NOT MANY RAINY DAYS

Wow!! What a Trip!

Thank you Larry H. Miller Foundation and Zions Bank for sponsoring such a fabulous trip to Boston, Philadelphia, and all the other assorted historical places that we went to along the way. The trip was a total eye-opener to me, and the insight that i gained to our country's history will be invaluable to my lesson planning this Fall. I enjoyed very much meeting all of you and the daily activity we had in the adventure of walking into the richness of our history. Can't wait to see you all in August!!

Photos of Boston Red Sox Game

Taking the Measure of John Adams

It's understandable that we're all impressed by John Adams after reading the McCullough biography. His accomplishments, his foresight, and his forebearance were and are remarkable. Sometimes, though, we tend to see things only in the tone of what is presented to us. He did have enemies and they were quite vocal in what they saw as his shortcomings. He didn't come dashing out of a phone booth wearing a cape every time there was trouble. I would think capes and frilly shirts and such would be more Alexander Hamilton's style. I'm sure that Adams also engaged in the rough and tumble of politics, although we get the impression from McCullough that Adams did expect a certain decorum and statesmanship from himself and from others...and that often he was disappointed in the duplicity of others. If there is a nobility that comes through with him, it is that Adams seemed to place his ambitions on the back burner in critical times and do what he felt was in the best interests of America. This brought him to some uncomfortable choices. He defended British soldiers after the Boston Massacre. He took on friends in political fights because he believed that his agenda was best for America. He served a very difficult, protracted amount of time in Europe when he desperately wanted to be home. His letters to Abigail show much of what he wrestled with. And they also are the best argument for the sincerity of his sacrifice. His service as vice-president and the deference he showed to President Washington speak highly of his willingness to set good precedents for the new government. Even his actions and reflections after serving as president and enduring some bitter lambasts against him show that he possessed a view of founding something that was larger than any one group of people or any one generation. He certainly wasn't perfect, but he is a great example of devotion to a cause and sacrificing for future generations.

Walking, Ponds, and Getting Excited.

So with the fact that we are leaving in a few days, I keep thinking about the first article we were supposed to reading about "walking", and Walden Pond.

With the shows that I've been watching, there have been a few people sitting next to ponds, and I think about how he must have sat on a tree, or side, and gone over all of his thoughts.

I also think about the walking essay and how he mentioned that if he didn't spend around 4 hours walking each day, it didn't feel worth it. I highly doubt that I could walk that many hours in a day, just for the fun of it.

I love hiking, and walking around the Daybreak Lake, but that seems a bit much.

The real reason to write this was that I am getting excited for the trip, and I keep thinking about the reflection and thoughts I am hoping to have at the pond and while doing all of this walking.

What do you think?

Marzano Lesson #2 Compare/Contrast

I started this lesson by reading the book, "I am the Dog, I am the Cat" by Donald Hall. This book shows all kinds of similarities of dogs and cats by having the dog and cat tell about themselves. (Example: “I am the dog. I like bones. I like to bury bones. As for eating, I can take it or leave it – but I like it when they feed me.”) The next page is the cat talking telling similar things about itself.

Next students put the information about dogs and cats into a Comparison Matrix, to show the specific similarities and differences. As teams, the students chose the items to compare.

Then we took this strategy to the Civil War. (We didn’t do this until we had completed our Civil War Unit) As teams, students choose things to compare. These are possibilities but I did not limit them to the following items.
North/South Northerner/Southerner
Slave/free black black child/white child
Rebel soldier/Union soldier slave/master
Lincoln/Davis Grant/Lee
They started by filling out a Venn Diagram, listing as many similarities and differences as possible. Then they took this to a Comparison Matrix choosing the specific items to be compared.

Finally they wrote a story modeled after the book, I am the Dog, I am the Cat.

Reflection: I really liked this activity and although I used it with the Civil War, it could be used in any unit where comparisons are valid. The students seemed to be able to do this quite well because we started whole class and I guided them through identifying the similarities and differences in the book we read. (The book is great for this) Most of the students are very familiar with Venn Diagrams but it helped to start with a Comparison Matrix whole class using the dog and cat book.

I saw some great work and some deep thinking in this activity. Most of the students really enjoyed learning about the Civil War, so they were excited to use their knowledge and make the comparisons. I think it helped to give them some choice on what they could write about. I also think that it helped them to work in groups, but I would love to take this to an individual project comparing something else. (next year)

Last minute questions...

In case anyone is reading this before we leave, could you answer some questions for me? What materials are any of you taking besides the binder, which already weighs 25 lbs? I don't have, need, or want a kindle, so my books are real and very heavy as well. Are we supposed to take JA and Walden?

Also, I have run off my 45 copies of my research paper and that alone weighs a few pounds, which I will still have (the weight) because we will be trading papers soon. Our instructions are to bring a fanny pack or small backpack but how is all the paperwork/binder going to fit into something that small?

Ok, now that you can see I am stressing over silly things, what are your solutions as I am open to any and all. Thanks, Pat Drussel

John again....

I know, I know, I can't stop thinking about John Adams. I listened to the book twice while walking on my treadmill right after we learned we had this opportunity to go to Boston. Then now that the seminar is getting closer I checked out the movie from the library to get another shot of John. Now it's about all I think about. Today I keep thinking how he was so adamant we become an independent nation from Great Britan and how he sacrificed his marriage and family to serve his fellowmen and his country over an ocean and 3000 miles away. When he does return from Europe, his children are grown, he is 53 years old, and John now begins another relm of his legacy.

Sinners in the Hands of an Angry God

Wow! I think this particular reading did more to awaken me to the religious climate of early New England than any other. I knew those early ministers felt a great responsibility to keep their flock on the straight and narrow, but Jonathan Edwards was over the top. It would have been funny if he wasn't so serious about it. "The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire, abhors you and is dreadfully provoked." "You are ten thousand times more abominable in his eyes, than the most hateful venemous serpent is in ours." "He will crush you under his feet without mercy; he will crush out your blood, and make it fly." I'm pretty sure that I would have a hard time with religion if he were my religious leader.

Sleeping with John Adams...

I've downloaded John Adams onto my Kindle and I take him with me to bed every night. I'm almost finished and have loved every minute of my reading. Thanks for the book selections because I would have never chosen this book of my own accord and I feel like my perspectives have changed dramatically as I have embarked on this journey. You have caused some marital discord as my husband has chaffed just a little as I have shared our bed with our founding fathers and their views. But the discussions we have engaged in have been stimulating and interesting. I can't wait to put geographical locations with the images and emotions I have in my head regarding these historical connections. Thursday can't come soon enough...

I am so impressed with John Adams. He impresses me with his courage and integrity throughout his entire life, but beginning as a young lawyer when defending the accused British soilders in the Boston Massacre. He is a great man who had much more influence with our country's beginning than I orginally realized. The more I learn the more I want to.

