Tears of a Tiger Podcast

Draper, Sharon. (1996). Tears of a tiger. New York: Simon Pulse. 9780669806988.

Annotated Bibliography

Campbell Bartoletti, Susan. (2010). They called themselves the KKK. New York: Houghton Mifflin. 9780618440337.
The Called Themselves the KKK is a student accessible history of an American hate group. Campbell Bartoletti tells the tale from the inception of the KKK in 1866 to the modern day prejudices that many American’s still face daily. Through the use of pictures, newspaper cartoons and articles, and other primary sources Campbell Bartoletti’s book is a history lesson that doesn’t feel so much like a lesson but more a call to action to end hate. It would work well with any unit on prejudice, bias, bullying, or hate.

Dashner, James. (2009). The maze runner. New York: Delacorte Press. 9780385737944.
Thomas suddenly appears in a new, strange world. He is brought there by way of an elevator. Thomas doesn’t know how he got in th elevator, where he came from, or what he is supposed to do. All That Thomas knows is that he must learn to survive in this new world called the Glade with the bunch of rag-tag boys who call themselves the Gladers. Dashner’s novel is a new age telling of William Golding’s Lord of the Flies. Dashner explores human nature and the role that power plays in our lives.

Muli Wa Kituku, Vincent. (1997). East African folktales. Little Rock: August House Publishers, Inc. 0874834899.
Dr. Vincent Muli Wa Kituku’s collection of folktales provides a look into the culture in which the author grew up. Rich in cultural heritage, East African Folktales is a compilation of tales used to teach lessons from generation to generation. Muli Wa Kituku adds a unique insight into his culture by providing page by page translations of these tales. They are written in both English and in Kikamba, the language of the author’s East African culture.

Shakespeare, William. (2008). Macbeth. Ill: Ken Hoshine. New York: Spark Publishing. 97814114987116.
This No Fear Shakespeare adaptation of Macbeth does not let the reader off with a simple summary and analysis of Shakespeare’s famous play of witches and royalty. Instead the student must read through the graphic novel using Shakespeare’s own words and an Hoshine’s illustrations to understand the plot. This graphic novel adaptation of Macbeth is a useful tool in making the Bard’s work accessible to all students, regardless of reading level.

Stiefvater, Maggie. (2009). Shiver. New York: Scholastic Press. 9780545123266.
Stiefvater’s novel of love, lust, adventure, and warewolves is sure to please any fan of Twilight. Grace knows there is something special about the wolves in the forest behind her yard. She has been watching them and they have been watching her ever since that fateful night when she was a young girl and the wolves attacked her. Shiver parallels The Tragedy of Romeo and Juliet and would be a useful tool in teaching the lasting effect that Shakespeare had on the world of literature.

American Born Chinese

Gene Luen Yang’s graphic novel, American Born Chinese, is a story of code switching and cultural identification. It is a book to which any student, or person, can relate. The story begins with the traditional Chinese tale of the Monkey King. The Monkey King wants nothing more than to attain life long fame and importance by being accepted into the world of the gods. Parallel to the story of the Monkey King runs the story of Jin Wang and the story of Danny. Jin Wang is a first generation Chinese-American who is struggling to find his place in his new elementary school. Danny is a seemingly “normal” American teenager who is forced to deal with the fallout of his stereotypical cousin Chin-Kee’s visit. All three stories tell the tale of someone who is struggling to bridge the gap between their culture of birth and the culture in which they want to be accepted.

Yang create three parallel stories and weaves them together not only through the use of a common theme, but also through the use of the graphics that assist in telling the story. When Yang is describing the life of the Monkey King he use bright, bold colors. The Monkey King is surrounded by a clash reds, greens, and yellows. This is a stark contrast to the world of Jin Wang and the world of Danny. These characters, who live in the United States, find themselves in a setting that is made up of mostly muted grays and blues. The difference in the color helps the reader to create the different worlds in which all of the characters find themselves.

While reading American Born Chinese I couldn’t help but think of Sherman Alexie’s young adult novel The Absolutely True Diary of a Part Time Indian. In Part Time Indian Junior finds himself learning how to switch between the culture of his reservation and the culture of his predominantly white school. Each of the characters in American Born Chinese also find themselves in a similar situation. Jin Wang and Danny must bridge the gap between home and school. The Monkey King must create a common link between his life on Flower Fruit Mountain and the world of the gods.

This story is one that is similar to most people. I feel as if most, if not all, of my students would be able to relate to Yang’s story. Although many of the students that I work with identify as white or European-American they also must make a shift between their home life and their school life and the cultures that accompany each. Students must learn what norms (language, actions, behavior, etc…) are appropriate at certain time and inappropriate at other times.

When I was first going through my teacher preparation program I remember learning about the bias in traditional American education and standardized tests. Learning about students who have the deck stacked against them before they even begin school breaks my heart. As a teacher I have made every attempt to help these students bridge the gap between their home culture and the culture of school. I don't want a student like Jin Wang and Danny to have to choose between their home and school. Students should be invited to bring their culture into school and use this knowledge to enrich not only their education but also the education of their peers.

