August Meeting

Anyone there? If so, I hope we can all meet before school begins. Dates may be difficult as the time grows ever shorter. I am facing a challenge unless there are a few weeks to ask off from Krogers. Always have Tuesdays and Fridays off without question. So......... if you can work around that I can take a short notice! If I don't get to see you all, have a wonderful year back to the kids.
Our best thoughts especially to Anna and family. Cheerio, Carol Frey

Actors Guild - Godspell

Hello everyone. Here is the link to the Actors Guild of Parkersburg website.

www.actorsguildonline.org.

They haven't put up all of the information about the new season, but there is a listing. Godspell opens in mid November and opening nights are buy one/get one. Groups of 20 or more get a slight discount if you reserve in advance.

Next summer I'm directing "A Year with Frog and Toad" based on the classic books. It's a great little musical that I'm excited to do.

Take care - it was a great summer. Let me know how I can help coordinate the get together if you all decide to come to Godspell. There are some good restaurants up this way.

Thanks again!!!

I just wanted to say another big thank you for the generous gift you all gave me today...truly above and beyond!

Also, Don (or anybody), I tried to post on the NWP e-anthology and all I could get it to do was post a summary...I couldn't find a place for my actual post. When I hit "new post" it took me to a screen where I could title it, put in an optional summary, and optionally request notification if I received comments. Any ideas? I was so disappointed because I thought I was being so clever with my title and now I feel like kind of a doofus (spell?) with only a couple sentences following my fab title. I suppose I'll get over it.

Meet before school starts?

Hey all,

What do folks this about a potluck/party before school starts. Something like 5pm? It doesn't even need to be on the weekend, right? What does August look like for folks?

I'm volunteering mi casa for the event. I'll get you directions after we get possible dates. I suppose we can keep each other updated on this blog or the email front.

You all rock!

Survey Link

Here's the link: http://www.inverness-research.org/NWP-SI-Surveys.html

Black Magic Cake

Black Magic Cake by Doris Ramsburg

1 3/4 cups all purpose flour
2 cups sugar
3/4 cup hershey cocoa
2 tsp. baking soda
1 cup buttermilk or sub. (1cup milk and 1 tbs vinegar)
1/2 cup vegetable oil
1 tsp vanilla
1 tsp baking powder
1 tsp salt
2 eggs
1 cup strong coffee ( instant or regular) you could use decaffeinated but whats the point?

Bake at 350 for about 25 mins.. or until done in the middle

Icing:
3 cups sugar
1 cup canned milk
1/2 cup water
dash of salt
1/2 cup cocoa
1 tsp vanilla
3/4 stick butter

Bring first 6 ingredients to a boil until the syrup reaches "hard ball" stage (sticks together when dropped into a cup of cold water.) Then add butter and pour over the cooled cake.

Out of words!

Well, it's day 19 of the institute and I've decided I'm officially out of words! It has been a wonderful four weeks folks and the friendships we've formed I hope will carry me through the next few years. I sure wish I hadn't run out of words until sometime next week but I suppose I don't get to make that choice.
This is a great lesson for me. Maybe if I'd have shut-up a bit during class I wouldn't have used up my band-width and would have had enough to get me through- I am very thankful that we have a few more days of silent inquiry to help me sort out my investigation. If I don't say anything today I'm just trying to get the words back!

Oh Pam...

You have inspired me. Last night I used my Swifter. You were sooooo right!

AWP Recipes

HAMMOND'S BOW TIE PASTA


8 OZ BOW TIE OR OTHER PASTA (COOK WHILE MIXING THE INGREDIENTS BELOW)

1 TABLESPOON VEG. OIL

2 MED. CUCUMBERS (THINLY SLICED)

1 MED. ONION (CHOPPED OR SLICED)

1 1/2 (MORE OR LESS) SUGAR (MAY SUBSTITUTE OTHER SWEETENERS)

1 CUP WATER

3/4 CUP VINEGAR

MIX ALL INGREDIENTS EXCEPT PASTA

ADD MIXTURE TO COOKED PASTA

ALL TO STAND IN THE FRIDGE FOR A FEW HOURS BEFORE SURVING

Awesome day today all!

Sarah asked me if I had that whole theater reading planned. No way. I love the way things work out/fall together. That was special for me to honor both my family and my co-teachers (as you all are).

Thanks Mark and Carol for reading.

See you all tomorrow. (Aren't these essays powerful.)

Zach

11:40 PM

Well, it's 11:40 PM and I am still up working on my inquiry paper. I am sitting here taking my "break" and thinking about all the great educators that I have had the pleasure of getting to know. I am really going to miss you. How I would love to get together to see everyone. Robin has already proposed a theatre night out. I would love to come visit any of you and observe in your classroom. If anyone would let me come watch, let me know.

Already sad about Thursday.

Poetry, Sex, and Social Issues

Great job, Zach. I wanted to post this question so folks might see it and comment:

I saw so much sex in Blake and on the wall today--naturally, ha! (hope my poet-partner, Robin, wasn't too uncomfortable with my rather personal readings, lol)--but, how do you (do you) approach this issue/topic with HS students? I mean, "romance" is one thing, but then you have "blissful coupling" . . . Tonya's demo danced around sexuality as well . . . it certainly is quite a huge social issue that may, er, engage young minds . . .

Any thoughts? Or do we want to open that can?

More Thank Yous

Thanks, Bobbi Jo, for passing along some research that will fit very nicely with my inquiry. Thanks to all in the high school reading group for your encouragement and participation. The experiences you have shared will enrich my essay.

Feeling Good, sort of!

I am making lots of headway on my AnnoBib (as I have come to call her) and my research paper. There is still a bit of sorting out to do but I think the final product will be a combination of my usual "just the facts" approach and a thoughtful consideration of the qualitative factors beyond the hard data.

Release me!

I am having a harder time than I thought breaking away from a traditional research paper into this more interactive, evaluative inquiry paper. I understand and like the reasons for writing this way, and I always thought I was better at writing with my own voice interjected. Maybe I'm a product of "academic" writing overkill.

Deb N

Man, don't let her read your paper - she will drive you crazy with deep, deep questions that might lead you to feel compelled to look for deep, deep answers - I am afraid of water I can't see through...

Deb Edgar...the official blog post

I told Debbie that I was going to blog about her today because I knew she would hate it. Here are a few items of interest about her.

1.)She hates to decorate her classroom. In fact, several of us took care of that for her last year. It looked GREAT!
2.)She always knows what is going on at the school - even if she has to make it up all on her own.
3.)If she had her choice, she would have been a ballet dancer - she trained for years, but a freak elbow injury kept her from bending her arms in the right position and she just looked funny trying to do all of the moves.

Seriously though, she does a great job with the kids and she isn't the "anti" like she likes to let on that she is. She cares about her teaching and just seems to know what is right for her students...even though I may disagree with her from time to time.

The OFFICIAL Zac's Demo Thread

I'm challenging everyone to offer insightful, critical commentary on Zac's demo this morning. Here's the place to do it.

Research Resources

I just wanted you all to know that my brain is frazzled (just like my hair according to my children). I did get help from a great librarian on the 6th floor. We found almost every book that I wanted to look at. I am writing this Sunday from my kitchen desk, hoping to get some more guidance from our fearless leaders tomorrow.

See you all soon.

research

It seemed weird not to watch a teaching demo today. I enjoy 'em. The research time is nice. I needed it to relieve some of the anxiety that comes with the project.

Adult AIPD

Today I have diagnosed myself with Adult AIPD - Accute Inquiry Paper Disorder. This is something that I know I can do it - but just can't get my brain wrapped around where I really want to focus. I'm going to have to back to my quiet Alden corner all by myself and do this. This weekend brings a bit of life craziness as we celebrate my parent's 40th wedding anniversary and I have a newsletter to write too. (Hmmm...maybe I'll put that in my paper somehow.)

OK...like my brain has been today...I'm rambling.
Have a great weekend.

writing today

ugh - i just wrote this whole thing and lost my connection - so again - the writing day was really great - thanks to all in the room who let me chatter until i composed my thoughts - it's a strategy that i find really helpful and like to use in my class too - ok guys 2-3 min of talk then work! have a great weekend

Mad Highlighter

I think I have a direction now in my inquiry paper, but I feel like it's going to be one of those writing situations where I have to force myself to stop...there is only so much research I have time for and I have trouble being selective sometimes. Maybe that's why I dislike actually reading through the research I have gathered...somehow I find nearly everything important and end up with a florescent yellow paper instead of a white one.

Oh, What a Day!

Today has been exhausting, but I loved it. It's good for the teachers to do the things we ask our students to do. I'm relearning and discovering some new things along the way so it's been nice.

Annotated Bib bits

I've had a wide variety of formatting/content questions regarding the annotated bib.

Here are a few guidelines: Give it a title. After the title, write a brief (3 or 4) sentence paragraph letting us know your inquiry question and the thinking that guided your choices in picking out your research.

