ELARich

= = __**Textbook Inventory**__


 * 1.** **Write a bibliographical entry for the book using APA format.**

Burke, J. (2008). //The English teacher’s companion: A complete guide to classroom, curriculum// //and the profession//. Portsmouth, NH: Heinemann.

**2. What is the author’s background in education?**

Jim Burke is an English teacher at Burlingame High School in California. He is also the author of numerous books and classroom materials. Additionally, Burke has served as a senior consultant for the McDougal Littell //Literature// program.

**3. Skim through the Introduction: Teaching English in the Twenty-First Century. What are 2 key insights that you gained?**


 * The teaching of literature has rapidly been on the decline in the past years; this has led to a decrease in the reading level and ability for a large number of Americans.
 * English teachers must become pioneers and adapt to a generation that is immersed in technology and lives in an ever-evolving digital age.

**4. Looking at the Table of Contents, ware the 4 main sections of the book?**

1. Foundations 2. New Directions in Teaching English: Implications 3. Issues in Teaching English - Inevitabilities 4. From Becoming to Being an English Teacher

**5. Which chapter(s) should you definitely read before you begin the unit project**


 * Composing a Curriculum: How to Plan a Unit of Study
 * Teaching Reading in High School: The Continuum of Possibilities
 * Putting Grammar in its Place
 * Teaching Writing: From Practice to Performance
 * Digital Literacy: Technology in the English Class

**6.** **Which chapter(s) will be particularly helpful with planning assessments?**


 * Integrating English Projects and Exhibitions into the Curriculum
 * Composing a Curriculum: How to Plan a Unit of Study

**7. Look through the Appendices. Which 2 appendices do you think you will find most helpful during student teaching? Why?**

1. A Concise Glossary of Literary Terms

I think that this list of terminology will prove to be a priceless cheat sheet in my classroom. On days when my brain is fried and I need a quick confirmation, I’ll sneak a peek at my handy-dandy glossary guide.

2. The Timetable of Teaching High School English

I am excited to read this chapter because I think that it will help answer some uncertainties that I have regarding proper timing and unit arrangements.

**8. In Chapter 2, Four Components of Effective Teaching are explained.** **What are they? Give an example of each.**

1. Construction: Breaking down and/or restructuring texts to help students better understand what they mean.

2. Occupation: Give students the opportunity to see the world through multiple lenses. Encourage educational exploration and create activities that allow students to choose their own path.

3. Negotiation: Create a classroom community be establishing norms with your students. In addition, allow your students the choice to choose certain assignments, readings, and writing/discussion topics. The more power they have, the more they will become invested in the material.

4. Conversation: Give students the opportunity to express themselves verbally by implementing social activities (group circles or Socratic Seminars, for instance).

**9. Of all the chapters in the book, which one interests you the most? Why?**


 * Chapter 17: Which Gender is English

I am very interested in reading Chapter 17: Which Gender is English. I’m intrigued about how gender affects the English classroom and am interested in finding out if I will need to adjust my teaching methods or expectations based on my student’s gender. In addition, I’m interested to see if the text touches on current gender trends in the classroom (the underperformance of adolescent males in literature, for instance).

**10. Of all the chapters in the book, which one will you probably not read during this course? Why?**


 * Chapter 26: The Politics of Education: Parents, School Boards, Politicians, and the Media

While the topic of this chapter sounds very interesting to me, I think that this is something that I will begin to concern myself with once I’ve become a full-fledged teacher or before I begin my student teaching. I think that this chapter will eventually provide me with some very important information pertaining to the other entities inhabiting my teaching world.


 * 11.** **What is one section in particular that you would like to discuss further with your content advisor?**


 * Chapter 23: Getting a Job Teaching English

__**Content Trends**__

When meeting with our content area advisor, we talked about several trends and best practices. Below are a few examples of how do we keep our students interested?
 * 1) How do we get/keep our students interested?
 * We discussed a current trend regarding adolescent male students of English.
 * Statistically, boy's reading scores are falling at a faster rate than that of girl's scores.
 * Some believe that this is attributed to numerous distractions (video games, internet, etc.)
 * Remain relevant
 * Use texts that students can relate with.
 * We discussed the young adult literature novels that we've read in previous classes ("Speak," "The Adoration of Jenna Fox," "The Absolutely True Diary of a Part Time Indian.")
 * Allow choice
 * It is important to give students a say in what they read and how they want their work to be assessed.
 * Give options for readings as well as for formative/summative assessments

2. How to combat 21st century technology, such as the use of SparkNotes.
 * One way to ensure that your students are reading the text instead of the online recap is by assigning in-class reading.
 * I personally see SparkNotes as a priceless //aid// as opposed to a //crutch//. I'd like to be able to allow my students to use resources like SparkNotes or CliffNotes to help guide them through a difficult text. My fear is that students will use the resources simply as a means to "get out of doing something hard" and will forgo the reading of the actual text.

