True Crime, Mammoths and Hostile Architecture: Two Easy Eng. 9 Writing Assignments

I love teaching freshmen to write! We are in an "official" writing unit. The real down in the Chromebook trenches writing at the freshman level is satisfying stuff.

Before our research paper we do two writing activities that effectively teach the skill of using and responding to sources.

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WRITING #1: New York Times Article Summary and Response Paragraphs 

NY Times 310 argument prompts   (This is the NYTIMES link!)

For this assignment, students go to the universally accessible NYT's site linked above. It has 310 argument prompts--basically high interest and timely topics targeting high school writing. It's pretty intuitive, divided into sections like Gender and Race, Technology and Social Media and Sports. Clicking on one takes you to several smaller topics connected to that issue. What's more, when kids click on a topic they find  (like "Who's the GOAT?"), they will also find that each topic has a short actual NYTimes article connected to it. After finding and reading the article, they have to write a paragraph summary (starting with author &  title in the topic sentence). After a very straightforward summary, they write a 6-7 sentence response paragraph. Some topics they chose explored the ethics of true crime entertainment, whether scientists should bring back the wooly mammoth, and when celebrities should be canceled. They seemed to enjoy writing these, and I enjoyed reading them as all the topics were different. 

Perk? They just learned how to do a summary paragraph with a title/author as practice for their upcoming research essay. Moreover, they learned how to follow it with a response to the content.

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WRITING #2: Topic:  Hostile Architecture.  This also goes along with my attempts to add more nonfiction to our class.  I show a 15 minute YouTube video called, "My City Is Hostile, and So Is Yours." It's great--super informative, smooth narration, lots of visual examples. Then, I give them the topic sentence and they have to write a summary of what they learned from the video. Following this, I have them read an article on hostile architecture. They again write about several things they learned (paraphrased) and close that paragraph with how they feel about the issue of hostile architecture. (FYI: They are NOT down with such construction and can't believe the money spent on these inhibiting structures could not go toward helping build more shelters for the homeless. ) 

Another sneaky perk--once again they have learned how to use and summarize a source (helpful for the upcoming research paper), AND they have learned about an important social issue. 

These smaller ticket nonfiction summary/response writings can really make a difference!! 

Hostile Architecture video (15 minutes)

Below is the article on hostile architecture that we used! (copy and paste)

https://invisiblepeople.tv/how-much-money-do-we-spend-making-homeless-people-uncomfortable/

Teacher Dreams: Repetion, Again, Same Dream...Eek

       I had a dream about going to the grocery store.  I could so clearly see myself picking out the purple onion we needed out of the piled up purple onions.  This boring dream was a nice break from the frequent teaching dreams I have. But, unsurprisingly, I did also have a teaching dream last night. The details are fuzzy but somehow I got so frustrated or upset or embarrassed that I decided to resign. (That’s not on the table for me right now  and  definitely  not what I want to do to.) Weirdly, though, a few times a year I always look at the listings on Teach Iowa. It’s not because I don’t love my job and school—I’m spoiled and happy. It’s just when I feel like I’m not up to it all for some reason or that maybe I can’t handle all the work that faces me until those AP tests— and I think, “What would a fresh start in Sheldon or Oskaloosa or Bangkok look like?” 

     It’s stupid. Maybe it’s less about teaching and more about wishing for a do-over in early April, or a desire to escape my obligations, or escape how I feel early spring before everything greens up. Because changing jobs would make everything so easy. Hmmm...maybe there’s something else in my life where I need a fresh start. Like maybe I could try a new recipe, go to the gym, vacuum my car….that would be easier.

            My most frequent teaching dream involves working at a new school that has at least three floors. I have been assigned several different classes all over the building and during the dream two are always happening at the same time on different floors. I keep running from the one room to the other. I am unprepared for both and trying unsuccessfully to hide that—rummaging through filing cabinets or book cupboards to find something we could do for a period. Sometimes the room is shaped like an L and I can’t even see eight of the students because they are behind a partial wall.  It never goes well and I am in a panic the whole time and anxious when I wake.

