Wednesday, September 5, 2018

Introductory Essay


First Day Essay
Mrs. McAllister
Some people are good at keeping their cars clean.  Not me. Some people have cars free of the detritus and debris of their lives. The interior, scrubbed with some kind of cleaner that I don’t know the name of because I never use it, always smells like new car.  My dad once joked that, if I ever had the terrible misfortune of rolling my car, it would be like being enclosed in a dumpster. Clean car people leave no clues to their identity except that they are neat. My car contains evidence of a life. So, if you take a look at the inside of my car and utilize basic deductive reasoning, you will begin to know me.
As the poet,T.S. Eliot, once wrote in one of my favorite poems,
“Let us go then, you and I,
When the evening is spread out against the sky,
Like a patient etherized on a table…..”
to my car and let me explain how what you see can tell you who I am.
                Go ahead and attribute the thin film of grime that covers everything to sheer neglect. I am a busy woman with a career that I love, but which also places huge demands on my time leaving little for wiping down a dashboard and steering wheel. Student essays and notes from my second job, which is teaching group fitness, carpet the floor.  Every day except Friday, I spend at least two hours at one of the three gyms where I work helping people get stronger. At the end of the day, I can barely get myself out of the car and into the house, and so I let it all lay where it is. Multiple pairs  and styles of shoes, a laptop, hair ties, lesson plans, a resistance band, and various colored pens indicate a life in which sitting at a desk, but also, regularly reaching maximum heart rate matter.
                Besides my own personal items, my youngest child, age ten, regularly leaves hers in the car. My other children, ages 25 and 19, drive their own lives around in their own cars. The baby and I spend a lot of time in mine. Her clothing, her schoolwork and a Happy Meal toy or two litter the front and back seats, and traces of meals hastily eaten on the way to her gymnastic practices are often left in the console or on the floor. More than once I have spilled my morning cup of coffee in that same console. I always say I’ll clean it up later.  I never get to it.
                Sadly, there is no evidence to show that I am happily married to a man who would do anything for me.  Note to self: throw something of his in the car.
                Smashed between the seats, an old veterinarian bill documents the time I tried to take up dog grooming.  Poor Olive.  I’m sorry, sweet 3 lb. Yorkie.
                A rosary hangs from the rear view mirror.  It was a gift from my mother, and the last thing that my grandmother held before passing away from complications from Alzheimer’s the day after our last presidential election.  You might conclude here that I am religious. I don’t think so.  But, I have to pray when I pass semi-trucks on the expressway. Because it is scary, and I fear I might die every time I have to do it.
                The pink ribbon on my license plate indicates that I am a grateful survivor of breast cancer.  Early detection saved my life.
Yeah.  My car is a sloppy, shameful mess.  But, my life is anything but that.  It is full of teaching and learning.  It is full of movement and magic. My mission is to every day leave in my wake stronger readers, stronger writers, stronger people.  Sometimes there is laughter.  Sometimes there are tears. Always, I am grateful.



Monday, March 5, 2018

reflection: post observation March 5

As I continue to meet with students to discuss their most recently scored writing, I know that this is the most effective way to teach writing.  When we hand them a scored essay and don't take the time to process it with them, the student looks at the score and then seldom espends further energy to focus on improvement.

When I sit with a student one-on-one, I can focus on specific writing goals for that student.  I can build the teacher/student relationship by encouraging them and focusing on the skills they have already mastered while giving them gentle direction for improvement.    IF I stand before the entire class and make blanket statements for improvement, students can tune out or they can be confused about which bits of feedback refer specifically to them.

If I think about improving this process, I just think about doing more of it.

Lesson Plan March 5, 2018

Title: Focus on Student Writing

Rationale:  Nothing is more powerful than meeting one-on-one with students to discuss their writing.
Learning Goal:  Students can write effective rhetorical analysis essays
Targets:  Know the characteristics of the essay
              Understand the value of analysizing in chronological order
              Identifying the moves v. using descriptive language
              Incorporating textual evidence
              Understanding appropriate depth of analysis

CCSS:CCSS.ELA-LITERACY.W.11-12.1.C
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
       CCSS.ELA-LITERACY.W.11-12.2
       Write informative/explanatory texts to examine and convey complex ideas, concepts, and              information clearly and accurately through the effective selection, organization, and             analysis of content.
CCSS.ELA-LITERACY.W.11-12.2.A
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.2.D
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
CCSS.ELA-LITERACY.W.11-12.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Procedure:
Membean practice 15 minutes
Assign sections of Jekyll and Hyde for independent reading as practice for dealing with pre-20th c prose in an attempt to meet another of our learning goals, not listed on this plan.
Meet with students one on one to discuss their most recently scored writings.




