Tuesday, December 27, 2011
Changes
So this week I am working on "structural" changes to the TLS program. First off I plan to change the graphic organizer. It needs to incorporate more about Conflict and Monster of the Week (recording research data, essentially). There also needs to be additional information about Quid Pro Quo (also called flipped teaching where the kids do more passive work at home so we can actually work and discuss in class) and reducing class anxiety. This is the biggest surprise and now, IMO, best feature of the TLS approach. My kids want to work, want to learn, want to be in class and are more active and less anxious about the process. I have also spent some time talking to some friends in Special Education. It is my hope to add more thoughts on SpEd modifications to the new addition. It's a brand new year, TLS!
PCA/ACA
This past week I was officially accepted to present at the National PCA/ACA (Popular Culture Association/American Culture Association) Conference in Boston, April 11-14. I will be presenting in the Education, Teaching, History and Popular Culture "area" or "thread." I'm pretty pumped about it. I also have GCTE (Georgia Council of Teachers of English) at Callaway Gardens, Georgia in February. Jada Genter will be with me on the one. PCA/ACA, I'm on my own. Big Things!
Twitter @TLS4Students
In an effort to help students know what is going on and to help others follow our progress I started a Twitter account today. We will see how that goes. It is my hope to post assignments, Tickets Out The Door, and Announcements for the kids there and to create a forum for discussion (albeit in 140 characters or less). I am debating about who (other accounts) I can/should have the account follow.
@TLS4Students
Check us out. :)
@TLS4Students
Check us out. :)
Thursday, December 15, 2011
The Results Are In!!!!
So the test results are in! 95% of my regular education kids passed! 32% got exceeds! For the sake of my comparisons I excluded my DEES or Special Education serviced students, but they didn't do poorly either. My scores were consistent with the other regular education 9th grade Language Arts classes! As a matter of fact we had the exact same average score!
For a first attempt to be on par with everyone else is, IMO, terrific! Now comes the tweaking, changing and adjusting.
One of the biggest factors, I think, is testing confidence. My kids did not seem as afraid of the test as I have seen in the past. Additionally half the class utilized the tools in the computer system of highlighting and eliminate answer. I've never had kids do that before of any significance.
I will bask in this victory for days. Then I will get back to work. But today, I was so proud, so excited and just... It is indescribable. There aren't words.
For a first attempt to be on par with everyone else is, IMO, terrific! Now comes the tweaking, changing and adjusting.
One of the biggest factors, I think, is testing confidence. My kids did not seem as afraid of the test as I have seen in the past. Additionally half the class utilized the tools in the computer system of highlighting and eliminate answer. I've never had kids do that before of any significance.
I will bask in this victory for days. Then I will get back to work. But today, I was so proud, so excited and just... It is indescribable. There aren't words.
Tuesday, December 13, 2011
Crunch Time
Tomorrow my kids take the Georgia EOCT (End of Course Test) for 9th Grade Language Arts. It is a state mandated 20% of their grade. While standardized tests are not the best or only way to evaluate students, however, they are the most effective way to currently evaluate students on a large scale.
I think my kids are ready and I think they will do well. Which is a good counterpart to the nail-biting terror I have about it this time. It's funny, this is the least about me that standardized testing has ever been in my mind. I love these kids, they have worked hard, they put their faith in me to take them on this journey and get them to the destination I promised...
The results are usually back in about 24 hours.
Regardless of this set of results there are already things I want to change and adjust for the next batch of kids next semester. Next semester there will be three classes, two team taught, one standard, about 70 this time. I wonder if that group will be as special to me as this group has been? I think so. I feel like I got to know my kids so much better this time. It's amazing what you can learn when your kids are so much more alert and interactive...
I have applied to present at the National Popular Culture Association Conference in April in Boston. I should hear back on that soon too. Hopefully everything will continue to come together for me to start classes this Spring.
I think my kids are ready and I think they will do well. Which is a good counterpart to the nail-biting terror I have about it this time. It's funny, this is the least about me that standardized testing has ever been in my mind. I love these kids, they have worked hard, they put their faith in me to take them on this journey and get them to the destination I promised...
The results are usually back in about 24 hours.
Regardless of this set of results there are already things I want to change and adjust for the next batch of kids next semester. Next semester there will be three classes, two team taught, one standard, about 70 this time. I wonder if that group will be as special to me as this group has been? I think so. I feel like I got to know my kids so much better this time. It's amazing what you can learn when your kids are so much more alert and interactive...
I have applied to present at the National Popular Culture Association Conference in April in Boston. I should hear back on that soon too. Hopefully everything will continue to come together for me to start classes this Spring.
Tuesday, November 29, 2011
Loving My Job
The perfect teaching job is where the students want to be in class, they pay attention and they do their work because they want to and they enjoy it. I thought that job did not exist at the high school level. Gifted came close on occasion, but for the most part, the kids didn't want to be there, didn't know why they had to take the class and so often it would drag the day down...
TLS is different. My kids are excited to be here. They check with each other about who has done their homework. They encourage each other and they have lots to talk about. Nothings perfect, but I gotta say, it's awesome to love my job this much. :)
Another teacher in Ava, MO, told me,
She went on to say,
TLS is different. My kids are excited to be here. They check with each other about who has done their homework. They encourage each other and they have lots to talk about. Nothings perfect, but I gotta say, it's awesome to love my job this much. :)
Another teacher in Ava, MO, told me,
Our kids are LOVING it! Seriously, they can’t wait to come in and find out what we’re doing. It’s fantastic to see them so excited. They even know they’re learning, and they still like it. Weird. They’re really “getting” the information, too. [The other teacher] and I are thrilled! We do a multiple choice assessment test every six weeks, and the last one was about two weeks ago. Their scores were significantly better than they had been. Yay!!!
She went on to say,
[The other teacher] made the comment yesterday (to another teacher) that she’s “actually excited to teach her English I classes.” I had to laugh; it’s easy to get burned out when so many freshmen don’t seem to get what we need them to.I found out this weekend that I have been invited/accepted to present at the Georgia Council of Teachers of English annual conference in February and I have decided to apply to present at PCA (Popular Culture Association) for their annual conference in April (in Boston!) I will post about my adventures at NCTE tomorrow. I am too busy enjoying my job to get to it today.
Tuesday, November 15, 2011
Tuesday Morning
My students are all coming into to class and are discussing at length with each other chapter 1 of Of Mice and Men. They are very upset with how George talks to Lenny, but they can't decide how they feel about George.... Music to an English teacher's ears. Class hasn't even started yet. :)
Monday, November 14, 2011
Of Mice and Men (Beware the ramblings of ogres).
So we are nearing the end of the program. Only three weeks left really. It's both exciting and terrifying. I've never been so exhausted as a teacher, and I imagine it's because I truly have everything riding on this. These children successes or failures on this program are truly mine. There is no excuse if they are not at least on the same level as the other 9th graders at the school. It's funny, I used to take pride in my track record in standardized testing. Even when I was teaching regular (rather than gifted/advanced) 9th grade I had a reputation when it came to my kids' tests scores. While I have always felt that standardized and high stakes testing are not the best way and should never be the ONLY way a teacher is judged, I held those scores close to my heart as "proof" that I was a good teacher. It is funny to me how much pride (and therefore bravado and even arrogance) is involved in teaching. You really have to believe that you are truly the best and only person for the job, kind of like medicine (which I've had to do as a boy scout field medic at a summer camp) or law or even architecture. All fields where you have to be confident in what you are doing to pull it off... My dad used to tell me that military pilots (think Top Gun) were arrogant but that was a necessary thing as it takes down right arrogance to be able to "fly" through the upper atmosphere in a two ton (or more) metal tube (and be strapped in, no less). The point is, teaching is like that too. It's a huge put up job to stand in front of 30 (sometimes hostile) 9th graders and tell them you know enough to be the expert on a subject, an expert they must listen to in order to succeed in something. Further, to write a program, to buck the system, takes it's own brand or arrogance. In three weeks I put my money where my mouth is. This "money" will be quite public, no less. People are watching, not just the parents and administrators, but other teachers, school officials, and all the people who I've discussed this with, who wonder if I'm right or if I'm crazy....
The point of that ramble is Of Mice and Men. The kids started reading it today. First they watched the deeply dark and slightly unsettling episode, Born Under A Bad Sign. We discussed and focused on the idea of good and bad (or evil) versus right and wrong. Many people use these ideas interchangeably, but they are very different. Sam feels he is bad and therefore may need to be "disposed" of. Dean feels he may do wrong things, but he is not bad and is therefore redeemable (OK, it is both more simple and more complicated than that, but for the sake of this lesson, go with me.). The parallel is George and Lenny and whether or not Lenny is bad or wrong or both or neither. Also, the book is a great deal about hope (and what happens when it dies). Dean is Sam's hope, or Dean is representative of the hope that the problems the Winchester's face can be solved.
As I taught today, and my students discussed I found myself overwhelmed with this thought. Am I doing the wrong thing for the right reasons? If I am wrong a whole group of students could possibly miss out on skills and lessons they need to get through high school. There is hope, a whole lot of hope (and that is where the arrogance issue kicks in) and also practicality, I know how to teach, I know what needs to be taught and while some of the vehicles are different, driving is driving (metaphorically speaking) and I know how to drive and drive well, so....
Wow, I have really waxed philosophic at this point, haven't I?
Like I said, this semester has been exciting and terrifying and most of all exhausting. New things almost always are and there is a lot on the line here (and that not even including the most important part, the success of my students as learners of Language Arts). I am very tired (the kind of good tired, you get from working out for a marathon, but before you know for sure that you will be able to do that final run) and that is probably why I saw all these parallels in Supernatural, Of Mice and Men and my professional aspirations as an educational innovator. If my students can do that kind of critical thinking and connection making, then I've done my job.
I leave Wednesday night for Chicago and the NCTE annual conference.
