Words Speak Loudly Too

Writers Week brings out the best in Fremd! Students and faculty alike are a bit more courteous to each other, a bit more empathetic, a bit more connected. This, interestingly, is exactly what reading and writing does to us!  Matt de la Pena reminded us that when he spoke about how he went from a reluctant reader all through school to a fervent reader and writer that he is today. “Reading makes us more empathetic.” It’s words like this that will stick with me all year long. I may not remember entire presentations or the lyrics to FANBOYS songs but I will remember moments . . . moments that can turn into inspired dreams and accomplished goals.

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Jennifer Niven revealed that her mother taught her to “see the story in everything.” We all have a story, and we all get to decide what the focus of that story will be: who will star in it, who will be the supporting characters and, while we may not know the ending as we go along, we get to decide how we will act within that ending.

Laura Ruby tells us that “The key to a good story is not the idea but how you execute that idea.” To that end, she speaks of the importance of revision throughout the writing process, As an English teacher, I’m happy to hear that coming from someone other than me for my students; but, as a writer, I’m consoled by the fact that writing does not – should not – be perfect the first time.

Seeing colleague Amy Pine speak about her published novels inspires beyond words – she reminds us to just sit down and start. She’s living proof that hard work does indeed make dreams come true.

IL Teacher of the Year, Steve Elza, seems to make kids feel safe enough to take risks in the classroom. He reminds students that they “have more than they show,” that they can achieve more than they may think. He reminds students that he didn’t have a straight-A, storybook background himself, and students relate well to his approachable guidance.

All of our presenters – near and far – made Writers Week a priceless experience for students and teachers alike; yet, it’s the students that truly steal the show. Each and every student standing on that stage, reading his or her story, bore souls. It takes much courage to read – however much prepared – a personal writing. Each and every student succeeding in making that connection, and each one left us with something to think about. Our very own Jillian Finnis illustrates this well when she stated, “Love yourself for who you are. You’re the prize and you have to tell yourself that.”

While I was not lucky enough to see the first Writers Week, and have only seen Writers Week live for the past two years, I know that it’s been just as inspirational from its beginning to where we are today. I already cannot wait for next year’s program yet I am excited beyond words for all the inspiration spawned. Let’s begin, shall we?! Let’s Write!!

First Post 2016

Welcome, Second Semester Seniors!!!

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I am excited to begin the online blogging experience with you.  Once you’ve had the chance to take the steps to initiate your blogs, it’s time to write your first post. You have a few choices:

1. Copy and paste your “Find the Fib” Narrative (and add an image)

2. OR copy and paste your “First Story” Poem (and add an image)

3. OR copy and paste your “First Story” Narrative (and add an image)

4. OR If all of the above feels too personal to share online, use the following prompt:

Writing is worse than…

 To answer the question, think about which part of the writing process do you detest.  Could it be brainstorming? Creating a thesis statement? Outlining? The whole process?? Revising? Anything else?

Then, compare that part of the process to something else that’s terrible. Clearly explain the connection between the two.   This is key!!   (this is where the “Writing is worse than . . . ” part comes in)  (and add an image that could symbolize your comparison)

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Whichever of the above FOUR options you choose from, make sure you do the following:

a. Place your post in the Creative Non-Fiction Category (see instructions on doing that)

b. Include a copyright safe image or your own appropriate image (see the instructions)

DUE:  by beginning of class on Tuesday, 2/8

Online Literary Discussion

from ian wilson on Flickr.com
You are about to embark upon your first online discussion in regards to your selected literary analysis book.
The online discussion is a place where you will respond by recording your thoughts, feelings, reactions, and questions about your book.
Two key questions to ask yourself when you are preparing each blog post are:

  • What was going on inside my head while reading?
  • What was I visualizing while reading?

Here are four possible ways to structure each post for each assignment.  (We will have a total of three posts for this)

COMMENT

Consider what the author is doing and offer criticism or questions concerning the author’s style:

  1. Tell what you like about a particular phrase/part: include the reference (describe the context of the story during which the quotation takes place).
  2. Discuss the writer’s style of writing, explain what you like or don’t like about it. Explain how it is effective in conveying a meaning. Why would the author choose to use it? Make sure to include a brief example, from the story, of it.
  3. Write down striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them?
  4. Identify any gaps or ambiguities in the text.
  5. Try arguing with the writer. On what points, or about what issues do you agree or disagree with them on?
  6. Point out effective examples of figurative language (or other literary devices) and explain why they are effective.
  7. Discuss an emotional response you felt towards a character or event in the novel (shock, surprise, fear, happiness, relief, etc.). Why do you think it affected you the way it did?

