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.
Monday, February 29, 2016
Monday, February 22, 2016
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.
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.
Sunday, February 21, 2016
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.
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.
Wednesday, February 17, 2016
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.
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.
Thursday, February 11, 2016
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.
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.
Monday, February 8, 2016
#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.
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.
Sunday, February 7, 2016
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!
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!
Thursday, February 4, 2016
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.
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.
.
Wednesday, February 3, 2016
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.
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.
Tuesday, February 2, 2016
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.
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.
Monday, February 1, 2016
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.
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.
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