The point of that ramble is Of Mice and Men. The kids started reading it today. First they watched the deeply dark and slightly unsettling episode, Born Under A Bad Sign. We discussed and focused on the idea of good and bad (or evil) versus right and wrong. Many people use these ideas interchangeably, but they are very different. Sam feels he is bad and therefore may need to be "disposed" of. Dean feels he may do wrong things, but he is not bad and is therefore redeemable (OK, it is both more simple and more complicated than that, but for the sake of this lesson, go with me.). The parallel is George and Lenny and whether or not Lenny is bad or wrong or both or neither. Also, the book is a great deal about hope (and what happens when it dies). Dean is Sam's hope, or Dean is representative of the hope that the problems the Winchester's face can be solved.
As I taught today, and my students discussed I found myself overwhelmed with this thought. Am I doing the wrong thing for the right reasons? If I am wrong a whole group of students could possibly miss out on skills and lessons they need to get through high school. There is hope, a whole lot of hope (and that is where the arrogance issue kicks in) and also practicality, I know how to teach, I know what needs to be taught and while some of the vehicles are different, driving is driving (metaphorically speaking) and I know how to drive and drive well, so....
Wow, I have really waxed philosophic at this point, haven't I?
Like I said, this semester has been exciting and terrifying and most of all exhausting. New things almost always are and there is a lot on the line here (and that not even including the most important part, the success of my students as learners of Language Arts). I am very tired (the kind of good tired, you get from working out for a marathon, but before you know for sure that you will be able to do that final run) and that is probably why I saw all these parallels in Supernatural, Of Mice and Men and my professional aspirations as an educational innovator. If my students can do that kind of critical thinking and connection making, then I've done my job.
I leave Wednesday night for Chicago and the NCTE annual conference.
Tuesday, November 8, 2011
And the ogre wins!
Oh, yeah!
The ogre wins! More specifically the kids won, they got the work done. We aren't at 100% quite, but the ones who didn't turn it in are failing all classes and have issues beyond work ethic and a desire to be in school, so I while I won't give up on them, I have decided not to take their lack personally and am instead celebrating the vast majority who made the change and GOT THE WORK IN!!!!
We are finishing up the Odyssey. It is awesome to see them making the connections and comparisons between Sam and Dean and Odysseus. They are really getting into this idea of "The Hero's Journey" and the process of Epics in general.
While I am excited to go to Chicago for the NCTE (both to see it, as a presenter and cause I get to see my beautiful brand new nephew who won't be a month old... SQUEEE!) it kills me to leave the kids. It's funny, because this is a new thing.
As a teacher I hate missing school. I mean emergency lesson plans, substitute teacher roulette (those of you that are teachers know what I mean) and the clean-up afterwards. Not fun. Last year I had the additional stress of just really difficult classes (behavior wise) and therefore also didn't like to leave them because of the professional clean-up. This year, though, I don't want to miss.... my kids. Watching them learn. Talking to them about this and seeing them get excited. Other teachers talk about mental health days and I understand (and even remember) but I can't imagine missing for anything short of death, a drama competition or the NCTE (and my nephew.)
Who knew Supernatural could tame an ogre? (And when I said to my students, today, "sorry I was such and ogre about this..." One of my most difficult piped up, "But you aren't an ogre, you're Miss Williams, and you just wanted what's best for us...")
Be still my heart.
The ogre wins! More specifically the kids won, they got the work done. We aren't at 100% quite, but the ones who didn't turn it in are failing all classes and have issues beyond work ethic and a desire to be in school, so I while I won't give up on them, I have decided not to take their lack personally and am instead celebrating the vast majority who made the change and GOT THE WORK IN!!!!
We are finishing up the Odyssey. It is awesome to see them making the connections and comparisons between Sam and Dean and Odysseus. They are really getting into this idea of "The Hero's Journey" and the process of Epics in general.
While I am excited to go to Chicago for the NCTE (both to see it, as a presenter and cause I get to see my beautiful brand new nephew who won't be a month old... SQUEEE!) it kills me to leave the kids. It's funny, because this is a new thing.
As a teacher I hate missing school. I mean emergency lesson plans, substitute teacher roulette (those of you that are teachers know what I mean) and the clean-up afterwards. Not fun. Last year I had the additional stress of just really difficult classes (behavior wise) and therefore also didn't like to leave them because of the professional clean-up. This year, though, I don't want to miss.... my kids. Watching them learn. Talking to them about this and seeing them get excited. Other teachers talk about mental health days and I understand (and even remember) but I can't imagine missing for anything short of death, a drama competition or the NCTE (and my nephew.)
Who knew Supernatural could tame an ogre? (And when I said to my students, today, "sorry I was such and ogre about this..." One of my most difficult piped up, "But you aren't an ogre, you're Miss Williams, and you just wanted what's best for us...")
Be still my heart.
Thursday, November 3, 2011
Sometimes I am an Ogre... and I LIKE it!
The students are pretty ticked with me today. It's kinda finny really, and I don't mind. By hook or by crook I will get what I want, here, which is nothing but their best...
Yesterday we did Crossroad Blues. It has a great segment on the end called, "Soon," that shows what is coming up for the next several episodes. I pointed out that unless I get over 80% return on the poetry project, they wouldn't see a scene of it... Then today I showed the Croatoan which ends before Dean reveals what his father told him before John died... I repeated the threat.
They are really doing well on graphic organizers and quick assignments, but bigger projects (which they have lots of time and explanation for) not so much. So that is my next big hurdle, getting them to do long term work.
Anyway, all the booing was funny, because as I pointed out, they were my DVD's and I know what happens next... No pay (work), No play (episodes.)
I'll let you know how it goes... :)
Yesterday we did Crossroad Blues. It has a great segment on the end called, "Soon," that shows what is coming up for the next several episodes. I pointed out that unless I get over 80% return on the poetry project, they wouldn't see a scene of it... Then today I showed the Croatoan which ends before Dean reveals what his father told him before John died... I repeated the threat.
They are really doing well on graphic organizers and quick assignments, but bigger projects (which they have lots of time and explanation for) not so much. So that is my next big hurdle, getting them to do long term work.
Anyway, all the booing was funny, because as I pointed out, they were my DVD's and I know what happens next... No pay (work), No play (episodes.)
I'll let you know how it goes... :)
Friday, October 28, 2011
Stories from the Front Lines
These are some of the email anecdotes I have gotten from two teachers who are using TLS in their classroom.
From Perth, Australia:
* Three students chose to stay in at lunchtime to ensure they got their homework
done for next lesson! NEVER happened before.
*I have students visiting me before school to clarify or go over homework that is
due so they can make sure they have done it right
* Students are giving me homework BEYOND what I have asked for...I threw a
creative question in for Wendigo. What happened when Sam and Dean were kids to
make the Winchester boys hate camping so much? I asked for two paragraph
response, I've had kids hand me a three page short story!
*Class discussion evoked strong responses but one kid whom I have always had
grave concerns about attention wise; after I asked the question why do you think
Dean has a fear of flying (apart from the element of humour injected into the
episode) and he immediately stuck his hand up and said "It's because he's not in
control Miss, Dean hates not being in control." I was beaming from ear to ear,
this is real engagement and thinking about characterisation and what motivates
our fears.
From Daleville, AL
*One class went all out creating a Class Hunter's Journal and designed it on the computer and is really detailed with keeping up with it. My honors kids have already gotten impatient and said they were just going to start writing their own episodes, so I got to talk about the fan fiction a little earlier than planned, and I'm going to let them start that for some extra credit now before I assign everyone a fan fiction assignment. So, my two weeks have been a little crazy, but successful. My principal even came in and watched part of the pilot episode with us and then said to me later that he thinks this is going to be a good thing.
*Oh! Also, my kids were picking out allusions that you didn't have listed and I didn't even catch either. It's awesome!
*My honors kids are super amazing. They've even been making Facebook posts to discuss journal topics that they didn't have enough time to talk about in class. We just wrapped up our 1st 9 weeks and everyone save one student did well in that class.
All of these stories sound like lots of my experiences so far and I am so thrilled it's working. We are all waiting for the "real" proof, but it is so much fun to come to a class each day where the kids are excited to learn and I so believe they are!
From Perth, Australia:
* Three students chose to stay in at lunchtime to ensure they got their homework
done for next lesson! NEVER happened before.
*I have students visiting me before school to clarify or go over homework that is
due so they can make sure they have done it right
* Students are giving me homework BEYOND what I have asked for...I threw a
creative question in for Wendigo. What happened when Sam and Dean were kids to
make the Winchester boys hate camping so much? I asked for two paragraph
response, I've had kids hand me a three page short story!
*Class discussion evoked strong responses but one kid whom I have always had
grave concerns about attention wise; after I asked the question why do you think
Dean has a fear of flying (apart from the element of humour injected into the
episode) and he immediately stuck his hand up and said "It's because he's not in
control Miss, Dean hates not being in control." I was beaming from ear to ear,
this is real engagement and thinking about characterisation and what motivates
our fears.
From Daleville, AL
*One class went all out creating a Class Hunter's Journal and designed it on the computer and is really detailed with keeping up with it. My honors kids have already gotten impatient and said they were just going to start writing their own episodes, so I got to talk about the fan fiction a little earlier than planned, and I'm going to let them start that for some extra credit now before I assign everyone a fan fiction assignment. So, my two weeks have been a little crazy, but successful. My principal even came in and watched part of the pilot episode with us and then said to me later that he thinks this is going to be a good thing.
*Oh! Also, my kids were picking out allusions that you didn't have listed and I didn't even catch either. It's awesome!
*My honors kids are super amazing. They've even been making Facebook posts to discuss journal topics that they didn't have enough time to talk about in class. We just wrapped up our 1st 9 weeks and everyone save one student did well in that class.
All of these stories sound like lots of my experiences so far and I am so thrilled it's working. We are all waiting for the "real" proof, but it is so much fun to come to a class each day where the kids are excited to learn and I so believe they are!
Thursday, October 27, 2011
Kick In The Head, Poetry, and 206 No Exit
Drama One Act Competition this week so things have been crazy!
