Category Archives: Teaching Writing

Blogging Huckleberry Finn

Beginning on Tuesday, February 20, my 10th graders will be blogging about Huck Finn as part of their study of the novel. You can follow their blogging at my student blog. Watch for it!

Meanwhile, Anne sent me a link to Taylor Mali’s audio poem, “What Teachers Make.” Enjoy!

Download link

[tags]Huckleberry Finn, blogging, Taylor Mali[/tags]

Teaching Romeo and Juliet: Part Two

Stanhope: Juliet and her NurseJuliet and her nurse have a very interesting relationship. Students may not be familiar with the concept of the wetnurse, so when I teach Romeo and Juliet, I explain that the nurse was hired by the Capulet family to nurse Juliet, a common practice among wealthy families for centuries. I also explain that the nurse had a child about Juliet’s age who died: “[W]ell, Susan is with God; / She was too good for me” (Act I, Scene 3). Shakespeare doesn’t explain why the nurse is still employed by the family some ten or eleven years after Juliet has been weaned, but I tell students that her role has expanded into a kind of governess. Capulet mentions other children born to the Capulets who have died: “The earth hath swallow’d all my hopes but she” (Act I, Scene 2). It does not make sense that the nurse stayed on to take care of these children; she would probably no longer be able to nurse (unless, that is, she had more children herself; she mentions in Act I, Scene 3 that her husband is now dead). Therefore, the most logical explanation is that she became a part of the extended family and stayed on to be Juliet’s governess.

Act II, Scene 5 provides us with the most insight into the nurse’s relationship with Juliet. The Folger Shakespeare Library has an awesome lesson plan submitted by Sarah Squier of Montpelier High School in Montpelier, Vermont. I alter her plan a bit in order to fit with my own ideas. First of all, download the handout associated with Squier’s lesson plan. You can decide how you want the students to answer the questions in Part A: 1) as homework, 2) with a partner (I suggest Clock Buddies), or 3) as a class. I’ve done it all three ways, and I have no personal preference. It just depends on the mix of students. It is critical that students formulate a thesis and find textual evidence to support it. At this point, Squier suggests that students draft an essay regarding their position; however, I don’t ask students to draft at this point. Instead, I show students two versions of Act II, Scene 5 (Zeffirelli and Luhrmann), and ask them to take notes on anything they notice about the way Juliet and the nurse relate to each other. I have to admit that I prefer Luhrmann’s version in this scene — Juliet and the nurse have a much warmer relationship.

What I have students do next is outline a five-paragraph essay:

  1. Introduction, including thesis about Juliet’s relationship with the nurse
  2. Textual evidence that demonstrates student’s belief about the relationship
  3. Analysis of Zeffirelli’s version
  4. Analysis of Luhrmann’s version
  5. Conclusion, including which version more closely resembles student’s own thesis about the relationship

I love this assignment because it gives students the opportunity to critically analyze the text and also to think critically about the performance of actors rather than passively viewing.

[tags]Romeo and Juliet, Juliet, Nurse, video, Shakespeare, writing assignment, essay[/tags]

Never Forget

Holocaust PosterMy students will be collaborating with Mr. Murphy’s students on a project involving the Holocaust. His 8th graders, who are studying the Holocaust in literature such as the play based upon The Diary of Anne Frank, will chronicle the family histories of my students, whom Mr. Murphy’s students will interview. I teach at a private Jewish high school, and many of our students are the family members of Holocaust survivors. Students on both sides of the project are excited. I think Mr. Murphy, our students, and I all know that this could potentially be a big, life-affirming, amazing project.

Mr. Murphy posted our e-mails back and forth on his blog. I will lay credit for coming up with the idea squarely at his feet. All I did, as you can see if you read the blog, was offer to help in a small way. It was his idea to make our classrooms “flat” and reach out across the country to enable our students to exchange real stories, making history come alive. In the apt words of Mr. Murphy’s student: “We should make a book out of whatever we get. That way we have a history book that’s about the stories, and not just history.”

It could be delusions of grandeur, but I thought, yes! It could be a book! I am excited about this project. This couldn’t happen without current educational technology, namely blogs and wikis. I wouldn’t have ever cyber-met Mr. Murphy if not for his blog, and our students could never have collaborated on such a project. You’ll indulge me perhaps if I throw up a little appropriate (but somewhat nostalgic) tune that sums up how I feel:

Download link

[tags]Holocaust, flat classroom, blogs, wikis, education, collaboration[/tags]

Civil Disobedience

For seven of the ten years I have taught, I have taught American Literature. I feel a close kinship with the subject, and I can almost plan for that class in my sleep now. I change up things a little bit each year because each class is different, but some constants remain. I have to admit that I have this “thing” about where I should be in terms of chronology. To be teaching Romanticism right now makes me nervous because my internal American literature clock tells me I should be moving into the twentieth century at this point.

So why am I pushing related readings into my curriculum, knowing it will stretch Romanticism even longer? I decided that instead of “covering” literature, I would just make sure that the trip was interesting and enjoyable. So I taught a piece of literature I had longed to teach for some time — Martin Luther King, Jr.’s “Letter from Birmingham Jail.” We had just read our textbook’s excerpt from Civil Disobedience. I mentioned what we were studying to one of our history teachers, and she sent me a Gandhi bio and some quotes. So we spend perhaps a week reading the words of King and Gandhi on top of the time we had already spent reading Thoreau. I decided we could make this into a good paper, but I felt like my students might need some help to formulate an outline for this paper.