After that, begin your citations (put them in alphabetical order according to the authors' last names) and following the bibliographic information in a citation, write briefly about the critical assumptions the research made in considering your topic and discuss how this research is critically relevant to your question. Use single spacing within your citations and place an extra space between each citation.

There is time on the schedule next Tuesday for more drafting/revision/editing time. That would be a good time to share what you have with each other and to run what you've got at that time by Sherrie, Deb or me.

If you have more questions, comment on this thread and put them there. We will respond.

AHHH!

Well I am on the 5th floor at Alden. This is suppose to be the NO TALKING floor. The librarians however have other views. Two students have asked them to be quiet. I am next. Give me strength to be nice.
I need more guidance for the Inquiry paper. When I feel like I have a grasp I loose it, then I feel like I am starting all over again. Maybe Monday we can co hearse our fearless leaders into more details, direction... conversation.

"Somehow we need a way to share out favorite quotes," whispered Lynn. I decided to shout it.

Let's Share Some Quippy Quotes.

Mine: "You can fool some of the people all of the time. You can fool all of the people some of the time. But you can't fool all of the people all of the time."

Reading to students

As Zakes read aloud to us I looked around the room
At first, most followed along in the book,
but as he continued books closed
Eyes shut
and we listened
How peaceful was that moment?
I then thought back to my classroom
at the end of the year you ask..
What did you like the best?
Almost always...
When you read the book _________ to us in the classroom.
The power of books through OUR voices.

New Genre

How insightful about our new genre. I am already making my poster to add test questions to my writing genres. Robin your lesson led to this discussion. It will be interesting to see if our efforts lead to college success.

to Mark from Pam

Mark,
Forgive my little slap on the back of your head. Imagine that was my hammer and you used a big word! That was a reward for your intelligence. Continue to excel, and I may strike you again.
(Don, if this comes to you...please send it to Mark.

Writing Process

It was so interesting to hear how Mda's process of writing worked. I forget who asked the question, but that you for doing so. In my own, personal writing, I often feel like when I sit down to write it has to be a big deal...like the visual of preparing for the first day of school...pencils sharpened and everything. Mda's writing process seemed to emphasize THINKING as part of the writing process, as I've learned is so valuable here...quick jots in a notebook whenever inspiration strikes, in whatever room, even while taking care of his kids. I feel inspired that as my life becomes busier, it IS possible to keep writing, and writing well.

Elementary Group

I thought it was time that our elementary group started a little conversation. While we have been less than overjoyed about our book that we have read, I think our discussions have been great. Having the time to share things teacher to teacher is rare and you are all "keeping it real" despite our challenges.

Zakes Alive!

It was certainly nice to meet the author today and learn about his process for writing. I find it amazing that this man can map out a novel as he does and then see it through to completion. I admire the work that he is doing with some of the individuals responsible for the success of Cion. Due to his interest in this group of people, more Appalachian voices will be heard and important stories will be told that may very well inspire the rest of us to get on paper our stories that we may have confused all along as simply ordinary. I know that I have been inspired.

Apology and thanks to the high school reading group.

Different genres

Good discoveries. It helps to think of extended response answers as a genre of its own. I think transfer this to classroom. I will add meta fiction to my genre list as well.

The OFFICIAL Robin's Demo Thread

Okay, instead of 15 different threads on Robin's QAR demo, how about commenting here?

Thursday, WEEK III

Even I am nearly at a loss for words at over how totally awesome today has been: Zakes Mda, Robin's QAR Demo, NWP E-Anthology -- all in one day.

Tomorrow is Friday; it will be a good day to write, consult with each other, and decompress. Blog away.

Link to a Poem

Hey Lynn,

Here's a link to that poem I was telling you about this morning: http://www.americanpoems.com/poets/ednamillay/7363

It's called "The Fawn" and it's by Edna St. Vincent Millay.

Poem

Lost Blossoms
By Pam Steele

Teaching in Appalachia can be
Joyful devastation.
From the hills and hollers they appear at my door
Unaware of the challenges they face.
The reality of what lies before them
Could overwhelm me…if I let it.
I’ve traveled the journey on which they’re beginning
And I trust God to lead, guide, direct me , to do His will…
For them.
Commitment to helping the childen find their voices
Go into the world ready to face evil.
It finds them.

Look…see…dream…set goals…give yourself
Appalachian courage to be uplifted,celebrated, admired.
Our children are a garden of varied blossoms
Sweetness, grittiness, laughter , tears.
Saying listen to me !
Acknowledge I exist, help me survive.


The Appalachian garden has changed in my lifetime
Predators have invaded the beauty of lush childhood landscape
Answering to any name…weed, cocaine, heroin, alcohol…
Destroyers of the garden, and I can’t find the
Chemicals to eradicate their damage.
One by one ,my beloved kids
Are losing their path, their rows are winding crookedly
The garden is lost in a sea of dealers
With no regard for the blossoms; only money.

I’ve spent too many days at funeral homes
Aching with families, crying with their classmates
Grieving with other teachers they’ve had.
“What can we do to stop the bleeding…
The loss of our young rising Appalachian stars?”
Doggedly,
I talk with them, write letters of strategies for survival….
Send them, sealed with hope, to treatment centers in
Columbus, Cincinnati, Cleveland…
“You can conquer, you can live your life’s dreams,
You need not become a statistic…a soul lost
From the foothills…from your promise.

Maybe it’s the teacher in me that embraces their bouquet
As my teachers unfailingly did for me.
But Appalachian kids are fighting a war
Without weapons ; unarmed innocents.

And do I continue to wage the battle…
Without John, the bipolar suicide,
And Susan, the writer-in-waiting overdose
And Bronson, the wanna-be pro athlete? I miss their aromas,
Their changing vivid hues, their possibilities.
The garden has lost its precious blooms
They aren’t coming back to comfort me
They aren’t moving forward with their dreams.
Anger for their lost futures overwhelms me
I scream silently.
Love them still,
As I mourn the loss
Of our blossoms of Appalachia.

Your Place in Writing

I'm thinking about issues related to "Place" today.

CION Lit Crit

You might want to take a look at page 15 of this article:

http://postcolonial.org/index.php/pct/article/view/769/602

It deals with Mahlon and the stories he tells.

Metafiction

Metafiction---looks like it is the perfect type of fiction for us, folks. Note the term "self-reflexivity" is used twice in the second paragraph. The myth of objectivity continues to be addressed.

Definitions
Metafiction is a term given to fictional writing which self-consciously and systematically draws attention to its status as an artifact in order to pose questions about the relationship between fiction and reality. In providing a critique of their own methods of construction, such writings not only examine the fundamental structures of narrative fiction, they also explore the possible fictionality of the world outside the literary fictional text. (Waugh 2).

Although implicit in many other types of tichonal works, self-reflexivity often becomes the dominant subject of postmodern fiction. In 1970, William H. Gass wrote an essay in which he dubbed the novel's self-reflexive tendency "metafiction" (Waugh 2). Critics of post-modern metafiction claim that it marks the death or exhaustion of the novel as a genre, while advocates argue that it signals the novel's rebirth. Devotees claim that other genres have undergone the same critical self-reflexivity and that the definition of the novel itself, "notoriously defies definition"(Waugh 5). Waugh comments that, "contemporary metafictional writing is both a response and a contribution to an even more thoroughgoing sense that reality or history are provisional: no longer a world of external verities but a series of constructions, artifices, impermanent structures"(Waugh 7).

Wow Lynn!!!

Lynn, this lesson was amazing. I loved the use of art and inference and cultural/current events. This would be so easy to turn in to a writing assignment for either English or Social Studies or even Art classes. I love when I can show the kids that real life is not divided up into 'subjects,' but it is a blend of all of them.

Great Lesson, Lynn!

I loved your lesson, Lynn. It was very thought-provoking and challenged me to look at The New Yorker covers critically. I'm excited to use this in my classroom. Thanks!

Unique New Yorker

I've glanced at the New Yorker magazine several times but never really paid attention to it. I'm not a big political person, but I now see how great these covers are and it makes me want to read one of the magazines...after this class is over. Lynn, I thought you did a great job with the lesson. I appreciate your depth and I get the impression that you are able to "get the best" out of your students. The assumptions that you have when dealing with writing are endless - most notably that of tone. Interpretation is another important factor and I believe you demonstrated this very effectively. I can be a very literal person and sometimes I feel like poetry simply doesn't speak to me as I would like for it to. Through lessons like this, I can feel my own skills developing and hopefully will be able to transfer this into my teaching.

By the way...Lynn mentioned Godspell today. The Actors Guild of Parkersburg will be doing the show this fall. The director (who is also a teacher) is taking some very creative liberties with the show and it should be fantastic. It's a little far for some of you, but maybe we can meet for a night of community theater. I hope you don't mind my shameless plug for the Guild.

The New Yorker

Lynne's activity was thought provoking and well- assembled. I think that proposing a challenging activity to high school students is a great way to inspire thinking about topics that they may not normally be in the habit of considering. Providing various ways in which they can respond (the question sheet) to numerous prompts is a great way to find something that most students can successfully complete. I love the use of print media materials from outside our regional area as a means of giving students a broader look at the world in which they will be living.

