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Holly Thomas
Professor Dail
English 3241
19 April 2010
What is Literature?
My approach to teaching is going to be a humorous one filled with laughter and catchy phrases. This may sound petty, but in my book, concepts are easier to learn if they are enjoyed. I loved the video called “Buffalo buffalo buffalo” featured on YouTube that showcases the word “buffalo”; thus the idea came for this project. I plan on teaching ESOL Middle School students and by making this film simple, entertaining, yet informational, I am able to use this video as a teaching tool in the future. The purpose of this film is to show that literature is not as scaring, boring, and insignificant as so many middle school students deem it to be.
The topic of literature is broad in the sense it consists of different genres, different methods of media, and different ways to portray literature. I chose to focus primarily on the origin of the word “literature” and a few of the things which literature encompasses. The “play on words” featured in my film was meant to capture the audience’s attention while making the point that words are the essence of literature.
In all honesty, this project was much harder than expected. Beginning with researching the origin of literature, continuing on with making a power point presentation which consisted of 87 slides through Microsoft Power point, and ending with the formatting needed in Windows Movie Maker, this project was tedious. Issues arose in Windows Movie Maker concerning recording issues because I tried to record it through a headset, but my computer also has a built in microphone. I learned new ideas about Microsoft Power Point such as different effects and recording methods, but also I learned that Microsoft Movie Maker is a great and easy tool for filming short videos. I had never used Movie Maker, and I was unaware that I had Movie Maker installed on my computer! This project took much longer than expected making for a lot of effort and time put forth, but it was worth it in the end. I have never been on YouTube before, yet now I have a video uploaded on YouTube. Hooray!
I pushed myself a lot during this project to do the best I could when the times were rough, and I could change some things I probably would. I wish I would have started earlier to be able to expand more on the concepts featured in my video, and if I use this video during my future class most likely I will expand it. This video has challenged me to become a better student, but also I have learned lessons that will treat me well in the future.
Grade Level: Middle School — 7th Grade
Description: This video clip is something special, and as we have discussed Mark Twain’s Huckleberry Finn we have noted that Tom and Huck both do not conform to society. In this clip, Beyonce’s “All the Single Ladies” song has been copied multiple times, and the person featured in this film, conformed to society. In this manner, the video clip contradicts the theme of independence which we have focused on during class. What do you think the characters of Huckleberry Finn and the person featured in the video were thinking during the decisions they were making? Do you think the person in the video clip intended on hitting their head on the table? Do you think Huck and Tom meant to cause so much trouble with their independence? Let’s find out what is going on inside their head!
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Task: Firstly, you can choose the person from the video, objects in the video, Tom, or Huck. You will split up into groups of two, and it must be someone with whom you have never worked before. One person will be the interviewer; the other person will be the one being interviewed. Because this will be an interview, you must pick ONE character that you will be interviewing . Once you have chosen your character, make sure to let me know so not everyone is portraying the same character (that would make for a very boring interview). You will have to make up 10 questions that will be used during the interview, and please make sure these questions relate to the book or the video and contain substance. You will be allotted 2 minutes to perform your interview, and dressing up as your character is a necessity. Think outside the box with this project, and find the missing details. What are the characters feelings? What are they thinking? Smelling? Eating? Saying? Have some fun with this project! You have plenty of options, examples being: the clown mask, the table, people in Tom or Huck’s life (must deal with their independence), the person in the video.
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Rules:
- Things that aren’t relatable to the book such as pointing out people during class during the interview are not acceptable.
- Making fun of others in a negative manner in the classroom during the interview is not tolerated.
- No cursing or fowl language.
- Clothing attire MUST BE APPROPIATE for school hours–it can be homemade- be creative.
- Have fun with this project
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After the interviews, everyone is required to write one paragraph about their experience during the project. What did you learn? What would you have done differently? What did you like? What did you not like?
Time line:
Monday, April 19th: Partners and character picked (randomly)
Wednesday, April 21st: 10 questions for the character being interviewed
Friday, April 23rd: Reflection piece due (one paragraph), Presentations begin
Monday, April 26th: Presentations end on this day
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Final Project: This should be an adequate display of insight into a character’s mind bringing light the motives behind the decisions that were made. It needs to be professional, yet entertaining while maintaining all the rules posted above. Ask if you have any questions whatsoever !