Friday, February 23, 2018

Archetype handout

http://teacherpress.ocps.net/wellsml/files/2012/05/Archetypes-and-Symbols.pdf

Friday, December 22, 2017

Synthesis Essay Thoughts

Today students turn in their synthesis essays.  It has taken us almost four months to get here. And what I am seeing so far is amazing.  Which is, of course, support for the argument of slowing down, digging deeper. With the exception of a few days of Shakespeare, this has been our only focus all semester.  And I honestly feel like I completely taught this thing.  There isn't one thing that I am thinking, "Ugh, I really should have included this thing..."  Which isn't to say that there aren't some things I would change.  For example, this was my first year using a source grid, and there are definite changes that need to be made to that. Additionally, I need to write a better model of the rhetorical precis than the one I've found on line.  That one sucks.  Also need to do a little more with patterns of development.

For posterity, and because wouldn't it be nice to have a laid out plan next year that I could for once in twenty one years repeat, let's trace the history.


  •  We started by reading exemplars which I used to teach the rhetorical precis which is an amazing exercise in thinking, reading and writing and rhetorical analysis.  Most kids think they are really good readers until they have to write a rhetorical precis.  And then they learn what the deal is.
    • Exemplar One:  David Foster Wallace's, Consider the Lobster.  Students wrote the precis as a group for this one.  It was a struggle. But in a good way.  Expectations for the calibre of writing were clearly set.
  • Proud to say that every other exemplar we read has been published since August 2017.  
    • Siddhartha Mukherjee's, Invasion Equation Again group writing of the precis.  Brutal.
    • Then I gave students a choice of essays for their first individual precis in order to promote student engagement.  The choices were:
      • Accidental Killers (Psychology), Is Health Care A Right?, Strawberry Valley (an essay about the produce industry) and Feathered Glory (Fashion Industry). Students wrote individual rhetorical precis on the essay of their choosing. They were allowed to revise this one if they didn't get the grade they wanted
    • After conducting one-on-one conferences to discuss the strengths and weaknesses of the precis and strategies for revision, students were offered another opportunity to revise again on the essay of their choice.  Choices were:
      • The Exercise Pill (Science and Fitness), The Disrupters (Sexual Discrimination in the Field of Technology) and Getting On (Ageism) Again students wrote on their own
    • Again I met with each student and then offered one more opportunity to revise.  The essay:
      • Schools of Thought (Education).  The revision is due after the break.
  • Meanwhile, students have been writing their own essay on the topic of their choice using the above models as exemplars.
    • The first step was to spend a little bit of time freewriting each day in their djournals to document the stuff they notice in the world and then to formulate questions based on those noticings.  All good researched writing seeks to answer a question.  They needed a good one.
    • Step Two: Watch Ethan Hawke conduct research in the documentary "Shakespeare Uncovered" during which he utilizes questioning to investigate playing the lead in Macbeth.
    • Next:  Allow students time to, as Hawke says, surround themselves with really smart people during a week long research reading period.
    • Introduce the source grid which allows them to organize their quoted material.
    • Assign the annotated bibliography for the sources which contains precis for each source. Require them to print their sources for Timed Synthesis Activity below
    • Teach them about effectively blending quotations. (return to exemplars for analysis)
    • Teach them about writing good transitions. (return to exemplars for analysis)
    • Give them time to write
    • Spend two days peer conferencing for content
    • Spend one day peer editing for grammar usage and mechanics.
*Note: create a handout titled "What you should notice every time you read something in AP Lang"
*follow up: students create a timed synthesis prompt for their peers using their sources and their research question.  Everyone writes someone else's.  The author scores it.

On the day they turn in the essay I made them write a rhetorical precis on their own essay and a reflection.  Then asked them to label the modes of discourse in their essay and then ring the bell.





