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Saturday Morning/Afternoon Saturday hurst, New Jersey New hurst, California School District, Washington College, Achievement Awards in Writing Advisory Writing in Awards Achievement Committee open a.m., 9:00–10:00 working; a.m., 8:00–9:00 Two Level Boardroom, Directors Ocean- High School, Township Ocean Susan Reese, Chair: Advisory Committee Writers Young Promising open 10:00 a.m.–Noon, Two Level Boardroom, Directors Iowa Sioux Center, College, Dordt Leah Zuidema, Chair: Meeting Forum Latino Caucus Open 11:00 a.m.–12:20 p.m. Two Level 210, Room Vista Ballroom Unified San Bernardino Bobbi Ciriza Houtchens, Co-chairs: Northridge State University, California Renee Moreno, Corpus Christi A&M University, Texas Cristina Kirklighter, Association Executive English College Two-Year Committee Meeting 8:00 a.m.–5:00 p.m. Walkway Center Convention Sea Blue Restaurant, Community Valley Yakima Calhoon-Dillahunt, Carolyn Chair: on English Leadership Executive Conference Committee Meeting 8:00–10:00 a.m./1:30–5:30 p.m. Walkway Center Convention Restaurant, Diego Michigan Interlochen, Patrick Monahan, Chair: Meetings of Committees the hours of 8:00 a.m. NCTE committees meeting between immedi- listed alphabetically are on Saturday and 5:30 p.m. Committees various times as noted. and meet at below ately sessions as indicated after working open and/or have may to attend invited individuals are Interested meeting times. sessions as open meetings as participants and working auditors. Forum Research 8:30–9:45 a.m. Walkway Center Convention Restaurant, Diego Boulder of Colorado, University Anne DiPardo, Chair: Children’s Literature and Reading SIG Meeting and Reading Literature Children’s a.m. 9:00–10:00 Walkway Center Convention Restaurant, Craftsteak Richland State University, Washington Ward, Barbara Chair: a Global Society Books for Notable 12:30–2:30 p.m. Two Level 209, Room Vista Ballroom Stillwater Oklahoma State University, Chair: Sanders, Jenn Arts Books in the Language Children’s Notable Committee Meeting 3:00–6:00 p.m. Two Level Boardroom, Directors Denton University, Woman’s Texas Albright, Lettie Chair: g_125-216_2012.indd 127

Saturday 129 10/18/12 11:48 AM th Caro- opics ook Junior ook Junior Saint Xavier Uni- Saint Xavier University of University Illinois Writing Proj- Illinois Michigan State Univer- Michigan National-Louis University, National-Louis University, , University of California, of California, University , ornia, “Connecting Kids and ornia, ersity, Chicago, and Pat Braun, Illinois and Pat Braun, Chicago, ersity, High School, Illinois, “Finding Your Your “Finding Illinois, High School, 2.0” Web with Voice Your “Grow Illinois, Chicago, versity, Change Strategies for Teachers: Own Community-Based Used by Organizations” Out: Word “Getting the Angeles, Los Media” the News Writing for Calif Winning Support” Community—and School Your “Mapping Charlotte, lina, Audiences for Finding Community: Voices” Teachers’ Kids’ and “Using Research Arbor, Ann Michigan, to Speak Out” sity, East Lansing, “Tweeting Truth to Truth “Tweeting Lansing, East sity, Advo- Media to Using Social Power: Education Policies” Better cate for v “Winning Park, Oak Reading Council, in Program Support an Innovative for School” Your Meaningful “Using Illinois, Evanston, Demo- More for Advocate Data to cratic Schools” Building “Strategies for Evanston, ect, Admin- Support with Colleagues and istrators” Carol Jago Carol Paramount High School, Nancy Himel, of Nor University Lil Brannon, Anne Ruggles Gere, Roundtable Leaders and T LeadersRoundtable and Zellner, Andrea Northeastern Illinois Uni- Katy Smith, Harry Ross, Northbr Melinda Rench, Zemelman, Steve Kathleen McInerney,