The Arrival

When I was sixteen years old my father took me to New York City. He wanted me to begin to see life through a different perspective. Our first day there he brought me to the top of the Empire State Building where we watched a short video highlighting all that NYC has to offer. This video, almost getting run over while crossing the street (New York drivers did not adhere to the same rules regarding pedestrians that I was used in Minneapolis), and a tour of Ellis Island are three of the strongest memories that I have from that trip.

My dad was a history major in college and passed his love of learning on to me. It was with a spirit of adventure and thirst for knowledge that we set off to Ellis Island on our third day of the trip. At the Ellis Island visitor center we rented the audio tour and began our exploration. To this day my visit to Ellis Island is one of the coolest museums that I have visited. (I have since learned about the Lower East Side Tenement Museum and am yearning to go.)

At the end of the Ellis Island tour is a memorial to all of the immigrants who passed through its doors. My dad and I were able to look up the names of my paternal grandparents and find their names on the memorial. I had always been aware that my grandparents immigrated to the United States from Russia, but until that time I never really thought about what it meant. Seeing their name and visiting Ellis Island helped me to envision what my grandparents went through when immigrating. I was fascinated with the experience and wanted to learn all that I could about it.

Reading The Arrival by Shaun Tan reminded me of my visit to Ellis Island. Through the use of pictures, and only pictures, Tan creates the journey of an immigrant to a new country and a new life. His use of sepia toned pictures immediately puts the reader in a foreign time period. It is clear that the man immigrating did so long ago when the world was a different place. The lack of words can at times make the book confusing to follow. This seems intentional to create a strong bond between the reader and the protagonist. The man immigrating in the story must have felt confused and overwhelmed as he started a new life in a new country. The reader can relate to these feelings as they struggle to put together the story without the aid of any words.

Tan continues to create the connection between the protagonist and the reader by his use of made up images. There is a written language that is present in the book, however it is unknown to both the reader and the immigrant. The protagonist must draw a picture of a bed next to his writing in order to convey his message. It is the picture that the reader understands, not the writing. Once he has found a place to sleep, the immigrant must then match the symbol on his key to the symbol on the door. This is the only way that he can find his way to the correct room.

Despite the level of un-comfort that Tan’s drawing create, he also adds just enough of the known to help guide the reader through the story. The protagonist opens his suitcase and is reminded of the life that he left in his native country. The protagonist must navigate his way through everyday tasks such as buying food. The protagonist must find a job, ending up working on a factory line. These are all situation to which the reader can relate.

Following the protagonist through the story is an unknown creature. This creature is a symbol of the protagonist’s journey into the unknown. The protagonist must learn to trust the creature just like he must learn to trust his new society and culture.

Book Review: The Strom in the Barn

Phelan, Matt. (2009). The storm in the barn. Somerville, MA: Candlewick Press. 9780763636180.

Matt Phelan’s The Storm in the Barn brings to life the harsh realities of existing during the Dust Bowl. Phelan’s graphic novel tells the story of eleven-year-old Jack Clark and his family: a disapproving father; two sisters, one sick, one mischievous; the local bullies; and a town struggling to get by during the years of dust.

The Storm in the Barn, set in Kansas in 1937, is the story of Jack’s quest to help his family and his town through these years of hardship. Jack is fighting against a farm that is forcing him to feel useless, “You got older, but the farm didn’t. The dust stopped everything – except you getting older. It’s not your fault that there was nothing for you to do, nothing for you to show us how valuable you are to the farm” (115). Throughout the story Jack works to prove to his father that he has a purpose. He attempts to help his father repair the truck, the family’s mode of planned escape from the Dust Bowl, but is instead relegated to watching after his little sister. The disapproval from his father instills a determination in Jack to put a stop to his family’s hardships. Jack clearly states that, “This must end” (138).

He must also fight off the symptoms of the new disease sweeping the plain, dust dementia. Jack is certain that the ghostly figure in the neighbor’s abandoned barn is the King of Storms – he is not going crazy. While exploring the empty barn, the home of the King of Storms, Jack discusses his state of mind with himself, “But I know I’m not sick. I’m not demented” (148). With the same vigor that Jack has adopted to prove he can be useful on the farm, Jack will also prove that what he is seeing is not just a figment of his imagination. It is Jack’s self-appointed mission to win back the respect of his father and bring rain to the town by conquering the King of Storms.

Phelan’s sparse use of words puts an emphasis on his pictures, highlighting his haunting images of life during the Dust Bowl. Phelan is able to capture the sparseness of life during a draught. His color choices, mostly grey’s with burnt oranges occasionally mixed in, create a strong image in the reader’s mind. Phelan also uses a liberal pen stroke to create a sense of an ever-present wind. The reader can imagine the constant dust being blown and the inability to escape it.

