Possible Mini Lesson Topics

 

Conferencing Sheet

 

Writing Survey

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Book Review

      As practicing teachers and students working towards a career in education, we acquire a unique and specialized body of knowledge.  We are well versed on educational theories and jargon.  We have subject area expertise, yet even more importantly, as elementary and secondary educators we have countless strategies and methods that allow us to present, transfer, and teach basic skills, knowledge, and an excitement in regards to learning.  The challenge, in my opinion, is creating meaningful, authentic, and memorable lessons that students will grasp and find enjoyable while being challenged at the same time. 

            Teaching Writing in Middle and Secondary Schools is set up in three major sections; instruction, assessment, and planning for instruction- a compendium of instructional resources.  Each section is filled with sub-headings or chapters that provide the reader with a very readable and navigable text.  Blasingame and Bushman provide the reader with countless ideas and examples for instruction to the physical set-up and environment of the classroom to the physical, cognitive, and emotional development of the adolescent learner.  The authors also speak in great detail about the importance of authentic assessments because “assessment is one of the most important and pressing issues facing the literacy community” (p. 94).  It seems clear that the book by Blasingame and Bushman support the theory and practices of hands on, social cognitive learning situations especially during the writing process.  Therefore, if you also tend to lean towards the theory of social constructivism made popular by Vygotsky then this book should definitely be sitting on your book shelf or on your desk with sentences highlighted and pages bookmarked. 

            To begin your journey towards becoming an effective teacher of writing, the authors suggest that you be a “reflective practitioner.”  I agree that “to reduce writing apprehension in a writing community, student opinions, beliefs, needs, and personalities are extremely important” (p. 7).  (Look at section 1, chapter 1 for great ideas for “getting to know you” activities in your classroom).  Students need to know that what they think matters, however in order to express what they are thinking and feeling, students need to be shown; it may not come automatically to all students.  This can be achieved through modeling. 

            As teachers, we should never assume that students can do something.  In the beginning stages of writing, it is essential to show them how what is expected of them and walk them through the steps.  For instance, if you want the students to write a mini biography or journal entry then you should show them one that you wrote.  Not only does it set the tone by showing the students that you are an interested and personally involved teacher, but it also illustrates a guide to an assignment.  Together you can go through it; extracting meaning, editing, and revising.  The composing and revising process will eventually become routine for students and as a result they will learn how to give and take constructive criticism, become aware of audience and purpose, and take pride in their work.  Here is a suggestion that will motivate the less motivated students to write; “advise young writers to write what they know” (p. 74). 

            Blasingame and Bushman advise using the Six Trait Model (ideas/content development, organization, voice, word choice, sentence fluency, conventions) when teaching writing because it “provides a means for teachers to help students to achieve quality writing and a model for both teachers and students to assess their writing and the writing of others” (p. 121).  In other words, teaching students how to develop ideas and talk about writing with others should be done in a process approach: a step at a time using literature as relatable examples.  Previous to reading this book I was unaware that the Six Trait Model existed, though now I feel a sense of confidence in my own ability to teach writing in a step-by-step process before letting students go out on their own as successful writers.

            If teaching writing is a topic of interest to you then I would suggest that you pick up Teaching Writing in Middle and Secondary Schools as well as A Community of Writers: Teaching Writing in Junior and Senior High School by Harvey Daniels and Steven Ziemelman and Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and Joann Portalupi.  The first suggestion show “teachers of writing and all subject areas from grades six through twelve how to promote involvement and growth in students written language” while the second book is full of lesson ideas set up in two parts; “discussion” and “how to teach it.”  I look at them as jumping off points in which teachers have the freedom to make a lesson their own and mold it to fit their purpose and audience. 

