Who Inspires Me

Of course, each of my family members inspires me in some way.  Whether it be my mom's organization, my dad's knowledge, my brother's motivation, or my grandparent's compassion, everyone in my family has had a positive impact on me as an individual.  But someone who is not family who has greatly inspired me would be my kindergarten teacher, Mrs. Coppola. 

Mrs. Coppola was an excellent teacher who truly cared about each individual student, and the time and effort she put into the classroom proved this.  I still remember so much from this class, even though I was only five years old at the time.  She not only taught us the academics like how to write, but she taught us how important it was to love others, leading by example.  I still remember the "warm fuzzys" we would collect.  It was just a colorful cotton ball that she would pass out to students when they did something nice for someone else, but to us at the time it was the greatest thing.  She printed out a little story that told the story of the warm fuzzys and how it was important to love other people.  Once we collected a jar full of them, we got to sit on the classroom pony, which was literally a pony from a carrousel ride.  She also did very thoughtful things with us students.  She would mail us letters throughout the year saying how she was proud of us and excited to learn more with us, she even sent some over the summer and always signed it "I love you".  Recently, I came across the letters I had saved from her and I realized how thoughtful and caring that was.  She also taught us the importance of being proud of ourselves and had us build a "Journal of Self-Esteem" with all our classwork and some pictures, which I still have to this day.

Mrs. Coppola is a sweet and loving woman with the most beautiful personality.  She is currently retired from teaching but is pursuing another passion of hers, art.  She is a very talented artist and offers painting lessons to aspiring artists.  This is one of her paintings:

"That's One Small Step for Man, One Giant Leap for Mankind"

My favorite moment in history has to be when Neil Armstrong was the first to walk on the moon in 1969.  This was a great moment in history because it showed someone who wasn't afraid to try something that no one had ever done.  He challenged himself to do something that most people believed to be impossible.  He chased his dream and followed his heart despite the risks and challenges involved.  We only get one life and have one chance to live how we want, and I think it is amazing and so inspirational that he was able to accomplish something so great.  Life is too short to sit back; everyone deserves happiness and everyone should at least try to go after what they want.  We literally have nothing to lose by chasing our dreams, no matter how big they are.  Neil Armstrong's moon landing proved this and he must have felt an incredible sense of accomplishment.  He was able to die a happy man knowing he went after what he truly wanted and got it too.

 

"I believe every human has a finite number of heartbeats.  I don't intend to waste any of mine."

                                                              -Neil Armstrong

Conflict in the Lives of Adolescents

One word can be used to sum up adolescence...Awkward!

Adolescents are still trying to figure out who they are as individuals.  They may be trying to find a balance between doing what their parents expect of them and doing what they want to do.  For these reasons, this is often a time of low self-esteem and low confidence.  Adolescence is generally very difficult because people of this age face peer pressures and are often unable to cope with those pressures or make reasonable decisions.  They may also be trying to find a balance between not quite being a child yet not quite being an adult and this will confuse them, making it hard for them to make decisions.  Adolescents wish to be more independent and are starting to think about their futures.  In trying to figure out who they are, they may change friend groups often or try to become part of an established friend group.  Basically, adolescence is a time of great physical and emotional disruption. I think all adolescents feel stressed, confused, and a little lost, realizing they are a single individual living in a big world, unsure of whom they should become.   

"What Fictional Hero Did You Look Up To?"

As a child, I looked up to Princess Jasmine from my favorite Disney movie, Aladdin.  She was someone to look up to because she saw everyone as equal, and fell in love with Aladdin because of who he was as a person, not for what he had.  Although she was raised to be snobby and higher up, she never felt as if she was better than anyone else or acted in that way.  She was adventurous, independent, and not afraid to speak her mind.  She was a free-spirit who didn't stand for the confinement and restrictions she felt, yet was very empathetic.  She didn't care about her title or being rich and she didn't care about what other people thought of her.  She did what she wanted to do and what she felt in her heart was the right thing, despite the judgment she would face for her decisions.  She liked to sing and live in the moment, highlighting the importance of personal happiness and confidence.

"What and Why Do You Read?"

The most important thing I learned from my health class this semester was to fill your mind with things that are healthy for you, including healthy reading.  I really enjoy reading motivational stories that highlight important values and life lessons as well as stories that motivate me to be the nicest, most peaceful person I can be.  Whether it is books of motivational quotes or yoga books that teach morals, I enjoy reading things that promote happiness and personal growth.  As a child, I always loved mystery books, such as Nancy Drew, but now that I'm older and don't have as much time to read novels, I enjoy reading short stories and quotes that pertain to life today.  Reading is so important because it opens your mind to the world and helps you to see things differently.

