The Tale of Two Oklahoma Teachers

December 18, 2016

      "It was the best of times; it was the worst of times." This line from The Tale of Two Cities by Charles Dickens sums up our state's educational situation. Last week, we heard from Shawn Sheehan and his situation as a teacher. I think it is also important to hear from the teachers who have taught over 20 years in this state. What do they think about education? Why aren't most of them leaving? So here are the responses from two veteran teachers. One response is anonymous, and the other one is from me.

     I am a twenty-four year veteran teacher; all of my years have been done in Oklahoma. I have taught 9-12 English along with three years of direct instruction language arts. My experience has taken me through curriculum and hallways of 6A schools to 2A schools. When I began teaching, my net pay was just $1,275.00. I am a single parent with two teenagers. Today, because my children are not on my health insurance, my net pay is around $3,000.00. After almost 25 years in teaching, my net pay has just gone up $2,000.00. This amount is roughly an $84.00 increase per month. It is incredibly insulting considering the amount of additional responsibilities and demands placed on teachers, like me, each year. I believe that education has lost sight of the basics, and in lieu of catering to statistics and competition, we are neglecting are kids' basic needs---along with compassion, mentoring, and modeling hard work. I stay in hope that one day the people in charge will notice the crumbling foundation, and that it needs to be repaired before we can pile on all the new initiatives that create more problems rather than solving them.
                      ----------------------    
      I am an English teacher who has taught twenty-five years in Oklahoma. I have three college degrees: Bachelor's  Degree in English, Master's Degree in Secondary Education, and a Master's Degree in Reading/Reading Specialist.  When I started my teaching career, my net pay was $1000.00.  Now, after 25 years and three college degrees, my net pay is ...$2,200.00. Wait! I only make this much with three college degrees, and we are telling students that college is the only way to make more money and to be more qualified for a job.  That's a topic for another blog. So, why is my net pay so low with this many years of experience and three colleges degrees? Just browse the teacher minimum pay scale on the OSDE website; then one of the reasons for this low net pay will be apparent. For my first Master's Degree in Secondary Education, I received a $600.00 increase in salary, which means that my pay went up $50.00 a month. For my second Master's Degree in Reading/Reading Specialist, I received no increase in salary. My net pay has remained stagnant for at least the last ten years. If we want students to value college degrees, then when need to show them that a college degree is worth more than $50.00 a month. I have told my students about my situation, and that if they choose the college path, they need a degree that will help them earn more money. Another issue is the price of health insurance, not for me, but for my husband and children. My HealthChoice premium is $1, 167.00 a month and will increase to around $1,200.00 in 2017. Each year, there is an increase, and from 2005, the premiums have gone up  So, why would I stay in Oklahoma? My roots run deep in this state, born and raised here, and I have too many years invested in teaching to leave. However, I can understand why other teachers would go to surrounding states. In my opinion, education should go into a different direction: apprenticeships, college courses in high schools, and literacy across the curriculum. 

      At this point, I don't care about a raise; it wouldn't make that much difference in my pay. A stipend would make a bigger difference than a pay raise. I'm looking for solutions, not problems, for education. I choose the road not taken. I hope our "winter of despair turns into the spring of hope."

       

      

    

I am an Oklahoma Teacher

I am an Oklahoma Teacher

I am an Oklahoma teacher
twenty-five years and counting.

For all students in this state,

I will always remain standing.

I choose the road not taken,
a new way to look at education.

Build classes across the curriculum

with creativity and innovation.

It's not just what is learned, 

but what is done with it.

It's not just about a test,

but commitment and work ethic.

Students are individuals with 

different strengths, interests, and talents.

Teach with these ideas in mind, and

they'll be ready for the challenge.

I am an Oklahoma teacher,
a rebel but not by choice.

Imagining the possibilities

It's time for you to hear my voice.

The Last Teachers Standing

July 10, 2016

Today, I read an article about Oklahoma teachers who went to other states for better pay, but there is another question that needs to be answered. Why do teachers like me decide to stay in Oklahoma to teach? What are the benefits of staying here? We have been vilified, told that schools are failing, and we earn enough money.  I have three college degrees, my income has remained stagnant for over 10 years, and since I'll be starting my 25th year of teaching, my salary cannot move any higher. My husband and I have 6 children, and if this situation had occurred 18 years ago, we couldn't have made it in this state. After all the disrespect and the low pay, why do I teach in Oklahoma?

I stay to make a difference in the lives of all students, all schools, and my state. I want to show my students that I will not give up on them, that they have individual paths to take in life, and that they can make a difference in society. Teachers and schools are the bridge between the current lives of  students and the lives they will have in the real-world. It's my responsibility to make sure they have the reading and writing skills needed to be successful at the college or career level.

I also stay to debunk the myth from both sides of the political spectrum that all public schools and teachers are a failure. If you believe that public education cannot be saved, then you are basically saying that the community, state, and the students cannot be saved. Shame on you! There are people who go into the teaching profession who fail as teachers just like there are some people who fail as legislators, but it's not the whole group. Instead of hurling insults, it's time to work together and make Oklahoma the state that every other state looks to for solutions. There have been very few solutions; only people pushing an agenda. If we sacrifice one school for another, we are not solving the problem, just creating more to deal with in our state.

I am not going to give up on our state, our schools, and our students. Why do you teach in Oklahoma?

A Sonnet for the Class of 2016

Sonnet 2016

Your life is a book filled with memories,

ones to celebrate and ones to forget.

The high school chapter is a summary

of hopes, dreams, and accomplishments.

Before the second chapter is written,

make every opportunity count.

Always remember these words of wisdom.

Making the right choices is paramount.

Life is like music with slow and fast beats.

Find your rhythm in life and dance away.

Long, short, staccato, or just a repeat

Focus on mind, body, and soul each day.

The road you want to travel may not be

 the one path you end up on traveling.

There will be obstacles that you won't see.

If one path doesn't work, do more planning.

Now, it's time to take the book and write

the next chapters about your future life.


I wrote this poem with help from Mrs. Wallace and Mrs. Delong.

May the Fourth Be with You!

