Music and Poetry

Poetry is something that does not come easy for many students and even teachers. Most teachers will find that teaching poetry is difficult and tedious and sometimes unsuccessful. The problem is that many teachers stick to the traditional way of teaching poetry that can be boring and difficult for students to understand. Teachers need to find ways to relate poetry to their students. One way to do this is through music.

Most music is created in a similar fashion as poetry. Music is not only constructed like poetry but it often contains many of the literary devices poetry contains like the use of metaphors, alliteration and rhyme scheme. If we, as teachers, present poetry as music to begin a lesson I believe students will be more likely to pick up the concepts. Music is something that students are very familiar with and most students enjoy listening and even writing their own music. Instead of presenting poetry in the boring ineffective way to have in the past, we should be utilizing new techniques even if they are unorthodox or different. As long as it works, why not use it? 

Fakebook is Not Just Recreational

Fakebook is a program that allows anyone to create a fake Facebook for someone. The creator is able to change any aspect of Facebook that a real user would be able to change. Most times people use this program for fun however, it could be a great tool to use in the English classroom.

Fakebook could be a great way to assess how much a student understands about a character. Students could create fakebook proflies for characters of a novel or play. The students could make status updates from the point of view of the character. The student can also change the profile picture to express what they believe that character looks like. 

This would also be a great way to introduce characters as they come up in a play or novel. In this case the teacher could create a profile and allow the students to add to that profile as the story progresses. This not only will help the students become more active in the classroom but also more aware of the events and important aspects of a story as it progresses.

Just because a program like Fakebook is something that most people use for recreational purposes does not mean that we can not utilize these things in the classroom. Often times the things students do at home for fun work out very well in the classroom as it is able to keep their attention longer. The students are more likely to be excited about the material if it is coming from something they enjoy and use regularly.

Isafe in the Classroom

Using technology in the classroom has become more and more important. Because technology is such a large part of our culture and society it makes sense that we would allow our students to utilize different types of technology in the classroom. However, with the great aspects of technology come the dangers. 

If we are going to use technology in the classroom almost everyday it is important that we teach our students how to navigate these technologies safely. While school internet may have restrictions placed on what the students can and can not view, a lot of homes do not have such restrictions. If our students are using the internet in school we should assume they use it at home as well.

It is because of this reason I believe students should have courses on safety online. This can be accomplished through a number of ways but I have seen Isafe in action and believe, if used appropriately, it could work. Isafe is a program that can be used by teachers in the classroom. This program promotes internet safety. Isafe comes with detailed lesson plans and video’s of different subjects like “internet predators” and “identity theft”. When using the lesson plans and videos together the teacher can educate the students about the dangers of the internet through class discussion and the use of technology.

Technology Integration Plan

Integrating technology is only effective when the technology used supports what is being taught. Using technology just to be able to say you have used it is not fair to the students and only wastes time. It is important as teachers that we use technology as a tool instead of a crutch. To ensure that the lesson I had previously created used technology appropriately I have created a matrix to show how my standards and goals align with the technology I have used in my lesson. The lesson is titled “Understanding Imagery in Edgar Allan Poe’s “Annabell Lee”. To get an idea of the actual lesson I will breifly explain the main aspects of the lesson. The lesson contains three main components that will help the students understand and learn the content. The first component is the introduction of new material. This will come from a slide show presentation that explains the new information and includes visual examples. The second component of the lesson is guided practice. Here the teacher will demonstrate how to identify imagery in “Annabell Lee” by annotating the first stanza of the poem out loud to the class and then grouping the students to finishing annotating the poem together. The final component is a visual representation of what each student has learned. The student is instructed to create a storyboard online of the imagery they identified in the last three stanzas of the poem. The lesson is complete when the students participate in a group discussion online through the class wiki-page.

Because the lesson is on Imagery in Edgar Allan Poe poetry, the first standard addressed is to demonstrate the understanding of figurative language. This is where the students will access new information through direct teaching, visual and oral presentation and individual work. Most of these strategies for this standard are teacher focused because new information is being introduced. Here the teacher will use a Smart board to present a slide show of information about imagery and how to identify it. The students will also have a visual of a poem by Poe what has already been annotated in the first stanza as an example. The students will be expected to annotate the rest of the poem on their own and with peers eventually.

