Friday, August 28, 2009
Group A Ch.11,12 & 13 Blog
View AND Read the first sample chapters (available on line) (Chapters 11,12 & 13) Using the Writer's Notebook in Grades 3-8: A Teacher's Guide at (http://www1.ncte.org/library/files/Store/Books/Sample/35006chap1-2_x.pdf) and begin your writers notebook then post entries on Class Blog( Keep your own notebook and share your response to it AND try out an idea in your class)Engage in an online discussion group on our class blog. Please read designated chapters and 1)propose “meaty” fat questions to discuss,2) make connections to your teaching and work with students, and 3) make connections to your work as a writer ). 4)Please respond to two of your classmates’s entries in your study group.4) Consider how what you have learned from this book might support the work of your integrated language arts unit
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After reading chapter 11, I feel guitly of not being "accepting" of some of the boy-friendly topics. Many of my kindergarten boy's notebooks are full of monsters, blood, violence, video games, etc. I feel that five year old boys shouldn't be drawing/writing about these things. Many times, I discourage them from writing about such violence. But after reading this chapter, am I wrong? Should I just be allowing them to write about what they are interested in? Am I actually discouraging them from writing at all by saying that they can't write about violence? What do you think?
ReplyDeleteIn chapter 12, I really liked the part where the kids get to write to express thier feelings and opinions. For example, responding to current events, editorials, political cartoons, assemblies, and guest speakers. Then these notebook entries can be the seeds to writing a letter to a parent, adminsitrator, or other audience. That way the children feel that they are writing for a purpose and thier voice is being heard.
ReplyDeleteDoes anyone have an idea how I could adapt these ideas for lower grade students?
I loved chapter 13 because nothing always goes perfectly. It is never just how they write it in the book...but in chapter 13 it gives teachers some ideas about what to do when your kids hit roadblocks.
ReplyDeleteAs a group in the beginning of the year, we brainstormed a list of ideas of things that we could write about in our notebooks. But I really like the idea of the list of questions...many times kids have an easier time responding to questions than they do a list of ideas. So, on Friday we as a group brainstormed a list of questions....it was actually a lot better than I thought it was going to be. They came up with dome good questions (what was your favorite thing that you did yesterday?) and then some questions that were out there (Where did the bear go?) but I wrote them all down on a list and put a little picture nest to each one to remind them what the question was about. I hope that the kids will really use the list when they get stuck and have nothing to write about.
I think that the idea of a Writers Notebook is wonderful and it could go so many places with older children. It is a fun journey that one can take with their students.
Chapters 11-13:
ReplyDeleteI particulary liked chapter 11 about boys and writing. As I was reading I couldn't help but think that I must have discouraged so many boys from writing. I didn't allow them to write about violence while in school. After reading, I understand why it is important to allow them to write about such topics within acceptable guidelines.
I wonder if that is why I don't like writing as an adult. Growing up, in middle school and beyond, I couldn't stand writing. I wonder now if that's because I wasn't given choice to write about what I was interested in. Topics were boring and I dreaded book reports!
I'd like to try the ideas in this chapter and read some of the suggested books and recommend/model lessons for teachers.
Courtney- I think it's natural to feel guilty. I felt the same way while reading chapter 11.
ReplyDeleteI think you and I could start by allowing them to write about violence as along as it is not about them causing violence to others. Would that be ok, do you think?
If it's "pretend" violence than maybe it's ok. I also wonder though, if parents would be ok with allowing their child to write about violence, particularly if they themselved do not allow him to write or talk about it. Hmmm...
Chapter 11
ReplyDeleteI think giving boys freedom in the writing process is important. Unlike the author, however, I have no tolerance for violence. I do fear that if I allow students to draw violent scenes, then I would be encouraging violent behavior. I like most of the ideas to make writing appealing to boys. It is true that writing often seems unappealing to boys. Usually, boys like math more than girls. Not in my case, though, I excelled in math. Do you think math teachers put in a lot of effort in making math appealing to girls?
Chapter12
I appreciate learning how to use the notebook across the curriculum. I never even thought about even using the notebook for subjects such as science and social studies. Again my biggest problem is moving from the notebook to writing in paragraphs. How can teachers help students to use what they sketch and jot down in their notebooks to then write in paragraphs and full page papers.?
Chapter 13
I have never used the notebook as a part of my classroom in the past. But now that I have introduced it to my students, and I really appreciate the benefit of it. Writing is not so burdensome and overwhelming to them as before. However, two of my students don’t want to show what they have drawn or written. They verbally will tell me what they wrote, but they don’t want anyone to look at their notebooks. I have learned to respect their privacy, so I’m still working on helping them to not be so shy and embarrass to share what they have. I remember that I also have to share my thoughts and ideas from my own notebook with them. What else can I do?
After reading Chapter 11, I recalled the Connecticut Reading Association Conference that I attended a few weeks ago. The Keynote speaker for Friday's conference was Dr.Ralph Fletcher. He spoke about the controversial subject of allowing boys to write about violence because research shows that we all have an attraction to some type of violence or a curiosity about it. It enjoyed listening to him and honestly, I feel that as long as you set rules it is all right to allow boys to include some violence in their stories.
ReplyDeleteI think that if you post rules and make your expectation clear, boys can write with humor and include some sense of violence as long as the humor and violence does not include a threatening position toward a classmate, teacher or any real person they know. It can be a way of expressing themselves.
I ejoyed how Chapter 12 includes using the Writer's Notebook in a variety of classroom subjects. A creative teacher can recognize many opportunities to use the writer's notebook.
ReplyDeleteYears ago, I had a part time job at Farmington High School as a Special Education Tutor. One of my assignments was to assist some high school students with disabilities in a Physical Science classroom. The teacher, Mr. Cunha had the students record all of their observations, thoughts, and discussions in a writer's notebook. The result was that at the end of the school year, the students had a keepsake of their experiences in this science classroom. Many of their writings included the ideas suggested by the author of this book in the Social Studies and Science section. The students learned through their interviews with others. I thought about that teaching experience all of the time while reading this chapter.
Chapter 13 contained one of my favorite lines in the book..."Every writer has days when the well runs dry- there seems to be nothing to write about." The author talks about the need to brainstorm and give ideas for inspiration to the children in your classroom.
ReplyDelete