May 4, 2016

In a classroom along time ago,

      I wore a Star Wars t-shirt to school; it was May the fourth Be with You! I am a Star Wars fan just like my husband; we even have a Star Wars room filled with the action figures and the books written about the movies.  I thought about the other famous quotes said in the movies and how I could apply them to teaching.
     I'll start with Yoda's quote from Star Wars,  "Do or do not; there is not try." I either accomplish the task or fail it; just trying to do something will not bring any results. I wouldn't be able to reflect and make improvements. For example, I am already planning my curriculum for next year. I want to incorporate more formal speaking practice in each unit. The units will revolve around the senior paper and project. I want to push my students to go beyond just giving a speech about what they learned; I want them to create or do something with it by putting the idea into action!
     In the new Movie, Star Wars, the Force Awakens, Finn helped Poe escape Kylo Ren. Poe asked Finn why he was doing this, and Finn replied, "because it's the right thing to do." In education, I have to make choices and decisions that affect my students. Helping students find which path to take is the right thing to do in education. If that means throwing away the traditional approaches and implementing new ideas, I see no problems with it. Offering college classes in high school, having students make portfolios, and requiring students to read and write across the curriculum are just a few ideas. Helping students the right thing is to do.
     Also, in this movie, Finn and Rey say at the same time while they are trying to fix the Millinneim Falcon, "I can do this." I want my students to be independent learners who take risks and never give up. The senior speeches started this week, and I have made a few observations. A lot of the students do not like talking in front of a group, but when they accomplish this feat, they gain more self-confidence. I want them to believe that "they can do this." I want them to understand that failing is a part of learning, and that they must practice and practice to get something correct.
     I want to leave the last quote to you, the Oklahoma teachers, who have survived the negative remarks and insults about this profession.  "May the Force Be with You." Never lose the spirit, the energy, and the purpose of why you are a teacher. One teacher can change a student's life, but a group of teachers can change the world.

The Testing Season

February 13 & 14, & April 9, 2016

Days 230 & 231 as an Oklahoma Teacher

The testing season is almost finished. These tests are supposed  to show if teachers actually taught their students valuable information, and if the students retained the information from the class. I only played the testing game for a couple of years, and that was enough for me. These tests cost too much money. Here are some problems with the testing season.

Problem 1:
The tests take too much time, four to six weeks out of the second semester. Once the test is over
for that subject area, the students think that school is over, and it is difficult to get them to focus on
something else. Also, I have students in my AP class who don't like to have test preparation. Their attitudes change if I have them practice for the AP test. I equate this change in behavior to all the tests they have taken throughout the years. In my opinion, the AP test is the most important besides the ACT.

Problem 2:
I believe that the quality of writing has gone down because the writing part of the EOI limits the creativity and the knowledge of the students. For students, writing is only important for a test score, not for the love of expressing ideas. The purpose of writing has been lost; they don't understand the power of words, what writers say, and what people do with it.

Problem 3:
This one comes from one of my students who wrote his senior paper about testing. He said that more important concepts are left out of lesson plans. In my opinion, he is saying that tests limit the learning of students because some teachers only teach what will be on the test. If a class has higher-level students, does the teacher go beyond what is on the test to help the students? Students become bored with education and lose the reasons why learning is important.


Problem 4:
This student also said that students don't take the tests seriously anymore. They know that colleges look at the ACT scores, not the EOI scores. After students pass their required number of tests, they do not care about the other two they have to take. When testing became a way to evaluate teachers, then the integrity of the tests was lost. Maybe, we should evaluate teachers and schools on how successful students are at the college and career levels.

Problem 5:
Students should be applying what they know to create and to innovate new ideas. Sitting in from of a computer screen for a couple of hours to take a multiple-choice test only shows what students remember. We need students to apply the skills that they have learned to solve a problem. Why are we testing? What do we want students to be able to do? Will these tests help students prepare for college? These are questions to be pondered and answered.

So You Think You Can Teach?

April 16, 2016

Another Day as an Oklahoma Teacher

Since the school year is about to end, it's time to reflect about what has happened.

1. Being a teacher means trying new ideas, so what is a successful idea that I have tried and what were the results? Here's my answer.

Over the years, I have tried the newest fads that have invaded education. However, this idea is one that I created. To practice questioning skills, using the ACE strategy, and working with a group, I had may students create a board game for The Odyssey. The students had to design the board using a setting from the poem, and the game had to include game pieces, 50 cards, rules, and had to contain at least four obstacles just like Odysseus had to encounter. Everyone played the different games and filled out comment cards.

2. What is an idea that I used that ended up being a complete failure?

One of the requirements for the senior paper was to keep a log of what was accomplished and what needed to be finished. A lot of students didn't like this idea; they would rather not set goals, just throw something together and that would be good enough. They are missing the idea of reflection which they will need at the college level. I graded the logs the first semester, but I didn't have them complete the logs the second semester. For the next school year, I am going to require the logs for both semesters, but the students will have options: snapchat stories, blogs, or voice recordings. 

3. What is a major issue in education?

The major issue has been the negative talk about public education. This talk led to the decrease in school funding, which led to the teacher shortage, and now is leading to schools having to consider consolidating or closing. All of these problems have been caused by manipulative people with other agendas. They have never liked public schools or teachers and would do anything to destroy public education. This manipulation is nothing new; the agenda has been pushed for at least five years. Saying that all schools are failing is just as ridiculous as me insinuating that only some students can be successful. Teachers have the solutions; we just need to be respected for our opinions.

4. What is one idea that should be implemented in schools?

I will be implementing this idea next year. Every student should have an educational map that documents what they have accomplished and what they need to do to be college and career ready. We have to get out of the mindset that all students will go to college; I have several students who have learned a trade and will just start working after graduation. There are students who are ahead of their peers in academics, and those students who next extra help. Creating this map would help me as a teacher to see the individual needs of the students and also let the students see the big picture. They need to see what it will take to reach their goals, their dreams, and their destinations.

5.  What advice would I give someone going into education?

First, don't believe the idea that teachers get the summers off. Most of us are attending several workshops, teaching summer school, or planning for next year. I moved into a different building and attended five workshops last summer. Next, be ready to learn something new and adjust your lesson plans. What you think you will teach may change. Always reflect about your teaching. What can you do better? What are some ways to make your classroom instruction relevant to real-world ideas? Finally, never give up! People will say negative words about education to push their agendas. Just be ready to stand up for our students.

Now, you can just read my questions and answers, create your own questions and answers, or use the ones I have. It's your choice.



       

Unit Lesson Plans for the Vague Standards!

