Courtneyowney’s Blog

I have really benefited from this class because I have been made aware of a great abundance of resources that are available to me as a teacher. I have enjoyed exploring all of the resources and have found most of them to be nothing but helpful. I have also become more proficient in using a blog as a result of this class. I fully intend on implementing a blog into my future classroom. I believe it will help keep students as well as parents involved and engaged. This class has also given me the opportunity to find wonderful lesson plans that I cannot wait to use in the near future. The variety of lesson plans and instructional strategies have been very encouraging. I feel confident that I will be successful in creating a classroom environment that is geared towards students and their progress.  The articles that I have read throughout the class were also enlightening. I believe that they have better prepared me for the road ahead. I’m looking forward to using the ideas and concepts found in some of those articles, especially many of the vocabulary activities, multi-genre paper, and BDA activities. I am thankful for everything that I’ve learned in this class because I feel much more prepared for the classroom that awaits me.

Link:

http://www.readwritethink.org/lessons/lesson_view.asp?id=1091

Overview:

This lesson is designed to help secondary students become “rhetorically savvy” through their analysis of their own and others’ grammar pet peeves. By analyzing Dear Abby’s “rant” about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and “proper” language use are intertwined and that the rant reveals those attitudes. Through discussion and reflection, students gain an understanding that issues of race, class, and audience’s expectations help determine what is considered “proper” language usage.

Traditional grammar instruction focuses on rules and correctness, ignoring subtleties of language usage and shifts that occur in language over time. The idea that a person’s grammar usage is “correct” or “incorrect,” “proper” or “improper” can “perpetuate cultural prejudices regarding class and race.” Analyzing grammar “rants” and pet peeves can help students become “savvy writers” who “develop rhetorical knowledge of audience and context” and who are aware that their language use will be used to judge their abilities and intelligence in society.  I like this lesson because it allows the teacher to teach grammar in a nontraditional way that is more interesting and appealing to the students.  It will also provide opportunities for students to gain an understanding of the reasoning behind the importance of being competent in Standard English even though it is not always fair.

Link:

http://www.readwritethink.org/lessons/lesson_view.asp?id=33

Overview:

Students compose found and parallel poems based on a descriptive passage they have chosen from a piece of literature they are reading. They pick out words, phrases and lines from the prose passage then arrange and format the excerpts to compose their own poems. This process of recasting the text they are reading in a different genre helps students become more insightful readers and develop creativity in thinking and writing. I would use this lesson because I believe one of the strongest ways to teach students about how poets and poetry works is to encourage them to write their own poetry. Having students use a text in their writing also helps them improve their understanding of the text.  This lesson allows student to explore the genre of poetry within a different genre of writing.  I also like the opportunity for creativity this lesson gives while students are expanding their understanding of a particular text.

This article discussed many great ways to incorporate vocabulary into various content areas. I believe it is a wonderful idea for teachers of all content areas to incorporate vocabulary instruction into their classroom. Each subject has a discourse that teachers need to help familiarize their students with.   The article talked about four teachers and the methods that they used to teach language skills.

One of the lessons I liked was implemented by Ms. Hash. She utilized two strategies in one activity. She had students create a visual to form a richer representation of words with related words. Being able to visualize the connection between related word was beneficial to her students.

It is important for teachers to provide students with multiple ways to learn vocabulary. By using creative and interesting activities, students will be more prone to fully engaging themselves in the learning process and later recall the information that they learn. I plan on implementing many of the wonderful activities presented in this article into my own classroom.

The introduction of the article The Multigenre Paper: increasing interest, motivation, and functionality in research by Margaret Moulton refers to research papers as “the most unoriginal writings the world has ever seen.”  I often find myself agreeing with that statement.  Although research papers have a purpose, and are a genre of writing students need to learn, many teachers despise reading and grading them as much as students despise writing them. Moulton’s alternative to the traditional research paper was enlightening.  I think this type of research paper will be much more welcoming for students.  

In a multi-genre paper, students are still required to research a traditional topic such as an event or theme from a book.  However, they do not present their findings in the form of a typical, boring research paper.  Instead, students present their in multiple genres of writing like a newspaper article, a song, and a narrative.  Multi-genre writing enables students to become more creative and expressive in their research papers.  I also liked the methods presented in this article to help keep students organized and focused.  For example, students were encouraged to record the helpful research in a writing log as well as possible genres to include in their final paper.  I was surprised that Moulton found that the students did basically the same amount of research for the multi-genre paper as they would have done for a traditional research paper.  I think this goes to show creative ways of doing a project does not mean that the quality of work will be lowered.

