dumpsters are just behind us) all discussion pauses when the gigantic garbage trucks make their daily run. I never cease to be amazed at how fascinated high school boys become watching the process of emptying a dumpster. I know they're just waiting for the driver to miss getting the giant mechanical arms into the slots on either side of the dumpster. Personally, I worry that the drivers (who come up our driveway pretty fast) will puncture our little tin building with those giant metal arms. With Dixie sitting on that far wall, nearest the dumpsters, my most brilliant student would be the first to go. I also have recurring nightmares about the drivers setting one of those behemoths down on top of a wandering student. SPLAT. Not a pretty picture.
The air conditioner in my room whirs constantly and loudly, cooling the room but making us shout to be heard over it. Reading aloud and class discussion are difficult, but we perservere, prefering to pit our voices against the pounding machine rather than perspire profusely. From the back of the room, Dixie continues observing everyone with an air of great patience. Today’s writing assignment is about The Grapes of Wrath, which she decries as a boring book, even if it does have a bizarre and semi-interesting ending. Actually, several students completely failed to understand the final scene and Dixie is once again called upon to explain the action to her less astute peers.
“How could they miss what happened in that scene?” Dixie can’t help but wonder. It seems so obvious to her and yet….Maybe it was just too strange or too shocking. Probably most of the kids had never before considered such a thing, and the idea couldn’t quite penetrate their teenage brains. Breastfeeding a grown man?! It was just too weird, too repulsive. Why on earth would Steinbeck include that—even use it to finish his book? “I read 600 pages—most of it as dull as dirt, just to end with this bizarre scene,” she told me.
And yet…someone as bright as Dixie could understand, could see the profound meaning of such a gesture, offered by the abandoned, grieving mother of a dead infant, to the starving father of another almost-orphaned child. More often a semi-cynical observer than an enthusiastic discussion participant, Dixie struggled to explain the significance of Rose of Sharon’s actions to her classmates. Eyes welling, even she couldn’t quite find the words, but it was a quiet moment of great understanding.
As we continue writing, the musty, dusty smell of paper permeates the room; students go back and forth, back and forth in the text, striving to understand characters and their motivations. They're trying to see if, as has been asserted, Steinbeck was advocating a communist system and the book is a diatribe against capitalism. Or, was he simply highlighting a social problem, seeking solutions, but not advocating any single plan. It's a fairly complex writing assignment, and I’m hoping that Dixie will return to her paper and give it a bit more thought. What was Steinbeck arguing in his Nobel Prize winning novel? Finally she bends over her paper once again, pen in hand, and pauses to think. At least with this assignment, she can bring in her knowledge from other courses and make connections--economics would help here, as would her wide acquaintance with various forms of government.
Dixie is one of those kids who seem to know something about everything. Unlike most of her peers, she actually reads the newspaper and pays attention to what’s happening in the world. I remember our first current events quiz. I had warned the class that they would be tested over news items, mostly things on the front page of the paper. Explosions, murders, tsunamis and UFO’s--surely these are the kinds of things to interest teenagers. Besides, I keep telling them, you’ll be old enough to vote in two years and you need to know what’s going on. When I first made the announcement, they complained for a solid five minutes. “I don’t get the newspaper” “Well read it online,” “I don’t have a computer” “Use the computers in the library or listen to the news on the radio” “My radio doesn’t work” “Ride to school with a friend and listen with them” “I walk to school” “Download it and listen on your Ipod” “But I’m a poor student and don’t have an Ipod.” It was endless. Still, on the appointed day, the quiz began. Five questions worth 20 points each and a bonus question. I couldn’t find much exciting news to ask about, so the bonus was a sports question—at least most of them could score an easy 20 points on that. “Number 1, Name two people running for governor of Texas. (Surely they had noticed that one of the candidates was named Kinky). Number 2, What new drug has become a big problem across the Metroplex?” and so on. As a bonus, they got to name the new quarterback for the Cowboys. I repeated the questions, then we exchanged papers for discussion and a trade and grade. I could see Dixie’s big smile of satisfaction. Where other papers had blanks, hers was filled, and she not only knew Rick Perry and Kinky, she also named Chris Bell and Carole Keaton Strayhorn.