March 27, 2016

Today, I listened to the Oklahoma Education Standards for Legislators. I heard many comments I disagreed with like historical documents should be included in the standards even though it was in the common core standards, exemplars should be included which were not used for PASS, and that the level of rigor is not across the grade bands. These plans are not common core compliant; these plans are college and career ready and focus on the interests of the students. Here is my curriculum for some of the standards, built into units, with rigor across grade bands.

9th-12th  Grade Career Pathways Research Papers

Speaking & Listening Standards:
Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas by contributing to, building on, and questioning the ideas in pairs, diverse groups, and whole class settings.

Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea.

Reading and Writing Process Standards:
Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and logical sequence of events, within and between texts.

Students will plan and rewrite a first drafts as necessary.

Students will develop drafts by choosing an organizational structure and building on ideas in multi-paragraph essays.

Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and of tone and point of view through specific rhetorical devices to establish meaningful texts.

Research Standards:
Reading: Students will comprehend, evaluate, and synthesize resources to acquire and refine   knowledge.
Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.
Writing: Students will summarize and paragraphs, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.


Putting It Together:

English I:

Modes of Writing: Expository, Persuasive, Narrative, Argumentative, and Reflective

Length of Research Paper: 2-3 pages

Length of Essays: 1-2 pages

Number of Sources: 1-2

Description

At the 9th grade level, students should explore possible career choices, colleges that they might want to attend, understand what it takes to be a successful student and employee, and create an initial path to follow through high school. The research is ongoing throughout the school year, and the students write the different essays about ideas they learned. The reflective essay should be required at the end of both semesters, and the students add all of the essays into their portfolios.

For the finale, the students use one of their writing assignments to help them plan a presentation at the end of the second semester. The presentation should not be just a board with the information; we need to encourage them to incorporate various types of technology. The presentation should last between 5-10 minutes, and the audience should be students from other classes and teachers. The teachers will be assigned the task of scoring the presentations which will be averaged in with the teacher's grade.

English II:

Modes of Writing: Expository, Persuasive, Narrative, Argumentative, and Reflective

Length of Essays: 2-3 pages

Length of Research Paper: 4-5 pages

Number of Sources: 2-3

Description

At the sophomore level, students should reflect on what they accomplished in 9th grade, explore other career choices, research colleges and make a college visit if that is their path, interview college professors and employers, and learn how to fill out job applications and practice interviewing for jobs. As the students research the information, they write the different essays. The reflective essay should be required at the end of both semesters, and they will add all their information into their portfolios.

For the finale, the students present one of their writing assignments in a presentation which should be given at the end of the school year. The students should be encouraged to use various types of technology. The presentations should last 10-12 minutes, and the audience should be teachers, students, and administrators. Teachers will score the presentations, and the scores will be part of the overall grade for the presentations.

English III:

Modes of Writing: Expository, Narrative, Persuasive, Argumentative, and Reflective

Length of Essays: 2-3 pages

Length of Research Paper: 5-6  pages

Number of Sources: 2-3

Description

At the junior level, you have some students who attend college, several students who choose to attend career-tech, and many students who have jobs; therefore, the essays and research paper should reflect these ideas. Students should write about their experiences at career-tech, college, and a job, visit a college, reflect on what was learned, and make a plan of study for the college level, and prepare for the senior level of high school.

For the finale, the students reflect on their strengths/weaknesses, where they are, what they have accomplished, and where they need to go to complete their path. A committee of teachers, administrators, and retired teachers could be the audience. The committee could give the presentations a score, and then that score would be averaged in to make the final grade.

English IV:

Modes of Writing: Expository, Narrative, Persuasive, Argumentative, and Reflective

Length of Essays: 2-3 pages

Length of Research Paper: 6-7  pages

Number of Sources: 4-5

At the senior level, students are on different paths. They have to finish their portfolio, know the classes they have to take to receive a college degree, apply for scholarships, work jobs, and pay bills. All of these ideas should be the topics for their essays, but the research paper should go a different direction. During this year, they have to go out and do something with what they have learned, such as through a service project, a study, or an experiment. The research paper is based on the service project, and the students write a proposal letter, create an annotated bibliography, and use the MLA format for the research paper requirements.

For the finale, the students present their research paper in a 15-20 minute speech. The audience could be committee of teachers, administrators, college professors, and community leaders who score the presentations. The score will be averaged in with the teacher's grade.

Academic Vocabulary:

connotation, denotation, tone, word choices, thesis statement, topic sentences, supporting details, claims, counterclaims, works cited, ethos, logos, pathos, summary, print sources, web sources, paraphrase, prewriting, formal outline, composing, editing, revising, publishing, audience, purpose, editing marks, formal speech, sentence variety, and rules for colons and commas

Lifesaving Strategies:

Elevator Speeches, Commit and Toss, Four Corners, Paired Writing Discussions, Think, Pair, and Share, Think, Tweet, and Share, Socratic Circles, Scavenger Hunts,  ACE Questions,  Editing Islands, & Read & Tell

Artifacts:

Formative Assessments                                               

Formal Outline                                                           

Notecards/Source Cards

Socratic Circles

ACE Questions

Editing Islands

Read & Tell

Summative Assessments:

Proposal Letter

Annotated Bibliography

Multiple Drafts of Research Paper

Speech Formal Outline

Advertisements

Google Slides, I-Movie, or a Demonstration

Speech

Teaching Outside the Box:

Make the speeches a competition, like a TedTalk. The students could win prizes for their speeches and their original ideas. Make this assignment interdisciplinary so that students can see the importance of reading and writing across the curriculum. Have students make advertisements promoting their ideas. They could even make 30-second commercials. 

Supporting the Standards!

March 17, 2016

from an Oklahoma Teacher on Spring Break

I have taught almost 25 years in Oklahoma, earned a Bachelor's Degree in English Education, a Master's Degree in Secondary Education, and a Master's Degree in Reading, and I believe that these are the best standards I have seen throughout my years in education. Here are the reasons why I like our standards and why the standards should be approved.

The standards support literacy: reading, writing, speaking, listening, and vocabulary skills. The only way to improve these five skills is to have students practice the skills together, not teach each 
skill as a separate entity. 

The standards provide opportunities for repetition of skills. For students to develop good habits, they need opportunities to repeat the skills they know while learning new ones. 

The standards promote curriculum alignment. My colleagues and I can align our curriculum so that we know what students should be able to do at each level.

