For my persuasive essay lesson, I used, "Michael Jackson is the best pop star, ever" as an example. I created an entire case proving that he was. I then gave them a couple more relevant topics. Finally, I gave them the choice of what they wanted to write a persuasive essay about. Some of them wrote about MJ.
Two different students said he was not the best pop star ever, using this as their lead example: he sings like a girl.
I'm sorry, what's wrong with singing like a girl?
Do they realize that about half the world is girls and they all, well, sing like girls? Do they further realize that the person evaluating their skill at creating an argument is, um, a girl? It reminds me of Madonna's "What it Feels Like for a Girl".
The mysogynism in this town is so deep-seated I don't think they even have a clue that there was anything offensive about their argument.
Thursday, July 23, 2009
Tuesday, July 21, 2009
Another Visitor
They keep on crawing out of the woodwork.
Another (former) Hellstudent stopped by today. Her brother is in my class, and she's looking out for him. She talked to me about his progress, took a progress report, and promised to make him do his work tonight. She doesn't want him to blow off his freshman year like she did. Her mom relies on her for a lot (too much -- but such is the life of so many children, past, present, and future -- families do what they have to in order to survive), and she is rising to the challenge. Her mother told her that if she went to college, her brothers and sister would, too. She is frustrated by her responsibilities, but I'm also seeing her really take them on and take them seriously. She plans on college; last year she tried to convince me that it was easy to get a good job without a college degree.
It was an uplifting moment. We got off to a really rough start last year, but it warms my heart to see her mature. I take no credit; I'm just glad I get to witness some good stories to balance out some of the bad.
Another (former) Hellstudent stopped by today. Her brother is in my class, and she's looking out for him. She talked to me about his progress, took a progress report, and promised to make him do his work tonight. She doesn't want him to blow off his freshman year like she did. Her mom relies on her for a lot (too much -- but such is the life of so many children, past, present, and future -- families do what they have to in order to survive), and she is rising to the challenge. Her mother told her that if she went to college, her brothers and sister would, too. She is frustrated by her responsibilities, but I'm also seeing her really take them on and take them seriously. She plans on college; last year she tried to convince me that it was easy to get a good job without a college degree.
It was an uplifting moment. We got off to a really rough start last year, but it warms my heart to see her mature. I take no credit; I'm just glad I get to witness some good stories to balance out some of the bad.
Monday, July 13, 2009
A Visitor
A few days ago I saw a former student across the campus. He had been in my class and been a major pain in my side until he transferred schools. He's also a good kid, essentially, and dealing with a lot of shit (not surprising in this town). He's got a grafitti problem (so many of them do), which means he has a PO -- but it also means he's creative. I don't think his problems with the law are any more major than that. His grades sucked, his attitude was for shit, but he has a sense of humor and isn't a dummy. And for some reason, he didn't totally hate me. He even thought I was cool -- no trippin'.
He transferred schools third quarter. I ran into him at the bowling alley a couple of times, and he always said hi and gave me a hug (a side hug, yes). He came to visit school after he transferred and he came by my room to visit. I refused to let him in -- he was interrupting my class! No way! Of course, it disrupted class anyway.
Well, it seems he's a TA this summer. I don't know if he's enrolled back at my school or if he's just hanging with some friends for the summer session, but he came by class today to pick up my attendance sheet and he interrupted class. Not only did he say hi to a student (a less-than-perfectly-behaved one), but he gave me a side hug. And told them I was his girlfriend last year.
See what I mean? He's a sweetheart, but a total disruptive ass at the same time. He'd agree -- with a shit-eating grin on his face.
He transferred schools third quarter. I ran into him at the bowling alley a couple of times, and he always said hi and gave me a hug (a side hug, yes). He came to visit school after he transferred and he came by my room to visit. I refused to let him in -- he was interrupting my class! No way! Of course, it disrupted class anyway.
Well, it seems he's a TA this summer. I don't know if he's enrolled back at my school or if he's just hanging with some friends for the summer session, but he came by class today to pick up my attendance sheet and he interrupted class. Not only did he say hi to a student (a less-than-perfectly-behaved one), but he gave me a side hug. And told them I was his girlfriend last year.
