Response to Literature
Response to Literature
Aziz Ansari recently put himself on an internet diet, and maybe the rest of us should follow suit.
I bought the full-meal deal from Freedom a year ago, and it’s been buggy ever since, and the customer support is confusing, but I’ll keep trying. I’ve tried to limit myself: making jewelry again, just reading (though it is on an i-pad/Kindle), and doing other things…but it’s been tough. All I’ve succeeded in doing is making a mess. This next week I’ll focus on finishing up the computer technology curriculum and nailing down the first few weeks of ELA. My schedule next year will be a bit different, and I’m trying to be flexibly- proactive. (Whatever that means!) It was time I went through my own digital hoarding and pulled out some of the best articles/ideas.
Let’s get our brains back:
I wish I could tell you about my students.
The one who brings home books to her brothers from my classroom library.
The one who desperately tries to ignore the loud ones.
The one who understood completely when I said how many students let others dictate their love of learning.
And the one who did the memoir project, both the written and the podcast version, and asked me not to share.
To me, it was This American Life, Invisibilia, and StoryCorp level amazing. Perhaps, even more amazing because she didn’t have producers, writers, engineers, or Ira Glass prompting her on. Just me, telling her (and everyone) “just tell your story.”
It is enough.
More than enough.
I’ve used my goodwill on all-staff emails. There is no time, nor is it on the agenda, to share in a PLC. I know, and I can tell her thank you. I won’t think about the smell of blackberries or the lack of smell of sunflowers again.
One of my teammates Nate had a fantastic idea for argumentative work:
With the help of my teammates Nate, Sabrina, and the Notice & Note social media site, especially Beth Crawford, we unleashed zombies. Trying to put together a unit without common planning or time to meet (each of us is in different phases in life: I could work on units all weekend, and I did over mid-winter break, but it’s better to collaborate with trustworthy, competent folks). We did the best we could, and it needs tweaking and refinement, but out of the box—not too shabby!
I put the call out to Notice and Note and received many great ideas. Beth Crawford followed up with Google docs resources, etc. Some things had to be left behind, and some were added without assessment concepts nailed down. But then again, when you’re dealing with flesh-melting concepts, it’s hard to nail anything down.
8. Zombie Partner Shared PowerPoint: The partner created a shared PowerPoint with many of these pieces. One aspect was the “film” slide: add any multimedia possible that goes along with survival or zombies, or film themselves. Some kids used their webcams and shot pics/videos, others found videos on YouTube, etc.
9. Article Links samples:
Here are some articles, etc. I gathered so students could choose for their annotated bibliography:
There were more, most I posted in ActivelyLearn and Canvas.
Maybe next time.
What we will do: next week before spring break, I am giving them a choice of three writing prompts that are directly connected to SBA Brief Writes:
Mrs Love Zombie Presentation Final Survival
Please let me know if you have questions, or want to add to this awesomesauce.
In addition to short films, commercials can be another valuable asset. Many commercials live on multiple places on Bloom’s Taxonomy, and certainly any argumentative reading and writing unit worth its salt contains at least one or two commercials to support a conversation about pathos, ethos, and logos.
I just found this site this morning. This first ad can bring up so many relatable conversation points. To quote John Spencer,
“What’s so odd is that people have been creating art, writing letters, and talking about their food for years. Museums are filled with foodies and selfie shots. We just call them “still lifes” and “self-portraits.” The whole, “don’t miss the moment” mindset fails to recognize that it’s a deeply human need to capture and create precisely because we don’t want to forget it.”
So perhaps a contrast discussion — show a selfie and a self portrait, and ask students to discuss the possible purposes of the artist, or artistic intent. A conversation about pace, too — the speed of creation and its perceived value (in the moment and over time). I can honestly say that my photo albums are my life. One project this summer is to scan everything and save it to multiple places. (But I still have time…right?!)
This is one of my all-time favorites:
And this is PG-13, but amazing:
And speaking to our hearts, to differences, and most of all our humanity, you may want to share these:
A word of caution: advertisements intended for European markets do not have the same ratings codes as in the States. Seriously — watch everything first if you think it looks like something you want to use in the classroom.