Message to my daughters...

Message to my daughters from John Adams and me…

I couldn’t help but smile as I came upon the tender letter John Adams wrote to his daughter, Nappy regarding her escalating relationship:

Daughter! Get you an honest man for a husband, and keep him honest. NO matter whether he is rich, provided he be independent. Regard the honor and moral character of the man more than all other circumstances. Think of no other greatness but that of the soul, no other riches but those of the heart. An honest, sensible, humane mane above all the littleness of vanity and extravagances of imagination, laboring to do good rather than e rich, to be useful rather than make a show, living in modes simplicity clearly within his means and free from debts and obligations, is really the most respectable man in society, makes himself and all about him most happy.

This is what my mother taught me and what I wish for you both!

Love,

Mom

This is a facebook posting I send to my daughters. Thanks John for helping me out on this one!

Our current errand...

Errand into the Wilderness…

It was interesting as I read the text dripping with piety as they described their “mission” to become a shining example of Christianity to the world. As their ambitions crumbled giving way to human nature, I was struck with a quote from the text…”Having failed to rivet the eyes of the world upon their city on the hill, they were left alone with America.” This reminded me of the circumstances we as a nation are facing now. Now we are left alone with America and all of the triumphs and tragedies present. We have some pretty deep political issues to solve. I believe we can look to the past for the remedy. Our strength lies within. It’s time to shoulder responsibility for our current state of affairs and quit wasting time assigning blame. The time is short and the need for great minds and quick thinking is dire. Where are the John Adams’ of our generation? Our errand is now upon us.

Dancing through the Declaration...Marzano

Marzano Lesson Plan 2:

I was excited to see that Marzano and I both agree on the idea of kinesthetic activities to facilitate authentic learning. As part of my poetry unit, students are required to memorize the preamble of the Declaration of Independence each year. A prospect many find daunting. This year, with the help of Marzano, I decided to try it a little differently.

Summary:
Utilizing kinesthetic movements as a mnemonic device.

Instructional Procedures:
1. Start with each student writing out the preamble and identifying words they don’t understand. 2. Look up the unknown words and add them to the vocabulary lists for the week. 3 Have the students come up with hand motions to help demonstrate the idea of the meaning of those words. For instance; my students decided that pointing to their eyes for the words “self evident” would denote that it’s so obvious that you should simply be able to see something that is “self evident.” 4. Continue on throughout the text identifying words and connecting them to a physical action that demonstrates the meaning 5. After all of the difficult words have been identified and categorized through movement, put it all together into a big, loud choral experience that allows students to “move” through the desired memorization.

Extensions:
Have students work as teams to come up with the “best” physical representations and compete for placement in the class’ final compilation of movement

Assessment Plan: Students must “pass off” the memorization in either a private or a classroom setting. Both instances are covered in the Utah State Core, so you could even utilize both manners of assessment and have them build off of each other, for instance: have the student pass of the memorization first privately and then have a final public presentation to follow.

(Marzano:Classroom Instruction that Work, pages 82-83)

Reflections: I couldn’t believe the difference in the ease in which my students memorized this beautiful passage. We reviewed it each morning right after the pledge. It was kind of elegant to follow the pledge with our very active version of the Declaration of Independence! I watched them enjoy the whole memorization process instead of finding it drudgery. By the time we were finished with the whole thing, my students had created a physical interpretation of the Declaration of Independence that will stay with all of us. Thanks Marzano!

Dr Seuss, Marzano and I...

Marzano Lesson Plan 1:

In much of his writing, Marzano discusses the idea that learning is much more effective when prior knowledge is activated, synthesized and then applied. I devised this lesson plan to stimulate that prior knowledge activation and infused it with a little fun. The synthesizing and application aspects follow with the assessment phase.

Summary:
This is a creative and fun way for students to grasp the meanings and applications of prefixes and suffixes.

Main Curriculum Tie: 
Language Arts - 8th Grade
Standard 2 Objective 3
(Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.

Materials:
1 large piece of butcher paper for each small group of students

Instructional Procedures:
1. Start with a list of the suffixes and prefixes on the board. Have the students write the definitions of each suffix and prefix along with examples of words that utilize them. 2. Read any Dr. Seuss book aloud to the class paying special attention to the creative use of inventive vocabulary. 3 Have the students "Seusize" words by creating new words with the prefixes and suffixes. Note...make sure that the true meaning of the suffixes and prefixes stay in tact with the new "Seusized" words. 4. Divide students into groups. Each group has a piece of butcher paper with one of the suffixes and prefixes written in marker at the top of the page. The students in each group read their "Seusized" words that correspond with the prefix or suffix on the paper. 5. The group comes to consensus and picks their two favorite words and writes the words, their definitions and a sentence on the paper and passes it to the next group until all group have added their two best "Seusized" words to the corresponding list. 6. Send the completed lists again around the class and have each group put gold star stickers beside 1 favorite word on each sheet. Display the winning words for each prefix and suffix around the room.

Extensions:
Have students take either the "winning words" or their personal list of "Seusized" prefixes and suffixes and create a story. These stories can be presented in a PowerPoint format and presented to the class.

Assessment Plan: Graphic Organizer for Analogies:
Students are given a list of root words and prefixes and suffixes. To successfully pass, each student creates a new word and explains how the prefix or suffix directs the meaning and then creates a graphic organizer illustrating an analogy for that new word.

(Marzano:Classroom Instruction that Work, pages 26-28)

Reflections: My students loved this activity. The analogies they came up with just seemed to “cement” that understanding of prefixes and suffixes. Their analogies were hilarious and very astute.

Marzano Lesson Summarizing

This is a really basic lesson that I used with my students to help them summarize books they read. I made a summary frame for book reports that is very similar to the Narrative Frame. Usually with book reports, students would go on and on and retell the whole book, they would give too little information or they would rewrite the back cover. I made a summary frame that included:
1. Characters: Who are the main characters?
2. Setting/ s: Where did most of the book take place?
3. Problem: What was the main problem the characters faced?
4. Solution: How was the problem solved?
5. Opinion: What did you like or dislike about the book?
This became the focus of their book reports. They had to delete minor characters. They had to analyze and report the main setting or settings. They had to think deeply to figure out the main problem and solution. They were able to end with their opinion of the book.
Reflection: Using this simple summary frame really helped my students. They were able to get much better at choosing the most important information, delete unneeded information, practice and come up with a good concise book summary. In the past I have found that it is hard for students to pick the most important information to tell about. Some want to tell every little detail and others tell parts without getting to the plot of the book. This solved my problem with book reports, helped students learn and practice summaries and helped them with thinking and analyzing along with practice story elements.