The standards include independent reading and writing. For 11th and 12th grade students, accomplishing this standard would indicate that they are ready for college since college is all about independent reading and writing. 

The standards require research, using sources, and evidence. These skills are essential for college-level work. Click on this link for aligning research papers 9th-12th. Research Paper Proposals

The standards focus on the needs of the students not just for a test or an agenda.  Students have different strengths and weaknesses, and these standards don't represent the "one size fits all" idea that has been seen in common core states.

The standards focus on the higher levels of Bloom's Taxonomy. The focus is not on recalling or identifying; it's on evaluating, synthesizing, comprehending, and applying.

The standards require students to go through the stages of the writing process and to write multiple drafts. We have to prepare students to revise, to edit, and to write multiple drafts of essays. With the influx of writing tests that are given, I think these steps have been overlooked.

The standards involve critical reading and writing. Students are not just reading for fun or reading to get a higher score on an AR test. Students should read to understand why that piece of literature was written, to relate ideas to real-world events or other books that have been read, and to argue about something in the book. All of these ideas relate to the critical writing standard.

The standards require students to have speaking and listening skills. Students need to articulate their thoughts using sentences and upper-level vocabulary. We want them to go beyond a 6th grade vocabulary when discussing ideas. Furthermore, if students can discuss about it, they can write about it.

These standards are perfect for unit lesson plans, give teachers a way to align the curriculum, and focus on the students. Approve without hesitation #ourstandards, so that we can prepare for next year.

As Katniss Everdeen said in the Hunger Games, "Thanks for the consideration!"

The Standards Inferno

March 17, 2016

An Oklahoma Teacher on Spring Break

In the beginning of Dante's Inferno, Dante says that "Midway on our life's journey, I found myself in dark woods, the right road lost." The road to approving the standards has been lost by all the suggestions that either relate to common core or are Much Ado about Nothing.

The suggestions that relate to common core are reading the founding documents, literary text examples for each grade level, test and writing exemplars, and that the standards are too vague.These suggestions should not be considered because if even one of these ideas is used, then some one is breaking the law. The example literary text suggestion caused a big commotion in the state when a book that will not be named was used as an example. Okay, I will mention this book title, but please forgive me for this sin. The Bluest Eye was used as an example text to show the reading difficulty needed for the CCSS. I don't need example literary text, and if a high school teacher has students read Dr. Seuss books for the reading standard, then that teacher should be fired.

 Narrative writing should not be used in the upper grades because it does not relate to  college and career.  Argument should be changed to opinion or persuasion.

I disagree with these suggestions. I know that my seniors who have taken concurrent enrollment at Cameron University had to write a narrative essay in Comp I, and in Comp II, they had to write an argumentative essay. This is nothing new; it's been going on for years. The types of informative essays that they have written include definition, compare/contrast, and rhetorical analysis along with a research paper. My curriculum this year has followed what Cameron requires because most of my students will attend Cameron or another state college. Informative writing is not just about giving the facts or regurgitating the material. If done correctly, it is critical writing.

Literary and informational critical reading standards

I am insulted with this assertion that English teachers have not been trained to teach informational text and that the informational text would relate to topics that belong to other subject areas. Furthermore, if English teachers don't understand what literary texts mean, they should not be teaching in our state. In Comp I and Comp II, students have to read informational text. It would be ignorant to read just literary text when at the college level, they have to read informational text. Furthermore, the literature textbooks contain informational text, AKA nonfiction.

 Include Oklahoma authors and their books

Well, this idea works for a unit lesson plan but not for a standard. What I have found out with senior students is that they have had enough of forced reading. If I let them choose or relate the books to career choices or their interests, then they will read it without complaining about it. I will use this as one of my unit lesson plans, but my students will have the final choice. By the way, students take an Oklahoma history class in the 8th or 9th grade, so maybe that's where the unit should go.

Standards are the parts that make up the curriculum map; standards are not the curriculum. In my opinion, I want vague standards because I can create curriculum that fits in the individual needs of my students; more precise standards would lead to a particular test, relate to common core, and present a "one size fits  all" curriculum. 

Now to blog about why I like #ourstandards. 

Plans for my 25th Year!

February 18, 2016

Day 235 as an Oklahoma Teacher

     Today, I realized that next year will be my 25th year as an Oklahoma teacher, and that my salary will be capped at $43, 950. The idea of retirement is not too far away, so I have decided to make a list of 25 ideas that I want to accomplish next year to commemorate my 25th year as a teacher.
This list is in random order.

1. Write a textbook for my seniors.
2. Make grammar videos.
3. Do more guest teaching.
4. Do a staff development presentation.
5. Create curriculum using the new standards.
6 .Align the curriculum 7-12 grades.
7. Collaborate with more teachers from across the state.
8. Teach a Comp I class at the high school.
9. Teach a Comp II class at the high school.
10. Make games or hands-on activities for grammar & punctuation.
11. Go completely digital.
12. Increase the use of the flipped-classroom idea.
13. Read 10 professional books.
14. Set up individual learning portfolios for my students.
15. Set up activities for stations in my classroom.
16. Get a Keurig and supplies for my room.
17. Start a Breakfast Club.
18. Add Learning Communities.
19. Work across the curriculum with one subject area.
20. Collaborate with college professors.
21. Complete a 30 day challenge.
22. Take a college class.
23. Complete random acts of kindness.
24. Keep blogging.
25. Learn a new idea everyday.

Interruptions and Lesson Plans

February 27-28, 2016

Day 246 as an Oklahoma Teacher

    This week is going to be a busy week with lots of interruptions. On Monday, students will read their books. They have to be finished with their books by March 7th. Next week, they will write their essays. On Tuesday and Wednesday, they will go through CPR training in my classes. On Thursday, they will read and discuss their books. On Friday, they will work on their speech outlines which are due on March 11.

     The only difference between the AP and the regular English classes is that on Thursday, the students will film Act I of the Karl Project. This activity may take two days. My goal for them is to have Act II written and filmed before spring break. The other AP groups do not want to film their acts, so they will continue reading, watching, and rewriting Act II and Act III.

Read, Talk, & Blog Lesson Plans!

February 22, 2016

Day 237 as an Oklahoma Teacher

     This week my fabulous English IV students will be reading their books on Monday and Tuesday, having discussions on Wednesday, blogging on Thursday, and working on their senior projects on Friday. The discussions will be about what they have read and also about a video that I will show them. Like last week, I will give them questions about the video to use for the discussions. The video will be the Ted Talk about if schools are preparing students for the real-world. This independent reading, discussions, and blogging is leading up to a compare/contrast or argumentative essay due the week of March 7. They will write the rough draft that week, edit after spring break, and turn in a final copy at the end of March.

