http://abcnews.go.com/GMA
Friday, February 29, 2008
Watch your mouth!
Why you need to watch everything you say, even if you are having a bad day. Mrs. Watts showed me this as a lesson "You need to know how to respond, and not to react"
http://abcnews.go.com/GMA/story?id=4352430&page=1
http://abcnews.go.com/GMA
Monday, February 25, 2008
Today's Class...
I really think we are headed in the right direction! I loved allot of the ideas presented in todays lecture. Giving the children freedom of choice in project is something that we have been taught in most classes either worded one way or another, but a few of these projects brought up today could be very good recommendations for those students who have trouble coming up with ideas. The toy box was really neat, the journals, the newspaper articles, were all great ideas to start with and grow off of, or to spark ideas as we present some books. I really liked the idea with having each students take a role of Street Love, and I would love to expand on that idea, maybe even make a craft lesson on what I"m brainstorming, we will see.
Some of the books brought up were books I definitely want to take a second look at when I go to the library either later today or tomorrow (depending on how the wind calms down). I have read so many neat adolescent books this semester. Maybe sometime this week if anyone wants a couple of students could get together at my house, (my hubby is outta town) and I could make a little dinner and we could do a book talk for the adolescents...anyone like that idea? It would have to be Wed. or Thurs. evenings. We could do it another week too if this week is just not going to work for anyone (if anyone wants to do it in the first place).
Some of the books brought up were books I definitely want to take a second look at when I go to the library either later today or tomorrow (depending on how the wind calms down). I have read so many neat adolescent books this semester. Maybe sometime this week if anyone wants a couple of students could get together at my house, (my hubby is outta town) and I could make a little dinner and we could do a book talk for the adolescents...anyone like that idea? It would have to be Wed. or Thurs. evenings. We could do it another week too if this week is just not going to work for anyone (if anyone wants to do it in the first place).
Thursday, February 21, 2008
Street Love in its entirety...
I am always reading ahead and I avoid posting my thoughts on the book until after everyone is supposed to have read, but then by that time I've forgotten everything I really wanted to post so here it is, if you don't want spoilers then don't read yet...
My big concentration in my minor is poetry and creative writing, and having known so much about poetry this book was a really hard read for me to get into. The cliches and sappiness of allot of the poetry bothered me, and the predictable rhymes, even some rhymes seemed forced or overused.
But last night I opened the book in the perspective of not the poetry scholar, but as a middle level teacher. The predictable rhymes makes it easier for students to keep up, and find the pace. The sappiness is simple and at the mind frame of a teenager. The metaphors were not overly stretched beyond their comprehension. The story line is even easy for them to follow seeing it is about young love.
This collection would also make the transition into poetry quite a bit less painless and shocking then it could be. It is still telling a story so we are slowly step by step moving from the idea of a prose. It also doesn't have any major code to crack of deep inner meaning, because the meaning is easy to follow as the story moves along. I love this idea. It also has a little bit of a rap beat mixed in which will really reach out to some of the kids.
My only hesitation in using this particular book is one poem in its entirety and that is the jail scene and what can be read into it. If parents went crazy over Chippendale, then they will definitely go crazy over "my soul between my legs"(24) and "Bend and grin"(25). I believe that this is simply them searching her, and invading her space, but I feel it can be very easily confused with something entirely different when referring to jail in particular. Also with this particular age group, I know this part will also be taken out of context with some student and will be spread around the room. But who knows? Depends on the group of students really.
I love the way this book speaks of injustice, or as my students would probably call it "unfairness". This is an age that they are just realizing how unfair life can be, and their fascination with it will sore. I feel they will cling on to the injustices in this book and fight, and take passion in it. They can also see as Junice and Damien take their injustices and try to make something good and justified out of it. When life hands you lemons, make lemonade!
So far this book is the only one I feel we've read in this class that I would actually consider using in full in my classroom, and didn't feel like such a waste of my time. Don't get me wrong the books have been great so far as a read, but my goal is to learn to teach. I took my share of English classes and now I want to know how to apply all that I have read into my classroom. So if I feel the book we are discussing won't even be used in my classroom then (in my 21 hours of classes) that book was just in my way as I'm trying to achieve everything else I need to be achieving this semester.
EDIT: Mind you I'm not saying it doesn't have a deeper meaning at all! I'm just saying that the poetry is not so abstract that it would be impossible for a student to find that meaning. I am the meaning queen and I can find the symbolism and meaning in anything, trust me this piece is loaded with meaning, but none too far advanced for my students. Is that better to understand?