"Sinners"

Excerpts from Jonathan Edwards' "Sinners in the Hands of an Angry God"is one of the first things in my literature textbook for my English 11 class. It's a pretty harsh way to start the year, but I figure if I can't put the fear of God into my students, perhaps Mr. Edwards can. We listen to it on a cd, and that makes it really come alive for my classes. I just read the biography and full text of "Sinners," and I found out some new info. My lit book mentions that Edwards was dismissed from his parish because the people thought him too harsh, but it didn't say that he stopped allowing every baptized member to take communion, but only those who he thought were worthy. After reading "Sinners," I find it hard that he found anyone worthy. My students often laugh at some of the things said in this sermon (I think we all have to laugh to keep from crying tears of fear), but they are also able to put themselves into the shoes of the congregation. I explain how these people believed this and reacted in fear and repentance to such sermons. We contrast that with most religions of our day and how people want to be taught about how God loves them, not about how much he despises their sins. Even back in Edwards' time, this was happening, which is why he was dismissed from his church. I ask my students to think about which kind of sermon is more effective--one about love, or one about fear? They often decide that it depends on the circumstance. I read the excerpt on Benjamin Franklin right after I read "Sinners" and was interested in this quote from "Poor Richard's Almanac":"Those who are feared are hated." I found this interesting as it was written at almost the exact same time as "Sinners." Again, this shows that not all people appreciated Edwards' Calvinist views on God.

personal errand

Another connection i made with the Miller piece was this idea of going on an errand. The beginning talks of two types: a person going on a mission for a superior and someone going on their own errand or mission. Which of these types of errand am i on regarding the studies for this seminar? Am i doing the readings because they were assigned by the instructors and that is what they want me to do? Or, am i completing these things because i am on my own journey for intellectual advancement? Do I see them as tasks or burdens, or i am using them as a manner of becoming a more informed educator? I hope the latter is the case.

Errand into the wilderness

I really enjoyed the "errand into the wilderness" by miller. I thought that it was summed up pretty well by the phrase on page eight: "to possess the land but not be possessed by it." I think that that is what many of the strict religious people of the time were most concerned about. They thought that many were more concerned about gaining wealth or power instead of keeping their focus on the ultimate reward of eternal life. They talked often of losing unity in the society because so many had lost this focus.

Help Help Help

Ebay failed. I can't sell this ticket.

I still have one extra ticket for the Red Sox Game Friday Night.

Call me if you are interested, I don't want to get stuck. 801-558-7308.

(Helama it would be nice if you stepped up)

Marzano Lesson

I know this is a simple lesson that i should have learned a long time ago. I read in the Marzano book about the different uses for the Venn Diagram and decided to put the suggestions to use in my classroom. Earlier in the school year, we used Venn diagrams to find differences between several groups of Native Americans. I had the thought that it was nice but the answers didn't have much depth and, although students were able to see many differences, there were not as many similarities noted.

Marzano suggested that teachers get very specific with the scope of the diagram. For example, instead of having them find general characteristics of Utes and Navajo, for example, have the students complete separate diagrams for similarities and differences in dwellings, clothing, food sources, or customs specifically. I had my classes revisit the activity using more specific topics for their diagrams, and i really enjoyed seeing the outcome. Students were forced to dig a little deeper, looking at very specific details. I was thrilled to see that many of them actually enjoyed the more focused diagrams. this is something that i will continue to use in the future.

Reflections: Walden's Pond and a Bath tub in a Pasture

This book struck several different emotions for me while i was reading it. First, i couldn't wait to get into this book as i had heard excellent comments about him as an author. Well, as i started to read Walden, i couldn't stand it. Ahh! was i disapoointed, what did all the other folks see in his writing i thought to myself. I had to force myself to read a bit of it each day and push my way through it. I thought that he had a lot to say about nothing and that he regarded himself rather highly. As you might predict, as i kept reading i started to notice a change, or perhaps it was me. I was able to start getting the "gist" sorta, of what he was trying to portray. Seemed to me that he got off himself a bit and i started to enjoy it, i even found humor in some of the pages and some of his expressions.
I grew up as a kid with a beautiful grassy pasture behind our house, and my Dad put in a small pond beneath the massive dense Black Willow trees for the 4-5 cows that roamed the field. Eventually Dad built us a tree house that my brothers and i spent hours and hours in right next to the pond.
At the north end of the pasture were two bathtubs one draining into the other that Dad used as watering troughs. Dad used to do all the duties of maintaining the needs of the field and the cows. Now, that Dad has passed on, it has come to me to carry on these duties. Well, I'm a rookie at these sorts of things. Over the winter the tubs evaporate out leaving all the decomposed leaves and muck at the bottom. (I didn't know that you were supposed to drain them and then flip them over so they don't crack in the winter). As i was cleaning the tubs and refilling them the water drained out of the first tub. It was then that i noticed the plug, an old wooden plug that my dad had carved out of a hunk of wood some 15 years before. I pulled the plug out and held it up, sure enough, there was a hole right in the middle of it. As i held up this plug, so many reflections of Dad, the field, the tree house by the pond came pouring back to me. It was then that a wave of appreciation of Thoreau's reflections around his pond settled in my mind, sorta like putting a new plug in the tub so water could once more reflect the beauty of the trees and life around it.

Almost time ...

I have enjoyed reading the recent posts. I do have to mention that 1) I have learned a lot through the readings and your posts, but 2) I am glad it's almost time to go so that I can actually see what I have been reading about. I also feel like a couple of you as I have been doing this, overwhelmed. I am a middle school English teacher of low-income/ ELL students/ with a few above average students thrown in. I am happy if my students show up most of the time, so teaching them anything more than the basics hasn't always happened. That being said, I guess since I haven't taken or used the opportunities to teach any of these authors in depth before, a lot of this is 'new' again from when I was in high school or taught it decades ago. I have struggled with many of the readings and hoped I was getting the gist of what I read. After I read some of your posts, I had to go back and skim a couple of articles to see what I missed. :)

I feel a little like Helama 'n' when he mention that so much of this was new to him. I look forward to conversing, traveling, and sharing insights with all of you. See you in a week hopefully with my assigned paper making sense. Pat Drussel

