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Thursday, September 30

  1. page Classics in the Classroom edited ... Carol Jago talks a lot about the importance of group work in Classics in the Classroom: Design…
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    Carol Jago talks a lot about the importance of group work in Classics in the Classroom: Designing Accessible Literature Lessons. This makes a lot of sense and one can see the importance of group work in a school setting. Given the time constraints in the contemporary classroom, how does a teacher effectively incorporate group time into the lesson plan?
    Reading this text, I also saw the theme of celebrating students' as well as celebrating literature and language. What might be some effective ways to celebrate students comprehension of literature in the classroom?
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    Writing community. How might we bridge the gap between education K-12 and collegiate teaching texts? How might
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    the classroom?
    Have you ever presented at AWP? We need you!
    I walk away with a new and enthused perspective on the teaching of classic literature after exploring Jago's thoughts and insights in Classics in the Classroom: Designing Accessible Literature Lessons. I applaud her for a scope of relevancy and rigor in the classroom, as she explores practical approaches to the teaching of difficult texts and aligns their importance with skill and the teaching of universal themes. I wonder, though, if her philosophy and thoughts have changed when considering young adult literature in the classroom? I am facing many reluctant readers in my classes, and I'm trying to foster and nurture a reading culture. Can this be accomplished through the teaching of classic literature alone? Does she have suggestions for pairings of contemporary pieces to the classics?
    (view changes)
  2. page Papers, Papers, Papers edited ... After more than 30 years in the English classroom, Carol Jago knows a thing or two about manag…
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    After more than 30 years in the English classroom, Carol Jago knows a thing or two about managing the overload of assignments that come with the territory of teaching reading and writing. This book offers concrete advice that new and veteran teachers alike can benefit from. Jago also provides specific examples to show how these timesaving strategies actually work in her classroom. Some of her most helpful advice includes:
    {grammar.gif}
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    grammar and usage-tousage. To many English
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    revision, but don'tdo not write the
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    students. They cancan, and shouldshould, do this
    Points of Contention: Red pens and emphasis on making papers "bleed" can create writing baggage in students, creating future road blocks for writers. Helping students take constructive criticism rather than have their papers torn apart can help make students become life-long writers.
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    their graded papers back. Thesepapers. Hand these letters will be handed back to
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    paper so thatthe students can
    Points of Contention: Coming to a consensus as a department can be a difficult task, as is taking the necessary professional development time. Careful planning is needed to make collaborative rubric creation successful.
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    (view changes)
    1:08 pm
  3. page Classics in the Classroom edited ... As a teacher of Creative Writing at the Collegiate level, I found this book to be very relevan…
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    As a teacher of Creative Writing at the Collegiate level, I found this book to be very relevant to my classroom and to the Creative Writing community. How might you advise teachers of Creative Writing to go about choosing their texts and finding a balance between literature time and writing time in the classroom?
    Have you ever presented at AWP? We need you!
    I walk away with a new and enthused perspective on the teaching of classic literature after exploring Jago's thoughts and insights in Classics in the Classroom: Designing Accessible Literature Lessons. I applaud her for a scope of relevancy and rigor in the classroom, as she explores practical approaches to the teaching of difficult texts and aligns their importance with skill and the teaching of universal themes. I wonder, though, if her philosophy and thoughts have changed when considering young adult literature in the classroom? I am facing many reluctant readers in my classes, and I'm trying to foster and nurture a reading culture. Can this be accomplished through the teaching of classic literature alone? Does she have suggestions for pairings of contemporary pieces to the classics?
    Presented By:
    Tracy Becker and Andrea England
    (view changes)
    12:42 pm
  4. page Papers, Papers, Papers edited ... Comment Rather Than Correct: Spend the time to correct grammar and usage-to many English teach…
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    Comment Rather Than Correct: Spend the time to correct grammar and usage-to many English teachers this is an automated response and takes little time. Make note of areas that need revision, but don't write the revisions for students. They can and should do this part for maximum learning and time efficiency. Make comments on the writing content and respond to ideas, but do this on early drafts. Final drafts only need a grade.
    Points of Contention: Red pens and emphasis on making papers "bleed" can create writing baggage in students, creating future road blocks for writers. Helping students take constructive criticism rather than have their papers torn apart can help make students become life-long writers.
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    expectations and skills.skills required of students. Jago also
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    handed back out during theto students while they work on their next paper
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    themselves of the parts of the rubricareas they struggled
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    the past. {rubric.png}
    Points

