Skip to main content

End of Semester

The longer I teach, the faster the years fly by.  I can't believe this year is half over!  What I love about my job is that no years is ever the same and no two kids are ever the same!  It's been a wonderful year so far!

We finished off the semester by reading "The Secret Life of Walter Mitty."
 I read this story in high school and never forgot it!  It was so funny to me at the time.  It's about a man who is hen-pecked by his wife and is a total wimp.   In order to escape, he day dreams.  In his day dreams, he is always a hero, never afraid to stand up to anyone.  

 As we read the story, we analyzed techniques that James Thurber used in his story.  Afterwards, students were asked to emulate Thurber's style by writing an additional day dream for the story.  I gave them the option of working alone, with a partner, or in a group.  

When students finished writing their stories, I had them turn them in to turnitin.com, as well as Google Classroom (a huge thank you to them for letting me experiment with technology).  From Google Classroom, I was able to upload their stories, delete their names, and post their stories to Google Classroom for all to read!  In class, they read all of the submitted stories and voted on their favorite!  

Here are some of their comments about this activity:


  • This assignment was very fun and allowed everyone to be creative.  I thought my story was very good (it must have been; it came in second place).  I liked working with a group.  I could bounce ideas off of them.  This assignment was perfect.
  • I liked working in a group because we all had great ideas, and we put them together to make an awesome story.  It made the project more enjoyable.  I also liked reading the other stories because there were a lot of great ideas and some funny topics.  
  • I thought the contest aspect made it fun!
  • Working with a group was awesome for this project. My group had creative ideas, and at the end we had the best story!  My perspective for the contest was different than other's because we won.  I loved this entire project.
  • I really like how my story turned out.  It had good details and descriptions.  I'm really proud of myself for pulling off the dreamlike feel and point of view.  I had so much fun writing this.  The sky was the limit.
  • I did not work in a group, but I feel like my story turned out pretty well.  Overall, I enjoyed this experience.
  • Our story would have been 10X worse if he worked alone.
  • I liked being able to combine ideas.  Also, you have someone to help edit.
  • I worked on my story alone because I wanted to have more of a choice and freedom of creativity.  I was happy with the way my story turned out.
Some students commented that they wished they had more time to work on their stories.  In the future, I will allow a little more time.  What kids have to say is important to me!  After all, they are my customers!

Here is an example of a story :








Comments

Popular posts from this blog

TQE: Get students Engaged and Digging Deep

I've mentioned before how Twitter has helped me grow as an educator.  Edutwitter is a valuable resource for book recommendations, new teaching methods, lessons, and articles.  One of my favorite educators to follow is Marissa Thompson, a high school teacher at Carlsbad High. This summer I read about her TQE(thoughts, questions, epiphanies) method for discussing literature.  I'd always longed for having discussions like the ones I had in my college literature courses, but when I try fishbowl or Socratic seminar with my students, the discussions felt forced, flat, and awkward. That changed today when I tried TQE for the first time.  Sharing homework in small groups Students writing their TQEs on the board When I listened to Marissa's podcast on Cult of Pedagogy ( check it out here ), I was intimidated. After all, her students are in high school and have a rock star teacher.  I think I read the transcript twenty times before finally trying it.  Here's h

Writing an Essay...with a Partner

I love technology for collaboration! Teaching writing to middle school students is not easy.  All students come with different skills and knowledge.  With 35 students in a class, it's impossible to sit down one on one and assist students with the writing process.  Teaching students to write a literary analysis is particularly challenging because most seventh-graders have little, to no experience.  Students need to learn to  develop a thesis statement, find evidence from the text to support it, provide the context of the selected quotations , and write insightful commentary on the evidence they selected. Remember, these kiddos are twelve! Graphic organizers are particularly helpful to these young writers. The biggest challenge is providing feedback to students as they are writing, rather than after they turn their work in for a grade.  Students need to be able to use the feedback they receive and see the difference it makes in the final product.  I was adamant that I was not go

The Outsiders

Anyone else remember reading The Outsiders in middle school?  I remember reading it in 7th grade in 1981. Oh how I loved that book!  Then came the movie!  Rob Lowe, Tom Cruise, Leif Garret, Matt Dillon, and Patrick Swayze were some of the actors in this Francis Ford Coppola film.  I have to admit that it was a little depressing this year when I mentioned that Tom Cruise was in the movie, and only one student said, "I think I have heard of him."   Yet, here it is 2014 and my students are enjoying this book as much as I did.  On the surface the book is about two rival "gangs," the Socs and the Greasers.  However, the book is about so much more.  It is about stereotypes and prejudging people.  It's about true friendship, family, and loyalty.  It's about courage and growing up.  That makes it the perfect book for middle schoolers. I started off the unit with a web quest about the 1960s to get the students acquainted with the setting of the novel.  They