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Evaluation:
Rubric:
15 points = Participation (this includes the reflection)
0-4 points: little or no participation and no reflection paragraph (Needs Improvement, Partial, Unsatisfactory, Insufficient, Inadequate, and Needs effort)
5-10 points: some participation and a reflection paragraph (Good effort, Decent, Adequate, Sufficient, Solid, Acceptable, and Good Job!)
11-15 points: participation is evident and there is a reflection paragraph (Amazing, Superior, Wonderful, Outstanding, Great Effort, and Hooray!)
15 Points = Creativity (Be Creative!)
0-4 points: little or no creativity and no costumes(Needs Improvement, Partial, Unsatisfactory, Insufficient, Inadequate, Needs effort)
5-10 points: some creativity and costumes(Good effort, Decent, Adequate, Sufficient, Solid, Acceptable, Good Job!)
11-15 points: creativity is evident and there are costumes(Amazing, Superior, Wonderful, Outstanding, Great Effort, Hooray!)
10 points = Mechanics
0-4 points: Scene selection is not portrayed properly and multiple miscellaneous mistakes (Needs Improvement, Inadequate, Some effort,Partial) 5-10 points: Scene selections are adequate, errors are very few in presentation (Amazing, Superior, Good Effort, Sufficient, Outstanding, Hooray!)
10 points = Final Product
0-10 points: Points based on keeping the time limit, being respectful, and overall view of the project
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Student Resources:
Wikipedia Page: “Adventures of Huckleberry Finn.” Wikipedia. N.p., n.d. Web. 12 Apr 2010. http://en.wikipedia.org/wiki/Adventures_of_Huckleberry_Finn
“How to” Make a Pirate Costume:“How to Make a Pirate Costume.” YouTube. N.p., n.d. Web. 12 Apr 2010. http://www.youtube.com/watch?v=qLNaZW3tdi8
Interview Questions: “Job Interview Database.” Quint Careers, 12 August 2009. Web. 14 Apr 2010. http://www.quintcareers.com/interview_question_database/interview_questions.html
“How to” Interview Video: “Journalism Jobs : How to Conduct an Interview With a Source.” YouTube. N.p., n.d. Web. 12 Apr 2010. http://www.youtube.com/watch?v=P_an_eC37eU
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Behind the scenes:
*7th grade project- focusing on Mark Twain’s Huckleberry Finn
* This is a project that is like a “live” book report, yet it incorporates the motivations behind the thinking and decision-making. In the 8th grade year, students are learning to make their own decisions and think “outside the box”.
Why this video? What was I thinking?
* This video is very popular and catches the attention of everyone. It’s relatable to middle school students because Beyonce is common to them, especially this particular song.
*Learning to make decisions is something that middle schoolers tend to struggle with in the sense that “peer pressure” plays a huge role in the ways students view themselves and each other. The person in the video followed the crowd whereas Tom and Huck did not.
* Huckleberry Finn is a book that could essentially change a student’s thinking concerning their decisions. Sometimes Huck and Finn knew what they were doing, and sometimes they just did things without thinking.
* I want students to take away that they can have their own viewpoints and not “conform” to society because in the end one could get hurt.
* Learning the motivations behind others’ decision-making helps others to understand their own motivations for their decision-making.
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Questions that could be beneficial:
*What did you learn from the clown’s decision? What would you have done differently? What did you like about the video and/or book? What did you not like about the video and/or book?
* Why did the clown choose to dance to the Beyonce video? Why did Huck and Finn choose to not “conform” to society? How are we affected by our decisions? What do we learn from our decisions? Are the decisions we are making thoroughly though through? What were all the decisions that the clown made? What were all the decisions that Huck and Finn made that showed their independence?
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An example of decision making would be everyday living such as : “Am I going to brush my teeth? Am I going to comb my hair? Am I going to eat my breakfast? Am I going to use the bathroom?” Or more strenuous decisions such as: ” Am I going to go to high school? Am I going to go to college? Am I going to have a boyfriend? Am I going to be my own person? Am I going to sing and dance to the Beyonce song?”