    Points
    of Contention:
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    development time. CarefullyCareful planning is
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    creation successful.
    {computer.jpg}

    {rubric.png}

    Leave it
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    of student writing, {computer.jpg}
    writing,
    from thoroughness
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    can also providesprovide students with
    Points of Contention: By using electronic grading devices, students may end up writing on pre-packaged topics that lack relevance or meaning. Electronic rating devices also fall short in terms of genre and style, lacking the ability to recognize such composition devices.
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    camaraderie. Young teachers and experienced
    Points of Contention: Jago suggests Saturday grading parties. This can be a turn-off for many teachers, as the weekend is generally seen as a "sacred" time for teachers. Convincing teachers of all experience levels to take part in such an activity could be a difficult task.
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    Carol Jago's "Uncommon Sense" tips
    Make students read teacher comments and write a response to them. Otherwise the time teachers spend commenting is a waste!
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    the final
    {schedule.jpg}
    {schedule.jpg}
    Have students keep papers in a portfolio
    Grade papers ASAP
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    Use a timer
    Stretch often
    {peer_editing.jpg} PeerPeer assessment is
    Assign partners.
    Author reads the paper silently and writes questions for the editor in the margin after each paragraph.
    Author reads the paper aloud to the editor and stops to ask each question. The author records the editor's answers.
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    and repeat.
    Final draft due ASAP so students don't forget feedback
    {peer_editing.jpg}
    Self-Assessment: students need to learn how to assess their own work
    Highlight the first sentence-is it intesesting?
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    Check for repeated sentence openings
    Check for contractions
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    conclusion-is it significantsignificant?
    Jago's presentation
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    of Vygotsky withabout scaffolding students
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    Other Points to Consider
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    Links
    http://caroljago.com/http://www.heinemann.com/products/E00828.aspxhttp://www.amazon.com/Papers-English-Teachers-Survival-Guide/dp/0325008280/ref=sr_1_1?s=gateway&ie=UTF8&qid=1285539000&sr=8-1
    Submitted by: Christyby:Christy McDowellWestern Michigan Universitychristine.doherty@wmich.edu and KyleUniversitychristine.doherty@wmich.eduandKyle KrolMattawan High Schoolkkrol@mattawanschools.org
    (view changes)
    12:31 pm
  5. page With Rigor for All edited ... they are "stories that tell the truth about human experience across both time and culture…
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    they are "stories that tell the truth about human experience across both time and culture" (6)
    they present issues that are relevant to us today
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    understand and even sympathize with
    they give us a sense of accomplishment when we are finished
    {http://img2.imagesbn.com/images/71000000/71003134.JPG} Odyssey (Barnes & Noble Classics Series) by Homer: Book Cover
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    Rationales for Challenged Books is a CD-ROM created by the National Council of Teachers of English and the International Reading Association. You can also check out NCTE's Anti-Censorship Center here
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    HerFor further reading, Jago's Works Cited
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    includes excellent resources as well,resources, such as:
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    read a summay.)summary.)
    Reid, Louann and Jamie Hayes Neufeld. Rationales for Teaching Young Adult Literature. Portland, Maine: Calendar Islands Publishers, 1999. (Click hereto read a summary.)
    FINAL THOUGHTS:
    (view changes)
  6. page Classics in the Classroom edited ... tbecker@sjschools.org Andrea England teaches poetry writing and is a 3rd year PhD student at …
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    tbecker@sjschools.org
    Andrea England teaches poetry writing and is a 3rd year PhD student at Western Michigan University.
    england.andrea@gmail.comandrea.j.england@wmich.edu
    (view changes)
  7. page Classics in the Classroom edited CAROL JAGO www.caroljago.com Classics in the Classroom: Designing Accessible Literature Lesso…