Thoughts on "Deep Thinkers" in Retrospect

1. I feel as if I am sticking my neck out, but, life is a gamble at times. Thoreau states: “A man, any man, will go considerably out of his way to pick up a silver dollar; but here are golden words, which the wisest men of antiquity have uttered, and whose worth the wise of every succeeding age have assured us of; - and yet we learn to read only as far as Easy Reading, the primers and class-books, and when we leave school, the Little Reading and story books which are for boys and beginners; and our reading, our conversation and thinking, are all on a very low level, worthy of pygmies and manikans (sp). I aspire to be acquainted with wiser men than this, our Concord soil has produced. (I must remember that he was a transcendentalist and they were accustomed to the frequent use of their thumbs and noses.) Thoreau had his right to his own opinion. There may have been great literature in the past that came from great minds of great and important thinkers in their day, (I wouldn’t know; I have never read any of his favorites. I was one who left off reading much of anything as I entered junior high on through high school. It wasn’t until after I went to college that I “woke” up to reading, writing, learning, thinking, and in general the world of higher learning, etc.) Nevertheless, it seems more than a little conceited and ego-centric to make the kinds of statements he was wont to do in Walden, on any of his chosen topics. It is as if his experience and thoughts make his “knowledge/experience” the only good and true sentiments there are regarding anything he chose to write about in Walden. (Again, I keep forgetting that the universe revolved around him and others like him.) He, in my opinion, was wrong about the veracity and worth of the thinking and writing of any “that Concord has produced.” This is only one instance I believe he is wrong because the “founding fathers” were also great thinkers/writers; at least some of them. To compare them, though with earlier, ancient writers/thinkers, though, I cannot because I have no experience. But from what I’ve read, Jefferson, Adams, Madison, Monroe were widely read, and deep thinkers. I suppose one could call them students also of the great ancients. Granted, many of his contemporaries borrowed ideas and thoughts to form their own opinions too, but those early writings also had their beginnings elsewhere and not alone in the minds and hearts of their authors. There were many who preceded him in this life, having had their roots and lives in and around Concord and environs who were indeed very deep thinkers and writers, with as much talent as any, I assume, from the recent or ancient past. I know that I am not in possession of all that I should be in the way of information and experience to really intelligently give my opinion, so...including the castigation I have given him. John Adams, among others, not to mention his son, John Quincy, were of the talent, ability, and intellect that he so touts in his “ancient” thinkers. It was to these new-age intellectual giants that the mission on earth was given to establish a nation, under God, conceived in liberty and dedicated to the proposition, that all men are created equal and are endowed by their creator with rights....life, liberty, and the pursuit of happiness. Show me any of the ancient intellectuals that was ever an equal to the Sons of the Revolution, the Patriots, and had the talent, courage, and tenacity to see it through to the end. They were saved for this time to come forth and achieve what they did. The ancients also had their day and did their part. If he wants to hang with his ancient friends and their so-called talent and wisdom, so be it. It was the more recent talent in men that gave Thoreau and others the freedom to live in this land, and choose as they might. The world passed him by, and apparently unnoticed, as he could only see or want himself to be associated with those “who were wiser...than this, our Concord soil has produced.” But, maybe that's not fair and maybe that's not what he meant at all.

ONE WEEK -- AAAAAAAAAAAAAA!

Random thoughts on Adams (part 1)

Like most people on this blog, I love the reading. McCullough's writing style makes an already fascinating subject even more real, more vivid, and more interesting. Some random thoughts:
1. "He was a known talker," (pg. 17). This just made chuckle and think of the scene from 1776-The Musical where it is agreed that Adams should not propose independence because he's "obnoxious and disliked." Well, we like you now Adams.
2. Although we can remember John and Abigail as having a wonderful, loving relationship, I think it's important to remember her contribution to the discussion of the American experiment. She was WAY ahead of her time when she tells John in a letter to "remember the ladies." I get irritated when my students dismiss historical figures like Abigail as nothing more than a spouse of so and so. Her thoughts on the young Republic, slavery, and revolution are important to study as well.
3. Just to mess with my students, I teach the American Revolution from the British perspective. For example, I point out the citizens in the Mother country were paying considerably higher taxes than the colonists, and that Parliament actually LOWERED the tax on tea prompting the Boston Tea Party (which is why the modern Tea Party movement confuses me with their name) which would have meant cheaper tea for the colonists. McCullough's description of the Stamp Act, the violence in Boston, and the war itself (pg. 59) will give me added fodder for my discussion. I never knew that the phrase "No taxation without representation" had already been used by the Irish years before (pg. 61).
4. Adams' quote on pg. 101 will help my discussion on the birth of political parties and the Federalist Party: "I am more convinced that man is a dangerous creature, and that power whether vested in many or few is ever grasping."
5. Lastly, the one key concept I push on my American Government students more than any other is that we are a nation of rules, not rulers. I really emphasize to my kids that this had NEVER been done before, that every other civilization had been ruled by a king, queen, prince, pope, emperor, dictator, czar, or Sith Lord. I'm still not sure they appreciate that fact. Thank you James Harrington when he talks about creating "an empire of laws and not of men," (pg. 102).

Louisa May Alcott

1. A true Utopian community of Transcendentalists was probably a rare thing even then. I was intrigued by the information regarding Timon Lion intending to found a colony of Latter Day Saints. Latter Day Saints(Mormons) are not and were never Transcendentalists in any sense of the word, in my opinion. How the two males, Lion and Lamb, ever thought they could take off into new territory, leasing? someone’s property, unskilled in farming, per se, and also uninitiated in hard manual labor, and succeed at an enterprise such as they had intended. I suppose Louisa May felt somewhat bitter about her experience, and I don’t blame her. But, I am unsure in that regard as I don’t know enough yet about her’s or other’s experiences to judge. Interesting how the mother was able to “hang in” there in spite of the conduct of the males in the company that found rather convenient times to be absent when important manual labor needed to be performed. And then at last, after the bottom had fallen out of the whole scheme and Abel is bent on seeing the adventure through to the end, including the extreme measure of committing suicide through starvation. He is able to see what in his world was truly most important: his wife and little girls. I have to hand it to his wife who prayed for him to live and shed honest tears over his rapturous decision to exit this world through his self-imposed starvation and just giving up. Perhaps it was her good natured commitment and her instinct to provide for family, and in this case, husband, that kept her going. Such pluck. I like the line: “Cheer up, dear heart, for while there is work and love in the world we shall not suffer.” Then, as the frostbitten apple falls to the earth after his comment on the failure of Fruitlands, “Don’t you think Apple Slump would be a better name for it, dear?” Alcott’s wisdom and humor in the story probably also helped her to survive as well as her own mother, through the “ordeal”, as it were, that they lived under themselves. The hand that rocks the cradle......women. Angels among us actually. I know from experience that I married an angel myself, but not before having been previously married to two devils. I’ve written a tune, and had intended it to be humorous, but it turned out quite serious, actually. The title: “When I Die, I’ll Go to Heaven (Cause I’ve Already Lived Through Hell), sums it up for me. Maybe Alcott's story is her way of dealing with the "Hell" she'd been through and was trying to just poke fun. "Crisis plus time equals humor." Sorry to get personal; hope no one is offended. Oh well.

I'm not an English Lit. major and I'm not a history buff. But I have come to really appreciate the literature and history we've studied. It's been an eye-opener for me and has sparked a new interest in literature and history.

Some of you probably went right through the "Walking" portion of the assigned readings. I did not. In fact, I found myself "poring" over the words because I didn't want to misunderstand or miss anything. All of the readings, books included, are marked up and I found myself groping at first, then seeing all the connections, I became more at ease and delighted in the reading and logging and blogging

.