     In the AP classes, they will first finish rewriting Act I of the Taming of the Shrew. The third hour group is rewriting the play using Grey's Anatomy and the sixth hour group is rewriting using The Office. Both classes are rewriting the script, and sixth hour wants to tape their acting out of the play. For third hour, all six students worked on Act I using Google Docs. In sixth hour, each group will have a different assignment. On Tuesday or Wednesday, both classes will act out Act II, discuss, and then watch the movie. On Thursday, they will add onto their play the events that happened in Act II.

    All of the students have received the requirements for the senior project. On Fridays, they either work on the outline, advertisements, or the technology part of their projects.

Waiting on the ESA!

February 20 & 21, 2016

Days 236 & 237 as an Oklahoma Teacher

     There was this video a few years ago called Waiting for Superman! It detailed how public schools were failing, discussed the idea that schools have become "drop-out factories," and the only solutions were to give students more choices. The focus were on the schools in New York City and Los Angeles. These schools were too big and were located in neighborhoods where crime was prevalent. Lotteries would be set up to place a certain number of students into private schools. Many parents and their children would wait to see if their numbers were called, and if it was, then the children were given the chance to flee the failing public school. Sometimes, the children left their parents and homes and moved into dorms as part of the school experiences. Even though it was sad to see the disappointed faces of the children who did not get into these other schools, the video served as an indictment on all public schools.
     Now, we have the sequel, Waiting on the ESA! Educational Savings Account would take money from public education and give parents a way to send their children to private schools. As a parent, I wonder what makes someone else's child more important than my two children? Since money will be taken away from their school, over a half a million dollars, then what will be cut to save money? Art? Music? Band? Sports? My daughter like many other students are involved in these activities but with less money, something has to be cut. Education should be about helping every child, not sacrificing one group over another one.
     Parents and students do have choices in education. Like Mr. Holland stated in his two opinion articles, choices include online courses, career-tech classes, concurrent enrollment, charter schools, private schools, public schools, open transfer, and home schools.  However, one choice that is not easily made is where and how a child lives. Schools are reflections of society; if there are problems with a school, then solve the problems in society such as poverty and crime. Whatever choice is made doesn't matter if the problems still exist.
     Why is it that the ESA only focuses on sending children to private schools? What if parents want to send their children to another public school? How much money would actually be given to the parents and would that amount be equitable to students who stay in a public school? If public money is used, then why do private schools not have to follow the same testing and standards like everyone else? These questions have not been answered. The bill limits the choices rather than giving parents more choices. I am a parent, taxpayer, and a teacher, and I choose to put my money into public education. I'm tired of the outside groups who come into our state to tell us what to do with education because it's money they are concerned about and not our students. Not all public schools are failing; society is failing the public schools. Waiting on the ESA is not ok.

Just Another Week in English!

February 16, 2016

Day 233 as an Oklahoma Teacher

This week, my students are working on independent work and group discussions. They chose either a literature path, a career/college path, or the project path to follow. They checked out books to read, so here is the schedule: read the books for two days, discuss the books on Thursday, and then work on the senior project on Friday. Next, week, the seniors will learn how to blog so that they can make connections, reflections, and opinions about what they read. For the senior project, they will either work on the advertisements, the speech outline, and the presentation using some kind of technology.
Discussing, reflecting, and writing are the three ideas that will be repeated this semester.

The AP class will act out The Taming of the Shrew by William Shakespeare. This week we will go through Act I, watch Act I of the Elizabeth Taylor movie, and rewrite the Act using modern day language and ideas. Each week will be a repetition until the rewritten play is complete. The students will also work on sets, decorations, and practice AP multiple-choice tests and essays. This idea should be interesting; I can't wait to see the ideas that they come up with for this assignment. I want them to act out the play around Shakespeare's birthday, the third week in April. For my smaller AP class of seven, these students will just rewrite scenes to practice this skill.

Stepping Out of My Comfort Zone!

February 10, 2016

Day 227 as an Oklahoma Teacher

     I stepped out of my comfort zone today. Maybe, it was because I turned 47 years old this week. I have always hated to be in the spotlight, but I think it's time to quit hiding behind the words that I type. It all began 4th hour, the hour before lunch. My students were revising their senior papers, and as I walked around the room, I thought about sending an email or a letter supporting the new standards. While contemplating what to say in this letter, I came up with the idea of a 30 second video, so for the rest of the day, I had to come up with what I was going to say. I focused on literacy, independent learning, reading and writing, discussions between students, and the collaboration between teachers. I created a power point slide and practiced after school before it was recorded. Nita Wallace helped me with the recording; it took about five times before I didn't mess up. I want to make more videos to show my students and to express my ideas about public education.
     If teachers like me don't start standing up for education, then we will have people representing us who don't put education first in this state. Education should be the first priority in the state. We should be leading the nation with innovative ideas in curriculum, in teaching strategies, and in using technology in the state. It just takes commitment, collaboration, respect, and focus on the important ideas for it to work, However, what is being discussed provides no solutions but gives us more problems. It's time to pass the new ELA standards, so that teachers can come together and design, innovate, and plan new curriculum.
   

#edcampSWOK

Februaary 6, 2016

Day 224 & 225 as an Oklahoma Teacher

     Today, the first  Edcamp in Southwest Oklahoma happened at Cameron University in Lawton. Ninety-nine teachers registered, and fifty-seven teachers came to this event. I attended the ELA standards, blogging, and education sessions. Instead of discussing what I learned about in each session, I want to discuss some observations that I made. One teacher mentioned in the blogging section that teachers in Arizona are required to keep a blog as part of their evaluation process. Parents even read the blogs to find out about the class and the teacher and use it as a way to request teachers for their children. I thought that it was a very interesting idea; instead of having students fill out surveys, why not have teachers keep a class blog? It has reflecting, connecting, and expressing opinions, just what is needed to complete a TLE. I know some of you will disagree with this idea, but I think it would work.
       Another idea that I thought about was using the edcamp format as a way for students to teach the teachers about technology. Last week, I had a student show us a presentation using Keynote. We all wanted to know how to use Keynote, and she showed us. Students could even learn something new and present the information to other students. This format can be easily manipulated to fit any classroom and any school event. There could be a parent edcamp, a new student edcamp, a writing edcamp, or a literary character edcamp. The ideas are endless.
     Finally, get involved with educational issues. Just sitting around and griping about something is not going to solve problems. We need to discuss, to collaborate, and to share with other teachers across the state. Sometimes, I feel that teachers in this part of the state get left out, but I think it's more that we don't get involved. Write letters, send emails, make a Facebook page, or join a twitter chat group. If we are going to make a difference in education, we need to take that first steps now. We can't wait for other people to tell us what to do.
     I can't wait until next year's edCamp Southwest Oklahoma.