According to Brianna Wiest, “If it keeps drawing your attention back to it, there is a lesson within it that still needs to be extracted…There is an element you need to dissect, a wisdom you are meant to carry forth.”  My husband thinks that’s flakey.  He thinks there are pieces of the past—suffering or just random memories--that we naturally return to that are not calling us to unlock something. Nevertheless, I sent him to the store for an onion.

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A Gatsby Moment...

Speaking of the past and things recurring, my students recently finished Gatsby with the student teacher. I told Taylor I like the students to memorize the last line: "So we beat on, boats agains the current, borne back ceaselessly into the past." She told them would you give them suckers if "everyone except one" could recite the line. There they were the next day lined up at her desk sharing Fitzgerald's lovely sentence in hopes of getting a Blow Pop. While Jakob was waiting at the back of the line near my desk,  I kind of dramatically said, "And so we beat on, boats against..." He cut me off, "Technically, it's just, "SO we beat on." There's no "and." 

Whatever, Jakob. Enjoy your Blow Pop. 

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Got some flaws?

    We have to own our weaknesses. I have to own that I struggle with several things, and without these, I would be a better teacher: having severe ADHD, taking attendance on time, returning work in a timely fashion, giving clear instructions, changing deadlines, worrying excessively, doubting myself always, having a messy desk and crappy handwriting, misplacing things, losing my train of thought, over-assigning writing, over-responding to writing, taking things too personally, and comparing myself to others. Oh, and technology issues. However, I try to exploit my strengths so that these are not what people think of first when they think of my classroom. 

    And realistically, I am fine in the classroom. I am occasionally funny and frequently odd--aren't we all? I am kind of opinionated but definitely hard working (partly to make up for my shortcomings). I memorize poetry, commit interesting lines of text to memory, and read literary criticism. I created an AP Lang class at our school because I wanted to challenge kids. I am not a gossip. Did I mention that I love teaching writing? I am maybe overly committed to self-promotion. If I have written an article or something goes well in class the administration will know about it. Trust me—do this—let them know.       

   

        Everyone should own that they have some amazing skills, things that set them apart (or will) in the classroom. These should be discovered, tweaked, and exploited. They should also be shared. When something goes well with my students or a lesson soars, I like to corner a colleague and fill them in. I don't think such celebrations are bragging--they're connections. I want to hear their successes in turn. I truly wish there were more genuine give and take concerning achievements with students. Part of why this is rare? People don't want to seem arrogant (it doesn't bother me), but sometimes I think teachers feel threatened by each other and then don't want to hear of another's occasional triumph, so such sharing is squashed. Ridiculous! It is one of the most important parts of being a good teacher--knowing ourselves and realizing what our personal interests and quirks and beauties can bring to the classroom and our department. 

        But still...those flaws: I hate grading speeches, and I don't want to return my messy rubrics to students. I am alternately self-deprecating and self-amazed. I’ll admit that most of the time I think I am special--flaw? But then, I think everyone is, and if we don’t unlock that in ourselves (or our students) or seek out other’s brilliance we are doomed. To boredom?

    Anyway, my flaws are real, but you have so many strengths, I’m sure. Just consider the things you love about literature, writing, and learning—those can all be shifted to strengths in the classroom. It’s not arrogant to admit there are some perks to being you. I’ve never met someone who didn’t have a lot to bring to the table. Show some cards. Play your hand. Winner winner chicken dinner.

Working While Your Heart Is Elsewhere...

My sister called me on the way to school today and told me about the earthquake in Thailand.. My son teaches math there at the American School of Bangkok. I'm so proud of him--he's doing so well. I am guessing he's a great teacher--I know he loves it. He's department head, gets sent to education conferences out of the country, teaches AP classes, gives independent ukulele lessons, and coaches. He was coaching soccer--kids about ten and under--when the earthquake hit. 