We are doing the poetry unit transitioning into The Odyssey. That's not to say there is no prose, but more poetic language than not. Additionally the students are doing a poetry project I call, "Kick In The Head." The title comes from the book it is based on. Kick In The Head shows 29 different poem forms. So I present them all and the kids have to write one example of 25 of the forms. Further, 10 of them need to be about Supernatural (this helps give them theme and maybe I'll get a neat anthology out of it...) The idea is to get them to try and play with poetic forms.
206: No Exit is one of my favorite episodes. I pair it with Sylvia Plath's "Daddy" and another poem about relationships we have with our parents, though from the parent's view. No Exit is fascinating to to me because I think it is so much about the nature of the relationship between parents and children and mothers and fathers and the roles they play in our lives.
The kids should have gotten it today, but as I was at competition and part of it was that I wasn't comfortable with a substitute teacher doing it, but, honestly, I wanted to be the one to do it with them... The directions I left for my sub (the kids did skill drills for the day) were the most type A I have ever given. This whole program is changing the way I look at my class, how I teach, my expectations and who I am in the classroom, even, I think. Who knew?
Also I have been getting some amazing reports from other teachers. I am clearing it with them first but I hope to post some of their anecdotes soon.... Amazing stuff.
Last, I will be presenting at NCTE after all on Moodles. That just blows my mind. I can't wait!
We are doing the poetry unit transitioning into The Odyssey. That's not to say there is no prose, but more poetic language than not. Additionally the students are doing a poetry project I call, "Kick In The Head." The title comes from the book it is based on. Kick In The Head shows 29 different poem forms. So I present them all and the kids have to write one example of 25 of the forms. Further, 10 of them need to be about Supernatural (this helps give them theme and maybe I'll get a neat anthology out of it...) The idea is to get them to try and play with poetic forms.
206: No Exit is one of my favorite episodes. I pair it with Sylvia Plath's "Daddy" and another poem about relationships we have with our parents, though from the parent's view. No Exit is fascinating to to me because I think it is so much about the nature of the relationship between parents and children and mothers and fathers and the roles they play in our lives.
The kids should have gotten it today, but as I was at competition and part of it was that I wasn't comfortable with a substitute teacher doing it, but, honestly, I wanted to be the one to do it with them... The directions I left for my sub (the kids did skill drills for the day) were the most type A I have ever given. This whole program is changing the way I look at my class, how I teach, my expectations and who I am in the classroom, even, I think. Who knew?
Also I have been getting some amazing reports from other teachers. I am clearing it with them first but I hope to post some of their anecdotes soon.... Amazing stuff.
Last, I will be presenting at NCTE after all on Moodles. That just blows my mind. I can't wait!
Wednesday, October 19, 2011
You Tube
It's funny considering that I am a teacher specializing in using visual media to teach literature but I don't much care to be on film myself... Between my tall stature (I'm just over 6'3 barefoot) and broad shoulders (my good Scottish and German ancestry is sort of apparent in my build) and general self consciousness film is not my favorite conveyance. I'll give speeches in front of thousands... I have even, a time or two (a long time ago, mind) but don't make me sit in front of a camera.
That said, a new friend of mine, a Mary Moline, interviewed me for her blog: ilovehatemycity.com. The videos are also accessible on youtube. Just type Teaching Literature Supernaturally in the search engine on the main site.
So, granted only from the waist up, you can see me discussing my experiences with TLS so far. Feel free to check me out there. (I watch and pretend it's a greatly similar looking cousin talking who sounds just like me... )
We are on break this week, so that's about all I have to offer...
Oh, and I was officially invited this morning to present at the NCTE conference in Nashville this November. I will be presenting a post conference workshop called Moodle:From Scratch about, (oddly enough) Moodles. I will be using my TLS Moodle as the example for the workshop.
That said, a new friend of mine, a Mary Moline, interviewed me for her blog: ilovehatemycity.com. The videos are also accessible on youtube. Just type Teaching Literature Supernaturally in the search engine on the main site.
So, granted only from the waist up, you can see me discussing my experiences with TLS so far. Feel free to check me out there. (I watch and pretend it's a greatly similar looking cousin talking who sounds just like me... )
We are on break this week, so that's about all I have to offer...
Oh, and I was officially invited this morning to present at the NCTE conference in Nashville this November. I will be presenting a post conference workshop called Moodle:From Scratch about, (oddly enough) Moodles. I will be using my TLS Moodle as the example for the workshop.
Thursday, October 13, 2011
Episodic Graphic Organizers: What I am learning...
One of the key pieces in TLS is the Episodic Graphic Organizer or EGO. There are questions, vocabulary, notes, setting, prediction, characterization, writer and director "boxes" that the students fill out while watching. Graphic Organizers are a big part of the Learning Focused Schools philosophy or sometimes they call it "Best Practices." The idea is that by having students create a graphic representation (with words, but lines, categories and boxes) of their comprehension they will have better comprehension and better recall. There are MANY studies on this idea. There are also a couple that say/show that gifted students categorize information differently, uniquely and therefore are not helped by the Graphic Organizer philosophy. I find that if I let them create what fits their needs, it works for them too... Anyway, the point is about the TLS EGO....
So, what I had been doing was having the kids hold them and turn them in to me in big gluts. The grading of which was KILLING me. Additionally, I was disappointed to see "holes" where kids were not doing work consistently (and seeing it too late to do anything about it). I was sure though that grading them on the spot, every time would be just as time consuming...
I was WRONG (I know, it happens, shhhh, don't tell anyone.). Having the kids turn them in at the end of each episode is working REALLY REALLY well. With a specific, immediate deadline (versus the more nebulous, "at the end of the unit.") the kids are more focused and on point. Plus I can give them much more immediate feedback. With more complete work and fewer holes it is also easier to grade. So, what I am doing now is grading them and putting the score (out of 50) in the corner right away and passing them back. I don't record the grade in the grade book, though. The students can make corrections (highlighting them so I know they added) and turn it in at the end, but that's easy too now because the grading is primarily done and added up already.
The notes I am seeing are really impressive. Yes, 1/2 to 2/3 are repetition of what is being pointed out as we watch, BUT (!) there is often extension of the idea and there are more frequently occurring original notes as well. They really are becoming Critical Watchers and they catch a lot.
Now if we could improve a couple of the little darling's handwriting. I've don't think I've ever read so much student handwriting at one time (now three times a week). I see an increase in my eye-glasses prescription in my future. :)
Also, I see things I do want to change about the organizer. Rather then have them list signifigant characters I think I'd like to add a section about conflict, antogonist and monster specifics. I think I hav also hit (with the midway point) the reorganizing, reconoitering, re-evaluating portion of my "experiment." Glad I have the next week off from school (Fall Break) I feel another sleepless writing/planning marathon coming.... Oi Vey!
So, what I had been doing was having the kids hold them and turn them in to me in big gluts. The grading of which was KILLING me. Additionally, I was disappointed to see "holes" where kids were not doing work consistently (and seeing it too late to do anything about it). I was sure though that grading them on the spot, every time would be just as time consuming...
I was WRONG (I know, it happens, shhhh, don't tell anyone.). Having the kids turn them in at the end of each episode is working REALLY REALLY well. With a specific, immediate deadline (versus the more nebulous, "at the end of the unit.") the kids are more focused and on point. Plus I can give them much more immediate feedback. With more complete work and fewer holes it is also easier to grade. So, what I am doing now is grading them and putting the score (out of 50) in the corner right away and passing them back. I don't record the grade in the grade book, though. The students can make corrections (highlighting them so I know they added) and turn it in at the end, but that's easy too now because the grading is primarily done and added up already.
The notes I am seeing are really impressive. Yes, 1/2 to 2/3 are repetition of what is being pointed out as we watch, BUT (!) there is often extension of the idea and there are more frequently occurring original notes as well. They really are becoming Critical Watchers and they catch a lot.
Now if we could improve a couple of the little darling's handwriting. I've don't think I've ever read so much student handwriting at one time (now three times a week). I see an increase in my eye-glasses prescription in my future. :)
Also, I see things I do want to change about the organizer. Rather then have them list signifigant characters I think I'd like to add a section about conflict, antogonist and monster specifics. I think I hav also hit (with the midway point) the reorganizing, reconoitering, re-evaluating portion of my "experiment." Glad I have the next week off from school (Fall Break) I feel another sleepless writing/planning marathon coming.... Oi Vey!
Tuesday, October 11, 2011
Midway Point!
Yesterday I finalized grades for the quarter in my classes (with the class only being a semester long, that is the midterm grade) and was pleased to see that of 50 students only 4% were failing. This 4% are frequently absent and consistently do no work... The rest of the class, while they have good days, better days and not so good days continue to consistently achieve. The trouble with this assessment of course is that I am biased to believe they will achieve, but, my tests are pretty much the same as the past years and the kids are doing well on those... The biggest sticking point is still written expression, but we continue to work on it.
Today the hiatus ended and the kids picked up with Season 2 episode 1, In My Time Of Dying paired with Dickinson's poem "Because I Could Not Stop For Death." I was excited and happy to see how many saw the connection and recognized the metaphors and personification and then noticed the same thing in the episode. The class discussion of Dutch Angles in filming and noticing the lighting choices was particularly touching.
Several students came to admit to me (I think this makes five total) that they had watched the episode on their own, earlier, despite their promise not to, BUT (!) and this was a huge flourish on their part, that was it. They hadn't seen tomorrow's. We will be watching three episodes this week. Then we have a week long Fall Break.
Oh! I also heard from a teacher in Alabama about how her class is having extended discussions on Facebook about their journal topics because there just isn't enough time in class.... How cool is that?
Today the hiatus ended and the kids picked up with Season 2 episode 1, In My Time Of Dying paired with Dickinson's poem "Because I Could Not Stop For Death." I was excited and happy to see how many saw the connection and recognized the metaphors and personification and then noticed the same thing in the episode. The class discussion of Dutch Angles in filming and noticing the lighting choices was particularly touching.
