7:30-3:30
Schedule:
- Prompt: "Has developing the materials for your own campaign helped you to understand what it takes to be a "real" political candidate? Explain."
- Lab time: Conferencing
- Campaign tweets
- Completion of display boards
- Parent showcase
Today was my last day with the writing camp. Although I must admit I am glad to officially start my "summer break," I have enjoyed learning from the teachers and students. My most significant take-away is that I really feel like I could work with middle school students. I have wondered about that for the last couple of years, considering that I could enjoy middle school much more than primary. I believe the last three weeks have confirmed that for me.
Today's showcase was probably the best yet. The students' essays were right on target, and their commercials and Voice Threads were engaging and entertaining. I felt that the parents seemed to truly enjoy all of the work from this week, not only the work belonging to their own child. It was nice to see their affirmation for each other.
I currently teach only reading, but I feel that the last three weeks have strengthened me overall as a language arts teacher, and I will be much more prepared to teach writing if opportunity calls. :)
Friday, June 22, 2012
Thursday, June 21, 2012
RMWP Camp Day 14
7:40-9:30, 1:15-3:30
Schedule:
- Journal prompt
- Review Voice Threads
- Political Cartoons
- Famous speeches
- Argumentative essays
I missed this morning's journal prompt because I was pulling students out to record their commercials in the computer lab. The students wrote the scripts for these commercials yesterday, so they were ready to record directly into iMovie today. I felt that using the webcam to record in the lab really limited their creativity. I think that if I was doing this in my own classroom, I would prefer to record with a flip camera and then use the computers for editing and special effects.
I had to leave for part of the day because I presented on "The Developing Role of E-readers and Other Technologies in the Classroom" at the MidSouth Reading and Writing Conference. As I thought about technology so much today, I realized that literacy instruction is changing rapidly. Writing instruction is no longer limited to traditional five-paragraph essays in composition notebooks. In this digital age, we must teach our students about a variety of methods of expression and communication of ideas - including speeches, digital videos, and other visual presentations like Voice Threads and animated cartoons created in Paint or on the Internet.
Schedule:
- Journal prompt
- Review Voice Threads
- Political Cartoons
- Famous speeches
- Argumentative essays
I missed this morning's journal prompt because I was pulling students out to record their commercials in the computer lab. The students wrote the scripts for these commercials yesterday, so they were ready to record directly into iMovie today. I felt that using the webcam to record in the lab really limited their creativity. I think that if I was doing this in my own classroom, I would prefer to record with a flip camera and then use the computers for editing and special effects.
I had to leave for part of the day because I presented on "The Developing Role of E-readers and Other Technologies in the Classroom" at the MidSouth Reading and Writing Conference. As I thought about technology so much today, I realized that literacy instruction is changing rapidly. Writing instruction is no longer limited to traditional five-paragraph essays in composition notebooks. In this digital age, we must teach our students about a variety of methods of expression and communication of ideas - including speeches, digital videos, and other visual presentations like Voice Threads and animated cartoons created in Paint or on the Internet.
Wednesday, June 20, 2012
RMWP Camp Day 13
7:40-3:30
Schedule:
- Prompt: "What have you learned so far this week? What would you like to accomplish by the end of the week?"
- Review of propaganda techniques
- Commercial scripts/practice
- Revise and edit argumentative essay drafts
- Computer lab: Type essays and create Voice Threads
Today, I continued to help the students revise and extend their argumentative essays. I spoke to the group and tried to encourage them to avoid cliches and to show me examples of their qualifications rather than just tell me about them. Then I went around and read some of their work. I also noticed that although they were understanding the format of a refute/rebuttal, they weren't really using them successfully. For example, one student wrote a paragraph about how he is honest. Then he tried to conclude it with, "Some people might say that I lie, but I tell the truth even when it hurts." I tried to explain to him, and then later to the whole class, that if I was a voter, I would be focused on why some people accuse him of lying. All of a sudden, I would feel really suspicious and wonder who to believe. I tried to explain that politicians try to spin everything they say so that it makes them look good. Then we worked on writing refutes that would not alarm a voter. For instance, "Some people say that I lie," or, "Some people say that I'm always late," cautions me as a prospective voter because those could turn into problems that affect me. However, when a kid claims that they are organized and then says, "Some might think my locker is messy, but I know exactly where everything is," I don't have to worry because a messy locker wouldn't really affect me.