The New Yorker

Lynn,
Thank you for tying in art with literature. There is a story behind every picture. How fun would it be to have the kids bring in a picture and pass the pictures out and have them write a story about what they see. Then have the owner of the picture tell the true story. Finally, have the owner use reflexivity to write about how they saw the assumptions of the student who "read" their picture.
Anna, I agree that this would be so fun for a dinner party.

Lynn's Demo

I think tone and satire are difficult concepts for middle school students to understand, and even sometimes even harder to teach. I liked the usefulness of the lesson. I enjoyed the artistic aspect.

My Brain Hurts- again :)

Lynn- your lesson today had such depth! We are so lucky to have you in our district and, of course, as a part of AWP. I loved that you use the artwork from New Yorker to provoke thought in your students. I think I'll use an activity like this as I start the year off and I'm working to get the kids to see themselves part of a learning community rather than captives waiting to be released each day at 2:40
Great Job!!

What A Day Is This!!!!!!!!!

Another one of those touchstone days. What with the interesting writing prompt of amazing coincidences and listening to the stories poured forth on first writings, Lynn's thought-provoking class re tone and humor and music, Don's samples of Appalachian music outdoors and finally the awesome discussion of Cion (thanks Deb for pointing out so logically some of the reflexivity in the book), what more can a day hold? Must this class end?

Lynn, you struck tone with music (we would call that a "hook" in our school), poetry, visual arts, and writing. How to put that into less than an hour is awesome!!!!!!! What a good idea to use covers from New Yorker!!!!!! Although there was too much material for our group of 3 to cover, the discussion and conversation was a plus.
This class surely has great conversation! Am looking forward to tomorrow to be sure. Cheerio, Carol

Party Game

I don't teach high school, but if I did I would use Lynn's lesson in a heartbeat. I also think it would make a great dinner party game...any takers to break out the vino post-baby and dissect New Yorker covers with me? I didn't want it to end, but I'm glad it did, Lynn, because the poem you showed us was excellent as well.
Assumptions:
-Lynn believes in THINKING
-Tone, parody, and satire are important skills to navigate media
-Multiple points of view are expected, welcome, and encouraged

Dream Co-Teacher/Some people have all the luck

Just a little story...

I have a friend from Lancaster who is independently wealthy (not a teacher, obviously) and who moves in different circles than I do. About ten years ago, Bill Moyers came to Columbus to film a TV program called "Children in Ohio's Schools." It was examining the school funding fiasco here. Bill is a hero figure for me, and one of the panelists involved in the program was an author, Jonathan Kozol, who wrote a book about education that knocked my socks off called Savage Inequalities. About a week after they taped the show, I saw my friend. She told me that she had been in the studio for the taping and how amazing it was to be around such committed educators. Suddenly, she got a weird look on her face. "Oh, my gosh," she said. "I had an extra ticket. I bet you would have enjoyed going, right?" Enjoyed going? How about would have given my right arm?

Anyway, ... later that year she came back from one of her many globetrotting trips. She told me that she had been on a Sierra Club cruise up the coastline of Alaska to view the scenery and the wildlife. Oh, my gosh, grizzly bears... My totem animal. Anyway, she then said, "Hey, there was this really interesting woman on the trip that I got to spend a lot of time with. She is an author. Maybe you have heard of her, since you like nature writing so much. Her name is Annie Dillard."
Maybe I have heard of her? She is just my total hero figure, and she wrote my favorite book of 20th century non-fiction, the Pulitzer Prize winning Pilgrim at Tinker Creek. Two weeks on a small, luxurious cruise looking at some of the most gorgeous wilderness left on the planet with Annie Dillard, and "maybe I have heard of her"? Word fail me. (School appropriate words, that is).

Two people I would love to co teach with: Bill Moyers and Annie Dillard.

There is no justice. But thank goodness there is irony.

Dig in, People!

The tree sessions are usually interesting. Thoughts are shared and proposals are pondered. Big picture, wholesale changes are unlikely anytime soon from our friends in Columbus and Washington. Keep doing what you are doing to share the best of what you have with the kids. All the while, plan your run for Congress! :)

Dream Co-Teacher

While I'm thinking about this one, Zach, consider this: imagine a school where the faculty was AWP 2009. Personally, I think we'd kick butt. I'd hire all y'all.

That's the hard part of Zach's question for me--picking just one.

Cion

Thank you Cher for thinking of the idea of magical fiction. That book is so hard to classify (I guess it doesn't need a label per se) but it does help me better understand a perspective the author is coming from.

People under the tree

I can't tell you all how much I love just sitting under the tree and talking about the book and teaching in general. I am learning just how much information our colleagues have. Zach posed an interesting question while we were out there. Maybe some of you would like to comment also.

If you could have anyone to be your co-teacher, who would it be?

I chose Bill Cosby. He is everything that I lack. He is blunt and very intelligent and insightful. He is also male and black, neither of which I can claim. Answers please.

More the mill

axiology

Philosophy. the study of values, as those of aesthetics, ethics, or religion. — axiologist, n. — axiological, adj.

Ha. One more for the mix. What a fun discussion. Thanks for letting us be us, Anna. You were awesome.

The Palmer Parker group ended discussion today with this: If you were able to pick your co-teacher -alive or dead- who would it be. (If you picked a dead person, they would not be putrefied in your classroom.)

Mini-concert tomorrow

If anyone is interested, I'm going to try to remember to bring my guitar tomorrow, and I'll play a few songs at lunch time, probably kick off after I've downed my own sandwich at about 12:30.

Under the Trees

Thanks to the secondary ed. group who meets under the tree.

I believe that our sessions model an excellent model of Palmer's "community of truth." While there is an acceptance of one another, there is plenty of room for differing. We have spoken freely and gained more insight in the "great thing" called teaching.

I greatly value each of your thoughts and expressions. I've become more aware of myself, my subject matter and role as a teacher.

Even when it seems we've left the book, it still surfaces as an important resource and source.

Lightheartedness

Today I feel like we have laughed so much - something that I feel is vital to the learning environment. So many times we get caught up in "ourselves" and what we have to do and forget to just enjoy the moment. Thanks to everyone for making today a little lighter.

Anna's lesson was very useful and needed - despite the behavior problem students. I am a firm believer that our beginning writers need some sort of structure as they start to develop their own voice and simply get the ins and outs of what it takes to become a good writer. Like Don said, this is another tool in the toolbox that we can use.

Cion

The lit. circles that took place this afternoon helped me center my understanding of this book. We were asked to comment on the structure and what started out as 'what structure' turned into 'oh- that structure'! The discussion on genre couldn't have taken place at a better time, either! Just when I was feeling a bit out of my comfort zone (okay- feeling like a joker amidst the scholars). I can't wait to get home and revisit this book to apply my Ah hah moments!

Cion Activity

I really enjoyed the activity we did with Cion today. I was in the group that asked, "What character did I most react to and why?" I've done similar exercises with my freshman students--assign a reading and then have an open book quiz the next day. I'd like to see how my students reacted to more open questions, like the ones Sherrie gave us. Will my students actually give me more (or in the case of a few of my students, less) in these open questions, as opposed to guided questions that can be restricting? I think we all know that the answer is a BIG FAT YES!

The Proposal

Cher and I will meet all of you at the movies. It is on State street. Starts at 4:05.... I am going to start walking soon...
Can't wait to laugh and spend time with my new found friends!!!

Tuesday Week 3

The awesome just goes on and on. Remember that you can yak about anything related to this class in this blog, and related can be very peripheral. Now that thing you want to yak about, is it epistemic or ontological... just kidding. Blog away.

Great Job, Anna!

Anna~ you did a great job with the 4-square writing. It was refreshing to see the depth this program has. I'm sure your students are very comfortable using having the safety net you're providing for them!

anna's lesson

She illustrates through her 4 square activity that writing is a process. I liked the structure that she gives her students. It takes the anxiety out of a large writing project by breaking it up into pieces. She also touches of many reading and writing indicators. It was a well rounded lesson.

Anna's Demo

Hey Anna,
Great demo today - I'm not usually in need of quite so prescriptive of a writing plan - but I'm getting a student this year that I'm thinking is going to need some extra support - I really like this so much better than the other programs - It's so simple - you did a great job presenting it too - you should sign up for some pd teaching at your school - well done!

Thanks Anna....

I am glad it was you and not me. After our morning discussion you did a great job at keeping us on task. I have used the four square before and now that I am moving down to fourth grade I am sure that I will find myself going back to it. Isn't funny how somethings come back around to us as teachers. I also loved how you tackled the word thesis. From a science perspective I love you. This concept is so hard for them to grasp. Yet, you made it so matter-of-fact that it did not seem intimidating.
How would I add reflexive writing? Maybe have them compare their beliefs to another student's thesis and contrast the differences. Thanks for the lesson, I am looking forward into "squaring" my kids.

