DFTW #2 " Maddening Mad Libs"

DRAFT 1: It was a sunny July afternoon when my friends and I decided to take a trip to the beach. We packed up our towels, tanning lotion, and snacks then loaded up the jeep. We blasted the music all the way there, while we sang at the top of our lungs to all the lyrics. Once we got to Santa Cruz, we all cheered with excitement. Everyone helped unload the jeep and we skipped to the warm sand. As we walked through the hot sand, we had to find the perfect spot to set camp, which happened to have the perfect view of the ocean. All day we tanned, played some volleyball, and swam in the waves. We cheered excitedly as we noticed the tan lines we were getting from boiling in the sun all day. I boogie boarded for a while and practiced how to ride waves in like a mermaid. One of my favorite moments was reading magazines while eating out of a bag of chips and gossiping. It was the perfect girl’s day to escape our summer jobs and annoying responsibilities of being an adult. As the day came to an end, we enjoyed the beautiful sunset over the Pacific Ocean. We loaded up the car once again, and began our journey home. This time instead of singing the whole way, everyone was passed out, besides the driver, because of the fun filled day we had. It was a very successful day and I cannot wait until the next time we can have another day like this.

DRAFT 2:

It was a _____ July afternoon when my _____ and I decided to take a trip to the beach.

                    (ADJECTIVE)                               (NOUN)

We ________up our__________, _______ , and _______then loaded up the jeep. We blasted the   (SIMPLE PAST VERB) (NOUN)    (NOUN)        (NOUN)

music all the way there, while we _____ at the top of our lungs to all the lyrics. Once we got to

                                                      (VERB)

_________, we all _______with excitement. Everyone helped ______the jeep and we _______to

(PREP. PHRASE)  (VERB)                                    (SIMPLE PAST VERB)              (VERB)

the ______ sand. As we walked through the ___sand, we had to find the _____ spot to set camp,

  (ADJECTIVE)                                      (ADJECTIVE)                          (ADJECTIVE)

                                                                                                                     

which happened to have the ________ view of the _______. All day we ______, ___________,

                                           (ADJECTIVE)              (NOUN)                  (VERB)       (VERB)

 and ______ in the waves. We cheered _______as we noticed the tan lines we were getting from

      (VERB)                                          (ADVERB)

_______in the sun all day. I boogie boarded for a while and practiced how to ___waves in like a

(ADJECTIVE)                                                                                                   (VERB)

_______. One of my favorite moments was _______________ while eating out of a bag of chips

(NOUN)                                                          (NOUN)

and gossiping. It was the __________girl’s day to escape our summer jobs and ___________

                                        (ADJECTIVE)                                                                 (ADJECTIVE)

responsibilities of being an_______. As the day came to an end, we enjoyed the ________sunset

                                           (NOUN)                                                                      (ADJECTIVE)

over the___________. We ______up the car once again, and began our journey_____. This time

              (NOUN)       (SIMPLE PAST VERB)                              (PREPOSITIONAL PHRASE)

instead of ______the whole way, everyone was passed out, besides the_____, because of the fun

              (VERB)                                                                                  (NOUN)

filled day we had.

DFTW "Writing for Pets"

Ohh Maggie, my long lost puppy, how I have missed you so much since I have been away at college. Do not worry your pretty little head, I have an adventure for you to go on and there will be something at the end of this adventure that will be waiting for you… so GO! Get on it!

So listen up Maggie and pay close attention to my directions. Your first mission is to exit your doggy door and sprint to the park that is by our house. Once you get there go to the top of the slide and there you will find an object that will remind you of something… hopefully a specific place. This is where you should head to next.

If you remembered correctly, the toilet paper at the top of the slide, should have triggered the time when you shredded the whole roll of toilet paper at poppa and grandma’s house. Since you should be there right now, go to the bathroom that this incident occurred at and you will find your next clue.

Yes! It is the Go-Go boot that you accidentally swallowed when I was playing with my Polly Pockets and we had to find it in your… okay I know you remember what I am talking about. Now go to the room where we played with these toys.

This should have led you to our old house in the country. The playhouse in the backyard is where you will find your next, and final, clue. This will then lead you to your prize! (You are being such a good girl by the way)

I know what you are thinking, this is your favorite treat…BACON! And no, that’s not even your prize, I tricked you. I am hoping that just the smell of bacon would lead you back home. Sorry for the wild goose chase, but just go in through the doggy door and you will not be disappointed.

ITS ME! SURPRISE I AM HOME FROM COLLEGE!

I love you Maggie, hope you enjoyed your adventure and surprise!

Presentation Day #3 Reflection

The first group to present, STEM to Story, I thought that their ignite talk was very interesting and that it fully explained the book from start to finish. I thought that the way they organized the ignite talk was well structured and I liked how they used specific slides with the letters of STEM and explained the meaning of all of them. As for the activity, it seemed to me as if it was put together last minute. The idea was fun, but I was not convinced that they knew exactly what they were going to do before going up there. However, it was an overall good presentation. The second group to go, Fearless Writing, was also an overall decent presentation. The ignite talk sort of seemed all over the place, and not informative. However, the speakers spoke loudly and with confidence. As for the activity, I thought that it was very creative and really engaging. I also thought that the examples that they provided for us to refer to were very unique. The reference that they referred to, Tupac, was a creative way to show multi- genre writing in that transforming it into a poem, letter, story, and then to a rap song was solid.