First of all, I decided students would most easily be able to write either a compare/contrast paper or a cause/effect paper. Because we had already written compare/contrasts and students needed more practice with cause/effect, I chose that angle. Next, I assigned students to study Thoreau’s essay and King’s letter for similar strands or “concepts and ideas” for homework.

When students came to class the next day, they were ready to work with partners. Using my clock buddy system, I had students pair off and compare their findings from their homework. Students were given a chart where they could record quotations from Thoreau, King, and Gandhi. I didn’t reproduce it here because it is very simple to make. Essentially, the chart has four columns and several rows. The row along the top of the four columns reads: “Concept/Idea,” “Thoreau,” “King,” “Gandhi.” After students had quotes for three concepts, we came together as a class and shared our findings.

My students found quotes from each author on the topic of unjust laws, civil disobedience, nonviolent social protest, etc. Students added the ideas from other students to their charts. I asked that students create a thesis statement centered around the idea that Thoreau’s ideas influenced civil disobedience as practiced by Gandhi and King, using quotes as evidence.

We are still in the midst of writing the essays, but I think the connections students made to Thoreau were much deeper as a result of examining his influence than they would have been if I had simply breezed through Transcendentalism on the way to Realism.

[tags]Transcendentalism, Henry David Thoreau, Civil Disobedience, Martin Luther King, Mahatma Gandhi[/tags]

Marking Errors: A Research Proposal

I read a really interesting research proposal written by one of our Hebrew teachers.  Exactly which method of writing instruction works best?

  • Explicitly marking each error in a student’s paper.
  • Marking a line, indicating an error, but leaving it for the student to identify what the error is.

Which method do you use?  Which method do you think would help students learn errors and how to correct them?

My colleague’s research focused on improving writing for L2 (second language) students.  In the case of her students, the L2 is Hebrew.  I found her proposal intriguing.  Which method of writing instruction would produce better results?

I personally mark errors.  I use standard proofreading marks.  I make notation of subject/verb or pronoun/antecedent agreement issues.  My students’ papers are often quite marked up by the time I’m done.  I am interested in finding out if I am doing the best thing for my students.  In many cases, I find students making the same mistakes over and over, no matter how often I mark them.  I mentioned this idea to my department head as a potential research project for us next year in English classes.  I need to locate some research studies.  This could potentially be publishable.

Any English teachers out there interested in looking at this with me?

Twenty Most Common Writing Errors

I presented my session on using blogs and wikis in the classroom at GISA’s conference last Monday.  I think it went OK, but it might have gone better.  I was glad it was in a computer lab.  I do think the materials I handed out were first rate, but I was feeling sick, so perhaps my actual presentation was off.  Who knows?  A few people were nice and thanked me.  I kept wishing I had some of you with me to talk about how you use blogs and wikis in your classroom, but I worked with what I had.  It was nice of the host school to put me in a computer lab so we could visit different blogs and wikis.

The session I attended in the afternoon was presented by Jim Stelljes from Marist School.  The subject was the twenty most common writing errors.  I thought it was great, and Jim encouraged us to share his handouts.  One handout was a double-sided list of all the errors with examples of both incorrect and correct versions, so students can identify and avoid the errors.  He also shared with us a Power Point presentation, which I recreated to share with my own students.  You can download the presentation here: On the Write Track.  I don’t have copies of the handouts available on disk.  They were fairly detailed, and I don’t plan to reproduce them on my own; however, if it sounds like something you want copies of, just use my contact form and give me an address to mail them to, and I’ll be happy to do so.

Vocabulary Cards

I was not really happy with how vocabulary instruction went in my classes last year. Our school purchases really good consumable vocabulary textbooks, but I had the feeling that my students’ grades were impacted too much by vocabulary. In some cases, students who did really well on vocabulary quizzes and always did the workbook exercises had inflated grades, and students who were otherwise good students, but struggled with some aspect of the vocabulary assignment, had grades that I didn’t feel accurately reflected their progress in English.

I knew I wanted to do something different this year. I was going to go with Jim Burke’s idea of vocabulary squares, but I ultimately decided the squares were too small and the students would balk at using them. Even if I told them to create their own large squares, it just seemed too cumbersome. Of course, perhaps some would argue that what I did instead was cumbersome, but I’m pleased with the results. I adapted Jim’s idea into vocabulary cards. Now, I know there is nothing new under the sun, and someone else probably does the exact same thing, but I figured I’d share anyway, and maybe you’ll get a cute handout out of it if you like the idea.

First of all, I ask students to buy 3×5 ruled cards. On the blank side, they write the word and a drawing, symbol, or icon that helps them remember it. I have twins in my class that drew pictures of each other for “petulant,” which made me smile when I graded their vocabulary. On the ruled side, students give the etymology, part(s) of speech, definition, synonyms, and use the word in a sentence.

I gave them a handout modeling the process, which you can download here: Vocabulary Instructions. It has a permanent home on my Handouts page, also.

Wiki Update

I mentioned some time ago that my 9th graders were going to create hypertext writing assignments based on The Bean Trees. They have revised and edited essays about an important place. You can read their work if you visit our Bean Trees Wiki and click on their pages. You will find they have chosen four quotes that illustrate place, characters, metaphor/theme, and the essence of the novel. If you click their links to place, you can read their descriptions. If you would like to leave comments on their work, you can address them to the students here. For security reasons, I prefer not to have our password available to folks outside our school community. I will share any comments you make with the students.

By the way, my five-year-old daughter Maggie is blogging.  Check her out!