Of course, Dixie’s brilliance often comes in handy, especially when the school needs her. When I was looking to fill a spot on the UIL literary criticism team, she was the first person who came to mind. She probably just skimmed Tess of the D’Urbervilles, “The Trip to Bountiful,” and Emily Dickinson’s poetry, but she is so good at evaluating multiple choice questions that she placed fifth at the district meet. She also competed in three other events. No sweat for Dixie.
I have often apologized to her for being unable to actually conduct the class at her level, but if I went there, no one else would be able to keep up. So, I try to push her to write at ever higher levels and read more complex, rich texts. And, she is patient with the rest of us mere mortals.
River Legacy Reflections
I craned my neck to see the bird high in the treetop canopy. "I know that call, but I'm not totally sure--what kind of bird is it?" Actually, I thought it was a cardinal, but I didn't want to sound like an idiot, so I kept that tidbit of information to myself. He continued singing. "I wish my mother was here, she would know exactly who is serenading us." Then he took off, a blur of red crossing the winding river. "Yes!" I was right. A beautiful, red cardinal in the forest, just like the ones I loved as a child in the woods near Fairfield, Texas. In fact, most everything today reminded me of childhood woodland explorations. My grandparents lived on a farm in Freestone County. They owned more than 200 acres and we rambled over almost all of it. Sandy paths, wildflowers, towering oaks and petite dogwoods in bloom, all of these were part of my childhood.
Summer days we often started our explorations poking around the stock tanks. Sometimes we'd take along cane poles for a little fishing. I was never really any good at it, but somehow at that age I was also completely unafraid of the potential terrors lurking in the high brush near the water. On one occasion, my cousin, Diana, hooked a water mocasin on her line. Luckily, all of my uncles are good old Texas boys and Uncle Carlton, pistol at the ready, quickly dispatched that critter. Thank goodness, we encountered no cotton-mouths today.
Most of our childhood rambles though, took place in the woods. We chased an armadillo through the trees once (I couldn't believe how fast they can run) and spent many quiet times watching deer feed in forest meadows. Squirrels were our constant companions, chattering from every available branch, and we saw the tracks of many other forest neighbors. And birds.....they were everywhere. Cardinals, all kinds of warblers, sparrows, magnificent red-tailed hawks, squawking blue-jays, and the plaintive sounds of the whip-poor-wills. I was never a big fan of buzzards, those big black vultures, but I loved all of the others.
The plants fascinated me as much as the animals. Dogwoods in bloom are one of the most beautiful sights in east Texas. Redbud trees liven the forest with their many shades of pink, and all the tiny flowers on the forest floor are an endless treasure. You have to look closely to discover the tiny violets in bloom early in the spring, but they're worth the effort. Bluebonnets, Indian Paintbrush, Mexican Hat and other wildflowers bloom in the sunny meadows, but others flower in the shade, along winding paths, twining through the trees.
You can eat well in the forest, too. Grapes grow in luscious clusters, but they're tart; you have to take them home for jam, jelly and grape juice. Eat the dewberries off the vines though, they're delicious. Sometimes you can find figs in the forest, and other yummy treats. Don't try the mushrooms unless you're an expert; some of them are poisonous. My grandmother picked greens called poke and they're delicious too, but don't try them without experienced guidance either, because they can be toxic as well. (I'm not an expert, and without my grandmother, I've given up poke salad.)
Of course, all the memories of place connect directly to my feelings about family. I was so blessed to have Nannie and Papa and their farm. I have 40 first cousins, and groups of us roamed those woods hour after hour, day after sultry day, throughout our childhoods. We forged bonds of love for each other and for the beautiful creations of God. I can't imagine a more idyllic childhood than one spent exploring the sun-dappled forest on a summer day in Texas.
