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Category Archives: AP English

News You Can Use

I find most of what’s reported on the news today to be either deeply disturbing, horribly demoralizing, or downright exhausting. It almost feels like the past few months have been less of an end to summer/start of fall and more of an obstacle course of the absurd, obscene, and disappointing.

However, in the unending quest to inform our future electorate, we forge on. Articles of the week, hot topic debates, impassioned student speeches on the criminality of injustice, and an endless stream of quick writes to vent some of the hot, hurt feelings.  Then there are the daily discussions on the struggles we face, the struggles of those we need to know more about, and the struggles to balance it all when sometimes we just want things to feel whatever definition of “better” might help us through.

In the face of all of this, here is a recent success I had that championed choice and voice (coupled with a bit of creative reflection) around some of the news that might get overlooked in the whirlwind of our current news cycle.

News You Can Use

  1. Students selected an article from several that I had re-tweeted in recent weeks with our class hashtag –#fhslanglife. Topics varied widely and I simply went through and briefly highlighted the focus of each article in an effort to pique interest. Here are a few I included. Student response was awesome. We could have easily talked about these articles for the full 86 minute class period:

Are my students reading pieces on the economy, info-graphics, and authors (even authors they love) on their own? Not often. Are they talking with gusto about the relativity of these pieces, sharing insights on author craft, and talking about topics that impact them in the here and now when they are offered up as choice? You bet.

  1. Then, inspired by the Three Teachers Talk Twitter chat earlier this week with Tom Newkirk (#3ttchat), I stole a quick idea (the very foundation of Twitter chats,yes?). I love the quick and dirty nature of professional educators hurling greatness at one another in rapid succession and a maximum of 140 characters. For this week, I was immediately able to implement the single line, or as I told my students, “THAT line. You know the one” craft analysis. Based on the awesome insights of my fellow chatmates, I asked my students to do their reading and zero in on THE sentence that made the piece.

  2. Students read for 10-15 minutes, jotting down reflections and searching for “the one.” Once they were finished, I challenged them to respond in their notebooks in a creative approach they didn’t usually use. A dialogue, letter, poem, etc.

  3. After sitting silently for roughly 30 minutes, I had students get up and connect with someone from the other side of the room. Get the blood flowing a bit. They were to connect with someone who read the same piece and debrief. Ideas flew around the room.

  4. We then came together to share and here is a sampling of what I heard throughout the day:

  • From Ward’s piece on raising her son, Kaitlin pulled out: ” I hope I love him enough in the time I have with him, that while he can be a child, I give him the gifts of a childhood: that I bake chocolate chip cookies and whisper stories to him at bedtime and let him jump in muddy puddles after heavy rains, so he can know what it is to burst with joy. “
  • The info-graphics brought Nhan’s attention to: “We can trace the US story through stereotypes.”
  • After looking over the maps detailing climate change, Karan wrote a dialogue between President Trump and an environmentalist.
  • Several students brought up questions about college vs. career after reading about the jobs of their future.
  • Jerry Khang (who told me to publish his last name so you all know who he is even before he’s famous) read the John Green piece and wrote the following poem in about 4 minutes flat:

Books are a closer look into a person’s soul. 
We find ourselves deteriorating, gloomy, and so dull. 
But when we are able to read, to relate, to medicate our minds, 
We’re temporarily fixated on happiness in a short burst of time. 


When we provide students with relevant, yet challenging reading material, choice, time to write, time to think, and time to talk, 30 seemingly innocent minutes reading an article and writing about it can be beautifully rich, engaging, and rewarding.

And beautiful is something I think we could all desperately use right now.

Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. Her social media scrolling is driven largely by searching for class related articles and pumpkin soup recipes. Follow Lisa on Twitter @LDennibaum 

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Shouldn’t Students Know How to Assess Their Independent Reading?

I have a love/hate relationship with the word authentic.

A few years ago when I participated in the North Star of TX National Writing Project, I wrote my action research goal to align with North Star’s definition of authenticity: “authenticity is connecting student learning with significant audiences, tasks, and purposes.” Of course, I still believe in this definition; I just struggle with redefining it for the individual students in my classroom.

Let’s take self-selected, independent reading for example. How do we ‘authentically’ assess this reading? Shana’s written about this topic lately in posts about too much measurement and alternatives to reading logs. She even started this google doc, a resource for assessing independent reading sans reading logs. There are some great ideas there.