See what I mean? He's a sweetheart, but a total disruptive ass at the same time. He'd agree -- with a shit-eating grin on his face.
This is Me
I decided I had to up my planned vichyssoise to potato-leek-asparagus soup since I had, well, purchased aspargus as well as potatoes and leeks (and tomatoes, and cilantro, and peaches, and lettuce, and favas). I was looking through my books, and I remembered that one of the contributors to Along in the Kitchen with an Egglplant: Confessions of Cooking for One and Dining Alone wrote about eating nothing but Asparagus. While purusing her essay, I came across this quote: "At the farmer's market, I shop for a whole family. I live and cook alone."
The soup was excellent, as was the tomato soup from earlier in the week, and the corn fritters I made yesterday, and today's BLT. I have pictures of a lot of that, but my printer is making me mad and not reading my new flash card. Updates when I can actually upload my photos.
The soup was excellent, as was the tomato soup from earlier in the week, and the corn fritters I made yesterday, and today's BLT. I have pictures of a lot of that, but my printer is making me mad and not reading my new flash card. Updates when I can actually upload my photos.
Friday, July 10, 2009
Persuasion
I finally, finally, FINALLY, scaffolded a lesson properly. Took me long enough.
We write a lot of persuasive essays in my district: a lot. And students have a really tough time figuring out how to persuade anyone. They don't quite understand evidence and they certainly don't get the whole "counterargument" thing. So I finally designed a lesson that was a scaffold, that used writing to build speaking AND speaking to build writing (a biggie in the ELL circles), accessed kinesthetic learning, and had a modicum of fun to it!
I designed sentence frames for them (another ELL plus). I agree/disagree because... My evidence is... My opponents might argue that... but they are wrong because... Then I wrote some provocative topics. OK, so the first one was practice: Michael Jackson is the greatest pop star ever. But also: our school should provide free daycare for students who have children and our school should require that all students wear uniforms.
It worked best in my 3rd block. Partly, they are a good group, partly I learned from the first two how to not do it. Do not have them write, debate, and then write on the next topic. Instead, have them write about all the topics, then run all the debates at once. Then, they stop at the end and fill in more evidence on their graphic organizers. This way, students who don't have evidence can take evidence from classmates. Those who don't have a counterargument can use the arguments that their opponents DID use.
They will (on Monday), choose one of the topics (or one of their own -- it's summer, I can give them choice) and write the essay. By now, they have already done the prewriting and have the arguments. Talk about scaffolding. It's brilliant!
It wasn't perfect because I don't have these kids long enough to really develop the routines so that they listen and all that, but it still felt really good. I know this is nothing new and teachers have been doing it for ages, but it just takes time to step outside of the "read this and write" framework. I plan on really developing this next year.
On their way out the door, 3rd block thought it was the best class of the summer and really wanted to do more debtates. They told me it was great and fun. That felt good, too.
We write a lot of persuasive essays in my district: a lot. And students have a really tough time figuring out how to persuade anyone. They don't quite understand evidence and they certainly don't get the whole "counterargument" thing. So I finally designed a lesson that was a scaffold, that used writing to build speaking AND speaking to build writing (a biggie in the ELL circles), accessed kinesthetic learning, and had a modicum of fun to it!
I designed sentence frames for them (another ELL plus). I agree/disagree because... My evidence is... My opponents might argue that... but they are wrong because... Then I wrote some provocative topics. OK, so the first one was practice: Michael Jackson is the greatest pop star ever. But also: our school should provide free daycare for students who have children and our school should require that all students wear uniforms.
It worked best in my 3rd block. Partly, they are a good group, partly I learned from the first two how to not do it. Do not have them write, debate, and then write on the next topic. Instead, have them write about all the topics, then run all the debates at once. Then, they stop at the end and fill in more evidence on their graphic organizers. This way, students who don't have evidence can take evidence from classmates. Those who don't have a counterargument can use the arguments that their opponents DID use.
They will (on Monday), choose one of the topics (or one of their own -- it's summer, I can give them choice) and write the essay. By now, they have already done the prewriting and have the arguments. Talk about scaffolding. It's brilliant!
