This is the end my friend.

Well the course for which I was writing this blog has come to a close. I was privileged to have been a part of a new course in which I could gain knowledge in a subject area I'm not familiar with and as well that I got a chance to mentor students in a school. I was saddened to hear that the course will not run next year but perhaps it will the year after. This course was, other than my 2143/practicums, the most useful and beneficial course that I took all year. I don't know what it's like being an english teacher in the class but at a history/music teacher I did find the course content and assignments useful. I learned new strategies I had never heard of before and learned new english subject words (in which I had to google or ask another student on many occasions).

I personally believe that all of the strategies and activities presented in class can at some point be used in a music or history class. History it would be easier to incorporate writing skills into assignments but music however can be a bit trickier. I would add some small writing requirements for each assignment that I give out. Whether it is a reflection, essay, summary, and so on. There are many ways to ask students to improve their writing in all subject areas. I am ready to try out these new strategies in my upcoming practicum and I hope that my AT is receptive to them. He is an advocate of literacy across the curriculum so I doubt I will have any trouble.

Thank you Linda for a great class. I do plan on adding to my blog periodically so please keep visiting!!

Mode of Writing for Music/History

The mode of writing that one would be likely to see in a music classroom would typically be Descriptive writing.

When someone thinks of writing within music they usually think of reviews. Obviously this is a huge part of journalistic writing in the music industry so it would be unwise of my to say another mode of writing would be better suited. Other types of writing styles can definitely be introduced into a music course as I have outlined in other posts but mainly reports and reviews are the typical style students will undertake.

I as well teach History and have created a lesson plan on how I would teach writing a slam poetry piece/narrative for an assignment. I thought the idea of slam poetry was amazing when we learned about it in class. In history you can write just about any style but I particularly liked the narrative/descriptive style of slam poetry so that the kids could be creative.

Here is a lesson plan that outlines how I would go about teaching how to write a slam poetry piece. The differentiation is written into the lesson plan.

Lesson: Historical Thinking Narratives                                                                                   Course:  CHI4U