When I got ahold of Max right after I hung up with Jill, I found out that, thank god, he was alright. He was still with a bunch of the  young soccer kids in a van and they had gone outside of the city. He sounded strong and OK, but he said the kids were really upset and I could hear them in the background. It happened about 1:30 in the afternoon, so about 1:30 a.m. here. He said he had sent a text to our family group chat in the night, but I hadn't checked my phone before heading to school. (Weird, I know, but I  leave at 6:25 a.m. and was thinking about my honey lavender shaken espresso from Caribou. Basic first world thing.)  :(

Anyway, stateside, I told colleagues who knew where Max was living that he was ok, remembering  that it really is different if it's not your kid. He had said to me, "We were lucky. People are dead." It is devastating that so many are still unfound in the rubble.  

Students are a great distraction, but Max was on my mind all day. I got evaluated fourth period, and it was fine. It's not like he was injured for heaven's sake--but he was there. It isn't my tragedy. I certainly have taught through worse things, and will teach through much worse things. We all will likely teach through heart breaking things. For our family, today wasn't tragic, but my heart still wasn't at school. 

It was halfway across the world. 

 

Just 2,000 words! Online high school journals rock.

Snap!! Did you read my diary?! (How to respond to online journals...)

      Our ELA students are likely doing some sort of writing on the regular for our various classes. Right now, my freshmen are in the midst of an official writing unit (today we worked on introductions on their argument of judgement essays--you've been there). My AP Lang kids write constantly; right now, I have just introduced the extended definition essay (see another post on the blog for an assignment sheet). 

The students will all write plenty of "formal" finished products, so why bother with journals?

I want all those writers to loosen up! I want them to relax, and just plunk away, a kind of stream of consciousness vibe taking over the space. During the journaling earlier this week,  I played winter coffee shop music (the screen  has a burning fireplace and snow falls outside the giant windows). I give them easy prompts:write about the past spring break, write about someone who influenced you (or someone who irritates you), write about whatever is on your mind, give me 100 more words on whether you identify as an introvert, an extrovert, or a narcissist? Off they go, typing away to earn their 25 points over the next few weeks. 

ENGLISH 9: I set the word-count bar a bit lower for freshmen: 1500 words +2 pts. extra credit for anyone who writes 2000. Each time we write I push them to 100-300 words, but I tell them even 75 will work. I warn them that some people near them may be clicking away super fast, but that's ok--some people just don't write as lickity split as others. Then, when I ask the general question of how many words they just wrote, they are excited to tell me: "I got 130," or some over-achiever, "I got over 350."  Pretty good for 15-20  minutes. I'm not sure they liked the soft jazz--with freshmen, the ambience may be largely for me. 

AP LANG: Their word count is 2000 with the +500 extra for 2 pts. extra credit. They really liked the music and we turned off the lights and just had some late afternoon clouded light filtering through the big windows. Clickity, Clickity, Tap, Tap, Tap, Tap. If the music is low enough I can hear them tapping those keys. I had them write to me about the journaling experience and I got comments like "peaceful," "the twenty minutes flew by," and "I've had so many thoughts crowding my head lately it was nice to have somewhere to put them." I did get a comment that said the music was a little too loud for her, and two kids felt fifteen minutes would be plenty.  But I felt overall they were all positive about the experience. And they all wrote.

REALITY OF JOURNALS: Can we actually respond to them?  Can I read five sections of 2,000 word journals and their formal essays? I can't, but I don't want to ditch the free writing. It's important.

How do I measure their progress or know what they've written? 

A. When they are completed, I do a quick word count and give points accordingly.

B. I tell them to highlight two of their entries in yellow for me to respond to.

C. I tell them if they write something personal or that they want me to read right away, that they need to let me know that day; otherwise, I won't see it until they turn in their journal in three weeks. 

D. Legally, if a student writes something dangerous or disturbing in a journal for our class, we would be held accountable. I try to skim over the unmarked journal entries for anything alarming. Otherwise, I only read and respond to one or two.  I really should only do one.

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Pencil and paper?

Some teachers who have kids journal prefer the pen and paper method. I'm sure there are some students who would prefer that, too. I've heard of teachers buying enough cheap composition books at Walmart before school starts and having kids stash their journals somewhere in the room. That's great! For me, it is just preference. The responding would be tougher for me: I don't want to misplace someone's journal! I don't want to have "in my possession" a bunch of journal entries I haven't (and won't have) the time to read. I don't like to try to decipher kids' handwriting. Kids might feel unsafe about the privacy of their writing. Like many schools, we have Chromebooks--it's easy peasy. 