The Storm in the Barn is appropriate for upper-elementary readers through high school. The layers of Phelan’s text (the history of the Dust Bowl, Jack’s relationship with his father, the towns relationship with the dust) allow the book to be discussed at many different levels. The Storm in the Barn would work excellent as a paired text to Karen Hesse’s Out of the Dust, John Steinbeck’s The Grapes of Wrath, Russell Freedman’s Children of the Great Depression, Martin Sandler’s The Dust Bowl Through the Lens, or any other text centered on agriculture and life in the 1930s.

Shipwreck at the Bottom of the World

When I was twelve years old my parents took our family on vacation to Mexico. We stayed in what was then a relatively small and non-touristy fishing town an hour south of Cancun. My father, being a history buff, was determined to bring my family to nearby Mayan ruins. We could not pass up this once in a lifetime opportunity, he said, especially when it was so close at hand.

To save money and give our itinerary the flexibility demanded by a family of five with young children, my parents decided that they would rent a car instead of buying us tickets for a chartered tour bus. My father decided to take his frugality one step farther and secure a free rental car – all he had to do was sit through a time share presentation that would last no more than an hour. No less than three hours later, my family was finally on our way to see the remains of a past civilization. Our chariot was a red compact car (designed to comfortably fit two but advertised to hold five, which is how many we squeezed in) that smelled of stale cigarette and cleaning solution.

Despite our setbacks and less than leisurely travel conditions, our trip to the ruins was uneventful. We toured, we took pictures, we learned, we had a good time. After a long day of trekking through the sun we headed back to our hotel. My brother, sister, and I were dozing in the back seat when an unexpected jolt woke us up. The car that my father had so cleverly gotten for free had a flat tire. We pulled over to the side of the Mexican highway, with cars cruising past at speeds exceeding 80 miles per hour, to change the tire. After much hassle with an old jack and a spare that was definitely not full sized, we finally made it back to our hotel. The rental company tried to charge us extra for getting a flat, after all we did use five tires instead of the normal four, but my father wouldn’t stand for it.

Reading Shipwreck at the Bottom of the World reminded my of my families adventures renting a car in Mexico. We faced troubles and adversity (long presentations, second hand smoke, flat tires) but in the end we all made it home safely.

Jennifer Armstrong does a magnificent job of creating a compelling story out of Shackleton’s adventure. She has written a non-fiction book that reads like a story but is filled with facts and true-life adventures. Armstrong sets up her story by giving the readers hints that trouble lies ahead. The title of the book, Shipwreck at the Bottom of the World, is a clear indicator that something is going to go wrong as a shipwreck is not the desired result of a voyage. The suspense continues to build when Armstrong explicitly mentions that the voyage does not go as planned, but that Shackleton, being an extraordinary leader, was able to journey to safety without losing any human lives.

By creating suspense Armstrong compels the reader to keep reading. Besides the overarching theme of survival against the odds, suspense is also created in small subplots throughout the book. When The Endurance was first to set sail there was the uncertainty that the looming war brought. Would the ship be able to continue with its original mission or would it be re-commissioned as part of the British Army? Including small details and facts like this helps to create a story that is not only factual, but also highly readable and accessible.

The Graveyard Book

I had a very tough time connecting to The Graveyard Book by Neil Gaiman, which was surprising to me as I have very much enjoyed other of Gaiman’s books. While reading The Graveyard Book I kept thinking of my childhood and my strong belief that inanimate objects were alive when I wasn’t around. I would imagine my toys having the best time all day while I was at school. I connected this idea to Gaiman’s premise that the dead have another life all their own that we do not know about.

The idea of life after death is controversial and greatly depends on ones religious views. Gaiman asks the reader to suspend belief and come to the understanding that the dead live on after they have left their human bodies. Not only do they live on, but they live among us, not in a world separate from our earth.

I have given very little time or thought to the idea of what happens after death. It has always been my belief that a person lives on in memory through those that he or she touched throughout life. With the recent passing of my grandfather, I found reading The Graveyard Book somewhat comforting. It was a pleasant thought to think of my grandfather hanging out with friends and family members who have previously passed away. I do not think that Gaiman intended The Graveyard Book to be a book of comfort about death, but this is one of the purposes that it served for me.

Gaiman gave his reader many different ways to enter into the fictional world that he created in The Graveyard Book. It is clear that the gates of the graveyard where Bod and his family live are one such entrance. The layout of the book, the chapter breaks, and the illustrations also provide that reader a portal into Bod’s world. The first chapter begins with a minimal amount of words printed in white ink on black paper. This is followed by several pages of drawings intermingled with text. The drawings are black and white and have a sketch like quality, giving the reader just enough information to draw them in without overpowering Gaiman’s words.

The Graveyard Book reads like a collection of short stories more than a novel. As a whole it follows a very loosely defined western plot arc. Each chapter could almost be read independently of the book. It is almost as if Gaiman was writing down a collection of folk tales or fables from another world. Each story teaches Bod a lesson. In The Witches Headstone Bod learns the importance of honesty and not stealing. He also learns that good intentions are rewarded. In Nobody Owens School Days Bod learns the value of trusting his guardian, Silas, when he tells Bod that leaving the graveyard is a grave idea.

