Logs

Log for Tuesday, June 7, 2011



 * Hoosier Writing Project Log – June 8, 2011 …**

//While I’m not a Trekkie, whenever I think of the having to record the day’s events in the HWP log, I think of the word “log”, and I keep coming back to Captain Kirk on Star Trek and how every episode began with William Shatner’s voiceover “Captain’s log, star date …” and it would lead into the episode’s events and some sort of cunning on the part of Kirk, Spock, and McCoy to defeat an alien race that had in for us Earthlings. What we don’t see are all those weeks and years where they just aimlessly fly around the galaxy peacefully, most of the time, where some place deep inside themselves they want to fight the Klingons. Kirk must have woke up most mornings thinking “Captains log, I’m going to spend the entire day sitting in my large awkward chair in a middle of the control room staring at a large screen of the galaxy hoping to see a planet pass by.” Most of his days must have started knowing the tedium that would make up his day. On the other hand, I have nothing but hope for mine. I will learn things today to develop critical thinking skills in my own students, in some way, they’ll use what they’ve been taught to go off and with their own cunning and defeat their own Klingons.//

//Keeping the log has instilled hope within me, though up till a few minutes ago I was without it, as I sat in front of the IT building enjoying the sun and morning before my HWP day began. Several undergrads sat on the planters smoking next to signs that read “IUPUI: Tobacco Free” – if college students can not or will not be able to process the meaning of what seems to me to be a relatively clear declarative statement, then is my time really being well spent trying to teach them to read, write, and most importantly think, maybe use whatever analysis they have made of the sign, “What has taken us so long to ban smoking?” “How effective are signs in getting a message out?” “Why is something we know will kill you legal anyway?” I don’t really care how my students use their critical thinking to make sense of the world, just as long as they do. Our ability to think gives us our critical lens in which to view the culture, society, and the most important one, our place in the word.//

//One last note, I will do my best to with the spelling of names and the names of authors, titles etc., so let me know if you wish me to change the misspelling of your name, but that is the only editing that will take place in this log, and I may not label the activities correctly, but I’ll do my best. Read into this - __there will be little revision__. While editing is an important part of the writing process, it will take all my free time just how to figure out how to post things on HWP.org//


 * 8:30**

Jusat then - Joe went over wikispaces and the keeping the daily log as I began keeping the log, and we went over the significance of it, now the pressure is on, we’re in the final seconds of the game, and like Lebron, I want to pass the ball off, but it looks like I’ve got to take the shot - Mavericks up 3-2.

A discussion followed on how to post on the Hoosier Writing Project Page – for example, the name of an author in a read aloud. It does seem as simple to use as he says it does, but I’m a technophobe so we’ll see – the pressure is building on me. Uploading and saving files also seems to be a breeze, thank goodness for computers, that is, until they try to take over the world and instill one of their own as the governor of California.

Steve shared the pass code for some secret kitchen– which I was told to keep a secret, the number is - *&^%#, so I if this were Wikileaks, I’d tell it to Julian Assange for national security purposes.


 * Read Aloud** – Karen began with an excellent point that it’s easy to underestimate the creativity and writing ability of primary students.

She read from the book, //If You Were a Kitten// – I miss books with pictures, mental note, buy a picture book, and have it read to me. I fondly remember sitting on the floor with the other kids in kindergarten and it’s impact on me as a future reader, so I’ll ask my girlfriend later to read me one, and in return, I’ll read one to her, and yes, I’ll use the appropriate voices.

One of Karen’s student’s wrote his own version titled, //If You Were a Writer”// – and he/she wrote “If you were a writer, you can do anything. And you are a writer.” – pretty insightful for a little person.

Karen used the same idea – and wrote her own version of //If You Were a Writer//, and she also inspired us through her vivid use of description.

She showed us another example of her students’ work, and she discussed the interesting idea of how do we evaluate student writing, and again, it was so interesting, because young people are so creative.

The discussion that followed had to with how picture books and how they can be utilized at all levels. Effective writing includes pictures, because they can be narratives. Learners of all ages aren’t that different and shouldn’t be taught all that differently. I just said something that was meant to be insightful to the discussion – it wasn’t, but now on to a colleague, and the point is emphasized that picture books have a variety of uses.

If I knew computers well enough – I’d add a picture here to illustrate the point, but I don’t, so now back to the discussion …

Barney was hated upon during our discussion, sad, all these years later people still bash a purple dinosaur. He was just trying to make the world a better place through song, “I love you, and you still hate me.”