Moulton argues that the multi-genre paper is more relevant to most of the students than the traditional research paper. Many students will need to be able to write things letters letters, fliers, etc. in the future more than they will need to be able to write research papers.  Students spend more time working on things that interest them.  Therefore, I do not find it surprising that the students spent more time working on the multi-genre paper, which becomes more personal to them, than on a traditional research paper.  I believe students can benefit greatly from multi-genre writing and I plan to use it in my classroom.

1.      What genres of writing do you believe are the most appropriate for presenting research?

2.       Multi-genre papers enable students to be creative, but do they compromise student’s learning of necessary skills such as citation and other formatting and structure?  How can teachers prevent this from happening?

3.      Although students will most likely respond better to multi-genre writing, I still feel that it is necessary for them to learn how to write a research paper, especially if they plan on going to college.  I feel like incorporating both would be too much.  Do you have any suggestions how to incorporate both types of writing?

Linda Kucan’s ideas concerning “I” poems are going to be very useful to me as a teacher.  I agree with the statement that  “writing in response to reading can deepen and extend the dialogue between the reader and the text.”  I believe that writing in response to literature supports students in comprehension, and it is important implement responsive writing in the classroom.  Marshal points out that “during reading, students construct tentative understandings.  During writing, they consolidate and enhance those understandings, resulting in a ‘fuller possession of whatever the text may hold.”

Although, composing “I” poems before reading can support students in building background and activating relevant knowledge and experience, I believe this activity will work best as an after reading assignment.  I like the way that “I” poems can enhance a student’s understanding of a text and help them have a better recall.

Another aspect of  “I” poems that I find useful it can serve as way to invite students to write from a perspective other than their own and be imaginative.  However, because of the format, I believe this type of poem can also restrict imagination at times.

Three Questions:

1.  How can teachers prevent “I” poems from having a structured format that is too restrictive for students to use creativity and imagination?

2.  Would it be appropriate have students create “I” poems before, during, and after reading a text?  It may be redundant, but seeing how perspectives change may be interesting???

3.  What type of assessment, if any, would be best for this type of activity?

Your Name: Courtney Owney

Name of Strategy: After Reading Bio-Cube

Source (Where did this come from?): Read Write Think

Link to the Strategy: http://www.readwritethink.org/student_mat/student_material.asp?id=57

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Summarizing information is an important post reading activity that helps students synthesize what they have learned. This tool allows students to develop an outline of a person whose biography or autobiography they have just read. Specific prompts ask students to describe a person’s significance, background, and personality. The finished printout can be folded into a fun cube shape that can be used for future reference. I would implement this strategy by having the students get into groups and choose a character to do a cube on. Then, they will be displayed in the class. This activity will be very useful for students because they could use it to help them with characterization essays.

Explain what part of the standard course of study is addressed by this activity.

5.01 Read and analyze various literary works by:

• using effective reading strategies for preparation, engagement, reflection.
• recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).
• interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.
• understanding the importance of tone, mood, diction, and style.
• explaining and interpreting archetypal characters, themes, settings.
• explaining how point of view is developed and its effect on literary texts.
• determining a character’s traits from his/her actions, speech, appearance, or what others say about him or her.
• explaining how the writer creates character, setting, motif, theme, and other elements.
• making thematic connections among literary texts and media and contemporary issues.
• understanding the importance of cultural and historical impact on literary texts.
• producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.

Explain why you think this strategy will work. How does the strategy help your students learn?

The Bio-Cube strategy is an excellent way for students to create a visual after reading a text.  The cube is meant to be an after reading activity. It is a wonderful way to end a novel, and I believe that it will be very engaging for students. I think it will work because it is a fun way for students to learn about characterization. They are given the opportunity to be creative rather than just list information about a character.

Your Name: Courtney Owney

Name of Strategy: Literature Circles

Source (Where did this come from?): All America Reads

Link to the Strategy: http://www.allamericareads.org/lessonplan/wyw/during/litcircles.htm

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Literature Circles are small groups of students gathered together to discuss a piece of literature in depth. It is a teaching method that allows students to become critical thinkers as they engage in ongoing dialogue with a book. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to the book. Collaboration is at the heart of this approach. This strategy helps create a student-centered learning environment. Through structured discussion and extended written and artistic response, this strategy guides the students to a deeper understanding of what they read. The key aspect of this strategy is the structured use of role sheets. These sheets can also be used as evaluation tools. I would implement this strategy by:

1. Select members and texts for the literature circles
2. Assign roles for the members of each circle.
3. Assign reading to be completed by the circles inside or outside of class.
4. Select circle meeting dates.
5. Help students prepare for their roles in their circle.
6. Act as a facilitator for the circles.