I’m still not satisfied.

A few weeks ago I wrote about shifting control to invite more learning in which I write about shifting the finding to my students, giving them the opportunity to find mentor texts and create text sets we will study in class. I know this empowers students — they want to feel some element of control.

I decided to take the same idea of shifting and apply it to how I might assess student choice reading. Quite simply, I asked students to help me figure it out.

First, I reminded my readers why I am so adamant about independent reading and determined to hold them accountable. Then, I invited students to talk about how I might actually do it and asked that they write down their ideas. They seemed eager to help me figure it out. I listened in — grabbing my camera just in time — to capture some pretty rich conversation.

These are the ideas my class generated.

  • have reading partners that check each other
  • write a summary of what we’e read once a week (Me: “You really want to write more? Them: “No.”)
  • talk about our books for a minute or two*
  • record ourselves reading aloud (I asked:  “The whole book?” They said smiling: “Why not?”)
  • read together
  • summarize in a Google Classroom Q & A
  • pick a line from the page and write about how you feel about the line*
  • write about first impressions when we start a book
  • set reading goals then determine if we meet them by our reading rates*
  • write small summaries (Me: “You really want to write more? Them: “No.”)
  • talk about our books*
  • check for annotations
  • find our reading style
  • do book talks*
  • read novels in groups (Me: “We already do Book Clubs six times a year.” Them: “Oh, yeah.”)
  • write a blog post every week — what page we’re on and something we learned, not a summary because we can find those online
  • require us to finish at least one book every two weeks
  • book talks with our table — explain it to them*
  • write book summaries (Me: “What’s with the summaries?”)
  • check annotations
  • expand on quotes*
  • keep a reading log
  • write a one page summary every week (Me: “For real? a summary?”)
  • keep a reading log
  • create a sticky note system where we mark each hour, a start and end for that day
  • provide an incentive — candy? (Me:  “This will never happen.”)
  • give us due dates, but some will find this stressful
  • give grades to persuade and motivate (Me: “Exactly what I don’t want to do.” and under my breath: Can we give grades a rest already?)
  • write summaries? (Me, sighing: “At least you questioned it.”)
  • show progression through a book rather than setting a due date

And then these two responses:

  • The only way to actually PROVE someone is reading is if they read aloud.
  • You can’t really force [reading] upon someone; people need motivation.

Honestly, I was hoping for more. Something more — shall I say — authentic.

See? Students don’t really know how to assess pleasure reading either. Maybe that’s the whole point.

On that list above, the ideas with the asterisks? — those are things we already do. Plus, more. We study craft in our choice books:  sentences and passages. We pull ideas for expository and argumentative writing from our books. We review literary terms and analyze ways writers use them to enhance and craft meaning. We even occasionally swoon over a particular passage (well, I usually model swooning. It’s hard to get 17 year olds to swoon.)

I still do not know how to “grade” choice reading, and I’ve decided that it’s okay. Maybe I’ll take participation grades when I see students moving through their books at a fairly decent pace or after I confer with them and check for understanding. Maybe I’ll just keep listening in as my readers talk about their reading and lean over shoulders reading as they update their book lists in their notebooks.

I do know this:  The more I make everyday a reading day, a day we celebrate our lives as readers, the more students want to identify as readers.

And somedays they surprise us with their enthusiasm:

Michael came to class on Monday raving about his book. I pretty much shouted “Stop talking until I get my phone and can record you!”

How’s this for authentic reading assessment?

Please share your thoughts on assessing readers in the comments. Have you shifted yet?

Amy Rasmussen loves to read, and she loves her readers. The first book she remembers falling in love with was Anne of Green Gables, but her first memories of recall vaguely  The Boxcar Children. Amy models her reading life with her senior English and AP Language students by reading about books, talking about books, writing about books, and spending money on books for her readers to explore and enjoy. She firmly believes:  “It takes just one right book to make a reader. It’s just that every reader probably needs a different just right book.” Follow Amy on Twitter @amyrass and @3TeachersTalk

 

18 Quotes & a Call for Connection

We all know the value of mentor texts. We use them for read alouds, to model thinking, to dig deep and find meaning, to teach an author’s moves, sentence structure, and more. Some of us collect them, storing them safely among other valuable collections.  We keep a stash for studying craft, earmarking books in the hopes of remembering why we saved that page for later.