1, 2, 3, 4, 5, Blogger Challenge

February 2, 2016

Day 221 as an Oklahoma Teacher

"One Way or Another" by Blondie

  Well, I had more than one struggle this year, but the top struggle has been creating the
  curriculum for this senior class. I have looped with this class two times. Teaching
  seniors needs to go a different direction than the other classes. Seniors should listen,
  speak, write, read and study vocabulary; however, some of the curriculum should mirror
  Comp I and Comp II classes and should involve personalized learning. Seniors or even
  juniors should be on a personalized learning plans that cover the standards, but the
  students work at their own pace and possibly receive college credit. "One way or
  another," I will find the way and have the time to organize the curriculum to match the
  needs of my students.

"I've Got the Power" by Snap

  I have two accomplishments this year, one for my class and one for me. I implemented
  a senior paper and project this year. I wanted my students to do something with what
  they wrote about in their papers. Some of them have some terrific ideas such as raising
  money to stop human trafficking, creating a book of short stories, and documenting what
  happens during the senior year. In May, the seniors will have to give an eight minute
  speech in front of a committee. I am even going to have a championship round where
  the students compete for prizes. The other accomplishment is that I started walking and
  running this year. It has helped me lose weight, think of new ideas, and feel better about
  myself. I am going one step further with exercising this year, and I hope to have better
  results. "I've Got the Power" to make any idea happen.

"Don't Stop Believing" by Journey

 In the things to accomplish category, I need to be more outspoken on educational
 issues, write another book, and make videos to match my curriculum. I am an
 introverted person; in high school, no one heard me say a word. I kept to myself, sat
 in the back, and prayed that no one asked me a question. Of course, I'm not that extreme
 anymore, but I do need to speak my mind and to be prepared to defend my ideas. I also
 want to write another book to update the senior curriculum to meet college standards
 and create videos that show grammar, writing, and reading strategies. I can't stop
 believing in what I can accomplish.

"We're not Going to Take It" by Twisted Sister

 With all the negative comments thrown at teachers and education, why would anyone
 want to stay in education? The song, "We're not Going to Take It" by Twisted Sister
 represents how we should stand up for what is right, even though we may be
 standing alone. Here are the reasons: stay in for the students, stay in for the
 community, and stay in for education. It's all about the students and helping them find
 their paths in the world. It's all about the communities and making connections with the
 people. Community support is needed to bridge the gap between a school and the
 outside world. It's all about education and the direction that should be taken. We can
 either participate in that direction or let someone else tell us what to do.


"Stronger" by Kelly Clarkson

 My students will not like this challenge, but they will complete it as part of their blog
 practice. Parents should complete this challenge and share it on Facebook. This blog
 challenge is also a good way for teachers to practice reflection. This blog challenge
 would make a good twitter chat, so I call on everyone who is involved in education to
 answer the questions for this blogger challenge. It will make us all stronger!
                   

                   

Example Author's Blog: The Poisonwood Bible

February 2, 2016

Day 220 as an Oklahoma Teacher

     Before my students write their blogs, I wanted to write one for them and model how it should be written. I chose The Poisonwood Bible by Barbra Kingslover and first took notes over the author, plot, rhetorical devices, and characters. Here is the example I will show my students.

     I have never read the Poisonwood Bible by Barbara Kingslover, so I decided to research the author and the book. I know that writers take their time writing books, but it took Kingslover 15 years of planning, researching, and writing to finally finish this book. In an interview that she did with a reporter for the New York times, she said that she "took trips to Africa and read several books that covered the history of the Congo." I never really knew how much time it took to write a book, but to make a book factual and authentic, the ideas just can't be thrown together in some random order.
    Here is a summary of the book in five sentences. Nathan Price, a Baptist minister, takes his wife and five children to live in the Congo. He wants to spread Christianity into the village but encounters setbacks: crops can't be pollinated, the Chief in the village believes that Baptism will corrupt his people, Belgium is letting the Congo become an independent country which means that Price and his family have to leave, and the attitude that his culture is more superior than what's in the village. I find it ironic that Price was looking for a new beginning, a place for Genesis to happen but didn't think of all the problems he and his family would have to face. He was a reactive and not proactive with his decisions. Also, his hubris believing that "their culture was more superior and that they were masters of their domain" proved to be detrimental to the family ("Plot Overview"). They walked into a situation where they tried to manipulate a culture without trying to understand that culture.
     On the other hand, Orleana, his wife, had a transformation in the book. In the beginning, she was passive and complacent, and she did what she was told. One day, she stayed in bed unable or unwilling to get out of bed. After a few days, she got out of bed a changed woman. She went through a metamorphosis and spoke her mind about leaving the Congo with her children. In my opinion, she was a weak character; the safety of her children should have been the first priority. However, she was married to a man with strict religious beliefs and obeyed his decisions. This relationship, in a way, reminded me of my grandparents. My grandma would always follow what grandpa wanted to do. She was the dutiful way, followed the Bible, and always tried to help people.
     One odd feature about this book is that the five women narrate the chapters. I recently read The Fifth Wave and the second book in the series, and different characters were the narrators. The last chapter is narrated by Ruth May who "gives her mom forgiveness for what happened to her" ("Plot Overview"). It was confusing at times to keep up with the plot using this format. Imagery in the book was used to contrast light and darkness and symbolized the good and evil in the world. This book will be put on my reading list, and I will recommend it for my students to read. 

Works Cited

"Author Chat with BK: a Transcript." partners.nytimes.com. Web. 2 February 2016.

"Plot Overview." The Poisonwood Bible.  sparknotes.com Web. 2 February 2016.

  

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I was a Guest Teacher!

