Category Archives: AP Language

New Learning Territories and a Growth Mindset

I’ve mentioned before that I have two new “preps” to which I’m slowly adjusting. I’ve had a tendency to shoulder forward into new experiences with mixed results.  HulkSometimes enthusiasm and energy carry me through the learning part at the beginning. Other times, I’ve made mistakes caused by my straight-line approach that could have been avoided. Perhaps I’ve trended more towards the Hulk, when a more intentional, Bruce Banner style might have served me better.

Patience, I’ve learned in my old age, is truly a virtue.

Moving into the realm of an advanced class that focuses on rhetoric is a challenge all to itself. Couple that with a move to sophomore English where students have different literacy needs than the freshman I worked with last year, and I’ve gotten myself into a situation that demands open-mindedness, near constant reflection, and growth.

While these classes appear to diverge completely in content, I would argue that they have something important in common: an environment where workshop works.  In one class we learn about building narrative, in the other we explore the rhetorical situation. For me, success lies in the “invitation.” I can’t drag them towards a greater understanding of reading and writing anymore than I can make my daughter move faster when we are headed out the door in a hurry.

Examining the structure of a Rhetorical Precis recently, I took the risk of holding back the “notes” and letting the students tell me what they thought the elements of an effective rhetorical precis might be.  I had MY notes, of course, but the students built the anchor chart that we use. Unsurprisingly, each of the three classes noticed elements that the other classes didn’t, providing me valuable data and helping me understand the learners even better.

As I shared my writing with them, I had to be vulnerable. When they asked me about my writing decisions, I needed to have answers. This held true across both levels.

Our sophomores learned about creating effective characters, and it was their search through the mentor texts that informed their understanding, and those elements found their way into the writing.

We read self-selected books and utilize reader’s/writer’s notebooks in all my classes. They may diverge in content, but the importance in those connections remains paramount.

Conferring with readers and writers dominates the time before and after mini-lessons.  The effectiveness of one-on-one instruction doesn’t change because one student might read or write better than another.

One size does not fit all, and I know that teachers deserve autonomy.  The autonomy afforded me empowers our workshop to work in two totally different environments with totally different sets of students.  Their needs, however, are the same. They need to move forward in their literacy; be better tomorrow than they were today. The skills are different, but that’s where my work comes in.

This journey can not be survived alone.

I’ve learned, in a few short weeks, that the only path to success this year runs through a few very specific places: the office of our instructional coach, the room of my department head (from whom I’m learning how to teach rhetoric), and the room in which our sophomore team gathers as we plan our units and our lessons. It’s going to take a village to raise this learner.

I remain steadfastly committed to a workshop that centers on readers and writers, and the first five weeks of this school year have only strengthened that resolve.

Many of our readers at 3 Teachers Talk have brilliant ideas, and I hope to learn from our writers and our readers.  If you want to collaborate, email me at mooreliteracy1@gmail.com.


Charles Moore loves watching his son play football for the first time ever.  He loves to read, write, and learn along side readers and writers. Check out his twitter at @ctcoach.  If you headed to ILA, come see us at 11 on Saturday October 12th for our presentation on novels in verse. Our clothing will coordinate… I promise.

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Hamilton or Burr?

If I hooked you with the Hamilton reference, YAY! But…there’s about four paragraphs before we get there, so here’s Weird Al performing a Hamilton medley.

We all know how important feedback is. And we all also know how much feedback we’re both getting and giving to students during every interaction: that sigh from the corner of the room, the eye roll at particularly bad puns, the way “That’s interesting” can be both a positive and negative for a student who volunteers in a class discussion, and the slump back into the seat as they try to figure out which one. We’re inundated in feedback, both coming to us and leaving us. Not to mention all the grading and conferencing and the feedback that comes with each of those. 

It’s a lot. 

So, to help make that feedback more focused for me and more reflective for my students, I ask them to complete a weekly feedback every Friday. Essentially, they answer the same three questions every week: what were your positives this week, what would you like more opportunities with, is there anything else I need to know. I particularly like the last question as it creates a place for students to show me a little of themselves as people and academics. 