I have 11.8K tweets “liked” –many saved to read later and think about how I can share them with my readers and writers. I am a constant planner.

I also have a constant need for connection and a way to grow. Maybe that’s why Twitter swallowed me when I first signed on in 2011. Even my children, teenagers then, complained I was “always on the iPad.”

Sometimes it helps to take a step back. Evaluate our surroundings. Get a better grip.

Awhile ago I learned a thing or two about myself. I learned what drives me. Tony Robbins has a TED Talk called Why We Do What We Do I found helpful, as did this quiz What is your driving force? (I’ve shared both with students, and we’ve had interesting and insightful conversations.)

My driving needs are connection and growth. No wonder I have an obsession with mentors. No wonder I like to write and share what I learn and how I teach. No wonder I like you to read this blog and to share what you learn and how you teach. You are my Personal Learning Connection.

Screen Shot 2017-10-23 at 10.21.54 PM

Sometimes teachers get lucky. We work in departments that feed our needs. We find colleagues in Facebook groups and Twitter feeds. We reach out to living mentor texts (Shana coined that term a few years ago) who help us reach higher toward the goals we set for ourselves.

I am blessed to have many living mentor texts. My colleagues on this blog for sure. (We have an ongoing WhatsApp chat that keeps us grounded and sane. Mostly.) And many of you readers who’ve reached out with questions in emails, trusting that I might have answers for your questions. You’ve mentored me, too.

I am blessed to call Penny Kittle and Donalyn Miller both friends and mentors. They’ve shaped me in too many ways to say. There’s Katie Wood Ray and Tom Romano (thanks to Shana’s friendship) who’ve shared experiences and stories over meals at NCTE. There’s all the teacher-writers of the stacks of professional books that weigh down the shelves nearest my desk in my classroom and my bed. They mentor with each page.

And there’s Tom Newkirk — who, as Penny put it, is “the smartest man I know.” I met Tom at the UNH Literacy Institute when Shana, Jackie, and I took his class on Boys and Literacy. He is caring, kind, and oh, so brilliant. When I read his books, I feel his passion for literacy and learning — and I feel smarter.

I wrote last week about teaching as if teaching is story, thoughts that sparked while reading Minds Made for Stories. The sparks continue.

Three Teachers Talk will present at NCTE on Friday, November 17 at 12:30 pm. We titled our session: “Reclaiming Narrative and Amplifying Our Voices: Using Story to Invite Fearless Inquiry and Intellectual Challenge for Our Students and Ourselves.” Tom Newkirk is our chair. How amazing is that?

In preparation for our our presentation, Tom’s agreed to join us for the first ever #3TTchat on Twitter, Monday, October 30 at 8ET/7CT. We will discuss the power of narrative in all types of writing as explained in Minds Made for Stories — and Tom’s new book Embarrassment:  And the Emotional Underlife of Learning

I pulled some quotes from Minds Made for Stories last night in prep for that chat. I think you’ll see the genius in Tom’s thinking and what it can do for us as reading and writing teachers. I thank Tom, a true living mentor text, for shifting my thinking about the way I talk about writing with my students, the way I view writing with my students. The way I teach writing.

From Part I of Minds Made for Stories:

“[Narrative] is the “mother of all modes,” a powerful and innate form of understanding” (6).

“Narrative is there to help us “compose” ourselves when we meet difficulty or loss. It is there to ground abstract ideas, to help us see the pattern in a set of numerical data, to illuminate the human consequences of political action. It is home base” (5).

“Photosynthesis is a story; climate change is a story; cancer is a story, with antecedents and consequences. To the extent these phenomena can be told as stories, readers will have a better chance of taking in the information” (11).

“We don’t read extended texts through sheer grit, but we are carried along by some pattern the writer creates. Even if our goal is to learn information, we don’t do that well if that information is not connected in some way — and as humans the connection we crave is narrative” (13).

“. . . the ‘hamburger’ format with the opening and closing paragraphs being the two buns and the body being the meat. . . is a disservice to students, and to nonfiction writing, but also an insult to hamburgers. . .” (16).