3. What is considered "best practice" when it comes to accepting late work?
 * We were all in agreement that it really depends on the student and situation.
 * Our content advisor stated that she accepts late work from all of her students, without penalty.
 * She explained that she doesn't openly broadcast this policy to her students, but that she will allow for late work and doesn't see a benefit of penalizing students if they turn things in.
 * I haven't had an opportunity to assign homework in a classroom yet, however, I think that I will adopt a policy similar to that of my content advisor's. If late work becomes a counterproductive issue, I might have to implement some type of policy or norm to prevent it from getting out of control.

__**In Defense of the Five-Paragraph Essay (Kerri Smith) **__

>
 * 1. What are the author’s main arguments or points?**
 * Students NEED to learn how to write - and write well.
 * This is true in academia and in the business world - successful writing is essential but hard to come by.
 * Teachers should push for a 5-paragraph essay - Introductory paragraph, 3 supporting paragraphs, closing paragraph.
 * The 5-paragraph format allow students to mature as writers by helping them develop a sense of structure.
 * Once the format has been mastered, students can begin experimenting with other, more advanced essay forms.
 * 2. Does he/she support those arguments or points convincingly? Explain**
 * I think that Smith successfully argues her case in several ways.
 * She debunks the myth that college professors seek to "deprogram" the 5-paragraph essay.
 * In reality, these teachers just want their students to be able to write well - the 5-paragraph essay develops skills that allow students to do so.
 * Smith also argues her point by explaining how the five-paragraph essay has helped her.
 * She explains that by mastering the essay, she was able to evolve as a student and writer.
 * Additionally, she references the works of Oliver Sacks and Virginia Woolf - stating that they've also adhered to the essay form in their own writings.
 * Finally, Smith actually __shows__ the practicality of the structure by delivering her argument in a five paragraph essay.


 * 3. How does the information in this reading support what you will do or do in your classroom? Site some specific examples.**
 * After reading Smith's argument, I think that I will really push my students to learn and use the five-paragraph essay.
 * It is tough to master, but it teaches students HOW to become better writers by following a simple structure.
 * One of the key benefits of this essay is its structure. I think that to become an effective writer, organization is necessary. Smith states that "tragedy happens when students can't organize their thoughts." This format forces students to think about how they will form their paper to meet their objectives and argue their claims - students become more effective writers by continued use of this form.

__**Working Outline **__


 * Thesis Statement:**

While some educators of the English content believe that technology in the classroom is an unnecessary inclusion – a passing trend that hinders students more than it helps, I completely disagree. I argue that the incorporation of technology into the English curriculum is an essential step towards educating students of the 21st century. In order to remain relevant and relatable to students living in this age of technology, teachers need to be willing to experiment with and implement technology into their reading, writing, and communication classrooms. Furthermore, I propose that by adding technology to the English classroom, students will become more engaged and will produce higher quality work.

**i.** __Show__ students how to take notes when reading **i.** Film (movie adaptation) **ii.** Music (music video online) **iii.** Blogs (literary discussions, fanfic, etc.) **i.** SparkNotes/CliffNotes **i.** If not mentioned in Communication section, explain the role of online literature discussions (by means of a blog, wiki, e-mail chain, etc.)
 * __Topic 1 - Reading:__**
 * 1) Enhancing texts with technology
 * 2) Use a Smart-Board to “break down” a text
 * 1) Use technology to present a text in a different format
 * 1) Other things to possibly mention
 * 2) E-readers
 * 3) Potential study guides
 * 1) Literature circles

**i.** Students feel compelled to produce work of a higher caliber. **ii.** Students feel less restricted. **i.** New texts, authors, ideas, and inspirations are introduced.
 * __Topic 2 – Writing:__**
 * 1) Quality increase
 * 2) Perhaps due to a larger viewing audience (online community)?
 * 1) Increased resources
 * 2) Technology makes a larger collection of resources available to students.
 * 1) New types of formative assessment:
 * 2) Blogs
 * 3) Weebly
 * 4) Book publishing
 * 5) Peer Review
 * 6) Teacher to student feedback can be obtained more frequently and is more personal.
 * 7) Students can share work as a class using technology – allows group-based reviews.