My favorite response this week:  “In terms of my opinions, I am an Aaron Burr. (Don’t let them know what you’re against or what you’re for). I’d like to be at least a little bit more of a Hamilton, and I foresee your class providing an excellent opportunity for that growth.” 

Besides the Hamilton reference, I love the blunt honesty in this remark; she may already be more of a Hamilton than she knows. We often talk about current events and politics in our AP Lang class; of course, that could be uncomfortable for some for a variety of reasons. AP is at its core an argument class, so students are constantly asked to assume positions and defend them – sometimes with more zest and fervor than others. 

I appreciated the reminder that this practice/habit of argumentation can be scary or intimidating for some students or that they might not want to wade into the difficult or uncomfortable conversations in front of their peers, or right after that chem test, or in a place where their ideas may not stay inside the walls of the classroom or when they’re using the space to figure out what they actually think and why they think that way. So while this particular student might want to work to be a Hamilton – I’m betting I have a lot of Burrs sitting in my classroom. 

So what to do about it? 

I think it might be time to bring in an old favorite: Margaret Wheatley’s Willing to be Disturbed. Ultimately, a student’s comfort level with discussion and argumentation are directly related to classroom culture and that’s on me and my students to create. Maybe we can come to a place where we realize, as Wheatley says, “There is no need for us to be joined at the head. We are joined by our human hearts.” 

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Sarah Morris teaches AP English Language & Composition, AP Seminar,  and Film as Literature in Murfreesboro, Tn. She is currently watching the new Jack Ryan series and realizing it would be so much better if Krasinski and Pierce were just going through the plot of Jack Ryan but as their characters from The Office and The Wire respectively. She tweets at @marahsorris_cms. 

 

Give Me an Inch, and I’ll Take a Mile…

back to schoolWrapping up the “back to work” week left me feeling energized and excited for the new school year to start. I’m teaching two new preps, sophomores and AP Lang, and, whereas in the past looking a blank calendar spiked my anxiety, last week my mind danced with literacy possibilities.

One point of origin for my ebullient confidence comes from small but important changes I’ve noticed over the past handful of years in the organization of the professional learning routines I experience in the week before the kids come back.

Gone are the interminable days of marathon “sit-and-get” informational sessions, and with them the mad scramble on Friday afternoon to make sure Monday will be about welcoming students more than merely surviving the cacophony of controlled chaos.

img_5675Our back-to-school schedule included many of the typical, district-mandated informational reviews. It was obvious that our administrators did their best to keep that time from dragging or being wasted, and for that, I am grateful.

What differed most from previous years was the amount of time I was able to spend exploring my needs. I found myself presenting at our district ELA professional learning day, meeting with my instructional coach to hash out plans, debriefing with my intern teacher, checking in with with my first-year teacher mentee, and writing the first mentor text that I’ll share with our sophomores as we attack persuasive writing. Overall, I was given a great deal of flexibility in the decisions I made about how to best take advantage of my time, something I truly appreciate.

However, I can’t help but feel that we could take this experience one little step further.  There is some part of me that wonders what would happen if I could design my own professional learning? What if I could work with my supervising administrator, and a few colleagues, to explore research and practices that could make me a better literacy teacher?

I’m trying to imagine a world where I could, along with some like-minded co-workers, explore my own professional learning path.

Who might enter into that learning with me?

There are some, I know who would walk blindly into the maelstrom, bringing with them knowledge and skills that would supercharge our efforts.  Others would bring with them their positive energy and drive to grow. It takes people with different ideas, willing to share, confident in themselves.

I can think of more than one literacy leader from each of our high school campuses who would welcome, and have welcomed, the opportunity to collaborate across departments, or even content areas. This cross current of efficacy intrigues me and feeds my desire to interact with teacher leaders.

What might that look like?

The most authentic learning experiences that happen in my classroom unfold as the kids take ownership.  In those magical moments I cease to exist and the kids fully shoulder their literacy growth.  The engagement explodes in a quiet bang and for a few brief moments I sit down, take a breath and enjoy anonymity.  This vortex forms spontaneously and when it does, I get out of the way. So often I wished to hit record and save those moments for times when I’m feeling discouraged.

This happens with adult learners too.  I’ve seen it, been in the eye of the storm as it swirls around me. Whether in the hallway in a chance encounter, in team planning meeting, or at a district curriculum review day, there is strength in numbers, and I long soak up what others bring to the table.

