Posted in English escapades, teaching, Uncategorized

Summer Reading Series: Dear Martin

So, as I started reading this one, I didn’t love it initially. I’m a language person, but the language isn’t particularly beautiful. There isn’t a line in this book that rocked me or made me need it as a tattoo. I struggled with the male protagonist because of how he objectifies his female counterparts. In the first 10 pages, it was *almost* enough to turn me off completely.

But then…

I gave it a chance.

  • The male’s thoughts are pretty authentic. Honestly, it’s what I hear come out of the mouths of high school students in the hallway. I wish it weren’t the case, but here I am in 2019 admitting that people actually talk about others that way. If nothing else, it is an entry point for a conversation about how we talk about others. As I read the book, I tracked the character’s evolution not only in his ideas about his identity, but also in the way he related to his girlfriends and spoke/ thought about them. It was refreshing to see him grow in that way.
  • The language isn’t beautiful, but it isn’t bad. There is a LOT that a teacher could use in the classroom from this book.
    • The book is code-switching heaven. For any teacher wanting to focus on dialogue an dialect, this would be a great read. The narration is primarily in standard English, but the dialogue ranges from “teen speak” to various levels of cultural interaction depending on the social context of the scene.
    • The book is a mix of typical narrative writing/ script-style dialogue/ and of course, the letters to MLK Jr. Introducing students to books written in mix-ed genres is always fun, and a great way to cover multiple genres with one text.
    • The situations are realistic. The bring up questions that society and teenagers are asking. What does racism look like today? Who’s fault is it? What is “my” identity? Why does it matter? How does poverty affect my education? Am I a traitor if I…? If I am successful, am I betraying my family, my culture, etc.? There’s a lot of substance here. And it’s worth exploring.

Once I decided to give it a chance, I couldn’t put it down. There were points that it seemed like the protagonist just couldn’t “catch a break”. One might say that is for dramatic effect or to add to the plot, but I know for a fact that life really breaks that way for some people. Some of those people are my own students who just never seem to be able to break the cycle that was started long before they were born.

Here’s to them, and the strength to change what we can.

#bookreview #books #ELAR #English #BlackLivesMatter #WeNeedDiverseBooks #Teachers #Education

-CL

Posted in English escapades, professional development, teaching, Uncategorized

Summer Reading Series: Freak The Mighty

My 6th graders and I started this book as a read aloud, but then I missed 3 days of school for a family funeral and I assigned the rest of the book as independent reading. Little did they know I hadn’t read the book 😬😬😬 Kids read at different speeds, so as they got to the climax and began to then finish the book, I could tell it was GOOD! I kept telling them to remember not to spoil it for “the rest of the class” aka: me 😬😂 I finally had time to finish it this summer.

This one was really good. There were several things I didn’t see coming at all, and to be honest, after reading as many books as I have, patterns emerge. This one does some things I didn’t expect.

Another thought: I’ve seen that several #ELAR teachers read this book during their Hero’s Journey unit. In a way, I could see it being a best companion book to a literary analysis unit also… not just as a piece to analyze, but as a piece to learn from. The author weaves a King Arthur allusion throughout the book, but more importantly, the allusions are broken down and explained along the way. The piece analyzes itself in many ways. What could our students learn from that? 

-CL

Posted in English escapades, professional development, teaching, Uncategorized

Summer Reading Series: Long Way Down

So. In February, I walked in to a training on literature circles (5 min late) and the group was just finishing a read-aloud from this book. I didn’t actually hear any of the book; I just saw their faces. I knew then that I had to read the book. What followed was a discussion on the value of engaging options for students to read, student choice.
I’m also part of an ELAR teacher group on Facebook and this title regularly comes up!

 

I finished the book; then I offered it to my exchange daughter from Spain.  Before I started it that morning, I flipped to a random page with her, and we admired the fact that the book is written in verse. Then, I turned it into a read aloud, and ten pages later, I realized she was hooked. So, I closed the book. I read it, and that evening at dinner I offered it to her.

61750037_10156333443781526_2267758000896737280_o
Sitting there, she started to read. And flip page after page after page. #win
See, she was my kid for the year, but her mission here was education. I’m a language person, so I’ve been paying close attention. One thing her mom mentioned to me in the beginning was wanting her to read while she is here. Being a language learner and a teenager, I picked a couple of less complex but super engaging texts. She started both and set them aside. The picture below is from the book #180days, and the middle box could have been a direct quote from our girl: this bright, bilingual future lawyer hasn’t read a book cover-to-cover not assigned by a teacher in… a very long time, in either language.

61846505_10156333444131526_8076580605925523456_o
We talked about it this evening before she stole away with my book. She said that when she was little, she remembers going to a place to “rent” (borrow?) books and videos. The place still exists but nobody goes there.

Not every kid in the room is a non-reader because they lack skills. Sometimes it’s something else all together. It is more than the “readicide” referred to in the book 180 Days. It is a cultural shift away from following through.

Here’s what I mean. The micro-texts we spend hours a day consuming (memes, texts, comment sections, headlines), they don’t tell a full story. They aren’t developed. And in fact, the only reason we can enjoy those texts is because our brains can fill in the rest of the allusions and implied texts. But what about the people after us who have never followed a story’s pattern to its end? The micro-texts lose meaning.
I commented on this to my kiddo, and she said, “yeah. I’m reading all the time, but I’m not learning anything.” From the mouths of babes…

 

-CL

Posted in English escapades, professional development, teaching, Uncategorized

Summer Reading Series: Ghost Boys

I went to a training, and the presenter provided books for the “students” (us) to use while we participated in independent reading to use for reading/ writing journaling. 87 pages later, she asked for her book back 😂😂😂 So… I drove my happy butt to Barnes and Nobel and picked up their last copy.

