Learning Letter

Taking this course Teaching Literature to Adolescents has taught me so much about myself as a teacher. This course really opened up my eyes to so many aspect of teaching that I never even considered before. For starters, I completed my first team-teaching mini-lesson on a young adult text. This was a new experience for me because until then I had never co-taught before, and I got to experience the dynamic of working with a fellow (teacher). It showed me a side of teaching that incorporated team work and compromise, and I know somewhere down the line I will need that experience.

Then was the 3-week unit plan: this was the most time-intensive project I have ever completed, but I am so glad I did it. Not only am I more than comfortable now with TPA’s, but I also know the time, organization, and planning it takes to construct a whole unit. I am glad I completed it on a novel I know I will have to use in the future, so I know my time was spent wisely. I am so excited to teach it for real one day.

All the readings and discussions we’ve had in the course have also been significantly helpful and eye opening to me. It has helped so much for me to hear other students’ experiences with their past teachers, experiences they’ve had in their student teaching classrooms, and theories and techniques they believe work in the classroom and things they don’t. I agree that reflecting not only on our own experience and learning this quarter but reflecting on things we’ve heard and learned from other students (future teachers) has been more helpful than I ever thought. A

One very important thing I also learned this quarter was all the good insight I gained on the not-so-fun or easy realities that also comes with being a teacher. We learned about how to handle or prepare for some pretty tough topics that we will most likely experience at some point once we are teachers. These are the things I will most remember when I have my own classroom one day. I am so glad I took this course and I cannot wait to be a teacher!

In the Name of God

In The Name Of God by Paula Jolin was an amazing, yet emotionally difficult read. I have never read a book with this type of content yet, and it opened up my eyes to situations and events that I didn’t even really knew existed within novels. Not only did I learn and become empathetic to the Muslim religion and their lifestyle, but I learned about the different ways in which they live, communicate, and protect themselves that are so different from Americans. I think this book is so important to read in high schools, because it shows the students examples of different cultures, religions, and lifestyles that they might be blind to without literature experiences like this. Paula Jolin does such an outstanding job drawing the readers in, and keeping them on the edge of their seat. I know how intrigued I was while reading this, and I think that it is a great read for reluctant readers because it is different from probably anything they’ve ever read. It is action packed, emotional, and not extremely difficult to get through. There are many different activities and writing lessons that could come with teaching this book in a unit plan, and I think it should be a standard requirement for maybe juniors or seniors in high school. I think it is so important to expose our students to the themes and emotions presented in this book, because as I said before, they might not be regularly introduced or exposed to outside cultures, and this book actually touches on what goes on in the real world outside of America. It is so crucial that our students realize and are aware that there is so much more that goes on in this world than just what they see on the news in our country.

Romeo and Juliet

The first time I read Romeo and Juliet, I was a freshman in high school. Back then, it wasn’t half as intriguing to as it is now. I remember not understanding the way Shakespeare wrote, what he was saying, or why this piece of his work was so famous. But being a junior in college now, and having taken in depth American literature classes and learning about Shakespeare, Romeo and Juliet holds so much more significance to me now. It makes it so much more fun and easy to read when I understand the language and diction being used and can identify the major themes and turning points within the novel. Reading this for the second time around was so much more significant to me. I think Romeo and Juliet is so important to teach not only in a high school setting but a college setting as well, because not only is it probably Shakespeare’s most well-known piece of work, but it is complex enough to be engaging and challenging for students but also short and an easy enough read that it isn’t overwhelming. It provides many fun activities and writing assignments for lesson plans, engages students with its (at times) light hearted romance, but also plays on a darker side of relationships that may be more intriguing and relatable to students. In high school I thought it was the longest book ever and I skipped so many important parts, but looking at it now, it truly is a quick read for most people. This makes it very teachable because you can get through the unit fairly quick, keep students engaged, and also introduce them to Shakespeare in a fun way. A lot of times students can think Shakespeare is intimidating, that’s why I believe this piece is so important to introduce first. It’s short, easy to read, and fun. Romeo and Juliet is a classic that I don’t think is going anywhere anytime soon in the education world.

Maus

Art Spiegelman's Maus is the first graphic novel I have ever read. From the first page I was so intrigued. The fact that he wrote this graphic novel to tell the story of his father is so special because not only does it set it apart from other graphic novels, but it draws the reader in with sentimental value and emotions. The concept of using cats and mice to represent the Jews and Nazi's is so genius because it deals with such issues, but makes them readable and understandable to a younger audience by the metaphorical characters.