Step 5: Publishing

Publishing is the final and most exciting step!  It's the most exciting because you are holding a piece that you are proud of and what you feel is the best, most polished writing you can do.  It has been checked for errors and checked for clarity and you are confident that it is a well-written, quality piece.  This published writing is ready for public sharing, whether it be a hard copy or electronic copy, for a teacher, classmates, friends, a public blog post, etc. 

Step 4: Editing

Editing is where writers proofread their work and correct any spelling or grammar mistakes.  If sentences sound funny, they can also address those by rewording them or reorganizing their structures.  In editing, writers hope to improve clarity so their messages can easily be understood by readers.  The unique thing about the editing stage is that writers can share their work with others to proofread in order to get other opinions and points of view.  Peer editing is extremely important because its not the reviewers' work so they won't be biased and it is a great way to see if the writer's message is being conveyed clearly.

Step 3: Revising

Revision is when the writer goes back and reviews his/her work.  In this step, the key components are:

*Adding
*Rearranging
*Removing
*Replacing

Details and facts can be added as well as descriptions of scenery, setting, and more information on characters and/or their development.
Sentences within the writing or the plot of a story can be rearranged so that it makes the most sense.
Certain details or words that don't add to the writing's message can be omitted, or removed.
The thesaurus can be used to replace common words with ones that sound more formal if that is what the writer is going for.

Step 2: Writing

This step is where the writer takes all of his ideas from his pre-writing and brainstorming and begins writing! The writer does not have to worry too much about spelling, grammar, or format in this step of the writing process, for he will later review and revise what he wrote in this step.  Here the writer just composes a rough draft, also known as a "sloppy copy" in elementary school.  It can be thought of as a free-write except there is a little bit more direction and it is a little bit more narrow in topic.  If an essay is being written, it would be good to use the thesis statement as a start to support or refute an arguement and then provide evidence.  If a fictional story is being written, in this step the general plot can be created and added to in more detail in the next step three, which is revision.

Step 1: Pre-Writing

Pre-Writing is basically all about getting your thoughts onto the page. This step may start off with the writer not being completely sure about what he or she is going to write about. The writer can just free-write about what is on his mind or what he thinks he may want to write about. This week, a guest speaker came into my English class. She is an author and poet from Philadelphia. Her advice to us was to free-write for twenty-two minutes each day, not paying any attention to spelling or punctuation, just letting the ideas escape from our minds. This reminded me of the first step in the writing process because in pre-writing, the writer just brainstorms about a few different topics to see which topic evokes a lot of thoughts or emotions. That topic can then be further explored and developed into something more. That best topic can then be researched, outlined, and a thesis statement can be started.

The Wonderful Writing Process

Writing is like baking!  You start off with a handful of ingredients such as eggs, butter, flour, coffee, vanilla extract, and cocoa powder and eventually end up with a mouth-watering, beautifully put together Devil’s Food Chocolate Cake.  But, in order to go from a bunch of random ingredients to a savory masterpiece, a process must be followed: Nana’s famous recipe of course!  Writing is just like baking.  You can have a bunch of random skills and thoughts to start with but a process must be followed, much like a recipe, in order to turn your random “ingredients” into a beautifully crafted literary work of art.

When baking a cake, the process includes making a list of all the ingredients; going to the grocery store to buy those ingredients; blending all the ingredients together, following the recipe; tasting the batter to see what needs to be tweaked; and the best part, sharing your delicious creation with friends and family.  Similarly, the writing process is a 5-Step process that includes gathering thoughts (Pre-Writing), blending them all together (Writing), tweaking and adding finishing touches (Revising &Editing), and finally ending up with a noteworthy final product that is ready to be shared (Publishing)!

