JSU Writing Project Anthology | Summer 2012
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Jacksonville State University I I ' I i Jacksonville State University Writing Project Anthology I I Jacksonville, Alabama Summer 2012 Director Gloria Horton Jacksonville State University Co-Director I I , Melissa Shields I , Etowah County School System i Lisa M. Williams I' ; I . Jacksonville State University ' ' Technology Liaison Rodney Bailey Jacksonville State University i ' Dedication I This anthology is dedicated to all of the "out-of-the-box" thinkers, the ones who live up to the charge of Ulysses: "To strive, to seek, I to find, and not to yield"-Tennyson (line 70). I i I' '·. i ! i I , (., I . I I I I , I i I ' t' Foreword I . i . During the twenty-fifth anniversaiy of the JSU Writing I . ' Project Summer Institute, we sought to force ourselves "outside the box." From the very beginning, we recognized that teaching is a gift we give to our students, a gift that should not be tethered, hidden, or constrained. So we set about helping one another find ways to rid ourselves of the boxes we arrived in. In doing so, it has been our hope that our students will benefit from our efforts through a fresh perspective, a novel approach, a flipped classroom, or even a new voice. The practical pieces of wisdom we will take away from our time together stretch far beyond the pages of this book, but we have collected our best here. These pages represent i ) the many edges of the boxes we have dismantled in our efforts to become more than we were, and we now face the world armed with the determination, the desire, and the understanding necessaiy to bring others "outside the box" as well. I I \ i I Table of Contents i ' Dedication Foreword I Table of Contents 2012 Teacher Fellows .................................................................................5 Daily Schedule ....................................................................................... 8 Demonstration Summaries .......................................................................... 9 Writings by Participants Ashley Bryant .............................................................................. 13 Kenny Clevenger ........................................................................... 27 Rachael Couch .............................................................................. 38 Mary Jo Cox ................................................................................ 48 Delilah Darden ............................................................................. 61 Gloria H01ion .............................................................................. 72 Kellilyn J. Sechrest ........................................................................ 77 Doran Smith ................................................................................ 88 I Nicolle K. Smith ........................................................................... 98 I Annotated Bibliographies ........................................................................ 108 I i I : I I 5 JSU Writing Project Fellows 2012 \ i : i Ashley Bryant 2673 Louina Road Roanoke, AL 36274 (334)-338-5839 JSU Graduate Student E-mail: [email protected] Kenny Clevenger 124 White Street Rainbow City, AL 35906 (256) 413-3523 Southside High School lilt grade English & AP English Literature and Composition E-mail: Kenny [email protected] Rachael Couch 2027 James Drive Southside, AL 35907 (256) 478-0566 I Southside High School i 9th grade English, 11 th grade AP Language and Composition E-mail: Rachael [email protected] Mary Jo Cox 1830 Cox Gap Road Attalla, AL 35954 (256) 538-3642 JSU Graduate Student E-mail: [email protected] Delilah Darden 7694 Fairview Cove Road I i Altoona, AL 35952 (256)503-2647 Sardis High School 7'h grade Language Atis E-mail: Delilah [email protected] 6 Kellilyn Johnson Sechrest 1007 Carrie Court SW l I Jacksonville, AL 36265 i (256)452-8789 Jacksonville High School 8th grade English E-mail: [email protected] Doran Smith 3715 Rainbow Drive, #605 Rainbow City, AL 35906 (256) 962-2649 Word Alive Academy 5-8, English and Math E-mail: jsu6l [email protected] Nicolle Key Smith 3715 Rainbow Drive #605 Rainbow City, AL 35906 (256)962-1495 Ohatchee Elementary 3rd grade E-mail: [email protected] Charlsie Wigley 568 Wintergreen Street Greenville, MS 3 870 I (256) 454-1752 Coleman Middle School 8111 grade English/Language Atis E-mail: [email protected] I , 7 Staff I . Gloria Horton, Director Jacksonville State University, English Depatiment 1927 Little John Drive 115 Stone Center Oxford, AL 36203 700 Pelham Road N Jacksonville, AL 36265 (256) 782-5409 [email protected] Melissa Shields, Etowah County Schools, Co-Director Etowah County Director ofinstructional Technology 2340 Clinton Way 3200 West Meighan Blvd. Hokes