Treasure Chest of Thoughts

In English 11, we have been reading Ben Mikaelsen’s Touching Spirit Bear, not a hard-read, but a definite good read.  Why teach this book at this level, a book taught by so many teachers at a lower grade?

Last year, when I read this soul-stirring novel in one night, it captivated me, and I decided then that this masterpiece would be the class-read for my A Pioneer Never Quits unit.  The pioneer in this novel, though, is not Cole Matthews, the main character, a punk, a bully, a young person in definite conflict with himself. 

The pioneer is Garvey, a parole officer.  He never quits…even when he sits down and refuses to help Cole rebuild the cabin that this rebel intentionally burnt to the ground. (Yes, cutting off his own nose to spite his face.) Sitting down, though, in this case, is the best example of not quitting.  Imagine that.

Garvey pioneers by not giving up on Cole.  This man, a promoter of the Circle of Justice, is the constant that Cole has never had in his life.

Does Cole like Garvey?  No.  An understatement.  Yet from day one, a respect is there.

Sometimes…well, sometimes, that is all one needs or can expect out of such characters.

So a note to teachers out there who have Coles in your life who do not like you.  That’s okay…just make sure they respect you.

Then read Touching Spirit Bear to further understand why you and Garvey truly are pioneers…pioneers that never quit.

And, by the way…thanks!

Yes, I do marvel at the many uses of the blog.

Today, my husband had knee surgery, so last night I posted my lesson plans on the class blog.  Now, surely, oh, surely, I won’t hear, “But the sub didn’t tell us to do that!”? 

Yes, that’s right…I am my own substitute…with assistance from Mrs. Holmes, of course.  Thanks, Mrs. Holmes!

Yes, the power of the blog.  I really like this power!

We were blessed…Ike only brought an abundance of wind to us and no electricity for several hours.

While the electricity was out, my husband pioneered.  He got out the cast-iron stove on which his great-grandmother cooked her family’s meals…just to see if it would work.  It does!

Yes, that is left-overs heating up on the top burner and a pan of cornbread going into the oven.

Uhmmm!  Good stuff!

‘Tis true:  A Pioner Never Quits!

Blogging is just the greatest of visual aides…and a great way to Write Beside Them.

Along with my Pre-AP English 10, I, too, am adding to a new sci-fi world…the World of Hollywood…that I actually began with last year’s group.    Phase One of this project is to write a descriptive paragraph of the hero or heroine, as in my subject-matter, and to submit a visual of the main character.

Using Step up to Writing as a tool, I also require the students to color-code their sentences.  Blogs are a great tool for this, for the text-colors are just a click away!

Here’s my heroine and paragraph…see the colors?

To generate our heroic thoughts, the students explore Hero Generator 2.5 (which is blocked at our school most of the time, but for this project, the tech man unblocks it for one afternoon).  What fun! 

I first started my drawing in Paint; then, of course, one of my students at that time introduced me to this site.  My character took on a whole new life as I added the rollerblades and the shooting-rays-from-the-hand maneuvers.

Now, I have a draft with which we can analyze for other stylistic features also.

Now, if only I had an Interactive Smartboard…just think what all we could do in class to further enhance my students’ learning…while having fun at the same time!

To see this writing sample and my heroic character (based on my nine-year-old daughter), please visit Pre-AP English 10’s blog at Writing Right!

Just announced today, Batesville High School is a Blue Ribbon School of Excellence.  One of only three schools selected in our state.  The only high school.  Nice!

What an honor to work with peers who will now be recognized for fulfilling their lots in life…teaching!

Today I read “9/11 Remembered: An Eyewitness Account” to my eighth grade lit lab class (for I will not have them in class on 9/11 as we are on an A/B block schedule) and was proudly surprised with how my students responded when I said, “You may not remember what you were doing…” Didn’t get to finish, for they quickly told me that they do remember exactly what they were doing on that day, seven years ago.

May we never forget. For as vivid as our memories are, the memories of those there and of those who lost loved ones have to be that much more vivid.

Tomorrow on 9/11, I will share this story aloud again, this very important story of Suzanne McCabe, an eyewitness account of when our country was attacked, with my three English classes.

May we never forget.