Saturday Morning, 8:00–9:15 a.m. Morning, Saturday

7 8 9 1 2 3 4 5 6 10

Table Number Table lic Policy on lic Policy Tuning Teachers’ Voice: We We Voice: Teachers’ Tuning Pub Can Inform Reading and Writing (G) Reading and

ltant u and culture, will speak on “Thriving Teachers Using Their Using Teachers “Thriving on speak will culture, and and then Equity and Justice,” for Advocate to Voice leaders and participants will discuss strate- roundtable the public about what informing thoughtfully gies for and building support it. for classrooms in great works to Voice Their Using Teachers “Thriving Amherst, setts, and Justice” Equity for Advocate Sonia Nieto expert recognized on language nationally Sonia Nieto, Evanston Writing Project, Illinois Chair: Zemelman, Steve of Massachu- University Speaker: Sonia Nieto, Keynote Featured Session Featured cons F.01 Sonia Nieto, Steve Zemelman, Zemelman, Steve Sonia Nieto, Katy Smith, Zellner, Andrea Rench, Melinda Harry Ross, Jago, Carol Kathleen McInerney, Braun, Pat Nancy Himel, Gere Ruggles Anne and Brannon, Lil Room 114, Grand Ballroom One Level g_125-216_2012.indd 129 F.02 LEADING WITH COMMON CORE STATE Middle, and High School Students” STANDARDS IN THE DIGITAL AGE (G) 7 Connie McKinley-Galdos, Jefferson County Room 306, Level Three Public Schools, Louisville, Kentucky, and Sponsored by the International Society for Technology in doctoral student, Bellarmine University, Education, open to all New Albany, Indiana, “Engaging Reluctant In this session, participants will explore the challenges of Readers and Writers” Common Core State Standards in English/Language Arts 8 Janice Carello, Buffalo State College, New and also the integration of technology. They will also be York, “Igniting Hope: Sharing Strategies to introduced to a few successful models and share strategies Minimize Risk When Reading and Writing they have found to be successful. Resources will be intro- about Trauma” duced to supportcancelled educators at all levels of implementation. 9 Cathy Leogrande and Cynthia Choi, Le Presenter: International Society for Technology in Education Moyne College, Syracuse, New York, (ISTE) representative “‘That’s So 17 Seconds Ago’: Exploring Millennials’ Use of 21st Century Skills F.03 GENERAL ROUNDTABLES (G) with Internet Memes” Grand Ballroom Room 119, Level One 10 Chuck Jurich, University of New Attendees will have the opportunity to discuss topics at two Mexico, Albuquerque, “The Shift from roundtables during this session. Author(itarian) to Democratic Writing: Co-chairs: Robert Petrone, Montana State University, Examining the Sociocultural Contexts Bozeman That Accompany Multiple Authorship in Leslie David Burns, University of Kentucky, Lexington Video Production” 11 Nancy Hadaway, The University of Texas, Table Number Roundtable Leaders and Topics Arlington, “A Critical Analysis of Lan- guage Identity Issues in Adolescent 1 Shelbie Witte and Kelly Thayer, Florida Literature” State University, Tallahassee, Ashley 12 Michelle Crooks, East Columbus Magnet DeGracia, doctoral student, Florida Academy, Columbus, Georgia, “Analyz- State University, and Roger Caswell and ing Writing Prompts for Text Types and Heather Caswell, Emporia State Uni- Purpose of the Common Core State versity, Kansas, “Visual Literacy: Bridging Standards” Imagination to Explanation” 13 Ruth Cheatham and Amy Wright, All Saints’ 2 Lynda Valerie, Central Connecticut Writ- Episcopal School, Fort Worth, Texas, ing Project, New Britain, and Nicholas “Digital Grammar” Chanese, Central Connecticut Student 14 Rachel Lloyd, College of St. Benedict, St. Writing Project, Windsor, “Writing from Joseph, Minnesota, “Intertextuality and the Inside Out” Narrativity in English Teachers’ Collab- 3 Wendy Swanson, Portland State University, orative Conversations” Oregon, “Straw into Gold: Spinning De- constructed Newspaper Headlines into F.04 IDEA JAM: WHO OWNS THE LEARNING? Brief Poems” (G) 4 Michelle Stie-Buckles, Bobette Ray, and Room 301, Level Three Myrna Moser, Laying the Foundation, Dal- For one day, secondary teachers and students from across las, Texas, “Putting It All Together: Igniting Lewisville ISD collaborated with each other to answer the Critical Thinking by Connecting Close question, “Who owns the learning?” Students shared their Reading, Grammar, and Composition vision of English education in LISD and worked alongside Skills” their teachers to design engaging, meaningful performance 5 Emily Shisler, Katie Norwood, and Jessica tasks. In this session, several of these collaborators will Cook, Yes Prep Public Schools, Houston, share what they learned and developed together. Texas, “How an Inner-City, Low-Income Presenters: Ramona Lowe, Lewisville Independent School District Sends 100% of Its Students to District, Texas College” Donna Henry, Lewisville Independent School District, Texas, 6 Candace Roberts, Kimberly Higdon, and “Who Owns the Learning? Empowering Students and Holly Atkins, Saint Leo University, Florida, Teachers” “Critiquing, Creating, and Connecting: Jennifer Culver, Lewisville Independent School District, Texas, Visual and Media Literacy for Elementary, “Please Understand Me: A Legacy Learning Project”