Maybe it starts with a research text that ignites and unites the interest of our learning group.  Perhaps a chapter from a professional text like – oh, I don’t know – something from Penny Kittle jump starts the vortex and teachers with similar goals, but different experiences find new territory to explore.

There might be readers and writers scattered haphazardly around the room. Some would whisper in pairs or stare pensively at their notebooks or a self-selected bit of research. Others might engage in lively and loud debate centered on the merits of a particular mentor text or skill. One or two tears might work their way out over the emotional connections writers build with their words or the connections readers build with the words of others.

I can see books being passed around, hear laughter erupting, and feel “eureka” moments; the language of learning.

What would be the result?

Teacher efficacy stands among the leading factors in student achievement and we can always push harder towards this ideal.  When teachers find energy in each other, almost nothing threatens success.

The authenticity that stems from teachers who feel empowered by those around and above them produce positive results. They nurture young minds and walk beside them through their educational journey. They feel free to share their writing and save in the vulnerability demanded therein.

Ultimately, the goal for all professional learning is growth, whether pedagogical or practical; informational or emotional. Whatever the goal, I want to continue my journey in the company of others. This “work” that I’m exploring can’t be done in isolation, and, while I know some amazing people in our ELA department that push me to be better everyday, there is so much more to discover.


Charles Moore is excited to set forth on his 18th foray into education.  He’s feeling humbled by his recent piece in Literacy Today, the ILA magazine.  Working with the High School Section of TCTELA has been both a challenging and rewarding experience, forcing him to exercise muscles he didn’t know were there.  Here is the link for TCTELA presentation proposals.  The deadline is Sept. 4th. Charles is grateful that he gets to spend so much time with his family these days and looks forward to his son’s first year of organized football. 

Filling your tank

Happy Summer, friends!!

By now hopefully you have had some time to recover from the hustle and bustle of the school year. My school has been out for over a month now, but that means that my summer is halfway over! One of the things that is so important for all of us is to find time to recharge over the summer break.

What’s the first thing that you think of when you think about recharging? I think about travel! My husband decided that he’d run a half-marathon along the North Rim of the Grand Canyon this summer, so we made a little fun trip out of it. Amazing! Oh, and while he was busy running around at 7000-8600 ft altitude (crazy man!), I spent about 4 hours reading surrounded by this gorgeous view! Win-win! 🙂

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But recharging can’t always just be about escaping life, can it? The other thing that I’ve done quite a bit of this summer is getting recharged by doing some professional development that has refreshed my teaching spirit and gotten me excited for the coming school year.

My first experience was as a reader for the AP English Language & Composition course. About 1600 high school and college English teachers spent all week reading about 1000 essays each to score this year’s AP Lang exam. Not only did I learn an incredible amount about this exam and what’s needed to do well on it, I also met some amazing educators from around the country. Think about it–I spent 8 hours a day with people who teach exactly what I teach! Talk about a PLC! We ate breakfast, lunch, and dinner together, and it didn’t matter if you sat down with a complete stranger because you had tons of things to talk about. Fabulous!

Next up on my summer of recharging was a week at an APSI (Advanced Placement Summer Institute). There are some changes coming in the way AP Lang exams are scored, and I wanted to take advantage of a week of training so that I could best serve my students. When I got approved to travel to this training, I decided to take the training with an instructor who I’ve admired for a couple of years. He’s someone who is in the same Facebook AP group (it’s an amazing group) and I’ve really appreciated the lessons that he shared and the way that he encourages others.

What happens when you go to work with a rockstar? Other rockstars are also drawn to the same place.  My APSI class was a master class of teachers, both experienced at teaching AP Lang and new to it. What an engaging and enriching week! We talked, we modeled instruction, we traded ideas for approaching the material–we did all of that and more!

Teaching can be an incredibly isolating career. Oftentimes it feels like we’re in this alone. This is especially true if you’re in a small school or a small department. For me, the summer is the time that I try to reach out and broaden my horizons. I try to find others who think and work like I do and then I soak up as much learning and experience as I can from those people. It refreshes me and rejuvenates me to go back into the classroom to get ready to help my new crop of kids grow and learn as much as possible.

Whatever you do to recharge this summer–whether it’s traveling or reading or digging into some incredibly PD–I hope that you enjoy your break and come back to the new school year refreshed and engaged and ready to broaden the minds of the young people in your care. If you’re looking for others ideas about professional development, check out this post about doing workshop, this post about finding mentor texts, and this post about great books!

Enjoy your break!

Q & A: How does workshop work to prepare students for college? (Or I love teaching these books) #3TTWorkshop

 

Questions Answered (1)I’ve been asked this question in several different ways:  How do we do this for college prep courses? How does workshop work in an AP English class? If I’m not teaching books from the canon, how am I preparing students for college? And we’ve written about it a lot on this blog. (See here and here and here and here and here and here for starters.)

Sometimes I think we have misplaced ideas about what is expected of students in college — especially if we were English majors, and our students may not be —  and perhaps some skewed ideas of what rigor looks like when it comes to high school English classes.

I first clued in when I read Readicide by Kelly Gallagher. No doubt, I killed the love of reading — and the love of the literature I loved — the way I “taught” the books I expected my students to read. (Most didn’t.) Since then, I’ve studied, practiced, implemented, revised, and stayed up late thinking about how I need to revise my instruction in order to best meet the needs of my students. All of my students — not just those in a college prep or AP English or those going to college — but every student in every English class in preparation for the rest of their lives. I want them to be fully confident in their literacy and all the gifts that will give them in whatever future they choose.

My students, not just those in advanced classes, or on a college-bound track, need to know how–

  • to think critically about their ideas and the ideas of others
  • to articulate their thoughts in writing (in multiple modes) and orally (with clarity and confidence)
  • to support their thinking with valid sources
  • to revisit their ideas and revise them when they encounter viewpoints that require them to extend, modify, or change their thinking
  • to verify sources, and identify and analyze bias

There’s power in these skills, opportunity and freedom — for our students and for ourselves. We do not need a list of “AP suggested novels” to teach them.

What we need is to build communities in our classrooms where students feel safe to engage in inquiry, share their thoughts, receive feedback, and give themselves to the learning process. Study guides, worksheets, TpT lesson plans, and the same ol’ same ol’ approach to teaching the same ol’ books will not cut it. Just because a book is considered of literary merit does not make the learning around it rigorous. Rigor is not in the text but in what students do with the text. (For more on this, see Jeff Wilhelm’s article “Teaching Texts to Somebody! A Case for Interpretive Complexity“)

What we need is to to know our state ELA standards or the AP English Course and Exam Description as provided by College Board. (I think the AP English Course descriptions scream “workshop.”) Then, begin thinking about and hunting for mentor texts, written in a variety of modes, that 1) prompt students to think in different ways about a different topics, 2) engage students in inquiry and class discussion, 3) spark ideas for research, and all along the way, invite students to write beside these mentors:  What do you think? What do you notice? What do you wonder?

At least this is the genesis of answering the question:  How does workshop work to prepare students for college? There’s so much more to it.

Resources that have helped me:  Write Beside Them and Book Love by Penny Kittle, Dr. Paul Thomas’ blog. Currently reading: Why They Can’t Write by John Warner, and the #1 on my summer reading list Handbook of Research on Teaching The English Language Arts 4th edition, edited by Diane Lapp and Douglas Fisher.

I once did a two day workshop, helping a district coordinator move her teachers into the readers-writers workshop model. In a reflection after our training, one teacher-participant wrote:  “I’ve been teaching for 24 years, and feel like I’ve been told I’ve been doing it wrong all along.” Nope.

But. . .

What if we could do instruction better?

 

Amy Rasmussen lives in North Texas where she thinks, ponders, and writes about how to motivate, engage, and teach today’s adolescent readers and writers. She will be spending a lot of her summer facilitating PD focused on readers-writers workshop in secondary English classes. Follow her @amyrass — and she’d love it if you follow this blog!

 

Q & A: Where do you find mentor texts for informational reading and writing? #3TTworkshop

Questions AnsweredHere’s the thing:  Finding engaging mentor texts, whether to integrate current events into lesson plans or use them to teach reading and writing skills, requires us to be readers of the world.

