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!

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!

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!

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.

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!

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!

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.

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.