The poignant installation “Picture the Dream: The Story of the Civil Rights Movement Through Picture Books at the New York Historical Society explores the events, people, and themes of the civil rights movement through the children’s picture book.
Picture books are compelling forms of visual expression not just for young children. This exhibition showcases 80 artworks from picture book artists who interweave art and storytelling, history and now. Looking at the excerpts from many pictures books around the themes of the civil rights movement provides depth, diverse voices, and powerful meanings. The stories presented inspire young people and viewers to speak up and speak out as agents of transformation and social change. The exhibit tells important stories about the movement’s icons, including Rosa Parks, Ruby Bridges, Congressman John Lewis, Ambassador Andrew Young, and Dr. Martin Luther King Jr. Scenes are presented of Rosa Parks refusing to give up her seat on a segregated bus in Montgomery, Alabama. Ruby Bridges integrating her New Orleans elementary school, and the Black students who catalyzed the sit-in movement at the segregated Woolworth’s lunch counter in Greensboro, North Carolina.
Some of the many highlighted illustrators and authors include Faith Ringgold, Brian Pinkney, Nadir Nelson, Jacqueline Woodson, and many more.
Picture the Dream is an open invitation to start important discussions with children, friends, and family about race, equity and social justice. Take a look at a list of all the books in the show and here is the family discussion guide created by High Museum of Art in Georgia. You can also find lesson plans and a powerpoint of 19 key images from the exhibit in this teacher resource kit.
Here are some ways I use picture books with my middle school students to present key themes and scaffold complex ideas.
Read Alouds – Don’t just leave read aloud to elementary school teachers, in secondary education reading aloud picture books help to create a classroom community and build multimodal comprehension skills. Images and words work side by side to communicate a message. Read aloud can be used to hook students into a lesson or even useful as a teaching point during a mini-lesson.
Gallery Walks – Images are powerful storytelling tools. Just like in a museum exhibit, hanging up the images from the picture books can allow students to read closely, infer the dialogue, and convey meaning from the visual text.
Small Group Work – I often during station work leave a collection of picture books at one station for students to read, evaluate, and analyze to pull out key details and draw connections. Scaffolding guiding questions help students look closer at the images and text and the story presented. I might ask students what do they see, what does it say, what do I think, and continue with sentence frames or specific questions to climb the ladder of critical thinking.
Jigsaws – Each student reads a different picture book along the same theme or topic and then shared the powerful elements of the story with the small group. Students put their heads together to make connections and draw conclusions about the bigger questions presented in the texts.
I am a big proponent of graphic organizers to help students organize and visualize information. Graphic organizers are helpful to outline a writing task or showcase understanding during reading. Jay McTighe and Harvey Silver write in Teaching for Deeper Learning (ASCD, 2020), “The use of graphic organizers enhances meaning making and promotes deep understanding of critical content – especially when reinforced through questioning and summarizing.”
In 8th grade I begin the school year providing graphic organizers for all students to utilize and access to organize content information. I share and utilize different organizers with each assignment. Sometimes I might demonstrate filling out the organizer and use think aloud to show students the process of making meaning using graphic organizers. Slowly, using gradual release, I encourage students to create their own graphic organizers in the second semester of the school year. The first twenty weeks of school students have curated a toolkit of strategies and organizers for to choose which are the best to create based on the assignment and learning goals.
Here are four different organizers that are the go-tos for note making and organizing information.
It Says, I Say, So What – Taken from Smoky Daniels, this three column organizer helps students record the literal details of a text, make connections and inferences. Inferences are hard for many students, especially struggling readers, because the text does not explicitly say. To make an inference students combine what the text says with what they know to come up with the answer. They need a scaffold, something that visualizes and helps students internalize the process of how to infer. The It Says—I Say chart helps students finally see a structure for making an inference.
2. Window Notes/Organizer – Jay McTighe and Harvey Silver introduced this type of note making in Teaching for Deeper Learning (ASCD, 2020) “Window Notes at its core is an invitation to think actively, to express curiosity, and to use prior knowledge and personal feelings to help construct meaning during note making process. Students use a window shaped organizer that encourages them to collect four different kinds of notes: 1. Facts: What are the important facts and details? 2. Questions: What questions come to mind? What am I curious about? 3. Connections: How does this relate to my experiences or to other things I have learned? 4. Feelings and reactions: How do I feel about what I am learning?”
3. Know. Question. Reflect. New Questions (KQRN) – I am over KWL charts. I think they work well in elementary school but when I see them utilized in middle and high school, we are not asking students to use higher level thinking. Here is a blog post I wrote ten years ago with alternatives to the KWL. What are some other organizers that are alternatives to the KWL and activate schema at the same time? The KQRN. This is another note making organizer that helps students extend their thinking about an idea or concept. Now with any of these organizers, the teacher wants to model for students how to complete these graphic organizers with examples and think alouds.
