It is very interesting to read how a dictionary is made. It has to be very hard to decide which words to even use! I found it very interesting when Murray went to visit Minor and found that he was an insane murderer. I keep getting the message that though someone is a murderer or homeless or anything less than a scholar, they are still capable of producing effective writing. I am not sure if this is the point that is supposed to come across.
I also think that this book relates greatly to our assignment on making a dictionary of slang! After reading this story, I am actually looking forward to making the dictionary! I remember Dr. Kist saying to write down the words that we hear being used as slang nover the next few weeks. This makes the assignment even more closely related to this book. Allowing others to contribute to our assignment will help to get the perspective of so many people!
Monday, November 15, 2010
Sunday, November 14, 2010
Hungry Minds
I know that the point of this article is to get us thinking about how writing can effect the lives of all people, even the homeless, but I found myself sympathizing with the fact that these people are homeless and cannot eat when they want to. In the beginning of the article when it talks about the men who go through the line three or four times, I felt myself wanting to help these people find ways to take care of themselves, not to want to write.
I did, however, enjoy the part when the author named some of the people who have participated in the writing workshop, and what they wrote about. It is interesting to see the points of view of people who are in these types of situations. I think that having someone who has had success with one of these workshops would be a great speaker for students! Looking at how going from almost nothing to having great success would be a good motivator for students.
I did, however, enjoy the part when the author named some of the people who have participated in the writing workshop, and what they wrote about. It is interesting to see the points of view of people who are in these types of situations. I think that having someone who has had success with one of these workshops would be a great speaker for students! Looking at how going from almost nothing to having great success would be a good motivator for students.
Tuesday, October 26, 2010
Koch--Chapter 1
There was a time in high school when I really thought that I wanted to write a story based on me and all of my friends. I thought it would be such a good story because there was so much going on in all of our lives. We were all dealing with the death of friends, heartbreaking romances, teen pregnancies, fathers running against each other for mayor, betrayals and more. There was so much going on with the people close to us that the story would have to be interesting.
When I think back to the thought of writing a story about all of this, and I actually try to figure out what I would start writing if I sat down to try to accomplish this, I am stumped. This is why I don't think that Koch's idea of sitting down and just writing is a way to get started on a project.
"There is no need to wait for inspiration; no need to find your confidence; no need to know exactly why or what you're writing; no need to read wise and thoughtful books about how to write; no need to know your story; no need to understand your characters; no need to be sure you're on the right track; no need even for your research to be complere" (Koch 4).
To me, this idea is not a good way to start writing. When he continues he says that "everything comes to you in the process of writing." This is true, but I still think that there should be a starting point, or some type of brainstorming in order for the writing to make sense as it happens. I have to picture a story in my head first; the characters, the setting, everything needs to come from an idea for me. I don't think if I just sat down and started to write anything, jibberish, that a product would result. That is more like journal writing to me.
When I think back to the thought of writing a story about all of this, and I actually try to figure out what I would start writing if I sat down to try to accomplish this, I am stumped. This is why I don't think that Koch's idea of sitting down and just writing is a way to get started on a project.
"There is no need to wait for inspiration; no need to find your confidence; no need to know exactly why or what you're writing; no need to read wise and thoughtful books about how to write; no need to know your story; no need to understand your characters; no need to be sure you're on the right track; no need even for your research to be complere" (Koch 4).
To me, this idea is not a good way to start writing. When he continues he says that "everything comes to you in the process of writing." This is true, but I still think that there should be a starting point, or some type of brainstorming in order for the writing to make sense as it happens. I have to picture a story in my head first; the characters, the setting, everything needs to come from an idea for me. I don't think if I just sat down and started to write anything, jibberish, that a product would result. That is more like journal writing to me.
Thursday, October 21, 2010
Image Grammar
In Harry Noden's, Image Grammar, I really like how he not only tells the reader what he is trying to expose, but he also gives detailed examples from novels and other types of writing to show the reader exactly what he is talking about. I especially like the quote on page 26: "Verbs can give you action shots. Specific details can supply the stills." The book goes on to say that the more specific details that are used the more the reader will trust the writer.
I was grading the essays from my ten-day unit and I noticed that I commented a lot on specific details being used to describe and explain quotes being used. I found myself understanding exactly what the student was trying to say when the details were specific. Other essays were harder to read and harder to understand. I think using several details in story writing is essential, and it is important to teach our students to do the same. the following site contains information on how using details will help to make writing richer. http://essayinfo.com/essays/narrative_essay.php
I was grading the essays from my ten-day unit and I noticed that I commented a lot on specific details being used to describe and explain quotes being used. I found myself understanding exactly what the student was trying to say when the details were specific. Other essays were harder to read and harder to understand. I think using several details in story writing is essential, and it is important to teach our students to do the same. the following site contains information on how using details will help to make writing richer. http://essayinfo.com/essays/narrative_essay.php
Friday, October 15, 2010
Ten day unit
I finished teaching my ten day unit this week! I had a lot of fun teaching this unit on irony. I used the story, "The Cask of Amontillado" by Edgar Allan Poe. When I started planning for my plan I thought I was going to need a lot of activities to cover the time, but I was surprised to see that I cannot do more than 2 activities per class period. I did three a couple times, and I felt really rushed to get through everything. I am glad I did my unit early because now I have time to relfect on it, and use what I have learned to create plans for January. Luckily, I will teaching Jane Eyre and Romeo and Juliet. I am using a lot of the ideas from my Jane Eyre wiki. I will change them a little to accommodate my students, but I think they will work well.