            I believe that as human beings we are constantly learning.  We acquire new information and facts everyday.  We learn from others and we learn through personal experience.  (See part 3 for information about service learning and the involvement of the community in education). We are affected, perhaps subconsciously, by our environment/location, race, and culture. We are constantly integrating the new data into the existing compartments of our brain and working memory.  That is why Teaching Writing in Middle and Secondary Schools, written in an easy to read format, will remain in my personal library for years to come.  The text provides the reader (the teacher) with numerous rubrics, questionnaires, techniques, lesson ideas, step-by-step teaching strategies, and samples of student writing.  With the help of this book and several others I hope to teach in such a way that my students become independent and curious learners.  “When the teacher can stop teaching…then he has succeeded” ( p. I can guarantee that the information and insight provided by this text will be a useful guide to me when I have my own classroom and students. 

Click on the following link to lead you to Amazon: Teaching Writing in Middle and Secondary Schools

Think Piece 4

           I chose to write this week’s Think Piece based on two quotes that caught my attention.  The first quote, a Chinese proverb, states that “teachers open the door, but you must enter yourself.”  The ‘you’ in this quote refers to the student.  Despite what many young people think, they do have a choice or a say in aspects of their education.  If they are smart they will make perhaps one of the best decisions of their life by choosing to attend school and choosing to engage in the learning environment. 

            As teachers, I believe that we should set high expectations for students.  Young people know when teachers believe in them or not.  If we set our expectations for students too low then they will only meet those low expectations.  We must set an example for students by believing in their ability to achieve so that they can develop self-efficacy and belief in their own abilities and the possibilities for success.  Educators must also create an environment that will make students want to enter that door.  A teacher who is enthusiastic and encouraging and a teacher who provides variety and choice is more likely to have students who want to learn opposed to teachers who do not act and speak positively about their subject matter. 

            The second quote that resonated with me was a phrase from Louis L’Amour, which advised that, “A writer’s brain is like a magician’s hat.  If you’re going to get anything out of it, you have to put something first.”  Similar to the quote, “don’t put the cart before the horse,” each quotation emphasizes that you cannot get something out of nothing.  A student needs modeling and knowledge about how to brainstorm and organize thoughts and ideas.  In essence, an author’s words or another person's ideas are the seeds of thought that are planted in a student’s mind.  They must also be shown methods of expression, otherwise their memories and experiences will stay locked away in their minds rather than being shared with others.  

Workshop Activity Made into a Poem/Story

Things Pulled from a Magic Bag

We were “stick chicks;” girls with skilled tricks, strong drives, quick passes, and a positive spirit. 

Red, white, and black fabric kilts were too short on most, but “don’t let the skirt fool you!” 

At halftime we would snack to re-energize as we listened to coach strategize; no snack was better than Mom’s stove popped popcorn.  Its buttery goodness being washed down with ice cold water and Gatorade.  

After the win, the excitement and reminiscing could not last.  I’d grab a round, delectable, and chewy chocolate chip cookie for the road and head off to dance at the United Academy of the Performing Arts to tap my toes, point my feet, arch my back, and kick my legs.  

The memories of summers spent splashing in the warm, yet refreshing chlorinated water of the backyard pool flood my mind. 

Swimming, jumping, diving, and sliding for hours. 

The water evaporating from our shoulders and turning us a deeper shade of tan.  

My memories of Disney World, however are not as vivid.

Age and the passing of time have caused them to fade, although somehow I know that words such as fun can not cover the experience in Walt’s world.

Disney World was breathtaking, exhilarating, amazing. 

Similar feelings rush through me as we pass over the Maine state line, singing along to John Mayer’s sensual voice.  We are greeted by the sign that declares,

Depending on the season, Maine may sound like the silence of falling snow, the crashing of the cool Atlantic waves, the call of an osprey, or rain pelting the needles of the pine trees.  No matter what time of year, I know I can count on hearing the voices and contagious laughter of the ones I love. 

The majority of my loves may speak with a New England accent, but the rest are people who became acquaintances, who became friends, who became confidants in the setting of a Jesuit college in the second largest city in New York State.   

We became dedicated Golden Griffins.  We sold ourselves to Peter Canisius for endless nights in the library with an iced cap nearby. 

No doubt that our cell phones carried the numbers for Buffalo Pizza, Dagwoods, Jim Steakout and several local cab companies. 

Cell phones; something professors may define as a distraction during lecture, but something that many worried and overly caring mothers may consider a Godsend.