I cannot say that The Graveyard Book was my favorite Neil Gaiman title. In fact, it ranks quite low overall in my young adult list. However, I can see the value in the novel and have tried to understand why it was awarded the Newbery Medal. Gaiman’s writing is accessible to readers of all ages. He is able to effectively tell a compelling story that also teaches a lesson. Gaiman has set up his book of ghost folklore in a fashion that mimics what a western reader would expect of such a book. At the same time Gaiman is stretching his reader’s ideas about the world. Accomplishing all of this and writing a good book at the same time is truly a feat to be honored.

Skellig

The novel Skellig by David Almond seems more a novel about the power of love and hope than it is fantasy. However, love and hope are not genres of young adult fiction, therefore fantasy will have to suffice. Reading Skellig reminded me of all the times that the power of hope and love played a tangible role in my life. In particular I was reminded of the struggle that my family went through when my brother was diagnosed with a brain tumor.

Similar to the plot of Skellig, my family went through a crisis. Instead of a baby sister with a heart problem I experienced a brother with a brain tumor. I could relate to Michael’s uncertainty and his inability to help in what he thought was a meaningful way. When my brother was diagnosed with his tumor he lived in Washington, D.C. The distance between us created a chasm that made me feel removed from the problems he was facing. It also made me feel as if I was unable to help. When Michael is left at home with the neighbor or forced to go to school he seemed to experience a similar feeling of helplessness. He was unable to do anything for his little sister and the physical distance between him and his mother made it impossible for Michael to provide physical comfort.

During this time my family spent many days visiting doctors and in and out of the hospital. It need not be said that we wanted only what was best for my brother. Throughout this period, his surgery, and his recovery there was a lot of positive thinking and praying that took place. At times it felt as if I could physically touch all of the prayers, hope, and love that surrounded my family. There were so many people who cared, and so many people who kept my family in mind, that it was hard to ignore the power of all that positive thinking. I felt this positivity; it seemed that Michael manifested Skellig as the physical representation of his hope for his baby sister.

Skellig first appears when Michael and his family move to their new house where things are supposed to be great. However life does not go as planned and Michael’s sister is born premature. Michael is told to pray for his sister and think positive thoughts; only he doesn’t know what positive thoughts to think. It is at this point that Michael finds Skellig, the being who eventually helps to, in Michael’s mind, save his sister. Skellig is a part of Michael’s life for as long as he needs to pray for his sister. Skellig provides Michael with a mystery that is more tangible than the problems with his sister. Michael can help Skellig survive; satisfying the need he has to help his sister.

The life of Skellig and the life of Michael’s sister mirrored each other throughout the course of the novel. Michael’s sister had ups and downs; she was allowed to come home from the hospital and then forced to go back; she had the tubes and wires removed and then put back. It was uncertain whether or not she was going to survive. This same uncertainty surrounded Skellig. At first Michael was not sure if he really existed. Once Michael confirmed the existence of Skellig he still did not know who he was or what he was doing in Michael’s garage. After moving Skellig to the abandoned house, Michael wanted to know what Skellig was and why he was there. Skellig’s true nature is never revealed. He simply states that he is, “Something like you, something like a beast, something like a bird, something like an angel” (167). Skellig is able to fill all of the rolls that Michael needs him to play.

Luna by Julie Anne Peters

Luna

On the surface Luna is the story of a teenage boy, Liam, who was born into the wrong body, that of a girl. But just like Liam, the novel has layers and is really about the journey of self-discovery that every teen must travel, regardless of gender identity. It is this universal truth, the truth that we all must discover who we are and we might need help doing it, that makes Julia Anne Peters’ book accessible to all readers.

Peters made the conscious choice to tell the story through the eyes of Liam’s sister, Regan. At first it seems odd to tell the story of a teen going through the beginning stages of a gender identity transition through the eyes of a straight sibling. How can Regan possibly know the struggle that her brother is going through? Is it possible for Regan to truly understand her brother? It is these questions that plague the reader in the beginning pages of Luna. The unreliability of Regan as a narrator seems as if it will doom this novel that tells such an important, and often overlooked and under told, story. However, it is soon apparent that Regan is struggling just as much as Liam. At sixteen years old, Regan does not know who she is. She has always lived in the shadow of her brother. Liam has depended on Regan and in turn Regan has almost become an extension of her brother. “It’s always about my brother,” (117), complains Regan. Her life has begun to revolve around her brother gender identity.

There is a point in the novel, after Regan’s first date with Chris, where Liam’s future seems more certain than Regan’s. Liam is determined to transition to Luna. It is almost certain that the future will bring a new, more appropriate life for Liam, a life where he can identify as his true self, as Luna. Regan, on the other hand, seems to have no control over her life. When Regan first encounters Chris after their first date she, “locked herself in a stall and waited. Waited until the earth stopped spinning. Until the roar in my head subsided,” (182). It is Regan’s future that is spinning out of control, not Liam’s. One would think that in a book about gender identity, it would be the opposite.