It wasn't perfect because I don't have these kids long enough to really develop the routines so that they listen and all that, but it still felt really good. I know this is nothing new and teachers have been doing it for ages, but it just takes time to step outside of the "read this and write" framework. I plan on really developing this next year.
On their way out the door, 3rd block thought it was the best class of the summer and really wanted to do more debtates. They told me it was great and fun. That felt good, too.
Tuesday, July 7, 2009
It's Not ALL Heartache
Last week, I saw one of my students from last year (as in, three weeks ago) walking by my room. The next day, he concocted an excuse to stop by and visit: he wanted to make sure I still had his essay. Of course I do; he didn't need it; he really just wanted to say hi. We chatted for a few minutes about how his essay was safe and about my students during summer school -- I'm still taller than they are.
Today, a couple of my girls stopped by after class. One was dropping off some late work (yes, I take it). The other one? Out of the blue she told me that she liked my voice. I thanked her. The cool thing about that is that one of my mean students from last year made sure to leave an anonymous note on my desk telling me that he hated my voice. (It took awhile, but I think I finally pinpointed the kid -- the notes mysteriously stopped when he transferred out.)
Today, a couple of my girls stopped by after class. One was dropping off some late work (yes, I take it). The other one? Out of the blue she told me that she liked my voice. I thanked her. The cool thing about that is that one of my mean students from last year made sure to leave an anonymous note on my desk telling me that he hated my voice. (It took awhile, but I think I finally pinpointed the kid -- the notes mysteriously stopped when he transferred out.)
Sunday, July 5, 2009
I Heard the News Today, Oh Boy
I just found out (through everyone's favorite social networking site, facebook) that a friend of mine from Durham committed suicide last week. We worked together at Elmo's, and although we weren't best buds, I still consider him a friend. He's good people.
A few years ago I watched a documentary about suicide and the Golden Gate Bridge. It seems it's the most popular destination for suicide -- no kidding. People travel to the Golden Gate specifically to jump off of it. I was afraid when I agreed to watch it that I would spend the entire movie in tears, but I was surprisingly dry-eyed. The filmmakers set up a couple of crews, both on the shore and on the bridge who just sat and waited. They have footage of people jumping; they also have footage of people stopping people from jumping. Whenever possible, the crews themselves step in to stop a suicide. The filmmakers were not trying to glorify suicide, but attempt an understanding of such a violent and extreme action. They talked to witneses, survivors, and family and friends of the dead; in all cases, someone -- often many someones -- were devestated by the event.
Of all the images and lessons, what I remember most is one woman who had just stepped over the railing and was getting ready to jump. A tourit: a big, tall dude, was walking by and suddenly realized what was going on. In an instant, he reached over the edge with one arm and pulled her back to safety. It was that easy.
Everytime I hear of a suicide I wish I could be that man. I just want to reach over the edge and pull whoever it is back to safety. I know that it's rarely ever that easy or uncomplicated, but I will keep watching for my chance.
Darius, you will be missed.
A few years ago I watched a documentary about suicide and the Golden Gate Bridge. It seems it's the most popular destination for suicide -- no kidding. People travel to the Golden Gate specifically to jump off of it. I was afraid when I agreed to watch it that I would spend the entire movie in tears, but I was surprisingly dry-eyed. The filmmakers set up a couple of crews, both on the shore and on the bridge who just sat and waited. They have footage of people jumping; they also have footage of people stopping people from jumping. Whenever possible, the crews themselves step in to stop a suicide. The filmmakers were not trying to glorify suicide, but attempt an understanding of such a violent and extreme action. They talked to witneses, survivors, and family and friends of the dead; in all cases, someone -- often many someones -- were devestated by the event.
Of all the images and lessons, what I remember most is one woman who had just stepped over the railing and was getting ready to jump. A tourit: a big, tall dude, was walking by and suddenly realized what was going on. In an instant, he reached over the edge with one arm and pulled her back to safety. It was that easy.
Everytime I hear of a suicide I wish I could be that man. I just want to reach over the edge and pull whoever it is back to safety. I know that it's rarely ever that easy or uncomplicated, but I will keep watching for my chance.
Darius, you will be missed.
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