Don’t worry Mom, I made it through with awesome grades, new perspectives, life changing experiences, and friends that I will never forget.  

Think Piece #3

            I chose to read Chapter 12; Best Practices in Teaching Writing to Adolescents because I am currently certified to teach English in grades seventh through twelfth.  I have taken many classes throughout my college career that were meant to prepare me for teaching the components of English; such as reading, writing, and phonics as well as the ability to interpret various genres of literature, critically analyze, reflect, and connect and assimilate new knowledge.  These are skills that I possess, but am not highly skilled or experienced at teaching to other people.  I am worried that my preparation in the classroom will not be enough when it comes to students in my own classroom. 

            The students who enter my classroom will be at various levels of development in regards to writing.  Those levels of development, mentioned on page 244, are labeled as associative writing, performative writing, communicative writing, unified writing, and the epistemic phase.  The levels of development progress from a writer who is capable of the act of writing to a writer who is capable of correctly using the conventions of writing to a writer who is aware of potential audiences.  At the higher levels of development, the writer is skilled enough that they are able to express opinions and evaluate in their writing.  The last level, the epistemic phase, is when the writer writes to develop knowledge and to extend thoughts and ideas. 

            I understand the various skills that typically developed students lack or possess at these various levels, however that is not where my anxiety stems from.  I feel that the trouble I may experience will come from the fact that I do not know exact activities/practices to do with the students in order to move them to higher levels of development and understanding.  I feel confident that I can create meaningful activities/assignments for students that will motivate them to read, write, inquire, and learn, yet I am not confident in my ability to work with struggling readers or writers who struggle with spelling, grammar, punctuation, and mechanics, either because of lack of skill or lack or schema/previous knowledge.  I want students to want to write and to do it well, while at the same time I do not want the worry of editing factors to stifle or discourage their expression. 

            With time and experience, I hope to become a teacher who can effectively and efficiently carry out a Self-Regulated Strategy Development (SRSD) approach when teaching.  SRSD states that, “the teacher describes a strategy, models the steps, guides students as they practice it, and finally assigns independent practice.”  This is similar to the gradual release model in which students are guided and challenged toward their ZPD before being released as a self-guided, “more knowledgeable other,” rather than being given the answers by the teacher. 

Think Piece 2

           

            As I read Best Practices in Writing Instruction there were quite a few quotes that really had a significant impact on me.  In chapter one, the author is recalling the classrooms of effective teachers that he observed during part of his research.  He mentions that the most engaging classrooms are those that are overflowing with writing materials and books.  He notes that the classrooms are decorated with student work and pictures.  I could imagine these classrooms in my mind, especially when he wrote, “Soon, each classroom had its own address and ZIP code, and the students were in charge of processing and delivering all interclassroom mail” (Graham, 2007, p. 15).  It reminded me of an environment that was often created in many of my college classes in which my fellow classmates and I talked with one another about our writing and met periodically with professors to brainstorm and improve our ideas.  I realize that the success of my students will not come just from writing instruction, spelling, and grammar.  Students learn and develop their writing skills socially and through teacher modeling, continuous reading, variety in writing purposes, and with encouragement. 

            I also chose to read the article by David Peter Noskin called Teaching Writing in the High School: Fifteen Years in the Making.  He spoke about how his own theories and practices of teaching writing have changed over the years.  He has adapted himself from teaching writing in a linear model to creating a much more reciprocal method for his students and himself as a writer.  Writing is not a one way street of prewriting, writing, revising, and editing.  He spoke of his strong belief that teachers, especially teachers of writing, should practice was they preach; in other words, a teacher needs to model activities and assignments to students in order to ensure their understanding.  I also thought it was helpful when he mentioned providing students with a variety of brainstorming techniques; this way students are aware of the possibilities and can try them out in order to see what works for them during their own thinking and writing.

