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!
Wednesday, August 31, 2011
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.
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