Peter’s choice to make Regan’s struggle parallel Liam’s is what makes Luna such a beautiful and accessible books. Through Regan any reader can identify with Liam and his struggles, for the reader is not asked to identify directly with Liam, but instead with his sister and her point of view. Looking through Regan’s eyes makes it easier to comprehend Liam’s struggles; the non-transgendered reader is allowed to make stronger and deeper connections to the text.

Peter’s does a magnificent job of creating deep and believable characters. Despite the fact that Regan, at first, appears to be an unrealistic narrator, she comes alive through the spectrum of emotions that she faces throughout the novel. At times she depends on her brother, she needs his affirmations as much as he needs hers. A few pages after this deep connection with her brother, Regan will think about how Liam and Luna are ruining her life, or the life that she so deeply desires. She will then become defensive of Liam, scolding Aly for having the same thoughts that Regan herself has had about Luna. This rollercoaster of emotions makes Regan seem like a real person. She does not live in a perfect world of love and acceptance. Instead Regan is forced to deal with the realities of life. These true to life emotions make it easier for the reader to connect to and trust Regan, and through Regan the reader knows, trusts, and begins to understand Liam and Luna.

Luna is a text about self-discovery and accepting who you are, but it is also a text about accepting who others are. During my reading of Luna it was impossible for me to separate the novel from the tragic news stories of the multiple LGBT identified teens who have committed suicide in the past few months. These stories have been weighing heavily on my mind and my heart. It is impossible for me to separate my reading of the text from the fact that there are teens who are taking their own life because of their identity struggles. It is through the lens of the text that I examine these recent news stories and my responsibilities as a teacher. What is my role in this crisis that our country is currently facing? How can I as a teacher effectively promote the idea that intolerance is not tolerated?

Reading Luna helped me to begin to think through some of these questions. I could relate to Regan who wanted so badly to be able to save her brother from all the hurt and ugliness in the world while at the same time she wanted to leave her brother behind and take care of herself. I too want to shelter my friends, family, and students from the ugliness of the world. However, facing these realities, and learning to deal with them, is part of becoming a productive global citizen.

The People Could Fly

Upon first sitting down to read The People Could Fly by Virginia Hamilton I was filled with memories. I think this, filling ones mind with memories, is one of the intended purposes of folktales. Indeed, before I even started to read the book my mind was taken to the summer of 2000 when I spent six weeks touring Poland and Israel with my youth group. While in Poland, in the town of Chelm, one of the staff members read to us from a collection of folktales about the wise men of Chelm. While reading The People Could Fly I kept thinking back to my one night in Chelm spent in an old hotel listening to stories that I had been told many times before, only this time was different. This time I was in the origin of the stories, Eastern Europe, and I was being told the stories not only in English but also in Yiddish.

I strongly believe that, much like poetry, folktales are meant to be heard, not read. It is hard to take seriously a story about a bear and a rabbit who tame a lion, or a man who marries the moon’s daughter by morphing into various animals and finally killing a boar. However, when heard, these stories take on a new meaning. The reader’s imagination is set free by the various intonations of the storyteller’s voice. A listener will buy into a story if told by a good storyteller. This was the same experience that I had in Chelm.

There are many personal connections that I can make to folktales, besides my night in Chelm, I was also reminded of my time working at a non-profit that served primarily Native American youth in south Minneapolis. During my time working at this non-profit Native Elders would come to work with and teach the youth about Native culture. Stories are a big pat of Native culture, as they are in most cultures. I learned that Ojibwe storytellers only tell stories when there is snow on the ground. I do not remember the reason for this, but it seemed so much more appropriate to tell a tale when it was cold outside and warm and cozy inside. It created a connection based on shared warmth between the storyteller and the listener.

My personal reflections on storytelling, which only begins to scratch the surface of the flood of memories that came at me when I began reading The People Could Fly, made me sad that I was reading the book and not listening to it. It seems that I would be able to get so much more out of the folktales if I could interact with a storyteller. Having little context provided to me before reading the folktales made it hard to analyze them. It was hard for me to understand each folktale with knowing the history behind it, I had a tendency to over analyze the tales, looking for meaning in each word and action.

The Beautiful Girl of the Moon Tower read like song lyrics. The theme of the story, that love and beauty can conquer all, is indeed a popular theme in music. The repetition throughout the tale lent itself to the chorus of a song. Anton repeatedly calls out “Ai, Ai! Make of me a…” The simple sentence structure also made the story easy to understand and allowed it to read like a poem or song lyrics, “When he spoke, Anton turned into himself. / The girl asked of him, ‘What are you doing here?’ / Anton answered, ‘I’ve come to get you to marry me.’ / ‘I cannot marry you,’ she said. ‘My father will not let me’ (57). The call and response between Anton and the girl also lend itself to song.

