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