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F.16 uSING PICTuRE BOOKS TO DEVELOP F.18 YOu CALL THAT LITERACY? MELDING ENGLISH-SPANISH COGNATE RECOGNI- HOME AND SCHOOL LITERACIES TO TION BY LATINO ELLS (E) STRENGTHEN STuDENTS’ WRITING Vista Ballroom Room 207, Level Two AND CuLTuRAL AWARENESS (E) Latino English learners enter school with Spanish language Vista Ballroom Room 208, Level Two backgrounds. Cognates are English words that are similar A child’s home life is intrinsically connected to his or her to Spanish words (e.g., “accident/accidente”). This work- authorship and social world. In this interactive, hands-on shop will provide activities which elementary teachers can workshop, the presenters will demonstrate how multimod- use to create lessons on morphology and guessing the al out-of-school literacies can shape and enhance in-school meanings of words from context using cognates drawn writing programs. Specifi c genres of writing will be high- from common picture books. lighted, including poetry, recounts, narratives, and reports. Chair: Erin Reilly-Sanders, The Ohio State University, Chair: Lori Sherritt-Fleming, West Bay Elementary School, Columbus Richmond, British Columbia, Canada Presenters: Jose Montelongo, Canutillo Independent School Presenters: Kari-Lynn Winters, Brock University, St. District, El Paso, Texas Catherine’s, Ontario, Canada Anita Hernandez, New Mexico State University, Las Cruces Lori Sherritt-Fleming, West Bay Elementary School, Richard Duran, University of California, Santa Barbara, Richmond, British Columbia, Canada “Cognates and Meaning Making” Anastasia Hendry, artist, educator, producer, and author, Kloshe’nem, West Vancouver, British Columbia, Canada F.17 AND THEY READ HAPPILY EVER AFTER Debra Harwood, Brock University, St. Catherine’s, Ontario, . . . (E) Canada Vista Ballroom Room 210, Level Two Children spontaneously share events of their lives with one F.19 EXEMPLARY RESEARCH AND SCHOLAR- another but lack this same energy and enthusiasm when SHIP IN ENGLISH EDuCATION: CEE EMIG reading and sharing texts in the classroom. How can teach- AND BRITTON AWARDS (T) ers bridge students’ everyday lives, natural curiosity, and Room 108, Level One reading engagement, with curriculum objectives that some- The Conference on English Education gave two prestigious times appear disconnected from the students themselves? awards in honor of Janet Emig and James N. Britton. In this In this session, the presenters will describe strategies session, the winners will present the work that earned which help students to grow into their roles as indepen- them this year’s tributes. dent learners and contributors and create meaningful Chair: Sarah Warshauer Freedman, University of California, literature experiences that meet curriculum objectives. Berkeley Chair: Anna Lee Lum, Hawaii Council of Teachers of English, Presenters: Brian White, Grand Valley State University, Waimanalo Allendale, Michigan, “A Mode of Associated Teaching” Presenters: Miki Maeshiro, Kamehameha Schools, Honolulu, Sara Kajder, Shadyside Academy Middle School, Fox Chapel, Hawaii Pennsylvania Anna Lee Lum, Hawaii Council of Teachers of English, Waimanalo F.20 INCORPORATING AuTHENTIC Winona Farias, Kamehameha Elementary School, Honolulu, AuDIENCE IN THE WRITING Hawaii CLASSROOM (E–M–S) Kehau Akiona, Kamehameha Elementary School, Honolulu, Premier Ballroom Room 309/310/311, Hawaii Level Three The fact that classroom teachers are the sole audience for the majority of student compositions presents a prob- lem of motivation and authenticity for classroom work. Research suggests that in order to adequately prepare stu- dents for real-world writing formats, we must incorporate opportunities to engage students with authentic audiences. Chair: Joy Moore, Richmond Public Schools, Virginia