This is not an a super new idea---having kids do journals; there are years I skip it. However, since I figured out how to do a pretty lengthy running journal that they only hand in at the end with 1-2 entries for me to read,  I have found it manageable! It's also a good excuse for me to write during the school day. :)

Extended Personal Definition Essay: sus, patriotism, cancelled, ghosted, pick me girl, flexible morals, Karen, and so many more!

 

https://docs.google.com/document/d/1mzlqy2LzXWPI3geTuUeoCvM_k-0z_LCW/edit?usp=sharing&ouid=102628729357437313447&rtpof=true&sd=true

ASSIGNMENT SHEET and RUBRIC above! 

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So, what does THAT actually mean? I love the extended personal definition essay. Students are to pick a word they find intriguing and then define the heck out of it! They have to use personal experience, a scenario, a personal interview with a logical interviewee, 2 pieces of formal (online) research. 

The essays are meant to be voice-driven, but also use interesting and varied syntax (which we just covered again).  Today, I introduced the essay using the attached assignment sheet, and they seemed pretty excited. :) They DEFINITELY don't have to use one of the words on my list. (I have a smart boy who plays E-sports for our school who is excited to write about the word "Int." I don't know what it means. Yet.) 

Here are two things they can't do...

A) They CAN'T start (or even include) the dictionary definition. Hello, we all already basically know how Webster defines "patriotism."  

B) They CAN'T say a bunch of things that everyone already knows about "friendship." Nutshell, they have to remember their reader is SMART and is probably coming in with some idea of what the word means (unless it is "int").  The last thing I want it is a bunch of obvious essays about "integrity." I tell them they damn well better be surprising themselves with the nuances they discover while exploring the term. (I wouldn't say "damn" though.)

DAY 1:  We go over the assignment sheet (it is attached). Then, to further introduce the topic, we read several professional definition essays on interesting topics: introversion, lying, narcissism, cool, and white privilege. We also looked at a student example from many moons ago (9 years) on creativity. She opens with Michelangelo reaching up to paint the Sistine Chapel (it--the essay--has held up pretty well). I have included that below.

DAY 2:  They are to arrive with 2 words (or phrases---"flexible morals" or "deal breaker") that they are considering. We will do LOTS of prewriting activities. I lead them through about 40 minutes of brainstorming.  (My prompts are on the assignment sheet but we do them "live.")  These include various strategies:.create a scenario about your word, write a paragraph about why this word intrigues you, write a PERSONAL EXPERIENCE paragraph connected to your word, what are other words that are close to but NOT exactly this word ("creative" and "innovative"), what is the opposite of this word, who reminds you most of this word--write about why. Then we do some weird things like develop a metaphor connected to the term (not required). 

DAY 3:  They are ready to write and we talk about different ways they could arrange the paper. 

RESEARCH: Eventually they need to interview someone (primary research) and  do online research on the term--they have to quote two articles (secondary research). Psychology Today is an easy source to access.

ROUGH DRAFT: The rough draft will eventually be printed without their name for a blind table peer responding activity!

FINAL ESSAY: These 4-6 page papers can kick arse. Give it a try!

BELOW is a student example on "creativity"--she is an artist now!

https://docs.google.com/document/d/1VeO5mwu47ypMe_X_o3hM_JKGR-Q4oNpK/edit

Large-group Discussions: I Usually Go Another Way

It happens to me a few times a week--a semi-failure in the form of a class discussion. Some teachers are so good at leading large group conversations--maybe you are! I do fine, I think, but it always makes me nervous. Will they say anything at all--will only the same three people talk who talked yesterday? Are my questions too basic? Did I just ask them to answer four questions at once?

    Fortunately, I (we) can get them to talk.  I can set up a kickin' Socratic seminar. Necessity has also made me the queen of "turn to the people near you and discuss." This partner talk should lead to an easy shift to a group discussion, but sometimes I just let it sit there, afraid that when I take over, the student energy will dissipate.

