Timeline Writing Experiences
During class one day we created a writing timeline that displayed our experience throughout the years with writing. I chose this piece of writing because I felt like it was a really good exercise that we did in class because it showed me who I am as a writer. I was able to talk about the positive and negative experiences I have had throughout my life and this really opened my eyes. Growing up I always hated having to do timed writings and I found out through this activity that many people in my class also had some of the same negative experiences that I had. This activity allowed me to make connections to my peers and showed me how a lot about my peers as writers too. Doing this timeline activity will help me in my future classroom to make sure that my students do not have the same negative experiences that I had. This activity was also interesting to see how I grew as a writer and how my perception about writing changed over the years and how writing became a different process as I
got to high school and college. I want my students to enjoy writing and maybe they can do this activity but they can write what they want their future writing experiences to be.
Multi Genre Writing
While writing my multi-genre project I felt like I learned a lot about the writing process and about myself as a writer. For each piece I would plan and create a graphic organizer to organize all of my thoughts and ideas. I would then write a brief draft that did not include very much detail. I would then go back and include in depth detail into my writing. I also really liked having my daybook to be able to write my ideas down is as I went about my day because when something would come to mind I had it there to write down before I forgot. I had my peers and even some of my family members help to revise my writing. Publishing my work was very time consuming because I wanted everything to be perfect and I wanted to make sure I did not leave anything out of my writing. I would read over each piece a few times out loud to make sure it sounded appropriate and it sounded the way I wanted it to. I learned that I really enjoy writing about things that are meaningful and personal to me. I was
able to use my emotions and feelings to create my pieces of writing and it was definitely easier to write about something I was knowledgeable about. However, I was afraid of saying the wrong thing and I revised my pieces many times to make sure they expressed my emotions and that my audience would be able to see that in my writing. As a future teacher I have learned that it is important for my students to be able to pick a topic that they feel confident writing about and something that they will be proud of when it is a finished product. It is important to teach students the elements of the writing process and be able to work on the writer’s workshop in class. Students need to be able to express themselves through writing because each student has a story to share and just need the opportunity to share it. After reviewing my project, I can honestly say that I am very proud of what I have accomplished through these writings. I also feel like it was very healthy for me to write down my emotions and feelings about the loss of my cousin and to be able to grieve through writing. I really enjoyed doing this project and I hope to do a project like this in my future classroom.
able to use my emotions and feelings to create my pieces of writing and it was definitely easier to write about something I was knowledgeable about. However, I was afraid of saying the wrong thing and I revised my pieces many times to make sure they expressed my emotions and that my audience would be able to see that in my writing. As a future teacher I have learned that it is important for my students to be able to pick a topic that they feel confident writing about and something that they will be proud of when it is a finished product. It is important to teach students the elements of the writing process and be able to work on the writer’s workshop in class. Students need to be able to express themselves through writing because each student has a story to share and just need the opportunity to share it. After reviewing my project, I can honestly say that I am very proud of what I have accomplished through these writings. I also feel like it was very healthy for me to write down my emotions and feelings about the loss of my cousin and to be able to grieve through writing. I really enjoyed doing this project and I hope to do a project like this in my future classroom.
Future Classroom Sketch
This was a classroom sketch I made during class to demonstrate what I would want my classroom to look like. I chose this drawing because it shows who I will be as a future teacher. This drawing demonstrates that my writing can simply be done in a picture and does not require written words. I wanted to use this drawing because it has its own unwritten story and I want the reader to create their own story by looking at the sketch. This drawing is significant to me because it is the first time I have thought about what my future classroom would look like and it is just a draft of my classroom but I could definitely improve this sketch over time. This is the way I want my classroom set up when my students are learning and I hope this sketch and this set up allows them to learn in a positive learning environment. This piece of writing will influence me to think about my future classroom and all that comes with it. I want my students to feel comfortable in their learning environment and I want my classroom to be set up perfectly and be what I want. After all of my clinical experience I have seen many different classroom set ups and gotten many ideas for my own and that fact that this one will finally be my own it makes it that much more important.
Language Arts Clinical Observation
Observation of teacher instruction
The class changes their topic of learning to the mystery genre and has now completed the poetry unit. The teacher asks students to take their writing journals to the “writer’s carpet.” Ms. Schultek reviews how to use a flow map when planning a writing piece. She shows them a visual of what the flow map looks likes and allows them to copy down the chart. She reviews what each section of the map is used for. She asks them to draw a witches’ hat in their notebook and that will be their flow map. The map starts off describing and listing the setting and characters, then the climax of the story, and they then include a solution and an ending for their story. The teacher also talks about showing instead of telling the reader. She then asks students for some examples from the students to ensure they understand. She wants them to challenge the reader with their writer and to get the reader thinking. The children sit together in the writers circle and plan for their writing. I like this idea because it ensures Ms. Schultek that they are working on what they are supposed to and they are able to help each other with their planning. Ms. Schultek gives
them helpful advice as they are planning such as they should plan the climax and work backwards to create the rest of their story. The students are also able to ask the teacher questions during this time and show their progress before they move back to their seats to continue working. She asks the students for thumbs up if they have their characters and settings listed and this helps the teacher see which students are on track and which students are struggling with their stories. After the students have planned their mystery story, they work independently around the room in their secret spot. Ms. Schultek walks around and conferences with students and tries to help them with ideas. I noticed that
some of the students just sat there and stared at their papers while some students were already starting their stories. Ms. Schultek knows who may need more time and extra help and she tries to accommodate for those students. When students are sitting at their desk waiting for the next activity to begin, they are able to work on any work they need to complete or they can write in their writing journals.