Nannie and Papa have passed away now, and their farm was sold (dividing land among 12 children was not really workable). Luckily, the new owners have given permission for us to ramble around the property occasionally. But, it's not really the same; the people are different and Nannie and Papa aren't there on the front porch of the old farmhouse. It's gone, too, so I revisit it all in memory now. Today was a wonderful look back, a different way of returning with new "family" to a beloved place in my heart.
Summer days we often started our explorations poking around the stock tanks. Sometimes we'd take along cane poles for a little fishing. I was never really any good at it, but somehow at that age I was also completely unafraid of the potential terrors lurking in the high brush near the water. On one occasion, my cousin, Diana, hooked a water mocasin on her line. Luckily, all of my uncles are good old Texas boys and Uncle Carlton, pistol at the ready, quickly dispatched that critter. Thank goodness, we encountered no cotton-mouths today.
Most of our childhood rambles though, took place in the woods. We chased an armadillo through the trees once (I couldn't believe how fast they can run) and spent many quiet times watching deer feed in forest meadows. Squirrels were our constant companions, chattering from every available branch, and we saw the tracks of many other forest neighbors. And birds.....they were everywhere. Cardinals, all kinds of warblers, sparrows, magnificent red-tailed hawks, squawking blue-jays, and the plaintive sounds of the whip-poor-wills. I was never a big fan of buzzards, those big black vultures, but I loved all of the others.
The plants fascinated me as much as the animals. Dogwoods in bloom are one of the most beautiful sights in east Texas. Redbud trees liven the forest with their many shades of pink, and all the tiny flowers on the forest floor are an endless treasure. You have to look closely to discover the tiny violets in bloom early in the spring, but they're worth the effort. Bluebonnets, Indian Paintbrush, Mexican Hat and other wildflowers bloom in the sunny meadows, but others flower in the shade, along winding paths, twining through the trees.
You can eat well in the forest, too. Grapes grow in luscious clusters, but they're tart; you have to take them home for jam, jelly and grape juice. Eat the dewberries off the vines though, they're delicious. Sometimes you can find figs in the forest, and other yummy treats. Don't try the mushrooms unless you're an expert; some of them are poisonous. My grandmother picked greens called poke and they're delicious too, but don't try them without experienced guidance either, because they can be toxic as well. (I'm not an expert, and without my grandmother, I've given up poke salad.)
Of course, all the memories of place connect directly to my feelings about family. I was so blessed to have Nannie and Papa and their farm. I have 40 first cousins, and groups of us roamed those woods hour after hour, day after sultry day, throughout our childhoods. We forged bonds of love for each other and for the beautiful creations of God. I can't imagine a more idyllic childhood than one spent exploring the sun-dappled forest on a summer day in Texas.
Nannie and Papa have passed away now, and their farm was sold (dividing land among 12 children was not really workable). Luckily, the new owners have given permission for us to ramble around the property occasionally. But, it's not really the same; the people are different and Nannie and Papa aren't there on the front porch of the old farmhouse. It's gone, too, so I revisit it all in memory now. Today was a wonderful look back, a different way of returning with new "family" to a beloved place in my heart.
Inside Out-Comments for Chapters 1, 2, and 3
I want to develop my own list of beliefs about writing. I believe that this will be a work in progress as I read through the entire book and reflect upon my own writing experiences. However, I will adopt the following:
My primary role is not to teach writing but to coach writing practice
As a teacher, I am a writer and will write with my students
I rely on students to help each other, to give feedback and support each other's efforts
I will build in time for writing
I will use excellent writing examples as models
Everyone can write, it is a craft that can be learned
I will offer students guidance on many ways to "get started, get it down, get it right, and check it out.
I will remember that there are as many ways to go through the writing process are their are writers.
I will work to build a writing-friendly environment in my classroom and adopt some of the activities outlined in chapter three to help build a supportive learning community.
My primary role is not to teach writing but to coach writing practice
As a teacher, I am a writer and will write with my students
I rely on students to help each other, to give feedback and support each other's efforts
I will build in time for writing
I will use excellent writing examples as models
Everyone can write, it is a craft that can be learned
I will offer students guidance on many ways to "get started, get it down, get it right, and check it out.
I will remember that there are as many ways to go through the writing process are their are writers.