Several students came to admit to me (I think this makes five total) that they had watched the episode on their own, earlier, despite their promise not to, BUT (!) and this was a huge flourish on their part, that was it. They hadn't seen tomorrow's. We will be watching three episodes this week. Then we have a week long Fall Break.
Oh! I also heard from a teacher in Alabama about how her class is having extended discussions on Facebook about their journal topics because there just isn't enough time in class.... How cool is that?
Tuesday, October 4, 2011
Learning To Talk
We learn to talk as babies by listening to the talk around us. It takes us a while (8-9 months) to make reciprocal sounds with any significant meaning. It then takes another two years before we are close enough to fluent to make ourselves understood to those who do not know us and/or share enough of our experiences and mannerisms to know what we are saying. Then it is another 3 years before we are truly fluent in our language. If a child is exposed to multiple languages at a very early age (infancy) they will often not speak until later, though, they are often more effective speakers earlier, in multiple languages. There is, however a phase, where they briefly are VERY difficult to understand while they separate the different languages.
The point of all this is that as I am watching my students learn, this process is a lot like talking to babies. They understand, they make the leap, but they are only sporadically expressing themselves and their thoughts meaningfully. I keep waiting for the great flip of the switch when the fluency will come. We are about halfway through. If this is working (and I believe it is) it should be soon.
We are reading/watching/discussing Romeo and Juliet right now. First we critically read the entire play. We watch the "Old" Zeffirelli version tomorrow. Then we watch the "New" 1996 version staring Leonardo DiCaprio and Claire Danes. The students are comparing the three pieces, examining intent, interpretation and meaning.
Next week we begin Poetry, followed by The Odyssey. These will be facilitated by Season 2 of Supernatural. In My Time of Dying (Season 2, Episode 1) will be connected to Emily Dickinson's poetry, specifically the one that begins, "Because I could not stop for death, it kindly stopped for me." The episode will also be used to review film methods (as this episodes was one of Kim Manners finest, IMO) and discuss metaphor (the Impala as Dean, etc).
The kids are eager to get back to watching episodes. Some have even confessed to me that they couldn't wait and "cheated" by watching it on iTunes... Then they explained that they can see now that they were right that John was a Sage Archetype because.... Their babbling made sense for a minute....
I continue to sit, listen, grade papers and teach (not always in that order) and wait for the onset of fluency.
The point of all this is that as I am watching my students learn, this process is a lot like talking to babies. They understand, they make the leap, but they are only sporadically expressing themselves and their thoughts meaningfully. I keep waiting for the great flip of the switch when the fluency will come. We are about halfway through. If this is working (and I believe it is) it should be soon.
We are reading/watching/discussing Romeo and Juliet right now. First we critically read the entire play. We watch the "Old" Zeffirelli version tomorrow. Then we watch the "New" 1996 version staring Leonardo DiCaprio and Claire Danes. The students are comparing the three pieces, examining intent, interpretation and meaning.
Next week we begin Poetry, followed by The Odyssey. These will be facilitated by Season 2 of Supernatural. In My Time of Dying (Season 2, Episode 1) will be connected to Emily Dickinson's poetry, specifically the one that begins, "Because I could not stop for death, it kindly stopped for me." The episode will also be used to review film methods (as this episodes was one of Kim Manners finest, IMO) and discuss metaphor (the Impala as Dean, etc).
The kids are eager to get back to watching episodes. Some have even confessed to me that they couldn't wait and "cheated" by watching it on iTunes... Then they explained that they can see now that they were right that John was a Sage Archetype because.... Their babbling made sense for a minute....
I continue to sit, listen, grade papers and teach (not always in that order) and wait for the onset of fluency.
Thursday, September 29, 2011
Being Reminded Why I'm Here
Fair warning. This isn't exactly about TLS, not directly, BUT it is about the journey and it is about teaching.
Today was a bad day. The kids are doing Romeo and Juliet. They are loving it. We discuss and preview the scene. Then we read it in class. We will watch two movie versions of the play during which we will note which lines of the play are used and to what effect. We will discuss original intent and changes in tone, theme and message and we will discuss who made those choices, actors, director, editor, etc. The kids are fighting over who gets what part each day and they have all decided that Romeo is a pathetic excuse for a human being and Juliet is an idiot for falling for him.
Yet today was a bad day. It had NOTHING to do with TLS. The details are unimportant. Stupid, petty, sophomoric behavior ruined my day. It happened, I dealt with it as best I thought I could and then I spent the rest of my day second guessing myself. I'm like that. I even called my dad and cried a little. He reminded me that I am putting everything into this, stress and emotions are high.... Today would have bothered me regardless, but, he's right, I feel everything more right now. In a lot of ways its like my first year teaching, except I don't have the unknown as comfort. After twelve years and four schools I know what can go wrong, I know the worst case scenarios. I know that sometimes a bad day can be more than a bad day by the time it's over.
I graded papers, answered emails, wrote plans, watched/directed a play rehearsal and drove home. Then I gave into my own self destructive tendencies and (gasp!) ordered pizza.
The 21 year old who delivered my pizza was a former student. He was a great student. I had his brother, also a great kid, too. I also attended his Eagle Scout ceremony and worked with both boys through the Boy Scouts. We chatted for a minute about his plans for his future. He's getting his degree in journalism. He said, "If I write something someday, Miss Williams, will you read it?" I answered, "When you write something someday I will be pleased and proud to read it." He smiled and went to do his next delivery. He'll never know that emotionally speaking, he saved my life tonight...
Sometimes the stress gets to us, sometimes that stress isn't even important stuff, or about important stuff, but it gets to us and we question everything, and we want to quit. Then God sends a messenger, an angel in disguise, a gift, to remind us, why we are here. For a minute I lost sight of what I was doing. I needed to be reminded. Not only was the message perfect, it was at the perfect time which just goes to show I am on the right track, I am in the right place and the rest of it doesn't matter.
Like I said, technically this post is not about TLS. I posted this because I wanted to record the moment, to remember this for the next time and I thank anyone who is reading for their support, patience and willingness to read what has technically nothing to do with the program this blog is about... But this is what TLS is about. Reaching students. Making them readers. Making them Critical Thinkers. Making them Writers. Making them everything they can be. That is what being a teacher is about, too. For a second I forgot. But now, I remember.
And I am so very, very thankful. Tomorrow is going to be a great day. One of many.
Today was a bad day. The kids are doing Romeo and Juliet. They are loving it. We discuss and preview the scene. Then we read it in class. We will watch two movie versions of the play during which we will note which lines of the play are used and to what effect. We will discuss original intent and changes in tone, theme and message and we will discuss who made those choices, actors, director, editor, etc. The kids are fighting over who gets what part each day and they have all decided that Romeo is a pathetic excuse for a human being and Juliet is an idiot for falling for him.
Yet today was a bad day. It had NOTHING to do with TLS. The details are unimportant. Stupid, petty, sophomoric behavior ruined my day. It happened, I dealt with it as best I thought I could and then I spent the rest of my day second guessing myself. I'm like that. I even called my dad and cried a little. He reminded me that I am putting everything into this, stress and emotions are high.... Today would have bothered me regardless, but, he's right, I feel everything more right now. In a lot of ways its like my first year teaching, except I don't have the unknown as comfort. After twelve years and four schools I know what can go wrong, I know the worst case scenarios. I know that sometimes a bad day can be more than a bad day by the time it's over.
I graded papers, answered emails, wrote plans, watched/directed a play rehearsal and drove home. Then I gave into my own self destructive tendencies and (gasp!) ordered pizza.
The 21 year old who delivered my pizza was a former student. He was a great student. I had his brother, also a great kid, too. I also attended his Eagle Scout ceremony and worked with both boys through the Boy Scouts. We chatted for a minute about his plans for his future. He's getting his degree in journalism. He said, "If I write something someday, Miss Williams, will you read it?" I answered, "When you write something someday I will be pleased and proud to read it." He smiled and went to do his next delivery. He'll never know that emotionally speaking, he saved my life tonight...
Sometimes the stress gets to us, sometimes that stress isn't even important stuff, or about important stuff, but it gets to us and we question everything, and we want to quit. Then God sends a messenger, an angel in disguise, a gift, to remind us, why we are here. For a minute I lost sight of what I was doing. I needed to be reminded. Not only was the message perfect, it was at the perfect time which just goes to show I am on the right track, I am in the right place and the rest of it doesn't matter.
Like I said, technically this post is not about TLS. I posted this because I wanted to record the moment, to remember this for the next time and I thank anyone who is reading for their support, patience and willingness to read what has technically nothing to do with the program this blog is about... But this is what TLS is about. Reaching students. Making them readers. Making them Critical Thinkers. Making them Writers. Making them everything they can be. That is what being a teacher is about, too. For a second I forgot. But now, I remember.
And I am so very, very thankful. Tomorrow is going to be a great day. One of many.
Friday, September 23, 2011
Test for Unit Two and Hiatus!
Yesterday we watched the Season Finale of Season 1. I let the kids watch it straight through, no stopping (much) and not graphic organizer. The kids loved it! Right up until the car crash at the end. Then I explained that the test was Friday and (!) they all had to do well, they all had to do their homework and things needed to go well for the next two weeks while we read Romeo and Juliet so that they could come back from "Hiatus" or in the SPN community what we call "Hellatus" though I didn't tell them that, and we could go on to Season 2. If they didn't do well on the test, didn't do homework and didn't work on Romeo and Juliet we were done with Supernatural.
The kids nearly rioted. There were threats made in general about anyone not getting their work done. There were proclamations made about who would die if they didn't get to see the second season. There was also a lot of wailing about who better not die in the show!
So today is the test. We will have to see how this goes.
The kids nearly rioted. There were threats made in general about anyone not getting their work done. There were proclamations made about who would die if they didn't get to see the second season. There was also a lot of wailing about who better not die in the show!
So today is the test. We will have to see how this goes.
