Poetry Assignment Presentations
I enjoyed hearing about all the poetry projects presented by my group. We all completed “I” Poems with our classes. Everyone had valuable insights to share about the process. I loved Lydia and Kim’s research book. I really liked this idea because I thought they were very detailed and great for younger grades. I thought Carla’s idea of completing the “I” Poems in a small group was just genius. When I do the “I” Poems again I will try them small group before having them do it individually. I really liked Sarah’s graphic organizer she used with her student’s research. I enjoyed hearing all the student’s “I” Poems. I will definitely use “I Poems again in my classroom. I think they are so motivating for my students. Here is the podcast from my student’s I poems.
Gabcast! <a href=”http://www.gabcast.com/index.php?a=episodes&b=play&id=29600&cast=137569” target=”_BLANK”>Animal I poems #2</a><br><br><a href=”http://www.gabcast.com/index.php?a=episodes&b=play&id=29600&cast=137569” target=”new”><img src=”http://www.gabcast.com/images/linkplayer.jpg” border=0></a>
Finding Memorable Moments/ Espinosa and Arnberg Articles
The Espinosa article is very eye opening. I liked the reference to classrooms acquiring the learners instead of the learners acquiring new language. It is a new way and a more accurate may of viewing the writing of ELLs. One thing that stands out to me the most while reading this article is the patience required for the students to develop as writers and come about their memoir at their own pace. I think this is something we should keep in mind for all our writers. We need to imerse, encourage, and then allow them to explore and discuss. Many times we become discouraged when teaching writing, forgetting that writing is a process for everyone. I thought it was beneficial for the students to be able to discuss the events in their own language. I like the term “exploding the moment.” It really illustrates how details are to be added in a story.
Arnberg
In the Arnberg article I liked that the article was written by a classroom teacher that had incorporated memoir into her class. I liked how she added to her study each month and allowed her students to decide what her mini lessons or class discussions would be. I think it is important to mention how she helped the students to come to their own definition of memoir without just telling them what it was. I think this will hold more meaning with the students because they will be able to better incorporate the elements of a memoir. Like the Espinosa article I was reminded that writing development takes time. Arnberg spent the whole year just working with memoir and didn’t even begin writing until December. I think I try to rush writing with my students. I do model and expose them to the writing, but I don’t think I’m giving them time to really soak it in.
Multigenre Presentations
The multigenre projects in my group tonight were just awesome. I learned so much from each one. Lydia shared with us that we could support sea turtles by paying a little extra for our car tag. I loved all of her artifacts especially the tombstone. Sarah’s project on butterflies was so well organized and I loved all the tactile things she had in her book. Her instructions on how to molt were my favorite. I think her students are going to absolutely love seeing her project. Kim’s project was very thought provoking. I loved the earth cartoon. Her trash facts were eye opening. Carla’s project rocked (pun intended). I loved how she displayed her information in such a novel way. It was very funny, yet full of information. I was impressed with everyone’s work. It was evident that lot of learning had taken place. I know I will be including a multigenre project for my students in the future.
Wordless Picture Book and Graphic Novels
Wordless Picture Books
Wordless picture books are excellent sources to use for writing. Since the plot of the story is laid out in pictures instead of words, they leave a lot of freedom for students to add text. They are great teacher resources t use for model ing writing and help students tell a story in their own words. The students use their imagination and story sense to create text to go along with the story. Wordless picture books are something I don’t use as often as I should. I think they can be very beneficial for my group this year that really struggle with what to write.
Graphic Novels
Graphic novels help students who are struggling readers. However, graphic novels require a sustained mental effort to comprehend. The graphics help students sequence and events in order. They also require students to use context clues in order figure out the events, and characters’ emotions.
Personally, I like most graphic novels. However, I find them almost exhausting to read. I never read them as a child in fact I had a very negative view of them. I guess because most of them are dark and have superheros. Not exactly girl stuff. But, recently I’ve been required to explore this genre and my views have changed. My favorite graphic novel character is Babymouse. I just love her spunk. She is so funny. One of my students actually told me about the Babymouse books. I can definitely see the benefits of graphic novels, not only for reluctant readers, but for all readers.