**i.** Group-based activities **ii.** Group reviews **i.** Students have time to develop their thoughts and form opinions before sharing them. **i.** Keeps students engaged and interested **ii.** Sharing of ideas/concepts **iii.** Candid commentary allows for more honest analysis (Either by self reflection or by reviewing others)
 * __Topic 3 – Communication:__**
 * 1) Group communication
 * 2) Classroom collaboration
 * 1) Individual communication
 * 2) Quality increase
 * 1) Global/Mass communication
 * 2) Ability to communicate with others around the world

__**Content Meeting 6/29/11 - 2 Insights:**__

1. As a group, we discussed whether or not we will let our future students revise papers to improve a grade. While I wasn't sure where I stood before, I think that I have a fairly good idea of what my stance is (for now). Writing is a never-ending process; you should always be revising your work and looking for ways to improve upon your ideas and arguments. I feel that it is best practice to allow students the same opportunity to improve upon their own work. What kind of message is it sending students if we tell them to, "revise, revise, revise," and do not allow them to do so? My students will be allowed to revise any papers that they aren't happy with, __however__, they will first have to create a 1-page written proposal, detailing which elements of the essay they plan on revising and how it will make for a better argument and/or paper. This will ensure that students put //some// thought into the content as opposed to simply trying to improve their the grade.

2. Another insight that I had in class deals with the parents of students. One of my greatest uncertainties as a teacher-candidate has always been concerning the parents that I'll encounter as an educator. One thing that I enjoyed hearing Tracy talk about has to do with how she handles parent/student/teacher communication. She stated that she'll occasionally have parents call to ask why their child isn't passing and to see if extra-credit is available. She said that we (future teachers) should try to resolve these matters as soon as possible, and that we should attempt to have such conversations with our students as opposed to with the parents. As we are trying to help our students become well-developed citizens, we need to give them responsibilities. While it is important for parents to become involved in their children's education, students themselves need to become mature enough to hold accountability for their schooling and education.

__**7/6/2011 - Late Policy:**__ As I've never had a classroom of my own yet and have not had the wonderful opportunity to experience such frustrations as missing and late assignments, I'm sure that my mentality is naive and is subject to change. With that being said, I think that I will have a relatively laid back approach when it comes to accepting late work from my students. While there are certainly limitations to this, I just don't see the benefit of penalizing students for completing their work - even if it is late. I understand that teaching students the importance of deadlines is important. It gives students a sense of accountability and punctuality. With that being said, I argue that allowing students to occasionally turn in assignments past their "due date" teaches them a more important characteristic - compassion and empathy. In the grand scheme of things, I don't think it's that big of a deal. If I get a student's Huckleberry Finn essay on Monday instead of the Friday before, the universe will likely not implode.

As noted before, I think that there are limitations to allowing late work to be submitted. I wouldn't want the same student to turn every assignment in late. Similarly, I wouldn't accept an assignment that is over a month old. Students will be asked to be considerate of my time and I will show them the same consideration when reviewing late work.

__ **7/11/2011 - Unit Plan** __ I was hoping to base my unit plan on an activity or unit that I would actually be teaching in the upcoming semester, however, I have reached out to my cooperating teacher several times regarding possible subjects or topics but have not heard back. We were supposed to meet this week at some point, but she has not responded to my e-mails. Because of this, I'm beginning to look at a few options on my own - either things that I anticipate teaching in the upcoming student teaching placement, or things that I would like to teach some day. Below are three examples of possible topics / Objectives:


 * Topic One: The Gothic Story** - I've always enjoyed gothic literature and think that a unit would be an excellent opportunity to introduce several classics to students. In addition, since I am teaching during the Fall semester, there is a good chance that I would possibly be able to teach some of the lesson plans during the weeks surrounding Halloween.


 * Lesson Objectives:**
 * Students will identify key characteristics of the gothic genre.
 * Students will compose a creative work that utilizes several stylistic elements of the genre.
 * Students will compare and contrast various gothic works to identify similarities and differences.


 * Topic Two: The Detective/Mystery Story** - This would be another fun way to introduce students to several new (classic) texts and authors. If I go this route I'd like to incorporate several stories to allow my students with at least some choice. So far I'm thinking: Edgar Allan Poe's "The Purloined Letter" or "The Murders in the Rue Morgue," Arthur Conan Doyle's "The Red-Headed League," and one other text - we would likely read one story together as a class, discuss the genre, authors, and writing styles.