I appreciate the readings (Walking) that parallel the history reading. I don't know how else to say it. I started making connections in addition to other musings, like: "I didn't know that." "So that's why they did that!" After reading Errand Into the Wilderness, William Bradford & the History of the Plymouth Plantation, John Winthrop, and then Cotton Mather my understanding of why the Pilgrims came, the firm belief in the "errand" they had, the struggle they went through to establish themselves, the interaction with native Americans, etc., I can see why John and Abigail Adams were so very religious, and that a lot of those who attended university back then, as has been mentioned in another blog, started out to train for the ministry. It also makes sense why they founded this nation on Christian principles. Christians came here for religious freedom. Thomas Jefferson was a proponent of free exercise of religion.

There was a blog I read today where Nathaniel Hawthorne was mentioned and I wanted to relate a connection I'd made with that. Hawthorne's father was a sea captain, whose father was one of the judges at the Salem witch trials. The quote: "Not to be deficient in this particular, the author has provided himself with a moral - the truth, namely, that the wrong doing of one generation lives into successive ones." The whole idea of people coming here on an "errand" from God, and the Mayflower Compact the Pilgrims bound themselves to, and the "Hell, fire, and damnation" sermons that apparently were the norm back then, and then to fail in that errand, then the Salem witch trials and Cotton Mather, it makes sense that Hawthorne would make that statement in his book, The House of Seven Gables. Was he brooding over what his grandfather had participated in? Was he bothered by it? Did it haunt him? Don't know those answers. His writing is macabre. Very dark. His behavior was also abnormal, immature, like the girl not being asked to prom, as was mentioned. I am not a psychiatrist, but I was wondering if any of you had thought about these things and if you had any other notions or conclusions.

I am so grateful for the new insights and growth I've made as a learner/scholar and appreciate the path that has been laid out before us and the preparation we've received so that we might appreciate what we will go through soon. I've appreciated reading other blogs and the ideas that have come from that have also been helpful.

Random thoughts on Hawthorne

Ok, I'll admit that the only real exposure of Nathaniel Hawthorne I've ever had was from my 11th grade English class in which we read 'The Scarlet Letter.' I was not too fond of him and his works back then, and I can't say that I'm any more so right now. But after the reading, here's what I've come to observe:
1. Most of his works have this theme that we can't outrun the sins of our fathers and that the mistakes one generation makes will always come back to haunt future ones. This just seems un-American to me! One of the things that makes this country great is that we are not beholden to the sins of our decendents (thankfully for me!) and that you can rise (or fall) on your own ambition and abilities. I like the transcendenetalists for believeing that people should not be stuck with tradition and past prejudices. This was a huge break from European thinking, yet Hawthorne perpetuates this idea with his works. Jerk.
2. Other themes Hawthorne likes: hypocrisy, witchcraft, and Puritan guilt. Gripping reading! It seems sad when there were so many other genres to write about: the American frontier (see James Fenimore Cooper), the blank slate of American politics and psyche (see Alexis deToqueville). Instead he gets bogged down with that stuff. Lame.
3. He was always burning his unsold manuscripts and copies. This sounds pretty petty to me. Either he was too concerned with commercial success or he was overly self-conscious. This sounds like the 16 year-old girl who trashes her room becasuse she wasn't asked to prom. Sorry if I've offended any Hawthorne fans out there. Or 16 year-old girls.
4. At the risk of sounding naive, 'Young Goodman Brown' was a bit confusing. Was it all a dream or what? What's the moral of the story? I think I need more practice at reading 19th century works. As for 'A Rill from a Town Pump' it made me very thirsty. It was very entertaining to read though. I think I like his stuff that doesn't involve soul-crushing guilt.

Traveling Far?

If anyone is traveling from far distances to catch the plane the Courtyard Marriott by the SLC airport has a shuttle and allows you to leave your vehicle in their lot at no cost (except for the room of course). I have done this in the past for over 8 days and have never had a problem with anything happening to my vehicle. It just makes it convenient so no one has to drive you or come pick you up. Just an idea for anyone else who is far from the airport. Safe journey to all.

All learning logs are completed!

I guess this is a crazy post but I am so excited to complete my final learning log. Was this hard for the rest of you to complete these? Some of the articles were really interesting and others were very hard to get through, but I did learn a lot through the process and am glad to be done. Many of these authors were great and very deep thinkers. Do we have as many authors who think so deeply today or are our authors just out to hit the best seller list?


Some of my favorites were "Paul Revere's Ride." "The Village Blacksmith," The Anne Bradstreet poetry, the history of William Bradford, Benjamin Franklin and Washington Irving. Maybe I liked the ones that I had more background knowledge, and connections for That is probably similar to our students. I guess in some areas we need to provide that to them to help them understand better.

Ralph Waldo Emerson Quote

ONE of the readings I finished this past weekend was Ralph Waldo Emerson. I really like this quote from him: “Reading must not be passive.” An active reader is one who engages fully with the text. “As we say translations are rare because to be a good reader needs the high qualities of a good writer.”
Isn’t this what we are trying to get our students to do? Be active readers?
Years ago I learned from a very good teacher, that to be a good reader you need to be a good writer!

Walking. The art of Walking, with regard to man being a part of nature and not civil society. Man, to have four hours a day to just saunter, what kind of life would that be? Now, I can fly fish for four hours and never know where the time has passed to. I suspect that I have fallen into that group of the "faint hearted walkers," where my daily "expeditions" do take me eventually "back to my hearth" and half the journey is retraced. I do need to say that I do enjoy the "walk" that I take on the way to work, noticing things along the way. (I drive actually, and that is my "walk" for the time being.) I can't totally forget about the business of driving/walking as I might end up in the back end of some earth-hauling truck, or worse, create some new pathway after my vehicle left the road because my mind was "walking." One can't afford to walk that way. The truth is, my opinion, we really are a society (world) caught up in the business of getting, or going. We have become human doings instead of human beings. We do so that we might get, so that we might be happy, peaceful, whatever. I've learned that we need to "be" first, so that we might "do" right by who we are, and then we "have" the happiness and joy we were seeking. I liked this bit of humor from Thoreau: ". . . Mechanics and shop-keepers stay in their shops not only all the forenoon, but all the afternoon too, sitting with crossed legs, so many of them -- as if the legs were made to sit upon, and not to stand or walk upon -- I think they deserve some credit for not having all committed suicide long ago..." Perhaps walking is the panacea for all that ails society. If we walked, there would be no need for automobiles, gas, oil, tires, monthly payments, building and repairing roads, highway patrolmen, etc. That's just a short list. By the way, I am not a fan of Al Gore, and for those of you who are, more power to you. I believe we must take care of the world, but I believe that Mr. Gore and his friends are getting rich off of having stirred the "green" pot. So, I guess I am like the camel in that I find satisfaction in my ruminations while walking/driving. It is a time of peace for me; no music, no noise, no phone calls. Just silence, and the chance to slow my brain down and let it ruminate.

