7:40-3:30
Schedule:
- Prompt: "Authors are artists creating masterpieces with text. Who is your favorite author? Why?"
- Mini-lesson on transitions
- Short story with fill-in-the-blank transitions
- Introduction to Scholastic book reviews
- Write a book review on a new picture book for scholastic.com
- Finish literary analysis introduction and work on draft of first body paragraph
- Guest speaker: local children's author Cedric Threatt
- Computer lab: Type Scholastic review and literary analysis
Mr. Threatt is an author who lives in the Birmingham area, and it was a treat to hear him share with the students today. I loved the way he explained that many of his picture books are simply poems with illustrations. He encouraged the students to persevere, even if they encountered struggles in the process of writing and publishing. The kids asked excellent questions and learned about the option of self-publishing.
My greatest challenge of the day came when I was attempting to help some of the students draft the body paragraphs of their literary analysis essay. The directions in their packet are fairly explicit, offering suggestions for the organization of their ideas to support the thesis statement. However, many of them are still writing summaries and reviews. I am concerned that they are too unfamiliar with the essay format. I wish we had age-appropriate examples to share. I am not always a huge proponent of explicit and scaffolded instruction because it produces formulaic results. However, students also need to fully understand the expectations to be successful. Today, I found it most helpful to try to provide sentence stems for the students to complete.
Wednesday, June 13, 2012
Tuesday, June 12, 2012
RMWP Camp Day 7
7:40-3:30
Schedule:
- Prompt: "What things are important to you in choosing a book to read?"
- The children were supposed to bring their favorite novel, but some did not.
- Using the packet for the week, reviewed some specific book review guidelines for the Building Rainbows website
- Draft writing time: Reviewed favorite novel for buildingrainbows.com
- Discussed Writing Tips by Rodman Philbrick to introduce the literary analysis essay
- Wrote major thesis statement and got it approved
- Drafted introduction for literary analysis
- Computer lab: Posted book review, researched author, typed introduction
Today I was able to work with many students as they were drafting their book reviews. I know that I am doing much better with conferencing now that I have gained more experience. The packet full of directions provides an excellent guide. I directed the students to read each question in the list to make sure they had answered it completely. I assisted with word choice and clarity. Book reviews can be challenging because the students have to write enough to be interesting and can't write too much because they could spoil the surprises for future readers. I feel like I will be learning how to write a literary analysis essay alongside the students, but hopefully I can catch on quickly and offer quality assistance and support.
Schedule:
- Prompt: "What things are important to you in choosing a book to read?"
- The children were supposed to bring their favorite novel, but some did not.
- Using the packet for the week, reviewed some specific book review guidelines for the Building Rainbows website
- Draft writing time: Reviewed favorite novel for buildingrainbows.com
- Discussed Writing Tips by Rodman Philbrick to introduce the literary analysis essay
- Wrote major thesis statement and got it approved
- Drafted introduction for literary analysis
- Computer lab: Posted book review, researched author, typed introduction
Today I was able to work with many students as they were drafting their book reviews. I know that I am doing much better with conferencing now that I have gained more experience. The packet full of directions provides an excellent guide. I directed the students to read each question in the list to make sure they had answered it completely. I assisted with word choice and clarity. Book reviews can be challenging because the students have to write enough to be interesting and can't write too much because they could spoil the surprises for future readers. I feel like I will be learning how to write a literary analysis essay alongside the students, but hopefully I can catch on quickly and offer quality assistance and support.
RMWP Camp Day 6
7:40-3:30
Schedule:
- Introductions (If you were any punctuation, which would you be and why?)
- Prompt: "Books can touch our lives in many ways. Write about one particular book and why it "speaks" to you.
- Discuss the difference between a book report and a book review
- Introduce packet containing directions and example book reviews
- Writing time: taking notes to review a picture book
- Computer lab time: Typing and working on book review drafts and researching authors
Yesterday was much more calm and laid back than last week. I love the way this directly connects with the work that we do in my classroom. I think it would be really great to challenge my students to compose book reviews to be published online. I feel more comfortable reading the students' work this week. I think I struggled at the beginning of last week because I felt like poetry is so emotional and personal. Writing about and discussing literature fits more specifically into my areas of strength. The experience that stood out most distinctly during the day was when I worked with a particular student who was struggling to review Zathura by Chris Van Allsburg. Although he said that he typically enjoys fiction books about adventure or mystery, he was struggling to connect with his book. Because he did not have very strong opinions, whether good or bad, about it, he was struggling to compose meaningful comments. I suggested that he try to select another book, and he seemed much more successful with the review after that!
