I have already discussed some of this information in the following blog regarding preferred writing methods, so I will try to not reiterate. One of the classroom/ writing structures I remember I learned the most from and really enjoyed was Roger Mahn's journalism classroom! He had a laid back classroom, things were kept casual, but in order to suceed, students had to work hard and earn the ability to publish news stories, sports and editorial columns etc. He was tough but fair, and nice with a good sense of humor. All the kids liked him and the class and this is where I learned very much about writing methods.
There have been many other classroom scenarios I have witnessed over my secondary, undergrad. years! Some have worked better than others. Unfortunately, I have witnessed over the yrs some teachers who seem to want to work against the students, and be very hyper-critical of their students, rather than looking for the positive aspects of their performance and building on that. I will not make the mistake of carrying on this means. I will however, continue to develop my own way to build classroom structures and how to teach writing to my students!
Friday, March 20, 2009
The Writing Composition Method/s I Prefer to Use...
The methods I prefer to utilize when writing a composition vary greatly, depending on the type of writing I am preparing. When writing an academic work such as a research paper, I have been taught and developed methods that are quite effective in this endeavor.
First, I write an outline consisting of a topic sentence, a thesis statement and three subtopics w/i the thesis. Then, I write out an outline of the bodies of the following paragraphs. Last, I write the outline for the Conclusive paragraphs, restating thesis etc.
Next, I begin to perform my research and find my sources. Once this is accomplished I can begin the actual Pre-Writing of my paper. I don't necessarily follow any strict pattern here; sometimes I start at the beginning and go step by step, other times I might write my conclusion or supporting paragraphs first, then fill in other parts as I go.
Once I have a finished draft, the most important method comes to play-REVISION! I go through and revise my work by doing everything from editing grammar to moving or even deleting sentences and paragraphs, to tightening up thesis and subtopic statements. After doing all of this, I look to a completed piece ready to hand in!
These are the usual methods that I use to do my best to produce a completed writing composition!
First, I write an outline consisting of a topic sentence, a thesis statement and three subtopics w/i the thesis. Then, I write out an outline of the bodies of the following paragraphs. Last, I write the outline for the Conclusive paragraphs, restating thesis etc.
Next, I begin to perform my research and find my sources. Once this is accomplished I can begin the actual Pre-Writing of my paper. I don't necessarily follow any strict pattern here; sometimes I start at the beginning and go step by step, other times I might write my conclusion or supporting paragraphs first, then fill in other parts as I go.
Once I have a finished draft, the most important method comes to play-REVISION! I go through and revise my work by doing everything from editing grammar to moving or even deleting sentences and paragraphs, to tightening up thesis and subtopic statements. After doing all of this, I look to a completed piece ready to hand in!
These are the usual methods that I use to do my best to produce a completed writing composition!
My Autobiography as a Writer...
How have I learned to write? Well, I literally began to learn how to write back in early primary school, while I was also learning to read and do mathmatics. This was a difficult time for me, and my early learning experiences were a struggle. Around the same time when I was around 7 yrs old, I was diagnosed w/ learning disabilities and ADHD. I began taking Ritalin and it was during this time that I indeed learned reading, WRITING and math.
By the time I started junior high, I no longer had to take medication, and this is actually when I remember really beginning to blossom as a writer, especially in Creative Writing. I was a drummer for the school band, and was a guitarist, singer and writer for my own rock band with my buddies! Being inspired by lyricists like John Lennon, Glimour/ Waters from Pink Floyd, Bob Dylan and others, I began to write my own poems and lyrics for my band's burgeoning original songs!
By high school I had progressed into a very profiencient writer. This is when I took my first Journalism class and meet one of my biggest writing mentors, Roger Mahn! He was my Journalism teacher, and overseer of the Trojan Tribune, our school newspaper. After writing several news articles I was given my own op/ed (editorial) column! This really boosted my confidence in not only my writing, but in myself self-esteem! After all, here I was once a kid w/ learning disabilities and little hope for the future, and now I had my own editorial column!
I would write about any and every subject that I felt touched teenagers specifically ie selective service, social cliques, the importance of friends etc. I had the column all 3 yrs in high school! Many other students, some of whom I didn't even know, would regularly approach me and express their connection to my writing, even thanking me sometimes! This experience inspired me to go to college to try and write professionally.
I applied and was accepted to the U of Minn, College of Liberal Arts, School of English. Over the years at the U I wrote copious amounts of academic writings incl. research papers, essays, reflections, journals and more! I also continued to play with various bands that developed around the U of M, and continued to write lyrics for many new songs. Over these yrs I progressed very much in almost all forms of writing, and have continued since then to write creatively.
Since I have started back to school at Metro State to get my english teaching license, I have once again written copious amounts of writing ie research papers, essays, reflections, unit plans, lesson plans, pedogogical philosophies, classroom management strategies, papers on hisroical foundations of education and more! I believe over these last 2 yrs, my level of writing has increased even more. I look forward to writing my unit and lesson plans for Teaching Writing, and I look forward to teaching writing in the future!