“. . . when we strip human motives from our teaching, I suspect we make learning harder and not easier” (17).

“Nonfiction. . .is all about moves, motion through time. Not static structures” (17).

“Even writing that takes a form we would not call narrative (e.g., the lab report) still is built on narrative, a causal understanding of the world that is as basic to us as, well, our intestines. This claim is true for even the most specialized academic writing; even research reports must tell a story” (19).

“[Narrative] is part of our deep structure as human beings” (27).

“If we view [narrative] as a deep structure of thinking and understanding, it affects all discourse and plays a much bigger role; we have literary minds, primed for story” (28)

“Yes, we need to teach students the conventions of various genres, and we can’t assume that because they can read and write fictional stories or autobiographical pieces that they can write arguments or reports. Only a magician would think that. But it does mean that the narrative thread, the anecdote, the story of human interest, the apt metaphor are crucial tools in all forms of discourse — as they speak to our need for causality and story. They form a deep structure” (28).

“Narrative is not a type of writing, or not merely a type of writing. It has deeper roots than that. It is a property of mind, an innate and indispensable form of understanding, as instinctive as our fear of falling, as our need for human company. Good writers know that and construct plots–itches to be scratched–that sustain us as readers. We are always asking, “What’s the story?” (34).

#3TTchat-2

“Voice is a constant, a human presence, a sensibility, a character, a narrator and guide” (38).

“Openings should be read very slowly, reread if possible. So much is happening. So many commitments are being made–which is why writers often find them so nerve-racking to write. Openings establish the topic, suggest the problem to be examined, convey sense of the narration and tone of the piece, risking at any millisecond that the reader will go elsewhere” (42).

“. . .in all analytical writing there needs to be conflicting perspectives, contending solutions, weaknesses and strengths, even good guys and bad guys. If these positions can be attached to spokespersons, so much the better. Writing is dialogic, involving multiple voices, orchestrated by the author. To comprehend a text is to be attuned to this conflict” (42).

#3TTchat-3

“I am not contending that literary analysis or argument looks like narrative fiction. But arguments that sustain reading must have a dramatic core, a plot. Like a good piece of music, there needs to a be a pattern of tension and resolution, problem and solution, anticipation and fulfillment. When done well, the sensation of reading doesn’t feel like we are working in a tightly contained form, tyrannized by a thesis, the stern father who sits at the head of the table and rules over all. Rather, we feel a mind at work; the sensation is of a journey that may take us to a thesis but invites new questions along the way” (49).


I hope you will join us in our Twitter chat next Monday. Let’s value our connections and share our stories as teachers, writers, and individuals striving to learn and grow and change for the betterment of our students and ourselves. Let’s celebrate the learning we’ve experienced with our students this fall.

We need to be living mentor texts for one another.

This work is hard. When we connect and share, we make it easier.

We already know it is worth it.

Amy Rasmussen connects with friends on Twitter @amyrass and @3TeachersTalk and on Facebook and Instagram. She’d also like to connect her students’ blogs to yours — wouldn’t it be great if they read and commented on each others’ writing? (Email amyprasmussen@yahoo.com if interested.) Amy teaches senior English and AP Language at a large senior high school in Lewisville, TX (Go Farmers!). 

5 Lists of Books and More Space for Talk

I am a collector. I collect bookmarks I don’t use and tweets with headlines I think I’ll read later. I collect cute little pots I think I’ll eventually make home to plants, and notebooks I’m afraid to mess up with a pen (from my pen collection, of course.)

I also collect lists. Doesn’t everyone?

I collect lists of books thinking this will keep me from buying more books. Sometimes it works. Not often.

We’ve shared several lists of books on this blog:  Coach Moore’s list of books he read this summer, Shana’s Summer Reads to Stay Up Late With, Amy E’s Refresh the Recommended Reading List, and Lisa’s Going Broke List just to name a few.

I like reading lists about books. This helps me stay current on what my students might find interesting or useful. Often, I find titles that help me find the just right book for that one students who confuses “reading is boring” with “I don’t read well,” or “I don’t know what I like to read.”

With one heartbreaking event after another in our country lately, I keep thinking about the importance of reading to help our young people grow into compassionate citizens who more easily understand their world. Did you see the results of yet another study? Reading makes you feel more empathy for others, researchers discover.