In order to promote communication in the classroom the students will engage in cooperative learning, peer teaching and peer assessment. This will be done mainly through the use of a class wiki-page to comment on the individual work the students create. The students will be instructed to assess each other’s final products (peer assessment) and use constructive criticism to guide their peers to fix the work (peer teaching). It is important for this step to be done thoroughly because each student is not only helping his or her peer but is also strengthening his or her own knowledge of the subject. 

For a final product the students will work individually on a storyboard that depicts the imagery in the poem “Annabell Lee”. The storyboard will be created individually however, in order to get ideas for the storyboard the students will participate in small discussion groups. This portion of the lesson heavily relies on the student. The teacher is there to simply supervise. The students will utilize computers, the internet, the class wiki-page and an online storyboard creator to complete the final portion of the lesson. Each student should comment on at least 3 different peer projects. These comments are meant to ensure that the commenter understands the material and to ensure that the peer learns where improvement could be made. It is incredibly effective coming from peers because the students view them as equals. They are less embarrassed to ask questions and make comments to their peers rather than the teacher. 

Although the technology used in my lesson may not be incredibly advanced, it is effective and useful. The students will benefit from the technology used because the technology does not take away from the main content. The technology used also makes the learning aspect fun for the students and is not too difficult for the students to understand. This reduces the risk of losing students to boredom or frustration.

Google Docs and English Classrooms

Google Docs is a web-based word processor that can be accessed from anywhere online. All you need to access google docs is a computer and the internet. This type of technology is a great tool for English classrooms. By using this technology students can create documents and receive feedback from their teacher more quickly. Instead of having to hand in a paper copy of the assignment and wait for the teacher to comment on it and then return it, the teacher can make the comments in real time and the student will receive the comments in real time as well. It makes the editing process much more enjoyable for both the students and the teacher. 

It is also a great resource for creating and viewing group projects or collaborative writing assignments. By using this technology the students will not have to find time to meet up together as often and will be able to get more work done. Again, the work that each student finishes will be available right away so the other group members can add their ideas as well. 

        Because the students are most likely already on the internet and know how to use it it makes sense to utilize Google Docs. Using Google Docs will decrease the amount of time needed to work on assignments without sacrificing the quality of the work. This will ultimately allow more content to be taught and assessed throughout the school year.

Unit Plan Canvas Remix

When remixing “Storytelling Through Photography” the first thing I thought of was picture prompts. However, I felt picture prompts are somewhat overdone. I thought it would be more fun to use picture prompts to prompt a prediction. Instead of writing the story based on the picture, the students will write the story based on what happens AFTER the picture. The goal is to get the students excited about writing and I believe giving them more freedom could help. While we tell our students the picture prompt does not have to be a large part of their story, often times I find students describing the picture instead of creating a story. Creating the assignment based on predictions could help the students stray away from this issue they may be struggling with.

Remixed Canvas

Audio Books

As a future English teacher it will be my job to motivate students to read. Of course, what I wish is that all of my students have the skills to read the books assigned and that all of my students will read what I assign as well. However, in reality, many of my students will not be able to read the books assigned at grade level. Usually, because of the structure of class, those students go unnoticed and do not get the help they need. Teachers assume that all their students have read and those who have not read are just neglectful. Instead of ignoring this we need to address it and realize that we can make things easier for our students. I believe audio books are a great way to help the students who have trouble reading. Because audio books read to our students it allows the students to think and comprehend. Usually, a student who struggles with reading will focus most of their time and effort on defining the words they are unfamiliar with and sounding out the words that do not come easy to them. An audio book allows these students to focus all of their attention on the content. What I hear often is “If a student can not read, how have they graduated to the next grade” and while I do understand that thought, the fact is, they have graduated and they do still need to learn the new content. If we can make things easier for our students occasionally, I say, why not? Yes, maybe audio books are not the way to go for every text and every assignment, but I certainly believe they can be very useful in moderation. 

Unit Plan Canvas

For this unit the goal is to be able to understand and analyze a character's thoughts and the decisions he or she makes. To demonstrate this students will be required to create a character blog at the end of the unit. The assessment will be based on whether or not the student's blog posts align with the thoughts and actions of one of the characters in the novel The Help which we will be reading throughout the unit. For the canvas I have created I decided to incorporate the movie along with the novel. Pictures and video from the movie help the students get more excited, in my opinion. Along with pictures and movies, I have provided 2 outside readings that may help the students understand the novel. One is a type of book review while the other helps the students understand the historical time period the novel is set in. Because the unit relies heavily on the character blog the students will create, I have provided a widget that will allow students to connect their blogs to the canvas, this way all students will be able to access and comment on the blogs easily. All in all, I believe that the PLAYground canvas is a great way to introduce a unit while getting the students excited and involved with learning.