Original Poetry

"Poetry is language

at its most distilled and most powerful." -Rita Dove

~~~~~~~~~

Catching the Taxi on a City Street in the Middle of a Rainy September Night

I remember staring out the office window, a prisoner to my desk.
I forget why I had been feeling so stressed.
I remember calling it quits, tomorrow I’ll finish the rest.

I forget exactly what time it was when I left.
I remember running outside, taking in a deep breath.
I forget which way I went,
I remember not caring; I was free from my cell.

I forget getting wet,
I remember the rain.
I forget that onlookers must have deemed me insane.
I remember splashing in puddles like it was a game.
I forget the street’s name.
I remember looking up, the sky’s tears to my tongue.
I forget why that was refreshing,
I remember feeling relieved; free of all chains.
I forget if anyone saw, but I really didn’t care.

I remember the darkness that night
and the flash of headlights and cabs speeding by.
I forget if others’ eyes met mine, all
I remember is complete peace of mind.
I forget who stopped when I waved my hand high,
I remember his voice, “Where can I take you tonight?”
I forget my reply.
I remember feeling confined.
I forget why I even wanted a ride.
I remember regretting being inside and dry.
I forget what was so special about wide open skies,
I remember pushing the door, rushing right back outside.
I forget his reaction when I told him, “Goodbye”.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Beautifall

Caramel apples,

tangy cider,
sweet harvest appeal.
 
Seasonal donuts,
soothing, steamy lattes,
craving and carving pumpkin.
 
Savory spices,
fresh cinnamon,
delightful aromas in kitchen.

Homemade arts and crafts for sale,

children laugh on spinney rides,
numerous festivals and fairs.

Metamorphosis of trees,

leaves spiral with grace,
varied palette paints the streets.
 
Crisp air whips,
leaves rattle and swirl,
faces tingle.

Fringy fashion boots,
fuzzy cotton scarves,
bundling of lightened skin.

Maple sap,
burgundy mums,
mahogany leaves.

Scarecrows stand guard,

tractors crawl by,
wild hay lay out, golden trim.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Sad Song

I shut the door and turn the key.
The seat beside me, once yours, now empty.
I don’t hear your seatbelt click,
don’t smell your cologne.
Fix my eyes on the road ahead,
turn the radio on.
But still I think of you and me,
beautiful voices blend in synchronicity.
High notes are hit and then they fall
but still a pleasing melody.

I wish you could have understood

the meaning of “duet”:
made for two, no one else,
the perfect harmony.
But you needed the whole choir;
that’s not the way it’s supposed to be.

You played me like a sour note,
disrupted our song.
The light turns green, reminding me
that like a dignified soloist,
I need to carry on.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Victory is a Beautiful Thing

 

A lone boat
treks along a vast sea
and drifts into the sunset
trusting the wind’s power
to energize its sails
and send it home.
 
Surmounting the choppy waves
as valiant as it fought the war,
it accepts triumph
and glides along into the sunset.

Like pure, white smoke
that spreads into the night,
the clouds rise from the horizon.
As the sun falls to the ocean
the sky turns a hue of navy and emerald
as if the sea is a mirror
reflecting blended pigments
into the atmosphere.
A single star will light the path
until the morning sunrise
leads it home.

Envisioning Reader's Workshop & Role of Mini-Lessons

It's no surprise that reading is an extremely important aspect of elementary classrooms. I see reader's workshop as a way to ensure that reading and writing is being continually practiced and encouraged. Reader's workshop can start off with a mini-lesson, then move to independent practice, and progress further to one-on-one conferences with each student. Here's a general breakdown.

• Mini-Lesson

-Statement of Explicit Goal(s)

-Modeling

-Guided Practice

• Independent Practice:

- Students practice what they learned in the mini-lesson

- They read, think, and journal in their reader's notebook

• One-On-One Conferences:

-Teacher assesses individual student progress

-Listens to them read, has them think aloud, asks them questions, etc.

-Assigns and records appropriate learning goals for each student.

So that's the mini-lesson and reader's workshop in a nutshell. But I'm sure you want to hear about this in more detail! This is how I envision reader's workshop ~~~


The teacher calls her students to the reading rug and models the explicit goal(s) he or she has set for the particular day. For example, a goal may be to focus on making predictions while reading. The teacher can model this by reading a few pages of a story to the class and thinking out loud as she shows how she forms predictions from reading. The teacher can model how to make predictions about characters.

For example, she can say, "The boy in this story says he is going to the pet store to buy a bone and leash for Max. Even though we aren't told exactly who Max is, I can predict that Max is a dog because dogs chew on bones and need leashes for a walk. Also, Max is a common name for a dog." The students' observation of the teacher thinking aloud will teach them how to form their own predictions. 

 

She can also model how to make predictions about story plot. For example, she can say, "I predict that Max is sick because he doesn't want his bone and won't go for a walk. Dogs always like these things so something may be wrong. I predict that the boy will take Max to the vet so they can figure out if Max is feeling okay." These predictions are engaging for students because as they continue to read they can record whether or not their predictions were correct. It makes the students more connected to the story and is interactive.
The teacher can model this by saying, "Now that I turn the page, I see my prediction was wrong because it turns out the reason Max didn't want his bone or to go for a walk was because he was a new puppy and was in an unfamiliar environment. He's a little afraid and still trying to adjust."

 