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Some struggles that may occur: Not enough resources such as outfits, Parents who do not let their children read Huckleberry Finn, Not having enough time to focus on each individual group rather than just the whole class.
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Georgia Performance Standards which this project meets:
ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
b. Interprets a character’s traits, emotions, or motivations and gives supporting
evidence from a text.
f. Analyzes characterization (dynamic and static) in prose and plays as delineated
through a character’s thoughts, words, speech patterns, and actions; the narrator’s
description; and the thoughts, words, and actions of other characters.
h. Identifies and analyzes how an author’s use of words creates tone and mood,
giving supporting evidence from text.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Analyzes common textual features to obtain information (e.g., paragraphs,
topic sentences, concluding sentences, introduction, conclusion, footnotes,
index, bibliography).
b. Identifies and uses knowledge of common graphic features to draw conclu-
sions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).
c. Applies knowledge of common organizational structures and patterns (i.e.,
logical order, cause and effect relationships, comparison and contrast, transitions).
d. Recognizes and traces the development of the author’s argument for and against an issue.
e. Identifies evidence used to support an argument.
ELA7W2 The student demonstrates competence in a variety of genres.
The student produces a response to literature that:
a. Engages the reader by establishing a context, creating a speaker’s voice, or otherwise
developing reader interest.
b. Demonstrates an understanding of the literary work.
c. Organizes an interpretation around several clear ideas, premises, or images
from the original work.
d. Supports a judgment through references to the text and personal knowledge.
e. Justifies interpretations through sustained use of examples and textual evidence
from the literary work.
f. Provides a sense of closure to the writing.
ELA7LSV2 The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Organizes information to achieve particular purposes and to appeal to the
background and interests of the audience.
c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).
d. Uses language for dramatic effect.
e. Uses rubrics as assessment tools.
f. Responds to oral communications with questions, challenges, or affirmations.
g. Uses multimedia in presentations.
What is a meme ( pronounced “meem”– rhymes with beam)? It is a contagious pattern of cultural information that are passed from mind to mind and directly shapes and propagates key actions and mindsets of social group. aka- it’s culture passed from person to person by different means (not to be confused with memes).
According to Postman’s article Memes, L/literacy and classroom learning, there are 3 charactersitics of memes — fidelity, fecundity, and longevity. The most important one to me would be the fecundity- the rate at which a meme is is copied and spread because if it gets spread, it should last for a while!!
An example of a meme would be FML, laughing cats, or even the silly bunnies that we love so much.
But I want to focus on a particular meme that makes me laugh on a daily basis : textfromlastnight
Even wikipedia discusses the page “textfromlastnight” noting that this particular site gets 4 million hits per day and it has only been around since February 2009. Personal information is not shared on the webpage such as phone numbers, but rather just area codes.
An example of a textfromlastnight would be:
(803):
(1-803):
they are simple texts, uploaded.
More information on memes is available such as definitions, tools, or further explanation as needed.
This youtube video is hilarious in so many ways, yet he focuses on Textfromlastnight as a means of communication because technology consumes our daily living.
Textsfromlastnight can also be used as an IPOD APPLICATION to make it more accessible to those who are not always at a computer.
But how could this be used in the classroom? Textsfromlastnight might not specifically be able to be used–it’s too far advanced for middle school students. But what about other memes available to the public? Could you have a blog where everyone could text their answers in? I know for sure there is one system where if a question is asked, people can text their answers. How cool would it be to play jeopardy with texting– but this also deals with the fact that technology is not always available to everyone.
So, I would most likely use different memes in the classroom if the resources are available, but until then, I will just use different memes with all my friends at this point in time.
What would you do?
What is a metaphor?
A noun:
1.a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance, as in “A mighty fortress is our God.”Compare mixed metaphor, simile (def. 1).
2.something used, or regarded as being used, to represent something else; emblem; symbol.
In class, I created a metaphor about teachers : ” A teacher is a cloud, constantly moving”. It is cheesy…and it will be embarrassing if I actually use this phrase in class.
I believe that in our minds we are constantly making metaphors about different things in our lives– example: “that dog is a lion” “she’s a snake” “what a dog”. See? metaphors are constantly invading our thought process, and we weren’t even aware.