            Similar to the writers of Best Practices, Noskin also wrote that a classroom should be a learning community in which all members are welcomed and encouraged to share their thoughts and ideas.  The revision process in particular is a stage in writing in which students work with their peers.  Students need to be taught to read their work as an outsider would and welcome their peers to provide them with constructive criticism.  This may be difficult to do at first, however a teacher can model the revision process to the class by using a student’s work and asking the class for help to revise and refine the work.  Over time, their will be a gradual release of teacher responsibility and students will be able to effectively continue on their own. 

My response to my teacher's letter to the class

Bryan,

            I must admit that I was somewhat doubtful as to whether or not this semester would be worth my while.  Last semester I took three classes, two of which, I hate to say, felt almost like a waste of my time.  I did not feel as though I (or any of the students for that matter) got everything that we should have out of the course because it was either unorganized or misdirected “off the beaten path.”  To be honest with you, I was happy to tell people that I was attending Le Moyne College to earn my Master’s degree in Literacy, however I was even happier that that they never asked what that entailed.  I feel as though I did not know enough about the Literacy program to describe it someone.  Class may have just started on Monday, but I can already tell that this semester is going to change what I know and how I feel about this Master’s program.  I knew that this semester would provide me with actual strategies to include reading and writing in my teaching, how to assess students’ reading and writing strengths and weaknesses, and how to better express myself as a writer. 

            I am not sure how to describe myself to someone who knows nothing about me.  I am not quite sure how people judge me when they first meet me.  Most people who know me have told me that I seemed smart, independent, and kind.  I tend to wear my emotions on my sleeve; perhaps this is why I am a terrible liar and avoid doing so.  Other than that, I would have to say that I consider myself a closet dork; a nerd at heart, which I see as a good thing.  Yes, I played sports in high school and college, had lots of friends, and made many appearances on the party scene; I was one of the “cool kids.”  In spite of this, when I am not working or doing any of the previously listed activities, it is likely that you will find me lounging in the sun with a book (or curled up on the couch with a fleece blanky), scrap-booking, or hanging out with Mom; we like House Hunters on HGTV, Wheel of Fortune, and Jeopardy.  I absolutely love the Harry Potter series by J.K. Rowling.  I like to watch Star Wars when I am sick and The Lord of the Rings (extended film version) amazes me every time I see it. 

            You know the kids who ask “what if” questions?  Well, I was one of those kids and unfortunately I never grew completely out of that phase.  To this day I still ask my mom silly hypothetical questions like; “what color would your light saber be if you were a Jedi?”  “Would you rather be a Jedi, a witch, or an elf” (like Legolas)?  My imagination is always working, but it is typically set off by something like a movie, song, or book.  Not much of it seems to stem from my own brain.  My imagination even stretches as far as thinking that I could one day be at the Academy Awards and be a nominee for best original screenplay....the only problem is that I have no idea what I would write about.

            When I was a little girl, I was fascinated by the characters in movies, their ages, their names, and what they did when the camera was not filming that part of their life.  I used to write down mini movie reviews or biographies of the fictional characters for fun.  As I got older that interest didn’t fade, but the writing down of ideas did.  I became busy, as most people do, with school, work, friends, and family obligations.  When I did have free time, I was usually tired and wanted to do something that was mindless or do nothing at all.  Not to sound corny, but I really think that this class is going to help me bring my writing stamina up to par.  Just like running a marathon, you need to build yourself up mile by mile; writing is not so different.  When I entered Canisius College in the fall of 2006, I was not the writer that I am today.  In high school I remember writing creative stories once a month for one of my English classes.  I wrote speeches in Public Speaking, poems and biographies in Writer’s Workshop, book reports and research papers in English, and DBQ’s (Document Based Questions) in Social Studies.  In college I was challenged to write at a higher level.  I wrote too many research papers, analyses, reflections, and annotated bibliographies to recall.  Although they were often times stressful, it made me a better writer.  I quickly got faster at writing them and moved beyond having to do re-writes. 

            So far, I have written in my writer’s notebook.  I am not sure if what I wrote would be called a poem, but it is something.  I am looking forward to the rest of the semester and the opportunity to write and discover new ways to incorporate engaging writing activities in to my own classroom. 

Hannah