Explain what part of the standard course of study is addressed by this activity.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers’ purpose.
• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
• providing textual evidence to support understanding of and reader’s response to text.
• demonstrating comprehension of main idea and supporting details.
• summarizing key events and/or points from text.
• making inferences, predicting, and drawing conclusions based on text.
• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
• making connections between works, self and related topics.
• analyzing and evaluating the effects of author’s craft and style.
• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

Explain why you think this strategy will work. How does the strategy help your students learn?

I have been involved in several literature circles throughout my education. I have found that most students respond extremely well to this strategy. I believe it helps students learn because they are able to learn from their role as well as the roles of their peers. People don’t often have the same exact perspective of a text. Therefore, students can learn from the plethora of reactions and ideas of their peers. I also believe this strategy will work because it gets the students to actively participate in their learning.

Your Name: Courtney Owney

Name of Strategy: Sketch to Stretch Strategy

Source (Where did this come from?): All America Reads

Link to the Strategy: http://www.allamericareads.org/lessonplan/wyw/after/sts.htm

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Sketch-to-Stretch is an instructional strategy in which students draw quick sketches to stretch their thinking and understanding of the concepts presented in a text. Sketch-to-Stretch involves “visualizing” by your mind what is happening in the text. The strategy encourages students to make personal connections to the text. Sketch-to-Stretch can be used individually, with a partner or in a small group. I would implement this strategy by having the students identify main ideas/themes and visually express them in a Sketch-to-Stretch individually. This activity will serve as a way to help students:

• Make inferences
• Draw conclusions
• Form generalizations
• Create summaries

Explain what part of the standard course of study is addressed by this activity.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers’ purpose.
• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
• providing textual evidence to support understanding of and reader’s response to text.
• demonstrating comprehension of main idea and supporting details.
• summarizing key events and/or points from text.
• making inferences, predicting, and drawing conclusions based on text.
• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
• making connections between works, self and related topics.
• analyzing and evaluating the effects of author’s craft and style.
• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

Explain why you think this strategy will work. How does the strategy help your students learn?

By drawing symbolic representations of their interpretations of a story, students can use the “Sketch to Stretch” (STS) reading strategy to help them effectively identify the main ideas or themes of a literary work. This visual expression of a story’s main ideas facilitates students’ identification and understanding of symbols while allowing students to use symbols to express their personal responses to a text. I believe that it is most effective as an after-reading strategy. However, I think it good work as a during-reading strategy as well. This activity will greatly benefit visual and kinesthetic learners. These learners will be able to better understand how symbols and themes are used in a text.

Your Name: Courtney Owney

Name of Strategy: KWL Chart

Source (Where did this come from?): Pennsylvania Department of Education

Link to the Strategy: http://www.pde.state.pa.us/reading_writing/cwp/view.asp?a=196&q=98031

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

A KWL Chart is a three-column chart that helps encompass the before-during-after components of reading a text selection.
K = What you know       W = What you want to know  L = What you’ve learned

How is it done?

1. Create one as a class on the chalkboard or have students work individually on a template or a blank sheet of paper.

2. Create three columns labeled K, W and L.

3. A topic is introduced by name or title only.

4. Before reading some text, students complete the K column, listing everything they know about the given topic or title. This can be done silently or in unison, with teacher recording the ideas on the class chart.

5. Students are then to complete the W column, listing everything they might want to know about the given subject. This is done in unison at first; eventually students do this independently.

6. If done independently, have several students share their K and W columns aloud with the class before the text is read.

7. After reading the given text, have students complete the L column, listing everything they learned from their reading, especially paying attention to W questions that were answered by the text. Again, it is best to do this in unison the first few times. (The L column serves as a review of what was read and as notes to study later!)

Explain what part of the standard course of study is addressed by this activity.

1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience:

• an understanding of the student’s personal reaction to the text.
• a sense of how the reaction results from a careful consideration of the text.
• an awareness of how personal and cultural influences affect the response.

4.02 Read and critique various genres by:

• using preparation, engagement, and reflection strategies appropriate for the text.
• identifying and using standards to evaluate aspects of the work or the work as a whole.
• judging the impact of different stylistic and literary devices on the work.

Explain why you think this strategy will work. How does the strategy help your students learn?

I believe this is a wonderful strategy because it truly encompasses BDA reading. The first part of the activity gives the teacher an idea of what prior knowledge the students have concerning the text they are going to read. Therefore, time is not wasted on teaching the students something they already know. The next part gives the teacher an idea of what the students want to learn about a text. Therefore, the teacher will be more capable of helping them accomplish their desire to gain knowledge in a certain area. Also, it will get the students more engaged and active in trying to acquire the knowledge they want to have. Finally, the last part of the activity requires students to recall what they have learned. Therefore, they are less likely to forget it. The L column also serves as a way shows students the progress they have made.