February 3, 2016

Day 221 as an Oklahoma Teacher

     Today, I did something that I will call as Guest Teaching. I taught "The Seven Ages of Man" by William Shakespeare to a group of sophomore students. Before I took over the senior class this year, I taught 10th grade for two years. I gave up my first hour planning period to accomplish this task, but let me take you back a week to explain why I made this decision.
      It was last Wednesday, and the sophomore English teacher talked about how teaching poetry was not what he liked to do, so I volunteered teach a class for him. He would just have to pick out the poem for me to use. Okay, it's time to pause for just a minute. The sophomore English teacher was my student back in 2007. Now, back to my story, he brought the poem to me on Friday, and I set it aside to look at it when I had time. The weekend went by and then Monday. I thought about what I had done to teach this poem, and I researched ideas. Honestly, I didn't have a definite idea until I walked into the classroom.
     I discussed with the class why people write poetry, I showed them some of my poetry, and then we discussed extended metaphor, imagery, simile, and tone. I showed them a painting called The Seven Ages of Man, and they made up smilies, metaphors, and imagery to describe the painting. Then, I read the poem to them, and broke them into six groups. I believe that students should act out poetry to be active learners, and they should just get up and move around to make sure they stay awake in class. Each group received a section to act out; I had one student in each group read the lines while the other ones in the group acted it out. I finished by relating the poem to the painting.
     The sophomore teacher said that he felt like he was back in 2007. I had fun, and I told him that he was going to teach my 5th hour class. My advice to any teacher is that we should visit each other's classrooms, learn from each other, and share ideas. I will definitely do this experience again, and I did confess to him that I improvised the lesson.
     

Why I Don't Use a Textbook!

January 28, 2016

Day 214 as an Oklahoma Teacher

     About 10 years ago, I decided to stop using a textbook; I used novels, nonfiction anthologies, and poetry anthologies for the reading assignments. Why did I decide to not use the textbook? The textbooks were becoming cumbersome not only for the students but also for me to carry around the room. I could use these books for weights and build some muscles. Even though the books contained a plethora of resources to use, it was too scripted. When I first started teaching, these textbooks dictated my curriculum, but eventually, I realized that it's the students' interests and needs should be the focus of the curriculum. I have decided to create more books to use in my classroom. Why not? My books will be simple but contain just enough information to explain the material. For example, I would introduce three grammar rules, 10 vocabulary words, poetry, nonfiction, and short story pieces, discussions, and a writing assignment that I use in a unit lesson plan.

February 2, 2016 Update

     Today, I went to the Literacy Caravan in Lawton. I listened to four different speakers discuss their textbooks. Now, teachers who use these books will not have to worry about anything.It's all planned out for them. My focus was on finding books that I could get for my AP students, and books that the 9th and 10th grade teachers could use. The only difference between the textbooks was the setup. Grammar was overlooked; I believe grammar skills should be taught and reinforced with reading and writing skills. For example, if my students are reading a passage, the questions should require them to use textual information and the grammar rules in their answers. That's what my book will cover, integrating all the ideas into one unit, repeating the rules, and learning new ones to use. 

Lesson Plans, the Author's Blog, and the New Standards!

February 1, 2016

Day 218 as an Oklahoma Teacher

    My English IV classes will revise and edit their definition essays. They will first revise their papers on a hard copy, correct the mistakes on their google docs, and then upload the assignments to google classroom. They will share their papers with each other in class. This should take up Monday and Tuesday. On Wednesday and Thursday, they will read and discuss an article using a discussion strategy like Socratic Debates or Speed Dating. On Friday, they will work on their senior papers or senior projects. Some of my students are way ahead while others drag their feet and fall behind. I guess that is why I called them the Ambitious Procrastinators.

     My A.P. students started doing a research project titled the Author's Blog. They have to research information about the author, the plot, the characters, the settings, the themes, symbols, figurative language, and diction for a piece of literature that has been on the A.P. test. They had to choose a book that they hadn't read and fill out the information. On Tuesday, they will write their blogs and be ready to present their ideas to the class. Every two weeks, they will complete this assignment. I hope this helps them make a connection between books they have read and books they haven't read. On Friday, it's Genius Hour, and like the other classes, I have the students who like to procrastinate and the ones who get the work finished.

     How do my lesson plans relate to the new ELA standards? By the time students are seniors, they should be professionals at completing independent work. Well, that's what my students do. At this level, I have become the guide on the side instead of the sage on the stage. Independent work is part of the new ELA standards. Reading, listening, speaking, writing, and vocabulary which are literacy strands are also included in each unit that we cover in class. Literacy instruction cannot be taught and then stopped. It takes consistent repetition and practice in each unit for students to make progress. 

It's All about Control!

January 30-31, 2016

Days 216 & 217 as an Oklahoma Teacher

     I graduated from Big Pasture Public School located in Southern Oklahoma. Big Pasture is a consolidated school; sometime around 1965, Devol, Randlett, and Cookietown schools consolidated and became Big Pasture Public School. The total student population was around 250, and there were 19 other seniors who graduated with me. Seven of us earned college degrees in business, education, and law.  The support of the community, the teachers, and parents influenced all of us to do our best. Everyone expected us to do our best, and the whole community supported every fundraiser and sporting event for the school.  We were not a rich school, but what made us rich was the community support. The school is the heart of the community; the community is the heart of the school. One cannot survive without the other. 

     The push to consolidate schools has come roaring back like a lion. This idea of consolidation of small schools has been around for over 25 years, but this year, it has some bite to it. With the budget crisis, teacher shortage, test scores, and the A-F schools grades, consolidation will be one of the ways to solve the budget crisis, to give teachers a pay raise, and to finally fund charter schools. The agenda that was started a few years ago would become reality. This idea is nothing new; it's just right time to try it again. It's just a distraction from the real problem that has caused the budget crisis.

     What are the problems that could arise with consolidating schools? Has anyone thought this far down the road? I don't think so because everyone's focus is on consolidating schools no matter the issues that will occur. Here are a few problems with consolidating schools: money, bigger class sizes, and more issues than we have now. Money will not be saved; there will be more transportation costs, and paying for more teachers, building upgrades, and resources. Bigger class sizes will occur because of the teacher shortage. Transporting students to the new school will cost more money, and the resources will have to be upgraded to accommodate a bigger student population. The community support will be disconnected because the school will not be the heart of the community anymore. Everyone says that it takes a teacher in the classroom to help students, but it takes a community, teachers, and parents to support a school. Bigger schools like Duncan are having financial difficulties and deleting extra-curricular activities could be the next areas cut the school. Would consolidation of the smaller schools help Duncan? It wouldn't because the student population would increase which would mean that more money would have to be spent to accommodate those students. It's time to correct the real problem with the budget crisis and quit picking on schools and rural communities.