The next step of the mini-lesson would be guided practice where the teacher asks for student participation after having observed the modeling. She may say, "What do you predict will happen when the boy's mom comes home and sees Max's muddy paw prints on the carpet?"… "Yes! She might be mad. What clues helped you to make your prediction she will be mad?" The guided practice reinforces the modeling and prepares the students for the next step: Independent practice!

 

 

Independent practice is where the students get the chance to go back to their seats and practice what they have just learned in the mini-lesson. They can record their predictions and the outcomes in their reader's notebook as they go along.  At this time every student should be focusing.

"Touching Spirit Bear" Group Discussion #3

In the third and final discussion of "Touching Spirit Bear", the conclusion of the story was discussed.  The discussion questions that we came up with for students focused on deeper meanings within the story, beyond concrete observations.

For example:

*Do you think the spirit bear is real or just a figment of Cole's imagination?

This is a question that cannot be found by flipping through pages in the book.  There is no exact answer to this question.  Students would have to think about the reality of the spirit bear and the mental and physical states Cole was in each time the bear approached. 

*What is the significant of the circle on the totem pole?

Students would have to think further and use their own creative ideas to answer this.  Perhaps the circle signified Cole coming "full-circle", changing for the better, or his attitude about life has done a 360.  Or maybe he now feels more whole and complete having come to terms with his real self, being more considerate, forgiving, and recognizing his humility and weaknesses.

Other questions like this that we came up with were:

*What do you think is the significance of Peter and Cole filling in the blank space on the totem pole together?  Do you think they've forgiven each other?

*Was the fact that Peter was good at carving significant?

*Do  Cole and Peter identify with each other in some way?

*What do you think Cole's life would have been like in the end if he did not have the support of Edwin and Garvey?

"Touching Spirit Bear" Group Discussion #2

On February 26th, my group and I held our second group discussion of "Touching Spirit Bear", focusing on Chapters 10-19.  In this discussion we focused on critical thinking and characterization.  These chapters highlighted Cole's development and changes in attitude.  He went from not caring if he died to having a strong will to live.  We came up with a list of discussion questions that would get students to focus on Cole's character and changing attitudes as the story progressed.  For example:

*What was the significance of the mouse?
(This was a disturbing visual image of this young boy eating a mouse.  As disgusting as it was, it was crucial because it showed that Cole did not want to die anymore, and that he would do anything necessary in order to survive.)

We also came up with questions that would spark students' critical thinking skills within the context of this story.

*What do you think encouraged Cole's shift in attitude from his indifference about death to his will to live?
*Do you think the father's absence is a good or bad thing for Cole?  Why?

(The absence of the father was definitely a good thing.  The physical abuse Cole had to endure in the beginning of the book was a huge factor in Cole's tough attitude and violent acts.  With the father in the picture, Cole's mother had lost her voice, so Cole really didn't have a great relationship with either parent.  With the father gone, Cole is able to regain some of his self-esteem in a positive way, and doesn't feel the need to act tough.  His mother also becomes more courageous, even testifying against him in support of her son Cole.)

*What kind of impact are Garvey and Edwin having on Cole?
*Why do you think Edwin and Garvey are so determined to help Cole?

(We can predict that Edwin and Garvey had a similar childhood and upbringing as Cole.  This prediction can be made because these two men are so empathetic and understanding of Cole.  They clearly are able to relate to him, which means they most likely see a little bit of themselves in him.  Their passion and determination in helping Cole are definitely huge factors in his success and self-improvement.

"Touching Spirit Bear" Group Discussion #1

On February 19th, my group and I held our first discussion of "Touching Spirit Bear" by Ben Mikaelsen.  We analyzed Chapters 1-9 and focused on characterization and making predictions.  The things that stood out most to us in these chapters were Cole's tough attitude and violent behavior.  Our group came up with some discussion questions that we would be able to ask in an elementary classroom, particularly geared toward fifth or sixth grade students. We came up with:

*What do you think will happen to Cole now that he burned his supplies? (Prediction)
*Do you think he regrets that decision to burn the supplies?
*Why do you think Cole thinks the bear should fear him?
*Is this banishment going to help him?

We also had some questions that addressed a turning point in Cole's character.  On page 92 when Cole was severely injured, he finally admitted and realized his true weakness, despite the strong, invincible attitude he had always shown.

*What do you think of Cole's realization that he has always been weak?
*Now that Cole has recognized his weakness, do you think this honesty with himself will help him?  Maybe he will be less angry?
*Do you feel sorry for Cole and all that he has been through?

Lecture Reflection 1/27

A lot of important concepts stood out to me in today's lecture and I got a lot of good ideas on how to promote literacy in the classroom in a fun way. It was interesting to see that a lot of what we talked about in class, I was able to relate to what I observed in my fieldwork.