Even though I plan on teaching English, I feel this book could also be taught in a history or social studies class as well. I have personally never seen it taught in school, but by what I hear it is wildly popular among students of various ages. I think they like the fact that it's engaging by the pictures and the easily readable text. It teaches such important topics and ideas that can be difficult for students to understand and care about at times. The way Spiegelman designed this makes it so much easier for students to understand the level of hatred between the two sides during the German-Nazi time period. Translating it in a way that draws students in not only helps them understand but also makes them interested in the content. If we can do this with every novel we teach, we are succeeding as teachers. This means we need more engaging novels like Maus written so we can teach them to our students. Maus is such a fun graphic novel and I am so glad I had the opportunity to get introduced to it in this class and I can not wait to teach it to my future students one day.

Edgar Allen Poe

Edgar Allen Poe is a writer I have been hearing about since Elementary school. His poems, short stories, and unique style set him apart from any other writer who ever lived. The fact that he is taught from the Elementary level, all the way through college courses, goes to show how important and impactful his work has been in American literature.

His shortest story, “The Tell-Tale Heart”, is a landmark piece that is not only used in Higher education, but it is readable to younger students and students who struggle with reading. He has a very diverse selection of works which also makes him popular in many different age groups.

The Fall of the House of Usher is my favorite short story of Edgar Allen Poe’s. I first read this in Introduction to Fiction with Dr. Lindholdt, and it was so intriguing to me. All the underlying themes and unique style of writing the Poe consistently uses draw you in and get you hooked on his work. However, this one is my favorite. The way he incorporates gothic elements, mystery, satire, and incest sets him apart from any other writer I have ever studied or read. It makes me excited to one day teach my students Poe’s work and share with them the same joy I got out of it when I was first introduced to him. And even more so now, that I not only get to read his works but also study him as a person and a writer, makes me have an even deeper level of understanding and attraction to him and all his different pieces of work. Edgar Allen Poe is an essential choice when it comes to teaching middle and high schoolers about literature, and even on to college. He is someone that will forever be a legend in the writing world and all teachers should take the time every year to share his stories with their students.

Book Talk: Wild Mind

Wild Mind by Natalie Goldberg

 

Wild Mind by Natalie Goldberg young adult text that teaches a unique and special method of writing. She sees writing as a craft and takes it to another level: Wild Mind. Natalie describes the “wild mind” as the creative part of your mind that is “raw, full of energy, alive and hungry.” Natalie’s book is a helpful guide to when to find time to write, how to create and discover your own personal style, how to make your pieces come alive, and how to overcome difficult challenges that avid writers tend to face, such as writers block. Natalie also uses writing exercises for the reader to do that gets their pen moving and their thoughts provoking.

I chose this text because I read it in one of my composition classes, and I fell in love with it. I think it is such an important text to read in any literature or composition class, and as a teacher of writing I want to share this educational and creative text with my students. It can be applicable I any English class. No matter if you’re an experience writer or not, reading this text will help you grow so much as a creative writer and push you to limits you didn’t know you had. My rationale for choosing this book is it opens up your eyes to new ideas and ways of thinking about writing that it has the potential to be helpful and valuable to everyone. Whether you love to write, hate to write, or love it but aren’t the best, this book has advice and tools for you to make writing fun and interesting – not just for educational purposes, but for fun as well. I think this text is appropriate for high school students, because it is a fairly easy read. Also, high school is where a lot of writing skills come into play, because students are preparing for college. I think the steaks are set high enough in high school to wear this book is appropriate to provide workshops and effective advice, but also a good time for students to express their individuality when it comes to exploring their writing styles. I would say 11^th and 12^th graders would be perfect ages to read this book, because they are mature enough to appreciate it and confident enough in their schooling career to be able to try the different exercises Goldberg provides.  

The teaching ideas I have in mind for this book are to have students get a writing journal and I will assign pages to be read for each class day. If there is a “try this” exercise in the reading for that night, students will try it and write it down in their journal. This will serve as sort of a free-write for them to write about whatever comes to their mind. Instead of a reading journal, I could also just open up class with the “try this” exercises and have them do a free-write in the beginning of class every day that serves as a warm-up. I would also start of each class period with having an open class discussion about what happened in the chapters that were assigned the previous night, and ask students what they thought about Goldberg’s ideas and workshops.

I can only think of a few possible obstacles to teaching this text. The first one that I come up with is the possibility that students might not value it as much as I’d hope. Also, if students don’t take the exercises and the “try this” workshops seriously, they won’t have any effect on them and the text could become irrelevant. As long as students are keeping the writing exercises appropriate, I truly don’t see any problem the administration nor parent could have with this text.