May we also stand a little taller and speak the words with a lot more feeling when we say “The Pledge of Allegiance” with our students tomorrow…on 9/11.

For may we never forget.

Another new adventure for me…reading a novel with one lit circle group within each of my English 11 classes.

First, to the group that assigned 175 pages for the first reading…let’s just say this is a good reminder of what being assigned homework is like…and what it feels like as I wait too long to begin the next assignment!  Don’t worry!  I’ll make it!

Right now, both of these classes are reading historical fiction, a genre I have not read in some time.   My in-class library needs some help here also…not enough choice and not near enough novels on our reading levels!

Here’s a list of what we are reading for our “A Pioneer Never Quits Unit”:

• Indian Captive
• The Sacrafice
• Fever 1793
• Caddie Woodlawn:  I’m in that group!
• Black Storm Comin’
• The Glory Field:  This is the group that assigned me 175 pages for the first assignment!  Good book, though!

Yesterday, we met for our first club meeting.  Reinforced  the fact that lit circles should assist in retention of content and a much deeper reading.  I am a sticky-note user (saves writing in my class books and my annotating choice of the day), so I showed the class my novel…one quickly sprouting pink wings (Caddie Woodlawn)!  Today’s group (The Glory Field) will see how I am using sticky notes to divide the book as the author has done…by segments of time.

Next time?  We adopt our roles and report accordingly.  Each person assumes a different role for each club meeting (of course, no two may have the same role on the same day).  Uh, oh…what role was I assigned? 

1. Discussion Director
2. Illustrator
3. Wordsmith
4. Summarizer
5. Travel Tracker
6. Vocabulary Enricher
7. Connector
8. Conflict Connector

The assigment includes having their role ready to discuss, then taking notes on the other roles as each club member discusses his/her findings.

Yes, reading deeper!  Need to find that extra package of sticky notes!

Thanks to Krystle and all my other awesome kiddos who are checking their Readers! 

You do make me proud!

Question:  How might one create a digital totem pole?  Or should one?

Despite my goal to promote Web 2.0 within my classroom this fall, with this project, maybe non-digital is the way to go.

A few nights ago in a conversation with my husband about what I was reading, we discussed the totem pole as one of the original means of communication within our nation. 

Thus, this is where I go next with my English 11 students as we begin our first thematic literacy unit “A Pioneer Never Quits.”  One of the projects for this unit is for the students to create a literary totem pole.

1. Each student determines the main “chunks” within his/her life.  Each chuck is represented on a card.  For example, the chunks in my sample literary totem pole are family, education, school, church, and hobbies = my totem pole consists of five cards.
2. Each card contains a description, whether through the use of pictures, words, 3-D objects…whatever that student wants to use to represent that facet of his/her life.
3. Yes, each card represents what a bear, a whale, a raven might have represented on a “real” totem pole:  what is important or meaninful in one’s life.
4. The cards are scored; each turned in opposite directions and then small slits are placed on the bottom of each card (except for the bottom one!) and slid over the card below it.  As they interlock, the pole is built.
5. This year the totem poles will be built around a paper towel cardboard center for added support.  The ones built last year would stand but were quite wobbily!
6. Then we create our English 11 Museum of Modern History.

Digital?  No, I don’t think so…unless the student chooses that method.  Some of the originality, the creativity, the uniqueness might be lost, just as unique as the original totem poles.

Unless, of course, someone knows of a tool to create these literary totem poles and not loose the 3-D effect.  Ideas?

As I promoted Letters to the Next President, I watched my students shake their heads when I asked if their parents’ opinions determine their vote.  Some positive; some negative.

No, my students cannot vote during this election, but they will all be eligible to vote in the 2012 election, and I want to do my part to help teach them to be responsible voters.  Vote based on their convictions, not their friends’, not their parents’, not because it just seems like the right thing to do.

My job, my mission is to teach others how to learn and why they should want to learn…so they won’t be left behind, so they will be informed, so they will succeed.

Letters to the Next President is an excellent means to help accomplish this goal.  Two other positives?  We’ll learn to write business letters and to write persuasively.

On my class wiki are the resources I have either created or am borrowing.  I would love to share…what are you doing to succeed in preparing our students to be informed citizens?

Let’s stay informed…with each other.