ANALYZE

Look closely and critically about the characters, setting and events (plot):

  1. Give your opinion about how a character should have worked out a conflict.
  2. Tell what makes a particular character/setting appealing to you.
  3. Explain the importance of one of the secondary characters.
  4. Share how events of this novel have caused a change in your views.
  5. Discuss the qualities of a character you dislike and explain why.
  6. Analyze whether your knowledge of a character was gained mostly from what s/he does, what s/he says, or what is said about him/her by others.
  7. Discuss ways in which the character changed throughout your reading and what caused those changes.
  8. Examine the values/personality of a character you like and explain why.
  9. Examine the values/personality of a character you dislike and explain why.
  10. Discuss how the setting contributes to or affects the events/characters of the novel.

CONNECT

Explain the relationship between the text and self, text and other text, or text and world:

  1. Compare an event/belief in the story with a similar one in your own life.
  2. Compare a character’s emotional response with yours in a similar situation.
  3. Compare and/or contrast the society of this novel to the one you live in.
  4. Compare and/or contrast two characters/ideas/beliefs that appear in the same book, or in a different novel, movie, etc.
  5. Compare and/or contrast events/beliefs in the novel to events/beliefs in the real world.

QUESTION

Raise questions about the text:

  1. Question the author’s writing style, character’s actions, events that unfold, etc.

Ex. “Why would the author choose to omit details about Mason’s childhood when……”

  1. Offer a suggestion or prediction for your questions.
  2. What perplexes you about a particular passage?
  3. Try beginning with, “I wonder why…” or “I’m having trouble understanding how…”
  4. Think of your blog as a place where you can carry on a dialogue with the author or with text in which you actually speak with him or her. Ask questions and then have the writer or character respond.

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Blog Responses/Replies

1st Comment Thread:  Finish by Friday, March 20th EC

2nd Comment Thread: Finish by Thursday, April 2nd

3rd Comment Thread:  Finish by Thursday, April 9th

Since the online environment is a kind of conversation, you will also be expected to respond to others’ posts.  For each post you write, comment on one other post.  To create a response:

  1. Read the original post carefully.  Choose one person to respond to.  Respond to someone who does not yet have a student comment (my comment does not count for this).
  2. Consider the type of response in the original post to help you tailor your response. For instance:  you might extend on a COMMENT by adding additional information, deepen the ANALYSIS offered, CONNECT further or suggest a different relationship, or provide textual evidence as a potential answer for a QUESTION.
  3. Your response does not have to be as long as an original post of two paragraphs, but it should be thoughtful and complete.
  4. It should leave room for debate or further comment.  It should NOT simply be a compliment or “I agree.”
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THE DETAILS

1st Post Due: Monday, March 16 BC (before class)

2nd Post Due: Tuesday, March 31, BC

3rd Post Due: Tuesday, April 7, BC

TITLE:  Literary Analysis #1 (or another creative title, as long as you have #1 in the title)

Category: Literary Analysis

Media to include:  Picture that symbolizes a section of your book along with a caption that explains that symbolism

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 **This assignment has been adapted from Mary LouiseWells, This is Your Brain on English Blog

Writing is Worse Than . . .

Welcome Second Semester Seniors!!!

I am excited to begin the online blogging experience with you.  Once you’ve had the chance to take the steps to initiate your blogs, it’s time to write your first post.

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PROMPT:

Writing is worse than…

 To answer the question, think about which part of the writing process do you detest.  Could it be brainstorming? Creating a thesis statement? Outlining? The whole process?? Revising? It can be anything else…

Then, compare that part of the process to something else that’s terrible. Clearly explain the connection between the two.   This is key!!   (this is where the “Writing is worse than . . . ” part comes in)

REQUIREMENTS:

– One paragraph (at least seven sentences)

– One picture inserted (either your own OR a copyright safe one)

– Creative Non-Fiction Category

DUE:  by class on Monday, 1/26

Refer to the “Blogging Instructions” for help.

 

Current Events Reaction Post

Think about an international, national, state or local news story from the past week.  If you’re stumped, skim through an online newspaper or other news site.

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  • Write a two paragraph blog post on your reactions to the story.  First paragraph, briefly summarize the event. Second paragraph, provide your reaction and reasons for your reactions.