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er will be Scott Wester- er will be Scott WITH SCOTT WITH SCOTT ANALYSIS OF ANALYSIS WER: CRITICAL CRITICAL WER: RAL U T Level Three Level L U Saturday Morning, 8:00–9:15 a.m. Morning, Saturday The breakfast speak The breakfast

TIC L onsored by the Assembly on Literature for Adolescents Adolescents for Literature on Assembly the by onsored U (E–M–T) Room 302, Sp open to all of NCTE—ALAN, REIMAGINING PO REIMAGINING M OF SOCIAL REPRESENTATIONS LITERAT IN CHILDREN’S ACTIVISM ALAN BREAKFAST WESTERFELD (M–S–T) 315/316/317, Room Ballroom Premier Three Level

ALAN Award and the Hipple Award will be given will be given Award and the Hipple Award ALAN justice issues within local and global communities as local and global communities justice issues within How adult literature. young and in children’s represented against how action will be examined characters take will Panelists and language is used. is exercised power which are and images in text collections words analyze K–8 children. for appropriate Amherst Action Locally” Taking of “Representations Massachusetts, Action Globally” Taking of “Representations Amherst, Literature: of Children’s Analysis “Critical Multicultural Continuum” The Power distinguished literary to George Nickelson, respectively and Mem- ALAN President former Kaywell, and Joan agent, bership Chair.

trilogy, a steampunk retelling of a steampunk retelling trilogy, author of the Leviathan feld, and the futuristic Uglies series named as Best Books WWI, ALA. Adults 2006 by Young for York New York, New Publishing, The This panel will discuss critical multicultural analysis of social analysis critical multicultural This panel will discuss of Massachusetts, University Bothelo, Maria Jose Chair: State University, Worcester Young, Sara Presenters: of Massachusetts, University doctoral candidate, Nappi, Tara Amherst, of Massachusetts, University Bothelo, Maria Jose F.24 F.23 Jeffrey Kaplan, University of Central Florida, Orlando of Central Florida, University Kaplan, Jeffrey Chair: Simon & Schuster Westerfeld, Speaker: Scott Keynote Y MEAN R THAT THAT U TES REALL U U w Heights Academy Academy w Heights New Heights Academy Academy Heights New YS TO YO TO YS New Heights Academy Academy Heights New , alker, New Heights Academy Academy Heights New alker, ris, New Heights Academy Academy Heights New ris, ASSION FOR THE THE ASSION FOR WORLD AND IGNITE A AND IGNITE WORLD Charter School, New York, New York New York, New Charter School, York New York, New Charter School, York New York, New Charter School, York New York, New Charter School, Charter School, New York, New York New York, New Charter School, Michelle W Michelle DiPillo Stacey Melissa Heselton, Roundtable LeadersRoundtable Kar Greta Ne Melissa Sedita,