Bluff, AL 35903 Gadsden, AL 35904 (256) 540-7594 [email protected] Rodney Bailey, Jacksonville State University, English Department Technology Liaison 128C Stone Center 506 Park A venue #3 700 Pelham Road N Jacksonville, AL 36265 Jacksonville, AL 36265 (256) 435-5007 (256) 782-8339 [email protected] Lisa Williams, Jacksonville State University, I Budget Co-Director College of Atis and Sciences, Associate Dean 72 Sweetwater Road 107 Martin Hall Oxford, AL 36203 700 Pelham Road N (256) 831-4009 Jacksonville, AL 36265 (2560 782-5225 [email protected] I ' I 8 Daily Schedule I 1 ' 9:00-9:30 Journals, group time, and announcements 9:30-11:00 Teacher demonstrations 11 :00-12:00 Reading, writing, and research time 12:00-1 :00 Lunch 1:00-3:00 Response groups (Mon. & Thurs.) Reading, writing, and research time (Tues. & Wed.) 3:00-3:50 Roundtable discussions 3:50-4:00 Wrap-up iI •' I . 9 Demonstration Summaries I i ; Creativity and Conjunctions: Combining the Parts of Speech with Narrative Writing During this demonstration, the teacher began by reviewing the parts of speech with the students. She asked students to recall the patts of speech they had already discussed in class, and she explained that today they would learn about conjunctions and combine their knowledge with na11'ative writing. To capture their attention, she showed Grammaropolis, a short You Tube video on the eight parts of speech. Then, the students played a timed review game. Each team of two was given a pait of speech, such as adjective, and they had three minutes to write as many words that were that type as possible. Next, the teacher used guided reading notes and a PowerPoint during her discussion on the three types of conjunctions, and the students practiced using the co~unctions as a class and individually. For the day's major activity, the teacher assigned a narrative essay of three to five paragraphs. The students were allowed to work with a pattner, and the teacher gave each pair a story starter, such as "A mysterious box was sitting on the doorstep." The students had to include at least ten conjunctions in their stories and at least one of each of the three types. After writing the stories, students were asked to draw an illustration that represented their na1Tatives. After students finished their work, they shared with their peers. As a closing activity, the class patticipated in Mad Libs as another form of review. Ashley Bryant Tackling the Dramatic Monologue This lesson attempts to explain dramatic monologues in a way that is accessible for most young people in our modern world by using pop culture as a fulcrnm. After an introduction discussing dramatic monologues, the teacher leads the class in a discussion about heroism. The teacher then divides the class into small groups of two to four for the next patt of the activity. Groups are then instrncted to choose a superhero from pop culture and write a letter from this hero's point of view. The letter should concern the hero's thoughts as he or she nears retirement. After writing time, groups are instructed to share their letters. Next, a debriefing activity follows in which the teacher makes connections between the letter writing activity and dramatic monologues. The teacher then performs a dramatic reading of Tennyson's "Ulysses" and leads a discussion of the poem as an example of dramatic monologue. Finally, extension activities include both a creative option and a more academic choice. The creative option asks students to create their own dramatic monologues while the academic choice asks students to write an 10 analysis of the strategies Tennyson uses in "Ulysses" to explore the theme of heroism, persistence, or self-discovery. Kenny Clevenger Point of View and Perspective Using Tlte Great Gatsby This lesson explores the differences between point of view and perspective, using The Great Gatsby and Shmoop study guide from Shmoop.com. The teacher begins with a Prezi presentation and completes guided notes to introduce point of view and perspective. After approximately twenty minutes of notes, the teacher randomly assigns groups for the four main characters of the novel: Nick Caraway, Daisy Buchanan, Jay Gatsby, and Tom Buchanan. These students group up according to other students who drew the same character. The teacher then introduces students to Shmoop.com as a valid instructional tool. After a brief introduction, students navigate to their assigned character's summary. The students then complete a GIST activity, describing their character as fully as possible in only twenty words or less. This activity should not take more than five to ten minutes. Students find their character's timeline. The teacher will then explain that students will rewrite their assigned character's time line, changing the point of view from the Shmoop