Description: Historical Perspective will be the main focus of this lesson. Looking at primary sources to determine their own analyses of the British and French perspectives in early colonization. The students will have two work periods to gather, observe, and analyze primary sources which will contribute to a two person narrative. The narrative can be done using any media the students wish. The narrative must look at two opposing viewpoints in the time period. The students will be assessed on their ability to do individual work, paired work, and their final assignment. Lesson Goal: To allow students to eventually, through critical analysis, observation, and evaluation, be able to deduce their own thoughts and ideas about what they perceive as accuracy. This Scaffolding will be a continuation from a previous lesson on aboriginal history in which the students learned how to decipher truths from looking at both sides of a conflict. Students will be familiar with analyzing primary resources. The goal of this lesson will be to use historical perspective thinking in reference to French and British colonial experience. As students have been previously exposed to the idea that there are always two sides to a story, students will be learning how to construct dual realities according to the primary sources they are using.	Grouping: Individual and pairs Assessment: Formative assessment leading towards assessment of learning with a two person narrative. Materials/Resources: -        Library Resources/Internet Resources -        Two person narrative examples -        Projector -        White board with markers since in library. Teacher will use.
Overall Expectation:  Communities: Local, National, and Global; Methods of Historical Inquiry and Communication ·       analyse the principal characteristics of the French and English colonial experience in Canada; ·       use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources; ·       interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; ·       communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. Specific Expectation: ·      explain how French and British colonial history contributed to the concept of Canada as a product of “two founding nations” ·      compare the colonizing policies of the French (e.g., Company of One Hundred Associates, Catholic missionaries, Colbert’s compact in Laurentian society, seigneurial system) and the British (e.g., absentee landlords in Prince Edward Island, settlement of Napoleonic War veterans, Clergy and Crown Reserves in Upper Canada) in colonial Canada; ·      select and use a wide variety of relevant primary and secondary sources (e.g., written, visual, oral, physical, electronic) that represent a diverse range of perspectives; ·      evaluate the credibility of sources and information ·      compare key interpretations and theories of Canadian history ·      analyse historical events and issues from the perspectives of different participants in those events and issues ·      express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms ·      use appropriate terminology to communicate results of inquiries into historical topics and issues
Teaching/ Learning Strategies: 2 library work periods J Begin class with housekeeping (3 mins) J Listen to a slam poetry piece exploring a different perspective from what is commonplace.  (5 mins) ·      The piece that will be played is by Shane Koyczan called We Are More. It is about Canada from the world’s perspective vs a Canadian’s perspective. The students will be able to choose this form of presentation if they want. This is a cross-curricular activity utilizing concepts from English subjects. Literacy across the curriculum is essential to the growth of a student’s critical thinking. If they can write their knowledge or speak their knowledge in an effective manner in which to show that they understand the material, they can succeed at most any project. ·      Discuss the effectiveness of the piece and how it could be used for historical perspective. Prompting the students with questions about what does it mean to be Canadian to them vs what do they think American’s think of Canadians. (10 mins) ·      Handout a two-person narrative piece in which the students will also be given the chance to choose as an assignment choice. (10 mins) ·      Show how to write an effective narrative to get both historical perspectives across to the readers/listeners. (10 mins) J The assignment will have the students writing/performing their own two-person narrative or slam poetry piece. They will be using what has been taught the past week in the classroom. The subject will be the French and British colonial experience. Students may choose one side or the other or they may choose a combination of both. The two-person narrative should use both sides. The slam poetry may use one but two perspectives will garner a 4+.(30 mins) J The students will now be able to use the resources available in the library and on the internet. ·      Continually give advice and guidance to each student. Formative assessment throughout this period. J Follow up to end class. ( 7 mins) Class 2: J Begin class with housekeeping (4 mins) J Students begin they work from the previous day (50 mins) J Students will now partner up and read each other’s work. ·      The students will give each other advice on what to fix and what is working. ( 15 mins) ·      It is important to get peer feedback as it is a crucial editing technique, especially for literary assignments. J Follow up to end class. Discuss that the assignment is due in two days’ time. If they need help they are to come to me immediately. (6 mins)
Accommodations: Students who are have difficulty concentrating or working in a large group setting may use the resource room during this work period. Students with LD’s pertaining to writing may use laptops to write their ideas.
Extension Activity: Students can continue to write their two person narrative. Follow up: What makes a primary resource authentic?
Reflection:
Jot notes from the lesson:

Music and Poetry

I found this great poem about music and poetry. Take from it what you will. I think it's great.

Music/Poetry

In reference to the Peterson chapters we were to read, I think that writing a narrative for music is fantastic and essential. There are curriculum requirements outlined that say students are to explain, analyse, etc, some key elements of canadian music, world music, and music theory. A student will not be able to do that without writing a couple of paragraphs. In chapter 6 narratives were discussed and explained the importance of that writing style across the curriculum. What I propose to do in my own class is to have students write narratives on composers, concert reviews, newspaper articles and CD reviews. Not only will this help students prepare themselves for writing in university, it will open themselves up to different possibilities of careers. As well after seeing what grade 10's can accomplish in terms of writing skills I would find it negligent to keep writing out of my assessments and lessons.

I'm glad I took this course as it had opened my eyes to the possibilities of what I can to help my future students.

Poetry

Well apparently it's important to press publish at the end of each blog. I have forgotten to do so for the past 3 weeks now. Learning curve!!

This post is about how poetry can be cross curricular and not just be a focus in english class.

When most people (my friends for sure) here the word poetry, it's sort of like their brain shuts off and they get a glazed look in their eyes. I know they are immediately tuned out of the conversation and have had a flashback to their school days where they would constantly be forced to churn out poetry for no specific reason. I don't ever recall there being a reason to write poetry in class other than it was a requirement for passing the class. It was never associated with anything bigger. I however did like writing and reading poetry so I found that part of class easy. I always made my poems about something bigger than just trying to force a limerick out for marks.

I think poetry still does have a stigma attached to it today and frankly I think it's becoming a lost art. How can we are educators then make it engaging across the curriculum? We have to make it relevant to their learning and lives. If you are studying sustainability in geography, than why not get a sense for the students understanding and writing abilities by having them write a two-person narrative. The students have to learn both perspectives and effectively portray them in writing. Peterson has a great many examples of how to write poetry across the curriculum and in particular has a black line master on how to write a two-person narrative.