I also really like my cooperating teacher. I had one day when my lesson was not so strong, and I wanted to die! She let me go through the entire period trying to imporovise. Afterward, she sat with me (laughing), but gave me good feedback on how I could improve on the problems I had that day. It was frustrating, but I am glad I went through it.
I also really like my cooperating teacher. I had one day when my lesson was not so strong, and I wanted to die! She let me go through the entire period trying to imporovise. Afterward, she sat with me (laughing), but gave me good feedback on how I could improve on the problems I had that day. It was frustrating, but I am glad I went through it.
Sunday, September 26, 2010
Lesson planning and Atwell chapter 8
So far planning the ten day unit has been very time consuming and stressful. I feel like it is hard to find a medium between trying to plan for interesting, fun activities and also making sure that the students are learning the material as well. I am a little nervous doing my unit so early.
Having students talk or write to each other on the books they are reading, recommendations and journal entries is a good way to get them interested in trying new things. When Atwell says "The ways my students write to each other are different from the ways tey write to me -not better, not worse, but different in the same ways their conversations differ from talk with a teacher," it seems to me that students should write this way. But do they all talk to each other in this way? In my experience so far at the high school, I would say that some of the students talk and elaborate more with their friends, and some are the complete opposite. Some of the students don't want their friends to know what they are writing about or reading. One student is reading the Canterbury Tales for fun, and he said he gets embarassed when his friends say things to him. I am not going to lie, The Canterbury Tales is not a fun, or interesting read, in my opinion, but I think it is great that this student reads stories like this. He talks to teachers about the book, and many of them have not read it.
On page 283, Atwell says "There isn't one set of questions for a teacher to ask students in their reading journals." I agree with this. Everyone interprets literature differently, but what do you do if a student just doesn't get it, or is completely wrong? http://www.suite101.com/content/improving-reading-comprehension-a60513
I think this is good information. I think building comprehension skills is really important, so that students don't get left behind during instruction. Supporting their answers with parts of the text really seems to help me. Once you come up with your answer, trying to support it will clarify whether or not your answer is correct.
Having students talk or write to each other on the books they are reading, recommendations and journal entries is a good way to get them interested in trying new things. When Atwell says "The ways my students write to each other are different from the ways tey write to me -not better, not worse, but different in the same ways their conversations differ from talk with a teacher," it seems to me that students should write this way. But do they all talk to each other in this way? In my experience so far at the high school, I would say that some of the students talk and elaborate more with their friends, and some are the complete opposite. Some of the students don't want their friends to know what they are writing about or reading. One student is reading the Canterbury Tales for fun, and he said he gets embarassed when his friends say things to him. I am not going to lie, The Canterbury Tales is not a fun, or interesting read, in my opinion, but I think it is great that this student reads stories like this. He talks to teachers about the book, and many of them have not read it.
On page 283, Atwell says "There isn't one set of questions for a teacher to ask students in their reading journals." I agree with this. Everyone interprets literature differently, but what do you do if a student just doesn't get it, or is completely wrong? http://www.suite101.com/content/improving-reading-comprehension-a60513
I think this is good information. I think building comprehension skills is really important, so that students don't get left behind during instruction. Supporting their answers with parts of the text really seems to help me. Once you come up with your answer, trying to support it will clarify whether or not your answer is correct.
Saturday, September 25, 2010
Myers Article
I could not imagine being a teacher in this time period. Though I know I wouldn't know any different, I will pretend that I would. I feel bad for the students. Having to answer questions from the instructor without being able to ask questions back seems very unfair. Listening to the student's questions is one method of learning about what our students already know and what they want to know.
On page 64, they start to talk about discipline. One teacher says to a student "How can you learn anything with your knees and toes out of order?" I am not sure how movement has anything to do with learning. I understand teaching discipline, but this seems cruel.
On page 66 it says "These diverse districts which were often organized under specific ethnic communities, mandated that their own values be taught, therefore increasing the ethnic tensions among different groups and providing a continuing rationale for the drive to have schools socialize students into a "unified" national culture with a unified national language." I am not sure I understand this, but I think it is saying that one value is to be taught and because of that tension is growing among the other groups in the area. Why would they want to do this? Was there supposed to be a focus on one set of values for different areas, or the U.S. as a whole? Ithink that this idea is better, http://www2.scholastic.com/browse/article.jsp?id=3499.
On page 113 it says "Darrah describes the failure of the team concept of one company where this team concept was announced and mandated, creating the impression that the company did not believe in worker involvement in planning. Afterward the company blamed the workers for the failure of the idea, claiming the workers lacked the necessary skills." I am not sure how this is empowering? I think I would be skepical too.
On page 64, they start to talk about discipline. One teacher says to a student "How can you learn anything with your knees and toes out of order?" I am not sure how movement has anything to do with learning. I understand teaching discipline, but this seems cruel.
On page 66 it says "These diverse districts which were often organized under specific ethnic communities, mandated that their own values be taught, therefore increasing the ethnic tensions among different groups and providing a continuing rationale for the drive to have schools socialize students into a "unified" national culture with a unified national language." I am not sure I understand this, but I think it is saying that one value is to be taught and because of that tension is growing among the other groups in the area. Why would they want to do this? Was there supposed to be a focus on one set of values for different areas, or the U.S. as a whole? Ithink that this idea is better, http://www2.scholastic.com/browse/article.jsp?id=3499.
On page 113 it says "Darrah describes the failure of the team concept of one company where this team concept was announced and mandated, creating the impression that the company did not believe in worker involvement in planning. Afterward the company blamed the workers for the failure of the idea, claiming the workers lacked the necessary skills." I am not sure how this is empowering? I think I would be skepical too.
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