Postman states, “Definitions, questions, metaphors—these are three of the most potent elements with which human language constructs a worldview” (p. 175).
Something interesting to point out is that we were asked to describe “the” defintion and “a” definition. I have noticed the distinction before, but it has come to my attention that just one small work can change the whole meaning of a sentence (which we discussed during class).
Postman chapter 9 points out in “The Word Weavers/ The World Makers” that “the” and “a” change the whole idea or object of discussion. Postman goes on to say that technology should be incorporated into schools so much as to actually become a subject. Postman includes 10 principles for technology, one being technology, as it is changing affects everyone either negatively or positively, but it DOES affect everyone.
This being said, when you see a truck- do you think of a man or a woman? What stereotype has society placed trucks with?
Imagine if this truck had the word “STUD” written on it– would that make certain genders be more enthused to buy this certain truck? What do your cars say about you? Personally, I have a 1994 Camaro Convertible–and I feel it demonstrates me perfectly– cute, yet adventurous. I feel like people’s cars reflect themselves just like people’s dog tend to look like their owner. But I ask again, what if it said the word “STUD”? Metaphors are pointed towards certain genders, and we need to be aware of it. Our identity seems to be caught up in our vehicles and what we possess, yet society stereotypes it. Trucks are masculine–and that’s what we are taught. So let’s look beyond the outer layer at what society is trying to portray and what “Idea” we are buying with our money. Why are we buying the things we do? Is it because something is more feminine or masculine?
“Propaganda tries to force a doctrine on the whole people… it works on the general public from the standpoint of an idea and makes them ripe for the victory of this idea.”
if you tell a lie big enough and keep repeating it, people will eventually come to believe it.
The above statement can be about anything — not just lies. If someone tells me only males buy trucks enough times growing up, that’s all I will know. I will think that girls who own trucks are “edgy” or a “tomboy”. What is this world coming to? What other examples can you visualize?
Here is a brief, yet hilarious video on metaphors:
Podcasts can be found in itunes–which is currently what i use!
In another English class, we are actually using podcasts to learn the cha-cha!
It’s hilarious…completely. Podcasts can be used in class to assign homework in case teachers are on a leave of absence because of pregnancy, out of the country, etc. In the classroom, I would only use podcasts as a means to leave messages for my students rather than posting an agenda or summary of everday. Richardson also points out that podcasts can be for the parents — not just the students! I like the idea of giving like a weekly schedule online on Mondays through podcasts for the parents, but i wonder how many people would actually watch them.
Something I was unaware of is that people can actually listen to Larry King Live through podcasts!
Sometimes I can’t stay away for LKL, but through these podcasts, I am able to watch them!
Basically- with podcasts- they remind me of TEVO where I can just watch/listen to something that I missed– how cool is that? I have definetely been given a new perspective about them because before this class, I had never even seen a podcast.
One podcast that we specifically looked at during class was the Grammar Girl (Quick and Dirty Tips) . I love grammar, but sometimes it is just so confusing. Through these different podcasts I am able to learn about grammar in an informative manner in my own home or somewhere else so that I can multitask. I also like how podcasts can be stopped, rewinded, and replayed again– this is especially helpful with Grammar Girl when I cannot fully understand a concept.
An idea came to me to have students create a podcasts about a topic as an assignment and then the class could share their podcasts through the Web, but this idea depends on the resources available.
Podcasts are fun, entertaining, or even eye-opening and should be used more often. I now look at them frequently!
I found an awesome cool site on podcasts that demonstrate exactly what they are, and how you can make them. This site gives you a step-by-step method as to how podcasts can be formed and shared.
What are ya’lls thoughts? Are you going to incorporate this type of technology in your classroom? Are you going to make podcasts weekly for your students?– LET ME KNOW !
“Finally, it also means that we’re willing to share our ideas and resources with the network for it’s betterment, because we get back just as much if not more” (85). After reading Richardson’s chapter, it opened my eyes to how handy the internet can be in the sense that sites such as twitter are taking over communication and thought processes in the classroom. One awesome site I found was Youtwitter which allows you to find people through twitter, find out the specifics about twittering, and allow you to search different twitters. Teachers have the opportunity to share ideas and information with one another while not having to leave their office chair. Like many forms of technology, this can be a blessing and a curse. I think that by implementing technology in the classroom, the students are able to post their ideas while being in an environment that can stay controlled and focused and monitored whereas in other surroudings they are not.
