Flowers for Algernon: Part 2 - Characterizing with acrostics

We started "Flowers for Algernon" last Friday. We went through the first two progress reports slowly, discussing direct and indirect characterization. It wasn't a tough lesson, and the kids grasped the ideas quickly. I did note that we still need more work with supporting our ideas with text evidence, but that will be addressed shortly through dialectical journaling. 

I am a very hands-on reading teacher, and I am nowhere near being ready to turn my students loose with this story. BUT, I have the awesome pleasure of getting to hear Jeff Anderson speak tomorrow afternoon, and an honor like that takes precedent over the lesson. So I have put together the kind of lesson of which I am not a fan, reminding myself that one day of lower-than-standard lessons is not going to hurt anyone in the long run. 

My students are going to read the next three entries on their own. I struggle with independent reading in the classroom. Student reading levels range from third grade to collegiate, and we usually do guided reading to manage pacing. They all need to know how to read on their own, however, and they need to build their reading stamina. Maybe this is not such a bad idea after all. 

Once they finish reading, I am going to have them write a characterization acrostic using Charlie's name. Their assignment is to come up with phrases that describe what we have learned about Charlie through either direct or indirect characterization prior to the surgery. And here again, they may end up surprising me. I am going to keep my fingers crossed. 

Next up...irony. Now would be the perfect time for some other guest speakers. 

Writing Assignment: Describe a day in class from the teacher's point of view.

Sometimes, even I have to admit that things are meant to work out a certain way. The first week back from winter break is always rough, but last week was ridiculous. The kids were uncooperative. They were not following their entry routine. They were not listening. They were off-task. And I had to write two referrals, something I do not enjoy as much as I used to. I will admit that I threw a temper tantrum or five. 

After last week's writing assignment, I have been contemplating how to approach this week's. flipped through my writing books, but I was not finding what I wanted. I started clicking through links on Pinterest (suddenly my new best friend), and there it was. The greatest writing assignment ever! I believe I may have some great samples to share next week. 

Link

Bookaday: Graphic Novels (Fangbone)

For my #bookaday selections, I generally read children's trade books. I have been getting some good teaching ideas - inference, plot, Notice & Note signposts, allusion, alliteration. It's all there. 

During my Friday afternoon visit to the library, I decided to venture into unknown genre territory: the graphic novel. Generally, there is nothing that appeals to me about a graphic novel - other than being able to get my daughter to read one on occasion. But I feel it is my duty (insert dramatic music here) to explore and learn as much as possible. 

This weekend, I met Fangbone. Fangbone is a child warrior from another planet. He is sent to Earth with a precious artifact (an alien toe) that he must keep hidden to prevent the reassembly of a vicious villain. Armed with sword, I found Fangbone to be a bit of a child-like version of Thor. Thor is far from being my favorite superhero, but kids like him.

Although I cannot say this graphic novel has converted me into a fan, I do see value in this particular series. Fangbone is a dream book for a little boy. In addition to being the tale of an unlikely hero, the story is filled with boogers, farting, a clueless teacher, sound effects, and all around silliness. Yeah, even I giggled. 

I am giving this one my stamp of approval, especially for resistant young male readers. 

Reflections on the first writing assignment of the year

I hate when I get excited about an assignment, thinking I have done something positive for my students, when the reaction is quite the opposite. When we returned to school Tuesday, I discussed our weekly writing homework. With my lower classes, I went over the expectations in detail. With my higher classes, I was briefer, putting more responsibility on them. The writing is not due until tomorrow, but I am already declaring a disaster. 

Since this was their first online homework assignment, I gave them five days to complete the work, telling them they could come in to advisory, go to the library before school, go to any teacher during tutoring time, use their phones, or complete the work at home. The first night, I had three students complete the work, none of whom followed the instructions. I know that I am supposed to be teaching explicitly, but by mid-eighth grade, I do not feel like I should have to read every single instruction to the kids. Gradual release of responsibility. By January, I would say we are well past gradual. 

Wednesday, a student told me that she tried to get to the Pinterest links while on campus, but the page was blocked. Over the break, I spent time setting up resource pages on Pinterest for the kids to use as needed. Well, it turns out that Pinterest has an age restriction, and since many middle-schoolers are not yet 13, the page is blocked until the get to high school. 

Thursday in class, many students had some extra time. I offered to let them get the Chromebooks out and do the homework. Nope. "I'll do it at home," was the only response I heard. 

Yesterday, my phone was blowing up with student questions (I have a messenger for them to contact me for help). Am I supposed to be writing about a gerbil? I don't get what we are supposed to do. Am I supposed to put my answer in the comment box? What words do I use? Almost every response I sent back was read the directions. 

I logged onto Edmodo this morning to see how many assignments have been turned in. There are only a handful out of the 108 students I have. (I love when I give them time, and they wait until the last minute.) Some of the students did not follow the instructions. Some of the students turned in adequate work. And then I found a couple that made it worthwhile to be grading this early on a Sunday morning:

On to this week's writing assignment - with some adjustments. 