Steve complimented the group for the quality of the teachers in the room, and he wished politicians could hear what we are talking about, but test scores are what seem to drive most conversations involving education.

Back to the rats from yesterday’s reading – Steve still believes that the experiment didn’t need to be done, and he told his daughters about it, and they had the same opinion. On the other hand, last night I explained to a few of my friends about the experiment and then asked them if they wanted to go swimming.


 * During the Break**

Amanda is elated with being accepted to the Wikipage, which lifted her spirits since her Amish breakfast casserole could have been hotter, though it received rave reviews.


 * Demo**

I just found out that Steve is doing the Demo. Why couldn’t it have been one of my colleagues? No offense. I feel like Luke Skywalker taking notes on Yoda, which would read, “I did a back flip, and he lifted a spaceship from the swamp using his mind.” Here we go – by the way, that’s my second reference to the science fiction genre, not a genre I like, but I can’t promise you there won’t be an illusion to the Matrix before I’m done with today’s log.

His question – “How can multi-genre writing develop critical thinking skills.” – I’m interested in the topic, so I hope I can stay focused on it and keep the log.

Multi-Genre Writing – which we’ll now call MGW, which I’m sure means something else in txt language – OMG- MGW.

After a discussion of the benefits to the student of MGW – we were given samples to read.

The two pieces were very different in tone and style, as I’m sure we’ll discuss. Mental note - like Cassatt did with Degas’ letters, I need to “burn” all letters from ex-girlfriends – the sooner the better!

The non-fiction piece gave me background on Cassatt, while Macdonald’s poetry created that movie in my mind, which placed me within Cassatt’s country home.

Examples of genre – romance, biography, mystery, etc. Genre’s are everywhere. Form + Situation = Genre Genres have expectations.

Genre as Social Action – Carolyn Miller (QJS) Writing with Passion – Tom Romano Genre- a lens in which we view the world “Genre is a powerful but dangerous lens”

Bring in genre language into the classroom early in the year, this will open their eyes to “the big French word” – but you need to do some background work.

Romano used this effectively with biographies, also, place, issue, argument, and he defends that you can teach all you want to teach with a MGPaper.

Google – MGW online (as opposed to on your typewriter, you wait a long time for an answer when you google old school) – teachers have done some great stuff – sometimes called “collage” writing.

In groups – “The value or importance of the arts in Education” is the topic.

My group discussed a variety of genres and the impact they have on that arts. Sorry this is vague – but I was involved in the discussion. Excellent discussion – as I’m sure was the case with your groups. We also discussed the impact of MGW in the classroom and gave examples from our own classrooms.

Steve then put on the board in front of the class under the heading.

“Unifying Scenarios or Frames for Topic: Importance of the Arts in Education”

__Genres__

Satire – like Swift’s ( I love my own satire lesson – which includes Swift) Presentation – multimedia with music, which makes me think-


 * we need a song for the soundtrack of this lesson – “I Write the Book” by Elvis Costello – a song about the creative process.

Memoir Writing -connecting to the world Drama –their story was uplifting – I may have teared up or I’ve been staring at the computer screen for too long.

The story in my genre would be an example of a memoir – and it would begin with this line.

Like Kirk, I was a troubled child, but while we all know his story, one is which the ending is like that of a Disney film with an imaginary bluebird landing on his shoulder, my life took a much more tragic turn because when I came to the fork in the road I chose sports over the arts, so instead of having become cultured, I have an aching knee to show for it.

My group chose a letter to a drama teacher.

When discussing our letter, we discussed the play //West Side Story//, and I just thought of Tony getting knifed at the end – and suddenly I am sad, and I am reminded of the ill effects of love.

My group has written a moving letter, which could be published as the introduction for //Tuesdays with Morrie//.

I wanted to make our letter similar to //The Catcher in the Rye// in which it has been written by an institutionalized young person, but my group went another direction, of course, my direction must mean I’m still a little upset by the death of Tony.

Genres chosen by the groups (and the play or movie in which Kirk found himself):

Letter to probation officer. (Richard III) Review of high school play (West Side Story) Letter to the drama coach (Grease) Memoir – student reflection (monologue – Coach Carter) Eulogy (A Streetcar Named Desire)

Steve pointed out how effective the assignment was, and that it was also fun. He showed us an example of a literature based MGW assignment.

It was pleasurable to hear the writings of each group – a job well done, and I am no longer saddened by Tony’s death, the glass half full in that now Maria is single – always look for the silver lining.

Steve made the point that it was ok to use other’s writings, but we make sure students include some of their own writing in the assignment.

