Primary Secondary Sources

Hello my lovely students!

click on this link  to follow along as we learn about primary & secondary sources. 

What went wrong with those research projects?

Last Spring, I fumbled my way through a research project with my 6th graders.  It was a train-wreck, to say the least.  It lasted 2 weeks longer than expected, it was disorganized and for some reason my students did not know what I wanted from them.  Luckily, we learn from our mistakes.  Common Core emphasizes research and public speaking skills, especially in grades 6-8.  Knowing I had to attempt research projects again, I reconsidered last year's mistakes.  We are in our second week of a unit focused on child slavery.  They seemed very concerned and appalled at the number of child slaves in the world, especially those trafficked into the US.  I thought this would be a great opportunity for students to create a PSA about the topic.  I figured this would be the right time to revive the dreaded Research Project.

Thought I'd share my past mistakes and this year's fixes because I wish someone would have told me beforehand!

Problem last year: I gave students free reign on their choice topic.  This made research and expectations hard to define.

Solution this year: Focusing the project within one focus topic.  We have read multiple narrative and informational texts about child slavery.  They have a sufficient amount of background knowledge prior to starting research.  The topic and expectations are clearly defined.

Problem last year: Students did not know how to navigate through the Internet to find reliable, significant research.

Solution this year: I found a great site that lets you preselect websites for students to visit, Sqworl.com Create a free account and just add the sites you want.  I chose 6 to provide enough options, but to not overwhelm.

Problem last year: Students did not know the steps in order, they relied on me to tell them what to do next.

Solution this year: I am providing each step with details to allow students to become more independent. I used the Word doc from another teacher's PSA project and made it my own.  I've attached my step by step instructions here.

Problem last year: I asked students to keep paper copies and index cards with research.  Papers were lost, messy, or incomplete.

Solution this year: We're going digital!  All documents will be available on Google Docs, final products will be submitted online.  

Of course, we encounter glitches in every plan, but I feel more prepared this year to tackle a research project that is relevant, meaningful, and based on 21st century learning.

Ready, Set, Research!  I'll let you know how it turns out!

Digital literacy vs. tangible books

This summer, I was challenged with an incredible summer course in young adult literacy, thank you Dr. Pendergrass!  We explored adolescent issues and the best ways to teach students through literacy.  Dr. P reminded us "We do not teach literature, we teach students.  We use literacy to teach students."

Given a list of 30ish young adult novels to choose from, I debated whether to buy the hardcover books or purchase them on my ipad.  Being the cheapskate that I am, I went for the cheaper option.  The paperback versions were usually cheaper, (especially on Half.com) but some newly published novels were priced the same on the ipad.  (Check out the Vandy summer YA lit list!)

Now that our course is complete, I am left with the question- which is better? Digital books or tangible books?  My benefits list for each:

photo from wired.com

Digital books: 
- Forget the big box of books! It is all digital, easy to carry
- Easy access: thanks to the iCloud
- Highlighting text couldn't be easier
- Lights up!  No need for a flashlight to read in bed
- Always there, it lasts as long as the ipad is around
- Easy to reference, I love selecting the notes and all the highlighted or bookmarked pages pop up
- Trendy, digital, modern, sleek

Real books:
- There is something special about a new book- the smell, the cover, the pages (Okay, yes I am a nerdy reading teacher.)
- You can pass it along.
- Easy to share. That is part of the joy of reading when you can pass on (literally pass on) a great read to someone else.
- Sticky notes, bookmarks, highlighters, underlining- a good reader interacts with the text.  This seems natural with a real book.
- The fact that I call it a real book shows I may be a bit partial.
- Cheaper?  Usually paperbacks can be found used for a few dollars.
- Bookshelves! are beautiful and make for great home and office decor


So I ask, which is better?  Where will the idea and act of reading be in 5, 10, 15 years?  How do we as teachers prepare our students for the digital generation to come?  I'd love to hear (read) your thoughts! :)

To teach the love of reading, I must first love reading

I must share the summer course reading list.  (The list was compiled by Dr. Hundley and Dr. Pendergrass at Vanderbilt Univ.) These titles are YA lit and are mostly geared toward middle/high school students.  Some include racey topics, always read before recommending to students.  The best lesson I have learned this past year: To teach the love of reading, we must be readers.  I often used the lack of time as an excuse not to read.  This summer forced me to literally Drop Everything And Read!  Once I made time to read frequently, I found myself in love with reading again.  I found myself immersed in the plot and talking about characters like they were friends of mine.  It is worth it.  Read!  Read for fun and for learning.  Then, teach others to do the same!