Learning Log Question

I hate to even ask this because I want the answer to be "NO", but do we need to do learning logs on the Marzano book?

Marazno: The Frame Question, Giving it a Go

Chapter 3 of Marzano is about Summarizing and Note Taking. This chapter caught my eye because my 5th graders and i were really struggling to produce a good quality summary paragraph using main ideas that were appropriate to what we read, followed by an example from the material/lesson. In this chapter there is a strategy called "The Frame Question" with variations for different applications. The Topic -Restriction-Illustration Frame (T-R-I) is the example that i tried. It was a tough concept to "get", but after we "got it" it became much easier to deal with, and the final product is a summary paragraph that has a main idea that is appropriate with an example that reveils understanding of the objective taught. The T-R-I was worth the trials, and could be effectively used as a evaluation tool.

There are three elements in the T-R-I strategy that were taught and used with my 5th graders in various subjects. The "T" stands for Topic and it is a general statement about the topic or subject to be discussed; "R" restricts or limits the information in some way; and "I" stands for the illustration or example that exemplifies the topic or restriction. The book describes the T-R-I and other variations really well, and i encourage you to give them a glance to see if you could use them in your class next year.

I have a little reading left to do. Finished my paper last night on Thomas Jefferson and feel satisfied with the product. Hope I can be the novice "expert" I am told in the syllabus and emails I will need to be. We're probably all in the same boat anyway and it will be fun for us to lighten up and share. Actually can't wait until I get copies of everyone's papers and get to stick them in my binder for future reference. In addition to what was given to me at the beginning in way of books, I have purchased some more "stuff" -- the $100 was a terrific gesture and helpful, but has not even begun to cover what I have purchased and yet plan to purchase. I guess I got excited about the information, and my own enlightenment through reading and logging. I don't know if anyone else had the experience I did. The more I read and logged my thoughts, the more deeply I comprehended and appreciated the material we were given. It has changed my outlook, perception on reading/logging/learning. I want to incorporate these techniques, which, by the way, I also discovered were in the Marzano "bible". I don't feel like an expert yet. However, compared to where I was at in the beginning, I have come light years, in my own estimation. Hope everyone else is enjoying it and growing. Look forward to getting to know you and sharing the time together on the trip.

Vocabulary Lesson

I know there are many vocab lessons out there. But here is one more. This particular lesson was from my Utah Studies class about World War II.

I gave the students a list of Vocabulary words from the chapter. Some words were places, some people, and others - other or misc. I asked the students to use their prior knowledge about the English language to put the words into three catergories. I didn't tell them at the beginning what three catergories. I heard. "A capital letter means a person." "I know a few countries, maybe we should have places". Students used their background knowledge to come up with three catergories. Once students had three sections, then the real work began. The students could work with a partner and discuss the words and what the meanings were.

The words were
FDR Germany Soviet Union Truman Great Britain opaque artillery
immerse Elbert D Thomas Japan ration processed food synthetic
Hawaii Tooele Clearfield Kearns surcharge newsreel Wendover
mess Hiroshima Delta transient Nagasaki Brigham City
ecstatic communism homogenous



After the students divided the words into three groups. I asked them to find them
in the book. We read some of the chapter out loud as a class. Whenever we found the
word, I was amazed at the students enthusiasm.

By using the words and putting them into groups, the students were able to make connections with the material. It allowed the students to make connections that I believe will be
longlasting.

Marzano, Teaching Specific Types of Knowledge

I really enjoyed this chapter on building vocabulary and my 5th grade class wanted to be involved with my homework so I chose to work with Sleepy Hollow in class. I passed out the first 3 pages and told them not to read the text but rather to skim the words and use a highlighter to find words they didn't know or were curious about. They had zero background knowledge about the piece and it might as well have been written in another language because the use was so foreign to them. Fun stuff!

I offered them the opportunity to learn 10 new words from this time period that they could add to their vocabulary. They were familiar with the Revolutionary time period so this sparked their interest. I also discussed the Marzano chapter and we talked about how many times a person must encounter a new word to really learn it. We next listed many words from the piece on the board, some were concerned that they may learn more than 10 words. We finally settled on 10 words that we were truly interested in. My class was divided into 5 pods so each group took two words to investigate and report back on. I did not use the phrase, "look it up in your dictionary"! I did give them until the next day to report back. They mostly gave brief verbal explanations after talking to parents and among themselves. We listed these words on a chart now with brief definitions.

Next I simply instructed them to find their favorite word from the list and draw a picture of what that meant to them. Since it was still early in our learning process and it is difficult to find the words in any other text for them to read, I had to remind them to risk. They could therefore choose any image that the word and definition could help them picture. We surrounded the word list with pictures many of which made us laugh. Word use was very limited but I did hear them try to add these words to their conversations or in a response to me and even that was rather funny.

The next day I brought in an old video tape of Sleepy Hollow. None of them had ever seen it so that was great, we were still in discovery mode! We popped some popcorn and popped in the tape an settled in. They were riveted, really total silence and then huge belly laughs. The video is Bing Crosby reading right from the text so as you go you see images and vocabulary link together. Repose, stripling, reverberated, lank, these lovely words began to come alive. They were quite enraptured throughout!

The next day I played an old cassette taped recording of the reading and allowed them to draw as they listened. My goal at this point was to allow them to hear the words as many times as possible since it was difficult to expect them to use the words with ease. I followed with a direct instruction lesson on how to find and define new words that they encounter in their reading and add them to their knowledge base. We did talk about how meanings for words had to make sense for them and they did need to use the words to build their own vocabulary. They actually drew the parallel that as a college student they may understand a piece like Sleepy Hollow because they had a larger vocabulary base. Yeah!

I read Sleepy Hollow aloud at their insistence in several different sittings, this kept sparking lively debate as to what horrors I might see at the Sleepy Hollow Cemetery. We did attempt to keep using the words till the end of the year but it was difficult because word usage is so different today. On the whole it was great fun and a valuable learning experience for my students with a great piece of literature that helped them connect with history!

Marzano Strategy, Part Deux

Marzano Strategy

Think-Pair-Share

My AP Lit class wouldn't work without collaboration. We've studied the particulars of poetry and prose for the last nine months, but they seem to respond better when they don't feel like it's a solo pursuit. This strategy is simple, but effective. I use it with journal prompts, short texts, or poems. Most recently, we looked at the 2010 AP Lit test prompts--not the ones they used, but the alternate test prompts--and utilized this strategy.

With poetry, I give them the text, and they need to mark it up with notes--literary terms, comments--and look at title, tone, theme, etc. They know the drill, as we've done this often. Next, I have them pair up and share their information with a partner. With sophomore classes, I give them a time limit and have them switch, but with AP, they share, discuss and switch when they're ready. Then we bring it back to the class for whole class discussion.