Joe shared with the class a sample of a student’s paper in which MGW was utilized, very effectively to gain his objective.

Steve was then done – MGW: which now stands for “My Goodness – Wow!” He clarified how criteria can be created for what teachers look for in the MGW assignment and how it could then be graded. It is also less daunting than the traditional research paper.

Steve then just stepped aside – a cheesy 80’s rock ballad was brought up – maybe our song for this lesson should be “Every Rose has a Thorn.”

We went on to discuss what an MGW could be used to replace. Steve then broke the rules and inserted during our time – Joe may have talk to him about the rules – which have been erased from the board.

The discussion brought up many good ideas to consider when developing a MGW assignment.

The quote that I pulled from our discussion that will work to sum it up “ MGW assignments allow writers a way to find their voices.”

We applauded Steve – well deserving, and I don’t just say that because he signs my check, and he added Kelly Gallagher as an author of interest in creating rubrics for MGW assignments.


 * 11:20 Break**

Amanda is still excited for being accepted to Wikipages, though the coldness of the casserole weighs heavily upon her.


 * Discussion of our Research Topics**

We are told to take out blank paper – Joe said we could leave paper in notebook if it was o.k. for others to touch our notebook – maybe when I get to know you better, but for now, no one touches my notebook, mental note, buy notebook, and of course, burn letters.

Steve just gave my research question the nod, but I don’t believe him and I think he was just being motivational.

What we’re doing is called Q-A-D Q – question A – answer D – discussion

Papers are passed around a circle and we offer brief answers to the questions on the top of the page – we were allowed to offer clarification to our own question.

The next step was the “D” part – I now entered the conversation and discussed the Q & A.

Papers are exchanged- a Q is now asked based on the discussion.

The process then repeats itself – you are now on your own as to how to utilize a Q-A-D.

I’m now thinking of how to utilize a N-A-P because this logging is exhausting. I’m going to email an environmental group later and get a bumper sticker that reads “End Logging” – and then people will think I’ve gone green – and not just tired with the taking notes.

We then got back our original and by doing the Q-A-D, and we’ve “had conversations with many intelligent people.”

Idea (writing prompt) – Letter to a Crush – “Dear __ ?” I will not tear the scab off this cut, so I will have to go back to my own writing.


 * Lunch – 12:15**


 * meet with groups 2:45ish

The time was utilized unsuccessfully to write – I typed a lot of words – few meaningful ones – I may have done more damage to a piece I was working on than good – hopefully, I’ll make changes during the revision stages – see I do revise at times, but again, not on the log.

I was tired from working on this log and my own piece, so the only way to make it through the next 6 hours of my day was to buy some crap out of a vending machine – today it was Diet Coke, a little caffeine goes a long way when you don’t have much processed sugar in your diet.

What I found puzzling was why was there a vending machine filled with Yoohoo? Do college students drink it, if so, why? Or is this something that I.T. people drink, I speculated with a classmate that maybe it mixes well with Red Bull, not to generalize about those that work in the technology field, but it used to be Mountain Dew, now it might be Yoohoo.

Had I not committed to another area of inquiry for the writing project, I might explore this Yoohoo phenomenon – it’s chocolate milk in a can – what is anyone thinking that would drink this? And maybe I could see one person drinking it, but why a vending machine full of it – who decides how the machine is stocked, or maybe it’s some brilliant I.T. student who hacked into the inventory ordering spreadsheet and now has his own supply. I’ll post it on Wikispaces when I get to the bottom of it – this has now become my new conspiracy theory, it was time to move on from the moon landing anyways.’


 * 3:10 Meeting**

Steve told us to enjoy our time to write during the afternoons – it will be over before we know it.

Shari shared from her literacy autobiography - and while I enjoyed her reading and it made me think of how influential a parent can be on us as writers. It ended with a teacher not even reading her work that she had been so proud of – mental note, at least pretend to read student’s work – it is really important for students to receive genuine feedback.

Daniel then shared from his literacy autobiography – he took me back to a happier time in my own life – his piece explored the effect literacy had on him and how he found his way into teaching.

Steve wrapped up discussing our meeting on Friday – and Mary will present her demo tomorrow.

It’s time to make my choice on whether to leave the Matrix (told you I’d find a way to get it mentioned – but I can’t remember how Keanu made his choice – it was swallow a pill or take a ride in a phone booth back in time), and I’ve chosen to get on with my day.

Good luck to you with your logging experience.

**Thursday, June 9 Log**

** Monday, June 13 Log **



 * Tuesday, June 14 Log **

**Friday, June 24 Log**

 * Monday, June 27 Log**