Thursday, September 15, 2011
Marigolds and Something Wicked
Today we read the story Marigolds in preparation for watching the episode Something Wicked tomorrow. I have a really good version of the story being read on tape and so I played it for the kids. To see a whole class, 29 children reading, with their pen in their hand making notes on their text was a sight to overwhelm the heart of any English teacher. Then I had my mountain top moment. One of my kids who is served through Special Education was not only following along, avidly, but he was making notes in the margins spontaneously on his own with great insight. This was a kid I could barely keep awake in the beginning and who I was told by others was lazy, and I shouldn't expect too much from...
In my head, I knew this would work, I believed this was a method to reach reluctant readers, to help show students the relevance of Language Arts and teach Critical Thinking Skills and I knew the kids would love the show (Supernatural) and that would be a big point of engagement, but I admit, I was worried... What if they only paid attention to the show, thought it was a gimmick and just ate the frosting, leaving the vitamin fortified, fiber filled cake underneath, uneaten on their plate...
So, I also admit this. When I saw that young man's notes on his paper, I might have cried, a little.
Literature was taught Supernaturally today!
In my head, I knew this would work, I believed this was a method to reach reluctant readers, to help show students the relevance of Language Arts and teach Critical Thinking Skills and I knew the kids would love the show (Supernatural) and that would be a big point of engagement, but I admit, I was worried... What if they only paid attention to the show, thought it was a gimmick and just ate the frosting, leaving the vitamin fortified, fiber filled cake underneath, uneaten on their plate...
So, I also admit this. When I saw that young man's notes on his paper, I might have cried, a little.
Literature was taught Supernaturally today!
Monday, September 12, 2011
Unit Two: On our way to Salvation!
So we had the first week of Unit Two. In Unit Two we finish Season 1 (Unit, Season, Semester, Period, anyone confused yet?)
We have had a couple of quizzes and we have to keep reminding them that they have to keep working and working well to get on to the next episode. Hopefully the "hiatus" while we do Romeo and Juliet in the more traditional method will also help motivate them to keep working.
This is what is hard for me. I can see they are enjoying it, and I think they are learning, but the December standardized test (EOCT) is a long, long way away. It's not enough for them to do as well as everyone else, for me to prove a point, they have to do better. Then there is the struggle not to try to do things to teach to the test and skew things. I actually asked my dad, (an ethics professor) if the fact that I spend considerable time praying for the kids and that they do well on the test, was skewing results. He laughed at me and said not as long as I was praying that they were learning... cause that is the goal here.
I have to remind myself about that every once in a while. The point here is the learning. I think this method will work (and I have supporting evidence so far) and I think it needs to be considered in main stream education. I am gathering more evidence to prove it.... Everything else is gravy, right.
The motivation factor continues to be fun to watch as the kids goad each other toward homework and quiz grade goals to get to the next episode. I find that funny as the episode is actually part of the education and not actually a reward.
The other thing that weighed heavily on me last week, but I think I have reconciled is that this is a horror based series. Sometimes it is a bit dark and I have to balance that with necessity. Even with it being prime time and even before some of the newer less stringent censorship laws, there are some moments that can be a little tense... (Which is why we like it at home, and it interests the kids, but I put on my teacher hat and suddenly I get a little nervous!). When I was putting all of this in theory, it was simple, but watching the kids faces (rapt though they are) can be a little daunting sometimes. That is why I went ahead and decided to forgo Shadows.
then the kids come marching into class and announce they watched on their own at home anyway and they think I am a wuss... Oh well. Listening to the literary discussions is worth it.
Today we watched The Benders. Most of the class read "The Most Dangerous Game" so the conversation was pretty good and I really look forward to reading journals and homework on this.
I also have assigned the kids their Monster Project to be due next Friday.
We have had a couple of quizzes and we have to keep reminding them that they have to keep working and working well to get on to the next episode. Hopefully the "hiatus" while we do Romeo and Juliet in the more traditional method will also help motivate them to keep working.
This is what is hard for me. I can see they are enjoying it, and I think they are learning, but the December standardized test (EOCT) is a long, long way away. It's not enough for them to do as well as everyone else, for me to prove a point, they have to do better. Then there is the struggle not to try to do things to teach to the test and skew things. I actually asked my dad, (an ethics professor) if the fact that I spend considerable time praying for the kids and that they do well on the test, was skewing results. He laughed at me and said not as long as I was praying that they were learning... cause that is the goal here.
I have to remind myself about that every once in a while. The point here is the learning. I think this method will work (and I have supporting evidence so far) and I think it needs to be considered in main stream education. I am gathering more evidence to prove it.... Everything else is gravy, right.
The motivation factor continues to be fun to watch as the kids goad each other toward homework and quiz grade goals to get to the next episode. I find that funny as the episode is actually part of the education and not actually a reward.
The other thing that weighed heavily on me last week, but I think I have reconciled is that this is a horror based series. Sometimes it is a bit dark and I have to balance that with necessity. Even with it being prime time and even before some of the newer less stringent censorship laws, there are some moments that can be a little tense... (Which is why we like it at home, and it interests the kids, but I put on my teacher hat and suddenly I get a little nervous!). When I was putting all of this in theory, it was simple, but watching the kids faces (rapt though they are) can be a little daunting sometimes. That is why I went ahead and decided to forgo Shadows.
then the kids come marching into class and announce they watched on their own at home anyway and they think I am a wuss... Oh well. Listening to the literary discussions is worth it.
Today we watched The Benders. Most of the class read "The Most Dangerous Game" so the conversation was pretty good and I really look forward to reading journals and homework on this.
I also have assigned the kids their Monster Project to be due next Friday.
Wednesday, September 7, 2011
Unit Test 1
This is always a tricky thing, the first test in a class. It is as much about the students understanding how you work, what you want and what you expect as it is about what they actually know.
That said, the kids did beautifully. Most passed and overall there is a definite indication of comprehension.
Meanwhile they are still working and paying attention.
I am really surprised about what a motivator, Quid Pro Quo, to watch an episode is. Who knew?
We say Asylum yesterday, Scarecrow today (though I preempted that final scene and simply TOLD them what happened. I think I may end up skipping Shadows too. It is really dark for a classroom and I don't have great lit to go with it yet). They loved Asylum and the whole discussion about assumptions was amazing. They read the Lottery and then when they were watching Scarecrow it was like watching lights come on. The episode made the story make sense to them. The conversation about sacrifice and the good of the many outweighing the good of the few was really a joy to listen to as a teacher.
Their journal and ticket out the door answers are getting better, especially when they write on the computer. We have this three weeks to finish season one and then we are on hiatus to do Romeo and Juliet. If there are problems with kids performance or parents then we will go back to traditional methods after R&J rather than do season 2, but I think things are continuing to go well on that front.
Today, we are also becoming part of the supernatural superwiki family. I really hope this helps get the word out about TLS.
That said, the kids did beautifully. Most passed and overall there is a definite indication of comprehension.
Meanwhile they are still working and paying attention.
I am really surprised about what a motivator, Quid Pro Quo, to watch an episode is. Who knew?
We say Asylum yesterday, Scarecrow today (though I preempted that final scene and simply TOLD them what happened. I think I may end up skipping Shadows too. It is really dark for a classroom and I don't have great lit to go with it yet). They loved Asylum and the whole discussion about assumptions was amazing. They read the Lottery and then when they were watching Scarecrow it was like watching lights come on. The episode made the story make sense to them. The conversation about sacrifice and the good of the many outweighing the good of the few was really a joy to listen to as a teacher.
Their journal and ticket out the door answers are getting better, especially when they write on the computer. We have this three weeks to finish season one and then we are on hiatus to do Romeo and Juliet. If there are problems with kids performance or parents then we will go back to traditional methods after R&J rather than do season 2, but I think things are continuing to go well on that front.
Today, we are also becoming part of the supernatural superwiki family. I really hope this helps get the word out about TLS.
Wednesday, August 31, 2011
100%!!!! and 109 Home
100%
100%!
Let me say it again...
ONE HUNDRED PERCENT OF THE CLASSES TURNED IN THEIR HOMEWORK!!!!!
I got 'em!
Then we watched and dissected one of my all time favorite episodes, 109, Home! The homage to primal moments and a good mama coming to clean house!
Seriously. Kids were meeting each other at the door "You got your homework?" It was music to a teacher's ears. They wanted to keep watching and they were gonna get that work done to do it.
Today was an amazing day!
100%!
Let me say it again...
ONE HUNDRED PERCENT OF THE CLASSES TURNED IN THEIR HOMEWORK!!!!!
I got 'em!
Then we watched and dissected one of my all time favorite episodes, 109, Home! The homage to primal moments and a good mama coming to clean house!
Seriously. Kids were meeting each other at the door "You got your homework?" It was music to a teacher's ears. They wanted to keep watching and they were gonna get that work done to do it.
Today was an amazing day!
Tuesday, August 30, 2011
Funny...
On a bizarre and light note.
A student turned in a descriptive phrase for Dean (to put on the character wall) last week. (I took it down, for the sake of Dean's pride.)
"Chihuahua in a Rottweiler's body."
Who says this generation isn't poetic or creative?
I laughed for a good five minutes. There might have even been a snort.
Also, literally 20 girls wanted to use the descriptor "Hot" for either boy. I allowed one "attractive" per each. I was impressed by how much the boys did have to say and how shallow the girls were about the whole thing. Who knew?
A student turned in a descriptive phrase for Dean (to put on the character wall) last week. (I took it down, for the sake of Dean's pride.)
"Chihuahua in a Rottweiler's body."
Who says this generation isn't poetic or creative?
I laughed for a good five minutes. There might have even been a snort.
Also, literally 20 girls wanted to use the descriptor "Hot" for either boy. I allowed one "attractive" per each. I was impressed by how much the boys did have to say and how shallow the girls were about the whole thing. Who knew?
I must close my eyes and be very brave....
So, first period rolled around early this morning (might have had something to do with my smoke detector going off at 4AM for No Reason!) and I was so hoping that the kids would all have their homework...