    My student teacher led good discussions during the seven weeks she taught in my room--especially with social issues connected to Mockingbird. She has the magic power of embracing wait time while I am quick  to fill the silence with an answer, the answer, another question, or the same question in another way.

    So how important are full class discussions--especially in an ELA classroom? Before break, even when I had several great questions for There There, 4th period just looked at me. Because of this, I didn't even want to try with 6th period Lang, but a girl said, "I thought we were going to talk about the book today?" So I went for it. They were into it, bringing up their own great ideas. My success seems quite reliant on their energy. 

    I just want almost all of them to respond.  According to Steve Magness, author of Do Hard Things, "the reality is we have a slew of different ways to prepare for whatever is in front of us" (47). As there's no giving up on communication, I have found other ways to prepare for discussions.

A. Turn and share--pert near every day.  Kids have a lower stress discussion and participation is close to 100%. It can easily segue into a larger discussion. Someone may say, "Well, Abigail and I were talking about..." They can share ownership for the idea and they've already had their thoughts confirmed by Abigail or fleshed out with a small group. Professor Barbara Wolvoord calls this a "warm call."  Instead of a "cold call" (picking a random student to fire a question at) or a "hot call" (keep acknowledging the hand raiser) she emphasizes the need to let students think, maybe write a bit, maybe discuss with a peer before you call on someone. Bring on the warm call strategy. I like it.

B. Kids bring the HOT questions! (I kind of dislike that acronym but higher order thinking questions are the best.) I make them answer their questions before class as well and then ask the group during a discussion. Fortuitously, with There There, AP Lang's questions really got a discussion going--even with my quieter group.

C. Socratic seminar (my favorite). It's always a success if I let them prep a supplementary article or piece of literary criticism. With There There they had to locate a current event on an American Indian issue.  Everyone shared theirs. Even most quiet kids will participate if they've had time to prep. Sometimes I sit at my desk as they all go after it. Once I had an administrator observe a seminar who said, "These kids are so great they hardly need a teacher." I did point out that there was some "setting things up" on the front side, but maybe there's something there. How much do kids need us for a quality conversation about literature, philosophy, or social issues? 

    Certainly, the best discussions are fluid--a natural give and take. Nathan says, "Sarah, I think I disagree with you because everyone in the play loves Willy in some way." She comes back with, "I certainly don't love Willy--he's clearly emotionally abusive," and you're off! If I am leading the discussion, that kind of give and take is not a guarantee: they are more likely just to give and take with me.

    So, I save the day by using one of these other methods--it always gets them talking and usually with few awkward silences. I guess my point is,  if you have something that does not seem to be working the way you want it to in the classroom, there are usually many other options. Just keep trying!! 

          Please let me know how you do full-class discussions!

    

Working with Someone Mean (It sucks.)

   

Steve Magness says, "If we acknowledge our foibles, the more we can take ourselves out of [the] defensive stance...It [someone's criticism] is not an attack, but an aid to understanding our weaknesses" (80)

    Sure, sure, I like this idea. But this is what I'll also say...I can't think of many people who should be pointing out your weaknesses except maybe the administrators. Then, I think legally, they mostly need to do this with ideas for improvement strategies you can work on. If the teacher down the hall is commenting daily on your "less than" discipline, it does start to feel like an "attack" instead of just "an aid to understanding our weaknesses." Actually, I believe most of us know what our weaknesses are.  

    Magness is right: we should know what they are. I think it's ok for us to admit when a weakness has affected our day or (worse) our students. However,  just like in real life, it is pretty hard to accept someone else's acknowledgement of our weaknesses--pointing out our flaws.  I think Magness is right here, too, that if we know our weaknesses and are comfortable with them we have better confidence and, ergo, are better off. Still, it doesn't always work for me. 

    Since I am old enough to be the mother of some teachers in the building, it's pretty safe to say I'm familiar with my weaknesses. It still unnerves me off when people point at them--shooting for the vulnerable spot, the easiest place to draw blood. If it happens frequently, it is an issue, and you have every right to tell them to "pi$$ off."  Or, more realistically (and professionally), say, "I get it--you disapprove of my ______________." Then if they continue to badger you about this flaw they are really becoming a problem. They're not playing by the normal rules of basic adult behavior. It is also nice to find some allies, but it's probably best to vent at home. (However, I really rely on my allies for lots of things--they know the score.) And MOST people you work with are NOT mean! 