Schedule:
- Prompt: "What have you learned so far this week? What would you like to accomplish by the end of the week?"
- Review of propaganda techniques
- Commercial scripts/practice
- Revise and edit argumentative essay drafts
- Computer lab: Type essays and create Voice Threads
Today, I continued to help the students revise and extend their argumentative essays. I spoke to the group and tried to encourage them to avoid cliches and to show me examples of their qualifications rather than just tell me about them. Then I went around and read some of their work. I also noticed that although they were understanding the format of a refute/rebuttal, they weren't really using them successfully. For example, one student wrote a paragraph about how he is honest. Then he tried to conclude it with, "Some people might say that I lie, but I tell the truth even when it hurts." I tried to explain to him, and then later to the whole class, that if I was a voter, I would be focused on why some people accuse him of lying. All of a sudden, I would feel really suspicious and wonder who to believe. I tried to explain that politicians try to spin everything they say so that it makes them look good. Then we worked on writing refutes that would not alarm a voter. For instance, "Some people say that I lie," or, "Some people say that I'm always late," cautions me as a prospective voter because those could turn into problems that affect me. However, when a kid claims that they are organized and then says, "Some might think my locker is messy, but I know exactly where everything is," I don't have to worry because a messy locker wouldn't really affect me.
Tuesday, June 19, 2012
RMWP Camp Day 12
7:40-3:30
Schedule:
- Prompt: "What student government position are you running for and what makes you the best candidate?"
- Review of SGA roles and responsibilities
- Personal definition of student council
- Discuss and debate SGA scenarios in small groups
- Complete argumentative essay graphic organizer and rough draft
I have been really impressed with the way Mrs. Owens is scaffolding the students' writing process. Their journal prompt helped them to brainstorm their qualifications and strengths. It's interesting to see how some of them are battling a strong humility that is making it more challenging to focus so much on themselves. I was impressed with the clear organization of the graphic organizer, and I'm glad that Mrs. Owens took the time to model with her own examples. The students caught on well to the concept of refutes and rebuttals, and they quickly copied the ideas from the graphic organizer into their journals in paragraph form.
As I walked around to read their drafts and offer feedback, my only concern was to see ways that they overused cliches or failed to provide clear examples and details in their writing. For example, one student repeatedly used phrases about "fighting for your rights," but he did not clearly communicate what that really means. I tried to encourage him to give at least one example of what he meant by "students' rights." I also tried to read their essays from the perspective of a voter, so I hope I am able to help strengthen their work by offering helpful critiques and asking questions.
Schedule:
- Prompt: "What student government position are you running for and what makes you the best candidate?"
- Review of SGA roles and responsibilities
- Personal definition of student council
- Discuss and debate SGA scenarios in small groups
- Complete argumentative essay graphic organizer and rough draft
I have been really impressed with the way Mrs. Owens is scaffolding the students' writing process. Their journal prompt helped them to brainstorm their qualifications and strengths. It's interesting to see how some of them are battling a strong humility that is making it more challenging to focus so much on themselves. I was impressed with the clear organization of the graphic organizer, and I'm glad that Mrs. Owens took the time to model with her own examples. The students caught on well to the concept of refutes and rebuttals, and they quickly copied the ideas from the graphic organizer into their journals in paragraph form.
As I walked around to read their drafts and offer feedback, my only concern was to see ways that they overused cliches or failed to provide clear examples and details in their writing. For example, one student repeatedly used phrases about "fighting for your rights," but he did not clearly communicate what that really means. I tried to encourage him to give at least one example of what he meant by "students' rights." I also tried to read their essays from the perspective of a voter, so I hope I am able to help strengthen their work by offering helpful critiques and asking questions.
RMWP Camp Day 11
7:40-3:30
Schedule:
- Prompt: "What historical figure or famous person do you look up to? Why?"
- Icebreaker: Famous historical figure game
- Introductions
- Introduction to "Campaigning Away"
- Sample campaign ads
- Overview of elected offices and propaganda techniques
- Brainstorm and create slogans and campaign flyers
- Computer lab: Create flyers in Word or Publisher
- Candidate profile sheet
- Computer lab: Identify propaganda methods in YouTube commercials
This week is really good for me! Propaganda techniques are on the Alabama Course of Study for 5th grade, and I definitely did not adequately cover them this year. I don't feel confident in my own personal knowledge of each one, so I enjoyed watching the YouTube videos and hearing the explanations and examples. I always enjoy seeing ways other teachers teach the same things that I need to teach. It's really frustrating sometimes that we cannot access resources on YouTube at school for instructional purposes.