I will work to build a writing-friendly environment in my classroom and adopt some of the activities outlined in chapter three to help build a supportive learning community.
Tuesday, July 17, 2007
Monday, July 16, 2007
Response to Joyce Armstrong Carroll
I love these 10 codes. I have tried and tried to work on revision with my students and have pretty much been a failure so far. But this looks like it will work. Yea!
Reading Response 7-16
The idea of teachers as the best people to help teach each other intrigues me. I am learning a lot from everyone in class. I also like the idea of a learning community, rather than simply a class. This is what I want to work toward with my students this year.The idea of allowing students to express their opinions, even when repugnant to everyone else in the classroom is a difficult one in a high school setting. I'm not sure how far I would feel comfortable going with this -- indeed even how far I would be allowed to tolerate ideas that are so far out of the mainstream. High schools are funny places these days and some speech is probably not going to be tolerated. I don't really know what I would do with a student like this one. I need to think about that.To truly immerse students in literacy, they need lots of modeling and they need lots of time. School doesn't naturally lend itself to slow, time-intensive processes, and we need to allow students the time to practice and to grow.
Latest Version of My Critical Incident
I think she did enjoy the nonfiction projects. The were, as usual, too easy for her—she has no problem coming up with food items related to a theme, and her poster describing the tarted-up women populating her book was visually interesting, but not something that required Dixie to think too deeply. Still, she smiled through it all, laughed with her group members, and rattled off several funny bits from the book.
I worry, though, because most of the time she just looks bored. An exaggerated look of patience seems almost permanently plastered on her face. Where other students are puzzled or confused by the AP curriculum,
The beige, metal building I teach in sits on a burning-hot asphalt parking lot behind _______________. (Of course we are only 50 yards from a multi-million dollar football stadium, but my students and I work in a tin building. However, that is an issue for another day). The corrugated roof rattles in the slightest breeze, the pounding of a good rain can drown out all conversation, and (since all four garbage dumpsters are just behind us) all discussion pauses when the gigantic garbage trucks make their daily run. I never cease to be amazed at how fascinated high school boys become watching the process of emptying a dumpster. I know they're just waiting for the driver to miss getting the giant mechanical arms into the slots on either side of the dumpster. Personally, I worry that the drivers (who come up our driveway pretty fast) will puncture our little tin building with those giant metal arms. I also have recurring nightmares about them setting one of those behemoths down on top of a wandering student. SPLAT. Not a pretty picture.
The air conditioner in my room whirs constantly and loudly, cooling the room but making us shout to be heard over it. Reading aloud and class discussion are difficult, but we perservere, prefering to pit our voices against the pounding machine rather than perspire profusely. From the back of the room,
“How could they miss what happened in that scene?”
The musty, dusty smell of paper is in the air as students go back and forth, back and forth in the text, striving to understand characters and their motivations. They're trying to see if, as has been asserted, Steinbeck was advocating a communist system and the book is a diatribe against capitalism. Or, was he simply highlighting a social problem, seeking solutions, but not advocating any single plan. It's a fairly complex writing assignment, and I’m hoping that
Of course,
I have often apologized to her for being unable to actually conduct the class at her level, but if I went there, no one else would be able to keep up. So, I try to push her to write at ever higher levels and read more complex, rich texts. And, she is patient with the rest of us mere mortals.
Parody Lyrics
Parody Lyrics to "Beer for My Horses"
Well I can't believe the Olympus news
The whole family's dead and Hercules is confused
First Hercules killed off his wife
Hercules killed his kids
Hercules got away
But he didn't get too far
He didn't get too far
Zeus he told the others, I'm in charge here son,
Hera caused this trouble and now she's on the run
Take the rope in Olympus
Find a laurel tree, round up this wicked woman
Tie her up to the tree, for all the people to see that
Justice is the one thing you should always find
You gotta saddle up your boys you gotta draw a hard line
When the gunsmoke settles, we'll sing a victory tune
And we'll all meet back at the local saloon.
We'll raise up our glasses against evil forces
Singing, Whiskey for my men, beer for my horses.