The Meanest Critic

    But sometimes you have to work with someone unkind. I wish it weren't the case. Sometimes they are also disrespectful to almost everyone else and even kind of mean to the students, but that doesn't make it hurt less for anyone. 

    The people I disrespect the most are those who "go after" new people. This has happened to me twice (fortunately, a long time ago!). Both times I already had a Master's Degree in Literature and had taught upper-level classes at kind of impressive schools; I felt I should be confident, but they still made me feel wildly insecure about teaching Honors English 9 (which I had also taught before); the other person made me feel incapable every day doing a long-term sub position for 8th grade. Sure, my mom would tell me that a  person who is badgering you is likely "threatened by you" in some way.  She's probably right. How are you going to fit into the hierarchy they have created?  It doesn't matter if you are seasoned or fresh out of college, a mean person will try to to make you feel insecure about what you're trying to do, which unfortunately, just isn't that hard in a profession where something likely goes awry each day. The people who go after brand new new teachers are the worst. 

    If I had known what I know now, I would have more quickly recognized their behavior, instead of being blindsided with the fear and self-doubt that comes with being a capable bully's target. Regardless, the feelings of isolation and insecurity would still be there if I were under attack again tomorrow. Like echos of emotional pain that never completely dissipated they quickly reverberate.n And, of course, unless you're Steve Magness, they can shake your self esteem.  

    If this happened to me now I would do a few things.  I would address them directly, asking them to stop, to leave me alone. Then, I would let an admin know (seems extreme), and before this, as soon as I saw a pattern, I would document every instance of their negative comments or sabotaging behavior. 

To the bully....

A) "I know you are frequently pointing out ___________________________ about my teaching, etc. I'd like you to discontinue that as it distracts me from what I need to do here."   

To the admin...

B) If necessary, I'd go to the admin, and without ratting them out I'd say, "I have a colleague who is frequently criticizing me about __________________, __________________, and ______________________ .  Do you have concerns about my behavior in these areas?"

How to keep a record...

C) To document their behavior all you need to do is write an email to someone you trust with a date at the top of each entry. Your confidante does not need to respond in writing, the important thing is that you have a running "record." This will give you reassurance that you are not crazy (because this makes even more clear that it is frequently happening) and gives you things to bring to a discussion with an admin if needed.

In none of the three cases of my career did I want the perpetrator fired (some of my friends offered to slash their tires). I just wanted them to stop, to leave me alone, to just let me teach. We have emotionally taxing jobs as it is--we should not have to endure a hostile environment created by a lousy colleague. 

The saddest part of this?  It's been years and I can still remember the feeling.  That's on me, but I am kind of an empath, which means I feel things more strongly than I should! Pathetic? 

Essentially, my advice is this: Don't let anyone mess with you--call them out and do what you need to to regain your confidence and move on to the fun part: helping students grow.  Even more important, take the NEW person to lunch or out for appetizers, share your stuff with them (I know people who won't), and encourage them to ask you any questions. You don't have to become best friends, but everyone appreciates knowing they have an ally across the hall. 

Maybe you will never run up against a workplace bully--I've only met a few in 30 years of teaching!  All this said, I think everyone has a "failure of kindness" sometimes. Tough situations can definitely lead to the expression of...emotions. Sigh. Hopefully, those encounters are "fixable." I think you know what I mean...I'm not perfect. 

No Swearing for 3 Days! No Phone after 6:00 p.m.! ---It's the APA Personal Experiment Essay

There are many things I would like to change about myself: I wish I were tidier (car, desk, home), I wish I could stay up until 9:30, and that I would eat healthy foods only. I sometimes wish I were quieter. Is it too much to want to be rich and thin? (Kidding) (Kind of) 

     Many students when asked if they have a behavior they could change would say, "Sure." That is why is unusual assignment works.  FOR THREE DAYS they choose a behavior by either adding something to their life or taking something away. They are not supposed to tell anyone (except me) about their choice. Then they begin, and are supposed to take some notes (a page would be delightful) each day noting what was easy, difficult, life changing. 

