Category Archives: Amy Rasmussen

Reel Reading for Real Readers: The Scorpio Races

ReelReading2Last week during #titletalk on Twitter someone mentioned that she’d been trying to read Shiver but couldn’t get into it. I responded that Shiver is my niece’s all time favorite book — she is obsessed. Someone else chirped in saying that of Maggie Stiefvater’s books, she loved The Ravenwood Boys and Scorpio Races best. I, too, loved those Ravenwood boys, but I’d yet to read the other. I think about five different people joined the chorus, tweeting about Stiefvater’s books. Quite the popular recommendations.

Three days later while scouring the crowded book shelves at the thrift store, I found a brand new copy of Scorpio Races for .75. Book-a-holic deal. Later that week, I had five hours to spend on a plane and read this great little book half the way home. I have a few students in mind who will grab it right out of my hands when I talk about it.

I love that.

Go here to read the author’s reasons for writing this book. She includes a great narrative about writing, and even failing at writing, along with a beautiful painting that hangs in here living room. Fascinating.

Make Your New Year Revolutionary

It’s the end of New Year’s Day, and I am pondering resolutions. I should have probably already made some, but the end of 2013 took over my heart, and I am a little behind.

My husband’s grandmother passed away two days before my sweet mother. We attended two funerals in one weekend. Since we had to travel and plan services, I took the last seven days of the semester off, which means I missed reviews and final exams and calculating semester grades. I have a lot to do. And I’m having a hard time feeling like doing it.

But I will. And as I’m thinking about my resolutions I know I need to help my students set some, too.

So many need to read more, write more, do more. And I only have one more semester to help them learn.

So I am going to slow down, be more purposeful in my conversations with students, take more time for allowing them to talk, express, emote.

I am going to extend writing time, allow more hours to create and polish and publish–instead of rushing to meet the end of a grading period like I always seem to do.

I am going to keep filling my award-winning-books-only bookshelf and challenge advanced students to take on more advanced texts.

And finally, I am going to use Twitter more in the classroom: share links to student blog posts, reviews on Goodreads, book suggestions, author tags, and more. Try to model the sharing I do with my own PNL. Twitter made a huge difference in my class two years ago, but I haven’t taken the time to get it set up and going well in class this year. I need to change that.( I’m thinking about Instagram, too, but I’m still mulling around how to use it to promote more reading.)

On Monday I got two messages about resolutions from two of my daughters. Jenna said, “church was all about resolutions. They kept just calling them goals, but I always think a resolution should have a stubbornness to stop something or do something. You know, when people say things, resolutely? There’ something with staying power there. So, yeah, I’ve made some resolute goals for the New Year.”

And Kelly said, “I hope you all are making some New Year’s REVOLUTIONS! Not resolutions because that is lame…And revolutions are big. Make it a year to remember with me!

Next Tuesday my students and I will be back in the classroom. We will talk about being more resolute in revolution readour learning, more intentional as we learn together this spring. We’ll set some new goals.

And if I can figure out how to get students to do all this grading (the one thing that bugs me the most about teaching), well, that will be truly revolutionary.

Happy New Year, friends.

What are your New Year’s Revolutions?

AP English: Improving Our Rhetorical Analysis One Quickwrite at a Time

I’ve mentioned that I am working on finding a way to be more efficient in my writing workshop. I want to expose students to beautifully written language that we can study together, and maybe learn a little grammar, but I also want to use these pieces of text for quick writes. I know that the content (or at least my questioning) has to be compelling enough that students will have something that makes their fingers itch to pick up their pens.

When I read I find myself dog-earing pages and book-marking passages that have been crafted with many rhetorical devices and/or literary elements. By helping students recognize how these strategies, used deliberately by the authors, create meaning, my students’ rhetorical analysis timed writings are scoring higher than they have at this point of the semester in years past.

I love it when my ideas work.

This is the passage we will read and respond to this week:

From An Invisible Thread by Laura Schroff and Alex Tresniowski p4

And so, when Maurice spoke to me, I just kept going. Another thing to remember is that this was New York in the 1980s, a time when vagrants and panhandlers were as common a sight in the city as kids on bikes or moms with strollers. The nation was enjoying an economic boom, and on Wall Street new millionaires were minted every day. But the flip side was a widening gap between the rich and the poor, and nowhere was this more evident than on the streets of New York City. Whatever wealth was supposed to trickle down to the middle class did not come close to reaching the city’s poorest, most desperate people, and for many of them the only recourse was living on the streets. After a while you got used to the sight of them–hard, gaunt men and sad, haunted women, wearing rags, camped on corners, sleeping on grates, asking for change. It is tough to imagine anyone could see them and not feel deeply moved by their plight. Yet they were just so prevalent that most people made an almost subconscious decision to simply look the other way–to, basically, ignore them. The problem seemed so vast, so endemic, that stopping to help a single panhandler could feel all but pointless. And so we swept past them every day, great waves of us going on with our lives and accepting that there was nothing we could really do to help.