Don's Adage

Your Admin Memos

I've been reading your admin memos, and once again, I'm impressed with the quality of the writing. I'm reading what I take to be a lot of heartfelt concerns, and I really appreciate the sincerity. Thanks for the thinking you put into this assignment; I'll try to have your papers back to you in the next couple of days.

Great Portfolio, Tonya

I'm completely intimidated. My favorites are the barn/sky picture and the ground level daughter picture. But what do I know. Anyway, I'd hang them. Thanks for sharing.

Ron's Lesson, Memos

I appreciated Ron's enthusiasm this morning in his lesson. Even though this is a book that is unlikely at my grade level, the ideas will transpose. The use of graphic organizers and analyzing can be applied to many readings. I especially thought the character analysis part was beneficial.

The memo lesson was something that I enjoyed and felt comfortable doing. The past few years, I feel like a lot of my writing has been "technical" in form - writing memos, notes, newsletters, etc. It's a good way to get your point across and potentially influence ideas.

Researching...

It's been awhile since I've had to do scholarly research. I forgot how frustrating and overwhelming it can be at times. BUT...I've also been reminded of its excitement and potential. Fun stuff!

Researching

I like the idea of working on this project in class. I have found some material that looks useful. I need to sort through it more to get a handle on what is important to my paper. I wish I had a better grasp of ref works though.

W2Learn

The proposal activity was a great way to find out what little I know about writing to learn. I get the gist but I don't feel like I've 'got it' yet and I'm not sure I even know what 'it' is. I can't speak highly enough of the safe environment we have to work in. The shredder really helped me get started today and with my attitude issues I needed it in order to be at all productive.
Here's to a good night's sleep and see you all tomorrow!

Research Time

It was great to have time to play around with the library tools. I feel a little more settled now. I've found a lot of articles related to my topic...now the trick will be to whittle them down to ones that will actually help me with my question. I can see my question continue to evolve as I look at this research. Is this a good or a bad thing? I don't want to bend my question to fit around what I have found, but at the same time I might find a way to synthesize information in a broader or narrower way to make better sense of it.

Giving us time!

Thanks for giving us time after the long weekend to work on more research for our topic. I would like to try to get more focused. I hope there are more activities leading up to where we are now. I am just like my kids, once I mention a topic then let it go for a while I come back full of questions and eager to get these ideas onto paper before I forget.
Ron, my whole narrative was about how we start to categorize our students. Maybe not so much in the younger years but in High school, you have those who are going to go to college and those who aren't. What you said about the football player today really struck a cord. Thanks for a great lesson and helping me realize that no one is ever the right fit. Anyone can do better. I want to read Call of the Wild again

Letters to administration

I thought that this activity was really eye opening. It was something like someone saying "OK If you really want this, then tell me why it is important." And then we just stand there with our mouths open and no words to fill it. Articulating how and why the current system is not working was my starting point. I then gave examples of how writing could be incorporated into different disciplines. Do any of you think that you will actually send a letter like this?

Love that shredder

I have had something on my mind that I've been thinking about - I decided to use the writing w/shredding choice to address it - I like it!

The afternoon activity.

I enjoyed the afternoon activity today. What better way to make sure that we know our stuff than to present it to those who make the big decisions in our district? After all, if we expect to affect change, we will likely have to make this very sales pitch at some point in the future. Today's activity was a nice dry run and a solid pre-writing activity.

Ron's Lesson

Since I've not presented this lesson yet, I need your input. I truly value your insights. I'll take pats on the head as equally as a kick in the butt.

Let me know.

Ahhhhh.... The Break!!!!!!!!

Anyone else who needed the "extra" day as much as I did?
Wow!!!!!! Just to unwind and direct my head to our different type of writing is more than difficult. Like making a U-turn on a crowded interstate!

Chris was terrific on Thursday afternoon, but I was always 2 steps behind and trying to remember each step to find and keep research so that I could go home and replicate was nerve-wracking.

The only positive feeling is that if I learn as much from this research essay as I did from the reflective essay, I will have made gains. My doubts, though, are strong at this point.

However, I am in love with personal essay writing and find that when doing the most mundane tasks, I am turning things over in my mind as to "how to write it as a personal essay". It has become fun!!!!!!!!

Re the essay due today: keep changing my paper and wondering which sounds "right". Voice, structure, pace, clarity......... Well, the final printing is complete and am excited to see where the ball rolls. I want to do more of this; it is not a stopping point, but wonder, with the new school year beginning all too soon, how much time I can devote to writing and anyway, who will critique it?!

Pam's Lesson

I can relate to the difficulties of speaking in front of adults. It can be difficult. Pam's students will be much more comfortable doing this later on in life. It was a great lesson Pam!

Pam's Lesson

What I like about the lesson was that it was not just a one time, high pressure test. Students were given several chances to show improvement. With a skills based lesson like this, we can apply the lessons to the skill that we want them to learn instead of trying to apply the skill to one particular lessson.

HAPPY 4th OF JULY!

Wishing everyone a peaceful and safe holiday!

Assumptions in Pam's Lesson

Students benefit from being video taped while giving oral presentations.
Students gain more confidence and better public speaking skills the more they practice public speaking.
All students need good public speaking skills, regardless of ability level.
Students don't realize how much they improve over time, instruction, and practice.

Who are you? (Who? Who? Who? Who?)

On Monday, Deb is going to need a short bio from everyone to use in the Anthology. Go ahead and write a few lines about yourself that will can use to attach to your stuff we put into the Anthology.

Don't forget that your narrative pieces are due on Monday, and we will need everyone to be able to submit a Digital version to Deb. Word is great, but RTF is fine too. If you have any formatting/file type questions, post them here this weekend, and I will respond.

This Pam Makes Things Stick!

Usually, I use "PAM" to keep cakes from sticking when I bake them. However, our PAM knows how to make things stick. Thank you Pam for bringing in the humor and high expectations to this important skill of public speaking. I appreciate your detail to this topic and your encouragement to the students. I plan to incorporate this in my room.

chinese

Hey guys, Chinese was good today - thinking about ordering pizza one day next week...

Public Speaking

You are so right that kids need this piece in their life so that they can have more confidence around their peers. You have the biggest heart. I would love to be a fly on the wall while you are teaching. I am going to steal your packet and improve my classroom with your handouts and motivation.

Public Speaking

I wish I had Pam for 5th grade! What a wonderful life (and standards based!) lesson; the best part is it's not over when the lesson is over. Some assumptions about Pam's teaching:
-Pam believes in supportive environments with lots of feedback
-Students learn best by doing
-Giving expectations and models helps students understand better
-Humor is an excellent teaching tool
-Multitasking is practical and necessary (combining speech with writing, study skills, social skills, narrative/expository construction, etc).

Great lesson...especially The Hammer!

Pam's Presentation

Pam,
You're hired! When you retire, I want you to move to Lancaster and help my wife and I finish raising our sons. Your method is straightforward and authentic. I am certain that you are effective with most every child. Keep doing what you are doing. You ooze confidence and ability. Long may you run!

Field Trips

Anyone have ideas for free field trips? Deb you have inspired me. What else could we do?

Flipping Genres

What worked so well for me in the assignment to turn the heart of our essay into a dialogue, a poem, and a research question was that it got me to lighten up! In the blogs about our essays I see a recurring theme of the risk/fear factor present for so many of us. I was able to laugh at myself a
through the activity, and I know that is going to help me revise more effectively tonight. I'm just not sure how! But trust the process, right?

Motivational Poster

Ask me how I did this.

Deb's Demonstration

I really enjoyed your presentation, Deb. The subject matter was right on! Community is where it happens and strikes up motivation not only with your students, but also with their families. I have gone through Belpre so often and am pleased, personally, that now I know something about its rich history.

Your organization with power point was also great and easy to follow. I am hoping this year my students will get the instruction, along with their teacher so we can use it in the classroom regularly.

Thanks for the ideas and examples. A fine performance.

One More for Cut and Paste

One more great example of letting go and seeing the reflexivity of our writing.


My head opens again as the realizations come pouring in. Lots of "aha" moments for me today and Murray is the frosting on the cake. I love his writing style and am sure will read at least parts of his book again before school begins.

Thanks Deb

I really appreciate the discussion that I had with Deb Nickels yesterday regarding my autobiography. She is a great questioner of men. Her questions were thought provoking and encouraging.
The cut and paste activity today was interesting. I think allowing some one else to "re-assemble" our work provides a much needed new perspective on what has been created thus far.

Deb's Demo

I liked her demo. I think it is important to realize that meaningful writing can take place in any genre. By focusing on historical fiction in this project has made a social studies teacher's life a little easier. Her kids have a writing experience that will allow them to draw inferences throughout their academic careers.

Deb's presentation

I absolutely loved all of the sensory elements in Deb's lesson. Talk about motivation! If they could actually taste what early settlers tasted (and they can do it in their own backyards) imagine what literary imagery would come up in their writing. They (whoever "they" is) say that you write what you know. No wonder my kids only write about their dogs and their little brothers. Teaching is expanding thinking and experiences, then applying new skills to the world around them.