4. Character Traits Organizer – Characterization and theme are two key elements we study when reading literature in 8th grade English. Characterization refers both to the personality of a character and the way in which an author reveals that personality. A character’s personality is made up of different qualities, or character traits, that the reader discovers as the work unfolds. An author often gives characters several different traits to make them seem real and believable. Helping students develop the language to describe character traits and read to identify character traits is necessary to work on throughout the school year. Characterization leads to insight and inferences about theme. I have a stand alone organizer for character traits but also have created a hyperdoc based on the short story Raymond’s Run by Toni Cade Bambara that scaffolds the entire process of curating character traits then building out a written response about characterization as it impacts theme.
Writing is a powerful thing. If we want to inspire students to write, we can use young adult fiction with protagonists who write to encourage and arouse the writers within all our students. I just finished reading Jeff Zentner’s In the Wild Light and found myself dog-earing so many pages with powerful passages and statements about a writer’s life.
“We think language as this tame thing that lives in neat garden beds, bound by rules and fences. Then someone shows it to you growing wild and beautiful, flowering vines consuming cities, erasing pavement and lines. Breaking though any fence that would try to contain it. Reclaiming. Reshaping. Reforming. In my life, I’ve never known anything else that felt so full of infinite possibility. Words make me feel strong. They make me feel powerful and alive. They make me feel like I can open doors. (Zentner (2021:264)
Here are 13 young adult books that offer teen protagonists who write:
Cash Pruitt is the protagonist in Jeff Zentner’s In The Wild Life by (2021). Cash loves his rural Tennessee hometown, his grandparents who raised him after his mother died of an overdose, and his best friend Delaney Doyle, a science genius whose boundless knowledge of the natural world fills him with wonder. Both children of an opioid-addicted parent, Delaney and Cash have a deep bond and when Delaney’s scientific discovery – a mold with powerful antibiotic properties – both are awarded scholarships at a prestigious boarding school in Connecticut. Cash worries his grandfather, who has emphysema, will die while he is away at school, but accepts the scholarship. At school he takes a poetry class that shows him the power of language to reshape experiences of pain and fear into beauty. As in Zentner’s earlier works, grief is a central theme explored in many forms.
In the YA novel Angel of Greenwood by Randi Pink (2021) Angel and Isaiah are two young Black teenagers living in the Greenwood neighborhood of Tulsa, Oklahoma in the days leading up to the Tulsa Race Riot and massacre. The two come together for a summer job running a mobile library, delivering books to poorer black areas. Despite early contention and philosophical differences (Angel is a follower of the more conservative Booker T. Washington; Isaiah prefers the teachings of the more revolutionary WEB De Bois) the two fall in love as the world around them begins to catch fire. Isaiah writes poetry throughout the story and it is great to see a young man use poetry as a form of expression.
Dear Martin by Nic Stone(2018) using letter writing and journaling to understand Justyce McAllister, a good kid, an honor student, and always there to help a friend. None of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can’t escape the scorn of his former peers or the ridicule of his new classmates. Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. He starts a journal to Dr. King to find out.
Jaqueline Woodson is an amazing young adult author who has powerful stories to tell. In her book From the Notebooks of Melanin Sun (2010) addresses what it means to be a family. Melanin Sun has a lot to say. But sometimes it’s hard to speak his mind, so he fills up notebooks with his thoughts instead. He writes about his mom a lot–they’re about as close as they can be, because they have no other family. So when she suddenly tells him she’s gay, his world is turned upside down. And if that weren’t hard enough for him to accept, her girlfriend is white. Melanin Sun is angry and scared. How can his mom do this to him– is this the end of their closeness? What will his friends think? And can he let her girlfriend be part of their family?
The Diary of Anne Frank is a classic. In 1942, with Nazis occupying Holland, a thirteen-year-old Jewish girl and her family fled their home in Amsterdam and went into hiding. For the next two years, until their whereabouts were betrayed to the Gestapo, they and another family lived cloistered in the “Secret Annex” of an old office building. Cut off from the outside world, they faced hunger, boredom, the constant cruelties of living in confined quarters, and the ever-present threat of discovery and death. In her diary Anne Frank recorded vivid impressions of her experiences during this period. By turns thoughtful, moving, and amusing, her account offers a fascinating commentary on human courage and frailty and a compelling self-portrait of a sensitive and spirited young woman whose promise was tragically cut short.
Poet X by Elizabeth Acevedo (2020) has won the National Book Award and the Printz Award. The book is told in poetry. Xiomara Batista feels unheard and unable to hide in her Harlem neighborhood. Ever since her body grew into curves, she has learned to let her fists and her fierceness do the talking. But Xiomara has plenty she wants to say, and she pours all her frustration and passion onto the pages of a leather notebook, reciting the words to herself like prayers—especially after she catches feelings for a boy in her bio class named Aman, who her family can never know about. With Mami’s determination to force her daughter to obey the laws of the church, Xiomara understands that her thoughts are best kept to herself. So when she is invited to join her school’s slam poetry club, she doesn’t know how she could ever attend without her mami finding out. But she still can’t stop thinking about performing her poems.
In Rainbow Rowell’s Fangirl (2018), Cath is a Simon Snow fan. For Cath, being a fan is her life―and she’s really good at it. She and her twin sister, Wren, ensconced themselves in the Simon Snow series when they were just kids; it’s what got them through their mother leaving. Cath’s sister has mostly grown away from fandom, but Cath can’t let go. She doesn’t want to. Now that they’re going to college, Wren has told Cath she doesn’t want to be roommates. Cath is on her own, completely outside of her comfort zone. She’s got a surly roommate with a charming, always-around boyfriend, a fiction-writing professor who thinks fan fiction is the end of the civilized world, a handsome classmate who only wants to talk about words.
Ava Dellaira’s Love Letters to the Dead (2015) begins as an assignment for English class: Write a letter to a dead person. Laurel chooses Kurt Cobain because her sister, May, loved him. And he died young, just like May did. Soon, Laurel has a notebook full of letters to people like Janis Joplin, Amy Winehouse, Amelia Earhart, Heath Ledger, and more–though she never gives a single one of them to her teacher. She writes about starting high school, navigating new friendships, falling in love for the first time, learning to live with her splintering family. And, finally, about the abuse she suffered while May was supposed to be looking out for her. Only then, once Laurel has written down the truth about what happened to herself, can she truly begin to accept what happened to May. And only when Laurel has begun to see her sister as the person she was–lovely and amazing and deeply flawed–can she begin to discover her own path
Newbery Medal Winner, When You Reach Me by Rebecca Stead (2010) begins shortly after a fall-out with her best friend. Sixth grader Miranda starts receiving mysterious notes, and she doesn’t know what to do. The notes tell her that she must write a letter—a true story, and that she can’t share her mission with anyone. It would be easy to ignore the strange messages, except that whoever is leaving them has an uncanny ability to predict the future. If that is the case, then Miranda has a big problem—because the notes tell her that someone is going to die, and she might be too late to stop it.
Eighteen-year-old Eliza Mirk is the anonymous creator of the wildly popular webcomic Monstrous Sea in Eliza and her Monsters by Francesca Zappia (2019). When a new boy at school tempts Eliza to live a life offline, everything she’s worked for begins to crumble. In the real world, Eliza Mirk is shy, weird, and friendless. Online, Eliza is LadyConstellation, anonymous creator of a popular webcomic called Monstrous Sea. With millions of followers and fans throughout the world, Eliza’s persona is popular. Eliza can’t imagine enjoying the real world as much as she loves her digital community. Then Wallace transfers to her school and Eliza begins to wonder if a life offline might be worthwhile. But when Eliza’s secret is accidentally shared with the world, everything she’s built—her story, her relationship with Wallace, and even her sanity—begins to fall apart.
In Riley Redgate’s Final Draft (2018) the only sort of risk 18-year-old Laila Piedra enjoys is the peril she writes for the characters in her stories: epic sci-fi worlds full of quests, forbidden love, and robots. Her creative writing teacher has always told her she has a special talent. But three months before her graduation, he’s suddenly replaced–by Nadiya Nazarenko, a Pulitzer Prize-winning novelist who is sadistically critical and perpetually unimpressed. At first, Nazarenko’s eccentric assignments seem absurd. But before long, Laila grows obsessed with gaining the woman’s approval.
Natalie’s best friend, Zoe, is sure that the novel Natalie’s written is good enough to be published. But how can a twelve-year-old girl publish a book? Natalie’s mother is an editor for a big children’s publisher, but Natalie doesn’t want to ask for any favors. The School Story by Andrew Clementsis 20 years old but a perfect read for 5th and 6th graders. Zoe’s brilliant idea is that Natalie can submit her manuscript under a pen name, with Zoe acting as her literary agent. Can Natalie and Zoe pull off their masquerade?
What happens if your notebook ends up in the wrong hands? Louise Fitzhugh’s Harriet the Spy (1964) is about Harriet M. Welsch, a spy. In her notebook, she writes down everything she knows about everyone, even her classmates and her best friends. Then Harriet loses track of her notebook, and it ends up in the wrong hands. Before she can stop them, her friends have read the always truthful, sometimes awful things she’s written about each of them. Despite being written decades ago, there are some key themes about friendship that are worth noting.
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” – Margaret Mead
Looking ahead to the final day of school, my colleague came up with the idea of hosting a walk-a-thon for students to be outside and raise money for a community organization. Thinking about would everyone be able to walk, we expanded the day to offer multiple community service projects for 8th-grade students to help many community organizations. We wanted to end the year by taking time to focus on helping others and making a difference in the community.
Many of the families in our school help to donate items when we hold school wide drives but community service is voluntary time, without compensation, spent on selfless acts which benefit the school or wider community. In addition to donating items like clothes, food, and toys, we wanted our students to serve the local or global community in a positive way. Many high schools require some community service hours for graduation but why not start sooner with young people. Community service fosters responsibility, understanding, and leadership.
The last day of school is actually a half day and students will have twenty minute periods. As a team, 80 minutes in total. Why not spend the final 80 minutes of team time participating in service projects? All of the activities will be held at school. After contacting community organizations and brainstorming possible service activities, using a Google Form students selected three activities they wished to participate in. Additionally, we asked the Parent Organization to get involved and they also donated pizza after the Day of Service for the 8th graders.
Here are the activities we have planned:
Dog Toys for Animal Shelters: Braid pull toys for animal shelter dogs at Incredible Pups Pet Rescue in Poughkeepsie.
Art for Osborn: Create works of art to share with the Osborn community. Brighten the day of a senior
Lastly, we asked every student to bring a box of dry cereal to be donated to a local community organization to distribute during the summer to the food insecure. Emailing families with the details and reminders helped us to collect donations of books, school supplies, cereal, and t-shirts to use for the dog toys. We are excited to kick off this Day of Service which we hope can be an annual event.
Numerous studies report the benefit of community service among teens. Researchers also found that community service enhanced students’ problem-solving skills, improved their ability to work within a team, and plan more effectively. Social emotional development is integrated through service and service learning programs. Participating in community service does widen a student’s world view and give them context for how the world around them functions. Students are building social emotional lifeskill like
This weekend marks the final season of Stranger Things. The first part of final season was be released on Friday, May 27, 2022 and the second part of the finale will be released in July. This 80s ode sci-fi horror series was created by brothers, Ross and Matt Duffer and streams on Netflix. The series first aired in 2016 and centers around a group of “nerdy” friends living Hawkins, Indiana who love playing Dungeons and Dragons. Then they meet a girl with psychokinetic abilities and strange things happen keep happening. Think 80s films ET and War Games meets Goonies, the series is part adventure, investigative drama with supernatural elements and government conspiracies.
I have used Stranger Things episodes with in the media literacy course I teach in middle school to help teach storytelling, allusions, director moves, and suspense. There are many scenes that borrow from iconic films from the 1980s and pay homage to director like Steve Spielberg (ET and Close Encounters of the Third Kind) and John Hughes (Sixteen Candles and Breakfast Club), writers Stephen King (IT and “The Body” ie. Stand By Me) and RL Stine (The Goose Bumps Series).
The fourth and final season of Stranger Things does not disappoint. It has taken a clear horror turn clearly influenced by Body Snatchers, Poltergeist, and The Shining. Once you binge the first part of Season Four and have four weeks to wait for the July release of the final episodes, what are you going to watch, read and listen to when you want more. Lots more.
Well, here is a list of what you can read, watch, and listen to while you wait patiently.
You cannot deny that 80s music comes to the forefront of the final season. Music is in every scene to build suspense, set the mood, and even parallel character development. TAMARA FUENTES writes for Cosmopolitan Magazine and provides links and background information on Season 4 Stranger Things Soundtrack.
According to his publishers, R.L. Stine invented the teen horror genre with Fear Street, the bestselling teen horror series of all time. He also changed the face of children’s publishing with the mega-successful Goosebumps series, which went on to become a worldwide multimedia phenomenon. Guinness World Records cites Stine as the most prolific author of children’s horror fiction novels. If you haven’t read any of R.L. Stine’s books you might want to check them out.
Think teen horror is too light and looking for something to scare the begeezies out of you? Check out Stephen King‘s short stories, books, and movies. He has since published over 50 books and has become one of the world’s most successful writers. King is the recipient of the 2003 National Book Foundation Medal for Distinguished Contribution to the American Letters and the 2014 National Medal of Arts.
Satan Panic in the 1980s. Season 4 Episode One introduces panic in the town of Hawkins, Indiana when two teens end up dead. One theory is that these teens were possessed by a demon. In fact, the popular game Dungeons and Dragons is criticized by mass media and hysteria as a demonic game that brainwashes children — sound familiar? This idea of teens brainwashed by games, music, and videos games continues to persist today. Back to Stranger Things Season 4. The Duffer Brothers are not making anything up. According to Vox.com, “one of the most famous, prolonged mass media scares in history, Satanic Panic was characterized at its peak by fearful media depictions of godless teenagers and the deviant music and media they consumed. This, in turn, led to a number of high-profile criminal cases that were heavily influenced by all the social hysteria.” Most people associate the Satanic Panic with so-called “satanic ritual abuse,” a rash of false allegations made against day care centers in the ’80s. Crime Reads gives more of the background on this panic that shook the world.
I am currently participating in a study to understand more about Self-Regulated Strategy Development (SRSD) as a model for struggling writers. The goal is to teach the strategies that students need in order to write clearly and concisely.
According to Graham, Harris, & McKeown, 2013, the SRSD approach consists of explicit teaching of:
general and specific writing strategies, such as:
using the right vocabulary,
being mindful of the intended reader,
creating interesting introductions and conclusions
the knowledge required to use these strategies;
ways to manage these strategies;
the writing process; and
one’s behaviour as a writer
Just like we teach students the habits of proficient readers, teachers need to articulate the habits of good writers. Writing researchers identified what good writers do: plan, monitor, evaluate, revise, and manage the writing process. These strategies should be taught explicitly for learners to apply them to a writing task.
Elements of SRSD Instruction
Instructor modeling of strategies is essential to SRSD and must explicitly show learners how to create meaning. Graham and Harris (2005) describe a five-step process. By completing the following scaffolded instructional sequence, teachers can help learners gain confidence in the strategy and learn to use it automatically for more independent learning.
Discuss It. Develop and activate background knowledge. Discuss when and how learners might use a strategy to accomplish specific writing tasks and goals. Talk about the benefits of becoming a more proficient and flexible writer. Address any negative self-talk or negative beliefs the learner holds, and ask the learner for a commitment to try to learn and use the strategy. Discuss how the learner should track progress to document the use and impact of the strategy.
Model It. Model the strategy using think-alouds, self-talk, and self-instruction as you walk through the steps. Discuss afterwards how it might be made more effective and efficient for each individual, and have learners customize the strategy with personal self-statements. Ask students to set specific writing goals. Model the strategy more than once with various sample texts; for example, use a graphic organizer to demonstrate how to comprehend various texts of a similar genre (persuasive arguments or editorials). The Modeling stage is a key component for students. When students can read strong and poorly written writing and discuss it they are able to name and identify elements of good writing. Similarly, when teachers demonstrate writing and think aloud throughout the process, students are able to monitor their own thinking and improve their own writing.
Make It Your Own. Strategies are composed of multiple steps, similar to a checklist. When steps are captured in a mnemonic or acrostic sentence, they are easier to remember. Paraphrasing or re-naming the steps in a mnemonic or creating a new mnemonic is fine, provided that the learner is able to remember the steps that the names represent. Customizing the checklist or mnemonic helps learners make it their own.
Support It. Use the strategy as often as possible, in as many ways as possible. Instructors and other students can be supports, offering direct assistance, prompts, constructive feedback, and encouragement. When you introduce a new type of application (a new genre or writing frame, for example), it may be appropriate to model the strategy again. Learners can rely on charts and checklists too, as they learn the strategy and make it their own, but all of this should fade as learners become familiar enough with the strategy to set their goals, monitor their use of the strategy, and use self-statements independently.
Independent Performance. Learners come to use the strategy independently across a variety of tasks. For example, learners may begin to draw graphic organizers without being prompted as a means to help them comprehend and plan.
Strategies like Acronyms are also helpful for students to remember the steps of the writing process and can act as a guide or checklist for students to write well. For example, the POW+TREE strategy helps writers approach an essay-writing task and check their work as they become more independent (Harris, Graham, Mason, & Friedlander, 2008).
POW, represents and emphasizes the importance of the planning process:
Pick my idea and pay attention to prompt
Write and say more
The TREE acronym is a memory and visualization tool that helps writers structure their essays: the Topic sentence is like the trunk of the tree that supports the whole argument; Reasons (at least three) are like the roots of the argument; Explain is a reminder to tell more about each reason; and finally, Ending is like the earth that wraps up the whole argument. Think sheets or graphic organizers shaped like stylized trees that learners write in as they brainstorm and plan can prompt the internalization of this strategy.
Graham, S. (2006). Strategy instruction and the teaching of writing: A metaanalysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187–207). New York: Guilford Press.
Graham, S., & Harris, K. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore: Paul H. Brookes Publishing Co.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Available at http://www.all4ed.org/files/WritingNext.pdf.
What are the core units of study that you teach in your English Language Arts class? Essays, Literature, Poetry, maybe argumentative writing? In Penny Kittle and Kelly Gallagher’s newest book 4 Essential Studies: Beliefs and Practices to Reclaim Student Agency (Heinemann, 2021), there is a deep dive into teaching essay writing, poetry, book clubs, and digital composition.
Now for a disclaimer, I am a HUGE!!!!! Kittle and Gallagher fan. Ever since I participated in a workshop 18 years ago with Kelly Gallagher at Manhattanville College in Purchase, New York I was hooked. I have read every one of his books, adopted Article of the Week in my middle school classroom, and even use many of his texts in the college classes that I teach. If I am at NCTE or ILA, I will go to a Gallagher and Kittle workshop because I know that the information they provide is practical and timely. So, this book was something that I was eager to dive in. Let me highlight the key points presented in each section.
How do we as teachers bring students’ voices to the forefront of essays. So much of essay writing that is taught in school is bland, rote, and formatted in a constricting five paragraph essay. But that is not the types of essays that we read outside of school. Check out Sam Anderson’s essay in The New York Times, “I Recommend Eating Chips.” or John Green’s collection of essays in The Anthropocene Reviewed. These writers write compelling and insightful essays that make readers pay attention to the insight, perspective, and point of view. Teachers want to provide opportunity for students to write meaningful essays that honor and amplify their voice and agency. We might need to experiment with form — while throwing out the five paragraph essay template to write authentic essays that blend forms and hone in on craft and structure.
Some teaching moves one can make to help students with their essay writing include providing lots of model and mentor texts and have students complete a WRITE AROUND to notice and name the writing craft moves. Additionally, providing students with lots of TIME TO WRITE and low stakes opportunities to develop their writing and voice. Kittle and Gallagher write, “A volume of ungraded practice gives them opportunities to play with their ideas – some which they will develop into polished essays using craft moves they learn in this study. We know that the quantity of writing will move more writers towards proficiency.” (page 13) Teachers must MODEL THE WRITING PROCESS for students and write along side students. Have students read, analyze, and IMITATE WRITING PASSAGES, Kittle and Gallagher call this writing activity, “kidnap the structure and style”. Don’t forget to allow time for students to conference, work in writing groups, and opportunities to revise, reflect, and evaluate their own essays.
Similar to writing, volume is key when teaching reading and readers. Kittle and Gallagher write, “Book clubs motivate us to read. They deepen our understanding of not only the book but how others read and interpret the same text. Books stretch out thinking, and they expose us to books and authors we may not have otherwise missed.” (Page 45) Students practice the habits of life long readers when they engage in book club conversations, books encourage readers to talk about the topics addressed in these texts. More importantly, “rigor is not in the book itself, but in the work students to understand it.” (pg. 47) It requires teachers to choose books that are relevant and provide opportunities for students to reflect and by writing daily in their Reader’s Notebooks.
“Professor Thomas C Foster notes, poetry “offers a window into the human experience.” (page 80). Kittle and Gallagher call poetry, “little mysteries.” There needs to be a balance in poetry analysis and poetry writing. Inviting students to create and write their own poems and “start with playing, wondering, free writing, reading and listening to poems, creating notebook lists and phrases, and imitating. ” (page 82) Again, volume is key when teaching poetry. For poetry lists you can find more on Penny Kittle’s website.
Here are two poetry writing exercises to try out with students and lots more in the book:
Spine Poems – students collect books from the classroom library or their own personal library and stack in combinations so that the titles on the spines make poems.
Crowd Source Poetry: Using a Google Form, a teacher can crowd source poetry lines to build a community driven poem about an event, person, theme, or central idea.
Additional poetry lessons and activities include teaching figurative language, having students emulate a poetry form, host a poetry tournament to immerse students in a poetry study by theme or genre. Host a poet of the day – I actually do something similar to this with my poetry playlists providing students with a menu of poets, poems, and poetry forms.
In terms of assessment, Kittle and Gallagher created an “Excellence in Poetry” Grading Menu where poems are not graded individually but students are provided with choices and each student turns in a poem for inclusion in a classroom anthology. There were also six different poetry analysis assignments/exams.
We live in a digital and visual saturated culture and to think that literacy and texts does not blend digital media. Kittle and Gallagher state, “Digital composition is not just engaging, it is necessary.” (page 117) Let’s put our students interest first and support them as content creators and creative communicators while practicing digital citizenship. Possible digital composition assignments include: designing public service announcements (PSAs), create a movie from a notebook entry, make a podcast, and analyze digital texts.
If you are looking for practical ideas to implement in your English Language Arts classroom tomorrow than Kittle and Gallagher’s book with give you four unit of study that support deep students learning and at the same time help students to practice essential skills needed to be critical thinkers and consumers of information while at the same time honoring student voice, choice, agency, and creativity.
For Teaching and Promoting Social Emotional Learning
I have taught a media literacy elective to seventh and eighth graders for fifteen years. During that times, movies were a fuel for reading, writing, collaboration, critical thinking, and communication. Students analyzed Disney films for their portrayal of sexism, ageism, classism, and racism. Students took on a cause that they were passionate about and created public service announcements and short documentaries to raise awareness and call to action. Students analyzed the features of the classic Twilight Zone episode and the current Stranger Things to identify elements of suspense and storytelling. But you do not need to be teaching an academic class specific on media literacy to bring movies into your classroom as a teaching tool for social emotional learning. Utilizing short films in any classroom can provide mini lessons and conversations to address social emotional learning with children and adults.
Currently, I am kicking off the week with “Movie Mondays” in my middle school literacy lab where students view a short film and extract themes and key ideas the first fifteen minutes of this academic support class. These films become teaching tools to support close reading skills, critical thinking, and social emotional learning.
Here is a list of a dozen short films available on Youtube, TedEd, and Vimeo that promote SEL themes and topics. Be sure to preview the films before you show them with your students. You know better than I do what is appropriate for the students in your classroom.
Being “different,” Accepting Others who are Different, and Building Empathy
1. I Have a Visual Disability and I Want You To Look Me In The Eye – NYT Opinion – This short documentary is part of the New York Times Op-Doc series and was created by James Robinson, a filmmaker from Maine He uses his personal experiences to shows what it feels like to live with several disabling eye conditions. “Using playful graphics and enlisting his family as subjects in a series of optical tests, he invites others to view the world through his eyes.” This video is a powerful essay on seeing and being seen, how we treat others who look different.
2. A Conversation on Race – New York Times Series – Started in 2015, The New York Times created eight videos that included testimony of people talking about race, ethnicity and gender. These short films focus on identity in America.
Perseverance & Promoting Growth Mindset
3. One Small Step by TAIKO Studios – This animated short film tells the story of a young girl and her quest to become an astronaut. Viewers see her perseverance, dealing with set backs, and then reaching her goal.
4. Hair Love by Sony Picture Animation – Hair Love, an Oscar®-winning animated short film from Matthew A. Cherry, tells the heartfelt story of an African American father learning to do his daughter’s hair for the first time. The movie also addresses cancer and how a family copes when a parent is sick. There is no dialogue and the images themselves are powerful for making inferences.
5. Grit: The Power of Passion and Perseverance Angela Duckworth’s TED Talk – University of Pennsylvania professor and author, Angela Lee Duckworth describes her job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled. Here, she explains her theory of “grit” as a predictor of success.
6. The Boost Students Need to Overcome Obstacles TED Talk by Anindya Kundu – How can disadvantaged students succeed in school? For sociologist Anindya Kundu, grit and stick-to-itiveness aren’t enough; students also need to develop their agency, or their capacity to overcome obstacles and navigate the system. He shares hopeful stories of students who have defied expectations in the face of personal, social and institutional challenges.
7. Pip Goes to Guide Dog School By Southeastern Guide Dogs – In this animated short, Pip enters canine university in order to become a guide dog. Although he does not meet the guide dog standards, he shows grit, diligence, and tenacity to become a guide dog. Despite not passing the guide dog test, once outside in the “real world” Pip shows his strengths and ability to be a lead dog.
8. Instructions for a Bad Day – Shane Koyczan – Shane Koyczan is a powerful Canadian poet. His poems address topics of bullying, self regulation, cancer, death, and perseverance. Also check out these other poems, “To This Day Project ” and “How to Be a Person.”
Designing a Better World + Encourage and Guide Positive Social Activism and Social Awareness
9. Man vs. Earth by Prince Ea – Prince Ea is a spoken word poet and his videos on YouTube address key themes of acceptance, social action using the power of language to communicate his message.
10. Plastic Bag directed by Ramin Bahrani – Plastic Bag is a short film where a Plastic Bag goes on an epic journey in search of its lost Maker, wondering if there is any point to life without her. The Bag encounters strange creatures to be with its own kind until it ends up in the North Pacific Trash Vortex.
12. How to Be Alone by Sindha Agha New York Times Op Doc – How do you handle being alone? This documentary was created during quarantine and COVID. The director shows viewers how she is dealing with isolation and loneliness, her longing to interact others and lessons learned from arctic explorers.
Have a favorite animation, movie short or documentary that promotes social emotional learning? Share your ideas in the comments section.