 * Learning Objectives:**
 * Students will identify key characteristics of the genre.
 * Students will discuss the literary mechanics used in these stories - foreshadowing, symbolism, etc. - and analyze their importance.


 * Possible Summative Assessment:**
 * Students will compose a short mystery story.


 * Topic Three: The Five-Paragraph Essay** - While I don't know exactly what I'll be teaching, I do know that my teacher taught composition this last year; it seems likely that she (and in turn, I) will have several composition classes this upcoming semester. It might be a good idea for me to brush up on my essay-construction skills and to create a unit that teaches these skills to my future students.


 * Learning Objectives:**
 * Students will identify the structure and components of the five-paragraph essay.
 * Students will edit and peer-review another student's work.
 * Students will analyze strengths and weaknesses of the five-paragraph essay by reading texts that support and attack the form.


 * Possible Summative Assessment:**
 * Clearly, students will compose some type of five-paragraph essay

*Unit Plan Update 7/16/2011* I finally spoke with my cooperating teacher regarding this upcoming semester and possible unit topics. As I assumed, I will be in several composition classes... She stated, however, that her students tend to be beyond the five-paragraph essay by the time they reach her class. In addition, she said that she tries to get her students out of this "habit" in her classes.

She recommended a unit on organization of essays, a skill that her students greatly lack. She suggested a potential unit topic - essay organization and said that I could focus on the following: Thesis, Topic Sentences, Outlining, Support, Introduction, Conclusion.

After receiving her input, I plan on creating a unit plan on this subject. In addition, I will use her topics as key components of my lesson plan structure.


 * Learning Objectives:**
 * Students will create thesis statements that are original and interesting, and that can be supported by evidence.
 * Students will design an outline that provides a plan of structure for an essay.
 * Students will incorporate textual evidence and supporting documents as resources for their essay.
 * Students will compose an organized and structured essay.


 * Summative Assessment:**
 * Students will compose a essay (of some sort).

***7/27/2011 - Content Advisor Post***

Ooops, I forgot about this posting... sorry. At least I didn't delete everyone's posts again! Also, I just found out I can change my text color - it just took 7 weeks. Oh well..

I really enjoyed my time with Tracy as a content advisor. She provided us with really helpful stories and scenarios that she's experienced throughotu her career as an English teacher. One of my favorite things about her was her attitude - she really has a calm and collected ﻿personality; I think that I'm very much the same way (most of the time) and I believe that this trait is essential to teaching. Showing me that you can be both professional, level-headed, and fun was a great insight for me. Kind of tying into that, I really appreciate the information and materials that she shared with our group. She gave us many handouts, lesson and unit plans, and even a year-plan. This information will be priceless in the years to come and I really appreciate all of the information that she was willing to send our way. Finally, I talked to her a little bit about finishing student teaching half-way through the year. I said that I was a little concerned at first because I didn't know what types of job prospects would be available in January. She confirmed what I suspected - that I might not be able to land a full-time teaching job until the following summer, but said that this might not be a bad thing. If I begin subbing in January, I will not only start getting my foot in the door and networking with other schools, but I'll get to have a valuable insight of what the inner-workings at various schools are like. A school might look wonderful on the outside and then you realize that the principal is a jerk or there are mad-politics in the area. Subbing, when I'm subbing, is perhaps a very good opportunity for me. I really appreciate this insight from Tracy and am glad to have had the conversation with her.

Thanks Tracy!!


 * 8/2/11 - GRADING **

Area of comfort - I feel comfortable and confident with how I want to grade my students. I think that about 25% of the student's work will be written reflections - journals, quick writes, reader responses. 15% will be quizes (pop quizes to make sure students have read and are understanding materials). 25% will be projects. 15% will be a final summative assignment. 10% will be based on attendence/cooperation. Finally, 10% will be based on how much I like the student. JUST KIDDING. The final 10% will be based on a graded portfolio that shows student's growth throughout the class.

Area of improvement - I would like to improve on my rubrics when I begin teaching. I feel comfortable making rubrics that assess different areas of an assignment (spelling/grammar, content, etc.) but I have a hard time tiering or weighing them. I don't want to make a "flawed rubric" like the ones that we went over in class. Hopefully after making a few and comparing them to the ones that my cooperating teacher has given me, I will be able to make fair and effective rubrics.