50% had read the story. At first 75% said they had, except that a third of them qualified that as they had read some or most of it, but not all. The story is 26 pages. They got it Friday. They knew it was due today. The assignment after the episode was to compare episode 108 Bugs to The Birds.... Can't do it if you haven't read it.
So, despite A LOT of pouting (I could have fished with all the bait on their lower lips!) as a class we read the story instead of watching the episode. I explained that there was no room to make it up, either. I also patiently explained that reading the story was not punishment. One way or another it had to be done. If they didn't do it with the four nights given them before hand we had to do it in class to the detriment of watching an episode.
Then I gave them an assignment (their first quick homework assignment, which up till this point I have been trying to avoid, but it is the more traditional method) to write a PARAGRAPH explaining why Nat Hawkins thinks the birds are attacking. They should have had as their assignment the comparison essay (and they would have had two days... for the rough draft, the final draft being an addendum to the test on Friday). That's out the window. I must have at least 85% return for us to continue onto 109 Home tomorrow.
Then I spoke to my team teacher. He was impressed that we had 50%. Honestly, I was too, but it's not good enough. They can do better, I expect better and for the sake of proving this program I WILL have better... because they deserve better of themselves.... I think me sticking to my guns on this is what counted and I expect to see great things in the morning....
Fourth period was better and worse. Only TWO out of TWENTY! Yet, when I presented them with the case, you would think I shot their cat! They were all quite mad, at themselves, which was refreshing. I really expect great things from this group. Very thoughtful, and on this, amazingly careless...
I have prepared for Home and Primal Moments tomorrow as lessons. Here's hoping that's where we go.
Tonight, I believe. Otherwise, while this is not a failure, there will be a lot of revamping in my future for the Labor Day weekend. I have to have tactile proof of learning and progress. Assignments and participation are the two biggest indicators...
50% had read the story. At first 75% said they had, except that a third of them qualified that as they had read some or most of it, but not all. The story is 26 pages. They got it Friday. They knew it was due today. The assignment after the episode was to compare episode 108 Bugs to The Birds.... Can't do it if you haven't read it.
So, despite A LOT of pouting (I could have fished with all the bait on their lower lips!) as a class we read the story instead of watching the episode. I explained that there was no room to make it up, either. I also patiently explained that reading the story was not punishment. One way or another it had to be done. If they didn't do it with the four nights given them before hand we had to do it in class to the detriment of watching an episode.
Then I gave them an assignment (their first quick homework assignment, which up till this point I have been trying to avoid, but it is the more traditional method) to write a PARAGRAPH explaining why Nat Hawkins thinks the birds are attacking. They should have had as their assignment the comparison essay (and they would have had two days... for the rough draft, the final draft being an addendum to the test on Friday). That's out the window. I must have at least 85% return for us to continue onto 109 Home tomorrow.
Then I spoke to my team teacher. He was impressed that we had 50%. Honestly, I was too, but it's not good enough. They can do better, I expect better and for the sake of proving this program I WILL have better... because they deserve better of themselves.... I think me sticking to my guns on this is what counted and I expect to see great things in the morning....
Fourth period was better and worse. Only TWO out of TWENTY! Yet, when I presented them with the case, you would think I shot their cat! They were all quite mad, at themselves, which was refreshing. I really expect great things from this group. Very thoughtful, and on this, amazingly careless...
I have prepared for Home and Primal Moments tomorrow as lessons. Here's hoping that's where we go.
Tonight, I believe. Otherwise, while this is not a failure, there will be a lot of revamping in my future for the Labor Day weekend. I have to have tactile proof of learning and progress. Assignments and participation are the two biggest indicators...
Monday, August 29, 2011
Quid Pro Quo and Hookman
So I took the "Hunter's Journal" home over the weekend to grade Journal Entries, TOD's and EGO's (Episodic Graphic Organizers) on 102-106.
At first I was really dissapointed. While they had done some work (and a lot more than I would usually see) there were lots of blank spaces and hurried answers. Additionally, last week when they read "The Scarlet Ibis" only about 65-75% had marked up their copies. Again, more than I have seen in the past, but...
So today we had what privately I call a "Come to Jesus Meeting" though at school we refer to it as a "Hallalujah Meeting" and I told the kids about Quid Pro Quo. All of this was before they were allowed to watch (and do the work) on 107 Hookman so we didn't finish the episode (if things ar ecaught back up tomorrow I am pretty sure they will get to finish it before Bugs.... Provided they read The Birds....)
It was sort of funny. They are working really well, and paying attention and it is working, but I also think they push and test, so I had to be clear, firm and steadfast on this...
We'll see what tomorrow looks like.
Also, as pre-aranged, the SRO (School Resource Officer) casually popped his head in and mentioned that he was a fan of the show, but for the record, impersonating law enforcement was not a good idea. The kids ate it up!
At first I was really dissapointed. While they had done some work (and a lot more than I would usually see) there were lots of blank spaces and hurried answers. Additionally, last week when they read "The Scarlet Ibis" only about 65-75% had marked up their copies. Again, more than I have seen in the past, but...
So today we had what privately I call a "Come to Jesus Meeting" though at school we refer to it as a "Hallalujah Meeting" and I told the kids about Quid Pro Quo. All of this was before they were allowed to watch (and do the work) on 107 Hookman so we didn't finish the episode (if things ar ecaught back up tomorrow I am pretty sure they will get to finish it before Bugs.... Provided they read The Birds....)
It was sort of funny. They are working really well, and paying attention and it is working, but I also think they push and test, so I had to be clear, firm and steadfast on this...
We'll see what tomorrow looks like.
Also, as pre-aranged, the SRO (School Resource Officer) casually popped his head in and mentioned that he was a fan of the show, but for the record, impersonating law enforcement was not a good idea. The kids ate it up!
Wednesday, August 24, 2011
Letter to Parents
So, I figure the parents are starting to wonder what we are up to. This is my letter to them.
Dear Parents,
Hopefully your students are off to a great start as high school students at school. All the young people I have worked with in 9th Grade Language Arts Literature and Composition definitely are! Hopefully, you have heard great things about our classes from your students, great conversations, discussions, ideas and stories… And if you have, I bet you’ve thought to yourself, “Do they watch TV all the time in Miss Williams’ class? I thought it was supposed to be an English class, with papers, books and research!”
Let me take a minute to explain what is going on in my classes. We are piloting a program, that I wrote, called “Teaching Literature Supernaturally.” The idea is that by using television episodes to first explain literary concepts and then to connect/engage with traditional literary pieces we can encourage and strengthen reading, writing and critical thinking skills. On Thursday and Friday the students will read the first of MANY textual literary pieces in class even as we continue to watch television/media as a way to focus/explain the more traditional literary skills. We have already started a technology interactive component by being the first class in Walton County to use the county Moodle program.
Rest assured that all GCPS 9th Grade Language Arts Standards are being covered and our students will be more than prepared to take the EOCT in December. As a matter of fact, my students and I have made a pact that we are going to have the best scores in the county this semester and I have to say, based on the work ethic I have seen so far, these kids mean business!
If you have any questions or concerns about this curriculum or your child’s progress please don’t hesitate to contact me at the school or email me directly at "email address." I would be more than happy to meet with or talk to you about the program.
This next assignment for your child can really use your input and support. For seven days I want the students to keep a TV viewing log. I have given them check off sheets to keep track of their viewing habits. This includes not only what they are watching, but what other things they are doing when they watch. Neilson says that students spend an average of 50 hours a week on media (texting, internet, video games, etc) with 30 of those being television. We are going to see if that’s true.
I encourage you to look at the assignment with your students, talk about what they are watching and what things they are doing while they watch and because of their watching habits. It could be very educational for both of you.
More than anything I want students to see the importance and relevance of language arts and literary skills. Accepting that TV can be part of that and (more importantly) a bridge to more traditional literatures is a huge part of meeting kids where they are and bringing them further. This is true 21st Century Literacy. I can’t wait to see all we are going to learn and accomplish together.
Thanks,
~Teacher
Bloody Mary!
One of the darkest episodes in the early series. My kids loved it! My team teacher who needed to do an errand raced back because he didn't want to miss anything! And I have gained another convert!
More importantly the kids are starting to notice the nuances, the little details. They spontaneously comment on shadows, lighting, music, plot points. Wow!
We read our first story tomorrow.
Can't wait!
More importantly the kids are starting to notice the nuances, the little details. They spontaneously comment on shadows, lighting, music, plot points. Wow!
We read our first story tomorrow.
Can't wait!
Tuesday, August 23, 2011
Dead in the Water and Phantom Traveler
Two episodes in two days and two more in the next three.... Whee! We are rocking along here. We have also covered themes, characterization, archetypes, exposition, film terms, and tomorrow we cover symbols and tension (foreshadowing and suspense). The kids are going with it. I can't begin to tell you how exciting it is to watch. The real test is on Thursday and Friday when we read our first story (can you imagine not opening a book in a Language Arts class until the end of the 12th day of class? Two and a half weeks in?) This is where we really find out if it is worth it.
Today I was floored while watching episode 104, several kids picked up on one of the more subtle details before the characters pointed it out themselves five minutes later. I cheered, "That's active watching!"
Also, I am starting to hear from a couple other teachers about their experiences and so far they are positive too. I hope some will post in the comment section. I think we are really on to something here!
Today I was floored while watching episode 104, several kids picked up on one of the more subtle details before the characters pointed it out themselves five minutes later. I cheered, "That's active watching!"
Also, I am starting to hear from a couple other teachers about their experiences and so far they are positive too. I hope some will post in the comment section. I think we are really on to something here!
Friday, August 19, 2011
Moodle Madness!
Today we got the kids set up on Moodle. If you are not familiar with this educational interactive technology look into it.
The journal function is amazing. The kids all post responses to a question, the responses are laid out for me with a place for me to quickly make comments. The dialog with the kids is wonderful. Especially in comparison to the old method of checking notebooks! I love this program.
The kids have now watched two episodes, learned about film terms, active watching, exposition and a little about allusions and themes. They are also writing everyday and we have had several class discussions. This is moving and the kids are intrigued. One student (who is an encore 9th grader) told me they didn't think TV in class was the best idea, but they did enjoy it... I've gotten consistent work from them though, so I wonder if that's true for them or not... We'll see.
