Poetry

Original Poetry: There is more than one b/c this is also my genre assignment:         

                      Silver Lake

Laying on the grass on a slight hill

Laying our exhausted lungs on damp towels and damp hair

Feeling the sun on our eyelids

Listening to our favorite song

Feeling ugly that day, left us

Wearing floral dresses, makeup, and toothpaste

Soaking sun, soft curls, big smiles and warm laughs

Looking at the sky

Wondering if we could actually count every beautiful thing we can see

Wishing I could take this moment and add it to my blood, so it could stay

Circulating through my brain, and my through my heart every once in a while.

Blocking the thoughts of summer ending from leaking in

Dismissing that idea that the more we find ourselves

Laughing, the more we see each other

Smiling, the harder we will soon be

Missing, and the harder it will be to miss

Looking up at our element, the one

Carrying the music through the itself and above the leaves, the one

Drifting our last couple cares away with the waves of the silver lake we had been

Calling our home

Where the Heart Is

There is a guitar right inside the door

A time capsule, some chairs, a fire place.

And so many clothes you can not see floor

But there is more than just that in this space.

Graffiti covers every surface there

Nutella and Ginger Ale in the fridge,

No other place can quite compare,

I could not pick a more perfect cottage.

Seven beds which we lay upon at night,

But there are more than just things in this room,

Where everything just seems to feel all right

Some love, peace and happiness they loom

Memories that were sure will never stray,

This is our place, our loving hide away.​

TicTacs

He had nicknames for us all

He exampled “cruel and unusual punishment” by showing us a picture of the teacher from across the hall.

He said we found our clothes in the dumpster if we were wearing red sox gear.

He was my favorite, never replaced through every year.

He always ate tic tacs, the light minty green.

And every once in a while, this became a scene:

As soon as we heard those tic tacs rattle

We'd start a familiar battle.

Mainly just for fun…

“Mr. Diglio, can I have one?”

We knew we were in for it

A monstrous display of yells and spit

As the teacher asks, “You want one?”

We were ready some fun

He takes the tics takes out of his mouth

And from there it just goes south

The spitty tic tacs being handed to you

Another wave of laugher comes through

And the tic tacs, that view

And, ugh, no, there’s two

They’re close enough to chew

Some bite marks in view

You know what to do

To make the slimy things go askew

And finally you choose

To no longer pursue

“NEVERMIND!”

Never did anyone get one

It was just all for fun

Mr. Diglio knew,

His wallet would be through

If he gave one to you

A wave of unfairness would fall through

But that St. Patrick’s day

I didn’t have much to say.

My bunny had passed

And that day in class

We had conferences one on one

With the teacher known for his fun

I couldn’t really talk

My throat felt like chalk

I wanted to burst out in tears

And talking brought them near

I was nervous to crack

But couldn’t hold back

When I saw on my desk:

A small green tic tac.

CCSS Assignment 1

Background of Standard:

The main idea here is describing characters, and that skill is developed and added to throughout the grades. First students learn how to describe characters in first grade, they need to explain how the characters move the events along in third, and they need to compare and contrast, using specific detail from the text. The shift explains that 50% of what students of these grade levels read should be informational text. There aren’t usually characters, feelings, or anything/anyone to really compare and contrast in informational texts. This means that when students are reading stories with characters, teachers need to make sure to focus on these aspects.

  

Graphic of Thinking:

Grade	Grade 1		Grade 3	Grade 5
different:	Describe characters		Describe characters and explain	Compare and contrast, then prove
With the shift	It might be hard to do these things with informational text, as there usually aren’t characters, setting, or feelings in them
Level of proof	“using key details” would be the closest thing to proof		“Explain how actions contribute”	“drawing on specific details in the text”
Stolen activities from Pinterest:	http://www.pinterest.com/pin/431923420486840116/	http://adventuresofroom129.blogspot.com/2014/08/bye-bye-summer-lots-of-freebies.html		http://cafe1123.blogspot.com/2012/11/character-paper-bag-project.html?m=1

Touching Spirit Bear: Book Club #2

Marissa and I met again for book club about chapters 8-14:

We started off with some opinions, and went on to symbolism of the sparrows. At first Cole wanted them to die if he was dying, and then once they fell, he asked "you okay?" We talked about how the sparrows had their mom feeding him, and how he watched that and wished for that in his life. He later even pretended and pictured himself as a sparrow getting food from a mother bird.

We talked about how Cole is not not afraid of death because he almost died. I brought up that I had genuinely wondered how realistic it was that he changed so much and learned so much so quickly.