On another note, was the cemetery within walking distance of your school? In our district we are no longer allowed to go on field trips that require buses. Luckily my school in is town, but there are only so many places you can walk with a big group of kids. What do other people for creative, close to home field experiences?

Fun Times

I loved the cut and paste exercise/game. Even though I felt overwhelmed at first, trying to do justice to Carol, which was WORK, if eventually found PLAY when letting myself go and allowing the text to speak to me. Think of most of your light bulb moments...I bet you were having fun.

Let It Go

Has anyone notice that the more we let go of our writing the more that reflect us.

For example, when we quit be so protective of our ideas and others question or add to those ideas, we dig deep for relevance and meaning.

If our compositions are our kid, let's not be overprotective parents.

Analogies

Don- your analogies make learning so much easier for me! Ron reminded me last week of the acronym- Keep It Simple, Stupid! Your ability to keep it simple is refreshing and I thank you for that. As I turned to Robin to catch the exact word I needed, and he in turn turned to Deb for help, I am once again amazed at the learning community that I've become a part of. We truly are in conversation with a great group of people here!!

About cut and paste

I had a thought while doing the cut and paste exercise today. Our paragraphs should have more than a linear order. They should be like a star, everything pointing to one key passage. I felt that was after reading the Murray stuff last night and I just had to drop it and go back to my paper, cut half of it out and re-do everything. I think it worked.

Demo Deb

First, I hope you know that my comment about Deb's writers being so good because of being in my class was complete sarcasm.

Second, I was excited to hear Deb's presentation today because even though we teach in the same building we don't get the opportunity to see each other in action. (I'm sure many of you feel the same way.) I really appreciate the discovery aspect of the lesson and am motivated to take some of this approach with some of my writing projects. Not only did Deb motivate me, but I also learned a lot about Belpre - information that I can now steal and teach my kids before they get to her!

Cut and Paste

I am really still unsure about this process - because the one I had was chronological it was relatively simple to piece together. I almost wondered if it needed to be cut up more? But when mine came back to me with chunks left out, and in a pretty much different order, I have to say it left me unsure what to do now. Start over? Leave it? Do it this way? I know the purpose was to see the possibilities...

"I've got the money, honey, if you've got the time!"

Our school's Special Programs Coordinator called me today and told me that they're extending the Title I monies to my "basic" 9th graders! I have money to spend, but only have a few weeks to decide how to use it in my basic freshman English classes. I'll roughly have 50 basic students. Any suggestions on how I can enrich my curriculum to promote thinking, learning, reading, writing...Please help!

Thinking Cap

Wednesday July 1st Blog-a-go-go

I hope you folks still have the steam to blog this afternoon. I'm proud of you all for the energy you are pouring into this summer institute.

Please blog a post about something important to you, and then comment on at least two of your colleagues' posts. Thanks.

Possible topics:
The Cut and Paste Revision Exercise
Deb's Demo
The Rewrite as a Different Genre Challenge
The Reading Rhetorically chapter you finished this afternoon.
Any random questions, concerns, or ideas regarding the Narrative Paper or the Inquiry Paper.
Any other random brain droppings that just won't go away.

Cheerios.

Murray

I understand each night why we are reading Murray. I took Don's advice and wrote my thoughts in the margins as I read. My epiphany was when I asked Carol yesterday what she felt my theme was. When she did not give me the answer I was looking for I realized more revision. 4:00 loomed, and we had to leave. The entire ride home my wheels were turning. Great choice of book and what a great inspiration Murray is.

Don's Journey---and Mine

Thank you so much, Don, for reminding me this morning to teach the journey and not the map. Thanks also for the reminder that it is not cheating to use ideas from our daily writing "time outs" to present in our blogs. I was writing furiously this morning in response to your journey/map riff, so let me share.

I am picturing the journey as a river trip, either by raft or canoe. As teachers, we are the river guide who is responsible for the equipment (paddles, life jackets, etc.), food, basic instructions such as paddling techniques and safety information. Then we get in the boat with the kids and we paddle together. We did what we could to plan for the trip, and we did it well. But once we are on the river, the risk factor enters. We are never sure exactly what kind of journey it will be. There are so many other factors that come into play---the weather, the level of the river, the athleticism/attitude of each individual in the boat. And it is the uncertainty of these factors that make the trip an adventure worth taking. As teachers/guides, we do what we can but then we have to relinquish some degree of control and let the river take over. At this point, we have to trust the process. We will get to the destination by sharing the uncertainties of the journey together.

Of course, Bob Dylan might say to us that, despite the whole journey, "You Ain't Going Nowhere." And, in a different sense, even though I am sunburned, wet, and muscle sore, I believe he is entirely correct. Ah, the truth of paradox. I am thanking Parker Palmer for that insight. And, Don, I am thanking you for your teaching this morning. It did what good teaching should do---it took me to a place that I could not have reached on my own.

Ideas?

While Sherrie was reading my paper this afternoon, she touched on something that I agree with. She said that there seemed to be something underlying in my paper that I wasn't revealing. While I agree, I don't know what it is! Does anyone have strategies they use in writing to dig deeper?

I want the green Play-doh!

This business of writing is messy stuff. Before I always thought that writing was the formal, neat aspect of English/Language Arts and reading literature was the messy, get outta my way, I'm searching for meaning stuff. But writing should be messy. Instead of starting with a bowl and trying to fill it with stuff, we should think of writing as a the clay we want to make the bowl with. Actually, we should use Play-doh to make our bowl--that way we can always add or take away from it. Better yet, we can roll it back up in a ball and start again.

Our writing studio

Wow we were truly working in a studio. I was thinking this morning about a "writing test" and how would we grade it. If art were a standard, how would we gauge how good an artist is? Art is art for it's own reasons. I might splash paint on a canvas because I am angry. I might paint a pastoral because I feel serene or it means something to me. Who is to say that I am not good at it? Isn't writing an art, also? Look at us perfection our pictures and none of them are alike. Anyone want to give the other a "C?"

A Rough Morning

Elmo, Hannah Montana, slippery slide
Lawn mower, weed eater - where can I hide?

All I need is a few minutes of solitude.
How do I make them understand I'm not being rude?

Noise! Noise! Noise! It can make my head spin.
If I were a drinker I'd go for the gin.

What's driving me nuts is that I'VE created this stress.
And unfortunately for me my "man emotions" are currently a mess.

I love my kids, and yes my wife too.
But I'm afraid that this summer I'll lose my place in the zoo.

Tuesday Afternoon

The drafting/revision/peer work is the very heart of what we do and why we are here. Although I would love it if you would share something from your writing journal (or other random thought about the whole "studio" process), I'm not going to get too bent out of shape if you spent your "blog time" working on your essays.

Cheers.

Writing in the Real World

Last night my daughter's boy friend broke up with her. Through tears, she rationalized the benefits of this break up. Still the hurt remained. As usual, I said little. No Dr. Phil here. At this time, no Dr. Phil needed. Her big sis was her solid rock but was without words.

Mom was crying just as hard as the jilted lover. To communicate beyond the hurt, my wife and daughter began texting each other while sitting side-by-side on the coach.

My first response was, "How absurd." It was then I realized that they were practicing what I've supposedly been learning here at the institute. They were using writing to express deeper thoughts, to sort out meaning, to be more true to what they really wanted to say.

I immediately bit my tongue.

Writing, for them was a natural response to this situation. It helped them articulate, but more importantly, confront and identify thought and feelings.

Hey, I'm the English teacher here. Still I almost missed this real-life application.

Guess, I've much still to learn.

pam...revision queen

This has been a mixed bag of a day. Our A.M. discussion was fruitful, and finding a quote to share from the Murray book was simple. I enjoyed Brian's (Mr. Thompson's) lesson, and plan to have my 5th graders use wriiting journals loosely based on Brian's. The handouts were worthwhile, and I felt good about what I learned.

Discovering the staff lounge was interesting, and I even coaxed a hot chocolate from the vending machine. Lunch was there, but I found it a calming spot to begin my paper after lunch The time to work was valuable. I'm starting from scratch, so wish me fruitful ideas.

Murray

Referring to Murray-there is always a good excuse not to write, I am the king of excuses not to write until the deadline is near. I always tell myself that I won't procrastinate next time, but I still do. I can't focus until I know it's now or never. Maybe it's the way I'm wired.

The autobiography

This assignment is impressive in that it seems to be inspiring most of us to critically evaluate either who we are, the paper about who we are, or both. Either way, I would called this situation a success. There are lots of determined individuals in the lab this afternoon.

Uma Who?

