Bringing Film into the life of High Schoolers April 27, 2007

One subject that has boggled my mind is the subject of Film. I am definitely not a movie buff and I am pretty much clueless when it comes to the latest movies and who is acting in them. Most importantly, I know nothing about movies that are based on books. This, I have learned, is extremely important for my future career as an English high school teacher. Turns out, as if we did not already know, students are extremely receptive to movies and there are a variety of ways to tie them into readings and writing assignments. However, in order for me to be an effective educator who is aware of the different versions of “Hamlet”or “Macbeth”, I need to get movie savvy A.S.A.P. Which is something that neither interests me nor do I have the time for.

We all know that students get impatient, grouchy, tired, uninspired, and just plain dramatic towards the end of the year. Which is why presenting them with a film project can be fun. Towards the end of May or beginning of June, it would be a good idea to present students with a project that involves making a movie out of a book or short story that all the students have read using either a Literal, Traditional, or even Radical approach. This would involve assigning various roles, such as actors, screenwriter, director, costume designer, lighting etc… Not only will students become extremely familiar with the play, book, or short story that they are basing their film on, they will also make some lasting memories. They may even remember you as the cool teacher who assigned them “that project” to keep them from falling apart the last few weeks of school.

Historical Account April 27, 2007

As I have done in the past,  I am going to post a piece of work that I wrote for a class. In our Advanced Composition class we have constantly been working on “voice”, which it seems the class has tragically failed to accomplish. But the point of “voice” is to write a piece that allows your audience to feel the tone of voice that you are trying to convey….such as if you were to write from a tragic, melancholic, or reflective point of view, which is what I tried to accomplish in the following piece. The assignment included writing a historical account and I appropriately chose to write on 9/11. What I have written is also based on a true story. My dear friend Lucy did almost lose her life that tragic day.

 

            The day started off as a beautiful and warm one. The children were back at school, the thoughts of summer dying down were starting to emerge, and the city was alive with people rushing back and forth to get to work on time or with tourists who wanted to enjoy the magnificent day. Lucy arrived to work as usual around eight o’clock and she followed her morning routine of taking the elevator up to the floor where she had been working on for a few years. Nothing seemed suspicious or different; it seemed like one of those ordinary September days that remain familiar in our minds. Lucy’s life however, changed the instant she decided to leave the building for a cup of coffee. She simply walked out with her wallet in hand, leaving behind her purse with all her documents, hoping she could grab something quick and make it back into the building before her short break was over.

            It was as she was leaving the building that she heard a plane flying up above. When she looked up she realized that it was too close to everything around her, but before she could even process the current happenings, it crashed into one of the Twin Towers. From this moment on, everything remained in slow motion! Running towards the nearest ferry boat, all Lucy could think about was how she was going to contact her husband without her cell phone. Every so often she would look around and take in all the chaos surrounding her. Here she was, a thirty year old female running through New York City with her shoes and wallet in her hands trying to push and shove her way to the nearest Ferry along with hundreds, even thousands of other people.            

Since everything literally went to a standstill after both Towers were hit and after both collapsed, the Ferry boats operated very slowly, especially since they tried packing as many people as possible into them. Lucy could only think about the massive destruction that was occurring. A sudden sadness, shock, and melancholy ran over her as the Ferry she finally got on, after hours of waiting, backed away from the dock. All she could see was the enormous cloud of smoke that hid what used to be beautiful Manhattan and the numerous amounts of injured people who cried out for help or for their loved ones. Her first instinct was to reach out to her husband; however there was no way of contacting him. Little did she know that he was attempting to get his way into the city just to go looking for her. Luckily, his attempts were effortless since security was not allowing anyone back into the city and after hours of anguish and constant worrying, they were both reunited at Liberty
State Park.

 However, it is that day and that moment that the first tower was hit that will always remain a part of Lucy. It has been integrated into her soul and into her heart. She will never forget the screams, the crying faces, the worried family members, the broken hearts, and the collapsed city. Although it seems as though New York City and Manhattan has gotten back to normal, it is people like Lucy that constitute the majority of the individuals that still understand how that day in history has affected and will continue to affect millions.

