Back to School Night--a Different Kind of Open House

This is the first school year where I attended a Back to School Night that was similar to the one we host at our high school.  My son is now a 6th grader in the same district where I teach, so it makes sense that the set-up was similar. 

Confession: I didn't like it.

Here is the set-up:  parents move from class-to-class, going through their students' schedules just as our children do during the day.  Parents are then subjected to sit through whatever 12-minute spiel each teacher has prepared for them.  Invariably, these are focused on: 1) who the teacher is, including his/her credentials; 2) what the class is about; 3) what sort of work to expect for your child; and 4) how your child is graded.

Admittedly, parents have the same experience at the high school--including their time spent in my (our) classroom.  Not this year, my friends.

 

Inspired by my experience as a parent, I decided to change the focus for the parents of my students.  This year, I decided to set up stations for parents to rotate through.  Stations included:

1.  Books we will read (with samples)

This station included the books students will/could encounter throughout the year--and a list of questions for parents to ask their students about their reading experiences.

2.  Writing focus/assignments 

This station provided a variety of types of writing that the students will encounter, student samples, rubrics, etc.

3.  Reading Conference station

This station reviewed our process with the students' reading journals.  It included student samples, including a sample conference video playing on an iPad.

4.  Word Gaming station

This was just for people who needed to fidget--or for parents who brought along younger siblings

5.  Write A Note To Your Student station

After reviewing items from all of the stations, parents were invited to write a note to their students.  I shared these notes with students the next day.

Here is the document I use:

Welcome, Parents! 

Thank you for being a part of your child’s education.  Your involvement helps your child succeed.

Name_____________________________________Student____________________________

1. In your experience, what have you found best helps your student learn?

2.  What do you think you could do at home to help your child practice the skills assessed in this course?

3.  Leave a comment for your student. I will share it with him/her tomorrow as a surprise.

***************************************************************************************************

I also have a Google Slides show running that includes information that they may be interested in, (like my credentials, my contact info, my hopes & dreams for their students...) but they are not subjected to a lecture listing all of this info.  

Any other information that might typically get shared at this type of evening is on the class syllabus--which gets sent home during the first two days of school.

Honestly, I don't know if parents thought this was beneficial or a better format...but I sure felt a lot better about it!

Here are some photos of the evening in action:

  

  

Bored on this Snow Day?

This week, our AP Literature class analyzed the poem Bored by Margaret Atwood.

You can view the poem here:

https://www.poemhunter.com/poem/bored/

After analyzing the poem, students produced their own discussion questions and discussed them in self-selected groups. 

Then, we got down to business...




No, not to defeat the Huns...to WRITE OUR OWN POETRY. 

Students were prompted to write their own "Bored" poems, explaining what they have learned from boredom--or what they could learn from boredom. 

Here are a few of their poems:

It is often
one's mind experiences
It's own greatest

when idle, when unoccupied.


Time is slow when bored
I've learned to try new tactics
Creativity


"A Minute of Boredom"
Dew drops, tip tap, tip tap,
glistening on green leaves.
I notice discarded bread eaten by birds,
laughter of a child--and adult?
Sat still, I feel...
Bored?
The drum of daily live
prevents loneliness...boredom?
Sun shining, babies whining, notice through...boredom?
Sat beneath the sun, 
I observe bees on flowers,
trees towering over toddlers,
my hands still...
they have nowhere to be.
Dew drops going tip tap, tip tap, 
still glistening?
But I have been bored for 
only a minute.


"The Art of Boredom"
Boredom is rarely boring.
Driving down a country road
with the windows down
is the freest feeling.
Mind clear, and clear skies.
Boredom is the goal.


"Get Bored"
Did you know?
    Ants can be killed by a parasitic fungi.

Did you know
    If you listen to the Sponge Bob
    Squarepants theme at 1/5th the
    speed, it sounds like a modern masterpiece?

Did you know
    If you look at the thesaurus for 
    synonyms you're bound to find
    a word that rhymes?

Did you know
   If you graph 4cos20+2=z
   you might get a 3D slinky on 
   your 2D computer screen?

Did you know
    if you stopped reading 
    this boring poem and 
    got bored, you could have
    figured this out yourself.