  • Include a copyright safe photo (your own or Creative Commons or Google “Copyright safe photo” for more sites to choose your pictures from)

  • Due:  end of period on Tuesday, 1/6

One Side of the Coin

**The following assignment is from Expository Composition – Discovering Your Voice (authors Gary Anderson & Tony Romano), Teacher’s Guide by Gina Enk, William Fremd High School English Teacher

Directions:  Just as a coin has two sides, the ideas you’re presented with for this blog post do as well.  In a blog post of around 500 words (two paragraphs), explore one side of one of these topics.  You can discuss the issue you choose literally or metaphorically.

Along with your two paragraphs, please be sure to include ONE form of media – a copyright-safe digital photo, or a video, or a timeline, etc.

Have some fun and give your classmates a chance to get to know your personality a little better! Remember that a blog post should maintain a single focus, have a light and positive tone, and end with an invitation to your readers to respond.  Ready? Or not?  🙂

from kodomut on Flickr

Blogging offers an authentic platform to share writing.

  • Truth or dare?
  • Slob or netnik:
  • Vegetarian or omnivore?
  • Life of the party or wallflower?
  • Bibliophile or bibliophobic?
  • Casual or formal?
  • Worker or shirker? (or, working hard or hardly working)
  • Ready or not?
  • Morning person or night owl?
  • Consume or conserve?
  • Workout fanatic or couch potato?
  • Batman or Joker?
  • Caffeinated or Decaffeinated?
  • Do-gooder or Dennis the Menace?
  • Health food or McFood?
  • Purchase or pirate?
  • Driver or passenger?
  • IDK or I don’t know?
  • New school or old school?
  • Athlete or Mathlete?
  • Comedy or drama?
  • Mac or PC?
  • Mainstream or Indie?

Your classmates and I look forward to your post.

DUE DATE:  Friday, December 19th by the end of class

Joyful Journaling

**Now that you have posted your argumentative essay as a practice post, please read and complete the following creative non-fictional post.  You have two main options.** 

 OPTION #1:

What are you grateful for?  Use two paragraphs to express about two things, people, places, occurrences, etc that you are grateful for and why.  For this option, you must include two photos that represent each of the two items you are grateful for.

The photos must either be safe, appropriate personal photos (without clearly identifying anyone or any place) OR a photo from Creative Commons.  See the instructional sheet on logging on to our Flickr/Creative Commons account.

GO!!

 

TLC's own photo of her niece @ Citizens Park in Barrington, IL

OPTION #2

Remember writing your “My Fifteen?”  I am asking you to refer back to that list now.  

a. Choose one of those topics that you wrote down a couple of months ago, during the start of class, and write two paragraphs in which you reflect on that topic.

b. Also, include one – two personal photographs that does not reveal anyone’s specific identity (i.e. a far-away photo – like the one of my niece above, an item that symbolically represents your topic – like a flower from your garden, a logo that represents you, etc).

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Place either option in the Journal category.

Once you posted and are done, make one positive comment on a classmate’s blog post.

These posts will continue to help us become familiar with the basics of the blogging platform as authentic writing.  I look forward to being a part of your authentic digital writing experience!!  Let’s write!!

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TLC’s “Fifteen:”  (since I’m asking you to disclose)

  1. Birth of my daughter, Arianna
  2. My niece, Skylar
  3. California
  4. Earning my National Board Certification
  5. The story I have yet to finish
  6. Transferring to Fremd High School
  7. First hang gliding experience
  8. First mud-run
  9. Traveling to London
  10. Purchasing my first home
  11. Going away to college
  12. Getting married
  13. Working toward my nutritionist certification
  14. Dance classes growing up
  15. Being given my first website and embarking on the blogging world

Welcome to Senior Year, Vikings!!

Class of 2015!!

 

Writing is powerful.

Writing is powerful.

 

Before we embark upon our blogging endeavors, please feel free to take a look around at some of the assignments last year’s students completed on their sites.  Very soon, with your parents’ permissions and my explicit instructions, you will be the proud designer, writer and owner of your very own site.  Developing familiarity with digital literacy is crucial in today’s job market.  As you complete your last year in high school and as we learn more and more with our iPads, I am honored and excited to share these valuable skills with you.   I will be explaining more in the coming weeks – again, in the meantime, take a sneak peek!