 

Helping High School Students to Write April 27, 2007

In my EMSE 3210 class, which is a class focused around helping future English teachers write and prepare lesson plans, we have been focusing on the writing process and what constitutes good writing. It is important for each individual teacher to determine what he/she believes constitutes good writing, but most importantly, each teacher must divulge this information with his/her students. If the students do not know what their teacher will be looking for in their writing, then they cannot provide the teacher with a paper that he or she will be satisfied with. The best way for an educator to prepare the students is by providing a rubric. It cannot get any more easier than receiving a rubric that specifically tells you what your assignment should not lack or what important details it should contain.

As I began writing my Writing Based Lesson Plan, I realized that I do not want to grade my students unfairly due to my lack of explanation. Therefore, I was sure to include more than one day that provided extensive explaining. Since I will be teaching middle/high school, it should not be necessary to pamper or hold a students hand through their writing process. However, I still felt that it was important to include Writing Workshops. Unfortunately, we can only expect the students in today’s society to have more difficulty with writing than the students in the past did.  Writing Workshops can always give them the necessary feedback that they need to improve their writing skills and it can also help them with their critical thinking skills.

First Draft of Wikipedia Article April 3, 2007

Since I have been posting on English related topics, I thought it would be appropriate to post the first draft of my Wikipedia article. When it is all set and done, then I will post the direct link to the article.

Direct link to full written article: http://en.wikipedia.org/wiki/What_Does_the_Bible_Really_Teach%3F

 What Does The Bible Really Teach?

What Does the Bible Really Teach?, a 223 page book published by the Watchtower Society in 2005, has been used by Jehovah’s Witnesses worldwide to help in aiding those whom are interested in learning about the Bible. Jehovah’s Witnesses use the book during Bible studies with Bible students.  

Content

When opening the book, readers will come across a five-page preface that is meant to help the Witnesses start home Bible studies. The five page preface contains pictures and scriptures, along with a small description on how to locate Bible chapters and verses.  In order to reach and touch hearts, the book was purposely written very simply and clearly. It also contains many questions throughout that can help the student think about the content that is being studied. At the introduction of each chapter the student can find several questions that will help him/her understand what will be studied and what he/she will learn after studying the chapter. The illustrations that can be found throughout the book are meant to help the students grasp new ideas. If the student is looking the find new information, then they can turn to the Appendix of the book which considers 14 important subjects in greater depth.  

Using the Book The Bible Teach book is meant to help teach those whom are from different educational levels and from various religious backgrounds. When conducting a Bible study, the goal is to attempt to complete one chapter in one sitting. However, there is no rush in finishing the book. Therefore, if a student has no previous knowledge about the Bible, then it may take more than one sitting to complete the study of one chapter. The purpose is not to rush through the material, but rather to study it intently and understand it. If the Bible student does not understand the illustrations that are demonstrated, then they are explained with examples. Understanding the illustrations is just as important as understanding the content within the book. Before studying a chapter, the Bible student is encouraged to study the material before hand. This will help prepare the student for the Bible study, especially if the student has any questions that may arise as he/she studies the book for the first time. It is absolutely encouraged to have a Bible at hand since the book does focus on the Bible and its teachings. Although there are various ways to teach the book, Jehovah’s Witnesses like to read the paragraph together with the student and then ask the question that relates to that paragraph. The student and instructor will then look up and read various scriptures together that relate to the material that is being studied.

 

The Adventures of Writing and Posting on Wikipedia April 3, 2007

As part of our English 3080 course, we have to write an article and publish it into Wikipedia, an online Encyclopedia that can be edited by any reader. In the beginning it seemed as though finding a topic was going to be the hardest task. Every single topic imaginable has been talked about or posted on Wikipedia. There are also stubs, but most are on topics that are extremely hard or nearly impossible to write a lot about. I was actually able to find a topic of interest in order to write an article on. Little did I know that the hard part would be the actual posting of the article onto Wikipedia and then making it look like it is a credible article that belongs on an online Encyclopedia. Unfortunately, I think I lost my article somewhere on Wikipedia. It was posted but I cannot find the link to it. Seems as though I will have to try re-posting it on there.

I chose to write about a book that has been published by Jehovah’s Witnesses. Wikipedia has a few stubs on some of their publications, however it did not have a stub or a full article on one of their recently most used books, “What Does The Bible Really Teach?”. As a Jehovah’s Witness myself I thought it would be of great use to write about the uses of the book and its content. That way, anyone who is interested can just pop the name of the book into the Search and read up on it. This hopefully will spark some interest on the readers part. I still have some work to do with the article, such as providing citations, however I am waiting on the opinion of my fellow classmates. We are all critiquing each others work, which can give each person a new insight into their article. I am looking forward to reading up on their opinion’s on how I can make my article more useful.