Well I can't believe the Olympus news
The whole family's dead and Hercules is confused
First Hercules killed off his wife
Hercules killed his kids
Hercules got away
But he didn't get too far
He didn't get too far
Zeus he told the others, I'm in charge here son,
Hera caused this trouble and now she's on the run
Take the rope in Olympus
Find a laurel tree, round up this wicked woman
Tie her up to the tree, for all the people to see that
Justice is the one thing you should always find
You gotta saddle up your boys you gotta draw a hard line
When the gunsmoke settles, we'll sing a victory tune
And we'll all meet back at the local saloon.
We'll raise up our glasses against evil forces
Singing, Whiskey for my men, beer for my horses.
Sunday, July 15, 2007
Mozartians, Beethovians, and the Teaching of Writing
Mozartians, Beethovians, and the Teaching of Writing
I love this idea of different methods of writing. I'm afraid that I, too have tried too often to make all my students Mozartians. I have worked very diligently to avoid formulaic writing instruction, but this article gives me several new ideas of ways to help and inspire all kinds of writers. I also very much see the need to silence the critic and let the creator work first.
Skeletons Out of the Closet: The Case of the Missing 162%
By Bob Pressnall
Like these students, mine also need work on revision. I appreciate all of the strategies we are learning and will use skeletons in my classroom this year. It is just one more way to help students teach themselves to write.
Getting Real: Authenticity in Writing Prompts
By Patricia Slagle
I have wanted to provide more authentic writing experience, but wasn't really sure how to go about it. Most AP prompts don't really lend themselves to this, but I think I could find a few persuasive prompts that we could use to work for change. My juniors write a major researched argument paper each year on a social issue that they find compelling. I will work to make that assignment more authentic by having them send their ideas to appropriate governmental or organizational leaders who work with their specific issue.
The Parallel Universes of Theory and Practice: One Teacher's Journey
By Beverly Paesano
This phrase is particularly meaningful to me:
.....writing in this process as “an instrument of investigation and discovery
I want to teach writing this way. I want to make my classroom more of a community of learners than a lecture hall.
I love this idea of different methods of writing. I'm afraid that I, too have tried too often to make all my students Mozartians. I have worked very diligently to avoid formulaic writing instruction, but this article gives me several new ideas of ways to help and inspire all kinds of writers. I also very much see the need to silence the critic and let the creator work first.
Skeletons Out of the Closet: The Case of the Missing 162%
By Bob Pressnall
Like these students, mine also need work on revision. I appreciate all of the strategies we are learning and will use skeletons in my classroom this year. It is just one more way to help students teach themselves to write.
Getting Real: Authenticity in Writing Prompts
By Patricia Slagle
I have wanted to provide more authentic writing experience, but wasn't really sure how to go about it. Most AP prompts don't really lend themselves to this, but I think I could find a few persuasive prompts that we could use to work for change. My juniors write a major researched argument paper each year on a social issue that they find compelling. I will work to make that assignment more authentic by having them send their ideas to appropriate governmental or organizational leaders who work with their specific issue.
The Parallel Universes of Theory and Practice: One Teacher's Journey
By Beverly Paesano
This phrase is particularly meaningful to me:
.....writing in this process as “an instrument of investigation and discovery
I want to teach writing this way. I want to make my classroom more of a community of learners than a lecture hall.
Thursday, July 12, 2007
Weather Report
Hi, this is Windy Storm reporting for the Four Seasons weather channel.
To reacap, Wednesday morning started out hazy--The Missing Piece Meets the Big O was a bit abstract--with no clear interpretation. However, the morning became sunny and bright with the light-hearted memory writing.
A few light showers blew in with the Conferences, especially for those of us who needed to revamp our writing. However, the afternoon was sunny and breezy with the snapshot and thoughshot writings.
The forecast for Thursday includes scattered storms, some possibly severe, in the morning at the technology lab. However, we expect the clouds to dissipate and we will enjoy a sunny and very pleasant afternoon.
Hi, this is Windy Storm reporting for the Four Seasons weather channel.