Presentation day #2 Reflection

The first group to present, In Pictures and in Words, overall did very well. I thought their activity really put us in second graders shoes for a few minutes. Having us draw a picture that related to a specific theme, and then collaborating as a group to form a story was very creative. Looking from a child’s perspective, it is easier to create a story about something with other students. Something I thought this group could have been better at was their ignite talk. I felt that the speaker stayed on the specific time slot given, but the speaker could have worked on their confidence more. As for the second group, Crafting Digital Writing, I thought they did an all-around good job. Their back and forth ignite talk was well thought out and clear. I thought the activity was very fun and relatable. Since this generation is so addicted to their phones, it was creative to make their activity through our mobile devices. Getting up and going outside was also a nice touch that got the audience to enjoy the participation. They also tied up the presentation well by connecting why we did the activity to it relating to poetry.  You could tell both groups put in a lot of effort.

Presentation day #1 reflection

            I felt that presenting to the class was a good way for me to start to get the feel for being in a teaching role. I also discovered my strengths and weaknesses throughout this process. I realized that I need to feel more comfortable being in front of the class and to be more enthusiastic while I present something. Once I get over the butterflies of being in front of a large crowd, then these presentations will be a piece of cake. I thought that one of my strengths was being able cope well with the students with their questions as they were working in their groups. Overall, I thought this project was a good learning experience and I know what I will change for my upcoming presentations. As for the other group presentation, I thought they did a really good job on their activity. I thought it was really engaging and the way that the student used a variety of ways to get our attention was a nice touch. One thing the group could have improved on was on their ignite talk to use their time more wisely. Overall, I took away a lot of valuable information that I can use as my future teaching skill.

Why Johnny can never, ever read Reading Response

1.      In the article, Why Johnny can never, ever read: The perpetual literacy crisis and student identity, by Bronwyn T. Williams, he discusses concern about young people’s ability to read and write throughout history. Williams also examines causes that vary over time and those that remember specifics throughout. Williams poses an interesting question to his readers that “If we identify these young people ‘“in crisis,”’ rather than confident and adventurous readers and writers, how does that influence how we approach our teaching and our means of assessment?” (180). With this, I believe the point he is trying to make is that now a day some teachers are not allowing for their students to be creative and not letting them think for themselves in a sense. I personally have had experience with a teacher that has similar teaching morals and needless to say, it was a rough class.

2.      I feel as if I can relate this reading to Bronwyn Williams’ other work called Another Opening, Another Show because in that particular reading he discusses the idea that teachers all have identities within them as they teach. I feel as if these two readings relate to each other because in the Why Johnny can never, ever read analysis, he investigates why the concern is repeated from one generation to the next when most people have acquired adequate levels of literacy by adulthood. This ties in with Williams’ other piece because it is because of the teacher’s identities that the students repeat from one generation to the next. With the same teachers reciting the same thing in the same structure, it could have a negative side to things depending on if their identity is helpful and successful.

3.      In the reading, Williams mentions that the majority of concern is from the middle class of society and he connects that concern to a desire for status and privilege. I feel as if I have experienced this view point because I have witnessed firsthand being a part of a middle-class family, but personally I think that it does not raise a concern for a desire of status and privilege. I have always worked hard towards getting what I wanted whether it be inside or outside of school. However, I was not doing that in order to raise my status or to feel more privileged in any way. It was simply just for personal satisfaction.

Co-Authoring Classroom Texts Response

https://www.teachingchannel.org/videos/independence-in-learning

The video that I have chosen to help define the major key points of the Larson/ Maier article that specifically focuses on classroom literacy was called Learning Menus: Giving Options & Independence. In the article, “Co-Authoring Classroom Texts” by Larson/Maier, it discusses shifts in participation roles between the teachers and students, and analyzes these changes as the teacher switches the framework of writing activity among teacher, author, co-author, and over hearer to enable the co-construction of written texts. Similarly, in this short video, the teacher provides “menus” that allow the students to pick a question or task they feel most comfortable working on, which increases the likelihood of their success. It also creates for a greater ownership over their work. As for the teacher, it provides the opportunities for differentiated learning. Both of these teaching styles allow for the student to expand their knowledge independently and helps them grow. The students feel a sense of independence playing a role similar to a teacher’s role, which strengthens not only their confidence, but their intelligence as well.

Things that I took away from this video:

1. The more options that the students get to choose from, the best students are able to develop concepts in a variety of ways.

2. The option to ask the teacher to grade the task they choose, indirectly motivates students to keep working, being confident they have the opportunity to succeed.

3. Allowing students to have the opportunity to choose their own topic, as well as ask the teacher for more assistance, creates a reassurance for the student that helps them complete a task sufficiently.