Computers…The New Way of Writing up Exams March 24, 2007

According to a recent article in Education Week, the National Assessment of Educational Progress will have students from grades 8-12 type up their writing exams. Instead of hand writing their responses, the students will have the privilege of typing their responses to exams. This makes a great deal of sense considering how much technology has influenced our lives. Billions of email messages are sent everyday, millions of blogs are updated daily, and not to mention the amounts of typing that is done on a computer by millions of companies worldwide. The computer has become an intricate part of our lives; therefore it only makes sense to make it an intricate part of a student’s educational life, if it has not already. NAEP will asses the student’s by focusing on three different details in a student’s response- the student’s ability to persuade, to explain, and to convey experience. Having these three details included not only helps student’s education wise, but it can also help them with their future careers or in the workplace. NAEP plans on setting this new challenge into motion by 2011 for grades 8-12 and by 2019 for fourth grade, mostly because most Elementary schools are not equipped with the computers.

http://www.edweek.org/ew/articles/2007/03/14/27nagb.h26.html

the adventures of taking the praxis II March 24, 2007

This post will be a short, yet important one. I took the Praxis II (Exam Number 0041) in January and recently received my scores. Unfortunately, I did not pass by eight points. I thought I had it pretty bad until I spoke to a few of my classmates and it seems that many did not pass by 2-3 points, which I happen to think is even more treacherous. I have never done well on Standardized testing, especially since it is timed. I went into taking this exam with a very positive attitude and I honestly thought that I would be able to pull off the necessary score in order to pass. The Praxis II (0041) is an English Content Exam, however it was extremely biased. It mostly focused on poetry, rather than the broad field of the English language. Sadly, my weakness happens to be poetry. I have never been able to write poems, never mind interpret them and their deep meanings. Therefore, as I took the Praxis, I am not sure if my focus had shifted onto worrying about how badly I was doing or if it was focused on the task at hand…Passing! April 28^th I have the privilege of retaking the exam. This time around, however, I have to pass because I need the scores as soon as possible in order to complete my Internship in the Fall of 2007. If I do not pass, then I have to opt for doing the Internship in the Spring of 2008, which can destroy or at least make messy, my future plans.

So…any tips on taking the Praxis?

E.E Cummings….Enough Said March 4, 2007

One of my all time favorite poets in E.E Cummings! And although I do enjoy his work, I know nothing about his personal life. Since I do enjoy his work and his talent, I think that I may write my Senior Seminar paper on him. But since my Senior Sem paper will only have to be completed by my Spring 2008 semester (I have yet to take the class), I have some time to think about this decision.

Although I detest when students use improper grammer and lack punctuation in their writing, I welcome E.E Cummings disoriented writing style. It is unique and it adds a special touch that elevates the meaning of his poetry. I recently came across a poem that I had never read, but that, as usual, brought a cunning smile across my face (Cummings seems to have that affect on me). It is entitled “may i feel said he”…

may i feel said he

may i feel said he
(i'll squeal said she
just once said he)
it's fun said she

(may i touch said he
how much said she
a lot said he)
why not said she

(let's go said he
not too far said she
what's too far said he
where you are said she)

may i stay said he
(which way said she
like this said he
if you kiss said she

may i move said he
is it love said she)
if you're willing said he
(but you're killing said she

but it's life said he
but your wife said she
now said he)
ow said she

(tiptop said he
don't stop said she
oh no said he)
go slow said she

(cccome?said he
ummm said she)
you're divine!said he
(you are Mine said she)

Feedback on “The Thoughts That Touch Our Hearts” March 4, 2007

A friend of mine, who is a high school Junior, recently wrote a paper on poetry. Since I promised her that I would share her paper with the Cyberspace world, I am going to include an excerpt of it. This is only her first draft, meaning that there are probably some grammatical errors that you may find. Either way, some feedback would be appreciated. Also, she chooses to remain namless!

The Thoughts That Touch Our Hearts 

In the midst of all the poems that poets write, it is interesting to note how their expressed thoughts may differ on their subjects, but can relate in certain characteristics on how the poems were written. The power that their thoughts have on the readers is immense. They are articulated so clearly as if they were communicating to each individual personally. The poems read reach out to our hearts and leave us pondering. Poets tend to connect with their readers using certain techniques that help us appreciate and comprehend the point being conveyed. Anne Sexton expresses her reasoning of relationships in The Kiss and Words, as she approaches the same type of tones and figurative language, but differentiates on her poem’s themes.