 
It isn’t what I expected. I’d heard politically charged reviews, but reading it for myself was enlightening.

 
I wrote before about helping helping kids see themselves in books. That’s important. It is also important that we learn to see others, really see them. Books can help with that too. I’ve never lived most of the experiences or circumstances in the book. But at least, now I’ve read them through the eyes of a first person narrator. That’s a start.

-CL

Posted in English escapades, professional development, teaching, Uncategorized

Summer Reading Series: Sea Prayer

Sea Prayer by Khaled Hosseini

One of my favorite authors, Khaled Hosseini ❤️

This is a short illustrated story (basically a picture book) that humanizes the struggles of refugees. In fact, I think it would be a GREAT book to pair with Refugee by Alan Gratz. A teacher might even use this as a read aloud and point students to Gratz if they want more.

I love how books can show us another world. The narrator begins by describing memories of how his country had been before the war. The narration shows both the common thread of carefree childhood and the distinct cultural beauty of a place and its people. The narrator mourns the loss of a country and culture his son will never know in he same way he did.

I’ve read that books can cure fascism. That is because reading helps us develop empathy and compassion. Reading helps us live their experiences and see it from their perspectives.

“A reader lives a thousand lives before he dies; the man who never reads lives only one.” -George R. R. Martin

-CL

Posted in English escapades, Lesson plan component, teaching, Uncategorized

They Sing of Rain

We are studying poetry right now in my ELAR classes. Usually, I have my students write whatever genre we are reading, that way, I can give them effective mentor texts and strategies. Today, I taught a strategy called “free association” to help my students generate topics and ideas for a new poem in their individual collections.

Anytime they write, I write. Today, I came up with this:

44157643_2177993032522134_920608798035410944_n.jpg

Posted in Spanish relapses, teaching

mija.

I was standing in line at the school cafeteria the other day. There was a student in front of me. The cafeteria server was asking the young girl to choose an option. From behind the serving line, I hear a familiar mantra: “this or that, mija”. Mija. Four years of elementary school lunches came rushing back with such force that I was nearly swept away with the flood.

There was a whole line of sweet women who knew me by name and took special care to make sure I had food on my plate. As I stopped for steak fingers, just before sliding her spatula away, she would whisper, “mija”. The next woman, presumably someone’s mother, too, would scoop a vegetable and repeat the word. “Mija”. I’d get mashed potatoes, and a roll, and then slide my tray and pass the last lady my lunch card. Mija. Mija. Mija. I remember the day that I worked up the courage to ask what it meant. And I remember the warm feeling of family that overcame me when the lady replied, “daughter”. This elementary school had a population of 97% Hispanic students. 1% Caucasian. For years, I had been one of the few people in the line who didn’t know the word, but had instead felt it.

Years later, I learned Spanish. In the family unit, we learned “hija”. I was confused, and lost, and I remember saying, “No.” I brought up the word. My teacher was kind enough to explain that mi hija shortened to mija because the first word ends with the same sound that the next word begins with, so they combine. I was at home again.

I talk a lot about the women who have mothered me in the absence of my own mother, but these women are different. My mother was alive and well during these years. My mom even subbed at my school. She spoke Spanish and knew these women. One of them was our neighbor across the street. These women represent motherhood in a different way, in the way that all of us do when we work at a school. Whether we whisper “mija” to a student while we guide her through the lunch line or we speak life or encouragement or correction to a child as we guide him through learning, these are the weighty tasks of a motherhood of sorts. And kids remember it. And it matters.

Posted in teaching, Uncategorized

Tag lines

This made my day today. Our superintendent gave us each our salary statements in Manila envelopes. Each envelope had a label. Each label has a tag line. She thought of a tag line for each teacher/ employee.

We have a small district. I’d guess we sit right at 20 employees total in the entire school DISTRICT. It is small and sweet. We are each well known one to another.

I have worked in small schools and districts before. I have attended tiny schools as a student. This is different. Very different. I can’t emphasize that enough.

-CL

Posted in classroom management, English escapades, Lesson plan component, teaching

First day of school

I started a new teaching job. This year I’m teaching English, Spanish, and Theatre Arts at a small school. I’m mostly teaching 5th-8th grade, though I do have a specials rotation with 3rd abs 4th grade.

Every year I start my classes out basically the same way: students fill out info and goals sheets as bell work while I do first day attendance and housekeeping. Next, I do a basic introduction presentation and go over my syllabus. If there is time, we do the name game, and class promptly ends. Seven years. ~1000 kids.

This time, I did something different. Year 8 began with stations. I said hello, we made name tents, and off they went to 5 different stations. (1) student info and goal setting, #goals, (2) syllabus puzzle (using block posters) and syllabus quiz, (3) book tasting from my classroom library, (4) a reading survey, and (5) write a letter to yourself.

Doing something different has already changed everything about my class. I was able to teach my expectations by showing my students instead of telling them. They were able to experience my procedures for grouping and moving around the room. And, I got to see how and with whom they interact. It was a success.

-CL