Myers, Walter Dean Street Love. New York: Dutton, 2006.
My big concentration in my minor is poetry and creative writing, and having known so much about poetry this book was a really hard read for me to get into. The cliches and sappiness of allot of the poetry bothered me, and the predictable rhymes, even some rhymes seemed forced or overused.
But last night I opened the book in the perspective of not the poetry scholar, but as a middle level teacher. The predictable rhymes makes it easier for students to keep up, and find the pace. The sappiness is simple and at the mind frame of a teenager. The metaphors were not overly stretched beyond their comprehension. The story line is even easy for them to follow seeing it is about young love.
This collection would also make the transition into poetry quite a bit less painless and shocking then it could be. It is still telling a story so we are slowly step by step moving from the idea of a prose. It also doesn't have any major code to crack of deep inner meaning, because the meaning is easy to follow as the story moves along. I love this idea. It also has a little bit of a rap beat mixed in which will really reach out to some of the kids.
My only hesitation in using this particular book is one poem in its entirety and that is the jail scene and what can be read into it. If parents went crazy over Chippendale, then they will definitely go crazy over "my soul between my legs"(24) and "Bend and grin"(25). I believe that this is simply them searching her, and invading her space, but I feel it can be very easily confused with something entirely different when referring to jail in particular. Also with this particular age group, I know this part will also be taken out of context with some student and will be spread around the room. But who knows? Depends on the group of students really.
I love the way this book speaks of injustice, or as my students would probably call it "unfairness". This is an age that they are just realizing how unfair life can be, and their fascination with it will sore. I feel they will cling on to the injustices in this book and fight, and take passion in it. They can also see as Junice and Damien take their injustices and try to make something good and justified out of it. When life hands you lemons, make lemonade!
So far this book is the only one I feel we've read in this class that I would actually consider using in full in my classroom, and didn't feel like such a waste of my time. Don't get me wrong the books have been great so far as a read, but my goal is to learn to teach. I took my share of English classes and now I want to know how to apply all that I have read into my classroom. So if I feel the book we are discussing won't even be used in my classroom then (in my 21 hours of classes) that book was just in my way as I'm trying to achieve everything else I need to be achieving this semester.
EDIT: Mind you I'm not saying it doesn't have a deeper meaning at all! I'm just saying that the poetry is not so abstract that it would be impossible for a student to find that meaning. I am the meaning queen and I can find the symbolism and meaning in anything, trust me this piece is loaded with meaning, but none too far advanced for my students. Is that better to understand?
Myers, Walter Dean Street Love. New York: Dutton, 2006.
Tuesday, February 19, 2008
Craft Lesson #4:: Found Poems
Resources:
Draper, Sharon. Fire From the Rock. New York: Dutton, 2007.
Discussion:
There is beauty and meaning with every word an writer takes, this lesson will easily emphasize this idea.
How To Teach It:
Print out copies of a few of Sylvia's diary entries and let the class pick which ones they wish to read through. Have them circle significant words that stand out, and to cross out any nonsense words. Then they are to write a poem using these words. Each line must start out with the words or phrases underlined, and it must stay in the order as originally written. Then maybe have a peer review, rewrite, work out the kinks and title it. Also be sure that the make a reference to Draper's book at the bottom.
Then have the students take their own free writing journal and do the same with one of their entries. Maybe this will help students see where their writing is in comparison with Draper, and then maybe talk about how they could have improved the clarity of their entries through widening their own span of vocabulary.
Draper, Sharon. Fire From the Rock. New York: Dutton, 2007.
Discussion:
There is beauty and meaning with every word an writer takes, this lesson will easily emphasize this idea.
How To Teach It:
Print out copies of a few of Sylvia's diary entries and let the class pick which ones they wish to read through. Have them circle significant words that stand out, and to cross out any nonsense words. Then they are to write a poem using these words. Each line must start out with the words or phrases underlined, and it must stay in the order as originally written. Then maybe have a peer review, rewrite, work out the kinks and title it. Also be sure that the make a reference to Draper's book at the bottom.
Then have the students take their own free writing journal and do the same with one of their entries. Maybe this will help students see where their writing is in comparison with Draper, and then maybe talk about how they could have improved the clarity of their entries through widening their own span of vocabulary.
