Thursday 29 January 2015

The Essay in English/History - Typical structure and a discussion of differentiation



In both of my teachable subjects (English/History) I believe that the essay is the predominant writing form. In English the essay is the basic format through which students engage with their readings and express their thoughts about a given topic. In History the essay is used to develop historical narrative by building on evidence they have gathered. In both subjects, there is a standard structure required for the essay, which I would describe as the following:

1. Introduction
Hook – grab the reader’s attention
Funnel approach (general toward the specific)
Thesis statement
Enunciation of the structure/plan in the body of the essay (first we will discuss… then we will… finally)

2. Body
Composition of the body can vary depending on the topic and approach taken by the student.
I would suggest below:
a. 3 main points with 2-3 supporting arguments
Depending on the student’s level of apprehension of a subject, the format could be modified accordingly. For instance if the student only has 2 main points to make, then the body would be adjusted accordingly and if possible they could work to provide more supporting arguments if necessary.
b. I would suggest that they argue both sides of an issue (for/against) and then provide a brief synthesis of each point before proceeding to the next element of the body.
c. Students would be encouraged to incorporate citations in their essays as a way to build their arguments towards their stated thesis.

3. Conclusion
A complete synthesis of the body is made.
The thesis is restated and affirmed.
An opening to further thought can be provided.

I would try to convey this structure of the essay as a living organism which needs all its parts in order to function properly. 

Differentiating instruction:



To support differentiation of instruction in writing the essay I would introduce students to the 6+1 traits of “good” writing. I would teach the students about the various aspects discussed therein (ideas, organization, voice, word choice, sentence fluency, conventions, and presentation). Then I would provide them with the continuum so that they may self-assess their writing abilities in each of these categories. To compliment this I would set up student-teacher conferences as well as peer-to-peer feedback sessions. The focus of these sessions would be to focus instruction on one key weakness so that they may develop effective strategies in order to address these.

One of the principal needs for students with learning disabilities would be to implement effective Planning, production, and revision techniques. For “good” writing to emerge, students must have effective organization. It was noted that planning was often overlooked by students with learning disabilities just as their revision techniques often came down to proofreading rather than a critical analysis of their final product.

To address these needs, I would develop mini-lessons tailored on the needs of the students (as determined by their self-assessments and my assessment of the class as a whole). As needed, methods for planning would be discussed (graphic organizers: fishbone, mind maps) and students would be encouraged to use them for the planning process in order to focus their ideas. Additionally, given the challenge in text production, students would be taught the various conventions of the texts they would be assigned to write; checklists would be provided so that they may ensure that they are meeting all the expectations. It is important for students to know the direction and work with this goal in mind.

Given some students do not put the effort into the writing task, this motivational barrier could be curbed by showing students the value of writing and the ability for improvement. If they can see their writing ability progress, they will be more apt to develop the craft. Most importantly of all would be to develop authentic writing tasks that speak to the students interest; if the passion can be ignited then the students will develop a passion for the power of the written word.
 

 

Poem

Natural Bodies - 

July sixth
Check the wish list
Guillotined past
Real future at last
Our deep connection
Corrected imperfection
Without your intervention
Life would remain in suspension
I'll never forget to mention
How your attention fuels a revolution of
Heart
Never wanting to be apart
Realizing this is the start
Love poison from Cupid's dart.

Natural compliments as water and sand,
High tide water caressing my land
Sand castle waves crashing hand in hand.

Cliff diving love
Under gathering doves
The creator's shove
Under passion above

Love drenched prophecy
Guiding romantic energy
Ocean sands of intimacy
Two bodies in harmony.


- Richard Levesque

Sunday 25 January 2015

Poetry - Spoken Word - English self-expression

The following piece of poetry (spoken word) could be the type of work found in an English classroom. The artist, Marshall Davis Jones, uses spoken word to discuss his reaction to our digitized society. The following website provides access to his written work as well as a video of his performance:

http://genius.com/Marshall-davis-jones-touchscreen-annotated



I found that the reading “Slammin’ School” brought the light the importance of poetry as a means for students to take pleasure in language allowing them to tell their own story of an event, topic, or issue in society that matters to them. Slam or spoken word poetry allows for more than self-discovery as in the case of “touchscreen” where it allows for shared discovery. In this sense Slam plays the role of an awareness beacon which brings to light issues that may have otherwise been unspoken.
In the reading they discuss the role of Slam and its connection to the theme of power. It gives a voiced to the marginalized and allows them to “transcend the prisons that contain them”. The spoken word piece by Marshall Davis Jones challenges the power and dominance of technology in society as an alienating force. Although the reading states that there is no high or low level slam, there is a distinction between “educated” and “street” style slam. “Touchscreen” would be an example of an educated piece of poetry as it makes intelligent reference to history while creating strong and powerful images in the listeners mind.
The spoken word piece “Touchscreen” speaks to me because it captures the social disconnect that is growing in our day. The highest levels of depression and isolation exist in the developed world and the status quo continually presses for technological growth as a positive force in society however I feel that the poet breaks this accepted belief. The problem comes down to the improper and obsessive use of technology by individuals.
Using slam in English or History would allow students to evaluate society from their own understandings. It would allow them a “free voice” to evaluate and assess themselves and their identity in terms of the “system” that controls/directs/determines their lives. It would also provide them the opportunity to freely voice their interests or concerns regarding any topic they chose. By writing they would ultimately separate themselves from the forces that “determine” them. Writing allows them to establish and develop their a more profound sense of self.  
The major dilemma with this type of writing strategy is the ability to fairly assess it. The reading “slammin’ schools” discussed the use of journals as an effective means to evaluate student writing, however the products need to be assess also. To do so, a distinction between the various poetic genres need to be set in order to assess based on content and form in a proportionate manner to their weight in the chosen style (be it spoken word, slam, poetry). Furthermore, in a specific content area (i.e. History), the assessment criteria is given more weight and value for the content becomes a criteria for evaluation. It was suggested in the reading that a search for keywords learnt in the lesson as well as explanations of these in the poem would be one way to judge a student’s apprehension of the subject matter of the unit.  
Following our table discussion, the importance of slam as a tool for building confidence through self-expression was reiterated by the group. We discussed the advantages and disadvantages of incorporating slam as a means for developing student writing. In general we discussed the difficulty of establishing effective pedagogy. Although it was agreed that the use of mentor texts and proper exemplars would be pertinent, what level of text should be used? complex or simple texts? Texts that expose “educated” or “street” styles of slam writing? The importance of scaffolding was emphasized as a way that the teacher can assist. Using spoken word (loose structure favouring content) the various elements of higher structured texts can then be taught (Slam, prose, poetry, classical poetry).  Poetry is an effective tool for writing across the curriculum as it allows students to learn new vocabulary, develop their own voice and confidence (performance), while learning about rhythm, rhyming, and literary style; however in subjects other than English, its application is more sensitive.

Sunday 18 January 2015

Non-Narrative Text - Digital and Media Literacy

The Intersection of Digital and Media Literacy:

http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy


Summary:


This non-narrative web page is intended to inform and explain to the public about the distinction between Media and Digital Literacy. It also has the function of instructing the reader on the skills needed for both types of literacy and their importance in our 21st century digital society. 

This resource follows the conventions of an article:

The article begins with an introductory paragraph that explains the relevance of these concepts while situating the reader to their function and purpose. This is followed by a definition for each term: digital literacy (digital competence for effective/safe digital usage) & media literacy (critical engagement with mass media, changing role from passive to active participants in media culture). Then, the writing is complemented by a graph which provides a visual support for the reader. The concluding paragraphs underline the interconnectedness between both types of literacy and provide an opening for further contemplation of the content by relating digital and media literacy to the online gaming world.

This resource could be used in an English classroom setting if the focus was on the Media literacy strand. It would provide students with an introductory segment to the relevance of media students and the importance of intelligent interaction therein.

Suggested lesson plan to support learning to write (Senior level English course):

1. Introduce students to the text and read the entirety as a class.
2. Using the BLM 4.3 from the Peterson textbook get students to dissect the text individually.
3. Provide time for students to compare their notes regarding their analysis of the mentor text.
4. Following content analysis, have a discussion regarding the structural components of the mentor text (Into, definitions, brief development (intersection of both concepts), conclusion, opening)
5. Discuss the conventions used in the mentor text (placement of text, spacing, use of visual support).
6. Ask students to research a topic of interest and write a brief informational article. To assist them in this task, students would be encouraged to develop concept maps as well as a vocabulary lexicon in order to ensure their comprehension and facilitate their writing process. 
7. Use BLM 9.5 for student's in order to assess their peers writing (checklist).

Given this lesson could consist of more than one day, students would be encouraged to use exit cards for any questions they may have or in order for them to prepare self-prompts for the next writing session. 

Thoughts on Atwell's Story



I found Atwell’s story to be very informative in terms of the practice of teaching. I was schooled via the French private system which espoused a very traditional educational philosophy. Classes were teacher-centered and heavy directives, constraints and topics were mandated by students. There was little room for student initiative in terms of writing. This setting held a very static instructional approach which valued a formulaic teaching method rather than having a malleable, adaptable and responsive one. I was pleased of Atwell’s narrative as she underwent drastic evolution throughout her years of teaching. It made me realize that this profession is not just about teaching but also about personal growth. Effectively, “students can’t be the only learners in the classroom. Teachers have to learn too.” (Atwell 1988, 9) This remark struck me as it epitomizes the need to realize and accept that as teachers, we cannot became dictators of content but rather shared learners in the process. In terms of writing, this ties into the importance of allowing a certain degree of freedom for student’s to choose topics that interest them and allowing them to discover these interests within the unit of study while applying appropriate linguistic conventions. As stated by Atwell “freedom of choice does not undercut structure” (1988, 15) as the latter is taught through shared responsibility and the “hand-over” of learning. The most interesting facet of moving from writing exercises to a writing workshop is writing alongside students as it peeks student interest by “sharing [teachers] own joys and challenges as they write” (Peterson 2008, 13). Modelling one’s behaviour and teaching strategy thus appears essential to a transformative teaching practice.