Getting a little wild and crazy with writing

For the first semester of school, I have had my students completing assignments from Writing Frames. I have used this book for years because it provides scaffolded writing lessons. These are very beneficial to my lower-level ELLs, special ed., and dyslexic students. They have probably even saved my Pre-AP students some thinking. 

For the second semester, I am ready to pull the rug out from under them. It is time to do some actual thinking for their writing assignments. So, I went to my handy-dandy bucket of writing books and pulled one out. 

You thought I was joking,
didn't you?

The Write-Brain. 366 exercises. Plenty to choose from. I have used this before, but I have never had my students complete many of the assignments. (Honestly, I bought it for me, but I have not completed many of the assignments.) I don't think I have touched more than five of the assignments. Well, that is a waste of my money and my resources and my push for myself to do more writing. So time for my kiddos to get to work. 

Because of the high number of laptops we now have on campus, we are under pressure to really move to being paperless. My students do most of their work on the computer (I have 1:1 in my classroom), but homework assignments have always been a concern. I have decided that I am going to survey who can access online homework assignments, and I will make paper copies for those who need them, or they can come in after school on tutoring day to complete the assignments.

Their first assignment from The Write-Brain will be Day 1 (may as well keep it simple for myself). One of the things I have worked on over vacation is exploring what I can do with different types of social media. I have discovered that there is value in Pinterest - aside from sharing recipes. I have started making resource folders for my students. I am also trying to use for photo editing apps to bling up my assignments a bit. (Yes, I know I am a nerd. It's all right. My students love me for it.) All of this will be linked up to Edmodo for assignments to be completed. 

The results: 

My "blinged" up assignment.
Yeah, this is going to take some practice.

If nothing else, this forced me to do some writing of my own. 

Link: http://tinyurl.com/writebrain1

Personal Learning Network (PLN) Blog Challenge

January 1. I was tagged in the land of Twitter. Unbeknownst to me, I have actually become part of a Personal Learning Network. I have been engaging in the Twittersphere for the past couple of months, but I didn't realize I was tag-worthy. So let me begin by thanking Lisa Kincer for the recognition. 


Now what exactly is this thing? From Lisa's post, 

The PLN Blogging Challenge:

1. Acknowledge the nominating blogger. 
2. Share 11 random facts about yourself. 
3. Answer the 11 questions the nominating blogger has created for you.
4. List 11 bloggers. They should be bloggers you believe deserve some recognition and a little blogging love!
5. Post 11 questions for the bloggers you nominate to answer and let all the bloggers know they have been nominated. (You cannot nominate the blogger who nominated you.)

______________________________

Ok, number 1 - check. That was easy. I can do this. 

______________________________

2. Eleven random facts about MEEEEEEEE! Are you sure you can handle this?

• I have ten pets. Shhhhh! I have one cat from a litter that I found abandoned in a box behind a Gold's Gym thirteen (?) years ago. I have a second cat who was given to me by a student. We then adopted a dog from a friend/breeder whose dog bred with the wrong breed. Then we adopted another dog from the animal shelter. Then my daughter found a solo kitten in our yard. Then she found a two-week old litter whose mother had been picked up my animal control, so naturally, I had to take them in and help them survive. Then my son found a stray dog during his Pizza Hut rounds. Needless to say, I'm a sucker. 

• Although it doesn't usually show, I am actually quite the introvert. 

• I am an agnostic. 

• I changed my major in college from journalism to sociology to anthropology to psychology to human development to social work. My bachelor's is in social work. 

• I have a master's degree in teaching. 

• I flunked out of my first college and have been to four total. 

• I became pregnant with my son, out of wedlock, when it was still taboo. A lot has changed in twenty years. 

• I have never been married, nor do I ever want to be. I do not quite understand tolerating someone for that life. LIFE, people. That's a long time!

• If my best friend had not died when we were twenty, she would be 41 tomorrow. To this day, I still call her my best friend, despite having outlived her by a lifetime now.

• I absolutely despise housework. 

______________________________

Okay, Lisa's eleven questions for me:

1.  What is one thing you tried this school year that you learned about from your PLN? 

This is still new to me, but I am trying to work #bookaday into my classroom. I have some ideas flittering through my mind. 

2.  If you weren’t in education, what would you do instead?

I would be a supermodel, of course. Duh! I think I would be working in the editing field. 

3.  Who was your favorite teacher growing up and how did she/he inspire you?

My senior English teacher, Mrs. Boss, believed in me more than any other teacher I had ever had. She told me that I was a true writer. Her words. Swear. 

4.  What is one example of ed-tech that you use daily in your work with students?

We learned about Nearpod in December, and it has become a classroom hit. 
5.  What characteristic do you value most in a team member or colleague?

Actual work ethic! I have incredible passion for what I do. I do not understand people in this field who just get by. It makes me insanely angry. 
6.  What is the best book you’ve read lately?

Lately? Eeee! Toughest question yet. Let's see... I don't read much adult lit., but The Husband's Secret was a great read. 
7.  If you could have dinner with three people, alive or no-longer living, who would you select, and why?  What/where would you eat?