We then discussed the symbolism of how the blood from the spirit bears attack looked identical to when he attacked Peter. Marisa wrote the quote: "it reminded him of the bear's blood on the knife blade beside him. it also looked like the blood he had seen on the sidewalk after beating up peter. the blood looked identical" Peter felt guilt about Peter now that he knew what it felt like. Another one we talked about briefly was the storm coinciding with his weakness and helplessness.

We talked about the caterpillar he killed, even though was was also dying. Marisa brought up that he did feel bad about it later. This symbolism also connects to the sparrow symbol. He did not feel bad for the caterpillar, but he then felt bad for the sparrows.

Cole's whole deal with power then came up. He learned a lot when he learned that he is in fact in control of his life, and that changed him to actually wanting to live. This was what really turned Cole around.

We then talked about how he touched the spirit bear rather than spit on it. I said it allowed him to experienced trust immediately. Marisa brought up that it was a huge time for change for Cole, and that it was really important to the story, and also that that made him submissive to the bear.

Edwin is a character that we both cant really figure out. We dont really know why he has faith in Cole, because he does not really have a connection to Cole like Garvey does. We dont know much about his past, so we are predicting it has something to do with the tribe, and living on the island himself. I predicted that may Edwin was the one that sponsored Garvey when he was a kid.

For My Future Classroom

Below are ideas I want to remember for when I am a teacher:


http://www.buzzfeed.com/peggy/clever-classroom-tips-for-elementary-school-teachers#3bvjzei

Touching Spirit Bear: Book Club #1, Chapters 1-7

Marissa and I met for book club over facebook last night:

First we determined that we both are enjoying the overall plot so far. We talked a lot about Cole's character, how we feel about it, and why we think that he is that way. We then answered some of the questions that were in the back of the book. One of them was "Cole thinks his parents hate him. How do you think he feels about himself? Why?" We talked about this concept for a while, and about how Cole's parents actions will impact his future as a person and/or as a parent himself. We said that we feel bad for Cole, because he does not have much control over the life that was handed to him. Marisa brought up that Cole has the right to think his parents hate him, and that he probably hates himself too. I agreed. We discussed how Cole tried swimming to impress his dad, but he still wasnt good enough. I then brought up that if his dad doesnt think he is good enough, how can Cole have and confidence in thinking that he is good enough for himself. I also said, " if his dad doesnt care about his life that much how can he care about his life?" Marisa agreed. We then talked a bit about Spirit Bear and what he represents for Cole.

We then talked a bit about Garvey, and the foreshadowing of the fact that he might have gone through something similar to what Cole is going through. We said how Garvey doesnt actually believe Cole wants change, but he is hopeful that the island will work, we predicted that it probably changed Garvey, which is why he is sticking with and supporting Cole. 

We then discussed a couple unrealistic aspects of the novel, and how they bothered us a little, like how they would never actually send him to jail. For example, I said "if he doesnt care this much about his life why wouldnt he not care if he went to jail". Marisa added "...they should outline more of the key lessons of the story, for example, don't lie." I agreed. "I don't like how they glance at certain issues and keep going" Marisa continued. I also added "...they gave him schoolwork to do on the island, but they would know by now to stop giving him homework, and a kid just cant stop going to school for a year" These little things dont particularly matter for the plot or anything, and I dont think it would "bother" the readers from this grade level, but we still discussed it. i

Literacy Centers

Literacy Centers
These centers are for 2nd grade homogeneous groups, as many of them contain different levels of the same activity. The centers will happen for around 10-20 minutes each. Most of them need to be modeled at the beginning of the year. In parenthesis are what concepts from the Big 5 if they are not directly named one of them already.

1. Writing: Students will write their spelling words using different mediums. A technology program, spelling them out with different colors, on whiteboards, with wax sticks, with stamps, with magnets, with beads onto bracelets, etc. They have a list of words that they are working on. They write the word in pencil first, and then put the different mediums on top of the pencil, or above or below.  Physical models of different ways are present on the wall, acting as a word wall for the whole class too. I will assess this work simply by making sure the word is spelt right.


2. Reading (Comprehension and Fluency): Students will work with the teacher in their reading groups. Students will take turn reading pages with each other and the teacher. After we are done reading, we will talk about the characters in book their group is assigned to. Students will pick a character, draw the character, and make and write down a connection with the character. This finished product is how I will assess the center. This may need to be modeled, and the teacher needs to hear their connection before they write it down.