The type of writing and thinking this first paper is asking of us reminds me of a reflective quote from Uma Narayan, an Indian philosopher, who sometimes feels pressured to give an account of her own philosophies, why she thinks what she thinks:

There is nothing inherently wrong about the project of giving an account of oneself--of one's specific location as speaker and thinker; of the complex experiences and perceptions and sense of life that fuel one's concerns; of the reasons, feelings, and anxieties that texture one's position on an issue; of the values that inform one's considered judgment of things . . . It enables one to see, with humility, and gratitude, and pain, how much one has been shaped by one's contexts, to sense both the extent and boundaries of one's vision, to see how circumstance can circumscribe as well as inspire, and to become self-aware to some extent of one's perspective on things . . . (Dislocating Cultures)

Whew! What a lot to unpack. Sherrie and I were talking last night about why some people are more eager to delve into that kind of project than others . . . for me, I needed to make sense of my messy life . . . then, I needed to understand what parts of my teaching are idiosyncratic and what parts are driven by larger cultural concerns that I may only be subconsciously aware of? For example, why am I so drawn to dragging social justice issues into every frick'en lesson I teach? Because I suffered without social justice as a child? Because the culture at large--especially my mentors who came of age during the 60s and 70s--is concerned with social justice?

I am really looking forward to reading people's narratives--to see how we each have been shaped by the circumstances--geographical, generational, racial, economical, religious, gender, etc.--we were born into.

Don Murray One Liners

Here are some ideas to chew on from Don Murray:

--You don't know what you are going to say until you say it.

--Write the first thing in the morning before reading the newspapers, hearing TV news, peeking at e-mail, picking up the phone.

--Know tomorrow's writing task today.

--Five hundred words a day is long enough to produce something worthwhile, short enough to be achieved before bed on bad days.

--Write what you don't yet know.

--Failure instructs.

--There is always a good excuse not to write.

Earned Insights

It's a good thing I wore my tennis shoes this morning instead of my sandals. Sometimes a session is so intense for me that I have to respond by walking---not to shake it off but to take advantage of the energy it generated and internalize it all. It makes me think of a quotation: "The vitality of thought is in adventure. Ideas won't keep. Something must be done about them" (Alfred North Whitehead, maybe). I had to do something active with the ideas that Bobbi's fine demo lesson produced. Walk first. Then write.

Non baby boomers in the group probably have never heard of a low budget movie from the early 70s called Billy Jack, but I walked out of Ellis this morning singing the title song ("One Tin Soldier") and remembering what it felt like to walk out of that movie and want to solve all the nation's problems of bullying and racism single handedly in my classsroom! It was a great feeling. However, I have learned that the stronger I feel about something, the more gently I must treat it in my classroom It comes back to what Donna Qualley called earned insights. I try to constantly improve my ability to structure ongoing opportunities for students to build, refine, revisit, and reassess their growing awareness of social justice issues, but sometimes that seems to take so much time and energy. I have to fight the urge to give them my earned insights! (After all, they are such good insights, and I worked so hard for them). Anyway, I keep trying hard to find ways to allow them to achieve their own earned insights. Then it is time to sit back and trust the reflexive process that their earned insights will indeed be just, compassionate, humane. Bobbi, you lesson reminded me of two important things---first, how to structure lessons that allow students to achieve those crucial earned insights and, second, why such lessons matter. Thanks!

Peer Response

Being drafted into groups, I must say I felt a little intimidated, Mark and Brett WOW!! Gentlemen your prose is drafted with the best words. The stories of why things are with you...
I want more!!!!

bobbijo

Bobbijo, I appreciated your critique of my essay. I agree with your comments and will, after
some reflection, try to incorporate some of your ideas. It's good to have a bud who can be honest.
Also, your lesson was well done. I'm jealous of your technological skills, and will have to have Don push my buttons (HA) on Thursday.
Pam

right or wrong

I'm struggling with how to do each assignment "right" - even if there can't be a wrong - this is something I'm trying to work through - even though I didn't think I was an 'in the box' kind of person, for some reason, I'm worried about it quite a bit - I think it's because writing is not something I am comfortable with...

Hey people under the tree

I was just thinking that I have said some things that I did not phrase well. I am just thinking out loud sometimes. Please lets just all feel free to explore ideas even if we really don't own them. Sorry Mark, I don't always self edit. I really get a lot out of our discussions. As a fairly new teacher, I need the perspectives of veterans. Especially when I am wrong.

Social Themes

Today Brian, Deb and I were able to discuss social themes. Our book by Jacqueline Glasgow is full of "lesson" that teach these themes. We are moved by the content she explores and all the different reading genre she explores. Her book includes rubrics that you can tweak and her flavor of choice book. What I have found is that even though the book may be too high for my students she has a list at the end of the chapter of other books that could be used. Social themes need to be started at elementary school. Unfortunately some of our students are not getting the guidance they need from home and we are it. If you are looking for some fresh ideas or names for things that you already do this is the book for you.

Bobbi, wonderful presenation... Monster lessons are in this book!!!!!

Peer Responses

I think a common issue with some of the writing was how difficult it was for some of us. I'm not very comfortable letting other see what makes me tick and what my foundations are. Culturally, for my area, I believe I'm the norm. It's hard to write about cultural influences if you've known only one culture. What is normal and what is weird? It depends on the perspective.

Peer Responses

I learned a lot from the peer response session we had this afternoon, mainly that our lives have many similarities and storylines. We all have a beginning, a middle, and eventually end. We all have experiences of love, joy, heartache, and devastation. We all have experiences of empowerment and defeat. But does this commonality make it any less enjoyable to read and learn about? I'd answer with a big, fat NO! What we did today was what Qualley calls reflective and reflexive learning. We explored our own lives through our reflective essays, but in communing with our peers we reflexively explored how our experiences are alike and different. By applying this new perspective back on our reflective writing, it then becomes reflexive. In essence, it becomes alive!

Tim Wise link

Below is a link to a Tim Wise interview. Again, this anti-racist activist is powerful for students (especially white students). He frames issues on white supremacy and privilege in such a way as to diffuse simple negation of his ideas. He is powerful.

http://www.thesunmagazine.org/issues/403/by_the_color_of_their_skin

Zach

Judgement

Nice job on your lesson, Bobbi. I'm wondering, though, is making judgement always bad? Is there a time when judging a group/person/scenario is a good thing? How do you stop? I loved the pictures you used to sum up the lesson. I'd love to look up more on him! Nice job in making us all think a bit deeper.

Being understood

After reading the responses from my partners in this afternoon's peer editing session, I am pleased. I am happy that some omissions that I made were identified and brought to my attention, and I am happy that I was able to convey my message to others and be understood. That does not happen very often in my experience.
Thanks gang.
Furthermore, in reading the stories composed by my partners it was refreshing to explore the differences in each of our lives based on, among other things, our regional and cultural differences. Yet it was also comforting to recognize familiar details from a story that took place close to my home.

Life

Bobbijo definitely made an impact on me when she talked about connecting her lessons with something in life. This makes teaching REAL - something that we forget about with everything else that we are required to do.

My other thought deals with the shifting of the thinking. Every single professional development, workshop, conference, etc. that I have attended over the past four or five years has focused on meeting the standards. The AWP is definitely a shift in this thinking and I'm the first to admit that this is a hard shift for me. I still say the standards are important, but thinking creatively through them and how to reach them is a key to making them work. Deep thoughts...

Bobbi's Teaching Demo

Thanks, Bobbi, for an interesting lesson. I love how you used the multimedia in it. Even though the Black Eyed Peas song wasn't part of your lesson per se, it fit perfectly, and I'm sure the fact that you're up on the music scene goes a long way with your students.

It was interesting how we gravitated toward the race issue with the pictures of the Crypts leader. Somebody said that if we emphasize your point of how bullying can change a person with unintended (negative) consequences, it makes a powerful point with little controversy. Maybe if there were also an African American image of someone who was bullied and had a strategy or intervention that helped him/her to make a positive change in their life. Whatever the method, your overall message that the audience has the power to change a life was powerful.

What's New Pussycat?

Monday, Monday: How Could You Leave and Not Take Me?

As always, you can think of the blog as a repository of dumping ideas and fragments of memories that get knocked loose during the daily writing/thinking/discussing. In addition to considering Bobbi's teaching demo, the morning discussion on how you processed your first draft, and your afternoon reading group, Sherrie and I would like you to focus upon this afternoon's Peer Response activity.

In regards to the Peer Response, please consider blogging on this:

What common issues, experiences, and storylines do the texts have in common? Furthermore, considering how you answer the preceding question, can you recognize and discuss how cultural influences play into these commonalities?

Good luck.

pam steele

The week-end flew...busy, but fruitful. Doing the autobiography was time-consuming. I HAD to go to Chilli o n Sat. for a quick trip...took 6 hours...I needed the relief.
Week 2...looking forward to week 2

Draft #45 if finished!!!!!!!!!!!

And another 45 to go, I am sure. After listening to the moving partner biographies Friday, I knew I was doomed. I was completely blown away! What am I doing in the class of such prfessional writers? You people are sooooooo fantastic. The energy in our room is not to be taken lightly. It was an awesome hour!!!!!
I am so sorry that I missed the reflexive part of the work, Brett. In my opinion, we or I was out for product: just getting it right. What a lesson for me to learn.