Of course, we don’t need another study to tell us this. Many of us see it in our students.

I see it in my students. My students who enjoy reading also enjoy talking about their

Bookclubdiscussion

My students chose from nine different books for their book clubs. Once they chose, we had five different book clubs happening in one class. At the end of our second discussion day, I had students combine groups and talk with one another about the major themes, make connections, and share a bit about their author’s style.

reading. They relate to one another more naturally as they talk about their books, the characters, the connections. They welcome conversations that allow them to express their opinions, likes and dislikes. They learn much more than reading skills through these conversations.

My AP Language students recently finished their first book club books. I left them largely without a structured approach to talking about their reading. My only challenge on their first discussion day was to stay on topic:  keep the conversation about the book for 30 minutes. They did. I wandered the room, listening in as I checked the reading progress of each student.

On the final discussion day (three total), I reviewed question types and used ideas from Margaret Lopez’ guest post Saying Something, Not Just Anything, and asked students to write two of each question types:  factual, inductive, analytical prior to their book club discussions. This led to even richer conversations around their reading.

I remember reading a long while ago about how conversations about poetry could invite opportunities for solving big problems. I don’t know if this is the article I read, but the poet interviewed in this article asserts it, too:

I think we know the world needs changing. Things are going awry left and right. I firmly believe that in our very practical, technological, and scientific age, the values of all the arts, but of poetry in particular, are necessary for moving the world forward. I’m talking about things like compassion, empathy, permeability, interconnection, and the recognition of how important it is to allow uncertainty in our lives.

. . .Poetry is about the clarities that you find when you don’t simplify. They’re about complexity, nuance, subtlety. Poems also create larger fields of possibilities. The imagination is limitless, so even when a person is confronted with an unchangeable outer circumstance, one thing poems give you is there is always a changeability, a malleability, of inner circumstance. That’s the beginning of freedom.

When we invite our students to read, and then open spaces for them to talk about their

bookclubdiscussion2

This group had hearty discussions around Hillbilly Elegy by J.D. Vance. It’s Western Days. They don’t always wear hats and plaid and boots, even in Texas.

reading, we provide the same opportunities that discussions around poetry do. Maybe not on the micro scale of ambiguity and nuance, but most certainly on the macro scale of possibilities. Our students are social creatures, and we must give them spaces to talk.

So I collect lists of books I think my students may like to read, with the hope of engaging them in conversations — with me and with one another — around books. (A couple of years ago, Shana and I had students create book lists as part of their midterm.)

Here’s five of the book lists I’ve read lately. Maybe you will find them useful as you curate your classroom libraries and work to find the right books for the right students, so they can have the conversations that help them grow in the empathy and understanding we need in our future leaders, right or left.

6 YA Books that are Great for Adults

50 Books from the Past 50 Years Everyone Should Read at Least Once

The Bluford Series — Audiobooks

20 Books for Older Teen Reluctant Readers

43 Books to Read Before They are Movies

Oh, and if you haven’t read Lisa’s 10 Things Worth Sharing Right Now post in a while, now, that’s an awesome list!!

Amy Rasmussen loves to read, watch movies with her husband, and tickle her five grandchildren. She’s in the market for a lake house and likes to shop thrift stores for books and bargain furniture. Someday she’ll be disciplined enough to write a book about teaching. For now, she teaches senior English and AP Lang and Comp at her favorite high school in North TX. Follow Amy on Twitter @amyrass, and, please, go ahead and follow this blog.

Blackout Poetry with a Twist

Early in the school year, I’m always on the lookout for new ways to gather diagnostic data on my students, without uttering the words diagnostic, data, quiz, baseline, or any other term that reduces my students to plot points on a spreadsheet or numbers in the gradebook.

We know the power of conferring in learning about our students in countless ways, but what to do when, say as an AP teacher, we need to know students’ understanding of analysis terms or their ability to apply those terms in order to really dig into authentic analysis through study of mentor texts?

The idea of a vocabulary quiz makes me shutter. Conferring long enough with each student to get a good understanding of his/her knowledge of syntax, imagery, figurative language, etc. would take weeks. Submitting annotations on our first go-around seems cruel to both students and to me.