Another common theme that ran throughout The People Could Fly was the numbers three and seven. In one story alone, Manuel Had a Riddle, the numbers three and seven show up multiple times. Manuel was given three loaves of bread and three cakes by his mother. His dead donkey was eaten by three vultures. The three vultures were eaten by seven robbers. Manuel was given three rabbits to take to the field to fatten up Manuel was visited three times while he was in the mountain. The story of Manuel Had a Riddle teaches that the truth can be distorted through riddle and fancy talk.

The Original Digital

I like Polaroid cameras, which is why I am sad that Polaroid recently announced that it is discontinuing its instant film division. In part I blame Outkast, they told people to shake it like a Polaroid picture, when in reality it should be lay it flat in a room temperature environment like a Polaroid picture. Or, if you are outside in the cold, hold still near a warm part of your body, but never, ever, shake it like a Polaroid picture, for this disturbs the developing process.

A few years ago I found a Polariod camera in my roommate's (note: parent's) house. The sight of the camera jogged many a memory from my youth of waiting for pictures to develop, and then being able to retake the picture if it didn't turn out right ... in other words, Polaroid was the original digital, so to speak. I took the camera and began to use it as my everyday camera. People were amazed when I pull out my Polaroid to capture a picture perfect moment. Everybody always wanted a copy. Polaroids became kind of my thing for a while. I took them wherever I went, writing witty captions across the provided space. I then began to hang them up on the back of my dorm room door. It was a visual literacy project that documented my life. Although my Polariod has become a less frequent addition to my Murse (man purse), I still occasionally use it.

I decided to use a collection of my Polaroids for a few different reasons. The first being that although the Polaroids portray only a short time span in my life, they represent an intersection between images and words. Almost all of the Polaroids that I have taken are marked in someway, most of them with writing. I felt that it was important to remember the moment not only with a picture, but also with a written description to help enhance the photograph. As an English major, this was kind of a big step for me. I was used to writing and writing and writing, but never before had I relied on an image in place of words. The space below the picture only allows so many words, so I had to be careful in picking which words I would use.

The second reason that I chose to use Polaroids for this project was becuase of the intersection of old and new. Polaroid camera's are an outdated technology, yet they have a clear connection to current technology. People like instant gratification, this is why people liked Polaroids, and now like digital cameras. These are two different types of digital literacies that are also somewhat related. I had to master both of these literacies (being able to use the Polaroid camera, and then being able to scan the pictures) in order to complete this project.

Digital Writing (said in deep computer fabricated voice)

I really enjoyed this weeks reading by Rick Beach. Most everything that he said rang true to me, as I am very excited to use technology and digital writing practices in my classroom. I think that using blogs, videos, and Web 2.0 in the classroom is an awesome way to engage students in writing that my otherwise seem dull or boring. Not only will these practices help to catch our students attention, but it they will also help us (teachers) and the community become more engaged in the educational process.

I have visions of students having blog partners from around their community, city, state, country, and world ... the possibilities are endless. Opening up student blogs to readers outside of the classroom will not only encourage students to be more mindful of what they are writing, but it will also help them see the real-world, practical applications of their school work. A student who seems more oriented to math and science could pair up with a local business professional. These two could then comment back and forth on each others ideas and blog posts. The student will not only feel a sense of importance, but will also establish connections between their writing and their future.

Link o' the week: This weeks winning link is to Tim O'Reilly's (the same Tim as mentioned in the Rick Beach article) website, but not just to his website, specifically to an article outlining the differences between Web 1.0 and Web 2.0.

Assessing Assessment

There are two things that worry me most when thinking about assessment (especially with writing assignments):

1. The length of time that it will take me to fairly grade each paper
2. The effect that my assessment will have on the student

To address the first issue, I dread thinking about how much time I could spend reading and assessing papers. I know that it is part of the job, but I would much rather spend my time in the classroom with students, or preparing for class. But, assessment and grading is a necessary part of the job. Not only are grades required by schools and school districts, but it is also important to give students feedback by way of grading. Students have the right to now where they are in terms of the grading scale. As a current student I know the frustration of working and working and working and not being assessed. All I want is a little validation for all the time and effort that I have spent completing assignments. Is this too much too ask.

With this said, I think it is of the utmost importance to not just think of assessment as grading, but instead to think about all of the categories outlined in Writing Process: responding, assessment, evaluation, and grading. Students need more than just a letter grade. They need to know how the grade was earned. Where did they have problems and where did they excel? There are many ways to provide students with this type of feedback, grading is one way, another is writing workshop, or mini-conferences. Giving students personal feedback is an important part of the assessment process, especially for writing assignments.

This brings me to my second fear of assessment: the reaction students will have to my assessment of them. In Boy Writers Ralph Fletcher makes the point that we as teachers need to be sensitive to what we tell students. We need to make sure that our feedback is given in a constructive manner and that we are not attacking students. If our words are judgmental, students will shut down and become non-responsive. At this point, nothing we say will have any affect. For this reason, it is very important to think about the affect of our words on our students, even in casual conversation.