 

Readicide

I truly found this book by Kelly Gallagher so eye-opening and helpful. I have heard over and over that reading is being killed by schools, but this book really put it into perspective for me. Reading is such an important tool and essential learning strategy for kids and adults so it is so important that we are teaching this to students at a young age. I especially thought it was interesting on the section where it talks about if Cell phones cause cancer. I think we are all aware that almost every adolescent these days carries a cell phone, so to see factual information about the harm this is causing students was fascinating. Since technology is so accessible these days to everyone, it is no wonder that these devices are taking the light and attention away from reading. I also liked the point Gallagher made when he says "lousy classic" is an oxymoron. There is no such thing. Required books such as To Kill A Mockingbird are required because they bring so much valuable, cultured literacy to students and hold so much foundational knowledge that is essential we teach our students now and forever. Gallagher talks about how students may label these readings as "boring", but if we can just teach them in a fun way and get kids engaged, we can get the value of these books across to them and help them actually learn what these books are meant to teach. We also need to be teaching our students the concept and value of Active reading. Teaching them how not to just read the words but understand what is going on. That way they can not only absorb the context of the book but actually enjoy it and engage and remember what is being read. This is up the value of their reading and the time they spend on it.

Cris Tovani: I Read It, But I Don't Get It.

“I Read It, But I Don’t Get It” by Cris Tovani was such a powerful read. From the very start of the book, I connected with it. Growing up, I never minded reading, however often times when I would read, I wouldn’t understand what I just had read. I didn’t comprehend it. I never understood why, because I was really focusing. Granted, sometimes if a book was boring I would zone out, but most of the time I was trying. I would re-read a lot, just like one of Cris’ students said on the first day of class. But I never knew why I would read five pages and have no clue what I just read. Knowing that there are tons of readers out there like me was really comforting. I was shocked by how many students dreaded reading when they came to Cris’s class. I really liked how she handled the class and managed students attitudes, always keeping it light-hearted and trying to relate to the students. One of my favorite techniques she used was when she brought a bag of books in that all meant something to her because they helped shape who she became as a reader. Even if students aren’t the best readers or don’t necessarily like it, I think it is true that almost all of them can remember an important book even from when they were little that they have a fond memory with. I think it’s so sad that reading is portrayed in schools as negative or boring, but I think this book is a great stepping stone for helping kids become encouraged again and start to look at reading in a new, positive light. Reading is an academic essential that is crucial for members of society to be able to be successful in the world, and it’s important we teach it that way, but also let students have fun with it.

What is Social Justice?

Social Justice in the classroom is the equality of distribution of wealth, privilege, and opportunity. Making sure each student is viewed individual, but just at the same time. Social justice is so important in the classroom because it is crucial for students to feel equal to their peers, and that they are not being singled out according to the social or economic status. To create an environment where students want and can have their voices be heard, is an essential part of a healthy classroom that supports social justice. As teachers, we need to make it a point to get our students to engage in classroom discussion, and make it a place where they feel comfortable and open to sharing ideas. I think it is important that teachers do not discriminate against students who come from all different backgrounds, but that it is our job to bring these social issues to their attention and educate them that not everyone comes from the same socio-economic background, and that’s okay. It is okay to be different races, religions, sexual preferences and have different political views. That’s what makes this world so diverse and interesting. But social justice is the part where we don’t discriminate people who are just different than us. The article I read on social justice, Creating Social Justice in the Classroom, talked about making your curricular decisions based around prior knowledge your students bring to the classroom. Getting to know each student briefly and let them know that you value what they already bring to class, is an effective way to create social justice in the classroom. Connecting with them and acknowledging their interests can help make them feel important and significant. Also, making sure your texts don’t all focus on the same issue, but that there is a diverse selection of social issues that ties back to educating them on all the different possibilities of backgrounds that people come from. I believe that is the first step in not only recognizing but teaching social justice in the classroom.

Critical Pedagogy in an Urban High School

I really appreciated this read on Critical Pedagogy. It was a nice change to read something that was almost purely positive when it comes to reforming our educational system. I really enjoyed hearing the theory stated on the second page by Strauss and Corbin that was being drawn by their research. The fact that the two co-teachers didn’t agree on much when it came to ideas, but they both agreed on the fact that students now live in a world where no matter what the teacher wants to think, they will be expected to take and perform well on standardized tests that serve as a gatekeeper for post-secondary education. While I think this is still true, the main focus is that we as teachers need to also have them be able to understand, interpret, and produce products from this information and knowledge. Any teacher can work hard and make their students understand concepts, but do they really understand? Do they understand the relevance of it, the importance of it? I think that’s the next thought process in this idea of critical pedagogy. This also applies to English literacy. It is important students develop linguistic competencies and literacy skills for academic advancement, but it is crucial that they also understand the text and the power of language. Like the article said, it is impossible to be able to critique or refute a text that one does not understand, and critiquing is a huge prerequisite for English literacy. This idea really resonates with me, because in school I was also a stronger reader, but I was not always good at comprehending what I was reading. I really struggled with being able to retain, summarize, or explain what I just read because even though I was able to get through the material quickly, it was not efficient because my mind was not keeping up. This is super important that these problems be addressed in schools, to create not only better readers, but better contributors and interpreters of society through English literacy.