Wednesday, December 6, 2017

Lesson Plan 12/8



Context: Students have been working diligently on a variety of skills all connected to the writing they will be expected to do in college and to the various standardized tests they face this year. We've read multiple exemplars of the synthesis essay (aka the researched argument/research paper/term paper) and we are now in the middle of writing one. Students have worked to create a checklist/rubric against which their finished essays will be compared for assessment. https://docs.google.com/document/d/131AVqd0KZvd6_fO7cF2yKKqD1Kz4cKPt9UGgNvwP898/edit   They've learned about organizing multiple perspectives from a variety of sources with the use of a  "Source Grid " which they've already turned in.   With a resource from a little gem of a book called They Say/I Say: The Moves That Matter in Academic Writing, they've learned about the methods writers use to effectively blend quoted material into their essays.  We are now focusing on writing the lead for the essay.

 Of course, this is AP.  So, when I say "lead," I am not talking about one sentence, but rather about the development of an entire narrative or analogy or idea that will draw their readers into the bulk of the essay.  This lead will be referenced multiple times throughout the body of the "copy" and then will be returned to at the paper's conclusion to draw the reader back full circle to the beginning of the essay.

The exemplars we've read (five total) have demonstrated a variety of lead techniques.  Now students simply need to choose one and emulate it. We've also discussed the importance of the first sentence referencing this handout https://nwscholasticpress.org/2012/10/09/write-great-leads-that-will-grab-your-readers-attention-by-knowing-these-9-effective-strategies-2/.

Common Core Standards:

W11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

11-12.2A
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

11/12.3A
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

AND SO MANY MORE 11-12.5, 11-12.6, 

Process:Students will spend three class periods writing this lead with the understanding that the draft they turn in on Friday may change as they develop the body of the paper.  Because writing is like that, a frustratingly beautiful recursive process. Writing in class gives them the advantage of being able to as education guru, Penny Kittle, "write (right) beside" a teacher meaning any questions or difficulties that arise can be dealt with immediately.

What You Will See:

The first 15 minutes will be devoted to taking a Membean vocabulary assessment.

For the rest of the hour you will see the teacher as facilitator helping students navigate lead writing through informal peer conferencing. Because the leads are only drafts at this point, students will be looking for feedback from their peers on content, organization and level of engagement.

Each student will read his or her lead aloud to one or two other students.  Students will listen without interrupting and then offer feedback on the strengths and weaknesses of the draft answering the following two questions:


  • Is the lead clear and coherent?
  • Does it provoke interest in the subject matter to follow?
Students will take turns sharing their feedback and then it's "back to the drawing board" for revisions.


Monday, October 23, 2017

Trying Something Different: Lesson Plans 10/23-27

Goals

Students will understand the characteristics of an effective synthesis essay in preparation for writing one of their own.

Students will demonstrate their ability to write a rhetorical precis.

Students will learn to work through difficult text using Shakespeare's, Macbeth.

Standards

  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  • Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
  • Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
  • Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
  •  Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
  •  read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
  •  Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  •  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
  •  Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others


Background

Students began the year writing the synthesis essay.  We have spent the last (almost) two months now reading model essays and clarifying understanding of what makes an excellent synthesis essay.  Skills needed involve the ability to develop a good line of inquiry, close and critical reading of sources and clear and concise expression of ideas.  To cover these skills, we have been working with the rhetorical precis.  Students have written precis for each of the essays they have read and have completed a comparative metacognitive reflection on their own process and product.  Students also witnessed an actual inquiry by watching Shakespeare Uncovered, during which Ethan Hawke investigates the question (among others): What would an actor who was going to play the role of Macbeth need to understand in order to be successful?  Students are reading Macbeth intermittently and watching the PBS video (analyzing directorial choices) as a break from the heavy work of the precis and inquiry.  Find below a skeletal plan of activities this week.  AP Lang is a living, breathing entity and subject to change and develop daily.

Monday: Membean Vocab Practice, Preparation for Parent Teacher Conferences (Reflective Writing) and Independent Reading (Book Love).

Tuesday:  Rhetorical Precis Due. Reflective Writing.  Act I Macbeth Questions Corrections.

Wednesday: View Act I.

Thursday:  Research Question Feedback. Reading of Macbeth Act II.

Friday:  Act II questions and video.