Primarily, in both poems, the tones are quite similar. They change as you progress in the reading of the poem. When the poem continues, the tone changes to the opposite of the beginning tone. The Kiss has a tone that reflects the speaker being impatient before receiving her first kiss. Disappointment with herself and the feeling of loneliness has aroused in the speaker, as she cries, “I’ve been wronged all year.” The readers can infer that the speaker is upset as she calls herself a “crybaby” and a “fool”, and feels “useless.”(The Kiss, 1-6)  The speaker feels this way because she has never been kissed and experienced the feeling of being satisfied with someone. She awaits the moment, the day in which someone will come to rescue her. As the poem continues the speaker feels satisfaction. The feeling of content in the speaker has come because she has had an opportunity to be kissed and be put to use. The tone seems to be like refreshment and a glorification.

“Now it’s tearing at its square corners.
It’s tearing old Mary’s garments off, knot by knot
and see — Now it’s shot full of these electric bolts.
Zing! A resurrection!”(The Kiss, 7-10)

The speaker is describing how she feels about her first kiss. The speaker is very thankful for the person who brought her out of her shell and placed her on cloud 9. She feels as if she has transformed into this different person.

“You did this.
Pure genius at work. Darling, the composer has stepped
into fire.” (The Kiss, 12-14)

In the speaker’s point of view, the person who kissed her took her to a place where she wanted to go. The speaker wanted to be used for something, and he kissed her, making her feel special.
           Similarly, in Words the tone in the poem is compassionate as the speaker enjoys words and how they are used for several things. The speaker is expressing how words can be loving and soothing if used correctly. The speaker loves words, when they are used in the correct manner. You can infer this by the words she uses such as “good”, “trusty”, and “love.”  (Words, 6-8, 10)
           Then the tone turns to being regretful if words are used wrong and in a negative way. The poem also brings in a sense of sorrow as the speaker recalls times in the past when words hurt people’s feelings. Talking about words, the speaker notes, “The wrong ones kiss me.” (Words, 19)Even though the speaker may love words, they have to be handles with care and treated gently. Just like the speaker said, “Once broken they are impossible things to repair.” (Words, 25-26)
           Both poems express the tone of being content and disappointment but in different ways for different things. The Kiss expresses the speaker’s thoughts, as the tone diverges from being bummed out to being agitated and blissful. Towards the end of the poem, the speaker admits,“My nerves are turned on.” (The Kiss, 16) This is opposite from what the speaker first felt. Also, in Words, the tone of the poem can be described using one of the lines of the poem. “But they can be both daisies and bruises.” (Words, 9) When someone brings you flowers, it is an occasion to be glad about. Now, when someone punches you, or if you trip and get a bruise, it’s painful and it may leave a scar. You are not happy with that. Well, the same goes for the way we use our words on a day to day basis.

The beautiful portrait is half painted February 23, 2007

Since I have been working a lot on the still-life for Advanced Composition, I decided to post what I have up to this point. In class on Wednesday the professor said that it was probably best for us to focus on a painting or picture, because many times we can zoom in on the person’s emotions and feelings. He specifically said that paintings by Michael Angelo were the best. It is interesting because as I wrote my still-life, I realized that anyone can conjure up a specific image in their head of what they are reading. But that conjured up image will most likely be completely different from the way you view the person or the description yourself. Therefore, if I were to post a picture of the person I am describing, many of you would probably ask where I see all those detailed characteristics. But they are there, at least in my eyes they are.

“His small, almond shaped eyes are the key to his identity. They are red and swollen, revealing that he is tired and exhausted. His large, goofy, heartwarming smile however, makes up for his tired appearance. The smile that wrinkles up his entire face, yet manages to make him look manly, attractive, and sensitive. The smile that covers up the small, yet noticeable scar on his right cheek. And the smile that reveals that underneath the joking, goofy personality, there is also a touching and caring character. His distinctive jaw line can set him apart from a large crowd. It is shapely, brawny, and masculine. It is also adorned by a five o’clock shadow. It is that distinctive jaw line that begins the beautiful outline to his short, yet distinguishing form.            
His posture is firm, assertive, confident, yet relaxed and laid-back. His hands and arms are his secret weapons. Long fingers, soft palms, and thick wrists reveal that there are secrets contained behind those mysterious hands. Secrets that can only be told through his art and his music.”