The ultimate goal for this week is to work with the students to write persuasive/argumentative essay. I have already been impressed by the way Mrs. Owens has clearly explained the goals and expectations to the students. The activities are building onto each other to prepare the students to write their essays.
Schedule:
- Prompt: "What historical figure or famous person do you look up to? Why?"
- Icebreaker: Famous historical figure game
- Introductions
- Introduction to "Campaigning Away"
- Sample campaign ads
- Overview of elected offices and propaganda techniques
- Brainstorm and create slogans and campaign flyers
- Computer lab: Create flyers in Word or Publisher
- Candidate profile sheet
- Computer lab: Identify propaganda methods in YouTube commercials
This week is really good for me! Propaganda techniques are on the Alabama Course of Study for 5th grade, and I definitely did not adequately cover them this year. I don't feel confident in my own personal knowledge of each one, so I enjoyed watching the YouTube videos and hearing the explanations and examples. I always enjoy seeing ways other teachers teach the same things that I need to teach. It's really frustrating sometimes that we cannot access resources on YouTube at school for instructional purposes.
The ultimate goal for this week is to work with the students to write persuasive/argumentative essay. I have already been impressed by the way Mrs. Owens has clearly explained the goals and expectations to the students. The activities are building onto each other to prepare the students to write their essays.
Friday, June 15, 2012
RMWP Camp Day 10
7:40-3:20
Schedule:
- Prompt: "As an experienced book reviewer, come up with a plan for students at your school to share books."
- Mini-lesson on writing a conclusion
- Drafting conclusions
- Computer lab: Typing literary analysis and making final revisions
- "Farce-book" poster of main character
- Parent showcase
Two weeks down, one to go! Today, I actually caught myself thinking out loud, "I could teach middle school!" Haha... I have enjoyed getting to know these students and seeing the quality of their work. Even though analysis and logical argument may not come naturally to them at this point, their depth of thought and precision with words is impressive.
I thought that today's lesson on conclusions was the clearest lesson of the week, and the students were very successful! Mrs. Simms gave them a list of common examples of phrases used to conclude essays, and that was an excellent resource... When it was all said and done, I really felt like their conclusions turned out to be their strongest paragraphs. Even though writing literary analysis essays may not seem like the most interesting summer activity, I hope this week can really benefit the students in the future!
Schedule:
- Prompt: "As an experienced book reviewer, come up with a plan for students at your school to share books."
- Mini-lesson on writing a conclusion
- Drafting conclusions
- Computer lab: Typing literary analysis and making final revisions
- "Farce-book" poster of main character
- Parent showcase
Two weeks down, one to go! Today, I actually caught myself thinking out loud, "I could teach middle school!" Haha... I have enjoyed getting to know these students and seeing the quality of their work. Even though analysis and logical argument may not come naturally to them at this point, their depth of thought and precision with words is impressive.
I thought that today's lesson on conclusions was the clearest lesson of the week, and the students were very successful! Mrs. Simms gave them a list of common examples of phrases used to conclude essays, and that was an excellent resource... When it was all said and done, I really felt like their conclusions turned out to be their strongest paragraphs. Even though writing literary analysis essays may not seem like the most interesting summer activity, I hope this week can really benefit the students in the future!
Thursday, June 14, 2012
RMWP Camp Day 9
7:40-3:20
Schedule:
- Prompt: "Reading novels with a critical eye can help you become a better writer. What could someone learn from studying the craft of a book?"
- Write thank you letters/book reviews for Mr. Threatt
- Writing time: Draft two remaining body paragraphs
- Computer lab: Type literary analysis and submit Scholastic reviews
I spent a lot of time supervising the computer lab time today. That was interesting because when we split the group last week, I was the one who stayed in the classroom. It's incredible how poor keyboarding skills can really limit some of these students. However, I was impressed with their focus and productivity this afternoon.
Their essays are improving. Mrs. Simms clarified that most should build the three body paragraphs around character(s), setting, and plot. However, they are still clinging to summaries. We had a good discussion during snack today about the move toward argumentative writing in the Common Core. I really believe that students who learn to write and think this way will be so well-prepared for college and for any form of communication that involves logical reasoning.