By the time I started junior high, I no longer had to take medication, and this is actually when I remember really beginning to blossom as a writer, especially in Creative Writing. I was a drummer for the school band, and was a guitarist, singer and writer for my own rock band with my buddies! Being inspired by lyricists like John Lennon, Glimour/ Waters from Pink Floyd, Bob Dylan and others, I began to write my own poems and lyrics for my band's burgeoning original songs!
By high school I had progressed into a very profiencient writer. This is when I took my first Journalism class and meet one of my biggest writing mentors, Roger Mahn! He was my Journalism teacher, and overseer of the Trojan Tribune, our school newspaper. After writing several news articles I was given my own op/ed (editorial) column! This really boosted my confidence in not only my writing, but in myself self-esteem! After all, here I was once a kid w/ learning disabilities and little hope for the future, and now I had my own editorial column!
I would write about any and every subject that I felt touched teenagers specifically ie selective service, social cliques, the importance of friends etc. I had the column all 3 yrs in high school! Many other students, some of whom I didn't even know, would regularly approach me and express their connection to my writing, even thanking me sometimes! This experience inspired me to go to college to try and write professionally.
I applied and was accepted to the U of Minn, College of Liberal Arts, School of English. Over the years at the U I wrote copious amounts of academic writings incl. research papers, essays, reflections, journals and more! I also continued to play with various bands that developed around the U of M, and continued to write lyrics for many new songs. Over these yrs I progressed very much in almost all forms of writing, and have continued since then to write creatively.
Since I have started back to school at Metro State to get my english teaching license, I have once again written copious amounts of writing ie research papers, essays, reflections, unit plans, lesson plans, pedogogical philosophies, classroom management strategies, papers on hisroical foundations of education and more! I believe over these last 2 yrs, my level of writing has increased even more. I look forward to writing my unit and lesson plans for Teaching Writing, and I look forward to teaching writing in the future!
Friday, February 27, 2009
Thing 38 Screencasting in progress...
I am in the process of completing Thing 38 Screencasting but, I haven't been able to concentrate on Morethingsonastick because I have been sssssooooooooooooooooooo busy this week writing and typing my full Unit plan for Media Literacy and three lesson plans+all the handouts, appendix etc. I also have been forced to spend ALOT of time completing the very detailed and lengthy process for applying for student teaching this fall including a 7 part q/a portion (ISTP), a full 3 part essay as well as a detailed resume and meeting w/ all my advisors etc. I am also working to complete my Advanced Practicum EDU 450 this semester so I have been extremely flooded with assignments, field hours, writing, meetings etc. Oh well, only can do what is humanly possible!
I will have thing 38 posted next week, asap!
Mike H.
I will have thing 38 posted next week, asap!
Mike H.
Wednesday, February 11, 2009
morethings...cont.
Nevertheless, I keep plodding along and seem to be accomplishing the various steps. For example, this week we were assigned to complete #s 24, 25, 27. On # 24, I completed the steps including Refeashing my Blogspot and getting it Registered. On # 25, I went in and used various tools from the Blogger's Toolkit. And on # 27 I created my Twitter account, posted "What I was Doing?" and selected the CNN website to Follow. I can see that morethings... can be fun, but I also find it quite challenging and time consuming, especially when we have so many other assignments due every week, with several substantial readings and writings, lesson plan development, blogging etc. Oh well...As Larry the Cable Guy says "Get-R-Done!"
Michael H.
Michael H.
Morethingsonastick # 24, 25, 27
I have to admit that I've been finding morethings... to be quite a challenge, even kinda confusing at times. Sometimes the steps they want us to complete is pretty simple, but other times it gets a little cluttered and I am unsure what to do.
Thursday, February 5, 2009
"aha" moments from Morrell p. 57-114
I totally agree with Morrell that "There is no doubt that popular music plays a pre-eminent role in the lives of America's youth" (p 58). Not only with today's youth, but it has been that way since way back in the early 20th century. Look at the hairstyles, clothes and dances employed by the "Flapper" girl and "Hipsters"; they were most certainly influenced by the Charleston! In the 1940s, the youth went wild over Big Band music and especially "Old Blue-Eyes", the God-Father himself, Frank Sinatra. A decade later came Elvis and, a decade after that, The Beatles, all of whom achieved God-like status with the youth of their times. It is still the same today where "Hip-Hop is the popular music" (p 58), and names like "Tupac" and "Biggie" have replaced the afore mentioned in the minds of today's youth!
I also agree w/ Morrell that music can be used in lesson plans to help teach today's youth. Morrell's unit can, among other things, use the kids love of music to "provide students with the awareness and confidence they need to transfer these skills onto the literary texts" and to "enable students to critique the messages sent to them through the pop-cultural media that permeates their everyday lives" (p 61).