I hope that poetry can become more engaging to students learning and definitely slam poetry can help that. Kids love to make up rap songs and slam poetry is basically a rap song without music. Why not add music to it. Why not add in more curricular expectations?

Until poetry becomes a medium in which the public at large wants to be a part of. I feel that poetry will still be one of those things that people stare blankly when mentioned.

Evolution of Teaching

This weeks readings were quite interesting in terms of evolution of teaching strategies for a teacher. Nancy Atwells article was particularly inspiring as it explored her own growth through teaching writing. For my own personal teaching strategies, I found this article one of the most crucial and beneficial that I have read so far in teachers college.

Atwell begins with explaining how she moved from one town to another and had to start fresh and new in a school that was not to the same standards as her old one. With that she changed up some teaching strategies to help her young writers. One such writer was Jeff. He was a 16 yr old boy who was in a grade 8 class. Atwell quickly realized that Jeff had not been given any opportunity to develop his reading and writing skills and was very behind in terms of his age and grade. Atwell made it her personal mission to help Jeff learn, in that year he was with her, to write and read. Atwell was successfull at first but soon became aggravated when Jeff wouldn't write in class like all of the other students. Jeff would instead draw pictures during writing time and refused to write. Jeff finished the year and Atwell was pleased with her work but that she couldn't do more for Jeff.

Atwell then went to a conference and heard from another teacher that drawing pictures was a form of jot notes. Jeff was drawing out his story and then going home at night, where he felt safe, and wrote the story. Atwell felt upset that she couldn't see past her own strategies to see that Jeff was trying to learn in his own way.

I feel that most teachers are like this at some point in their careers. They teach a course a number of times and get into a routine of teaching with the same materials and the same strategies. A teacher cannot effectively reach each student and their individual needs if they do not adjust their strategies to accommodate the needs of each student.

In Peterson's book 'Writing Across the Curriculum,' she explains the need for teachers to recognize each students personal writing process. Not all students are going to create their first draft writings in the same manner. Some students think linearly and some think in more abstract ways. I also think that it is important to write alongside the students so that they can see that even you have difficulties with the beginning stages of the writing process.

The main thing to take from these readings is that that are many ways to learn how to write and that teachers should always strive to understand each students style and help them develop in their own way; not your own.

Welcome to my world.

Well this is my first blog I have ever done. It's a little intimidating putting my own ideas and writings for people to see. Who cares what I have to say?

This blog for now will be used for a class in teachers college about how to teach students to write across the curriculum. I will try my hardest to share resources I find that will not only help my own teaching but help others out there who may stumble upon this. Perhaps the research and postings will germinate my long dormant writing craft and I will continue producing my own work long past the end of the class.

The first task I have to accomplish for this is to simply write about what I think about when I hear the word 'writing.' This task at first was difficult for me as I never really thought about what writing actually meant. I mean I know what it means and all it encompasses, but actually coming up with my own narrative on the subject was definitely challenging. Writing to me at first thought is about creativity. Allowing anyone with the skill to write down their thoughts and feelings whether coherent or not helps nurture our minds well into our golden years. It also nurtures our soul. I don't mean in a religious or philosophical way, just that it helps get out our emotions if need be and helps to calm down our minds. Writing for education brings up a completely different set of thoughts. The word 'boring' popped into my mind almost immediately. Even to this day when I am given a writing task I immediately roll my eyes and think 'great, another useless paper that no one will read.' The reason I took this class was to help students expand what writing is really about. Sure they have to write essays periodically in high school and most definitely will in university, but how can writing become fun again for them? That is what I aim to accomplish in my own teaching strategies. My teachables are music and history, and while yes writing is a huge part of history at the post-graduate level, it doesn't seem to be important in high school history classes. That is from my own experience in practicum. Music on the other hand in high schools doesn't focus on writing at all. I would love to be able to inspire music students to write about their music and share that with their classmates and myself. I only began to write about music in university and I found it an extremely enriching experience in that I delve deep into the topics I found interesting and pick out information that wasn't popular knowledge. I hope to be able to learn many engaging types of writing strategies to help my students develop their own writing craft.

It's been a pleasure.

A