To reacap, Wednesday morning started out hazy--The Missing Piece Meets the Big O was a bit abstract--with no clear interpretation. However, the morning became sunny and bright with the light-hearted memory writing.
A few light showers blew in with the Conferences, especially for those of us who needed to revamp our writing. However, the afternoon was sunny and breezy with the snapshot and thoughshot writings.
The forecast for Thursday includes scattered storms, some possibly severe, in the morning at the technology lab. However, we expect the clouds to dissipate and we will enjoy a sunny and very pleasant afternoon.
Wednesday, July 11, 2007
Reading Response for July 11
I love writing and I do it professionally, but even I sometimes find it difficult to get started. Where does one begin. I agree with Tim G. that regular writing keeps you "in tune," and makes it easier to write. When I haven't written in a while, the blank computer screen stares at me and my mind is blank. It takes time to organize my thoughts and actually begin. However, I find that if I just put something up there, the thoughts begin to flow. Sometimes my opening is terrible, but it is a way to begin and I can go back later to make improvements. This year I will write with my students. I haven't done that before, and I think it will make a huge difference in the way I teach writing.
The article on writing by very young students reminded me of my own daughters and their writing. Often the early attempts were not readable in the traditional sense, but if you just read them phonetically and looked for other clues, they were wonderful, individual pieces. The child who write the most as a small child is now a humanities major in college who loves to write.
For someone who is computer "illiterate" like me, this look at the future is a bit intimidating. However, just from our work this week, I can see how blogs and wikis and other things I don't even know about yet, may help my students. I want them to have the best possible opportunities to learn, to think critically and to write effectively. If computers and technology can help with that process, and I know they can, then I want to know how to use them in my classroom.
I love writing and I do it professionally, but even I sometimes find it difficult to get started. Where does one begin. I agree with Tim G. that regular writing keeps you "in tune," and makes it easier to write. When I haven't written in a while, the blank computer screen stares at me and my mind is blank. It takes time to organize my thoughts and actually begin. However, I find that if I just put something up there, the thoughts begin to flow. Sometimes my opening is terrible, but it is a way to begin and I can go back later to make improvements. This year I will write with my students. I haven't done that before, and I think it will make a huge difference in the way I teach writing.
The article on writing by very young students reminded me of my own daughters and their writing. Often the early attempts were not readable in the traditional sense, but if you just read them phonetically and looked for other clues, they were wonderful, individual pieces. The child who write the most as a small child is now a humanities major in college who loves to write.
For someone who is computer "illiterate" like me, this look at the future is a bit intimidating. However, just from our work this week, I can see how blogs and wikis and other things I don't even know about yet, may help my students. I want them to have the best possible opportunities to learn, to think critically and to write effectively. If computers and technology can help with that process, and I know they can, then I want to know how to use them in my classroom.
I plucked a pen out of my purse today. It happens to be the pen that Mike bought for me in the gift shop on Liberty Island when we visited the Statue of Liberty in June. We took Lauren and Kara and spent a week in New York City. Just getting there was a major challenge, but I'm really glad we went. We walked (and rode the subway and the boat) all over Manhattan and Queens. We visited not only Liberty Island, but also Ellis Island, the World Trade Center site, the courts area where scenes from Law and Order are filmed, China Town and so much more. On Sunday we started with Times Square and the areas near there. Times Square itself is overwhelming--lights, motion, color and people, people, people. I have never seen so much going on in one place in my life. Monday was the visit to Liberty Island. It was an all-day outing. First you stand in line to buy your ticket, then get in another line to board the ferry. The wait was relieved by a fellow playing steel drum. When he found out we were from Texas, he immediately began playing "The Yellow Rose of Texas." It was too good. We had to give him a good tip. Then came the security line, which Mike had to step out of because he had a pocket knife. We waited while he found a shrub to hide the knife in and returned to join us on the ferry. Off to Liberty Island. After wandering around there for a while (including Mike's stop at the gift shop) we continued on to Ellis Island. We couldn't find any ancestors who had landed there, but it was an interesting visit anyway. While in line, we also met a nice couple from France and had a good conversation in French. Back we went to Battery Park on Manhattan, found Mike's knife, and headed to the subway. In the station, we had an interesting conversation with two NYPD officers. I was incredulous to find that their starting salary is only $25,000. Officers start here at more than $40,000 and our cost of living is much, much less. They told us that houses in places like Staten Island start at $500,000. And that's not Manhattan--things there cost a lot more.........
to be continued.
to be continued.