Wednesday, February 13, 2008
Teaching the Races...
I don't know what new ideas to post about this book. It's the same thing, just worded different over and over again. It's a love hate thing with me. I mean I grew up listening how much white people suck, and now here I am again forcing myself to read a book about it. I understand, I get it, move on, it's over, different generation. I remember at school getting penalized for being white, during these lessons, from all my black classmates. I tried to do a play with one of these classmates, and the boy informed me the only way we could do a play together is if I am the plantation owner and he is the mistreated slave. (and this was my senior year of high school) No joke. That is what I got all growing up, and that was right here in west Texas. And I wasn't treated that way only by the black kids, it was the Hispanics as well. I was automatically stereotyped as a white girl, so that meant I was smart, I was rich, I was prejudice, etc. I was none of these.
Don't get me wrong. I think it is terrific we are teaching multicultural traditions, ideas, history, etc. Good for them! (seriously) I'm excited to learn about who they are and what they do. I loved being a part of the Cinco de Mayo celebrations at school by being a part of the production my school held that day. But why does "multi culture" always exclude anything about white people? Do we even have a culture outside of hate? I don't think I learned about one good thing white people did growing up. Except for good ol' Abe back in the 1860's. White people will soon be the minority, and Hispanics the majority by 2012, isn't that correct? So why can't we have a segment on white people and the good things they did as well? The traditions they held, the different' places they came from. Why can't we teach kids not to cast out white people, or to understand that we have evolved as well?
You ask me where I come from, and I can tell you nothing good. I'm white, and I come from a line of ancestors that probably did wrong, but were they all so bad? I think that is why I love literature so much. You learn about those white people that believe in what's "right". I'm fascinated with the Beat Generation, Allen Ginsberg and Jack Kerouac to name two. It's something I'm finally passionate about because it is something I can have pride in being a part of in a distant way.
I took a trip to San Antonio in planning my wedding alone. I have always enjoyed the heroes of the Alamo, although I do not feel teachers touch on the real issue of the war. I was always taught that we were stealing land from Mexico, but in fact I learned something quite the opposite of on that trip! That instead Texas was fighting for integration, while Mexico wanted segregation. What's this? Another race wanting to have nothing to do with the whites? I loved everything Texas stood for then, and I still see it today!
I also am a big fan of John Lennon and his teachings. I look at him as a modern prophet. Much of my poetry is inspired by him and the previous two listed.
Although I learned these things about my heritage, or my culture, it was still not taught to me in a school, instead I had to learn it on my own at the age of 21 taking a week to travel across Texas alone and learn for myself.
Please don't take this the wrong way, I'm just tired of being treated as if I don't have a culture to speak of.
Don't get me wrong. I think it is terrific we are teaching multicultural traditions, ideas, history, etc. Good for them! (seriously) I'm excited to learn about who they are and what they do. I loved being a part of the Cinco de Mayo celebrations at school by being a part of the production my school held that day. But why does "multi culture" always exclude anything about white people? Do we even have a culture outside of hate? I don't think I learned about one good thing white people did growing up. Except for good ol' Abe back in the 1860's. White people will soon be the minority, and Hispanics the majority by 2012, isn't that correct? So why can't we have a segment on white people and the good things they did as well? The traditions they held, the different' places they came from. Why can't we teach kids not to cast out white people, or to understand that we have evolved as well?
You ask me where I come from, and I can tell you nothing good. I'm white, and I come from a line of ancestors that probably did wrong, but were they all so bad? I think that is why I love literature so much. You learn about those white people that believe in what's "right". I'm fascinated with the Beat Generation, Allen Ginsberg and Jack Kerouac to name two. It's something I'm finally passionate about because it is something I can have pride in being a part of in a distant way.
I took a trip to San Antonio in planning my wedding alone. I have always enjoyed the heroes of the Alamo, although I do not feel teachers touch on the real issue of the war. I was always taught that we were stealing land from Mexico, but in fact I learned something quite the opposite of on that trip! That instead Texas was fighting for integration, while Mexico wanted segregation. What's this? Another race wanting to have nothing to do with the whites? I loved everything Texas stood for then, and I still see it today!
I also am a big fan of John Lennon and his teachings. I look at him as a modern prophet. Much of my poetry is inspired by him and the previous two listed.
Although I learned these things about my heritage, or my culture, it was still not taught to me in a school, instead I had to learn it on my own at the age of 21 taking a week to travel across Texas alone and learn for myself.