Lifeboat Ethics: Practice with the Art of Argument

Argumentative skills are necessary skills you will use extensively in college and beyond.  Now that we’ve completed both an argumentative paper and a formal persuasive research paper in this course, you will exercise your argumentative skills in a less formal manner.

from The Library of Congress on Flickr.com

Part I:  Choose the ONE person who you feel most strongly about saving and create a paragraph in which you provide logical reasoning to support your argument. Include warrants for your reasoning.  Warrants are general rules or principles you believe to be true; you will use these to ‘back up’ your reasoning as to who is the one to be saved.  

Part II, tomorrow’s assignment, cannot be completed until you post this paragraph for Part I.

Have fun with this but stay logical and clear with your reasoning.

In the middle of the night, a large passenger liner hits a gigantic iceberg.  The ship, now with a large hole in it, begins sinking.  It is only a matter of time before the ship is completely submerged.

People start panicking and jumping into lifeboats.  You find yourself swimming in the frigid water up to a lifeboat with fifteen other people; however, this boat can only support nine people.  If seven of the sixteen are not eliminated, then the lifeboat will sink, and everyone aboard will die.  No other lifeboats are around.  How would you decide to proceed?  As you think about the boat’s ability only to support nine people, pinpoint which ONE is MOST IMPORTANT to save above and beyond the rest.  Here are the people currently on the lifeboat:

1. A doctor. A general practitioner, he is addicted to drugs and very nervous. Age 60.

2. An African American Minister. Protestant. Age 27.

3. A prostitute, with no parents. She is an excellent nurse who has already saved a drowning child. Age 37.

4. A male criminal who has been charged with murder. He is the man most capable of navigating the boat. Age 37.

5. A man mentally disturbed, who carries important government secrets in his head, age 41.

6. A successful orthopedic salesman and member of the local Rotary Club. Age 51.

7. A young boy, paralyzed since birth. He cannot use his ands,or do anything for himself, so he must be fed by others. Age 23.

8. A married couple. He is a construction worker, who drinks a lot. Age 27. She is a housewife with two children at home. Age 23.

9. An HIV-positive restaurant owner. he is a national gay rights activist. Age 40.

10. A teacher considered one of the best in New York. Age 32.

11. A Muslim Imam. Member of the National Council of Muslim-American elations. Age 45.

12. A retired man, formally a professor of literature. He has a great sense of humor, showed courage in the Korean and Vietnam Wars, and was in a concentration camp for three years, age 82.

13. A married couple deeply in love, but yet no children. She is studying to be a pharmacist. Age 24. He is unemployed, but volunteers for the homeless. Age 23.

***Adopted from NCTE 2013 presentation, “Transformation Thinking:  Rethinking ‘Authentic’ Learning Through Teaching a Socially Constructed, Self-Reflective Understanding of Argument” by Chris Moore (Olentangy Liberty High School) and Andrea Vescelius (Olentangy Orange High School)

Find the Fib!

People usually love to write about themselves.  Writing can be therapeutic, it can be a chance to express oneself more openly than one may in person, and it can provide a creative channel to explore.

Now that we are in the middle of your research paper and you are in the midst of discovering things about someone or something current in our social culture, we need to take a moment to disclose something about YOU personally.

Find the Fib*  fingers_crossed

Below you will find five statements about me. Four of the statements are true, one is a fib. Can you guess which one is the fib?

1. My voice is the voice of two characters on a pinball game.

2. I worked as a runway model.

3. I was interviewed and appeared on a national television show to give my opinion about one of the past season’s American Idol contestants.

4. Teri Hatcher is my third cousin on my mother’s side.

5. I hang glided 1400 feet in the air, and later jumped off 100 ft cliff.

Now it’s your turn!  In this post, please do the following:

a. Type five statements about yourself. (think of your accomplishments, accidents, travels, mishaps, etc) Four statements must be true and one statement must be a fib.

b. Now . . . choose one of your true statements to elaborate on. Your assignment is to tell the story of this statement in this post (minimum one well-developed paragraph)

c.  Include one form of media (picture, symbol, video, timeline, etc)

*** As always, be sure that you don’t disclose anything inappropriate or too personal.  You’ll notice that none of my statements above reveal anything much beyond my interests and hobbies.

Bottom line:  Have fun with!  Your peers and I look forward to learning more about you.

*adapted from Kelly Gallagher’s Teaching Adolescent Writers

btw – the fib is #4!  🙂