    CAROL JAGO
    www.caroljago.com

    Classics in the Classroom: Designing Accessible Literature Lessons
    (may be purchased at www.amazon.com/Classics-Classroom-Designing-Accessible-Literature/dp/0325005907)
    {http://photo.goodreads.com/books/1172339567m/165067.jpg}
    "I believe all...students deserve the riches that great literature offers. It can help us understand both the world and one another." - Carol Jago
    ...
    Carol Jago talks a lot about the importance of group work in Classics in the Classroom: Designing Accessible Literature Lessons. This makes a lot of sense and one can see the importance of group work in a school setting. Given the time constraints in the contemporary classroom, how does a teacher effectively incorporate group time into the lesson plan?
    Reading this text, I also saw the theme of celebrating students' as well as celebrating literature and language. What might be some effective ways to celebrate students comprehension of literature in the classroom?
    As a teacher of Creative Writing at the Collegiate level, I found this book to be very relevant to my classroom and to the Creative Writing community. How might you advise teachers of Creative Writing to go about choosing their texts and finding a balance between literature time and writing time in the classroom?
    Have you ever presented at AWP? We need you!

    Presented By:
    Tracy Becker and Andrea England
    (view changes)
  8. page Come to Class edited ... Come to Class: Lessons for High School Writers (2008) {Come_to_Class.jpg} = ... managemen…
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    Come to Class: Lessons for High School Writers (2008)
    {Come_to_Class.jpg} =
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    management problems.
    {WrAboutLit.jpg} {WriteToExplain.jpg} {WriteToPersuade.jpg} {ReflectiveWr.jpg} {NarrWriting.jpg}
    OVERVIEW
    Come to Class features five separate unit books: Writing to Explain, Writing to Persuade, Writing About Literature, Narrative Writing and Reflective Writing. Each unit books offers an opening essay, seven lessons, and resources text, templates and rubrics. Also included is a teaching guide and a resource CD-ROM.
    The seven lessons included in each book are paced for one lesson per 50 minute classroom. Each lesson is easily adaptable and able to be lengthened or shortened, according to individual school calendars and classroom time periods. Over the course of the seven lesson unit, each student will have planned, drafted, revised, edited, and assessed a finished essay or story.
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    {pen.jpg}
    CONTENT
    {pen.jpg} CONTENT (Specific to
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    to Persuade”)
    {file:///C:/DOCUME%7E1/admin/LOCALS%7E1/Temp/moz-screenshot.jpg}

    “Writing to Persuade” includes: (1) gathering ideas, (2) organizing ideas, (3) drafting, (4) revising, (5) editing, (6) final draft to finished essay, (7) preparing for assessment
    Each plan begins with thoughts for the teacher to introduce the reasoning for the lesson
    The lesson uses very detailed instruction, often putting specific classroom wording in quotation marks
    Unit booklet also includes supplements of texts used, rubrics, checklist, and student-assessment
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    PEDAGOGICAL CONTENT KNOWLEDGE
    “I believe teaching students to write cohesively requires a cohesive instructional plan. My experience with teenagers, particularly with unskilled writers, has been that students respond well to clear direction.” (Carol Jago)
    Includes aspects of writer’s workshop such as: frontloading, conferencing, classroom discussion of ideas, teacher modeling, free-writing.
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    STRENGTHS
    Extremely thorough and specific. I did not have any question on how to teach this unit after reading through the book.
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    Easily adaptable for veteran teachers.
    Demonstrated how to fluently include standardized test preparation into the teaching unit
    __{question-mark.jpg}
    QUESTIONS/SUGGESTIONS
    The entire set was too expensive (around $80) for me to purchase without my school allocating funds.
    Could all the books be joined into one book? Or expanded even more into a semester long curriculum? It seems to me that schools would be willing to invest in an aid like that for the beginning classroom teacher.
    Any focus on celebration/publication? What is the goal of the finished draft? To submit their argument to someone of authority?
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    LINKS
    Additional Links:
    Web page for book series: http://lessonsforhighschoolwriters.com/
    Publisher’s page: http://www.heinemann.com/products/E01295.aspx
    Amazon purchase: http://www.amazon.com/Come-Class-Lessons-School-Writers/dp/0325012954/ref=sr_1_1?s=books&ie=UTF8&qid=1285812296&sr=1-1
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    Submitted by:
    {me3.jpg}
    Sara Hoeve
    English Instructor, Calvin Christian High School
    (view changes)
    8:23 am
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    8:22 am
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