    Kids love this unusual assignment--it definitely gives them them "voice and choice"!  They try not to be angry, to not speak unless spoken to, to stop complaining. Or they add something: giving lots of compliments, taking selfies with 5 people per day, breaking personal space, no phones in the evening.

    First, they write a proposal explaining what they want to change and why. Second, they engage in the behavior for three days taking some notes each day. Third, they do light research: a personal interview and 2-3 online sources. Fourth, they write an APA essay discussing their experiment! The final essays are so fun and they write themselves once the kids have done their three-day experiment. The final day we sit in small groups and share out experiment, some the the best successes and fails, and read their final analysis. If this experiment were conducted again, what would be tweaked, what have they learned about human nature, etc.

Attached below is the assignment sheet with a ton of topics and a rubric! 

COPYING AND PASTING the link/address below works--sorry!

  https://docs.google.com/document/d/15aIGvf1nboYtjSSNVryq8FSF6J9UmauH/edit?usp=sharing&ouid=102628729357437313447&rtpof=true&sd=true

If you want to see an example I have one on someone using their non dominant hand for 3 days, but you have to email me at tracytensen@gmail.com 

HERE ARE 2 YouTube personal experiment videos!~(They're cartoons and not great)

Living in Car

Fast Food for a Month

We also read part of THE GUINEA PIG DIARIES 

Feeling a Lil' Old(ish)

Girl, get over it?

    Two weeks into my excellent student teacher's stay, I was feeling kind of old. I felt old that week at least. It's partly because she is twenty-one and in several ways teaches differently than I do. It's partly that I just turned sixty and I get sort of  tired by the end of the day. (Boo) It's partly because a woman just asked me if I was retiring this year.

    I sometimes feel insecure and replaceable--would people just as soon have me leave? I am more expensive after all. However, my AP kids' scores are high--did I just write that?  I work crazy hard at teaching writing (and love it). Within the last ten years I have gotten awards, presented at conferences, published articles. Whatever. I shouldn't be pumping myself up, I should just be working on my self-esteem. In Do Hard Things, Steve Magness writes, "Lasting self-esteem doesn't come from being told we're great. It comes from doing actual work and making real connections." I think teaching is one of those jobs that calls for both the work and connections--so where's my daily shot of self esteem? "With low confidence 'joy and thrill' transform into 'agony and despair.'" (Magness again). 
Well, I'm certainly still in the "joy" category. "Thrill?" At least "excitement"--at least some, every day. 

    Maybe I just need to embrace that I am an older teacher. I embraced turning gray two years ago (note in selfie)! We recently elected (gag) an eighty-year-old president, and I should stop teaching at sixty?  

    Since that two weeks, I have regained belief in my mojo. For those of you sixty and over out there, let's enjoy it and view ourselves as kind of treasures.  Why? A) those years?--crazy valuable B) the skill connected to teaching writing that comes with the experience of having read thousands of essays is priceless C) being an "older mom figure" we are absolutely not that socially interesting to kids. (They pretended to be excited that I started a blog and look happily shocked when I ask if they watch my TikTok videos*.) 

    The superintendent is around my age. The curriculum director, a science teacher, a social studies teacher, industrial arts teacher, our amazing secretary--they are all my age or (gasp) maybe even a little bit older. They all rock.

    In a few years, when I am sixty-four, I may retire.  If things change too drastically in education, maybe sixty-three. But for now, I have to stay: we need the insurance. Can I get a holla? More importantly, I STILL love it.  Actually, I guess I truly am some sort of shaky confident most of the time.  Huzzah! 

    BTW: my young student teacher was awesome!!! Huzzah, huzzah! More about Taylor in another entry. :) 

*I don't really do TikToks. As if. :)     

Emily Dickinson Creative Visual Response

 One day each March, my Advanced Placement Literature and Composition kids read several Emily Dickinson poems. I love her, and I was pretentious enough to have one of her poems read at our wedding (not "I Felt a Funeral in my Brain"). After the students read and discuss the poetry, I assign a creative response. I love the products!