Pedagogy of the Opressed

This article was astonishing to me. Until reading this, I had never heard of the term "banking" in relation to teaching and education. Learning of this concept was very sad to me, because I think it is such poor teaching. When the article talked about teachers being the “depositors” and students being the “depositories”, it really opened up my eyes. I think when we think about teaching, a lot of the time we subconsciously picture this idea. Teachers can get so focused on just getting the information across to the students that sometimes (we) can forget to stress the importance of the information we are trying to teach. There is always a reason for why we are teaching what we are teaching, so it is crucial that students are aware of these reasons.  Students need to be taught what all this information actually means, and why it is relevant to their life.

The idea that students are “containers” and teachers are the ones who fill those containers, is so close minded.  Students are way more than a container that needs to be filled. They are sponges that can absorb endless amounts of water, if they are being taught by the right teacher.  Or, a better metaphor would be students are the plants, and teachers are the watering buckets. We water the plant, and they drink that water to grow stronger and healthier. This metaphor has  way more meaning. Also, students are not the only ones who can participate in the learning, contrary to what the “banking” concept says, teachers can also learn a great deal from the students! I hear my professors say all the time, “I learn so much from you guys.” I think that is one of the coolest parts about teaching. It is a two way street. This banking concept of education to me is mind-boggling, but I am so thankful we have evolved our mindset and are slowly but surely making the education system stronger, more fun, and more effective.

A Teacher's Guide to Standards-Based Grading and Reporting

I really found this article on standards-based grading to be helpful and relevant. I agreed with what the article was saying when it explained the benefits of using standard based grading. I believe that using these standards does help with consistency and accuracy when connecting what is being taught to what is being tested. I liked the point that was made when the article talked about how when students get meaningful feedback on their formative assessment, it directly boosts their motivation and achievement. I believe if students are being reminded that they are doing good work or are getting the correct help they need, they will continue to work hard and complete their assignments with meaningful intentions.
I also thought it was interesting how the article broke apart the importance of both grading and report cards and how they differ for the student. The grading is to communicate to all the stakeholders and to inspire achievement and impact change. The report card communicates separately and shows student achievement toward academic standards. I found these to be helpful to me for when I have my own classroom in the future, I can use both methods effectively and in different ways. I always knew both were important but now I can actually see the relevancy and detail behind both and how they impact students success.
The section on grading criteria and rubrics was really eye opening for me in terms of being relevant in your criteria and making sure you are grading on exactly what is being taught to the students, not on what you think they should know. Making sure there is a clear learning target is really helpful for students to focus on and have an early understanding on what is being taught that day can drastically improve their quality of learning each day. These articles continue to be helpful and eye opening for me as I learn more and more about becoming a teacher one day.

Assignment Template: California's CCSS

This article about California's Common Core State Standards for ELA and Literacy was perfect timing for me to read because I was just working on my Unit Objectives for my three-week unit plan. It was helpful for me to see the State Standards for what is expected of my students when reading literature and texts with them. I learned the essentials of what I need to prepare my students for as a teacher of ELA by discovering that it is important to assess your students both on the factual information being presented in the text and also key concepts that the text displays. For example, if the students are reading Huck Finn, it is important for them to be able to name the main characters, give a plot overview, as well as answer specific questions about the setting or moral context of the story. However, it is also important to assess them on things like "find a metaphor" and be able to give a description of what a metaphor is. Having the students identify certain language in the text and have them justify why that kind of language is used in that way, is also a good tool for them to grasp and retain what is being read. I learned that there is many ways to assess students on literature, and different teachers can go about it different ways. Before giving any sort of assessment on the material, it is also important that you make sure the students are actually understanding what they are reading. This can be done by having them annotate and analyze the text, jot down key points as they read, and write down questions and have a question/answer discussion after the reading. This sort of structure can allow them to draw helpful conclusions before they are assessed. All of these are new, enlightening ideas that I have learned since reading about CCSS in depth.