Watching them all typing away today on the opinion forums and journal assignments was amazing!
The journal function is amazing. The kids all post responses to a question, the responses are laid out for me with a place for me to quickly make comments. The dialog with the kids is wonderful. Especially in comparison to the old method of checking notebooks! I love this program.
The kids have now watched two episodes, learned about film terms, active watching, exposition and a little about allusions and themes. They are also writing everyday and we have had several class discussions. This is moving and the kids are intrigued. One student (who is an encore 9th grader) told me they didn't think TV in class was the best idea, but they did enjoy it... I've gotten consistent work from them though, so I wonder if that's true for them or not... We'll see.
Watching them all typing away today on the opinion forums and journal assignments was amazing!
Thursday, August 18, 2011
Day 6: Episode 102 Wendigo and getting the ball rolling...
Yesterday, using an iTunes version of the pilot to show clips, I went through and gave the students a vocabulary lesson on film terms (shots, lighting, focus, etc) with John Goldman's Reading in The Dark as my reference (and guide). All the examples I used were from the pilot. The kids came through like champs. For some of them it was even more of a review than new material. This is the world they live in after-all. It also served to review the pilot so that...
Today we watched the second episode, Wendigo. The kids were again, rapt! I introduced and they used the EGO (episodic graphic organizer) with my huge (3 feet by 6 feet) white board example and a copy of what the pilot episode EGO would look like as their guide. We stopped and did predictions at 24 minutes. As I looked all the kids were writing and their papers were full. We also covered the concepts of Active Watching and Exposition. Pretty much every CC standard in the Reading Literature section.
Maybe this is just initial euphoria and maybe the excitement will wear off for them (and me) but today was a triumphant day for Language Arts Educators who believe that the way we teach needs to evolve. Today, I love my job!
Today we watched the second episode, Wendigo. The kids were again, rapt! I introduced and they used the EGO (episodic graphic organizer) with my huge (3 feet by 6 feet) white board example and a copy of what the pilot episode EGO would look like as their guide. We stopped and did predictions at 24 minutes. As I looked all the kids were writing and their papers were full. We also covered the concepts of Active Watching and Exposition. Pretty much every CC standard in the Reading Literature section.
Maybe this is just initial euphoria and maybe the excitement will wear off for them (and me) but today was a triumphant day for Language Arts Educators who believe that the way we teach needs to evolve. Today, I love my job!
Friday, August 12, 2011
Day 3: Meeting the Plan!
Today as part of the initial assessment process the class watched The Pilot (Lady in White) of Supernatural. Out of 56 kids between the two classes only four had seen it before, though I did here one student say, "Yeah, my mom watches that..."
Anyway, the kids were ENTHRALLED! No one said a word (though they laughed and gasped at the right spots) until it was done.
My team teacher says to me "Well, you definitely have their attention."
I also started talking today with fourth period about why I teach English. I think they get it...
This is going to be fun!
Anyway, the kids were ENTHRALLED! No one said a word (though they laughed and gasped at the right spots) until it was done.
My team teacher says to me "Well, you definitely have their attention."
I also started talking today with fourth period about why I teach English. I think they get it...
This is going to be fun!
Thursday, August 11, 2011
Day 2
Fourth period yesterday also went really well. This group of ninth graders are very eager and wide eyed. More so than previous years. Additionally both of my classes have a decent amount of Freshman football players and the leadership of the team is very positive and leadership focused, this is apparent in the student's behaviors and that positively affect the classroom environments.
Both classes were given a letter of introduction as their first assignment yesterday. Two thirds of the students turned their work in today. For regular ed 9th grade, much less special education students, that is huge! These kids are excited and enthusiastic and I haven't even really gotten to the TLS stuff yet. Terrific!
Today through Monday we are doing a lot of pre-test, base line data though we are also covering "Why we teach/learn English."
Today I played "The Scarlet Ibis" for the kids and gave them the assessment. Tomorrow we will watch the pilot of SPN ( I can't wait to see them watch it!), do that assessment and Monday they will do an online practice EOCT. These documents will comprise my baseline data. Then we can really get going.
Juggling all the activities and lessons I have in mind is still going to take some work with the truncated schedule (80 days versus regular 90, not to mention testing, altered schedule for first week, etc). I am still trying to decided how I am going to make those adjustments, but based on the behavior and attitude of the kids so far, not to mention the interests listed in their letters of introduction I think this is going to be jut fabulous!
Both classes were given a letter of introduction as their first assignment yesterday. Two thirds of the students turned their work in today. For regular ed 9th grade, much less special education students, that is huge! These kids are excited and enthusiastic and I haven't even really gotten to the TLS stuff yet. Terrific!
Today through Monday we are doing a lot of pre-test, base line data though we are also covering "Why we teach/learn English."
Today I played "The Scarlet Ibis" for the kids and gave them the assessment. Tomorrow we will watch the pilot of SPN ( I can't wait to see them watch it!), do that assessment and Monday they will do an online practice EOCT. These documents will comprise my baseline data. Then we can really get going.
Juggling all the activities and lessons I have in mind is still going to take some work with the truncated schedule (80 days versus regular 90, not to mention testing, altered schedule for first week, etc). I am still trying to decided how I am going to make those adjustments, but based on the behavior and attitude of the kids so far, not to mention the interests listed in their letters of introduction I think this is going to be jut fabulous!
Wednesday, August 10, 2011
Day 1, First Period.
I got no sleep last night I was so excited and nervous to get started. First period is very full. 33 (!) kids and there are several who are dual served and several encore (this is not their first time taking this class) and yet they were all so pert and open.
With a truncated period for the next few days we have to move fast, today being rules and introductions, but they hit the ground running and went with us.
I feel like such a goof! But it was wonderful! This year is going to be such an adventure!
With a truncated period for the next few days we have to move fast, today being rules and introductions, but they hit the ground running and went with us.
I feel like such a goof! But it was wonderful! This year is going to be such an adventure!
Pre-Planning
So because of Furloughs and Open House we only received about 2.5 official Pre-Planning days this year. That said as I have been in the building all summer working on the book, I was OK...
First I organized my class in a way that wasn't clinical rows, but still has the class pointed toward the front of the room for viewing. First period has 33 (!) students in it, so I hope we have room for everyone, but I think I found an arrangement that worked.
Second I created a place (to be put up after the first week) for a giant episode graphic organizer (EGO) that I can dry erase on for classroom activities.
I made three bulletin boards. One says "Gallery of Monsters" to be filled with student work. "The Winchesters" with a divider down the middle for class character mapping of Sam and Dean. Third is a map of the US with tacks in key locations to be added to as we go through episodes. There is also bare space for students to bring in current relevant and geographically connected articles and pictures so that the wall gets a cool research feel to it...
There will also be a place for Common Core Standards and more SPN posters as they arrive.
When I figure out how I will post pictures.
First I organized my class in a way that wasn't clinical rows, but still has the class pointed toward the front of the room for viewing. First period has 33 (!) students in it, so I hope we have room for everyone, but I think I found an arrangement that worked.
Second I created a place (to be put up after the first week) for a giant episode graphic organizer (EGO) that I can dry erase on for classroom activities.
I made three bulletin boards. One says "Gallery of Monsters" to be filled with student work. "The Winchesters" with a divider down the middle for class character mapping of Sam and Dean. Third is a map of the US with tacks in key locations to be added to as we go through episodes. There is also bare space for students to bring in current relevant and geographically connected articles and pictures so that the wall gets a cool research feel to it...
There will also be a place for Common Core Standards and more SPN posters as they arrive.
When I figure out how I will post pictures.
Sunday, July 24, 2011
The Conference: Debrief....
So, I presented. There were 130 people there to hear about TLS. I had been praying for 30, one hundred more is pretty amazing.
We came around the corner to the room, all these teachers are sitting on the floor and Jada (Genter) says to me, "You realize all these people are here, waiting to see you...?"
Then Jada SOLD three of my books, I only had five, before the program even started. I hadn't planned to sell ANYTHING. She also sold the five hard copies of the mini-unit and it was on the website where people could get it for free. We burned CD's that night and sold five of those!
People listened to me. I spoke for 25 minutes about intent and the basic program, Jada spent 8 minutes on "Supernatural" (she did a great job!) and then I finished up with methodology and Bells and Whistles...
Between the books, the mini-unit and the CD's I burned that night for people, I made $200, almost covers the first printing of the book back in February....
More important and more exciting, people get it. People are excited! People want to try.
I am trying to figure out this cost thing. Originally I figured I'd just give it to people, but I see now that I need to charge something... Someone actually stole one of the copies of the book!... I mean I guess enough people are interested and I need to keep track and tabs and all that other stuff, so I have to figure this out. I think Amazon might have some good options and that hard copies are the best way to go to cut down on plagiarism. Maybe I can have that up by September.
Standing up there in my suit talking was so exhilarating. Ten years of work, paying off, and inside I am a screaming, giggling, teenage girl who can't believe people get it and care and want to try...
The website looks terrific and I am trying to figure out how to print more books and people are emailing me and asking for the materials and...
The experience has taught me that the world, the classroom is ready for TLS, maybe even a little hungry for it. I think I am ready too!
We came around the corner to the room, all these teachers are sitting on the floor and Jada (Genter) says to me, "You realize all these people are here, waiting to see you...?"
Then Jada SOLD three of my books, I only had five, before the program even started. I hadn't planned to sell ANYTHING. She also sold the five hard copies of the mini-unit and it was on the website where people could get it for free. We burned CD's that night and sold five of those!
People listened to me. I spoke for 25 minutes about intent and the basic program, Jada spent 8 minutes on "Supernatural" (she did a great job!) and then I finished up with methodology and Bells and Whistles...
Between the books, the mini-unit and the CD's I burned that night for people, I made $200, almost covers the first printing of the book back in February....
More important and more exciting, people get it. People are excited! People want to try.