Please don't take this the wrong way, I'm just tired of being treated as if I don't have a culture to speak of.
Sunday, February 10, 2008
Fire From the Rock (Part 1)
At first this book felt as if it were moving very slow, this is probably because I started reading this right after I finished reading The Absolutely True Diary of a Part-Time Indian. The plot also seems very very similar to Alexie's book we just finished. An outsider (because of race) going into a new school. This I believe would make for a great history class read aloud maybe when you are going over civil rights. It really gives that first-hand feeling of fear and hate that is difficult to grasp in just common lecture.
This one is not one I would consider reading aloud to my English students though, I would prefer Alexie's book over it.
I can't wait to keep reading, but at the same time I hesitate, I just know that brother of hers is going to get himself killed before the end of this. And is this historical fiction? Or actually fact based on one of the first few that went to the Little Rock School?
Draper, Sharon M. (2007). Fire From the Rock. New York: Dutton Children's Books.
This one is not one I would consider reading aloud to my English students though, I would prefer Alexie's book over it.
I can't wait to keep reading, but at the same time I hesitate, I just know that brother of hers is going to get himself killed before the end of this. And is this historical fiction? Or actually fact based on one of the first few that went to the Little Rock School?
Draper, Sharon M. (2007). Fire From the Rock. New York: Dutton Children's Books.
Thursday, February 7, 2008
Applying what we learn into what we teach...
This is just something I wanted to share that I did today...
Yesterday we discussed in adolescent literature how we should be the role model and always have a book at hand, or be reading in break times, showing the students we enjoy reading as well. My first attempt this morning I didn't see much reaction as the students started coming in. Mrs. Watts had left to the office and I stood in the front of the classroom reading Esperanza Rising, no one seemed to notice, and on top of that I had to stop reading frequently to discipline. But second period we had time left over for silent reading after the activity, so I threw myself with the students on the pillows and bean bag and picked up Esperanza Rising. I got allot of attention, I could see people peeking over the books looking at me like I was a freak, haha! Finally a little girl comes up to me and asks, "Have you read that book before?"
"No," I started, "I really wanted to join you read though, and I have a class that I need to read this book for."
"Really?! In college?!"
"Yes," I said.
The little girl looked amazed as she whispered wow, you could tell she felt proud for having read a book that college kids read. haha!
Yesterday we discussed in adolescent literature how we should be the role model and always have a book at hand, or be reading in break times, showing the students we enjoy reading as well. My first attempt this morning I didn't see much reaction as the students started coming in. Mrs. Watts had left to the office and I stood in the front of the classroom reading Esperanza Rising, no one seemed to notice, and on top of that I had to stop reading frequently to discipline. But second period we had time left over for silent reading after the activity, so I threw myself with the students on the pillows and bean bag and picked up Esperanza Rising. I got allot of attention, I could see people peeking over the books looking at me like I was a freak, haha! Finally a little girl comes up to me and asks, "Have you read that book before?"
"No," I started, "I really wanted to join you read though, and I have a class that I need to read this book for."
"Really?! In college?!"
"Yes," I said.
The little girl looked amazed as she whispered wow, you could tell she felt proud for having read a book that college kids read. haha!
Tuesday, February 5, 2008
Craft Lesson 3: Perspectives
Craft Lesson 3:
Perspectives
This activity will broaden student’s minds into seeing things from the perspective of someone else. This new skill will not only help them in understanding the community around them, but it will also help them with their personal writing by opening the doors to writing with new or different perspectives.
How To Teach It:
After having read through The Absolutely True Diary of a Part-Time Indian I will discuss with the class the history of Native Americans. Explore the history and beginnings of the Spokane Indian tribe to modern day. Learn their traditions, beliefs, and their over all daily lifestyle. Then discuss briefly the explorations of Lewis and Clark, and read a few excerpts out of their journals of their impressions on the Indians. Have the class then discuss their opinions on the letters. Have the students then write their own diary/journal from the point of view of a Native American who encountered Lewis & Clark. We will then compare and contrast, and briefly go over the idea of perspectives.
Sources for research:
http://www.lewis-clark.org/content/content-journals.asp
http://www.wellpinit.wednet.edu/salish/spokans.php
http://www.accessgenealogy.com/native/tribes/salish/spokanhist.htm
Subscribe to:
Posts (Atom)