July 18 Scribe Notes

Intro. Journal

“All poetry is an effort to re-create the language; in other words to abolish current language, that of everyday and invent a new, private and personal speech, in the last analysis secret.”

    -Mircea Eliade

Kowit, Steve.  In the Palm of Your Hand: The Poet’s Portable Workshop. Gardiner, Maine:  1995.

We always borrow and play with language.  Use another’s text(s) to create poetry.  It can help us see words/phrases in a new way.  Can help us gain ownership of concepts that seem foreign to us.

Reflections:

-didn’t read in standard format

-scan for interesting words

-might choose first-person work to compare with third-person piece so that verbs could be stronger

Other Applications:

-brainstorm themes from Wiesel’s Night and create a found poem that illustrates that theme

-find a poem about the characters; encourages going back to text to see something new

-non-magnetic poetry (kinesthetic learning)

-with advertising:  which words “pop”?  Take those and create a new ad

Susan Perula-Dewey: 

Encouraging Growth & Literacy through Student Writing Reflection

Background / Rationale: 

-Being a full-time volunteer in schools led her to seek out educational training (Masters of

English)

-Susan’s first teacher model was a lecturer, and while she respected the teacher, the style

didn’t reflect her own beliefs.  She sought out texts that helped her to begin to create the

classroom she believes in—one in which students begin to see themselves as writers.

-Students tend not to see themselves as writers at the beginning of the course; they tend to say

that they don’t enjoy writing

Define Reflective Writing:

--a way of helping them to know more about themselves; thinking about their learning

--reflective writing is often shared by choice (the writing is just for them)

--use as a way to explore an idea in a text (what do you add/bring to the text?) makes a

   springboard for discussion

Reflective Writing on Writing: 

--free write about process after writing final draft (strengths, struggles)

--attention to personal goals (What to work on/did you meet these goals?  Why/why not?)

--allows teacher to measure growth in terms of how they view good writing

--students are surprisingly honest—share (with permission) with parents

--allows teacher to get to know students as people/personal

Portfolio as Tool for Reflection

         --brochure of writing strengths and weaknesses: choose an area to work on, provide an

              example of this area, conference with teacher to discuss ways to improve this area

              left side = glow     middle section = grow         right side = glow

          --Table of Contents for what a readers will see (checking of requirements met)

          --Reflective cover letter for previously written work

Writing History Interview: Writing History Interview.doc

Background for assignment:  Given after students know each other, after students have been

           introduced to interview process, accurate note/quote taking

           Encourages atmosphere of safety, honesty, respect

Process: 

1.  Students work in pairs, using the interview questions provided (see attached).

2.  Usually 20 min. for each interview.

3.  Observation of teachers during this process:

--shoulders turned toward each other, though not necessarily held eye-contact

--evidence of engagement (nodding/reflecting of listeners, animated faces, bodies, few

   lulls in conversation, laughter, partners lean toward each other)

--those who finish early chat, share other stories

4.  Give interview notes back to partner

5.  Debrief:  What did you learn?  What might your students get out of this?

    --interesting stories, accomplishments

    --most positives/negatives came from teachers:  reminds us about the power of response,

  the power of relationship in fostering honest response

--non-assigned writing was most important

--gets students thinking about themselves as writers

6.  Interview is turned into an essay

Other Applications and Special Notes

--From the Other Side of the Book—Susan highly recommends this as a way to see the damage

  that the focus on form can cause

--On-going Reflection: 

Unit Reflection Memos (reflective cover for unit work)

Write a memo to writing group reflecting on how the work has been going

Susan shares her favorite piece inspired by seeing reflective work in her son’s elementary school class.

Writing Prompt:  Reflection on the 2nd week of MWP