Something that social networking and the internet in the classroom allwos us to do is to obtain constant learning even past the bell at 3:20. According to Richardson, “Learning is a continuous conversation among many participants” and twitter is obviously continuous from someone commenting every minute –” I ate a sandwich” (at 12:00) ” I drank some milk” (at 12:10) to someone commenting ever so often. It’s a continuous thing. From a scholarly level, I would want to have a blog, glog, or maybe even a facebook ( this is up for discussion) in the classroom, but I have not yet to have a twitter, and I don’t plan on incorporating twitter.
This blog post also discusses Mabry Middle School and how they include technology in the classroom. Let me just tell you, in middle school, the only technology that I had was my myspace, (YES- I really did just put my myspace on my blog) and I got in so much trouble for it (from peers and parents) that ultimately my myspace became a curse. This middle school promotes including technology in the classroom and encourages parents to subscribe to their calendar . It also promotes children to make videos and the website really catches your eye with all the bright colors and many many many thinks to check out.
In addition to this particular middle school classroom, a specific site called DELICIOUS allows teachers to save and bookmark different sites that can be interesting and/or useful in the classroom. This site is like your own desktop where you bookmark different pages and interests, but it up for others to view and ultimately teachers help each other. I found some awesome information about ESOL and also about twitter and texting. I found this site extremely useful, and I will continue to use this site as I grow further into my education.
You hear people say all the time, “You are such a social butterfly” But what is a social network?
Examples of a social network are : Facebook, Twitter, Myspace
Ever since I was a younger child, I grew up with AOL instant messager and Xanga, but now the social networks mentioned above are the NEW ways of communicating. SO, what does Social Networking mean to you? Were you allowed to use them in high school? For me, all social networking sites were banned, which only gave us determination to unblock them. Should networking sites be blocked in schools? or jobs?
According to the Nielsen Company, there has been an 82% increase since last year that people have spent on different social networks DURING WORK. This number exceeds even computer games or Instant Messaging.
Social networking, in my opinion, is a useful tool in the classroom. Even last semester, I had a blog and this semester I even have a glog–times are changing and technology is a part of everyday life. If students are not entitled to technology and shown technology and experience technology, they will be behind and that is just the truth of the matter.
A positive connection to social networking is our own class blog and these wordpress blogs which we are all participating in. There are even sites that focus on answering blog questions to help people become better bloggers! Blogs and Websites can be used to display homework assignments, expands availability for questions, and also allows conversation between e-mail for parent-teacher conversations. Social networking and education should mix from a teacher-student- parent connection and even through a teacher-teacher connection. An example of the teacher-teacher connection would be sites (such as NING) that allow conversation for teachers to offer advice and helpful tips for the classroom.
A negative aspect of social networking in the classroom is the boundary that could be crossed from a teacher to student relationship and even from a job to teacher relationship. In this particular article, jobs are demanding facebook passwords to look at their employees facebook thoroughly which crosses the line of privacy. The negative aspect of involving social networking and education is when the line of privacy is crossed.
In my classroom as an educator, I will use blogs and glogs for communication between students, parents, and myself. As far as facebook goes, I have not decided if i will ‘friend’ my students only because I plan on teaching middle school students and it might be a little more “risky” because of their age. I think that social networking and education to some extent are a necessity.
This is a website that shows how Facebook has gone wrong:
Young Adult novel response featuring themes and elements from Little Brother by Cory Doctorow and The Hunger Games by Collins.
I loved this project- so I sang a long to this!
Let me start out by saying that I am so excited about this project, and it took me a long time to come up with an idea. After seeing the presentations concerning the word “buffalo”, the zombies, and the origin of words featured in class last Thursday, the excitement began to build. I decided to use powerpoint slides just like Dr. Dail showed up during class and then moving the slides to MovieMaker just to make it more accessible and organized. But before that I will be using the “board of ideas” to more focus my outline and ideas. The topic for my presentation will be the “Origin of the word: Literature”
How exciting!! Get excited.