I like this strategy because it gives students a chance to share their ideas and not feel like they have to fail in front of a group. Once they've shared with their partner, they're more likely to share with the rest of the class. We've had some of our best discussions this way.

Marzano Strategy

Cooperative Learning
Marzano Strategy

Objective: Students will collaborate, address text, determine importance, and share their ideas.

I’ve used the “Book in an Hour” strategy since college. Basically, decide what text you want students to read, divide up a certain amount of pages for each group, require them to determine the most important information, create a product, and then teach the class.

Materials Needed:
Poster paper / butcher paper (You can also use the white board or an overhead)
Markers
Books

Set up your groups and assign a certain amount of pages per group. This can work for a short novel—I used it with The Five People You Meet in Heaven in my sophomore class recently, but I’ve used it with my juniors with The Adventures of Huckleberry Finn this year—and it can also work for textbook chapters. Depending on your time frame, have students read the text silently (usually about a chapter or so) and take notes to share with the group. Working together, they are to distill the most important information and create a visual product to teach the class. As each group presents, students “read” the text with the class. It’s a great way to make text manageable, and allows them to work on other strategies at the same time.

Reflection: This strategy worked well with Five People. In the spirit of teaching until the end, this kept students engaged in text and allowed them to collaborate and create.

Marzano Lesson "Cause and Effect"

Before CRTs, I introduced the concept of cause/effect with students by first showing them a necktie which I cut into shreds. I asked students what they thought could have happened to the tie. They came up with all sorts of wacky ideas (paper shredder, scissors, shark attack, etc.) After that, I gave the kids several different scenarios in which they were given an outcome (effect) such as a student walking out of shop class with a cut finger, or a cook running out of the kitchen with a burned hand. They then had to brainstorm possible causes. They came up with some good ideas. Finally I led them in a discussion of the effects of humans on the environment. We talked about global warming, deforestation, burning fossil fuels, etc. Then we completed a graphic organizer listing human causes and effects on the environment. They had to write an essay using the ideas listed on the graphic. After reading the essays, it was evident that they applied what they had learned about cause and effect in their writing.

Thoreau and Adams and Walking

Thoreau obviously believed in the importance of walking and used it avidly. I was surprised by what I learned about Adams and walking. He also enjoyed being in open country and "thought nothing of walking five to ten miles per day to 'rouse the spirits'". Now of course these men lived in a different time but they both seemed to know and understand the power of walking, how it made them feel better and think clearer.

I had my 5th graders on a field trip today and we were walking around the USU campus and some of them had a hard time. We live in a very different world and in some ways not a better one. Does anyone walk just for fun or to rouse the spirits? We probably don't have the same open country and of course we have all types of exercise but maybe good old walking is better!

John Adams

I have just finished the John Adams book and thoroughly enjoyed the reading. I was much surprised to find that one of my favorite books Scottish Chiefs by Jane Porter, was a novel he had enjoyed. Made me feel a connection to a President. Goofy, I know. It is a great book and I highly recommend it if you like historical fiction.

I am thankful to have been enlightened by reading about such an undaunted figure who did much to shape the world we live in today.

Marzano Lesson K-W-L

I don't know for sure if this is in Marzano, but it should be. He may call it something different. We're currently working on a research project in language arts based on Billy Joel's song "We Didn't Start the Fire," which makes reference to several 20th century people, places, and events. Most of these people the kids have a vague reference for, but there are many they do not know. The KWL strategy (What I know, What I want to know, and What I learned) works well especially if they have little background knowledge of their subject. That way they can generate more questions in the W mode. After they started their research, it was fun to see the questions they came up with; definitely more than surface-level thinking. They really wanted to go deep. It'll be even more interesting to find out what they learned in the end.

Marzano Lesson- Cooperative Learning

Combining Marzano with Kagan- I use cooperative learning structures for all subjects in my 5th grade classroom.

Part 1- Read any text- fiction or non-fiction. Do this whole class or in small groups. Whichever way you do this, students need to be seated in cooperative groups.

Part 2- When reading is completed pose a surface level question. Have the students do a Round Robin ( each student has to take a turn in the small group to share their thoughts). When all students in all groups have had a chance to speak, restate the question and then pull a stick to get individual student responses. ( They have already had a chance to form or hear an answer in their groups- so reluctant students or slow processors have something to draw on). I usually pull sticks for as many small groups as we have to get an overall feel for all students learning.

Part 3- Ask a higher order thinking question about the text and repeat as in Step 2. Repeat as much as needed to discuss the important details of the text.

Closure: Restate what has been shared and praise students for sharing their thinking.

Marzano Lesson- 3 Branches of Gov't Graphically

I used our social studies text that outlined the 3 branches and their different duties for this lesson.

Day 1- I split the students into groups and assigned them each a branch of the gov't to become experts on using their text. We spent about 30 minutes with the readings. Next, I had them use the 20 words or less and a graphic representation of their branch. We presented these and I wrapped up the lesson with a closure on what had been learned.

Day 2- I gave each group a list of specific things to find in their research of the branches. The students needed to find the name of the branch, where they did their business, what their duties were, who did the duties, how many people comprised the branch, how the people were elected, and anything they felt important about the branch. Each group had a scribe that took notes on each branch ( the job rotated when one branch was completed). We were limited to the social studies book and found it inadequate at times- a computer would be great for each group.

Day 3- The students were given the makings of a pizza, each topping represented the different items they had researched. Pepperoni was the who, peppers were the duties, ham displayed the requirements, mushrooms represented balances of powers, and the crust listed the name of the branch and where they operated.
The students within the group worked together to use their notes and make their pizza. Before gluing they were to ask to be checked for accuracy ( this did not always happen).

Each group hung their pizza and presented their findings. We compared pizzas to see if there were errors, which allowed the students to share or defend their knowledge of the branches.

Closure- restate what each branch does and how it checks and balances the other branches.

Trial by what?

Cotton Mather - It is a good thing one can no longer know who is on a jury nor write letters to them to encourage a verdict. I'm so glad to have the right to a fair trial.

Sinners in the Hands of an Angry God

Beware - the Devil is REAL!!!

Not all Christian faiths believe God and Satan to be actually, phsical beings. The firm belief that their is a physical God means there is also a physical Devil. Ewards talks of a Devil just as powerful and anxious as God. This creeps the hell out of me.

Formation of Ad Hoc Groups in Cooperative Learning

If that snappy title doesn't draw you in, I don't know what will. I thought I would focus here on one particular aspect, the formation of groups for short duration activities (one period or less). Marzano addresses the need for using a variety of criteria for grouping students. Kagan directly comments on the need for variety. As my AP Literature students often use groups to give them an opportunity to express views on literary analysis with a frequency not possible in a whole class discussion, we have a need to vary groups constantly. Here is a strategy for achieving that along with the procedure to execute it.