So this year, my colleague Sarah and I decided to try something different. We wanted an understanding of how students would go about identifying the purpose of a piece and img_6137provide appropriate text evidence of the basic terminology of analysis: syntax, imagery, diction, figurative language, and detail. We wanted students to use their left and their right brains. We wanted to students to work together to solve a problem.

Enter, the blackout poem.

Traditionally, black out poetry makes meaning out of the words provided by a single page of text. Whether it be from a book, article, essay, etc., a poem is created from the words that live on the page by blacking out all other words and leaving just the ones that create meaning for your given purpose. Additional images are sometimes included.

We decided to turn this upside down a bit. Students would create their page of text from the text evidence they pulled from their reading (In this case, their choice of Mary Roach books from our summer homework assignment) and a poem to illustrate their claim of purpose from that reading.

And this, is some of what we got:

Below, are the steps we took in guiding students through this unique assignment. It could work for jut about any reading, and I would love to try it when students have read a variety of perspectives on a given topic.

img_6132

  1. Students read their choice of Mary Roach books over the summer and kept track of instances where they felt she purposefully utilized DIDLS (Detail, Imagery, etc.).
  2. We then partnered up or formed groups of three to discuss what we found and what we thought it meant. We were working toward specific purpose claims for each text.
  3. Students shared examples of the various instances of craft from Roach’s texts and as they did so, they typed those quotes onto a shared Google document. Their final task with that original quote document was to decide on a claim of purpose for the text(s) they read.
  4. Once finished, students printed that document of quotes so I could take a look. I’ll use it as a jumping off point for review that’s needed with specific elements of analysis.
  5. The kids then eliminated all of the formatting for their quote document, so they were left with a page full of quotes from their texts. Essentially, they created the page of text for their blackout poem, instead of using an existing one from the book.
  6. We then talked about how to communicate their claims of purpose poetically. Simply finding the words from their purpose was not going to be poetic, it was going to sound like a thesis. We brainstormed ways to convey the purpose through related ideas and involve more imagery, figurative language, etc. in our own work.
  7. Finally, we put the poems under the document camera and each group explained their claim for Roach’s purpose in the text, how it influenced their poem, and read their work to us. We snapped at the end of each reading.

I love that this work got students talking about a text, using text evidence, attacking an assignment with both sides of their brains, and enthusiastically supporting one another’s work by sharing with the class. Their creations went well beyond finding and explaining examples, to creation. Poetry from nonfiction for the win.


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. Her favorite insight from Mary Roach (courtesy of the book Gulp) is that our mouths fill up with saliva before we vomit in order to protect our teeth. We have so much acid in our stomachs that our teeth would be irreparably damaged when we puke, if our saliva didn’t protect them. Science. Incredible. Follow Lisa on Twitter @LDennibaum 

 

 

 

 

Shifting Control to Invite More Learning

569059I admit to liking control. I won’t go far as to say I’m a control freak, but I am freakishly close. As I age I realize I like more and more things in neat little rows, even my To-Do lists must be lined up perfectly, so I can make tiny check marks with my Precision pen.

I am ridiculous.

The hardest part of teaching for me is letting go. It’s also been the best thing for my teaching.

To be an effective workshop teacher, we step aside so our students can step in. They want to know their opinions, ideas, and choices matter. They’re hungry for it. We’ve written a lot about choice reading on this blog, and I know many of us advocate for self-selected independent reading, protecting sacred reading time like an O line protecting our quarterbacks.

I wonder what other choices we offer our students. How else do we invite them to own their learning?

Recently, I read this post “The Inspiration in Front of Your Eyes” by George Couros. He begins:

Often when working with educators, I try to give relevant examples of ideas that can be implemented into learning but get very specific to either a class or grade level.  My focus is not adding something to the plate of an educator but replacing something they currently do with something new and better than what they may have been doing before.  For example, instead of a teacher spending hours searching a video to explain a concept in math, or even creating it themselves, why not have the students find the concept and say why it is powerful, or having the students create some form of multimedia to explain the concept themselves? The flip is putting the learning into the student’s hands, which can lessen the work for the educator.

Deeper learning for the student, less work for the teacher.  Sounds good to me!

Couros goes on to explain the importance of being observant and connecting ideas we find in the world, and reshaping them to facilitate deeper learning for our students. Of course, this resonated. This is how we find mentor texts like author bios and user manuals. But Mr. Couros got me thinking about shifting the finding to my students.