DENTS’ U

ST CONNECT THE PLA CONNECT THE BARD: FOR LIFELONG PASSION YO SHAKESPEARE LIKE ENGAGE TEACHERS AS WRITERS WRITERS AS TEACHERS ENGAGE (E–M–S–T) Three Level Room 305, IT! (M–S–T) Two Level Room 205, IGNITING A P IGNITING TEACHING OF WRITING: PROFESSIONAL PROFESSIONAL WRITING: OF TEACHING INSTIT DEVELOPMENT 3 4 5 1 2

development writer’s institutes created for elementary for institutes created writer’s development Virginia school teachers as partand middle of the Central of these institutes was not only The focus Writing Project. a but to inspire to model writing instruction best practices, of writing among participants. love That Institute “Implementing a Summer Virginia, Richmond, Areas and Content Grades, Schools, across Teachers Brings in a Common Purpose” Together Worth Year’s a Sparks That Institute Summer a “Implementing Writing” of That An Institute “Helping Each Other Grow: Pennsylvania, Monthly Ongoing Writing through of Worth Year’s Sparks a Meetings” plays to teaching Shakespeare’s media-rich approach tive, then paraphrasing then reading, that emphasizes listening, to lead students deeper into in order and storyboarding, verbatim. or it paraphrased perform they the text before Missouri Public Schools, Presenters in this session will explain two professional professional will explain two in this session Presenters California Schools, Public Aspire Chair: Jamie Marsh, School, Christopher’s St. Suskind, Dorothy Presenters: Virginia, Lexington, University, Lee and Washington Sigler, Haley Philadelphia, La Salle University, Lewinski, E. Kimberly F.22 interac- a highly in this session will introduce The presenters Columbia of Missouri, University Sanders, Harlow Chair: Columbia of Missouri, University Cisco, Jonathan Presenters: Columbia of Missouri, University Sanders, Harlow Columbia and Columbia Missouri, of University Kremer, Nick F.21

