Use this space to ask questions and get answers about the final project--regardless of what option you are picking.
is book in a 12th We've worked with novels, short fiction, nonfiction stories, and graphic novels. But we haven't looked at poetry. While I may not love poetry, I know that students sort of love poetry. Well, they don't love reading poetry that much, but man do they love to write it. Is it true that all teenagers are poets? Thank god that's just phase. Sorry. Sorry, can't help it. Anyway, using some of the poems included on the syllabus, discuss possible ideas for teaching poetry--possible joys and possible problems.
We've been thinking a lot about younger readers. Here is a group of pretty advanced, older students. They might be a really fun group to work with--a really ambitious, clever group.
Brockton 12th Grade IB English Class
Brockton High School to let you teach this book in a 12th grade English class that meets the outcomes for the International Baccalaureate Programme. Th IB is sort of like an internationally recognized version of AP. You can read about it here. Some quick facts about Brockton High (from Wikipedia, so, you know, grain of salt) and in general:
We've been working mainly with high school classrooms thus far, but it's worthwhile to look at middle schoolers as well.
This week’s scenario is West Bridgewater Middle-Senior high school. West Bridgewater has an enrollment—for both middle and high school—of 606 students. It’s a small school in a small town. Also, Plymouth county is one of the most politically conservative towns in the entire state. That doesn’t necessarily mean any one thing in particular, but the parents of these students live in this county, and it’s these households they were raised in. What would it be like to teach a text like March to a group of 8th graders in West Bridgewater?
There is minimal information available about WB high. Here is what I could find:
I did find a little information about the town itself, which, again, can tell you something about who the students are who attend WB.
I know that we didn't get any time to really talk about the assignment for next week's class, small group (in your book club), ten minute presentation.
As the assignment says, it's only 10% of your grade, and there are only four real requirements:
1. Pick a text and supporting media.
2. Do some modest research on the student population you are using as your teaching scenarios
3. Come up with an assignment.
4. Have a handout.
Complete details are available on the page on our class website for the "How We'd Teach This" assignment. I would suggest using a combination of google docs and/or your book club group website to confer with one another.
And, as I said in class, I will give you the first 45 minutes in class to get yourselves together as a group before presenting.
All that said, if you have questions, feel free to post them here. I'll answer them as best I can. And you can always use your book club group emails to pose questions to me as well since I'm a member of all the book clubs.
And, just to say it, great job with the Pecha Kucha today.
Use this space to post questions (and answers if you have them), tips and tricks, etc about the Pecha Kucha assignment. If you have questions or problems signing up for your drop box account and/or saving your file to the drop box file for our class, here's a good place to ask that as well.
I'll try to check frequently and answer promptly.
Remember that you can consult with me via text or email (or we can set up a google hangout thing) to talk about your particular project during my online office hours, Thursday AM, 9:00 until 12:00.
Just as a general reminder, here is info I've cut and pasted from the Pecha Kucha assignment page on this site.
For a general introduction to Pecha Kucha and a sample presentation, click here .
To re-watch my Pecha Kucha on our class reading from Wolfgang Iser click here.
You will recall that your assignment for this week asked you to pick and write about a popular YA text. My rule of thumb was if a movie had been made out of it. That's not the only rule, but it's not the worst one. It gives you the choice of any Harry Potter Book, all of Twilight, The Hunger Games, Percy Jackson even. There are probably others.
THIS WEEK'S CLASS: You are teaching a 9th grade College Prep English class at Bridgewater/Raynham high school. You are working with a class of 35 students: 34 students are white, 1 student is Cape Verdean, 19 are female, 16 are male, one male student is openly gay.
The BR pass rate on the 10th grade MCAS is 84%.
Roughly 85% of the students in your class come from a household where at least one parent has some college education. You have two students in your class whose parents are on the faculty at Bridgewater State University.
You have limited access to technology in the classroom, but your students have access to computers, phones and the internet at home.
You can familiarize yourself with the school here.
THIS WEEK'S QUESTION: It's 9th Grade and you know what that means: Wherefore art thou Romeo--and Juliet, of course. R&J is one of those texts you can't get out of teaching if you are teaching 9th Grade English. Shakespeare, of course, always presents challenges in the classroom (for instance, for me, teaching a play where 14 year olds sneak off, get married, and then kill themselves, but that's just me).
My challenge to all of you is to consider a popular YA text and think about how you could use that to help students really value and think about Romeo & Juliet. How could the one text serve as a bridge to better, richer, more useful understanding of the other? What cool things could you do? And, as always, what might be the joys of this plan? What might be less joyous?
REMEMBER: You post by Wednesday at Midnight. Our Respondents respond by Friday. I respond on Monday.
Girl, 7th Grade, "Is Your Father Single," "Maybe" and "The Secret Letter" & Louise Rosenblatt: First All-Class Discussion Board
hole class discussion boards will work this way:
THIS WEEK’S SCENARIO: The two short stories included in this weeks reading come from a list of short-stories for middle-schoolers. I have used these two stories with rising 8th and 9th graders. Long before the 80s, when Reader Response theory was all the rage, Louise Rosenblatt was training teachers to think about the role reading played in the lives of students. She wrote Literature as Exploration in the 1930s, but it still resonates today—in some ways because we don’t think enough about what she is saying when we pick and teach texts. In addition to these two texts, you can consider any or all of the four Moth Story hour stories ("Is Your Dad Single," "Maybe," and "The Secret Letter").
You are teaching a class of 30 8th graders at Whitman Middle School. Here is a class picture. The class you are teaching is majority white. There are two students who identify as African-American. Just over ½ of the class are young women. None of the students are first generation American, but a few students have grandparents who immigrated, mostly from Ireland. More likely, the majority of students have great-grandparents or great-great grandparents that came from to the US during the great migration in the late 1800s—Italy and Ireland mainly. Your classroom is well-equipped. Students have ipads for use in the classroom and all of the students have internet access at home as well as at school. You maintain a teaching website where parents can check assignments. The parents at Whitman are, more or less, invested in their children’s education and pay attention to what is going on in the classroom. You have 7 students on IEPs ranging from high-functioning spectrum to ADHD mix. Two student are on IEP for cognitive processing problems.
You may elect to focus on one text over another, as long as you think about what Rosenblatt says about reading in your post.