"Boredom"
When I am quite bored
My still idle brain will roar
Memories are stored


"Bored"
Are we there yet?
The flat, desolate prairie stares at me.
Waiting, waiting, waiting.
There't nothing to do.
"Stop fighting your sister."
C'mon. I'm bored, 
I'm hungry, 
I have to go to the bathroom.
"It's only a two hour ride.
You'll be fine."
I'm gonna die of boredom.
"One day you will enjoy your 
rides."
No. I won't.

He was right.


"Boredom"
A sober wake up call
that awaits us all.
The silence, the nothingness
The beauty, the significance
You sit in the darkness reflecting
Holding onto everything,
Stupid, worthless,
Peaceful, perceptiveness
Boredom, destructive downfall
Boredom, a key to all.


So, today, as you relish your Snow Day, think about all that's available to you when you are "bored."  And maybe take some of your classmates' advice.

Coaching Our Writers with Student Samples

Upon returning essays, I always take time to discuss with my students overall what they did well and what we can improve upon.  After we review those successes and areas for improvement, I will read aloud an essay that was particularly good.  I want them to hear good writing--writing that seems as though it was meant to be read out loud.  And then, we will discuss what stood out to them about the essay.  Typically, I read one entire essay.  However, sometimes I choose excerpts from multiple essays.  When I do that, I try to provide visuals for them (as the image below) that include my comments.  I'll explain my comments and what I thought the writer had done well.  I also always try to give students the opportunity to share what they thought was good.   It is also important to me to stress to my students that the writing need not be perfect.  We just focus on our specific goals (writing with fluidity, supporting a central claim, using precise language, etc) and discuss how the writer is working to achieve that goal.  The excerpt below is from a student essay in our Critical Studies in Literature and Film class.  The essay was produced in class, and it focuses on developing an argument that addresses whether or not Citizen Kane should be considered the Greatest Film of All Time.


About my notes above:

1.  I wrote the smiley face because I liked that the student was addressing a dual idea: 1) that scene draws a viewer in; 2) a tacit implication that he was wishing for more
2.  I LOVE the phrase "visual summary."  It is so precise and to the point--and addresses exactly that moment in the film.
3.  I also marked "to churn the fire" because I thought it was a slight nod to the surprise ending of the film.

I use these notes to discuss with the students what I loved about their writing.  I think the more positive things I have to say and the more excitement I show about their writing--the more likely they are to be energized to keep developing & growing themselves as writers.

Show; Don't Tell

Ah...the writing mantra that swirls the halls of many a high school...SHOW; don't tell.  Our classroom is no exception, and contrary to the erroneous belief that we're simply playing the Thesaurus Game, "Show; Don't Tell" does get to the heart of good writing.  Show; Don't Tell helps language come alive and make the words dance off the page--in a way that allows a reader to experience what the writer hopes to express.

In preparation for our What's Your Story personal essays, students worked on some Show; Don't Tell phrasing today.  And while, yes, many of them used the thesaurus to produce their sentences, I'd argue that playing the Thesaurus Game alone cannot craft the beauty that is present in a carefully developed sentence/image.



https://www.youtube.com/watch?v=B1tOqZUNebs



Check out these beauties:

Listening to her children, she paused and began to rub her temples.  Looking as if she was thinking hard, she decided to get Advil from the cabinet.

The water rushing against his small feet, a smile peaked on his face as he felt a sudden tug.  Struggling against the weight, he hauled in the slimy creature out of the waves.

As the bright light raced against the meadows, the flowers upon them awakened from their sleep.  The explosion of light filled the darkness.  Nothing could hid in the shadows.

On the corner of her daily stroll, waiting to cross the street, her head spun towards the sound of screeching tires and metal colliding.

A meadow, lifeless and still, was illuminated by the bright orange ball of light.

Birds began to sing and inspire, with the first winds swaying and rustling the bristling pines.  

What________Loved: A Valentiny Exploration

In homage to Valentine's Day, our film students wrote lists of what characters loved.  Inspired by the Academy of American Poets' list "What Sylvia Plath Loved", I assigned my students to come up with a list of what a particular character loved.