The Help: Introduction Canvas

Technology and Pedagogy

Including technology in lesson plans is something that is definitely important for the learning process. Many of the New Jersey Core Curriculum Content Standards are based around them. It is important to remember that technology not only makes a lesson fun for the students but often times relatable which is useful. I chose a lesson plan that centralized around the technology "Blogger" because I felt it used new technology in an innovative and exciting way. Most students use blogging as a social aspect of life and being able to put it into a lesson plan makes the lesson interesting for the students. While the idea of having each student create a character blog in the point of view of a character of their choice is a great idea, the lesson lacked a very important part of learning: discussion. Although the students get to vote for their favorite blog at the end of the unit, the voting is anonymous and does not allow for students to receive constructive feedback on their work. It also does not force students to be responsible for their thoughts and ideas. As you can see in this spread sheet I have added a component that I believe fits well with the standard involving discussion. Discussing ideas and being able to defend them is an essential part of the learning process. Without it students do not fully engage and take responsibility for their own work. Using technology to facilitate this type of discussion not only makes the discussion easier for the students but also aligns with the content standards as well. 

Too Much of Something Good

When one thinks of technology it is likely that the extravagant technology our culture is provided with is the first thing that comes to mind. Immediately visions of “smart phones” and laptops appear. But what about the technology that comes without the bells and whistles our flat screen 3D television provides? I had previously talked about SmartBoards and how wonderful they are for the learning process and I still stand by that statement but I also believe that effective learning does not ALWAYS need some type of computer. What ever happened to a sharp pencil, a blank sheet of paper, and an open mind?

As teacher, I think, we forget that paper and pencil are great sources of technology. We are so focused on using the latest SmartBoard or using the laptops our district provides us with that or students rarely have the opportunity to go back to basics. It has come to the point that using extravagant technology in the classroom is expected. It has become a mundane part of the learning experience instead of the exciting, interactive lesson it used to be. Some students may even tell you that is makes the learning experience more difficult with all the distractions it provides. What we need to remember is that technology is only affective when used appropriately and not every lesson lends its self to the use of it. Sometimes the most effective lesson is one where the student uses minimal technology and truly allow themselves to think and express. Not every assignment needs to be typed on a fancy laptop and not every lesson needs to be given over PowerPoint. Lessons like this should be reserved for times when they are appropriate and not just used because the technology is available.

Smart Boards May Be the New Smart Teaching

      English is often considered a boring subject that gives many uninterested students trouble. This is understandable considering English can be both confusing and difficult to understand. The main technology used in English would probably be books and written materials such as novels,journals and essays. However, recently new technology has been created that could change the outlook of students in relation to English. More and more schools are now adopting what is known as a “Smart Board” and its capabilities seem to be endless. Because the “Smart Board” is so large it is accessible to all students at all times. The classroom becomes an interactive playground for the students and the teacher. It really allows for the students to get involved and be excited about it. 

There are so many things the “Smart Board” can make exciting. For example, the mundane task of reading and editing a paper becomes a group task that is pleasurable instead of dreadful. The “Smart Board” includes different colored pens to make teaching editing easy and effective. Each type of correction can be highlighted in a separate color  to make clarifying mistakes easier for the students. It would also be a great way to get students involved with active reading. The teacher could demonstrate active reading on a short story in class making comments in the margins as the class reads as a group. The class would see the process while it is happening instead of receiving an explanation and example after the fact. It also makes showing movie clips and demonstrations much easier as well.

For most schools the “Smart Board” has become an addition they can utilize daily. Most students look forward to the use of the “Smart Board” when being used effectively. When students look forward to an activity it is much more likely that they will learn and retain the information.

History of Technology in English

Overhead Projectors: Bringing the big picture to a classroom near you since the 1950's.

Research Papers and The Internet

English, like many subjects, is a subject full of several components. One of the most difficult to teach, in my opinion, is a research paper. Not only do you have to teach students how to research, but you must teach them what is valid and credible research and how to cite that research properly. Because of the internet, this task has become increasingly difficult. Years ago, in order to conduct research, students had to enter the library search for books and then read those books thoroughly. The internet has changed that for better and worse. 