As I walked down Shiveley Hill on Friday aftenoon aiming for Blueberry (car) to get back into my protected world, I noticed the flower garden pouring into the brick path. Almost stumbled into it. Lovely flowers: bright lillies, Russian sage, yarrow, and the bright green leaves of the invasive violets. Comfort level rose and by the time I got the the parking lot, things looked serene again!!!! (Maybe it was the walking downhill!!!!).

Home to Arbor Woods with my personal flowers and as I looked, there it was: my comfort zone.
I worked late that night and I hope, as many corrections as you find, you are not bored by my voice induced by the flowers of my garden. Looking forward to class. Cheerio

My autobiography

I appreciate the writing time in class. I completed my autobio a short time ago this evening and having sketched out my ideas earlier in the week made the process much more enjoyable this evening. I also want to say"thanks" for the ice cream and other treats on Friday. They hit the spot.

Help!

Don (or anyone blog-savvy),
I've tried to comment on Lynn and Bobbi's posts and it always says I'm not signed in. But when I sign in it shows I'm already there. When I ignore it, it asks me to choose an account type or something. When I choose Google, which is where I signed up, it erases my comment and doesn't post it. Any ideas as to what's happening??

Thanks

Usually when I settle in to do "homework" I don't feel a sense of calm, but that's exactly what happened after a less than ideal evening of computer glitches and banking errors, among other issues. Sitting down with my personal narrative, I felt so happy to be working on something that explored who I am. I've never been a big journal-er, but it calmed me down. Maybe I should start. Thanks to Sherrie, Don, and Deb for designing an environment that is challenging, but more enlightening than stressful!

Trying to avoid cliche

I am trying hard to find a fresh way to convey how moved I was by the biographies read out loud in class on Friday. Maybe it's the five hours spent today working on my reflective essay, but I am finding myself at a loss for words. I guess if I had to boil it down to one particular quality, it would have to be the exceptional use of those gerund phrases used as subjects coupled by such professional use of introductory participial phrases, (punctuated with commas, of course)...And, if you believe that one, I have some oceanfront property here in Hocking County that you need to take a look at!

The biographies were honest, genuine, and extremely alive. I know everyone in that room realized that we were in the presence of something beyond the ordinary. Thanks to every one who was brave enough to read and to be read about. Both acts required courage, although of a difference sort. Our high school book group is reading The Courage to Teach. It takes courage not only to teach but also to share one's writing in any context. All listeners were blessed.

Good Modeling

Learning and then using effective, thought-provoking techniques for class discussions can be difficult to grasp. But my experience so far in this class has helped me greatly. Sherrie, Don, and Deb are really modeling good questioning techniques, and I'm learning so much through these questioning techniques and my peers' responses to these questions. Of course we're a highly motivated class, so a lot, I know, depends on the audience as well as the teacher. But don't you think these great discussions can occur if the topic is important to the audience? Technique, subject, and passion seem to be key for engaged learning.

Today's Readings

I thought all the narratives were well done. It took a tremendous amount of courage to speak about someone else.

Class so far...

I just want to say that I am really loving class so far. Who knew there was such a wealth of information out there and all we needed to do was just ask each other? I really like the idea of letting students ask each other questions about their research topics. Maybe I can use this idea in my paper about getting kids to question themselves more deeply. It is really at the heart of what I want them to do.

Revalation

I am at a crossroad. I was that student who had to study. When I say study I have to make flashcards, record myself reading so I could play it back and do whatever else I could to get it beat into my head. The subjects we discuss I have read and highlighted. I feel the readings that make real connections that I could see adhering in my classroom. Reflecting on what I could use in my classroom I am loving the lessons that you, my classmates, are sharing.

The dynamics of our group is what makes us so interesting. Mark, your words are so eliquently put together. I think all the new concepts are slowly making turning points in my mind.

Reflecting on our interviewee with our biography is something I have taken to a different level. I feel like I am one of my students and doing what is asked but tweeking it.

It's getting late and my family is all in bed
It's time to lay down my sleepy head.

Sweet dreams...

It's Friday!

Excuse me, everyone. I'm at home now, and not communicating successfully from here. So this is a test.

Mark's Demo

I wasn't sure where that demo was going but I sure like where we went - I am really excited to try something similar - I think my students will love it - they will especially love reading the "letters" out loud in different tones and I haven't really worked on tone at all (is that an OCT? for 5th grade?) anyway, I'm excited to add another component to their writing - thanks mark

Off topic - FYI

If you want to get into a summer II session and have been having trouble I did find one that still has a few spots - the number is 88038 it is Art 151 Graphic Design - sounds interesting anyway...

What a Day!

What an excellent day we had today. I so enjoyed Mark's lesson and of course Don's 'reading'. I am inspired by the fact that that I now have so many tendrils of questions to follow and guide me through the research portion of the class. To understand that I'm 'in conversation' through my writing- WOW!! I thought of myself as a potential writer even before last Monday but to think that I, Cheryl Lee, am in conversation with others...scholars...really smart people- I feel like "look Mom, no hands"!
After working on my biographical essay this afternoon I have come upon one more question, though. I realize as teachers we try to not place blame. We work hard to get our point across without pointing fingers. But the little green squigglies make me think that perhaps we are doomed to write in the passive voice :)
Until tomorrow- SMILE!

"A Day Withiout Poetry is Like..."

Despair

So much gloom and doubt in our poetry -
flowers wilting on the table,
the self regarding itself in a watery mirror.

Dead leaves cover the ground,
the wind moans in the chimney,
and the tendrils of the yew tree inch toward the coffin.

I wonder what the ancient Chinese poets
would make of all this,
thee shadows and empty cupboards?

Today, with the sun blazing in the trees,
my thoughts turn to the great
tenth-century celebrators of experience,

Wa-Hoo, whose delight in the smallest things
could hardly be restrained,
and to his joyous counterpart in the western provinces,
Ye-Hah.

~ Billy Collins ~

(Ballistics)


The first winner of the National Poetry Out Loud contest won it with a Billy Collins poem. Another item on my "To Do" list is to try and start (each, most, some) days in my classroom with a poem or a poetry experience of some kind. (That could include music as well). My excuse has always been the "time" issue. Well. enough excuses. "Had we but world enough and time..." As a result of our book group dialogue yesterday, I can see that we need to make time for nurturing our inner life. I will be blessed by the daily poem, and then I can pass that blessing on to kids. Go figure.

Technically...day 4

I'm writing this early Thursday/late Wednesday since I had to leave early to drive to Clarksburg today. As I drove, I had a chance to visit with my mom a little bit and talk to her about the class. (We turned on our 'formal' talk for this conversation.) She was really interested in hearing about the class and our discussions since this is a new area for her. As we talked, it basically made me realize that what we are doing is important - even if we don't agree on every aspect. While some conversations may tend to go around and around, I think we are all valuing and respecting each other's opinions. This is great!

I am a practical person at heart. Finding things that are practical to use in my teaching and my daily life excite me and I feel that this is where may be going with the discussions and activities. The process of getting there may be mentally exhausting, but thus worth it in the end.

Book group under the trees

Hey, I could repeat that hour on the lawn every day with the same support group until sitting in snow got uncomfortable. Palmer apparently is correct when he says that, if we want to grow as teachers, "we must do something alien to academic culture: we must talk to each other about our inner lives..." (12). I appreciate having a shared context (the reading) and an established level of trust that made such a conversation possible.

Lest we doubt importance of that work we strive to do 180 days a year at the dangerous intersection of personal and public life, let me remind everyone in the Palmer book group to remember that golden moment when Bobbi's student recognized her and came running across the grass radiating absolute joy at seeing someone who so obviously had made a difference in her life. Bobbi, I will treasure that memory.

What is lingering with me at this late hour tonight (past my bedtime, so I'll try to make it quick) is seeing a connection between Palmer and Qualley about subjectivity/objectivity. Obviously, the quality of our inner life is paramount to Palmer. And what is more subjective than our inner life, our selfhood, which in our culture is "not a source to be tapped but a danger to be suppressed, not a potential to be fulfilled but an obstacle to be overcome" (p. 18). Palmer decries the "academic bias against subjectivity" in no uncertain terms on p. 19 when he says that it "not only forces our students to write poorly...but also deforms their thinking about themselves and their world."

Well, here my brain makes the leap to Qaulley when she says, "...The only cure for subjectivity is reflexivity, which is more and better subjectivity, more discriminating, and more self-critical subjectivity." I think Qualley must be implying what Sherrie directly called the myth of objectivity. If there is no such thing as objectivity, there is instead the goal of a heightened and refined subjectivity that has been purified repeatedly through the sieve of reflexivity. The Gandalfs and the Obi Wan Kenobis of this world have achieved this level of purity, which makes them seem godlike to us lesser mortals. At this moment my mind goes back to a line from a cult classic from the late 60s called Jonathan Livingston Seagull "Perfect speed is being there." Well, there is no such thing as "perfect objectivity", or we would "be there"---at omniscient objectivity. But we can strive for better, larger, more perfect subjectivity, and if that suddenly sounds like the formula for the spiritual dimensions of the hero quest, I can live with that (and I hope I do).