     

Another Teachers Review

January 27, 2016

Day 212 as an Oklahoma Teacher

     To be honest, I laughed at some parts of this show. The narcissistic teacher wanted to try out for the Bachelor, so for the entire show, she was making a video. She wore a sexy leopard print dress with lots of cleavage showing. A student and a teacher were also part of the video. Another teacher had a student who crawled up into the ceiling, and for the entire show, she tried several ways to get him out of the it. A teacher cussed in class and bribed the students with coupons from Wendy's, and another one requested a mixer for single dads and teachers. The show ended with a teacher falling through the ceiling onto another teacher, the school superintendent visiting the school, and the Bachelor video turning into a safety video for the school. I almost forgot the student who crawled around in the ceiling was able to spend 30 minutes a day sitting up there.

     There were a couple of lines that were said that caught my attention. The teacher who crawled through the ceiling throughout the entire show said "I gave up management opportunities to be a teacher." She didn't want to lose her job as a teacher because of the kid who was crawling around in the ceiling. I wondered if the script writer was making fun of people who chose teaching as a career or was making a statement that people who teach are special for choosing such a low-paying job. In my opinion, it was the first one; the teachers in the show are portrayed in a demeaning manner but in a comical way.  Does using comedy justify the way the teachers are described? From what I have seen so far, no teaching has occurred in any of the classes. Also, the Superintendent said that he was proud of the safety video that the teachers  created because it showed that they were motivated, were thinking outside the box, and were feminists who realized there was more to be accomplished in the world. What does this comment insinuate about teachers? Instead of making fun of teachers, the hard work and issues should be the focus.  Maybe, there should be a reality TV show about Teachers.

Remembering Challenger

January 28, 2106

Remembering Challenger

Thirty years ago, I was 16 years old and a junior in high school. It was an exciting time because a teacher was going into space. I couldn't wait to watch the news to see what the astronauts were going to show people. I remember a student coming into my English class and telling us that Challenger had exploded. We all went in to the Home Ec room and watched the only television in the school. The images on the television have stayed with me all these years. I want to share a poem a wrote when I was 16 years old.

                                                                   Reaching for a star,

                                                                for a wonderful dream

                                                          Flying high through the heavens,

                                                           To see what is there to be seen,

                                                                 Reaching for the stars,

                                                                 seven people so brave,

                                                  Giving hope to generations of people to come,

                                                       Seven people were separate, but now

                                                                seven memories are one.

Is Senior English Becoming Obsolete?

January 26, 2016

Day 213 as an Oklahoma Teacher

    Is senior English becoming obsolete? My answer is yes for a particular group of students at my school. Most of the students who take concurrent enrollment are the AP students who already have that motivation to succeed. The senior class has 118 students; thirty students are taking classes at Cameron University. The number of students attending college will increase as we increase the standards for each level. When I began teaching 24 years ago, the thought of students going to college during high school would have been a shocking idea. With students writing high-level essays and reading challenging books, this idea is becoming a reality. Students are taught to apply the information, to cite from sources, and to conduct research. With the influx of higher demands, some students are capable of advancing at a quicker pace through school. Students have many options: take Comp I and Comp II college classes, pass the CLEP test, take summer classes, or take online classes. Before they graduate from high school, students have the chance to earn a lot of college hours.

    In my opinion, senior English and even high school curriculum needs to be updated and reinvented. I'm tired of seeing the same ideas being taught from 25 years ago. College classes, job training, writing/reading across the curriculum, independent learning, and partnering with businesses should be included in schools. If students have excellent teachers in the lower grades, then they will be prepared to make it in college. The new ELA standards for Oklahoma also provides evidence on how students can get through high school at a quicker pace. The path is there; we just have to be ready to take a risk.

A New Idea Using Portfolios

January 25, 2016

Day 211 as an Oklahoma Teacher

     As I have waded through the senior curriculum this year, I have thought about what should be changed to make it better for next year. This blog is about the curriculum; my next blog will answer the question if senior English is obsolete. I have decided next year that my students will choose what they will learn, read, and write about for the class. The curriculum will be set up in three different portfolios: the college portfolio, the career interest portfolio, and the literature portfolio.
     If they choose the college path portfolio, then their writing, reading, speaking, listening, and vocabulary will focus on college essays and reading assignments. They will research different colleges, write resumes, and complete a senior project. The career path portfolio will include reading, writing, speaking, listening, and vocabulary skills that will focus on career choices. The students will read fiction and nonfiction, write different types of essays and other types of prose, and complete a senior project. With the literature portfolio, students will read fiction, plays, and poetry. They will write different types of essays, act out a play, and complete a senior project. The students will choose what they read and how they will show what they have learned. Of course, I will have to conduct writing conferences, the students will have Socratic discussions, and I will give them 15 minute vignettes covering grammar and vocabulary.
     I think I'll try a smaller version of these portfolios with my students just to see if this idea will work. This is nothing new that I haven't already completed in the class. I just need to make it better.

Essay Week

January 23 & 24, 2016

Days 209 & 210 as an Oklahoma Teacher

This weekend, I worked on writing four reference letters, grading papers, reading Hacking Assessments and planning for next week. Here's the plan for this week. Students in my English IV classes will plan and write a definition essay. They will have to choose a word of phrase to define, create a formal outline, type a first draft, revise and edit, and make a final draft all in one week. The AP class will analyze a passage and write an essay about it. Now, the passage I chose is about Tess from Tom Hardy's novel Tell of the d'Urbervilles. The passage is not from the interesting parts of the book, so I am curious on how my AP students will respond to it. They will have to go through the writing process, discuss their ideas, and go back and revise this week. On Friday, both classes will have to work on the senior project.

Added on January 27th
Okay, the AP class really liked the passage. I like being sarcastic sometimes. They hated it because they never read the book. After we discussed what the book was about, then they could relate to the prompt better than when we first read it. They were amazed that her life was not as boring as what they thought. Next time, I think I'll have them get up and act out the prompt. Why not? They acted out poetry when they were sophomores.