It is important that teachers understand that because pop culture songs, artists etc. change so quickly that we need to "consult with our students early and often about the artists, songs and genres that have had...a big impact on their lives" (p 70). Using the knowledge you gain from students can help you write a more relevant unit utilizing media literacy. Chapter 4.
In Ch. 5 Morrell goes into Teaching Film and Television. I also like this take on teaching w/ media. After all, "There is no doubt that adolescents watch a great deal of t v and film...and spend more of their waking hours watching t v than any other activity" (p 74). To me, once again, it only seems logical to utilize this form of media to help instruct our youth.
Educators must keep in mind though, that utilizing such media in the classroom is in fact a controversial matter because it is a "non-traditional classroom practice". We must make administrators, parents etc "understand how innovative classroom instruction can also increase student' academic literacies" (p 89).
Ch. 6 goes into Teaching Mass Media. I found it interesting that Morrell identifies advertising and news reporting as "the two most pervasive and influential forms of mass media" (p 93). I myself love watching the news daily, and I see how pervasive and influential it can be by just flipping from one news station to another. For example, Fox is always going to have a different slant on things as opposed to MSNBC or CNN. The slant that each network places on the news can definately influence how people feel about say, the Palestinian situation or what Pres. Obama is trying to do! Advertising is even more pervasive and influential, especially for today's youth. It influences everything from what cleanser they apply to their zits ("Just a dab will do ya'"-Jessica Simpson re: Proactive), or what gym shoes they are wearing! By utilizing mass media as a part of the curriculum, we can "help students to more critically interrogate the mass media that plays such a central role in their identity development and worldview [and]simultaneaously promote academic and critical literacies [to create] empowered citizens" (p. 93) out of our students!
And finally, in Ch. 7, Morrell tells us that we can even use popular sports to teach our students! This is because, in part, "so many teens are involved in sports, whether as athletes or fans" (p. 104). Sports can be used in our curriculum to teach "reading" (p. 106), "writing" (p. 108), and even "deconstructing" or "decoding words on the page" (p. 111). Morrell advises teachers to even "establish powerful relationships with the coaches at their schools [and] to see coaches as their allies rather than their enemies" (p. 113).
I think Morrell has a lot of great ideas in these pages to help fledgling, as well as experienced teachers to utilize the pop media in their curriculums!
I also agree w/ Morrell that music can be used in lesson plans to help teach today's youth. Morrell's unit can, among other things, use the kids love of music to "provide students with the awareness and confidence they need to transfer these skills onto the literary texts" and to "enable students to critique the messages sent to them through the pop-cultural media that permeates their everyday lives" (p 61).
It is important that teachers understand that because pop culture songs, artists etc. change so quickly that we need to "consult with our students early and often about the artists, songs and genres that have had...a big impact on their lives" (p 70). Using the knowledge you gain from students can help you write a more relevant unit utilizing media literacy. Chapter 4.
In Ch. 5 Morrell goes into Teaching Film and Television. I also like this take on teaching w/ media. After all, "There is no doubt that adolescents watch a great deal of t v and film...and spend more of their waking hours watching t v than any other activity" (p 74). To me, once again, it only seems logical to utilize this form of media to help instruct our youth.
Educators must keep in mind though, that utilizing such media in the classroom is in fact a controversial matter because it is a "non-traditional classroom practice". We must make administrators, parents etc "understand how innovative classroom instruction can also increase student' academic literacies" (p 89).
Ch. 6 goes into Teaching Mass Media. I found it interesting that Morrell identifies advertising and news reporting as "the two most pervasive and influential forms of mass media" (p 93). I myself love watching the news daily, and I see how pervasive and influential it can be by just flipping from one news station to another. For example, Fox is always going to have a different slant on things as opposed to MSNBC or CNN. The slant that each network places on the news can definately influence how people feel about say, the Palestinian situation or what Pres. Obama is trying to do! Advertising is even more pervasive and influential, especially for today's youth. It influences everything from what cleanser they apply to their zits ("Just a dab will do ya'"-Jessica Simpson re: Proactive), or what gym shoes they are wearing! By utilizing mass media as a part of the curriculum, we can "help students to more critically interrogate the mass media that plays such a central role in their identity development and worldview [and]simultaneaously promote academic and critical literacies [to create] empowered citizens" (p. 93) out of our students!
And finally, in Ch. 7, Morrell tells us that we can even use popular sports to teach our students! This is because, in part, "so many teens are involved in sports, whether as athletes or fans" (p. 104). Sports can be used in our curriculum to teach "reading" (p. 106), "writing" (p. 108), and even "deconstructing" or "decoding words on the page" (p. 111). Morrell advises teachers to even "establish powerful relationships with the coaches at their schools [and] to see coaches as their allies rather than their enemies" (p. 113).
I think Morrell has a lot of great ideas in these pages to help fledgling, as well as experienced teachers to utilize the pop media in their curriculums!
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