Write about a time when you encountered a homeless person or a beggar. How did you feel? What did you do?

I am still working on the questions. Sometimes I think it’s best to say, “Just respond.” Other times I think students need more direction.

What do you think?

Reel Reading for Real Readers: My Friend Dahmer

ReelReading2My Friend Dahmer by Berf Backderf only sits on my shelve until I book talk it just once. My students are fascinated when I tell them that the book is based on a real boy who grew up to be a real man who murdered people. They only know of serial killers from TV and the movies. I get the “pleasure” of introducing them to a real life psychopath. It creeps me out a bit that this is such a popular book, but students love to read it.

Reel Reading for Real Readers: Meta Maus

ReelReading2The book Maus by Art Spiegelman made me a believer in graphic novels. Maus II was just as influential.

One year I applied for a grant and got the funds to create a whole set of various war-themed graphic novels for literature circles in a gifted/talented humanities class. I no longer teach that class, but my friend Tess does, and she’s the owner of that box of beautifully written and illustrated graphic novels. I remember the first year we used them, our student Claudia said, “I got a question right on the AP World History exam because of something I read in the book about Gaza.” I had no idea at the time that graphic novels could be so powerful and so important. Now a few years later, I have a small collection that a few students eventually work themselves into.

This is a trailer for Maus completed by some students (not my own) using DSI Flipnote Studio. It’s cool, and now I want to download the software. The trailer is well done, too.

Multi-purposing My Quickwrites

Photo Credit: Jennifer

At NCTE last week, Penny Kittle reminded me of the need to consistently share beautiful language with my students. If I ever want them to be able to read it, understand it, and use it in their own writing, I must make conscious choices about voicing that which is lovely. I do a fine job of this right until my students choose their own topics and begin their compositions. Then the room gets stale, and the feeling of “what a chore” begins.

No wonder. I stop sharing short texts and poems. I stop having students respond in their notebooks. I stop allowing them to share their thinking.

While in Boston, I stole a moment with Penny and asked her about my problem, and she simply said, “I keep sharing beautiful language every day.” I must do this, too.

I made a list in my notebook of the things I need to do better when I return to the classroom. Continuing to share poetry and short passages that students can respond to sits at the top of my list, but I want to try to multi-task this activity.

My students are in the process of writing a feature-length article. They chose topics and began drafting before the break. I want them to think about ways to make what they are writing pop into 3D on the page; I want them to see vivid verbs and colorful word choice, and all kinds of devices that they might include in their own writing. My goal is to use poems and passages from now on that will serve several purposes:

1) rhythms of beautiful language,

2) models for sentence structure,

3) examples of figurative language,

4) built-in book talks,

5) questions that aid student thinking about things that matter in their lives.

We will read, and we will respond. We will notice author’s craft as we craft ourselves.

I know, I know, I am slow on this boat. Good planning would make this possible with all my quick writes.  I get that. Thus far, I’ve been a bit disjointed because I struggle with doing it “all:” Independent reading time, quick writes, mini-lessons on craft, grammar, mechanics, student-to-student reading response, reading and writing conferences, book talks. . . I keep most plates spinning, but more and more are crashing lately. My #nerdulation is to do better. (Search that hashtag on Twitter if you don’t have a clue.)

Here’s the passage I will use today. I think it’s appropriate to read a beautiful passage about books since I got a ton of new ones at NCTE. My classroom library welcomes them, but it’s screaming “crowded.” I gotta get a new shelf.

From Broken by C.J. Lyons: 

Kids fill the hall from wall to wall. Despite the unfamiliar press of bodies, I don’t panic. Instead, I let them steer me, like running with a herd of wild, untamed horses. At the end of the corridor, the herd separates into two, leaving me alone in front of a high glass wall.

The library.