Link o' the week: This weeks link is to the National Teaching and Learning Forum's page on Classroom Assessment Techniques.

G-G-G-Grammar!

"What is considered "correct" usage has evolved over time from historical precedents regarding usage, usually based on the linguistic forms most commonly used by the speech communities with the greatest economic and political power. Considering something as "incorrect," therefore, is a matter of social convention rather than an inherent "flaw" in the linguistic structure itself." (Dornan, 2003, p. 80)

How do we teach so-called "proper grammar" to students who are speaking a dialect of English that is not viewed as conventional or mainstream by dominant society? Is it right to tell a student who is speaking African American Vernacular English that he is wrong, even if his grammar usage adheres to AAVE? How can we expect kids to learn and use the formal rules of grammar when they are surrounded by examples of misuse? This misuse (or deviation from the standard) happens not only within their social and cultural circles, but also on T.V., in newspapers and other print media, on the radio, in interviews with celebrities and politicians, and in the classroom. Is Huck Finn not one of the most taught books in the American classroom? And, isn't it a book filled with dialect and so-called misuse of the English language?

I guess all my questions boil down to this, when do we enforce proper or standard English, and when do we allow student's to freely express themselves in their own voices?

A year ago this question would have been easy for me to answer, we must always help students work towards the goal of comprehending and implementing the rules of standard English in their written and oral classwork. Now, I am not so sure. I think that there is a time when we must enforce the rules of standard English, and there is a time when we can allow students more creative expression and freedom within their writing.

On one hand, if a lesson on how to write a cover letter and resume is being taught, then it is very important that the grammar rules of standard English are enforced. During this lesson would be an appropriate time to use some of the strategies outlined in Within and Beyond the Writing Process in the Secondary English Classroom.

On the other hand, if students are assigned a creative writing assignment, then it might be appropriate to allow them to use their own voice, including the rules of grammar that accompany their dialect of English.

What this all boils down to, is that it is important to help students understand who is their intended and/or expected audience. This will help students make better judgments on what style of writing they should use. Dornan comments that many students who speak non-standard English are excellent code switchers. They are able to speak in one manner, and write in another. We should encourage code-switching, as long as students know when it is appropriate to use the many different varieties of English.

Link o' the week: This weeks link is to this website, which accompanies the book Grammar Snobs Are Great Big Meanies: A guide to language for fun and spite. Not only does the book look interesting (I haven't read it, but I think that I will), but the website is fun and engaging. Despite the limited content on the site, what is available is engaging, entertaining, and educational. There are grammar tips of the week (forego vs. forgo, further vs. farther), a weekly column, and a link to pretty entertaining grammar blog.

Multigenre Responses to Literature

I most thoroughly enjoyed Joanne Gillespie's article, "It would be fun to do again": Multigenre responses to literature. The ideas that Gillespie presented were energizing and inspiring. To be honest, the thought of grading 150 papers about the same novel seems tedious and tiring to me. I feel as if that is a process that will wear at my patience, and I have no doubt that my students will be able to see this. Using multigenre writing will help to keep my class fresh, keeping me and the students interested.

I am not totally discrediting traditional literacies. It is important to teach these as well. But, I think using multigenre literacy in addtion to traditional literacy will help prepare students for life. In our ever changing world, where new forms of communication are constantly being introduced, it is now more important than ever to help students master all forms of communicating.

One of points from Gillespie's article that I would like to stress is the need to model multigenre writing to your students before assigning anything. The importance of modeling work can not be overstressed. Students who are used to writing in one way will need guidance when suddenly switching to new forms of expression. With the proper modeling (or scaffolding if you will) multigenre literacy seems like a really cool idea!

My link for this week is from the National Council of Teachers of English website. Within the NCTE website there is a page dedicated to Multigenre Literacy. The page has lists of other links and ideas, check it out.

Yes We Can

Caucus (or vote) today ...

A baker's half dozen of writing traits ...

... or would a baker's half dozen be 6.5 (half of 13) not 6 + 1 (7)?

After reading just the introduction and first two chapters of 6 + 1 Traits of Writing, I am struck by the theme that every student can be a good writer. The positive attitude that this book projects is very encouraging and refreshing. I like to think that all of my future students can be successful in everything that they attempt, 6 + 1 is reinforcing this idea.

Throughout the book we are given some bad examples of writing, "Cat/Dog" immediately comes to mind. Even though this essay is repetitive and lacking in any sort of central idea or theme, 6 + 1 pulls out the positive. The author notes that the essay is a beginning and with guidance and proper instruction this student can learn how to be a better writer.

Even though I have no true experience in my own classroom, so much of what I hear leads me to believe that it will at times be stressful and frustrating. It seems like it will be easy to give up on the type of kid who writes "Cat/Dog." 6 + 1 will hopefully being to equip me with the tools to keep on keeping on, helping each student reach their full writing potential.