On the bright side, the internet has made research quicker and much easier. Having to scour the library for what feels like hours is a task many students dread. It becomes a task that is slow and tedious, and often times unsuccessful for students. However, doing research on the computer is something the students don’t necessarily mind doing. They are able to use technology and that is always appealing to students. It also provides instant gratification. They don’t have to spend a large portion of their time looking for the source therefor it allows the students more time to read the information they have found. 

Unfortunately, those same qualities that make the internet so helpful often harm the research process. While quick and easy both seem like qualities we look for, when it comes to the learning process, they are things we should steer away from. Being able to find information with the click of a button does not teach students how to research and make connections; google does it for them. Wikipedia, while it can be helpful to quickly find the answer to a simple question, has now become what students rely on. The problem with that is simple: wikipedia is often wrong. And while the student may have conducted research properly the information they are learning is incorrect. This ultimately defeats the point of a research paper. 

Again the technology causes problems for research papers because the functions of a computer allow for shortcuts. Features like “cut and paste” and “find” have become essential for students. Instead of reading an entire article a student will use the “find” shortcut, type in a simple word or phrase they are looking for, and only read that information. While this makes things much easier and more simple for most, it does not allow the student to really research. “Cut and paste” is clearly an issue in plagiarism. Instead of putting the information in their own words and citing the source, students copy and paste information and forget to cite the source. Even when a student does not realize they are plagiarizing “cut and paste” makes it much easier to make this mistake.  

       Ultimately, the internet has been a great discovery that has helped most people in ways we could never have imagined. However, it has also provided us with an overwhelming distraction and and easy way to slack off. While I do believe it should be utilized in the classroom and at home, I also believe its use should be limited to keep students in touch with printed literature and materials and to show them that hard work pays off.

Technology Autobiography

       

             Communications technologies are something each and every one of us use in our daily lives. Often we take these things for granted; never realizing the benefits or drawbacks it offers. Because of the large variety of communications technologies I use ever day, coming up with the three that most influenced my life was a small challenge. Eventually I came to the conclusion that my smart phone, laptop and webcam have seriously changed the way I learn new information. Before I owned any of these items obtaining new information was not as easy or as effective.

A smart phone is a device that pieces together several different types of communications technologies and makes them easily accessible all in one place. Here I can access my email, answer my phone calls, check the weather and even quickly google the answer to a question using the internet application. All of these things make communicating and learning new information effortless. I never leave my house without my phone and, honestly, when I do I feel anxious. This is where I feel my phone has shaped me negatively. Having all of the information at my fingertips is great, but the second I do not have it, I feel uncomfortable. Likewise, being able to find the answer to every question I have hinders me from strengthening my own problem solving skills.

Much like a smart phone, my laptop provides me with several different ways to access and use information. While it is not as mobile as a phone, it is still accessible very often. Being able to use instant messaging and email is a serious help when trying to communicate to several people at once. I use my laptop to access Skype and Facebook Messenger when trying to work on group projects for school and work. It is quicker than calling each person in the group or trying to find a time and day that works for everyone to meet. It has made projects like this much more innovative by allowing us to use programs like PowerPoint to convey the information. However, my laptop also poses a great distraction from the real world and my responsibilities. Often times, even when I know I have a lot of work to do, I choose to talk to my friends on social networking or play solitaire through the app on my desktop.

Although a webcam is not something I use to find scholarly information, it has become a way for me to find out social information through my friends. I can keep in touch with friends who go to school hours away and talk with them face to face even though we aren’t in the same place. It really helps keep relationships that would normally deteriorate, strong and healthy. On the opposite side of the spectrum, webcams have become a negative topic. Instead of using them for social interaction, people are using them to record others and use it against them. Thankfully I have never encountered this myself, however, it still concerns me and worries me. 

When watching the video I noticed that all of the technology used by the young people speaking were used for not only informational purposes but for the purpose of entertainment. I also use my technology not only because it is useful but because I enjoy it. It is much easier to learn new information when it is coming from something you enjoy.   

My name is Alexandria Mattos and I am currently and English Education major at Montclair State University. As a student, English was always my favorite subject. I was fascinated by the escape reading and writing provided.  I hope to one day be able to share this escape with my future students.