Tuesday, July 10, 2007
I had never thought of keeping a journal of what happens in class. I often think about what worked (or didn't) but I never thought of writing it down. This is a great idea! (perhaps something else to use this blog for). I can see that taking notes on each day's lessons will help me remember what went well and help me better evaluate how to improve my lessons. I had not considered myself a researcher, but now I will.
Monday, July 9, 2007
I really appreciate the comment from "Letter" in which the author states that "significant expertise resides in the hands of K-12 teachers. I am convinced that this is absolutely true. Teachers have wonderful insight and ideas on how to reach their students. That is one reason I am so grateful to be a part of this writing project.
The author also talks about the Quarterly as a place for teachers to share their expertise. I look forward to reading the comments of other teachers and gleaning ideas to use in my classroom.
I was especially struck by the comment that teachers who want to understand how to teach writing must write. I do write--quite a lot--but I have not usually written the assignments I give to my students. I plan to begin doing that this year and sharing my work with them.
In the "20 minutes" article, I was impressed with the author's assertion that students are becoming more fluent. Our work appears to be paying off. However, as he says, we must now work on moving students from generalized, rather vague writing, to specific, clear writing filled with examples and vivid images. In myAP classes, I work to help my students analyze rhetoric. They want to stay with the generalized, "The author repeated this statement to emphasize its importance" kind of writing, and I am continually trying to move them further, to get them to explain not only what the author did, but why it worked (or did not work) and what effect it created for the reader. I want them to grasp the author's purpose in writing and then see how the author uses language to create the meaning. This is high level thinking, difficult to do and difficult to teach.
I have also spent some time pondering two questions posed by these writers: Can you teach voice? and how can a teacher work successfully with a student whose ideas violate her values? I have contemplated both before and I have some ideas, but no definitive answers. I also found a question that I may research. I'm wondering how the teaching of vocabulary impacts writing. Does teaching vocabulary improve writing? What methods work best? I'm very curious because many of my students have fairly limited vocabularies and they struggle with some of the very sophisticated writing that we read simply because they do not know the words.
The author also talks about the Quarterly as a place for teachers to share their expertise. I look forward to reading the comments of other teachers and gleaning ideas to use in my classroom.
I was especially struck by the comment that teachers who want to understand how to teach writing must write. I do write--quite a lot--but I have not usually written the assignments I give to my students. I plan to begin doing that this year and sharing my work with them.
In the "20 minutes" article, I was impressed with the author's assertion that students are becoming more fluent. Our work appears to be paying off. However, as he says, we must now work on moving students from generalized, rather vague writing, to specific, clear writing filled with examples and vivid images. In myAP classes, I work to help my students analyze rhetoric. They want to stay with the generalized, "The author repeated this statement to emphasize its importance" kind of writing, and I am continually trying to move them further, to get them to explain not only what the author did, but why it worked (or did not work) and what effect it created for the reader. I want them to grasp the author's purpose in writing and then see how the author uses language to create the meaning. This is high level thinking, difficult to do and difficult to teach.
I have also spent some time pondering two questions posed by these writers: Can you teach voice? and how can a teacher work successfully with a student whose ideas violate her values? I have contemplated both before and I have some ideas, but no definitive answers. I also found a question that I may research. I'm wondering how the teaching of vocabulary impacts writing. Does teaching vocabulary improve writing? What methods work best? I'm very curious because many of my students have fairly limited vocabularies and they struggle with some of the very sophisticated writing that we read simply because they do not know the words.
Starting Graduate Work
So, today I'm in my first session of the National Writing Project. This is my first graduate level work and I'm excited to learn.
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