Schedule:
- Introductions (If you were any punctuation, which would you be and why?)
- Prompt: "Books can touch our lives in many ways. Write about one particular book and why it "speaks" to you.
- Discuss the difference between a book report and a book review
- Introduce packet containing directions and example book reviews
- Writing time: taking notes to review a picture book
- Computer lab time: Typing and working on book review drafts and researching authors
Yesterday was much more calm and laid back than last week. I love the way this directly connects with the work that we do in my classroom. I think it would be really great to challenge my students to compose book reviews to be published online. I feel more comfortable reading the students' work this week. I think I struggled at the beginning of last week because I felt like poetry is so emotional and personal. Writing about and discussing literature fits more specifically into my areas of strength. The experience that stood out most distinctly during the day was when I worked with a particular student who was struggling to review Zathura by Chris Van Allsburg. Although he said that he typically enjoys fiction books about adventure or mystery, he was struggling to connect with his book. Because he did not have very strong opinions, whether good or bad, about it, he was struggling to compose meaningful comments. I suggested that he try to select another book, and he seemed much more successful with the review after that!
Monday, June 11, 2012
RMWP Camp Day 5
7:40-3:40
Schedule:
- Introduction to Matisse's Window
- Read The Hello, Goodbye Window
- Brainstorm list of window ideas
- ArtPlay: Create Windows with paper and tissue paper
- Write a poem to describe the window scene
- Computer lab time to finish and publish poetry from the week
- Small group planning sessions to prepare for parent visits
- Parent art and poetry showcase
On Friday, we wrapped up the second week of the writing camp. I find it pretty unbelievable when I think about how much I learned in five days. During our publishing time in the computer lab, I worked mainly with two students to make corrections and last minute changes to their poetry based by the comments that Mrs. Peavy and I had added to their drafts. I felt much more sure of myself and the feedback that I was giving to the students. I felt like I learned a lot about poetry and helping students edit and revise.
I was also able to take part in a very interesting conversation during the walk back from ArtPlay. Another middle school writing teacher came to observe and seek advice and new ideas for her own poetry units. As she was asking questions, we learned that Mrs. Peavy teaches poetry from the beginning of the school year until October. She made the incredible point that if she can help students use quality imagery and figurative language in poetry, then the transition into other forms of writing seems to go very smoothly. When her former students had to take the Alabama Direct Assessment of Writing, the vast majority of them would earn the highest marks on expository writing because they were able to add insightful descriptions throughout their essays. I had never heard of anyone building their curriculum off of poetry, but now I will recommend it to any teacher of writing!
Schedule:
- Introduction to Matisse's Window
- Read The Hello, Goodbye Window
- Brainstorm list of window ideas
- ArtPlay: Create Windows with paper and tissue paper
- Write a poem to describe the window scene
- Computer lab time to finish and publish poetry from the week
- Small group planning sessions to prepare for parent visits
- Parent art and poetry showcase
On Friday, we wrapped up the second week of the writing camp. I find it pretty unbelievable when I think about how much I learned in five days. During our publishing time in the computer lab, I worked mainly with two students to make corrections and last minute changes to their poetry based by the comments that Mrs. Peavy and I had added to their drafts. I felt much more sure of myself and the feedback that I was giving to the students. I felt like I learned a lot about poetry and helping students edit and revise.
I was also able to take part in a very interesting conversation during the walk back from ArtPlay. Another middle school writing teacher came to observe and seek advice and new ideas for her own poetry units. As she was asking questions, we learned that Mrs. Peavy teaches poetry from the beginning of the school year until October. She made the incredible point that if she can help students use quality imagery and figurative language in poetry, then the transition into other forms of writing seems to go very smoothly. When her former students had to take the Alabama Direct Assessment of Writing, the vast majority of them would earn the highest marks on expository writing because they were able to add insightful descriptions throughout their essays. I had never heard of anyone building their curriculum off of poetry, but now I will recommend it to any teacher of writing!