Today I learned that literacy centers, also known as "stations", allow students to work independently and it is fun for them because they get to move around. I also learned it is important for teachers to make sure that the literacy centers are connected to the whole group instruction, incorporating the same ideas and reinforcing the lesson. I saw that during this time, the teacher should work with students who need more individualized attention. When we talked about this in class, I remember observing this in my fieldwork. The teacher in this third grade classroom sat with small group of about five students at a table in the back, and worked with them as the other students sat with a partner or by themselves reading or listening to stories on tape. I thought this was very special and it was clear that the students who would have otherwise felt lost or left behind, were enjoying the attention and were learning more as a result.
Something else from today's lecture that I would really like to incorporate in my classroom is the "I Can" list. As mentioned in class, having students write down a list of things they can do gives them a sense of ownership and feeling that they can take control in their own learning. I think this "I Can" list is empowering for them and visually points out what they can do rather than what they struggle with. Positivity is always better than negativity, and if they take the time to think about and focus on all the things they can do, it will give them a more positive attitude about learning and they will have more self-confidence in their abilities.

 

My Ideal Future Classroom

I want my future classroom to be a place where students walk in and feel at home.  I want it to be a colorful, cheery environment where students feel comfortable and excited to learn.  I will have the usual alphabet strip above the chalkboard and many motivational posters hanging on the walls, with sayings like "Never Give Up" and "Treat Others with Respect".  Each of the students' desks will have nametags taped to them.  I remember how special I felt when I had that in elementary school, and how exciting it was to find my own desk and show it to my parents.  Most importantly, there will be a rug in the back of the classroom with a wide variety of books in our personal library, as well as comfortable bean bag chairs.  The library will be organized by genre and level, so that my students can easily find books they want to read and ones that are suitable for them.  It will be their responsibility to make sure the library stays neat and organized.  I want the library rug to be seen as a privilege, not as a chore, and a place where my students go not only during designated times when they join me, but also where they can go when they have free time, after completing an assignment early for example.  One of my favorite and most memorable things about elementary school was the reading rug, and I loved how we were able to sit and relax, circling around my teacher and listening to her read the giant picture books.  I hope I can also make this reading time special for my students, where they feel comfortable and engaged in the reading of stories.  To help with my classroom setup, I will seek help from other teachers and the internet, but regardless, I want my classroom to be a positive, supportive, and loving environment.

My Memory of Language Arts: Reading, Writing, Speaking, and Listening in my Youth

Language arts were always a main focus throughout elementary school and middle school, understandably so. Something that vividly stands out to me was going through different “stations” in first grade. We students would be put into small groups and would then travel through the classroom hitting a reading station, listening station, and finally, speaking station. In the reading station, we would read a short book, appropriate for our level, which was often very colorful and had cute pictures in it. Then we would move to the listening station, where we would put on headphones and listen to the book on tape. This helped us to learn the correct pronunciation of words we may not have known. Finally, in the speaking station we would sit down with the teacher, Mrs. Bouchard, and discuss what we read. Not only did we discuss words we did not understand but we also practiced reading comprehension, discussing the characters and plot of the story. Even when we were not doing the stations, reading was a huge part of our day. I remember my classmates and I sitting on the rug in the back of the classroom surrounding the teacher, listening and watching as she read one of those oversized books. That was definitely my favorite.

Speech class for select students was also an important aspect of elementary school. I had to go to speech class, which was twice a week I believe, because I had a lisp. A few others from my class had to go as well. There, we had to pay special attention to our speaking and listening. We would listen to the teacher and then repeat what we heard, often repeating the same thing several times. We were also given worksheets to take home, so the practice could continue beyond the classroom.
Additionally, I remember Hooked on Phonics as being one of my favorite subjects all throughout the early grades of elementary school, where reading skills were practiced. I'll never forget the excitement I felt every time we were told to pull out that thin, blue book from our desks. Something else that stands out in my mind is the numerous book reports and presentations of those reports we were required to do in the early years of middle school. These were helpful for enriching all aspects of our language arts skills: reading, writing, speaking, and listening. The creating of the reports themselves required close reading and understanding of the books' material. We then had to organize our ideas into well-written, concise summaries and descriptions of the stories that would be both informative and interesting. This certainly enriched our skills as writers. Furthermore, the presentation itself helped to improve our speaking and listening skills, as we had to figure out how to convey our messages to the class and had to practice close listening in order to receive the messages from other presenters.

I have very fond memories of language arts in my youth, and without the constant practice and guidance I received throughout elementary and middle school, I know I would not be the reader, writer, speaker, and listener that I am today.