Reflection
This lesson was a review of using a flow map or planning map to help students plan their next piece of writing. Students are also learning a new
genre which is mystery. I think this lesson was very helpful for the students because they were able to communicate with the teacher for extra help and they were able to feed off of each other for information. It is important for students to work together to share ideas and ask each other questions instead of always asking the teacher. Having the students sit down in a group and plan their writing also allows for the teacher to make sure students are on task and working on their writing. The teacher doesn’t give students a topic to write about but instead a genre which gives students a broad range of ideas to write about. I believe that students feel more comfortable when they are able to write about something of their choice. This really tests their creativity and imagination and they are able to express themselves. Students often feel stressed when they are given certain topics or a time limit to write and when they are given free write they are able to write more easily and successfully and are often more confident about their writing. I also like how she used behavioral management during this lesson. If the students were working quietly
at their desks they were then allowed to go write in their secret spot. Letting students write anywhere in the room they would like also lessens the pressure students often feel when they are given a writing assignment. This was a good example of writer’s workshop because the students were able to learn, work independently, and conference with the teacher when they felt it was needed. If I were to do this lesson in my classroom I might have some of the students share some of the ideas they were listed on their flow map to give other students some ideas about their writing and to boost their confidence for sharing their work. I also would have created a short mystery story of my own and showed the students my ideas for my story by creating a flow map all together. This will also give students a better idea of what they should be doing and allow them to become more creative and maybe share some of their ideas or anything they might change about the story I created. This will help them with the editing and revising process by giving ideas and seeing where changes can be made. Even though this is only the planning part of their writing, they are always changing and adding to their ideas.
The class changes their topic of learning to the mystery genre and has now completed the poetry unit. The teacher asks students to take their writing journals to the “writer’s carpet.” Ms. Schultek reviews how to use a flow map when planning a writing piece. She shows them a visual of what the flow map looks likes and allows them to copy down the chart. She reviews what each section of the map is used for. She asks them to draw a witches’ hat in their notebook and that will be their flow map. The map starts off describing and listing the setting and characters, then the climax of the story, and they then include a solution and an ending for their story. The teacher also talks about showing instead of telling the reader. She then asks students for some examples from the students to ensure they understand. She wants them to challenge the reader with their writer and to get the reader thinking. The children sit together in the writers circle and plan for their writing. I like this idea because it ensures Ms. Schultek that they are working on what they are supposed to and they are able to help each other with their planning. Ms. Schultek gives
them helpful advice as they are planning such as they should plan the climax and work backwards to create the rest of their story. The students are also able to ask the teacher questions during this time and show their progress before they move back to their seats to continue working. She asks the students for thumbs up if they have their characters and settings listed and this helps the teacher see which students are on track and which students are struggling with their stories. After the students have planned their mystery story, they work independently around the room in their secret spot. Ms. Schultek walks around and conferences with students and tries to help them with ideas. I noticed that
some of the students just sat there and stared at their papers while some students were already starting their stories. Ms. Schultek knows who may need more time and extra help and she tries to accommodate for those students. When students are sitting at their desk waiting for the next activity to begin, they are able to work on any work they need to complete or they can write in their writing journals.
Reflection
This lesson was a review of using a flow map or planning map to help students plan their next piece of writing. Students are also learning a new
genre which is mystery. I think this lesson was very helpful for the students because they were able to communicate with the teacher for extra help and they were able to feed off of each other for information. It is important for students to work together to share ideas and ask each other questions instead of always asking the teacher. Having the students sit down in a group and plan their writing also allows for the teacher to make sure students are on task and working on their writing. The teacher doesn’t give students a topic to write about but instead a genre which gives students a broad range of ideas to write about. I believe that students feel more comfortable when they are able to write about something of their choice. This really tests their creativity and imagination and they are able to express themselves. Students often feel stressed when they are given certain topics or a time limit to write and when they are given free write they are able to write more easily and successfully and are often more confident about their writing. I also like how she used behavioral management during this lesson. If the students were working quietly
at their desks they were then allowed to go write in their secret spot. Letting students write anywhere in the room they would like also lessens the pressure students often feel when they are given a writing assignment. This was a good example of writer’s workshop because the students were able to learn, work independently, and conference with the teacher when they felt it was needed. If I were to do this lesson in my classroom I might have some of the students share some of the ideas they were listed on their flow map to give other students some ideas about their writing and to boost their confidence for sharing their work. I also would have created a short mystery story of my own and showed the students my ideas for my story by creating a flow map all together. This will also give students a better idea of what they should be doing and allow them to become more creative and maybe share some of their ideas or anything they might change about the story I created. This will help them with the editing and revising process by giving ideas and seeing where changes can be made. Even though this is only the planning part of their writing, they are always changing and adding to their ideas.