I have written about teaching vocabulary often on this blog and share different ways to help students become word learners. Recently, my eighth grade students started reading nonfiction historical graphic novels with social justice themes and there are two dozen words that my students might not know. Some are specific the to historical events like legions, furor, and internment. Whereas other words provide vivid vocabulary like scrupulous and flabbergasted. In order to be more intention with student’s vocabulary building, I created a hyperdoc to help bring word work to forefront of the classroom.
When students do not understand an author’s vocabulary, they cannot fully understand the text.
Good vocabulary instruction emphasizes useful words (words students see frequently), important words (keywords that help students understand the text), and difficult words (words with more than one meaning).
In improving vocabulary instruction teachers can help students by:
Activating their prior knowledge
Defining words in multiple contexts
Helping students see context clues
Helping students understand the structure of words (Suffixes, Prefixes, and Roots — SPROOTS)
Teaching students how to use the dictionary and showing them the range of information it provides
Encouraging deep processing — integrating new words into working vocabularies
Giving multiple exposure
Focusing on a small number of important words
Janet Allen, author of Words, Words, Words(1999), states, “Children and adults need to see and hear a word in meaningful context multiple times in order to know the word, somewhere between 10 to 15 times.” And with middle school and high school, variety is the key. Teachers cannot teach vocabulary the same way every time.
Reading is perhaps the most important element in vocabulary instruction.
So, how do I teach vocabulary in my English class?
I use interactive foldables with my students and early in the school year I give them a foldable to remind them of effective word detective strategies. These strategies include:
Context Clues – Read before and after words that might help explain the words
Word Parts (SPROOTS) – Look for word parts that are recognizable. Students can decode words by knowing prefixes, suffixes, and root words
Connotation & Tone – Take the word and apply it to the character and what the character is doing in order to understand the passage. Does this word offer a positive or negative tone?
Outside Connections – Have I heard this word in a song, movie, or maybe world language? Connect the word with what you already know.
In addition to the foldable that students have in their notebooks to refer to throughout the school year, I mix up the different ways that I teach vocabulary. Here are five additional ideas to teach vocabulary in any content area classroom:
1. Take a Poll – Using an online polling website like Polleverywhere.com I poll my student about a definition of a word. Students use their mobile devices to select the best definition for a word.
2. Idea Completions –Instead of the traditional “write a sentence using a new word,” provide students with sentence stems that require them to integrate a word’s meaning into a context in order to explain a situation.
3. Questions, Reasons, Examples –
What is something you could do to impress your teacher (mother, friend)? Why?
What are some things that should be done cautiously? Why?
Which one of these things might be extraordinary? Why or why not?
-A shirt that was comfortable, or a shirt that washed itself?
-A flower that kept blooming all year, or a flower that bloomed for 3 days?
-A person who has a library card, or a person who has read all the books in the library?
4. Making Choices – Students show their understanding of vocabulary by saying the word when it applies, or remaining silent when it doesn’t. For example: “Say radiant if any of these things would make someone look radiant.”
-Winning a million dollars.
-Earning a gold medal.
-Walking to the post office.
-Cleaning your room.
-Having a picture you painted hung in the school library.
5. Act It Out – Add some theater in your classroom and have students present a scenario or tableau that represent the word.
There is no one method for teaching vocabulary. Rather teachers need to use a variety of methods for the best results, including intentional, explicit instruction of specific vocabulary words. Teachers can also encourage creative approaches to spark enthusiasm.
Integrated Thematic Instruction offers students a chance to learn in an environment where lessons in all subjects are woven around compelling themes that are expanded and explored throughout the year. This method of learning helps students connect lessons to real-life experiences. For students to be fully engaged, the content must have an application and be meaningful to their world. The standards are presented in theme-based units that allow for frequent connections.
I am currently teaching a college course titled Literacy in the Content Areas with pre-service teachers and current teachers from all different content areas. ALL content area teachers must play an active role in teaching students disciplinary literacy skills. The purpose of this course is to help teachers and teaching candidates learn how to integrate literacy (reading, writing, viewing, and communication) into content area classrooms so students can construct meaning in discipline-specific ways. Emphasis is on helping candidates acquire an integrated and balanced approach using literacy as a discipline-specific tool – for supporting reading, writing, speaking and doing – as defined by the New York State Next Generation Learning Standards.
Helping students to think about supporting students as writers, add history and bring in aspects of sports, I created this hyperdoc to help students learn about the segregated history of baseball and then make connections to athletes as social activists today. Below you can see the different aspects of the hyperdoc to allow for cognitive skills such as reading, thinking and writing in the context of real life connections that also allows for creative exploration.
Integrated thematic units can result in a lot of thoughtful conversations about the interconnectedness of the disciplines we teach. There are so many reasons why using integrated thematic units can benefit your learners.
Helps students engage with the content being taught
Allows students to apply content throughout curricula