Then before school a week ago Monday, I saw Kristen Ziemke‘s Padlet, Take a Knee. And I got another spark to shift my instruction.

I’d never used Padlet before, so while my students shuffled in to first period, I quickly made an account and created a board. I put one thing on it:  Kwame Alexander’s poem, Take a Knee, which I knew was the perfect quickwrite for the day after so many NFL players knelt in protest.

After we wrote and shared and talked in small groups and as a class about the issue. One student said, “I just don’t know enough about it to know what I believe.”

The perfect intro!

I suggested we make a text set that could help us understand the why’s and who’s and what’s of this hotbed of a topic, and I issued the challenge:  As a class of individuals with a wide variety of beliefs and backgrounds, we’d search for articles that would address all sides. We’d use Padlet as our storage space. Then we’d use the text set we build together for our learning in class.

With their phones and iPads, students went to work, and in the 10 minutes I gave them in class, they talked. Students talked about where to find information that “wasn’t biased,” “would tell them the truth,” “will help me want to know more.”

I leaned in to these conversations, teaching terms, suggesting sites, encouraging objectivity — and why it is important for our understanding of human needs and desires.

Our Padlet What’s the Argument is not complete. We haven’t had a chance to return to it yet, but we will. Maybe we’ll use it as we learn to ask better questions in preparation for whole class discussions. Maybe we’ll use it as we learn to synthesize information from a variety of sources. Maybe we’ll use it to spark ideas for the arguments we’ll post on our blogs. It doesn’t matter.

When we return to our Padlet, or even create another one that coincides with whatever peace-cannot-be-kept-by-force-it-can-only-be-achieved-by-understandinghotbed topic fires up the nation (sadly, there are so many), my students will know I value their input. They’ll know that helping them make sense of our world is as important to me as helping them love books and become good writers.

And maybe they’ll remember to look at all sides of the issues, to see into the hearts and minds of those we may disagree with so we can find a space for conversations.

If my giving up control makes space for that, I’ll take it every chance I get.

What ideas to do have to flip the learning into students’ hands, let go of control, and invite deeper learning? Please share in the comments.

Amy Rasmussen is a neat freak in her classroom but not her bedroom closet. She loves sharing books with student readers and reading students’ writing. She is the mother of six, grandmother to five, and wife to one very patient man. She teaches senior English and AP English Language at a huge and lovely senior high school in North Texas. Follow her on Twitter @amyrass

#TwitterTeacher

I’m late to the party. This I know. But my enthusiasm for this soirée is genuine, and it fueled some of my first day success.

In an effort to build community as quickly as possible this school year, and to get to know our students a bit over the summer, my colleague Sarah Sterbin and I decided to add some technological play to our AP Language summer homework. Using the hashtag #fhslanglife, students were asked to share their reading life twitter4throughout the summer.

They could snap photos of their trips to the bookstore, their feet in the sand and a book in their hands, and their smiling faces reading the summer away.

They could quip about quotes from required and choice reading, make suggestions to peers on what to read next, comment on the insights of others, follow my reading adventures, and the list goes on.

As often happens with open ended assignments, we got a wide variety of participation. Tweets ebbed and flowed throughout the summer, but each time a student posted, I made it a priority to comment, retweet, like, and/or tag an author to promote connections across the world of reading. When Ishmael Beah, Allen Eskens, and Matthew Desmond interact with your students over the summer, I call that a solid win for starting to build readers and a community with enthusiasm around reading.

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On the very first day of school, and in the few days that followed, as we quickly collected summer work, set down to work with a quick writes, set up writers’ notebooks, organized editorial speeches for our first speaking opportunity, and took in the surroundings of our room, I asked students to use our hashtag to share their excitement about the work ahead. I love what they chose to share.

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Tweeting is a quick and easy way to build community. I sometimes display current tweets our daily PowerPoint/Syllabus to keep the movement afoot, and I love to hear students’ reactions as they come in the room to see their humor, insights, and recommendations on the big screen.

Twitter

How do you use social media to promote reading and writing lives? Please leave your brilliant ideas in the comments below!


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. Her latest tweet suggests that she thinks about reading 24/7. Follow Lisa on Twitter @LDennibaum 

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