Laura Ingalls Wilder - The Little House books are the first I remember ever reading. My mom says I was hooked on the show from the time I was an infant. 

Amelia Earheart - I did my fourth grade biography on her, and I have been fascinated ever since. A picture of her hangs on my classroom door. 

My dead best friend - Well, I miss her. So, yeah...

What would we eat? Tex-Mex! 

8.  Connections totally fascinate me, so name one member of your PLN and tell how you became connected with him/her.  {Just in the time it has taken me to type this blog post, seven individuals have popped up as my new Twitter followers - leaving me quite excited to check out who they are - but also curious as to how they found me.}

Oh, gosh. I have no idea. I have not been on here very long. It looks like one of the first people I started following was Jeff Anderson. One of our district curriculum specialists introduced me to his books, and I have been using them for years. 
9.   What is your favorite children’s or YA book of all time?

These questions are so difficult! I am going to be totally cliche and go with Harry Potter. I started reading the series to my son was he was five. 

10.  What educational conference is on your “do not miss” list for 2014?

Our district pays for us to do quite a bit. I go to AP and AVID conferences bi-annually. I got to go to the Texas Literacy Initiative conference last year and expect to be going again next summer. On January 13, Jeff Anderson is coming to our district. I get to spend three glorious hours learning directly from him. 

11. If you had to narrow down your words of wisdom for students or fellow-educators to just three words, what would they be?  Please identify the intended audience (educators or students) for your words as you share them.

For both educators and students, STUPID AIN'T CUTE!

______________________________

Am I passing so far? This next one is the hardest, since I am just catching up with reading blogs. I have had a number of people start following me on Twitter lately, so I am going to choose them. Welcome to the hardest assignment of your life! Unless you have already done this. If you have, congratulations on surviving the challenge. 

1. Jim Cordery 
2. Christopher Peterson
3. Jennifer Vivian
4. Mary Lee
5. Holly Fairbrother
6. Denise (She only goes by one name. I think she is like Madonna.)
7. Liz Garden
8. Sasha Reinhardt
9. Jennifer Isgitt
10. Jessica Crawford
11. Judi Holst

______________________________

And now, the questions from me:

1. If your house caught on fire, what would you grab before running out of the house (aside from family/pets)?

2. What is the best thing a student has ever said to you?

3. What is your biggest guilty pleasure?

4. Barnes & Noble or Amazon?

5. Paper books or ebooks?

6. On a scale of 1(weak) -10 (hardcore), how intense is your addiction to Twitter?

7. How many hours of sleep do you average a night? Do you wake up thinking educational thoughts in the wee hours of the morn?

8. Who is your favorite Muppet? (I should not type questions while watching The Disney Channel.)

9. If you could only read one more book for all time, what would it be?

10. How many books do you own that you have not yet read?

______________________________

Flowers for Algernon - Part I

This is my third year teaching eighth grade (after eight years teaching every possible reading/writing variation of seventh grade we have had). When I left seventh grade, I was teaching writing, and eighth grade is predominantly focused upon reading. One of the biggest issues I have had has been pacing. After two years of trying to manage every listed reading assignment in our curriculum, I threw it all out the window and decided to simply teach - and it is paying off. Unfortunately, there are still requirements. 

One of the eighth grade required readings for eighth graders is the short story "Flowers for Algernon." When I say requirement, I mean requirement. Oops. Missed this for the first two years! Year three, I got this...I think. So here goes. 

Progress report for March 5

• Although my students should pick up on the indirect characterization right away, I am going to start with direct characterization. This will be a short and sweet review to introduce us to Charlie. 
• We will be working on computer annotation skills (Google Drive), starting with some basic underlining/highlighting skills. I am trying to get them away from highlighting everything on the paper. I have been teaching annotation all year, but that has not cut down on the highlighter abuse. 
• Since we will be using Google Drive, we will also work on adding comments to take notes. I have created a sentence stem (slide 3) to guide their reflection of the direct characterization. 
• I am also going to have the kids rewrite the first entry in proper English. Well, as proper as they can make it, I suppose. I haven't quite figured out how to grade this. It might simply be a participation grade for them, but I want them to get some editing practice. 

Progress report for March 6 

• For the second entry, we are switching gears to indirect characterization. I want my students to start putting together what we are learning about Charlie through his writing. 
• Since we have been working on Notice & Note signposts throughout the year, I am going to review Again & Again. With our Again & Again lenses (I am combining the N&N signpost with a text evidence strategy from Falling in Love with Close Reading), we will be looking for patterns in Charlie's thinking that help us understand his traits. 



Click for larger copy

• The hard part here is getting them to focus on the text evidence. For example, what does the "rabits foot in my pockit because when I was a kid I always faled tests in school" tell us about  Charlie? (It was really hard to type all of that incorrectly.) Using a modified version of the frame provided in FILWCR, I am going to have the kids write a character traits statement about Charlie.

This is as far as I have gotten so far. Now I have to figure out where to chunk the rest of the text so it doesn't take me until the end of May to teach the entire story. 

________________________________________________________

Resources: