tag:blogger.com,1999:blog-88198905620978626092024-02-07T12:16:27.756-08:00Let's Write About It!Establishment of a 7-12 writing center at a large urban school site in the midwest.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-8819890562097862609.post-18843852273642018012011-05-27T07:06:00.000-07:002019-09-05T10:05:22.536-07:00Essay and Wiki WorkI've been so busy since that last post that I haven't had time to blog. One of the teachers who attended the writing center visit was inspired to enlist me in two writing projects that she had planned for her 7th grade pre-AP English, and for the first time this year, I see a way to keep the concept of the writing center moving into the coming year.<br />
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Ms. S's students had just finished reading <i>My Sister's Keeper</i> by Jodi Picoult and they were beginning to develop essays around one of the characters in the book. It was a basic 5-paragraph essay assignment with students required to have a thesis statement about the character and then at least 3 quotes from the book that supported their thesis. They were to end with a conclusion. What I appreciated was the emphasis on an engaging introduction and a conclusion that not only summarized but perhaps shed new insight on the information in the essay. Students were also expected to explain the quotes they chose and to tie them into the thesis statement.<br />
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Ms. S had me come into the classroom to conference with students on their rough drafts. I sat off to the side and while others worked and S circulated around the room, students came to me to talk about their drafts. It was a little awkward at first, and I could tell that students would rather talk to Ms. S than to me, but soon, as Ms. S became busy, the students ventured over to my table. I asked them to describe their thesis to me and asked them if there were areas in their papers that they were struggling with. Most often, they did not have concerns so I either had them read me their introduction or one of their supporting paragraphs. Usually, they were using a quote in isolation. This led to a discussion of audience and how someone unfamiliar with the book would need help in understanding the context of the quote and how it was being used to support the thesis. This seemed to be helpful, and students were quite receptive to the advice.<br />
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Following the essay, Ms. S. was using the book as part of an integrated English-science unit. Throughout <i>My Sister's Keeper</i> are references to organ transplants, bone marrow transplants, blood donation, etc. and students were very interested to learn more about these topics. Besides lessons in their science class, they did research on their own and became part of groups of 2 or 3 that did in-depth study in one area of their choosing: blood, chemotherapy, seizures, brain death, etc. They also developed questions to ask to a medical professional and Ms. S invited a doctor to visit the class. Each group spent about 10-15 minutes alone with the doctor asking questions specific to their area of study.<br />
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At this point, Ms. S asked if I could help develop a wiki for the class to use to record their research. I set up the wiki so that each group had their own main page and then separate pages for their research findings. Although almost no one in the class of 31 had used a wiki before, after a brief introduction, everyone was working. Last night, I reviewed the pages and was amazed at the amount of activity it had generated. I'm excited to see where they go with it today!Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-24204176696735650112011-05-09T10:10:00.000-07:002011-05-09T10:10:35.904-07:00Vision AccomplishedOur visit to a suburban writing center was a huge success. The director and co-director were well-prepared for our visit and even offered us complimentary box lunches. After a brief introduction of the principal and writing center staff, we viewed a brief powerpoint chronicalling the history of the center, recent events and day-to-day use. Teachers from different content areas stopped in periodically to talk about their use of the center in their curriculum, and we met a few tutors over lunch. At the end of the day, we experienced a research lesson taught by writing center staff to AP Psychology students.<br />
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Things I want to remember in particular have to do with marketing. As much as possible when staff is promoting use of the writing center, they use sports or theatre metaphors, alluding to the necessity of consistent practice and coaching in becoming skilled as a basketball player or a performer. They emphasize that becoming a skilled writer is no different. They also talk about building students' "tool kits." When a student's toolbox is full, they will have what they need in order to write well in a variety of situations.<br />
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The writing center uses Google docs calendars to schedule teachers and coaches. Students or teachers can view these calendars and then either sign-up for an individual visit or schedule a class visit to the writing center. The center has 24 student coaches and 12 adult volunteer coaches from the community. Depending on a class's needs, writing center staff will make sure they are supported adequately with other coaches as well.<br />
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"You need people to believe in this in order for it to work," was a memorable quote. I realize that my working in isolation, without the commitment or understanding of a majority of the staff was a hindrance this year. By introducing our English department to the potential of a center, I have gained considerable ground. We ended up being a group of seven and have already had a preliminary PLC meeting with the principal and administrative staff regarding a more active center here next year. A second meeting will be held this week.<br />
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Areas teachers are particularly interested in:<br />
• How to provide whole-class support/use of writing center staff in the classroom<br />
• How to involve the writing center in content areas other than English (integrated curriculum work)<br />
• How to train and use parent/community volunteers<br />
• How to train and use student tutors<br />
• The best ways to offer before-school, lunch, and after-school options for tutoring<br />
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More to come...Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-65136711250293866352011-04-21T08:36:00.000-07:002011-04-21T08:39:06.862-07:00Writing Center VisitIt's all set. I've arranged for six of us (teachers and me) to visit a fully operational writing center. The suburban writing center we are visiting has been in operation for four years, and is a dynamic part of its high school. Unlike our center, however, it operates completely on outside funding. Outside of that, I think we will learn much by the visit. My goals:<br />
<br />
1). Observe a fully operational writing center<br />
2). Talk with staff to learn the benefits of the center to students and teachers<br />
<div class="MsoNormal">3). Find out the qualities of a successful center<o:p></o:p></div><div class="MsoNormal">4). Find out how to make the writing center viable for all content areas<o:p></o:p></div><div class="MsoNormal">5). Brainstorm ideas for next year <o:p></o:p></div><div class="MsoNormal">6). Learn about recruitment and training of tutors<o:p></o:p></div><div class="MsoNormal">7). Learn about the use of outside resources: volunteers, pre-service teachers, etc.</div><div class="MsoNormal">8). Learn about sharing the resources of the center with articles for and by staff? How frequent?<o:p></o:p></div><div class="MsoNormal">9). Find out how contests are promoted.<o:p></o:p></div><div class="MsoNormal">10). Learn about cost of operation as well as other unseen areas to be aware of</div><div class="MsoNormal">11). Find out about all-school student publications (anthologies, etc.) and the writing center’s role in creating and publishing them.<br />
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</div><div class="MsoNormal">If the teachers I bring with me are impressed with the effectiveness and potential of the center, there is an excellent chance for a writing center here next year. If not, I don't see <i>The Write Place</i> continuing. All I can hope for is that the teachers actually show up for the visit. Much has gone into the planning including numerous phone calls to the other site, arrangements on their end for teachers to visit with us and arrangements on my end to meet everyone's schedules. Already, however, as I brought driving information to teachers this morning, one person was "so stressed out" she doesn't think she will go. Not to mention the department chair - not going because she has been out of the classroom too much lately...but I'm going to hope that I have the right combination going from the school and just move forward from that point.</div>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-71402620071982165362011-04-13T09:19:00.000-07:002011-04-13T09:19:23.734-07:00Electronic PortfoliosThe title of this entry may be misleading if you're looking for ideas on how to do electronic portfolios - rather, it's about a 9th grade teacher who would like to do "electronic portfolios" but really is looking for a way to digitize an essay. I am totally in favor of electronic portfolios as a way to assess students as writers and was excited to know that this particular teacher was interested in developing them. I was a little suspect, however, at the thought of beginning them in April. As we talked, I realized that what she wanted was an electronic vehicle for recent essays. By the time we finished our discussion, however, we had looked ahead to future years and the possibility of this being the first piece in an ongoing portfolio that follows the students until graduation. That is exciting, particularly since this is a 7-12 school - soon to be 6-12 and a student's writing progress could be tracked for 6 years! I would love that...<br />
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Anyway, we have decided to use <i>imovie</i> in much the same way the 10th grade did for their poetry projects. This time, however, students will polish and edit their pieces ahead of time and will record themselves reading their pieces. There will be time, as well, for them to bring in personal photos related to the essays instead of using all google images. So, this will then become Piece#1 in their electronic portfolios.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-91060060860091324572011-03-08T13:24:00.000-08:002011-03-08T13:24:29.074-08:00Writing Contests and Other ThoughtsI'm not feeling as desperate today about getting students to use the writing center. I just finished reading a chapter in <i>The High School Writing Center: Establishing and Maintaining One</i>, edited by Pamela B. Farrell. It's not a new publication (1989) but it is still considered one of the most relevant in terms of establishing writing centers in high schools. Each chapter is written by different writing center directors. Of interest to me at the moment is the one titled, "Filling the Room: Public Relations." I was heartened to learn of how much time one particular school had devoted to establishing credibility and relevance at their site.<br />
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They called their advance prep, "consciousness-raising" and began writing formal proposals almost 3 years before ever opening the site. I think of my preparation work last year and yet, that did not even directly involve the school I work with - it was my consciousness-raising about the concept of a high school writing center. This year I am trying to establish a presence in the building and in particular, get people to view me in a role very different from one they have seen me in in the past. So, it seems as though I still need another year to really get this writing center off the ground.<br />
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But, back to the book, I have many more ideas on how to involve teachers and students in the center. One thing I need to do now is find out the commitment of the English teachers on staff and then solicit their support in the continuity of the center after this year. I have contacted one teacher in particular who has been through the summer institute of the Minnesota Writing Project. Hopefully, she will know of other staff members who are pro-writing and who will be willing to visit a functioning writing center with me for a day and then give feedback on options for next year. I have the backing of the principal for this excursion.<br />
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If I get the English department on board and in support of the center, the principal will agree to continuing it next year. In that case, I see my role as a consultant until it's fully functioning. This chapter also gave me new thoughts on a high school-university partnership so I will explore that route as well.<br />
The main point is that I don't feel nearly as discouraged as I have been about the lack of students in the center. I think with encouragement and motivation, students will use the center.<br />
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I also posted my flyers around the building today...Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-62106001414403215702011-03-07T13:26:00.000-08:002011-03-07T13:26:43.903-08:00Soliciting AgainNot a satisfying afternoon...the teacher who requested help from me did not show up for our meeting. She seemed very serious about needing help for her 9th grade students before they tackle the MCA writing test. I have a feeling she may be out of the building today -<br />
So, I was forced to focus on advertising for the center for most of my time today. I ran flyers along with a note to all staff with passes attached that they can use with their students. This is my first attempt at an actual schedule and my first attempt at targeting students directly. So, while I sent a flyer with my hours on it to all staff, I gave English teachers packets of 30 flyers each that they could distribute directly to students. It's not enough for all of their students but they could focus in on one class or make more themselves. The important piece is for them to get the word out. I have been depending on teachers to recommend students to the writing center up to this point, thinking that they must know who needs support. But I haven't set a schedule before or tried to directly address the students with information. I am also posting information on each floor and in the cafeteria. Hopefully, students will respond.<br />
I will recommend direct advertising to students to whoever takes over the center next year. That's something else for me to think about. How can this school staff a writing center without adding to the budget?Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-46656459067008626172011-02-28T09:17:00.000-08:002011-02-28T09:17:27.911-08:00A Different DirectionI'm wondering why it has taken me so long to come to this conclusion but I'm just now thinking that I should individualize my invitation to students. Up until now, I have been relying on teachers to suggest to students that they visit <b><i>The Write Place</i></b> for writing support. Of course I have no way of knowing whether that message is being spread or not. For some reason, I seem to have forgotten that the strength of writing centers lies in student initiative and motivation to use them. Both of the girls that I have conferenced with in the last two weeks sought out my help because they WANTED to be better writers - not because a teacher told them to come to the writing center.<br />
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Anyway, after I have a friend look it over and give me feedback, I will hand out flyers to all students during their English classes on Wednesday. I will also put flyers in all teacher mailboxes emphasizing that students may visit the writing center for writing support in any content area.<br />
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Another thing I haven't done is post a definite schedule of when I will be in <b><i>The Write Place</i></b> for student support. Now I am posting definite hours for the month of March. Our state tests are early in April so this may be another motivating factor for students.<br />
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If this center is to continue into next year, I need to find a way to get students to use it.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-54292599003020772852011-02-22T10:26:00.000-08:002011-02-22T10:26:14.758-08:00Valentine ThoughtsJust got a note from the person who sends out a community newsletter for the school - asking for articles. seems like the perfect time to have pictures and sentiments from our all-school write included. I took the Valentines down today and typed up some of the more original sentiments and am including them in this post:<br />
<br />
<!--StartFragment--> <br />
<div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><u>LOVE <o:p></o:p></u></b></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span><o:p></o:p></b></div><div class="MsoNormal">Meeting you was fate,</div><div class="MsoNormal">Becoming your friend was a choice,</div><div class="MsoNormal">Falling in love with you was</div><div class="MsoNormal">Way beyond my control!</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-M. Yang</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Let love embrace you…</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-Annie Carey</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">To love and be loved is everything!</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is when you give your heart and soul to someone in hopes that they’ll return it.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">If you have any tears to cry,</div><div class="MsoNormal">I will be there by your side.</div><div class="MsoNormal">When you’re sad and feeling blue,</div><div class="MsoNormal">I will be there to care for you.</div><div class="MsoNormal">If you’re scared and all alone,</div><div class="MsoNormal">I will kiss away your fears.</div><div class="MsoNormal">When you need someone to love you,</div><div class="MsoNormal">I will be here.</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-Karen Lee</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Trust is the way of creating love.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is the closest thing we’ve got to magic. When we see the details, we start to see what really matters. There’s regrets and forgets, hearts and desires. You can’t WANT something to be yours. You have to KNOW it truly is. Missing someone is painful; losing someone hurts. Knowing you can’t do anything to change it is a living nightmare.</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-Sydney Yang</div><div class="MsoNormal"><br />
</div><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Cambria; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br clear="ALL" style="page-break-before: always;" /> </span> <div class="MsoNormal">Everyone says that LOVE hurts, but that’s not true.</div><div class="MsoNormal">LONELINESS hurts.</div><div class="MsoNormal">REJECTION hurts.</div><div class="MsoNormal">LOSING SOMEONE hurts.</div><div class="MsoNormal">Everyone confuses these conditions with love, but in reality, LOVE is the only thing in the world that covers up all of the pain and makes us feel wonderful again.</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-Sheng Vang</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is an uncontrollable passion that weakens even the strongest walk.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love hurts!</div><div class="MsoNormal">Dislike it!</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love has a 1/1,369 chance on Match.com</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is a strong word that you want to use carefully.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love sucks and makes people do stupid things.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is a crime that makes everyone blind.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is good while it lasts, but you have to burn it at the end.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love is unconditionally, blind and dangerous.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love has a 14% chance on ABC’s <i style="mso-bidi-font-style: normal;">The Bachelor</i>.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Love sucks:</div><div class="MsoNormal">It kills,</div><div class="MsoNormal">It hurts,</div><div class="MsoNormal">It burns,</div><div class="MsoNormal">It is the worst thing ever</div><div class="MsoNormal">It will always pain you…</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Never leave the one you love for the one you like</div><div class="MsoNormal">Because the one you like</div><div class="MsoNormal">Might leave you for the one they love.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">FRIENDSHIP<o:p></o:p></b></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">True friendship is no fistfights or hurting,</div><div class="MsoNormal">Not here one day, gone the next.</div><div class="MsoNormal">In friendship,</div><div class="MsoNormal">Everything is better for those</div><div class="MsoNormal">With the ability to love and hate,</div><div class="MsoNormal">Make war, then peace;</div><div class="MsoNormal">To dream and hope and always</div><div class="MsoNormal">Be by their friend’s side,</div><div class="MsoNormal">Never leaving.</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-L. Cody Jackson</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Friendship is helping one another through thick and thin.</div><div class="MsoNormal">It’s something you need to survive reality </div><div class="MsoNormal">when you’re at your worst.</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-KLH</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Friends are like stars.</div><div class="MsoNormal">You don’t always see them,</div><div class="MsoNormal">But you know they are there.</div><div class="MsoNormal"><span style="mso-tab-count: 1;"> </span>-Nina</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Best friends are people who know your whole life story and your flaws yet, they still love you.</div><!--EndFragment-->Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-91059214835499720932011-02-14T12:13:00.000-08:002011-02-14T12:13:54.240-08:00Valentine's Day<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimPdy0j7VLV_uaiR9AM5eGWl0WiLrjiGKOnPh3b7qdvCAzFoRPmQ3nfejYEO6XgLJOa8liU3ZU-CAX-2nbB_mAEcWB93Y-7hNfpl1m_QbJwBYBvMyMoWeFUze473l9D5R_6Jj8PB3vRKnT/s1600/IMG_0216.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimPdy0j7VLV_uaiR9AM5eGWl0WiLrjiGKOnPh3b7qdvCAzFoRPmQ3nfejYEO6XgLJOa8liU3ZU-CAX-2nbB_mAEcWB93Y-7hNfpl1m_QbJwBYBvMyMoWeFUze473l9D5R_6Jj8PB3vRKnT/s400/IMG_0216.jpg" width="300" /></a></div>I was apprehensive coming to school today since I was out-of-town all last week and did not know how the plans for an all-school write had worked out.<br />
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I guess I should back up a bit...I thought that Valentine's Day would be a perfect time to celebrate "the love of writing" with another all-school write. Two weeks ago, I purchased a variety of doily hearts from the $ store and peeled about 1000 of small, medium, and large red, white and pink ones into piles for each homeroom. My intent was to have the students write about either love or friendship on the hearts, the week before Valentine's Day. Then, on Valentine's Day, I would post all of the hearts on the wall in the lunchroom and set up a table in front of them and hand out suckers and chocolate hearts (more $ store purchases) to those who stopped by...<br />
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Because I was gone last week, I arranged for the newspaper staff to introduce the hearts and the topic to students in activity classes at the end of the day. Although I was worried that all students wouldn't get the opportunity or that teachers might not collect them and turn them in to me, the newspaper staff did a beautiful job. When I got to school today, I picked the hearts up from the mailroom and posted them. Next, I set up my table in the lunchroom. I had many paper hearts left over so I spread those out on the table with markers. My plan for handing out suckers and chocolate roses was not quite as successful...my table was mobbed! Almost everything was gone by the end of first lunch...if I had it to do over, I would have portioned my supplies and treats out. Even without the treats, many students stopped by just to write out a valentine for someone special.<br />
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I did get in a number of conversations on writing and writers. One girl even got a pass to come back with an essay she was writing so that I could sit and conference with her. A very fun day!<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEaTSEUPlYFEG9jROoq0WfN061sZXq2tUQEL-Mf0pLwWJAMpqqUvtqEMYxPV9YKGHJZLEOPhXFzgR4vnXGlyX_swc9bZ7gK_2vYORkLQqlaDlnGc1HHYsSDn6Dvt_NkVI_cmTuMlhyqwLx/s1600/IMG_0217.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEaTSEUPlYFEG9jROoq0WfN061sZXq2tUQEL-Mf0pLwWJAMpqqUvtqEMYxPV9YKGHJZLEOPhXFzgR4vnXGlyX_swc9bZ7gK_2vYORkLQqlaDlnGc1HHYsSDn6Dvt_NkVI_cmTuMlhyqwLx/s400/IMG_0217.jpg" width="300" /></a></div><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ6nEphVH2ykNYBdMB4AsEhTECsBessKTPRMwpIgL02UE6YfMEo6RyEc8t09beHZvIjYsJQhnOlsODpk87ooOpwbqYnulyL5A8T_M13Z8ZleTEIjFZhhJoUyzUbbjgwAKHeThS2OXx4u_q/s1600/IMG_0223.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ6nEphVH2ykNYBdMB4AsEhTECsBessKTPRMwpIgL02UE6YfMEo6RyEc8t09beHZvIjYsJQhnOlsODpk87ooOpwbqYnulyL5A8T_M13Z8ZleTEIjFZhhJoUyzUbbjgwAKHeThS2OXx4u_q/s400/IMG_0223.jpg" width="300" /><span class="Apple-style-span" style="-webkit-text-decorations-in-effect: none; color: black;"> </span></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj69AmVEdE400saHVNvRGi_1SH5Z99YGde7XfVk4UYUBCn6t52T1seouZ5WyTMFoxoIABnAXpqxTFEgps1gaLZh5FnkbgNt7zq8UsQlkyJfeW84TQfxqmmjI1X2j26zkadrdkqd64yuFEQt/s1600/IMG_0226.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj69AmVEdE400saHVNvRGi_1SH5Z99YGde7XfVk4UYUBCn6t52T1seouZ5WyTMFoxoIABnAXpqxTFEgps1gaLZh5FnkbgNt7zq8UsQlkyJfeW84TQfxqmmjI1X2j26zkadrdkqd64yuFEQt/s400/IMG_0226.JPG" width="400" /></a></div>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-53060327410394159402011-01-21T09:11:00.000-08:002011-01-21T09:11:20.453-08:00Student ConnectionsToday I met with Tara, a 9th grade student writing a novel about shape-shifting humans, werewolves and vampires. Two days ago, she handed me her notebook for feedback as I looked through 9th grade papers in her classroom. I wasn't prepared for the amount of writing that she had done on her "novel" or for the tiny, single-spaced, light pencil that it was written in. I struggled to read it, but was amazed by the intricate plot structure she had devised and the complicated code that involved what the characters could do and how their names were created and what each name signified. How do you give feedback on such a big piece that is still a rough draft? I wondered where she was going with the piece - which authors she read on a regular basis - and what kind of feedback she wanted from me. I left her a note to come to <i>The Write Place</i> to talk about her piece, and today she showed up.<br />
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She was nervous, swinging her foot rapidly as we began to talk. I asked her to tell me about herself as a writer and she apologetically recounted how she started out by "plagiarizing" other authors. That led to a discussion of the difference between plagiarizing and emulating. I told her about using books as mentor texts and inspiration which is very different from stealing an author's plotline. That seemed to calm her down. She told me that when she reads, she gets inspiration for new plots and characters. Once she started talking about her story, she seemed quite at ease.<br />
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The feedback that she wanted was an evaluation, really, of whether what she wrote was any good. I gave her lots of praise about the intricasies of her plot and the character relationships. I pulled out Stephanie Meyer's <i>Twilight</i>, Orson Card's <i>Ender's Game</i> and J.K Rowling's <i>Chamber of Secrets</i> and talked about how she might use her own mentor texts to create description and detail that would help the reader follow the story. (Her piece was filled with dialogue.) She said that she adds description when she types up her drafts. I don't know if I gave her enough, but I wanted her to think of this as a positive experience, so I'll just have to wait and see where this goes...<br />
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I encouraged her to come back with new sections or any other writing that she wanted to have feedback on - I also encouraged her to send her friends to <i>The Write Place</i> to talk about their writing.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-55289930902509776422011-01-12T10:45:00.000-08:002011-01-12T10:45:39.587-08:00What's My Focus?I guess January is made for reflection. The last two weeks I've been thinking about <i>The Write Place</i> and trying to really center my work as well as look ahead to possibilities. I'm in an awkward position since I'm funded by ARRA money and unless I can find a way to fund this Center next year, it will cease to exist in June. This is compounded by the fact that I need to establish the presence of the writing center in order to attract the attention of people who would see this as a viable funding opportunity. I've been in this position before, acting "as if" great things are already happening or building my bridge as I walk across it.<br />
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So, I drafted some possible options for 2nd semester and some thoughts about next year...I met with the principal and we narrowed my ideas down to another all-school write; work with the 9th grade teacher on preparing for the state writing test in April; and work with students preparing to enter the History Day competition this year. I also plan on hosting at least a couple of "Writing Excursions" for interested students.<br />
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Then, I met with others in a Writing Center Symposium format and started re-thinking my role once again...Is this writing center for the students or for the teachers? I want it to be for the students, but I am unsure how much summative writing is actually assigned, and I wonder if it is being assigned, do teachers understand the process approach to writing and how a writing center could be used by students to develop their final drafts? I'm only thinking this because in the 3 instances in which I have worked with teachers, I have not seen final products. In each case, I was asked to help develop and deliver the assignments but my work with students and their writing was minimal. Should I be visiting Professional Learning Communities here and give them a menu of possible writing topics I could explore with them? Or is that really branching away from my focus?<br />
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More later...Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-56283978993798517462011-01-05T13:55:00.000-08:002011-01-05T13:57:44.063-08:00Digital PoetryIt seems like awhile since I last posted but only because I haven't had the time...A 10th grade English teacher requested support for a concluding project for a recent poetry unit. The district curriculum called for a "chap-book" (ex. <i>Out of the Dust</i> by Karen Hesse) format for the concluding piece in the unit, but because of a variety of circumstances, students had not written more than one or two poems which were in very rough draft form and this teacher needed to conclude the unit. It seemed to make sense to both of us to have students bring one of their drafts to a polished form and digitizing that piece seemed perfect. Although B. didn't feel he could carry that out on his own, I felt confident (over-confident?) that I could provide what was needed to help his students create some intriguing products.<br />
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Needless to say, with technology, it's one step forward, two steps back. While I smoothly went through the process using imovie and a student poem, my version of imovie was not the same as that at the school which created problems for me that I hadn't anticipated. While I had worked with both versions, I was not an expert at either. I was fortunate in having a tech friend support me through all the stages of our process and step in to help students when I was at a loss for what to do.<br />
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I will attach my powerpoint and samples but basically, students came to the lab on their first day with rather hastily created poems. It did concern me that we were creating final projects out of very rough or nonexistent 1st drafts, and I had to remind myself that my role was to help students digitize their writing as a second draft. What surprised me was how much that step contributed to the revision process. It forced students to look at their poetry in a new way - to look for images to fit with their thoughts and in the process, change their words to fit the images. As it turned out, students created many more drafts than they would have in a traditional assignment.<br />
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Our final step was supposed to be the addition of voice - students reading their poetry into the computer. Not having done this before, I was sure that the process was easy - I tried it myself, at home. What I didn't count on was the background noise in the lab and the softness of the students' voices. They needed to record with a microphone and in a quiet room. The majority did not want to have their voices attached to their poems. The pictures and words by themselves needed some kind of background sound so we gave students the option of downloading appropriate music without lyrics. Now the project seemed finished.<br />
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Frustrations about final editing were similar to working with traditional writing: spelling - getting students to edit their work; capitalization - following the rules or at least being consistent in not following them. I ended up telling students that if they were consciously breaking conventions that they needed to attach an author's statement explaining why they made the choices they did - otherwise, they would be graded according to traditional grammar and spelling rules. As you will see in the videos attached, it worked to a degree. If the class was my own, I would have required stricter editing. Oh, and I would have censored the "love" theme which comprised 90% of the finished work.<br />
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After working intensely with the 3 classes, I was motivated to experiment and create a family video combining music, words and photos which I gave to my family for Christmas. I am now anxious to go in another direction with digital writing and build on what I've learned.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-21644097656054637622010-11-03T10:12:00.000-07:002010-11-03T10:36:57.440-07:00Into the Classroom<a href="https://docs.google.com/fileview?id=0B1D1HZ6LK3ZWMWEzYjVlOTAtOTQ3ZS00NjcxLWJjZmUtYTAxZTY4ODdiNDRj&hl=en">https://docs.google.com/fileview?id=0B1D1HZ6LK3ZWMWEzYjVlOTAtOTQ3ZS00NjcxLWJjZmUtYTAxZTY4ODdiNDRj&hl=en</a><br />
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<a href="https://docs.google.com/fileview?id=0B1D1HZ6LK3ZWMWEzYjVlOTAtOTQ3ZS00NjcxLWJjZmUtYTAxZTY4ODdiNDRj&hl=en"></a>My sole purpose for this job is to get to the students - to create an interest in, if not a passion for expressing themselves through writing. After the all-school write, I didn't really have a plan for next steps. Lots of options but no plan.<br />
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So, when I entered <i>The Write Place</i> last week, I was surprised to find a social studies teacher waiting for me. I greeted him and he sort of sideways asked for support for his 7th grade students who were going to be writing historical letters situated in the period of The Civil War - in 5-paragraph essay form. And then he was gone! With that little bit of information, I began to think through how I would introduce this genre - definitely I would use a model of some sort. And I would ask students to identify the characteristics of the model letter. I also would want them to identify typical contents of the letters of the time. I dashed off these ideas to Mr. W. who responded enthusiastically and we negotiated a date when I could come into his classroom and work with students.<br />
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I began to do a little research on Civil War Letters and found some great websites. http://reflections.mndigital.org is a site that houses various types of MN historical artifacts including letters and diaries. I used letters written from White Bear Lake, Minnesota in the early 1900s to acquaint/remind students of the trivia included in personal letters. I also found a Civil War letters site that offered love letters from The Civil War as well as ordinary soldier's accounts of life on the front. (http://www.civilwarhome.com) Another valuable piece, in terms of letter writing is "Making Sense of Letters and Diaries" by Steven Stowe. From this source, I solidified my thinking on what I wanted students to look for in the models that I gave them. (http://historymatters.gmu.edu/mse/letters/letters.pdf)<br />
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I ended up with a 6-slide Powerpoint presentation (attached) that I estimated would take about 45 minutes with an intro, student reading, and student writing sections.The lesson went reasonably well - it is always difficult to step cold into the middle of someone else's unit. The students were fantastic. Glitsch's: 1) wrong adapter for my computer (it's probably still on my LCD at home) - no problem because I emailed the pres. to the instructor who brought it up on the SmartBoard. 2) Inadequate space to record student thinking - should have anticipated this one - will bring chart paper next time - ended up using a corner of the whiteboard that the instructor erased immediately at the end of the lesson. 3) Disconnect between what the instructor wanted students to write and what it means to write an historical letter. The 5-paragraph essay with an adequate introduction is not the same as an historical letter. I offered to come back another time to talk about essays and support them.<br />
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It would be great to follow-up this lesson with students - When they left class today, most knew their role; some had decided on their audience (who they were writing to); most had 3 historical facts to include in their letters; I'm not sure if they saw the need to include mundane details in order to make the letter seem real, and I'm definitely not sure how they will include an "introduction" at the beginning of the letter as Mr. W. is requiring.The student teacher explained that the introduction would summarize what they were going to be talking about in their letters - Who does that? She also gave them the word of the day, Epistle, pronouncing it E-pistol "not to be confused with guns." She suggested that the letters they were writing would be "E-pistols," Hmmmm.<br />
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I'm anxious to find out how the next hour went. Mr. W. felt he could handle that one alone.<br />
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I know the PowerPoint attachment is not showing up correctly - 1/2 the words missing - How can I fix this ?Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com2tag:blogger.com,1999:blog-8819890562097862609.post-59208152446323279522010-10-27T13:52:00.000-07:002010-10-27T13:52:28.824-07:00Updates on the All-School WriteI started this entry last week but never had time to get back to it...Oct. 12<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEHXvnzrwggBoMhBmOJCYl473_nuoEmjkyDn8X1Gj94ZI1EAWNJWRRCA87gGHXZzwFXt0lV9rVvWzUQJu84zPWgSg6SpmEjNBohIUxzRWP_SR4XywYOnEXYOlbEy5PGza6jx07WM_RKJki/s1600/IMG_0172.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEHXvnzrwggBoMhBmOJCYl473_nuoEmjkyDn8X1Gj94ZI1EAWNJWRRCA87gGHXZzwFXt0lV9rVvWzUQJu84zPWgSg6SpmEjNBohIUxzRWP_SR4XywYOnEXYOlbEy5PGza6jx07WM_RKJki/s200/IMG_0172.jpg" width="150" /></a>Frustration! When I got here today, I went to my mailbox expecting at least a few responses on the cards we had passed out, but nothing! So, I typed up the ones I received last week and found that, minus the anonymous ones and ones like, "I lik ur hair," there were 20 I could designate for the newspaper and for prizes.<br />
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Prizes are another story altogether. I struggled with deciding between school-related items (pencils, pens, pencil boxes, notebooks, etc.) and hokey Halloween items - finally settling on the Halloween items. They're either going to come across as extremely hokey/dorky or clever/cool just because students don't usually get small insignificant prizes for writing...right?<br />
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I distributed the prizes to the appropriate homeroom boxes and then decided to stay and drop in on the newspaper group. That was when I found out that A, the instructor, had visited my mailbox on the previous day and, to my surprise, had pulled all additional cards I had been looking for. His perception was that they were "pretty negative," but he had found about 6 that they would publish in the newspaper. Of course I had to relate that I had just finished sending prizes out to the 20 people from last week and that some of them needed to be included in the publication as well. No problem, he said. They would just add another page to the paper.<br />
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Long story, short, the next day I had all of the cards...sent out more candy and thank-you's and transcribed and sent the second set of responses to the principal. He loved them and asked if I would display blown-up copies of the responses on a bulletin board in the cafeteria. The results are in the photo above. I ended up with between 40 and 50 really thoughtful responses and I am content with that.<br />
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Other bonuses from the all-school write: Publicity - I gained a permanent bulletin board in a prominent location to display student work and writing opportunities. I used the postings on the bulletin board as an opportunity to send emails to all staff encouraging them to read the responses and to do some writing of their own on the National Day of Writing, October 20. Although there is not school here, I suggested that with 3 days away from students, that they might like to do a little writing. I asked them to think of a time when they were younger and struggling with difficult circumstances or a tough decision. I suggested they write a letter to that younger self with advice from their older self on how to deal with the situation. (idea from NWP/MWP)<br />
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So, I have really gotten my money's worth out of the all-school prompt.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com1tag:blogger.com,1999:blog-8819890562097862609.post-27461108957997791642010-10-10T11:55:00.000-07:002011-01-05T13:26:08.489-08:00Education World ® : Curriculum: Journal Writing Every Day: Teachers Say It Really Works!<a href="http://www2.educationworld.com/a_curr/strategy/strategy013.shtml">http://www2.educationworld.com/a_curr/strategy/strategy013.shtml</a><br />
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<a href="http://www2.educationworld.com/a_curr/strategy/strategy013.shtml"></a><br />
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</div><div>Terrific ideas to make journal writing relevant and authentic for students.</div>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-64854493173174852742010-10-07T21:13:00.000-07:002010-10-07T21:13:23.896-07:00Staff ConnectionsPublicity and buy-in from staff, students and community is going to make <i>The Write Place</i> a viable and dynamic part of the school. I have a million ideas of what I'd like to see happen, but at the moment, it seems like there are so many logistical pieces in the way. One, of course, is that I am not on site every day so feel a little bit peripheral when I'd like to be integral, or at least have <i>The Write Place</i> be integral. Another piece is the schedule: students attend most of their classes every other day, so I'm constantly referring to the schedule to see what's when. The school has extended hours, which are optional, so that students have potentially 10 class options over two days plus a homeroom. It seems overwhelming. So, for example, students meet twice on even weeks and three times on odd. I have taught under that schedule and found it extremely hard to get continuity. But maybe that will not affect the writing center's effectiveness.<br />
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Monday I met with the arts teachers: Video Production, Chorus, and Band. I loved talking with them because of my own arts background. I see such a correlation between creating something visually and creating a piece with words. I always took my students in art and English through similar processes when creating new pieces. Anyway, these teachers would like to create Moodle blogs for groups of their students to give feedback/peer reviews of each other's work. They would also like to have their students write artist's statements about the work they do. I have promised to find examples of critiques so that students will have models to follow. I have some sample artist's statements as well. Our meeting was brief, so I think I will follow up with each of the teachers individually so that I can see some of the work that students have been doing.<br />
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Tuesday I introduced myself to staff and presented the all-school write at each of the morning staff meetings that are held at 7:30 and 8:30 am monthly. I had intended to be a little more compelling - maybe present a short video clip of students or others talking about writing, but I didn't realize when the meeting was until just the day before it, and it didn't seem worth waiting another month. As it turned out, all presentations were brief, and teachers were anxious to get to class. I hope a few take time to write a response to the prompt.Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-3150589434221806822010-10-06T11:35:00.000-07:002010-10-07T20:08:56.781-07:00All-School WriteToday was our first "All-School" write.<br />
<u>Pluses</u>:<br />
a. The students<br />
b. Mingling with the students<br />
c. Being visible to the students<br />
d. Working with the newspaper reps<br />
e. A few thoughtful responses<br />
<u>Minuses</u>:<br />
a. The venue selected to introduce the task: The lunchroom<br />
b. The time of day selected to introduce the task: Lunchtime<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqJsdLvP_4vgWDJBrZFuvQMIj1tBkKaMUguqc4bvmaOsPwwdH0syHubVf6tt58Owz_GWJg4epBdpBq1bL61ltgG471bLjLhpJFqQwHGQ4Ml0_OHHu6hnYX1IDANx32J2Mh9NdyikTmU_ga/s1600/IMG_0158.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqJsdLvP_4vgWDJBrZFuvQMIj1tBkKaMUguqc4bvmaOsPwwdH0syHubVf6tt58Owz_GWJg4epBdpBq1bL61ltgG471bLjLhpJFqQwHGQ4Ml0_OHHu6hnYX1IDANx32J2Mh9NdyikTmU_ga/s320/IMG_0158.JPG" width="320" /></a></div>In preparation for today, I contacted the principal and the AV guy. The principal first, so that I was sure this would be sanctioned by the administration and I just didn't know the logistics of presenting a schoolwide prompt. My thoughts centered around posting the prompt around the building (which is huge) and then advertising through homeroom about the writing opportunity. The principal felt that students probably would not respond to the postings around the building...I'm not sure. Anyway, he suggested that I hand out cards and pencils to everyone in 3 lunches along with an explanation of the prompt. I think everyone knows the downside of doing anything during school lunches, but I was willing to give it a try...The AV guy was ready with the prompt projected and a microphone available. Even with the microphone, the principal could not get students to be totally quiet during the 1st lunch, but 3 of us walked among the tables and distributed cards with prompts attached, and we did receive back about 20. During the second lunch, it was very quiet, but the group was almost entirely ELL. I introduced the prompt at this lunch, but when I walked around, no one had a clue as to what they were supposed to do with the card. During 3rd lunch, N. from the school paper met with me ahead of time to go over what she would say. We had to introduce the topic ourselves without the benefit of the principal somewhat calming the lunchroom. Controlled chaos is what it felt like. We distributed cards and prompts but really only received a couple back.<br />
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<u>Things I'd do again</u>: Attach the prompt to the notecard (a last minute decision that really paid off). I would contact the custodian beside the AV guy, because we waited quite a while for someone to raise the curtain and move the screen out. I also would only have the prompt itself on the screen in the future. Today, I had all the background/directions up as well as the prompt.<br />
My foot is slowly opening the door...Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-54216263387202068012010-09-30T11:54:00.000-07:002010-10-07T13:56:33.676-07:00Creating a Space - Moving Forward<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOi-V1KgmiZJNGRWwq1wYmVyGKkmeG2zgaCSGOoVkRXD6c53jRH041V1GidRAvQ0OImYBqX8UTcivYSLS4JqBhDnboX2rWYhwKXKGU-u-V5EMVm4ipmmfxdKtjY1NJ4YwKljDl1Z9mMOha/s1600/IMG_0155.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOi-V1KgmiZJNGRWwq1wYmVyGKkmeG2zgaCSGOoVkRXD6c53jRH041V1GidRAvQ0OImYBqX8UTcivYSLS4JqBhDnboX2rWYhwKXKGU-u-V5EMVm4ipmmfxdKtjY1NJ4YwKljDl1Z9mMOha/s320/IMG_0155.JPG" width="320" /></a></div>Today I brought materials from Office Max to create a writing ambiance in <i>The Write Place</i> - or at least a writing atmosphere. The paper clips, clip boards, note pads and writing utensils that seemed like so much at home look very meager at this point (see photos) - I have a long way to go! I asked for a round table for conferring - and got one, but I forgot to say, "small round table." It's huge! Everyone's been so nice and accommodating that I hate to complain. I've also asked for chairs and computers but so far, no luck in that area. I would like to create a warm, comfortable atmosphere that is inviting to students, yet inspiring to writers, as a place to come and really block out the rest of their day. I think lamps and more comfortable chairs would really help, and I'm not sure where those are coming from - yet. I have room for a few posters...but am not sure where to get them, so could use ideas.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRsXEYPE28LFlcYRFrmgqcP4GllX17Y_k0E5nCExWmTtzsZaYcz1HIxE7Wt_d8AvbNglOyGg62f0UN_vnMaIIQKZA64m1NrR3G4B1hLHdBrUajZNvAxJgXh7r5GY__c1hut98ugxpFPxpk/s1600/IMG_0156.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRsXEYPE28LFlcYRFrmgqcP4GllX17Y_k0E5nCExWmTtzsZaYcz1HIxE7Wt_d8AvbNglOyGg62f0UN_vnMaIIQKZA64m1NrR3G4B1hLHdBrUajZNvAxJgXh7r5GY__c1hut98ugxpFPxpk/s320/IMG_0156.JPG" width="320" /></a></div><br />
My major task at the moment is to create an all-school writing task for next week. On October 6, I will offer a prompt to staff and students along with colored notecards. My motives for the prompt are to recognize Washington as a writing school and to begin to build a writing community here. I'm looking for a response in 50 words or less. From the responses, along with the newspaper staff, I will choose 5-10 responses (depending on length) to be in the first edition of the newspaper. I'm also planning to give prizes to the first 20 responses received. I'm not sure what the prizes will be, but I want them to be connected to writing, so I will be revisiting Office Max, I think.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0ijfJVLAI_WnrmGEb-lw8ArPWXzsM2d_IcpzXzkIcdm03DIN7AwyRjvz_4trP1oJ3Up3CFwIuzMvTwNUZ6U-brn51yq-TBfOpI6XzXwuGJukJEt6j1Jokj881wzAFnHKy0bJwGFxAqdJM/s1600/IMG_0157.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0ijfJVLAI_WnrmGEb-lw8ArPWXzsM2d_IcpzXzkIcdm03DIN7AwyRjvz_4trP1oJ3Up3CFwIuzMvTwNUZ6U-brn51yq-TBfOpI6XzXwuGJukJEt6j1Jokj881wzAFnHKy0bJwGFxAqdJM/s320/IMG_0157.JPG" width="320" /></a></div>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-88092173381222547532010-09-27T12:44:00.000-07:002010-09-27T12:44:18.712-07:00Writing and Physical EducationThe goals of our district this year include "writing to learn" and infusing nonfiction reading and writing into every classroom. With that in mind, the phys. ed. teachers contacted me to find out how they might include writing in their curriculum.<br />
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The request caused me to think back to another school I had worked at where the phys. ed. teacher had his students maintain notebooks/journals on a daily basis. From what I remember, students did goal-setting and record-keeping in addition to reflections in their notebooks. I thought that I would find out what the teachers at this school were already doing and then go from there. What I found out is that they don't have students do any writing at the moment. What they needed from me was how to do it and ideas on the content of the writing. We talked about creating a Phys Ed Journal for:<br />
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<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>Cornell Notes</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>Self-Reflection on skills/performance</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>Explanations of rules/how to play the game</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>Goal-setting</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>Recording achievements/setbacks in reaching goals; foods eaten; exercise regimen vs. sedentary activity</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">-<span style="font: normal normal normal 7pt/normal 'Times New Roman';"> </span>Vocabulary</div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">- Exit/Entrance Slips<br />
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Discussion centered on what was realistic considering the wide range of students in the classes and the resistance that might happen when students are asked to write in their physical education class. I encouraged the teachers to think of authentic uses of the writing as well as practical ways to ensure that notebooks were in class every day.<br />
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To begin with, teachers will keep the notebooks in class and use them for goal-setting and possibly for entrance slips, allowing students to reflect back on the previous day's work. I suggested the possibility of students doing drawings/diagrams in their notebook as well. I'm anxious to hear how this goes.<br />
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I think I will contact a few other schools to see if journals are still being used in phys.ed.<br />
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</div>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-23686764710630754652010-09-27T12:14:00.000-07:002010-09-27T12:14:32.822-07:00Students!<span class="Apple-style-span" style="font-family: Helvetica;">Today, I had my first opportunity to meet with students - all from the school newspaper staff. My task was to get them to think around the article they wanted to write. Two of the three had a rough draft. I met with them individually and asked questions to get them thinking about whether their articles said what they really wanted them to say. I think each one decided to include new ideas or change their article based on thoughts that came up in the process of discussion.</span><br />
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</span><span class="Apple-style-span" style="font-family: Helvetica;">Cha decided that she would talk about the poem, "Nothing Gold Can Stay," by Frost in relation to Ponyboy's (<i>The Outsiders</i>) interpretation, then give her own interpretation of the poem relating to innocense and how fleeting it is. We talked a little about the meaning of the poem and then decided that beginnings (dawn, new leaves) are gold and that she could relate that idea to the new site of her school. I'm wondering if I should have suggested dropping the first two interpretations and just had her focus on how the poem relates to the present context new students and a new school? I think I need to see her next draft...</span><span class="Apple-style-span" style="font-family: Helvetica;"><br />
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</span><span class="Apple-style-span" style="font-family: Helvetica;">Cody was fun to talk to...His article is based on one of his passions - street art (making it and appreciating it). </span><span class="Apple-style-span" style="font-family: Helvetica;">He starts out with talking about the cost of removing graffiti (which, he emphasizes, is not the same as street art). He is very concerned about cities removing street art and graffitti without distinguishing between the two. He has done some street art of his own and I am encouraging him to add his own story to his article. I was trying to remember a recent movie I had just seen on street artists but couldn't...now I know it was the film, "Exit Through the Gift Shop," directed by Banksy and about the culture of street artists.</span><span class="Apple-style-span" style="font-family: Helvetica;"> Next time.</span><span class="Apple-style-span" style="font-family: Helvetica;"><br />
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</span><span class="Apple-style-span" style="font-family: Helvetica;">Emily started out talking about doing an article on the Swine Flu but at the end of our conversation, it was clear that her real interest is home remedies for common ailments so she is going to relate her article to common ailments that fellow students have, like headaches and colds. Her article will give students sensible (possibly archaic) approaches to illness. Seems like students might be interested in reading about this.</span><span class="Apple-style-span" style="font-family: Helvetica;"><br />
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</span><span class="Apple-style-span" style="font-family: Helvetica;">Since these were just drafts, we didn't get into editing and I'm thinking the students need to look at effective beginnings and endings for news articles. They have some way to go before they'll have finished drafts.</span><br />
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<span class="Apple-style-span" style="font-family: Helvetica;">For myself, I was reminded that while I know a lot about writing, I'm rusty on giving feedback and thinking about next steps...</span>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-85609996158938801012010-09-22T11:16:00.000-07:002010-09-22T11:16:46.763-07:00Room for ImprovementI'm trying to decide what this room should eventually look like...I'm located inside the media center that has several computer labs on its perimeter...so, how many computers do I actually need? How often will individual students come here for support? This year I won't have student tutors before second semester, if at all. I've been told that since the school is so large, it may not be practical for teachers to send students to the writing center during class time - especially 7th and 8th graders. I wonder about that. There are spaces on each floor that would work for conferencing purposes and I or tutors could meet with students right outside classrooms.<br />
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So, what should this room look like? I'm also not sure what options I have. After talking with the technology person in charge of the building, I get the distinct impression that this room was not on anyone's plans...so, I guess I can come up with a wish list, turn it in to the principal and go from there. I'm basing my ideas on floor plans in <i>The High School Writing Center</i> edited by Pam Farrell (1989). Despite the copyright date, I'm told this is still the best book out on establishing writing centers.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWGkq2tePxEGcYd_v1ONf2dC_veZ1ZWPPf9K3ZbCUghObg0AH07Svz6U3T5Jme_EYIqp_jY4d0h_jQ6h6nbgdxMAr6TuAw3S9nz3o29Z1RLUXtHRBcQNJdO8PwvwE3AjCQfxDR8FUPastx/s1600/IMG_0150.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWGkq2tePxEGcYd_v1ONf2dC_veZ1ZWPPf9K3ZbCUghObg0AH07Svz6U3T5Jme_EYIqp_jY4d0h_jQ6h6nbgdxMAr6TuAw3S9nz3o29Z1RLUXtHRBcQNJdO8PwvwE3AjCQfxDR8FUPastx/s320/IMG_0150.jpg" width="240" /></a></div>Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-56853288077626051732010-09-22T11:01:00.000-07:002010-09-22T11:01:58.530-07:00Advertising/Drumming Up BusinessNo feedback on my introductory letter except from administration. I met with one of the on-site coaches today and she gave me some ideas of teams or individuals who might want ideas on how to use writing more effectively in their content areas. One request is for feedback to a student writing an article for the first edition of the school newspaper based on the Robert Frost poem, "Nothing Gold Can Stay." I'm told the student intends to talk a little about the poem's use in the novel, <i>The Outsiders,</i> and then relate the poem's message to the move of her school onto the site of another closed school. An interesting idea, and I'm looking forward to meeting with her tomorrow - my first customer! The newspaper's advisor is also willing to run an article on The Write Place in the first edition of the paper<br />
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I have a meeting set up for next week with a group of 3 Phys Ed teachers who are looking for ways to infuse writing into their classes. I'm going to have to think about that.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWCIkU39Q4x19U0ZRUZ3kjJDTld55oZqLRzjZbFHrCI55v1WpMjvoYYs44Vtg1qQMTWf7A6xzQI7z07vW0HplpY7lE8xhdA1WovpyvpkieG5LOB5D28uobE7Tv-c20gjZ3LPqLkjvuWUFV/s1600/IMG_0149.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWCIkU39Q4x19U0ZRUZ3kjJDTld55oZqLRzjZbFHrCI55v1WpMjvoYYs44Vtg1qQMTWf7A6xzQI7z07vW0HplpY7lE8xhdA1WovpyvpkieG5LOB5D28uobE7Tv-c20gjZ3LPqLkjvuWUFV/s400/IMG_0149.JPG" width="400" /></a></div>Next steps: Perhaps posting a question for students to write to and drop off in the writing center - I had intended to do this soon but wasn't sure what I'd do with the responses...now I'm thinking that maybe some of those replies could be posted in the 1st edition of the newspaper?Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0tag:blogger.com,1999:blog-8819890562097862609.post-20967948448118053282010-09-20T10:19:00.000-07:002010-09-20T10:19:52.734-07:00Where do I begin?September 20, 2010<br />
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The title of this post says it all...where do I begin? My task is to design a writing center for a newly created 7-10 urban school. (The school will expand to 11 and then 12 in the next two years). Although I've been intrigued with the idea of on-site writing centers for the past ten years, I've never had the opportunity to actually be a part of one or be in a school where an active one was in operation. What I know is that students benefit in all area of their literacy lives through the tutoring support that a writing center can supply. And I want to offer the opportunity to this school.<br />
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It's now the third week of classes, and I'm just getting a feel for my new space (inside and outside the school). Since this site merges a former middle school with a small portion of a former high school, there have been many logistical pieces that needed to be put in place in order for that to happen. The major upheaval has been moving all teachers, SmartBoards, computers and materials from the middle school site to the high school site. As you can see from the photo of my space today, The Write Place is still the wrong place for students to visit. But, things are looking up...last week, I was told it would be another month before I could use the room and yet, when I arrived today, the large equipment had been moved and even as I worked in a cleared off corner of the room, staff came and retrieved pieces for other programs.<br />
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Now my anxiety can switch from acquiring the room to how to accommodate teachers and students!Muriel and Mickihttp://www.blogger.com/profile/04605939857971720681noreply@blogger.com0