May the force be with you :)

Critical Thinking

I enjoyed the discussion of what Bean & Co. had to say about critical thinking. In order to identify truth or an agreed upon fact or set of facts, we must not limit inquiry in any form. Permitting bias or limiting questions of any sort can and will limit the outcome of any examination to the point that any findings would be invalid.

Hey Cher (and Jodi),

Is Readers Theater spelled Theatre or Theater?

And....
Could you let me in on some good "Up and Moving Activities" for high school students in a small space (a little room at the front of the classroom, with a small parcel to the west-ha)?

Also, I'll put on here the question that Mark raised: Do 11th and 12th graders need to move in the classroom?

Cher's Teaching Demo.

I thought Cher did a wonderful job presenting her lesson. I think it could be useful in the classroom teachings of genre, dialogue punctuation, and synonyms. The collaboration aspect of the lesson made it very unique. Good Job!

Bad English? No cookie for you!

grammar wars

I'm sure the debate over how much grammar is enough will rage on beyond our careers. Am I hearing that we basically agree that we do not want the mechanics to hinder the depths of our students' expression of idea and thought?

The Courage to Teach

We all know that teaching requires a lot from us-mentally, physically, emotionally, spiritually. I liked what Sherrie had to say about this: In order to keep teaching and not get burnt-out, we must find a way to get something out of it. There needs to be something that is continually refilling our well. If we're not careful, the water will run out and we'll have nothing to offer anymore to our students, even ourselves. I think one good way we ensure that we always have something to give is to make sure what we're offering is of worth to our students. They in turn will naturally, and gladly, give back to us.

Agenda

Thanks for following the daily agenda - it makes it nice for people like me who need orderliness to keep the chaos at bay.

Bean is refreshing

I feel that Bean is very refreshing because his writing seems to be easy to reflect my own practices. My moto has always been...
Much I have learned from my teachers
More I have learned from my parents
The most I have learned from my students.

The reading strategies that I am learning in the Middle school book are amazing. I would really like to share some of the ideas and let the high school teachers take a peek. Many of the topics from the social themes are topics covered in high school.

Cher nice job for getting us moving today. I know how much we learned with our masters degree about kids in motion and how this helps students. I am really looking forward to doing Reader's Theater.

Fun with Grammar

I don't think that I have ever associated fun with grammar, but the discussion today was extremely interesting, and I can see the multiple viewpoints that everyone made. I did have a fair bit of culture shock when I moved to this area, and I could NOT get over the grammar. I know I said it in class, but it really helped my perspective to think of the Appalachian dialect as a dialect, and not as a string of grammatical errors. I really enjoyed Deb's idea to give students the opportunity to write in their own dialect, alleviating some of the pressure formal writing can bring, and also giving them something to compare formal writing to. This could help students choose the "correct" dialect for the situation.

I tend not to stress grammar and parts of speech in my class, but I can see Tanya's point of view that you need to have a frame of reference or a consistent vocabulary to discuss editing issues in class. If you and your students can't speak a common language your best efforts won't be good enough.

Something I want to try in my class in the future is the suggestion to look for patterns in mistakes to make the most impact in grammar lessons. I also want to do more of the idea someone had (sorry I can't remember who) or reading passages/stories together and discussing why is that comma (colon, quotation mark, whatever) here?

What d Day!!!!!!!

It's gettin' hotter, Folks!!!!!!!

Really got alot out of the day; and as always am lookin' for transfers to my future teaching. Really loved the morning "game". I was astounded at the creativity of the class at reflexing one sentence!
Made me want to teach on the high school level to be able to incorporate this style.

As far as Bean, I have figured out that perhaps if we just really concentrate on process, the product will become an easier path to walk on. That will be new for me and I feel that I can meet this challenge.

See ya later! Have to go home and read. Cheerio, Carol

Don's Game :)

I loved this idea of getting students engaged with text! I'm already brainstorming ways to use this game in my classroom in the fall. I think it would be a great way to spark discussion in my science classes.
You guys make a great 5th grade class and I wanted to thank you all for your feedback. I hope this lesson goes as well with my 10/11 year olds.
Aahhh, the process. I've been using this word to define my idea of good education. Education is the process, I am the facilitator.
Looking forward to tomorrow!

Wednesday Brain Droppings

It's been another full day, and we covered a lot territory. Please blog about whatever remains most vivid for you in our daily journey across the wide plains of writing instruction.

Here are a few ideas to jog your recollection:

* Morning writing activity (Don's game of "Pick a sentence, write about it and discuss it").

* Morning discussion (Somebody must have said something that made a lasting impression -- even if you were the one who said it).

* Cher's Teaching Demo (It's always nice to get good feedback!)

* Sherrie's writing activity just prior to the "Big Grammar Discussion."

* Our Big Grammar Discussion and/or your response to Bean.

* Reading group discussions.

Also feel free to blog about any questions and/or concerns you may have regarding "Visitor's Day," "The Bio Assignment" (that we will return to tomorrow so make sure you have your interview notes), "Inquiry Paper topics", and "Daily Snacks."

Also, we have started the practice of making announcements just prior to lunch that will get repeated here lest they be forgotten by suppertime: We are negotiating the details of who brings what for our Visitor's Day lunch. It has been suggested that Elementary People bring appetizers, High School People bring side dishes, and Middle School People bring dessert. Feel free to discuss this while I contemplate the efficacy of another diet after the Institute ends.

Okay, now go yak it up in your own post, and comment at least twice upon other people's brain squeezin's (How's that for dialect?)

Don

Don, about the "Philosophical" essay...

I have a clear picture of most parts of the research projects you described today. I really like the essay where the students must defend their research questions (Why this topic is worthy of research). Also the annotated bibliography assignment. The assignment I can't visualize is the first. Students are "essaying" here--casting about for worthy subjects/questions? But what does the written product look like? Or is there an "essay" to this essaying?

Sounds like a great series of lessons. I'll give you proper attribution when I steal the whole piece.

Thanks.

Thoughts about Qualley from chapters 2 and 3

My concern with the body of work presented thus far by Qualley is that there seems to be an assumption that in order for any real growth to take place or for “truth” to be realized, we must accept information / input of some kind from another source. There seems to be little room for the possibility that one can have a solid understanding of a concept, person, culture or theory independent of at least some secondary source of information. Having said that, I am one who gladly accepts all information and perspectives for consideration when making a decision or trying to understand something such as a position taken by another. However, is it so difficult to believe that someone can alone achieve understanding of a particular something without making a conversion of some sort or accepting further input? Maybe I simply like to work independently too much for my own good. Any thoughts?

Students (many of them) know what a teacher expects

Many students know what teachers are looking for. Case and point: a sophomore student in my intervention class (study hall) told me of her frustration at a collaborative assignment between her English and History teacher. She liked the assignment, she said, but it she did not know how to write for both teachers (my words). The History teacher told her to "cut the fat" and the English teacher told her that she liked her explanation of her reasoning. She was used to being able to gauge the teacher and write you that audience. What came from this discussion was the idea that she should write that paper as she saw fit. What was the best format for her paper? The discussion was interesting though because it did revolve around what teacher's expect and what students know teacher's expect.

An addendum: Just as many students know what teachers are looking for, some do not. What are some ways to guide/scaffold these students?

My reactions to the interviews/colleagues experiences
I enjoyed the interviews and listening in on what shaped us all.
We discovered that we have many things in common such as knowing the same people and having some of the same life experiences. It was a surprise to me. I wish that we had more time to talk so I would feel more comfortable creating their biography. It was a worthwhile activity.

Tonya's Lesson

In today's lesson on the Scarlet Letter I really became interested in the book. I also loved the idea of the students writing from the perspective of one of the characters. The idea that the students have to become reflexive and look through the eyes of another with beliefs that may not be their own was great.
The discussion on traditional writing was so necessary. All to often we fall into the rut of OAT hell and are pushed by our administration to read and write to comprehend for that minute and not for the long hall. Most of their knowledge is there today and gone tomorrow because they have not made it personal. Writing is so personal to me, and I need to make it for my students.

Interviews

Isn't it nice to talk to people to see what makes them the way they are. when we delve into the past, the present seems so much more clear. And common ground is much easier to find with someone when you speak rather than just interact in a group.

Refreshing!

I hope everyone else is feeling less overwhelmed today than yesterday. I am feeling more comfortable now. Of course I won't be tomorrow morning but after my demo I'm sure I will once again be feeling a bit lighter.

It's nice to feel supported in my belief that it is the process not the product that we should be investing the majority of time in. I've felt since I began my career that too much emphasis is put on the final product sometimes eliminating any thought of the process it took to get us where we are. It's not the finish line but the race that we call living/learning (whoa- profound)

My concern is this, however. As a 5th grade teacher there are so many years after they leave my class for someone (more traditional in their teaching) that may come along and mess up this well rounded, W2L, reflexive student. How do I ensure that the impact of 9 months in my classroom is such that the student will carry it with them for the remainder of their schooling in spite of these 'more traditional' teachers?
Have a good evening and don't fall asleep while reading :)