Thursday, June 7, 2012
RMWP Camp Day 4
Time: 7:40-6:40
Schedule:
- Introduction to Miro and the Dream World
- Writing to describe a dream world or creature
- ArtPlay - use watercolor paintings and Sharpies to draw figures and creatures
- Drafting time
- Computer lab/revision time
Today the students struggled a bit more to connect to their art and create a meaningful poem. At ArtPlay on Tuesday, they used watercolors to cover a paper with shapes and drips. Today, using the inspiration of Miro, they used Sharpie markers to trace the shapes and identify objects and creatures in the painting. I felt like the students were not as interested in this piece as the others. Many of the students had to be redirected to stay on task and be productive. When we got back to the classroom, we tried to motivate them by explaining the goal and expectations of the week a bit more clearly. We split the group into two rooms to let them spread out and work more quietly. I felt that was very helpful. The afternoon was spent working with students to complete drafts and revise all four pieces in the computer lab. I worked with one student to finish each of his poems. When he writes freely, he naturally creates paragraphs. We focused on transforming his work into poetry by selecting line breaks. He struggles with figurative language and imagery, so I tried to challenge him to add more vivid descriptions. Because I know he struggles, I was very pleased with the work he completed.
After the students left, we stayed to plan the logistics of tomorrow's showcase. Then, Mrs. Peavy and I went to the computer lab to read some of the students' work and work on their rubrics. That was extremely beneficial for me because I got to directly observe her critiques and suggestions. Then I began to add comments and make changes on my own. I felt like this was a perfectly scaffolded opportunity for me to practice reading and evaluating students' poetry. I also enjoyed Mrs. Peavy's affirmation as we walked out as she encouraged me to trust my instincts and have confidence in myself in conferences.
Schedule:
- Introduction to Miro and the Dream World
- Writing to describe a dream world or creature
- ArtPlay - use watercolor paintings and Sharpies to draw figures and creatures
- Drafting time
- Computer lab/revision time
Today the students struggled a bit more to connect to their art and create a meaningful poem. At ArtPlay on Tuesday, they used watercolors to cover a paper with shapes and drips. Today, using the inspiration of Miro, they used Sharpie markers to trace the shapes and identify objects and creatures in the painting. I felt like the students were not as interested in this piece as the others. Many of the students had to be redirected to stay on task and be productive. When we got back to the classroom, we tried to motivate them by explaining the goal and expectations of the week a bit more clearly. We split the group into two rooms to let them spread out and work more quietly. I felt that was very helpful. The afternoon was spent working with students to complete drafts and revise all four pieces in the computer lab. I worked with one student to finish each of his poems. When he writes freely, he naturally creates paragraphs. We focused on transforming his work into poetry by selecting line breaks. He struggles with figurative language and imagery, so I tried to challenge him to add more vivid descriptions. Because I know he struggles, I was very pleased with the work he completed.
After the students left, we stayed to plan the logistics of tomorrow's showcase. Then, Mrs. Peavy and I went to the computer lab to read some of the students' work and work on their rubrics. That was extremely beneficial for me because I got to directly observe her critiques and suggestions. Then I began to add comments and make changes on my own. I felt like this was a perfectly scaffolded opportunity for me to practice reading and evaluating students' poetry. I also enjoyed Mrs. Peavy's affirmation as we walked out as she encouraged me to trust my instincts and have confidence in myself in conferences.
Wednesday, June 6, 2012
RMWP Camp Day 3
7:40-4:00
Schedule:
- Critique dance poem/Discuss ways to change prose to poetry
- Computer lab - completely finish emotion poem and work on others
- "Painting with Participles" lesson
- Prezi on Surrealism
- Surrealist collages with magazine images
- Quickwrite poem about collage
- Writing time
- Computer lab/writing time
Today I noticed that I was more able to offer valuable suggestions to the students after reading their work. I am very impressed with the way they directly ask about changes that need to be made. During the morning conferences, I really only worked with three students. I am realizing that I need to manage my time more wisely so that the students do not feel dependent on me and so I can see more students and be more helpful.
As I conference, I try to guide with questions more than make suggestions. This afternoon, I worked with a younger student who was struggling to focus and had not gotten much accomplished. We moved into the hall and created a draft that was fairly strong. I wonder if I may have controlled the overall idea and direction too heavily. However, I left the word selection to her, and she seemed pleased. I was extremely impressed when we were discussing ways to communicate a happy feeling, and she decided she wanted to use the word "euphoric." She's going into fourth grade!
When discussing the plan for tomorrow, I admitted that although I am growing, I still do not feel confident to give any student final approval on their work. It truly is different to be in an assisting role. These are not my students. These are not my lessons. These are not my assignments. I do not feel as though I have full understanding of the expectations, so I cannot declare when they have been met.