First, check out the Sylvia Plath list:  https://www.poets.org/poetsorg/text/what-sylvia-plath-loved

Pretty cool, right?

So, students were tasked with creating a list with examples of what, say, Forrest Gump loved.

Here they are at work:

 
 




Here are a few student examples:

Forrest Gump:
https://docs.google.com/document/d/1vJwLiFsRDuukAJowHpSd5UD8XACNMrlTAOQZ5abfMrE/edit

Ron Burgundy
https://docs.google.com/document/d/1YnKavOEduv3s_yB8X711duZn6hGZtp-NH59snk-8SI8/edit

Cher Horowitz
https://docs.google.com/document/d/1TpVde8Acq-gtQNCTM4B-jscBEs6rNmK4QWbtuoTKWBo/edit

Writing More; Grading Less

Teaching gurus such as Kelly Gallagher and Michael Schmoker encourage teachers to assign far more writing than what they actually will end up grading.  Many teachers struggle with this mentality, but really, it makes sense.  Students need to write more, and the reality is grading the amount of writing students need would be a rather daunting task for even the most experienced and efficient teacher.


After a night of grading:



One way I manage this idea is that I will have students submit more writing, but they highlight what they consider to be the best aspects of their writing.  I will first review what they've highlighted to see if it meets our learning targets and the standards we are focused on.  If, after reviewing those sections, it seems students need more work, I will review the other portions of their writing to see if they hit the mark there--and just didn't recognize it in themselves.  Doing so will tell me two main things:

1.  Did the student reach the intended outcomes?
2.  If the student DID reach the intended outcomes--but it is represented in the non-highlighted sections--that student still needs some additional support and intervention.

NOTE: I do NOT use this method for longer pieces of writing such as essays.

Below, you will see my students working in groups.  They are discussing their writing and determining which portions of their writing are best.

 

 

 
 
   


Feel free to email me @ englishschmitt@gmail.com to discuss the methods you use to have students write more while you grade less.

Or tweet @englishschmitt

Back to School 2016-2017!

Welcome Back, Broncos!

I am so excited to start our year together on Monday!  I am really looking forward to seeing former students--and meeting all of the new ones!

Juniors, we are about to embark on a fun Blended Learning adventure!  I hope you are excited!  I am!

Seniors, I can't wait to hear about what films you watched this summer and to watch you grow as writers. 

And, of course, I am looking forward to all of the things we do outside of the classroom too!   #bronconation

Welcome Back! 8.25.15

My, how quickly things are going!  We've already had a Senior Advisory; we've set classroom goals, and we've met so many new people.  I am thrilled to have you (or your student) in our class!  It's going to be a great year!

You can check here for the daily agenda.  It will tell you what happened in class and if there was any homework.  It's always a good idea to check google.classroom too!

¡El Cinco de Mayo! 5.5.15

Freshman College Prep Agenda

Tuesday: ¡El Cinco de Mayo!, 2015

EQ: How does Shakespeare manipulate language for a particular purpose?

Tech Expectations: Closed and put away

1.     Romeo and Juliet’s wedding (vows)

a.     Meet and Greet time

b.     Present

2.     R&J Act II Film; q’s

HW: none

ASK YOUR FRESHMAN:

1.  What was most difficult about crafting a sonnet?

Junior Honors Agenda

Tuesday: ¡El Cinco de Mayo!, 2015

EQ:  How do writers manipulate language for a particular purpose?

How can I SHOW, not tell?

Tech Expectations: Closed and put away

1.     Group discussion

2.     Essay Prompt writing

a.     Checking traits

                                                        i.     Sentence Fluency

                                                       ii.     Conventions

                                                      iii.     Organization

HW: Final writing due tomorrow

ASK YOUR HONORS JUNIOR:

1.  What station was most helpful to you today?

Junior College Prep Agenda

Tuesday: ¡El Cinco de Mayo!, 2015

  

EQ:  How do writers manipulate language for a particular effect?

How do parts of writing affect the whole?

Tech Expectations: Closed and put away

1.     Discussion q’s—on classroom; on own

2.     Discuss responses whole class

3.     Read time

HW: Read Chapter 4 for THURSDAY

ASK YOUR JUNIOR:

1.  Did you participate in the discussion today?