Feeling Bloggy

I just finished an assignment for my "Technology in the Classroom" class. It was about Podcasting. I am not a fan of podcasting. Yeah, it's cool that people can listen to you instead of read what you have to say, but there are literally ten thousand steps to get there. This is why I am revisiting my blog this fine crisp fall day. Because I love my blog and I hate podcasts.

I do have to admit that my podcast adventure did reintroduce me to something that I have been missing for a while: Poetry. I stopped and thought that for the last three years I have analyzed at least five poems a semester. This semester, on the other hand, I don't think I've even read five poems. This made me sad. I have been reading Peter Pan and Wendy by J.M. Berry, which has been an extraordinary adventure (and thanks to fancy new phone, it's been really easy to access). The book is a bit darker than any of the movies, but I have loved it all the same (and for those of you who already know my affinity for Peter Pan will understand how much I have loved it). I just have to highlight one word that was used that I absolutely loved, it's one of those words that feels good to say: miasma. The definition is even better: noxious exhalations from putrescent organic matter; poisonous effluvia or germs polluting the atmosphere. Isn't that fantastic? Anyway, I feel like I need more literature in my life as of late.

I also think I need more of this fall weather. Given the choice I'd much rather sit in a pile of dried leaves than on the computer figuring out how to make something work as an MP3 file. However, I did have the opportunity to have some time outside, and it was lovely :)

Anyway, I just thought I would share. School is good, life is good, the leaves are changing colors and I think I might go watch them fall.

A Psalm of Life

By Henry Wadsworth Longfellow

Tell me not, in mournful numbers,
Life is but an empty dream ! —
For the soul is dead that slumbers,
And things are not what they seem.

Life is real ! Life is earnest!
And the grave is not its goal ;
Dust thou art, to dust returnest,
Was not spoken of the soul.

Not enjoyment, and not sorrow,
Is our destined end or way ;
But to act, that each to-morrow
Find us farther than to-day.

Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world's broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle !
Be a hero in the strife !

Trust no Future, howe'er pleasant !
Let the dead Past bury its dead !
Act,— act in the living Present !
Heart within, and God o'erhead !

Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time ;

Footprints, that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,
With a heart for any fate ;
Still achieving, still pursuing,
Learn to labor and to wait.

I found this poem during the class that I am observing at the high school. I liked it a lot, so therefore I posted it. My favorite part is the last three stanzas. I think that this has been on my mind because I've been thinking of what I really want to do with my life. I just think it's great.

Lesson Plans...

Are my life right now. My sister asked me to update my blog so she could know what was going on in my life. Well, there ya go. Lesson plans are my life. Want a taste? Well you asked for it.


Lesson Plan 19

Peer Review

Objective: To help students help each other in the writing process. This gives them a good place to start when they are reviewing and editing their papers on their own.

Standards Addressed: NCTE # 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Common Core: 11-12.W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Discuss what peer reviewing means. Go over classroom rules on respect, these rules play a role in the peer review process (10 minutes).

a. There are “compliments” and then there are better compliments for a paper.
i. A compliment: “I like the font you used”
ii. A better compliment: “The examples you used to back up your argument that Miss Watson is a hero were creative and convincing!”
b. Please refer to the rubric for the specific suggestions involving word choice, details, organization etc.
c. If you are unsure about something editorial, ask me as I will be walking around during peer reviews.

Peer Edit with Perfection!
There are three steps to good peer editing:
1. Compliment the author
• What are a few things that you liked about the author’s writing?
2. Make specific suggestions regarding the author’s. Please look over the rubric for explanations of each of these points!
• Word choice
• Use of details
• Organization
• Sentence length
• Topic
3. Mark corrections on the writing piece
• Look for spelling, grammar, and punctuation mistakes. (See Editing Marks)
In addition, remember to:
• Stay positive!
• Be specific!

Copyright 2004 IRA/NCTE. All rights reserved. Image copyright 2004 Microsoft Corporation. All rights reserved.
ReadWriteThink materials may be reproduced for educational purposes.

2. After going over the peer review etiquette, go over symbols that should be used in editing. (5 minutes)
a. Also, squiggly line underneath means the sentence or idea is confusing.

3. Have students pair up with a copy of their paper and a copy of the peer review handout. Trade papers and complete the peer review sheet. After this have students get into another pair and complete another peer review sheet. (So by the end of the class period they should have done two, and should have two for their paper) (15 minutes).

4. In the second pair have students read the paper out loud. Reading a paper out loud can help students hear mistakes that they might have missed while just reading it silently (10 minutes).

Disenchanted

dis·en·chant

[dis-en-chant, -chahnt]

verb (used with object)

to rid of or free from enchantment, illusion, credulity, etc.; disillusion: The harshness of everyday reality disenchanted him of his idealistic hopes.

— adj
	disappointed or disillusioned

This is definitely how I have been feeling lately. Mostly towards my major. Have I been wearing rose colored glasses this whole time while preparing to be a teacher? If I were to care about all of my students would my head explode? If I were to put time and effort into my teaching, would I get burned out in three short years? Not even wanting to even learn my student's names? My eyes have been opened a little bit more to everything that teachers face. Especially the politics. And it's made me think more about what I've really gotten myself into.

And the worst part?

I still want to teach.

I want to go crazy helping students understand how to express themselves. I don't want to get burned out, but I want to have expectations for my students. In essence, despite everything that is bad about teaching (the whole overworked, underpaid) I want to teach. I must be certifiable. Disillusioned and a bit disenchanted, but certifiable all the same.