3. Word Chunks (Phonics and Spelling): Students are provided with word chunks, and single letters. They then have to combine those to make words. They can use two chunks, or multiple. They can make as many as they want with one beginning chunk or end chunk to start, and as the year goes on, they will get more freedom to make any words that they want. More advanced chunks will be given to higher reading groups. They must write down all of the words that they were able to make, so I can assess this station. There are also pictures of words that they could potentially make, for example "cat, ball, note, bike, etc. These can give them some more structure if they don't just want to make up their own words. This station will have to be modeled at the beginning of the year, and possibly again if more chunks are added.

4. Vocabulary: Students will work with vocabulary that is in the book that we are currently reading as a class. This center is to practice vocabulary, not to learn it. They have a copy of the book, with the  vocabulary words marked. They then define the word, draw the word, make a sentence or story of their own containing the word. What they write down will be what I assess. Students will be rewarded if they are "caught" using a vocabulary word from this station. This is another kind of assessment. If the student knows the word enough to use it, it truly is part of their vocabulary.

5. Poetry (Phonics, Vocabulary): Students will write a short poem, using vocabulary words. They write the poem, and then draw a picture for it. They then exchange poems, and underline rhyming words in each others poem, and highlight vocabulary words. Both of their names go on the paper, and this is how I assess them. Once they are done, if there is extra time, there are poems provided, that I have picked out. They can read these, and then underline rhyming words and highlight vocabulary words again. This station will be taught more than modeled. The students have to know what is expected of them when writing poetry, and might need some guidance on how to write poetry. This is a station that might need a teacher or helper at, especially at the beginning of the year.

This is the layout of the classroom. The numbered stations coincide with the numbered stations above.

Perfect Classroom

 General Classroom: In my classroom, there will be literature, words, and resources everywhere around the room. Student work and responsibilities along with a physical student behavior system can also be seen. The room should be comfortable, welcoming and colorful. As for desks, it depends on the grade, but they will probably be grouped. Students will have cubbies or a slot in their desk for their work, worksheets, pencils, books, etc. A book will always be there, because if a student has any sort of free time if they finish something early, they will be reading or working on something else. Grouped desks and other tables will be used for centers/reading and writing workshops. There will be a reading nook thats comfortable and quiet. Once again, depending on the grade, there might be a meeting area of some sort. Centers for other activities like puzzles, art, science, technology etc. will also be present. I would want a Smart Board, only if I could learn to use it for more than just a glorified whiteboard. Hopefully I will get a class with some warm natural lighting coming through. The one thing that I really hope to have is a class pet. I love animals, and I know kids do to. Especially in elementary education, it can help they learn responsibility, and add a comforting and fun aspect to the classroom.

My Memory of Language Arts

I love words. Using words, scrambling words, playing with words, thinking about words, looking for words inside other words...anything.

Throughout my schooling, language arts was always my favorite academic subject, but my favorite out of any classes was always art. My favorite part about it is vocabulary. It is always more gratifying to find a word that fits into something you want to describe perfectly, than to use a word like "nice" or "good". Vocabulary is also set in stone. There isn't too much analysis involved. Grammar is another aspect of language arts I enjoyed. I liked anything about language arts that made me think, or wonder, or want to work hard and do my best for myself, not for a grade.

Many of my teachers made a positive impact in my life. There are still activities and exercises that I remember doing, and, more importantly, I remember the things I learned. These teachers made me want to read and learn. They made learning fun for me. The best part about language arts for me were the projects. One of my teachers, Mrs. Taylor, always had contests for us to do on Fridays. They always had to do with language arts, but were always fun and challenging. Another teacher, Mrs. Robertson, had us make projects, do book presentations, make vocabulary posters, and more. She made it impossible to not be "into" her class. But my all time favorite teacher was Mr. Diglio. His humor was what made learning fun. His care for us and for our learning was evident and sincere, and he was an incredible teacher too. Teachers like these are the ones I strive to be like.

Reading comprehension is my weakness when it comes to language arts. It has been that way since I was a child. If I'm not interested, I often find myself drifting off and having to reread sentences and paragraphs. Textbooks that I am not interested in, especially. Fortunately, if I muster up some self motivation, I do just fine.  

Because of my love for words and writing and thinking, while doing this post I realized that language arts has the word "art" in it. We only have 26 letters, and the stories we come up with, the feelings we can portray within those letters are astonishing. Language IS art. So I guess in a way, it was my favorite class after all.