LESSON PLAN: Dickinson Creative Response (2o min. class time--offer extensions to those who want longer)

    First, I give them printed copies of six of the poems, and a few notes about the Belle of Amherst and her remarkable style; then we read them aloud and have at it. I like to show off with a couple short ones from memory (I am also close on "Because I Could not Stop for Death," though.) But mostly, they read them, and I make them pause at every Dickinsonian dash. We discuss the pauses, the seemingly random capitalization, the content, and central ideas. We compare this particular poem to that prior poem. Then I give an EASY assignment that works well: the last few years I have made them draw a creative response to one of the poems. They are to capture the concept and "the vibe" and hopefully convey the emotional impact of the poem.

    The first year I gave them a pice of typing paper and about twenty minutes to draw something--they could also include a few phrases from their chosen poem. A few wanted to take it home to finish it. "Whatever," I said, but I was very open about it being only 10 points. Some of them came back to the next class session with something much more interesting than I had expected. 

    Those, like me, who admit they can't draw, usually still have a great concept: a single fly buzzing across the page over a coffin or stick figure children dancing in a ring while death's carriage drives by. On this post, I have included some lovely products--likely the ones that took the most effort. (I got permission.) No surprise, they got 12/12 (I bumped up the value by 2 points). Most of the others got an "A," too--even though I did take off a few points for those done on lined notebook paper or on the back of another class's worksheet.  It's not "busy work, but still admittedly just "extra"; it's not going to help on the AP exam, and it's sure awkward to grade someone artistic response to a Dickinson poem. If the 12 point carrot gets them to engage with one specific lyrical 19th century poem on a more complex level, it's a win.

    This year, I offered two other choices: they could memorize one of her poems that was 4 stanzas or more OR write a poem inspired by Dickinson's style using the slanted a/b/c/b rhyme scheme, the unusual capitalization, the reflective and intimate tone, etc. Alyse did a smooth recitation of "Because I Could Not Stop for Death," and Sam wrote a moving five stanza poem. Almost everyone else drew, but Natasha did a water color. 

    I'm actually not much of a "projects" teacher, and sometimes I feel bad because giving some of these products the max of only 12 points seems ridiculous. But I do feel good that someone got close enough to a piece of literature to create a painting.

The poems in the packet (easily downloaded from the internet) are "Because I Could Not Stop for Death," "Hope is the Thing with Feathers," "I Heard a Fly Buzz When I Died," "I Felt a Funeral in my Brain," "Much Madness Is Divinest Sense," and "The Heart Asks Pleasure First." 

Eventually, I will include my amazing notes on Dickinson.

Artwork by Rachel, Audrey, Clare, Dani, Brooke, and Natasha (a feminist collection, I guess!)

*"Of All the Souls that Stand Elect" was the poem read at our wedding. :) 

ANNOTATED BIBLIOGRAPHY--always a win!

     Annotated Bibliography Assignment Sheet

       The annotated bibliography is the easiest of research assignments! I have sold a gazillion of these assignment sheets on Teachers Pay Teachers (which, on TPT, does not equal much money). But do not go there and buy it! I included the assignment sheet on the last blog post, but here it is again as it was a little bit "funky" to download. As noted, the bib is always a win: it calls quality research (on whatever topic you choose or they choose), it's easy for them to write, and easy to grade. The version I teach has a citation and then two paragraphs (one summary: 125-175 words AND one analysis: 125-175 words).On the assignment sheet,  I have a step by step list explaining what to put in each paragraph. Easy peasy for and them.

       Since an annotated bib would most likely lead to some larger purpose, we usually follow it with a research presentation. The one we just did was short: 3.5-5 minutes. They had to quote/paraphrase from three of their sources. I believe a student can say a lot in 4 minutes if they keep it tight! I encourage you to check this out--it can be used with sophomores through seniors.

       There is more that one way to hatch this egg! If you don't like a really straightforward, almost formulaic approach, this style might not be a good fit for you!