“I don’t have time,” I hear some thinking. Yeah, well, finding the time to read ourselves is the best professional development available.

Want to engage students more in independent reading? Read a wide variety of engaging and inclusive YA literature. Want to shake up literature studies? Read more diverse and award-winning literature. Want to bring real world events into the classroom for some critical discussion? Read a whole bunch of news.

There’s no secret to finding mentors that will work. We just have to do the work to find them.

We can rely on others to help. Kelly Gallagher posts the articles of the week he uses with his students — a good resource. Moving Writers has a mentor text dropbox — also good. However, what works for some students may not work for others. We know this.

We also know our students. We know the instructional goals we have for them, and we know what they need from us in terms of interest and ability (at least we should.)

So — read more. Read with a lens that will best meet your needs and the needs of your students. Sometimes we find treasure.

For me treasured mentors, particularly for informational texts — because they often get a bad rep — are those that are not boring. (In my experience, most students think info texts are boring.) Voice, format, and style = engaging real world informational writing.

I’m sure there’s more out there, but here’s three sources I read regularly. Sometimes I pull long excerpts, sometimes paragraphs, sometimes sentences to use as mentors.

The Hustle. “Your smart, good looking friend that sends you an email each morning with all the tech and business news you need to know for the day.” You can sign up for the newsletter here. Here’s a sampling of a great piece with imbedded graphs and data: How teenage hackers became tech’s go-to bounty hunters. This is a mentor I would love to use with high school classes.

The Skimm. (I’ve shared this before.) “Making it easier for you to live smarter.” Sign up for the newsletter here. The women who started this site are all about promoting and advocating for women. I like that. Their podcast is interesting, too.

Robinhood Snacks. “Your daily dose of financial news.” I’ve been teaching myself about investing for the past couple of years, so this one just made sense to me — the newbie-tentative investor. What I like is how the writers make the information so accessible — and they post a “Snack fact of the day,” which will often work as an interesting quickwrite prompt. Sign up for the newsletter here.

What about you? Do you have favorite resources to stay in the loop of the news or to find treasured mentors for informational reading and writing? Please share in the comments.

 

Amy Rasmussen spends a little too much time reading daily newsletters and checking her most recent stock purchases. Her favorite investing apps:  Robinhood, Stash, and Acorns. Really, if she can do it, you can, too. Amy lives, writes, and loves her family in North Texas. Follow her @amyrass

One Pagers as End of Year Reading Reflections

Ending the year should be a ton of fun. Once the standardized testing season is over, it’s not time to let the days drag. It’s time to continue the learning, the fun, and the reflecting. As Angela wrote, it’s important to end the year strong, and on a positive note!

I think one-pagers are a great answer to some of the end-of-year-dilemmas we teachers face.

The possibilities for one-pagers seems to be endless. They are fun, they are hands-on, reflective, and what student doesn’t want to use markers and crayons in the classroom?

I’ve shared some of my experiences with one-pagers before, and I thought I’d share another idea or two here now.

At the end of the first semester, I asked my AP Lang students to reflect on their reading habits and experiences. This was our last assignment of the semester, and it was so fun and positive to grade. What a way to wrap up!

The requirements for the reading reflection one-pager were as follows:

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I modified this assignment from one a colleague shared with me. It originally focused on one book that a student would read for independent reading, so when I modified it into a semester reading reflection for AP Lang, I was unsure, yet hopeful, about how it would turn out.

One of the big differences between doing a one-pager for a book vs a semester reading reflection is the idea of What’s Your Number? I told students they could use any unit of measurement they wanted: pages, hours, books, chapters, inches, pounds, it didn’t matter. It just needed to represent their reading for the semester, as it acknowledges the accomplishments!

I was so happy with the results.

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I plan to ask my AP Lang students to do this again in a couple of weeks, but to focus on either second semester or the entire year, whichever they like.

It’s a positive way to end the year. It’s a celebration of learning and reading and growing, and it puts a smile on all of our faces.

How else have you used one-pagers in your classroom? I’d love to read all about it!

 

Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family moved across the world to Managua, Nicaragua this year, and are loving their new adventure.

Follow her on twitter @SwinehartJulie

 

 

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