Link of the week: My link this week is not directly related to education (do they need to be connected to our reading?), but is important none the less. It is a link to the Minnesota Election Caucus Finder. Next Tuesday, February 5 at 7:00 pm, are the Minnesota caucus' for the Independence, Republican, and DFL parties. We get out of class at 4:25, there is no reason why you shouldn't caucus. Thus far all of the candidates have spent a lot of time talking about the economy, terrorism, the war in Iraq, social security ... we need to make sure that education, educational reform, and funding for schools remains at the forefront of debate. So, caucus, support your candidate of choice, and support education, it is, after all, your civic duty.

Scared to caucus for the first time? Check out this informational brochure from the MN Secretary of State.

Don't know which candidate to support? Minnesota Public Radio's Select a Candidate online quiz can help.

Mockumentary, the final presentaion

If you missed the premier of Mockumentary in class tonight, there is no need to worry, you can see it here. Pop some popcorn, turn down the lights, sit back, relax, and get ready for the best final presentation on Mockumentaries that you have ever seen ...



Great, wasn't it? And, the good news is, if that left you hungry for more information on mockumentaries, all you have to do is visit this website. And you will learn all you ever wanted to learn and more!

And now, because I am a wee bit behind in my posting, the criteria I would use to study a student's study of my final presentation.

1. The first criteria would deal with humor. Creating this video helped me to see how hard it is to make something that multiple people think is funny. I would grade students on their understanding of what makes something funny and why mockumentaries are funny. They could demonstrate this understanding either in a traditional paper or by making their own clip from a mockumentary.
2. The second criteria that I would look for is the ability to distinguish between a mockumentary and a documentary. Students would need to answer the questions: What makes them different? What different/similar purposes do they serve?
3. The third, and final, criteria would be an understanding of satire. Mockumentaries are an excellent way to help students understanding satire. Students will demonstrate their understanding of satire by making connections to examples of satire in a mockumentary and satire in an assigned text.
   

Music, and not of the protest variety

In light of last nights multiple presentations on protest music, I am going to pass on that topic (despite the fact that I was part of one of those presentations). Instead I am going to talk about my musical obsessions of past and present.

To begin my musical journey I must first mention Ben Folds Five, for it is this band that I credit with saving my musical soul. When I was in high school I was very much a fan of Top 40s and Pop music. Now, there is nothing wrong with these genres of music, but they lack the depth that I so greatly enjoy in the music that I listen to today. So, I was a big fan of KDWB and KS95, until my brother bought the Ben Folds Five CD Whatever and Ever Amen. I heard him listening to it and immediately fell in love. I walked the mile plus to Cheapo Records in Uptown and bought my own copy of the disk. I listened to it over and over and over. Ben Folds Five opened new musical doors to me. Ben, and Darrin, and Jesse taught me what real music was. And then they broke up before I ever had a chance to see them live. I remember when I heard the news, I was in detention and my history teacher told me. My little musical heart was crushed. But, I moved on and found many other artists just as awesome.

The band that I am most recently obsessed with is Cloud Cult. Hailing from around Minnesota (now mostly living in Duluth) Cloud Cult is an eclectic band. Their music encompasses electronic, alternative, folk, and more. Each song has a different and catchy sound. I first heard them on the Current. They were covering Mr. Tambourine Man. The song sound so surreal and calming that I immediately logged onto the Currents website to check the playlist. Lo and behold it was Cloud Cult. That night I downloaded the CD the Meaning 8. After listening to CD once it was clear that I was in love.

I recently got to see Cloud Cult in concert and it was awesome. Not only does their music sound better in person, but they also put on a great show. During the concert there were two artists on stage painting. They each had a blank canvass at the beginning of the show, and a work of art by the end. It was neat to see how the music influenced the art.

My Media Week

There are a few primary sources of media that I interact with in any given week, they are:


















I spend the vast majority of my time interacting with media either online or through the radio. These are the two sources that I have the most contact with. I am almost always near a computer, whether at home, work, or school. This makes it easy to constantly check for updates to my favorite websites. When I am not near a computer, I am either near a radio (in my car) or my iPod (where can't you take an iPod). My iPod listening is very much influenced by my by what I hear on the Current (bless their online playlist) and MPR (thank goodness for podcasts).

I think that I feel a special bond and affection for both the Current and MPR because I am a member of public radio. I very much enjoy knowing that I supporting a service that I use so much. I also like the feeling, that in someway MPR is responsible to me. They are responsible to create the best and most accurate programming possible. Their journalists and DJs must be of the highest standard, otherwise people like me will discontinue our support.

I very rarely watch television, at least not when it is broadcast originally. One of my splurges every month is a subscription to Netflix. I absolutely love Netflix because it fits into my busy schedule. I can rent movies and watch them when I want to. I don't have to worry about late fees or about getting to the movie store (any mailbox will do!). But, the real reason I love Netflix is for the T.V. shows. I like watching T.V., but I hate watching commercials. Netflix has allowed me to watch T.V. without commercials. It also allows me to watch T.V. without being made a slave to the schedule of a network. I love it!