Happy Reading! and may the odds be ever in your favor...
(I have marked my personal favorites)

** 13: Stories That Capture the Agony and Ecstasy... - James Howe (short stories)
** Absolutely True Diary of a Part-Time Indian- Sherman Alexie
The Arrival- Shaun Tan (graphic novel, immigration)
American Born Chinese- Gene Luen Yang (graphic novel)
** Beastly- Kyle Kingson (modern day Beauty & the Beast)
Dark Eden- Patrick Carman
Drums, Girls, Dangerous Pie- Jordan Sonnenblick
** The Fault in Our Stars- John Green
** Forest of Hands and Teeth- Carrie Ryan (zombies, sci fi)
** Getting Away With Murder- Chris Crowe (non-fiction, civil rights)
Marcelo in the Real World- Francisco X
Mississippi Trial- Chris Crowe (realistic fiction based on title above)
Out of the Dust- Karen Hesse
Hey 13- Gary Soto (short stories)
** Holes- Louis Sachar
** Homeless Bird- Gloria Whelan (historical fiction, Indian culture)
** Hunger Games- Suzanne Collins (dystopian lit)
Inexcusable- Chris Lynch
The Lightning Thief- Rick Riordan
Locomotion- Jacqueline Woodson
** Mockingbird- Kathryn Erskine (autism, school shootings)
My Name is Not Easy- Debby Dahl Edwardson
No More Dead Dogs- Gordon Korman
** Okay for Now- Gary Schmidt
Probably Still Nick Swanson- Virginia Wolff (special needs)
Raised by Wolves- Jennifer Lynn Barnes
Riot- Walter Dean Myers (NY riots, historical fict)
Rot and Ruin- Jonathan Maberry (zombies)
** Skeleton Creek- Patrick Carman (horror for middle school, video diary online to pair with reading)
So B. It- Sarah Weeks
Speak- Laurie Anderson
Watsons Go to Birmingham- 1963- Christopher Paul Curtis
** Who Am I Without Him?- Sharon Flake

Middle/High school teachers out there, which pop culture lit titles would you add to the must read list?  

Are there any of the above that you love and/or love to teach?

This year, I'll be starting the year with a unit using short stories with 13- Howe.

photos from amazon.com 

Depth

I am taking a break from my summer class prep, reading book upon book, to write a bit!  Reading and writing are connected, right my fellow literacy teachers?  I always have this middle of the night great idea for a blog and then when I wake up, I forget them.  During the school year, my brain is too busy.  In the summer, my brain goes into slow motion mode.  Instead of a brilliant idea, I find myself sharing what I talk about with friends and my sweet husband who entertains my talking.

Topic of the month: depth.  I think in the summer is when I have time to talk about things, such as depth.  This is when I stop and draw back from my crazy busy life and think about what matters.  I am one of those people who thrives on conversation and relationship.  I have realized and been thinking about the depth of my friendships and relationships.  How often do we (individuals, teachers, wives) walk in, get the job done, walk out... come home, eat supper, watch TV, read, go to bed... I know for me, this happens far too often.  I want to stop and actually get to know people and allow them to know me.  In this depth of relationship, there is risk.  Without risk, there is no depth.  I strive to know and be known by the Lord through prayer and quiet time.  I desire to know and be known by my husband, to carve out intentional time for us to talk deeply about life, hopes, and dreams.  I want friendships that are a balance of laughter and joy, along with sharing life's ups and downs.  Of course not all conversation is deep and meaningful and serious, but I don't want life to solely be about a checklist of events year after year.  As in all things, I am sure there is balance.

Now that I've reflected and pondered, back to reading I go... :)

A plug for a great book about community:

"This is why knowing and being known go to the core of life.  You cannot be fully loved if you are not fully known.  You can only be loved to the extent that you are known.  You can only be completely loved if you are completely known." John Ortberg, Everybody's Normal Till You Get to Know Them


* shoutout to our old small group from Ridge with this one! :)

Don't forget about the middle school teachers!

Lately, I find myself in conversation about the lack of middle school teacher resources online.  Of course there are some great blogs with cutesy elementary fun activities and ways to decorate the classroom, etc.  Why is there not a central online resource with lessons, activities for middle school students? (Free of course!)  I am hoping to see more of this, or perhaps I'll start one myself?