I also enjoyed hanging out with some of the girls today. I really believe that teachers can have a tremendous impact of students, if they are willing to get to know them and build a relationship with them. There is one specific student that challenged me a bit last week. However, I feel like we have finally found a great balance of sarcasm and respect, and I'm thankful for that. :)
Schedule:
- Prompt: "Reading novels with a critical eye can help you become a better writer. What could someone learn from studying the craft of a book?"
- Write thank you letters/book reviews for Mr. Threatt
- Writing time: Draft two remaining body paragraphs
- Computer lab: Type literary analysis and submit Scholastic reviews
I spent a lot of time supervising the computer lab time today. That was interesting because when we split the group last week, I was the one who stayed in the classroom. It's incredible how poor keyboarding skills can really limit some of these students. However, I was impressed with their focus and productivity this afternoon.
Their essays are improving. Mrs. Simms clarified that most should build the three body paragraphs around character(s), setting, and plot. However, they are still clinging to summaries. We had a good discussion during snack today about the move toward argumentative writing in the Common Core. I really believe that students who learn to write and think this way will be so well-prepared for college and for any form of communication that involves logical reasoning.
I also enjoyed hanging out with some of the girls today. I really believe that teachers can have a tremendous impact of students, if they are willing to get to know them and build a relationship with them. There is one specific student that challenged me a bit last week. However, I feel like we have finally found a great balance of sarcasm and respect, and I'm thankful for that. :)
Wednesday, June 13, 2012
RMWP Camp Day 8
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.
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.
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
RMWP Camp Day 1
7:45-3:45
My first day of camp was lots of fun! I feel like this is a bit like trial by fire. The connection between reading and writing is so strong, so I feel like this opportunity can only strengthen my ability and understanding as a reading teacher.
Schedule:
- Student introductions
- Quickwrite about what art and poetry have in common
- Emotions/Moments list (The students brainstormed emotions with partners and personally described moments to match the emotions.)
- Quickwrite about their favorite moment
- Lesson on imagery/figurative language
- Prezi about Rothco
- Painting outside
- Writing time to change the quickwrite into a poem
I also spent a little time working with one specific reluctant writer. During parts of the day, when asked guiding questions, he consistently responded with, "I don't know," and a shrug. The most effective strategy that seemed to motivate him to respond and to write was to identify his interest in tennis. I was extremely pleased with his quickwrite that described the experience of playing tennis with his dad. He struggled to change his writing into a poem and continued to dodge my questions about choosing line breaks. However, I was impressed by the content of his writing.
At the end of the day, I asked for a few suggestions about conferencing with students. Mrs. Peavy told me to focus on challenging the students to use their words to show, rather than to tell. I have not taught writing in three years, but I remember focusing on that with my fourth graders. She also suggested that I work with them to help remove excess words that do not really enhance their poetry.
I'm still a little uncomfortable with reading their writing. I feel like writing can be so incredibly personal. Because I do not know these students and do not have a relationship with them as I do in my own classroom, I feel like I am invading their privacy.
I know that I have a lot of learning and growing to do!
My first day of camp was lots of fun! I feel like this is a bit like trial by fire. The connection between reading and writing is so strong, so I feel like this opportunity can only strengthen my ability and understanding as a reading teacher.
Schedule:
- Student introductions
- Quickwrite about what art and poetry have in common
- Emotions/Moments list (The students brainstormed emotions with partners and personally described moments to match the emotions.)
- Quickwrite about their favorite moment
- Lesson on imagery/figurative language
- Prezi about Rothco
- Painting outside
- Writing time to change the quickwrite into a poem
I also spent a little time working with one specific reluctant writer. During parts of the day, when asked guiding questions, he consistently responded with, "I don't know," and a shrug. The most effective strategy that seemed to motivate him to respond and to write was to identify his interest in tennis. I was extremely pleased with his quickwrite that described the experience of playing tennis with his dad. He struggled to change his writing into a poem and continued to dodge my questions about choosing line breaks. However, I was impressed by the content of his writing.
At the end of the day, I asked for a few suggestions about conferencing with students. Mrs. Peavy told me to focus on challenging the students to use their words to show, rather than to tell. I have not taught writing in three years, but I remember focusing on that with my fourth graders. She also suggested that I work with them to help remove excess words that do not really enhance their poetry.
I'm still a little uncomfortable with reading their writing. I feel like writing can be so incredibly personal. Because I do not know these students and do not have a relationship with them as I do in my own classroom, I feel like I am invading their privacy.
I know that I have a lot of learning and growing to do!
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