Writing About Literature

Ok, found this on my desk... it is an NCTE publication entitled "Writing About Literature" by Elizabeth Kahn, Carolyn Walter, and Larry R. Johannessen. I am wondering why Elizabeth Kahn's name is so familiar- might it be AP?

Anyway... here are some reflections based on my reading. First, on page 8, they talked about having a series of statements about love and then having the students assert on if the authors would agree with those statments based on poems from the unit. I think I could apply this to my American Voices class with my author's dialogs.

Another great idea related to a story called "Paul's Case" by Willa Cather. "Students were given twenty-two possible values such as acceptance, achievement, aesthetics, altruism, autonomy, companionship, creativity, health, honesty, justice, knowledge, love, loyalty, morality, physical appearance, pleasure, power, recognition, religious faith, self-respect, skill, and wealth. Individually, they ranked the values in order from most important to Paul to least important to Paul. Later, in small groups, studnets compared their individual rankings and defended their choices. "

Then there is a worksheet that can be used... base the thesis on what the character values most or how the character changes values. Give top three values... with evidence for top choice. Explain how the evidence supports the value. Give evidence that the values 2 and 3 are held lower than 1. Explain how that helps your point. Data. Claim. Warrant. All there.

I really like doing something called an Evidence Extract...

The example had this assignment: "At several points in To Kill a Mockingbird, Aunt Alexandra and Mrs. Dubose question Atticus's behavior as a parent and suggest that he lets his children "run wild." Think carefully about the events in Part I of the novel and state your viewpoint on the following issue:

In To Kill a Mockingbird, Atticus is or is not characterized as a good parent.

Then write five specific examples or details from the novel that support your viewpoint.

THEN Peer editors...

1. For each paper, identify any statements that you believe are incorrect or do not support he student's viewpoint. Explain the problems you find.
2. Give feedback on which statements preset specific evidence. Explain the resons for your choices.
   
3. Give feedback on which statements are NOT specific enough. Explain the reasons for your choices.
   
4. Select a paper that presents the viewpoint with which you agree. For that paper, rewrite each statement that is not specific enough so that it is a good, specific example.
5. Write two additional examples that provide good, specific evidence to support your conclusion about whether or not Atticus is characterized as a good parent.
   

Later, students are presented with evidence that could go either way: "Atticus says he threatened to ship Scout but has never actually hit her"--- After thinking about how each side could use evidence, write he warrant for each that explains how this evidence would support each side.

The authors also had opinnaires with value statements where students would have to agree/disagree.


Another great way for asking students to to search test is to do a strange quiz--- here are some sample questions...

CHACTER's favorite course in school would be... (list four options)
On a typical dates, CHARACTER would take his date (list for options)

Some of the questions can get deep... At a football game, character would a. be a quiet fan. b. sell peanuts. c. be quarterback. d. sit near the opposing side and harass the players.

Questions include favorite hobby, likely job, where he would live, who he would most admire, where he would take a vacation, what role at a wedding, what type of social gathering is best, favorite tv show/movie... some ideas that really make kids think (and make it nearly impossible to cheat via the internet, too!)

Reading to Learn from Ed Leadership, March 2010

I am back. Two class days in, I find myself already ignoring the big pile of summer assignments to grade. Tomorrow is another day.

I started the year by taking pictures of my students as they held up notecards with their names. The idea came from a prof reading I did the night before that stated it is inexcusable to let being bad at names (as I am) be an excuse for not knowing kids' names ASAP. How true. We will see if I do better with the pictures.

Right now I am looking at Educational Leadership's Reading to Learn March 2010 issue, which I read earlier this summer. Let's see what I marked...

One article talked about how the term taste applies to both literacy and eating- and to really taste in both, we need to slow down. We can slow things down by memorizing (I have not approved of this, really, but I can see offering it as a choice), reading aloud (always good), and attending to beginnings. For this last one, they used the book Hole in My Life by Jack Gantos. This would be good to use for American Voices.

Another article talked about looking at books with two lenses. The book One Tiny Turtle can be looked at with a literary lens and with a scientific one. Then the author asked how will a student know whether an internet entry on loggerhead turtles is based on scientific evidence. I wonder if I could come up with an activity for Principles of Writing or English 12 on that.

Another article talked about text sets and concentrating less on making students remember books and more on getting memorable books. One text set that might work for American Voices is three about physical abuse: A Child Called It; Three Little Words; Lesson from a Dead Girl.

Here is another tidbit; students gain as much as 20 minutes of reading a day "when teachers designate reading as the only activity for any class time not used for instruction or practice." I need to work reading in in Principles of Writing or English 12.

Mostly, as I look through this magazine, I seemed to have highlighted books to get. I did like the end article, though, which talked about accentuating what you love about this job. Specifically, celebrate success. Don't keep looking at the problems- instead, stay fresh by limiting what you focus on and celebrating what is going well. Not bad advice for the start of a year.

Another publication, English Leadership Quarterly form April 2007 talked about technology... in the examples, the author mentioned having students find three quotes that refer to "the heart of darkness". What does Conrad say in these passages? (The passage bemoans the fact that students use tech to cut and paste these answers in minutes.) This would be a good AP Lang assignment.

The Stuff on My Desk Right Now

Before I begin, I should define my audience, just as I have my students do. My audience is me. I know I learn best when I read and then reflect, and this blog will simply be a reflection of what I have been reading professionally. I do wonder if others will stumble upon the blog, a thought which I find a bit intimidating, but, for the most part, I consider me, myself, and I the bulk of my audience.

So- first up from the pile: The English Teacher Quarterly from August 2008. (I will never claim to be current on my professional reading!)

Sarah Groenky and Lisa Scherff pose these questions: "Do today's English leaders address the current political, social, and economic realities of public schooling? Of life in the English classroom? Are today's leaders active change agents or fearful bureaucrats who simply implement what they are told? We sometimes wonder." This hit a chord with me in my leadership capacity. I organize effectively, and I often take school policies and initiatives at face value. Am I becoming a bureaucrat?

Teachers do want leadership not management. As a department chair, I need to keep an eye on leadership- not just management. The authors suggest a book that may help: Literacy Coaching: A Handbook for School Leaders.

An article from Leslie David Burns that follows reminds us all that we cannot afford to standardize good teaching. Some teachers "adopt strict personas, for example, while others assume nurturing styles. Both types take on these styles as manifestations of caring, and both lead students to high standards of learning." As we make aspects of our curriculum more common (a necessary step to ensure similar experiences and to push skill development), we must not trap our teachers. The strengths and abilities of teachers must not be lost, and teachers must not cease to feel valued and recognized.

The next article, "No Child Left Behind and Teacher Quality: Improving Professional Development through Inquiry Groups" by Ellen Spycher touches on one aspect of my job: being Learning Resource Coordinator. There is a list of attributes that adult learners value:

• Knowing the value of the new knowledge.
• Being in control.
  
• Building on their myriad experiences.
• Recognizing teachers come prepared to learn.
  
• Having material life-centered or task-centered.
• Keeping in mind how they are motivated.
  

Just like other learners, we need to scaffold on previous learning and provide opportunities for active learning. None of this is new, but I like being reminded.

In all, this one issue of English Leadership Quarterly made me reflect on my leadership. As my school continues to grow, the role of Department Chair will need to grow with it, and the role of Learning Resource Coordinator is complicated enough. I want to lead, not manage. I just need to learn better how.