Middle school teachers are often forgotten.  Elementary is fun and the kids are usually sweet.  High schools are mini adults and can think and reason.  Middle schoolers are their own breed.  They are not yet young adults but are no longer children.  Their cognitive skill is still being developed, but they must be constantly challenged.  If middle school students are not entertained, they will create their own entertainment.  As an urban teacher, we attempt to educate students with challenges that extend far beyond the walls of a classroom.  My goal is to defy these odds and make learning fun and relevant.  To give the one key out of poverty...

At the end of a school year, relevant and fun learning is a hard goal to reach!  This year, I have given in to the film study bandwagon in my building.  For years, I was told not to just show movies at the end of the year, which I still agree with.  I now see the benefit of analyzing film from a reader/writer's point of view.  I first sent home a parent letter for an option out of the PG13 movies, (cross all your Ts!) for The Pursuit of Happyness and Freedom Writers.  I started google searching for existing study guides to find... practically nothing.  There are some guides out there but they are meant for high school and up.  So I created my own.  I'll post them below.  Each movie is approx. 120 minutes, perfect to stretch across 3 days for about 40 minutes.  I would give students guidance before the movie and time to complete portions of the study guide after the film each day.

So, here is my effort to put out there what we all want and need as teachers- more resources premade to pass along.  I'm hoping to upload more this summer and keep this going as my time allows!
(A general overview below, see linked attachments for student resources.)

The Pursuit of Happyness- click for study guide 
Guiding Question: What is the American Dream?  How does this relate to ancient civilizations' social classes?
Show first 5 minutes of 20/20 interview with Chris Gardner *Stop at 4:21
Previewing Activity questions on study guide
3 segments of movie time
Review/Closure: Connection/Reflection questions

Freedom Writers- click for study guide
Guiding Question: Would racism exist if everyone were blind?
Show movie trailer
Previewing Activity questions on study guide
3 segments of movie time
Review/ Closure: Connection/Reflection questions
Participate in the Line Game as seen in the movie
More questions/writing prompts (mostly higher level)

Balance?

I'm stuck at home sick this week with ginger ale, tea, tamiflu, and TV.  Sometimes it takes the flu to make me stop and take a break and consider the idea of balance.  I am involved in conversations everywhere I go about balance. This year, more than ever before, I am constantly forced to choose how to invest my energy and time.  My busiest days of the week include a full day teaching middle schoolers, sometimes 1-2 hours spent in meetings, 3 hours in grad class, leaving 5 total hours to spend with my husband, eat dinner, let the dog out,... the list goes on.  Every teacher I know asks, "How do I balance my obligations at school and my personal life?"

I tried to achieve such balance using several tactics.  First, I tried to schedule my week down to the minute of every obligation, want, and desire for my day.  I believe the schedule itself became more stressful than the potential outcome.  Next, I tried having someone else hold me accountable, encouraging me to leave at a certain time, asking if I spent quality time with my husband, etc.  That works for awhile, but then when I fall short, I felt like a failure.  Like I not only let down myself, but also this other person.  Both of these attempts fed into my perfectionism.  The thought that everything must be just so for my life to work out.  Most recently, I believe I found the way that works best for me.  I make a goal time to go to work, to leave work, to eat dinner, and then I have a goal of nothing time.  Time to not plan the second, to just enjoy life on my own or with Sam.  With a goal instead of a strict schedule, if it doesn't happen, the world doesn't end.  This is my way to bump up against my perfectionism.  To let go of the strenuous schedule and enjoy day by day.  And if my schedule doesn't work out, I just try better the next day.  

Lately, my goals look something like this:

-spend 10 hours max a day at my work place

-Get at least 7 hours of sleep, even if the work is not done

-approach of grad school work one week at a time and finish it well

-allow about 2-3 hours of school work at home (life of a teacher)

-make dinner 3 nights a week

-spend at least 1 hour of uninterrupted, quality time with my husband every day

-have one date night a week, solely devoted to Sam

-have at least 1 afternoon or night spent with friends (usually this overlaps with teachery/grad school, hello there social capital!)

-spend an hour a day reflecting, in prayer, and thanking my God for this precious life

-Go to the gym or sweat 3 times a week

Again, these are goals! I don't think I have ever reached all of my goals within one week.  That's what makes it work.  Do I have this balance thing perfected? Of course not.  What I have learned is that I allow myself grace when it comes to my schedule and doing this phase of life just right.  I do the best I can, come home to my husband, and enjoy life. It's as if finding balance is a constant choice, constant forgiveness, and continuous change.  

So I ask you, how do you find your balance?

*photo credits: various blogs, Pinterest