I give the students a paper with an outline of a clock. The numbers appear normally on the face, but each number also has a line for a name. The students then circulate through the room, exchanging names for each of those lines. For example, Kylie crosses to another row and talks with Michael. They write each other's name for four o'clock. They each then continue on until they have a different name for each hour.

At the next opportunity for group work, I may call for every student to get together with his/her seven o'clock appointment. The next time, it may be the two o'clock appointment. This gives them a variety of partners with whom they can share and defend their ideas. If we want to work in groups of four, they can pair with another group.

This varied pairing is important for what they are doing because they are learning to develop approaches to the literature and they are always incorporating new skills or literary devices in their considerations. Preventing them from staying in a comfortable arrangement with the same partner or two keeps their idea development sharper and it keeps them more easily on task. Benefits occur when they defend their arguments with students who are less familiar to them.

The appointment clock can be redone later in the year, but it works best when they don't know what it is for. I find that small group work gives every student a voice. They need that voice when they take the test in the spring and must speak for themselves in the essays.

Episode Pattern Organizer - Assassination of Lincoln

7th and 8th Grade Language Arts and History block class...

Background - students learned many aspects of the pre-Civil War era - sectionalism, slavery, currency, state/individual rights, constitutional amendment, primary documents, etc.

Student work - students read and studied many documents about Lincoln's death. Some included the testimonies given, prosecutor's and defense's arguments, as well as background information on the defendants. Students then created a Pattern Organizer about the assassination.

It starts with "Lincoln's Assassination" in the middle. To the left, students wrote the where, when, and time of death. Under causes, students wrote the connections they made to why someone would want to assassinate Lincoln. Some of the good answers were "Sectionalism, Lee's Surrender, Trial of Davis." Directly under "Lincoln's Assassination" they listed all the people involved. To the far right, under "Effects" students listed what the death would lead to. This was used to tie into the next unit on Reconstruction.

Descriptive Pattern Organizer

7th and 8th Grade Language Arts and History block classes...

Background - students had learned the details of two battles of the Civil War, Gettysburg and Appomattox. They read and took notes on the primary accounts of Haskell and Chamberlin.

Student work - students created four pattern organizers to discern fact from opinion on the accounts. It starts with four circles on a page, one circle in each quarter of the paper. Two circles were labeled "Gettysburg" and two were labeled "Appomattox." Around one circle of Gettysburg and one circle of Appomattox, students webbed as many facts as they could find from the accounts. Around the other two circles, students webbed as many opinions as they could find.

Help!

I hope I'm not the only dense one out there, but honestly, I can't seem to write enough. I've got the reading done, and I kept my log as I read the books. Now I'm in trouble with all of the articles. I've finished reading the articles, but don't know how much I should be writing on each article. I'm averaging about half of a typed page per article. Is that reasonable? I hate to be like a little kid who wants someone to tell me I've got it right, but after all of the reading, I would like to do it like I should.

Reflective Blog about my lessons

My first lesson plan with the students went alright, but not as well as I was hoping. There was more of the students trying to make their construction paper decorative, instead of working on their poem and facts. The map on the white board was very helpful, and was a great opening and closing factor. The students were successful when they were asked to find facts and information about their explorer, but they did not find as much information as I was expecting them to find. I would do this differently next time.

My second lesson plan with my students went better than the first lesson plan, and I really loved the cooperative learning aspect of it. I really liked how the students were able to use the graphic organizer to sort out their thoughts. The students were able to use the graphic organizer to find topics and write details out for that. The thing that I liked the best, was that at the end the students were about to get up in front of the class to describe their group to the rest of the students. I and most of the students enjoyed the note-taking process.

Marzano lessons one and two. (Sorry, this is a long one.)

Recently my sophomore English students have been practicing inferences. We talked about the differences between inferring and guessing, and we practiced looking at texts and inferring ideas among the words provided. For my first lesson using a Marzano strategy, I thought I would combine our topic with his ideas on cooperative learning (chapter seven). In this chapter, Marzano quoted the ideas of David Johnson and Roger Johnson on the five defining elements of cooperative learning:
1. Positive interdependence—sink or swim together
2. Face-to-face promotive interaction—helping each other learn
3. Individual and group accountability—each member contributes to the group
4. Interpersonal and small group skills—communication, trust, leadership, decision making, conflict resolution
5. Group processing—reflecting on how well the team functions
I started the lesson by reviewing the definition of inference and by practicing inferences as a whole group. I put a few different pictures on the overhead and asked the class to tell me about the pictures. They came up with great inferences about the relationships of characters within the pictures, the moods, the time periods, the social/ economic statuses… and the list went on. Once I figured they all knew the idea, I started to employ the cooperative learning. The assignment was to work with a group to come up with a story to fit a picture I would give them. This time I let them choose their groups because we like to rotate how groups are picked. They got into groups of three with one paper for the entire group (element of cooperative learning step one). One student came up to me to randomly pick their assigned picture from a bowl. Another student was in charge of writing the outline for the story they would create together. The last student actually wrote the story based on the comments of group members (steps two, three, and four). Lastly, students were given the opportunity to comment on the effectiveness of the group by writing their opinions and turning them into me (step five.) The kids enjoyed the group work and stayed on top of the assignment. I think the key to successful cooperative learning is working with manageable group sizes, having clear objectives, and setting a time limit.
In my second lesson plan using the Marzano strategy, I looked at what I was teaching in my junior English class. During this year, we have been looking at a variety of American authors, and we end the year with students working in groups (yay, more cooperative learning) to present a well planned fifteen minute presentation about the author of their choice. The students don’t turn in any research, bibliography, or notes. The entire presentation is graded while they are presenting. Since this grading process could be very subjective, I follow a rubric carefully and give detailed feedback so the students know exactly why they got the grades they did. Marzano discusses appropriate feedback in chapter eight. According to the chapter, feedback should be criterion-referenced, specific, timely, and corrective in nature. As the juniors where presenting, I was taking notes and in the following areas: length of time, creative biography of the author, texts examined, literary time period of author’s life, historical time period of author’s life, visual aids, and other aspects of creativity in the presentation. Before any of the presentations started, I reviewed each of the areas with the students and gave them each a copy of how I would be grading the presentation. This method of grading is criterion-referenced as it is based on the information they have learned about the particular author. It is specific because all the parts of the grade (this assignment was worth 200 points) have been broken down into sections, so students can see the strengths and weaknesses of the presentation. It is a timely method of grading because I can grade their work while they present and have the results back in the same period. It is also corrective in nature because of the specific feedback. Of course there are some students who do not take the assignment seriously, but most work hard to create an informative, entertaining, and memorable project. The students stress a bit about their own presentations, but they generally meet the expectations, and they enjoy the presentations of their classmates. To make this project more successful I think it is important to give the students ample time (outside of class time) to work on their ideas. I also give students many examples of past presentations to help them catch the vision of how much I expect of them. After working so long on the presentation, students really appreciate the specific and timely feedback I can offer through this method of grading.