I am trying to figure out this cost thing. Originally I figured I'd just give it to people, but I see now that I need to charge something... Someone actually stole one of the copies of the book!... I mean I guess enough people are interested and I need to keep track and tabs and all that other stuff, so I have to figure this out. I think Amazon might have some good options and that hard copies are the best way to go to cut down on plagiarism. Maybe I can have that up by September.
Standing up there in my suit talking was so exhilarating. Ten years of work, paying off, and inside I am a screaming, giggling, teenage girl who can't believe people get it and care and want to try...
The website looks terrific and I am trying to figure out how to print more books and people are emailing me and asking for the materials and...
The experience has taught me that the world, the classroom is ready for TLS, maybe even a little hungry for it. I think I am ready too!
Thursday, July 21, 2011
High Schools That Work!
Today I am presenting TLS at The SREB's High Schools That Work Summer Staff Development Conference. This is the beginning, I imagine.
The website for TLS is up and live. TLS4students.org.
We are in Bayou E at the Gaylord Hotel and Convention Center and the theatre seats 235. We have 100 fliers and we are pressed, dressed and ready to go.
If you want more information you can go to the High Schools That Work Conference site and we are presentation 137 on page 33 of the program.
I can't wait to show everyone what Teaching Literature Supernaturally can do!
The website for TLS is up and live. TLS4students.org.
We are in Bayou E at the Gaylord Hotel and Convention Center and the theatre seats 235. We have 100 fliers and we are pressed, dressed and ready to go.
If you want more information you can go to the High Schools That Work Conference site and we are presentation 137 on page 33 of the program.
I can't wait to show everyone what Teaching Literature Supernaturally can do!
Saturday, July 2, 2011
Why I teach "This Stuff."
This is an exerpt from the introduction of Teaching Literature Supernaturally. It is an organized compilation of what I have been telling my students for the past eleven years.
That, kids, is why I teach, "This Stuff" and why I so desperately want you to learn it.
I need to explain why I teach English (Or Language Arts, or Literature or whatever you call it). My reasons speak to the heart of what I want to help accomplish in this group of ideas. Every year the first “lecture” I give is titled, “Why do I have to take this class and why do we study this ‘Stuff.’” When I pose the question to the class, my favorite answer is usually some derivative of “Soes we can write good?” I suppose that is an easy answer, but a really imperfect one. I feel strongly that if I can’t explain why they need to know it, I won’t need to teach it. Sometimes the reason is, “because it is on a standardized test,” …but at least that is still a reason. Therefore I need to explain the rationale behind this course, or more generally the whole series of Language Arts courses that make up the elementary, middle and high school canon of education, in my opinion anyway. I mean, Language Arts in all its carnations is the only course that is required at every grade level regardless of school, state, or rigor of program. Math and Science change and are not always required past a certain point, Social Studies has several different forms, but Language Arts is Language Arts, every year.
My favorite movie when I was a kid was Jim Henson’s “The Dark Crystal.” There is a great scene where the main characters are in a city park/square of sorts and notice marks on the wall. The girl, Kira, says to the boy, Jen, “What is that?” and he replies “This is writing.” She then asks, “What is writing?” and he answers, “Words that stay.” I loved that definition. At the time, I also remember learning that dolphins and apes, depending on your definition and criteria of intelligence, were as smart as humans and capable of abstract thought. I found myself fascinated by what makes us different, superior, dominant or more prolific. And in pondering that question, I began to understand why literature (and by extension Art and now Media) are so important.
When a dolphin dies, it sinks to the bottom of the ocean and ceases to affect the world around it. When I die, because I am a writer (artist, or involved in media) even after my death I continue to affect others on an intellectual/emotional level beyond my geographical and chronological scope. My words stay. My influence remains. This is how civilization exists; this is how we transcend being animals. In my opinion (and it may be a bit grandiose) it is the epitome of humanity, the proof of our soul. Oral tradition accomplished that at the beginning of time and over time Literature has EVOLVED to encompass many forms to this end. Our words stay and we stay with them. This is why I teach Language Arts. It is the essence of our humanity. That, kids, is why I teach, "This Stuff" and why I so desperately want you to learn it.
Saturday, June 25, 2011
Still Beginning... It's hard to get started...
So, the book is written, but unpublished, the website is almost done, or done soon... by July 1st for sure... and I have to figure out business cards, except this is not a business, this is a method...
Let me back up.
Hi! My name is Sandy Williams. I am an English Teacher (kids, don't try this at home...) and I believe that we are failing to make Language Arts relevant to students today. What I mean is that we are teaching 18th Century Literacy, not 21st Century Literacy.
We can't explain to these kids why they need to be in school and why they need to study (as my students call it affectionately), "This Stuff!" We are not making it relevant to them and we are not including the literacy skills and awareness that they need. So, I had this idea...
It started out small, but then I was only a first year teacher (this was back in 1999). I was fascinated with FanFiction. (Ahem) FanFiction is consumer generated literature based on popular media. Doesn't that sound academic? People told extra stories about the things they liked to read, watch and participate in media-wise. I did it in high school during winter hiatus of my favorite TV shows as a way to avoid doing my trigonometry homework (which may be why I got bad math grades and now teach English) and sometimes whey I was bored in an English class or two. Lots of people did it, though I didn't know any at the time. However when communities developed on the Internet FanFiction exploded as a media... People were writing, they were talking literary themes and they were editing each other... I was fascinated and convinced that with a little work teachers could tap into the potential and enthusiasm online and really do something about getting kids reading, writing and interacting with literature again.
This began a grand adventure involving The WB's "Roswell," Jason Katims, Jonathan Frakes, Karen Wyscarver, 20th Century Fox and Paramount Studios, but that is another story for another post... It was also a matter of me thinking way to small. There was an important leap to be made yet, and it took me ten years to make it.
Good TV is Good Literature. Television can be viewed as the next evolution in literature, like poetry and drama before it. With that reality in mind I went from a short series of lessons to create interest to an entire CURRICULUM using TV as the base to teach critical thinking, critical watching, critical reading and critical writing (as well as research skills, creative writing, traditional literature's and writing conventions). Then I just needed a show to use as my model.
The CW's "Supernatural" was the perfect fit. Forty episodes from the first two seasons were some of the best television for drawing student interest, teaching literary concepts and just generally being a perfect vehicle for the idea.
So now I have written the book (with a little help from a friend) actually it's more of a glorified lesson plan, but at 350 pages book is the better word. I have applied (and been accepted)to present at a national education conference (HSTW) and am going to be actually teaching a class with the method this fall (2011).
The book is called Teaching Literature Supernaturally. You cannot buy it, yet, and I will need to know who has it and what they do with it, so I am still figuring out how that works...
There will be a website (tls4students.org), and business cards and presentations.
This is a blog specifically to record my experiences the first year.
There will be more coming.
Let me back up.
Hi! My name is Sandy Williams. I am an English Teacher (kids, don't try this at home...) and I believe that we are failing to make Language Arts relevant to students today. What I mean is that we are teaching 18th Century Literacy, not 21st Century Literacy.
We can't explain to these kids why they need to be in school and why they need to study (as my students call it affectionately), "This Stuff!" We are not making it relevant to them and we are not including the literacy skills and awareness that they need. So, I had this idea...
It started out small, but then I was only a first year teacher (this was back in 1999). I was fascinated with FanFiction. (Ahem) FanFiction is consumer generated literature based on popular media. Doesn't that sound academic? People told extra stories about the things they liked to read, watch and participate in media-wise. I did it in high school during winter hiatus of my favorite TV shows as a way to avoid doing my trigonometry homework (which may be why I got bad math grades and now teach English) and sometimes whey I was bored in an English class or two. Lots of people did it, though I didn't know any at the time. However when communities developed on the Internet FanFiction exploded as a media... People were writing, they were talking literary themes and they were editing each other... I was fascinated and convinced that with a little work teachers could tap into the potential and enthusiasm online and really do something about getting kids reading, writing and interacting with literature again.
This began a grand adventure involving The WB's "Roswell," Jason Katims, Jonathan Frakes, Karen Wyscarver, 20th Century Fox and Paramount Studios, but that is another story for another post... It was also a matter of me thinking way to small. There was an important leap to be made yet, and it took me ten years to make it.
Good TV is Good Literature. Television can be viewed as the next evolution in literature, like poetry and drama before it. With that reality in mind I went from a short series of lessons to create interest to an entire CURRICULUM using TV as the base to teach critical thinking, critical watching, critical reading and critical writing (as well as research skills, creative writing, traditional literature's and writing conventions). Then I just needed a show to use as my model.
The CW's "Supernatural" was the perfect fit. Forty episodes from the first two seasons were some of the best television for drawing student interest, teaching literary concepts and just generally being a perfect vehicle for the idea.
So now I have written the book (with a little help from a friend) actually it's more of a glorified lesson plan, but at 350 pages book is the better word. I have applied (and been accepted)to present at a national education conference (HSTW) and am going to be actually teaching a class with the method this fall (2011).
The book is called Teaching Literature Supernaturally. You cannot buy it, yet, and I will need to know who has it and what they do with it, so I am still figuring out how that works...
There will be a website (tls4students.org), and business cards and presentations.
This is a blog specifically to record my experiences the first year.
There will be more coming.
Monday, May 9, 2011
To Begin
This may be a bit slow to start.
I've written a book, applied for PhD and applied to present at national education conferences. I have not gotten a publisher or gotten to teach this program from start to finish yet...
There is no road map for this.
I hear they tend to run innovators out of town in the world of education...
Yet here I am to try.
This is the declaration of my intention to Teach Literature Supernaturally.
Stay tuned!
I've written a book, applied for PhD and applied to present at national education conferences. I have not gotten a publisher or gotten to teach this program from start to finish yet...
There is no road map for this.
I hear they tend to run innovators out of town in the world of education...
Yet here I am to try.
This is the declaration of my intention to Teach Literature Supernaturally.
Stay tuned!
Subscribe to:
Posts (Atom)