Writing Without Boundaries
The Writing Without Boundaries book gives a more detailed description of the multigenre project. It gives more examples of how teachers can use multigenre as a response to required reading assignments. The text gives step by step instruction to implementing multigenre projects in a classroom. I thought the lists of possible genres was very helpful and I liked how the different types of genres were listed, and then there were examples throughout the book. I really like being able to see the students actual work. So many times ideas sound really great, but putting them into practice is a very different story. This text proves that it can be done.
Moulton Article
This article is about multigenre projects and their benefits over a research paper or report. The article suggests using the multigenre projects because they are a more in depth learning experience. One of the reason for multigenre success over the traditional research paper is motivation for students. Students have much more fun with the projects because they have freedom of exprression and crreativity. Unlike the traditional paper, students can demonstrate learning in ways that make it meaningful to them. Students participating in the multigenre projects learned as much or more about the topic as if they had written a research paper.
This gives teachers something to think about. Why not make learning fun and interesting?
Multigenre Project
For my multigenre project I have selected Celine Dion. I’ve been a long time fan. I think she is a great vocalist. One of the greatest. She is a class act. I can’t wait to learn even more about her.
I Poetry
Flower
I am an angiosperm full of promise
I wonder when the next drops of life will fall
I hear the rustling and buzzing of small life around me using my treasures for existence
I see the shade of past seeds towering high above me
I want to bloom to my fullest in beauty and remain
I am a fragile flower
I pretend to be strong, hearty and appreciated
I feel scorched by the kiss of summer sun
I touch the cracked dirt that is barely able to hold my roots
I worry that I will disappear without anyone knowing
I cry in hopes to share nectar with the birds
I am a fragile flower
I understand that beauty fades
I say make the earth more beautiful by your presence and fragrance
I dream I may be useful for nourishment, clothing and cures
I try to reach to the sky and stand up straight and tall
I hope I will be picked before I wilt away
I am a fragile flower
Heller, Ruth (1983). The reason for a Flower. New York,NY: Scholastic, Inc.
Journal Invitation
You’re Invited
You’re invited to keep a journal this year!
This is a place that you can write about all your thoughts, feelings, ideas, and dreams. Your wants and wishes are welcome here too.
This journal is for you. It can be used as you would like. Puzzled? Don’t be. Journaling together will make the pieces fit. Just put your pencil to the paper and you will be surprised what you discover. Now open the box and you’ll find your first writing prompt.
Your First Journal Entry
Open the bag and put together the puzzle pieces to read your first writing prompt.
Put your first journal entry on the first page in your journal.
Don’t forget to date the top of the page. Example: February 16, 2009. It may be a good to list words or ideas that come to mind before writing your entry.
There is also a sample writing prompt on the back of the box for you to enjoy! Read this entry before writing your own. What do you notice about the words Sam uses? Notice how descriptive he is. How does his question at the end make his entry interesting to read?
Excerpt from E. B. White’s Trumpet of the Swan
I saw a pair of trumpeter swans on a small pond today east of camp. The female has a nest with eggs in it. I saw three, but I’m going to put four in the picture. I think she was laying another one. This is the greatest discovery I have ever made in my entire life. I did not tell Pop. My bird book says baby swans are called cygnets. I am going back tomorrow to visit the great swans again. I heard a fox bark today. Why does a fox bark? Is it because he is mad, or worried, or hungry, or because he is sending a message to another fox? Why does a fox bark?
Koucan Article
This article was very helpful in describing “I Poetry.” I was confused about how the poetry was implemneted within the reading unit. I like how it can be used at any stage of the reading or even at all three if desired. I was very impressed with all the examples. The student work was amazing. I think this is such a creative way to build background knowledge, teach content, and access literature knowlege. I’m already thinking about how I incorporate the I poems with in some of my own reading units. I love the format that she presented to give support for younger students. I’m going to use this format with my second graders.