Footsteps and lockers banging and voices colliding barrage me. Then I open the door, cross over, and step inside. I’m greeted not by silence, but instead by a hushed burble, relaxing, like the sound of a water fountain. I stand, enjoying the sensations, and take a breath.

School smells so much better than the hospital. And the library smells the best of all. To me, a good book is hot cocoa on a stormy winter day, sleet battering the window while you sit inside, nestled in a quilt.

A room filled with books?

I inhale deeply, a junkie taking her first hit. Sweet, musty paper. Ebony ink so crisp it threatens to rise off the pages and singe my nostrils. Glue and leather and cloth all mixed together in a menage a trois of decadence.

Another breath and I’m drunk with possibilities. Words and stories and people and places so far from here that Planet Earth is a mere dust mote dancing in my rearview mirror.

Hugging myself, containing my glee, I pivot, taking in books stacked two stories high, couches and chairs strategically positioned to catch the light from tall windows lining both sides of the corner, like the bridge of a battle cruiser, broad, high, supremely confident, and comforting. In here, I dare to imagine that I might just survive high school after all.

Respond in your notebook:  Describe a place where you find  peace or refuge?

How do you revision your instruction when you know something isn’t working?

Reel Reading for Real Readers: Girl, Stolen

ReelReading2I picked up this title at the thrift store, and the moment I talked about it in class a young woman grabbed it and wouldn’t let go. Later, I found out that this is a popular book in some of my colleague’s classroom libraries. I don’t know why teenagers like books with disturbing themes, but they do. I guess it’s part of the psyche trying to make the plight of others worse than their own. Or something. Right now there is a waiting list for it in my room for this book. Maybe someday I’ll get to read it.

Girl, Stolen by April Henry

Reel Reading for Real Readers: The Collector by Victoria Scott

20130207-190708I’m really not sure what to make of this, but I think my female students are going to clamor for this book.

I got an email from my school librarians inviting me to bring my students to a panel discussion with YA authors who would be visiting the CFBISD Literacy Night. Of course, I said yes. I didn’t even care who the authors were. I did ask for a list of names though, and then I searched for their books.

This is the first cover I saw:  Can you hear the girls whispering?

Then I did a search for a book trailer and came upon this great site called the “Teen Fiction Fiend.” Although the book was released last April, it will be brand new to my students–my copy arrived from Amazon last weekend, and the clever reveal here will have my girls who loved Perfect Chemistry falling all over one another as they clamor for the check out clipboard.

See for yourself:  Alice Marvel’s for theTeen Fiction Fiend

From the back cover:  “Dante is the kind of guy I wish I’d met when I was seventeen. And the kind of guy I’d kill if my daughter brought him home.” ~Mary Lindsey, author of Shattered Souls

Oh, brother… to be young again. *scurrying off to read (this book)*

Reel Readers for Real Reading: Sarah’s Key

ReelReading2When my friend Tess got all her world literature novels, one of the hot student favorites proved to be Sarah’s Key by Tatiana de Rosnay. Tess called my room to see if I had another copy. Sadly, I did not– then.

I remembered how much I loved the movie, and while I know that books and movies are often very different, I could see why students were clamoring for this book.

My copy of Sarah’s Key should be here by the time this post runs. I’m sure when I show the movie trailer I’ll have a waiting list of students eager to read it. I already have one young man and another young woman who are passionate about Holocaust literature. My collection of this genre grows year after year because I love it, too. So many tragic yet heartwarming stories that teach and remind us to love.

For the past several years I’ve taken students to the Holocaust Museum in Dallas. We’ve listened to survivors speak to us on several occasions. Sadly, they are all getting so old. In a very few years, these great warriors of a terrible time will be gone. It will only be through great literature that we keep their stories alive.

When a Student Tells You What to Teach: Sweet

I mentioned before that I gave a Pulitzer Prize winning novel to one of my AP English students recently. He gave it back to me three days later.

“Did you read it?” I asked.

“Well, I tried,” he said. “There’s just too much description. I couldn’t get into it.”

“What do you mean?” I asked.

“I don’t know exactly, but it’s the kind of book you should pull passages out of and teach with,” he said.

Okay, then.

I still haven’t read the novel Tinkers by Paul Harding, but I did take a look to see what Levi meant. (He’s a bright young man–taking both AP Lit and Lang his junior year.)

Just read the first page. You’ll see what I did.

Yes, I can teach some skills with this. It’s beautiful, and now I’m reading it– on the lookout for mentor slices that engage and inspire great reading and writing.

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