Week 6 Forum Post
Week 6
by Alison Coffman - Sunday, 24 February 2013, 08:14
PM
It was June 2, 2008 and I was sitting in English class when I decided to text my cousin Briana to see if she would be able to pick me up
from school that day. It was just any ordinary day where school was dragging on and I sat there and tried to distract myself in any way than listening to the teacher. When the bell rang I looked down at my phone and there was still no reply which I thought was strange because she usually answered me right away. As I walked to my next class I heard my name on the intercom and was confused why I was being called down to the office but made my way there before my next class. As I got closer I could see my stepdad and his best friend standing there at the
door waiting for me. My heart started to race and my palms started to sweat as I was worried something terrible had happened. My stepfather looked at me and said there had been a terrible accident. My heart dropped and I stared at him wide eyed waiting for more information. He told me he didn't know much but only that my cousin had been in a car accident. As we pulled up to the hospital I ran out of the car and into the arms of my mom as I burst through the front doors. She looked me in the eyes and told me that my cousin had passed away. I immediately fell to the floor and bursted into tears. All I kept asking myself was why and how? My life changed that day. I lost my best friend that day and was forever
heartbroken. I will never forget that day for the rest of my life.
What questions/ suggestions do you have after reading this?
by Alison Coffman - Sunday, 24 February 2013, 08:14
PM
It was June 2, 2008 and I was sitting in English class when I decided to text my cousin Briana to see if she would be able to pick me up
from school that day. It was just any ordinary day where school was dragging on and I sat there and tried to distract myself in any way than listening to the teacher. When the bell rang I looked down at my phone and there was still no reply which I thought was strange because she usually answered me right away. As I walked to my next class I heard my name on the intercom and was confused why I was being called down to the office but made my way there before my next class. As I got closer I could see my stepdad and his best friend standing there at the
door waiting for me. My heart started to race and my palms started to sweat as I was worried something terrible had happened. My stepfather looked at me and said there had been a terrible accident. My heart dropped and I stared at him wide eyed waiting for more information. He told me he didn't know much but only that my cousin had been in a car accident. As we pulled up to the hospital I ran out of the car and into the arms of my mom as I burst through the front doors. She looked me in the eyes and told me that my cousin had passed away. I immediately fell to the floor and bursted into tears. All I kept asking myself was why and how? My life changed that day. I lost my best friend that day and was forever
heartbroken. I will never forget that day for the rest of my life.
What questions/ suggestions do you have after reading this?
Reflection
I chose this piece of writing because it was my narrative piece for my multi genre project and I received a lot of positive feedback from my peers on this piece. This piece of writing shows how I have grown as a learner and a writer and how It is a lot easier to write about something more personal to your life than a random topic. I also chose this forum post because my narrative piece went through many revisions during my project and I wanted to show how I have grown as a writer. Throughout my life I have never been much of a writer and this piece of writing showed me how to write a narrative and how to improve my writing by having my teacher and peers revise my work and give me suggestions. This piece of writing was very difficult for me to write because it was about the day I found out my cousin died and I try not to think about that day but I thought this would be a good topic for the narrative piece of my project. As a future teacher, this piece of writing has inspired me to have a project that allows my students to write a narrative about something personal to them because it definitely put things into a different perspective for me. I also want my students to be able to write about personal experiences and not be afraid of what their peers might say and be able to have their peers revise and edit their work.
I chose this piece of writing because it was my narrative piece for my multi genre project and I received a lot of positive feedback from my peers on this piece. This piece of writing shows how I have grown as a learner and a writer and how It is a lot easier to write about something more personal to your life than a random topic. I also chose this forum post because my narrative piece went through many revisions during my project and I wanted to show how I have grown as a writer. Throughout my life I have never been much of a writer and this piece of writing showed me how to write a narrative and how to improve my writing by having my teacher and peers revise my work and give me suggestions. This piece of writing was very difficult for me to write because it was about the day I found out my cousin died and I try not to think about that day but I thought this would be a good topic for the narrative piece of my project. As a future teacher, this piece of writing has inspired me to have a project that allows my students to write a narrative about something personal to them because it definitely put things into a different perspective for me. I also want my students to be able to write about personal experiences and not be afraid of what their peers might say and be able to have their peers revise and edit their work.