In another brief moment of guidance, today I learned that it usually works very well to tie writing with art because developing writers tend to need a visual.
I also learned through experience that a young writer's commitment to rhyming can basically ruin a poem. :)
Schedule:
- Critique dance poem/Discuss ways to change prose to poetry
- Computer lab - completely finish emotion poem and work on others
- "Painting with Participles" lesson
- Prezi on Surrealism
- Surrealist collages with magazine images
- Quickwrite poem about collage
- Writing time
- Computer lab/writing time
Today I noticed that I was more able to offer valuable suggestions to the students after reading their work. I am very impressed with the way they directly ask about changes that need to be made. During the morning conferences, I really only worked with three students. I am realizing that I need to manage my time more wisely so that the students do not feel dependent on me and so I can see more students and be more helpful.
As I conference, I try to guide with questions more than make suggestions. This afternoon, I worked with a younger student who was struggling to focus and had not gotten much accomplished. We moved into the hall and created a draft that was fairly strong. I wonder if I may have controlled the overall idea and direction too heavily. However, I left the word selection to her, and she seemed pleased. I was extremely impressed when we were discussing ways to communicate a happy feeling, and she decided she wanted to use the word "euphoric." She's going into fourth grade!
When discussing the plan for tomorrow, I admitted that although I am growing, I still do not feel confident to give any student final approval on their work. It truly is different to be in an assisting role. These are not my students. These are not my lessons. These are not my assignments. I do not feel as though I have full understanding of the expectations, so I cannot declare when they have been met.
In another brief moment of guidance, today I learned that it usually works very well to tie writing with art because developing writers tend to need a visual.
I also learned through experience that a young writer's commitment to rhyming can basically ruin a poem. :)
Tuesday, June 5, 2012
RMWP Camp Day 2
7:40-3:40
Schedule:
- I read aloud a passage from Out of My Mind by Sharon Draper to introduce the lesson on synesthesia
- Synesthesia Prezi
- Introduction to Kandinski art
- Example poems describing sounds
- Brainstorm personally relevant sound moments
- Visit to ArtPlay to practice drawing sounds, paint a sound moment, and work with watercolors
- Computer lab time to type emotion poems
- Lesson on "The Music of Words" (sound, rhythm, alliteration, assonance, repetition, rhyme, and onomatopoeia)
- Read writing out loud to evaluate the 7 elements and make changes
- Peer conferences with guiding questions
- Share time
I find it funny that I seem to be so quiet and reserved at this camp. I still feel so unsure of myself... These students are very different than those at my school. Their vocabularies seem even more expansive than my own, so their writing definitely conveys the power of words. Although I have technical knowledge about writing and poetry, I struggle to feel as though I can really guide them to improve their work. In some ways, I feel like it is theirs - and I don't want to try to control them.
However, I asked for more suggestions today:
* Never use "you"
* Remove parts that sound like a paragraph
* If a student cannot explain the reasoning for a decision, they aren't fully committed to it.
* Take out repetition that is not purposeful and does not add to the meaning or feeling
* Change the order of adjectives so that they are not always grouped together in a predictable way
Schedule:
- I read aloud a passage from Out of My Mind by Sharon Draper to introduce the lesson on synesthesia
- Synesthesia Prezi
- Introduction to Kandinski art
- Example poems describing sounds
- Brainstorm personally relevant sound moments
- Visit to ArtPlay to practice drawing sounds, paint a sound moment, and work with watercolors
- Computer lab time to type emotion poems
- Lesson on "The Music of Words" (sound, rhythm, alliteration, assonance, repetition, rhyme, and onomatopoeia)
- Read writing out loud to evaluate the 7 elements and make changes
- Peer conferences with guiding questions
- Share time
I find it funny that I seem to be so quiet and reserved at this camp. I still feel so unsure of myself... These students are very different than those at my school. Their vocabularies seem even more expansive than my own, so their writing definitely conveys the power of words. Although I have technical knowledge about writing and poetry, I struggle to feel as though I can really guide them to improve their work. In some ways, I feel like it is theirs - and I don't want to try to control them.
However, I asked for more suggestions today:
* Never use "you"
* Remove parts that sound like a paragraph
* If a student cannot explain the reasoning for a decision, they aren't fully committed to it.
* Take out repetition that is not purposeful and does not add to the meaning or feeling
* Change the order of adjectives so that they are not always grouped together in a predictable way
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