Table Number Table g_125-216_2012.indd 135 F.25 MIDDLE SCHOOL DEBATE AND THE F.28 IMAGINE IT. BuILD IT. SuSTAIN IT: COMMON CORE (M) ONE SCHOOL’S JOuRNEY TO Grand Ballroom Room 111, Level One IMPLEMENT SCHOOLWIDE LITERACY There’s no arguing, debate meets Common Core standards (M–S) for “speaking and listening”—unless you are a naturally Room 303, Level Three talkative and argumentative young adolescent. In this ses- In this session, presenters will share the lessons learned sion, presenters will outline the rationale for debate in the (the smart, the effective, and the ugly) from an eight-year middle school curriculum, as well as present lesson plans journey to initiate and sustain a schoolwide approach to and practical strategies for integrating debate into the literacy with every teacher included. They will explain how classroom. they shifted from scripts and programs to lesson planning Chair: Carol Losos, English-Speaking Union, New York, New and innovative materials and from mandated PD to PLCs. York Chair: Elizabeth Dinkins, Georgetown College, Kentucky Presenters: Dee Burek, Stone Bridge Middle School, Presenters: Stacy Garrison, Thomas Jefferson Middle School, Allentown, New Jersey, “Debate: Meeting Standards in the Louisville, Kentucky, “Materials Matter” Classroom” Elizabeth Dinkins, Georgetown College, Kentucky, “Making It Cynthia Torres-Nusse, Walton Middle School, Compton, Real Means Making Time for Literacy” California, “Debate: Life Skills for the Urban Student” Wendy Brown, Thomas Jefferson Middle School, Louisville, Kate Shuster, Claremont McKenna College, Claremont, Kentucky, “Tapping into Talent and Capacity through California, “The Universal Need for Middle School Debate” Professional Learning Communities” Donald R. Gordon, Walton Middle School, Compton, California, “Debate and the Urban Student” F.29 INTEGRATING COMMON CORE STANDARDS INTO MIDDLE AND F.26 GET IT. GOT IT? GOOD. FORMATIVE HIGH SCHOOL CLASSROOMS (M–S) ASSESSMENT AS INQuIRY (G) Studio Room 8, Main Floor by Grand Garden Grand Ballroom Room 122, Level One Arena So much attention is paid to standardized, summative as- Peter Smagorinsky will open this session with a conversa- sessment. But the most vital assessment work is done tion about how teachers can integrate Common Core every day: the teacher’s ongoing inquiry, the along-the-way Standards into current practices. Roundtable leaders will observations of individual student growth that inform the continue this discussion and design lesson plans with par- teacher’s next moves. These presenters will share their ticipants, integrating current practices with new standards. own struggles with assessment and feedback and of- Through NCTE’s Connected Community, this conversation fer practical, realistic, sustainable strategies for gradually will continue when teachers return home. releasing responsibility to students so they are engaged, Chair: Tara Campbell, Georgia State University, Atlanta prepared, and motivated to monitor their own growth as Keynote Speaker: Peter Smagorinsky, The University of readers and writers. Georgia, Athens Presenters: Scott Filkins, Champaign Unit 4 Schools, Illinois Cris Tovani, Cherry Creek Schools, Greenwood Village, Table Number Roundtable Leaders Colorado 1 Michelle Zoss, Georgia State University, F.27 POWER OF THE PRESS: STARTING A Atlanta STuDENT NEWSPAPER (M–S) 2 Kelli Sowerbrower, doctoral student, Room 204, Level Two Georgia State University, Atlanta Sponsored by the Assembly of Advisors of Student 3 Tamra Ogletree, University of West Publications/Journalism Education Association, Georgia, Carrollton open to all 4 Lindy Johnson, doctoral student, The Students at the middle and high school levels crave opportu- University of Georgia, Athens nities to have their works seen by an audience. Join these 5 Katie Greene, Milton High School, presenters to fi nd out how to get your students’ work Georgia published in a student publication. 6 Tara Campbell, Georgia State University, Chair: Brian Wilson, Journalism Education Association, Holly, Atlanta Michigan Presenters: Brian Wilson, Journalism Education Association, Holly, Michigan Lauren LeBlanc, East Oldham Middle School, Crestwood, Kentucky

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Lee, Lee,

Pacific opics Burlingame High School, Cali- Burlingame High School, Boise State University, Idaho, Idaho, Boise State University, , Kenneth High School, North High School, Kenneth , ohnson Williams Middle Williams Middle ohnson Singer Island, Florida, “Writing Florida, Singer Island, ORLD: FOSTERING FOSTERING ORLD: Smith, Temple University, Phila- University, Temple Smith, San Antonio, Texas, “The Story of My Texas, Antonio, San Thinking: Using the Thoughts of Others Using the Thinking: Teaching” in Our “Motivating and Pennsylvania, delphia, Argument Write Students to Teaching Texts” “Motivating and Teaching Students to Teaching “Motivating and Texts” Write Informational Life: Writers for “Create Texas, Austin, Name the Beauty and Brilliance in Every to Want Will They so Writing Student’s More” Even Write and Revise tant, consultant, of Mixed ‘The Clear Expression Poetry: Feelings’” School, Berryville, Virginia, “Purposeful Virginia, Berryville, School, with Works a Principal How Writing: Teachers” English “Raising the Bar with Oregon, City, Writing” Nonfiction That Lift Texts “Mentor Hampshire, New Writing” Combining Read: We “Writing as fornia, Writing Processes” the Reading and Conway, New Hampshire, “Writing for “Writing for Hampshire, New Conway, Observing to Ideas and Connecting Real: and Images” Saturday Morning, 8:00–9:15 a.m. Morning, Saturday Linda Hoyt, author/consultant, Linda Hoyt, Wilhelm, Jeff author/consultant, Ralph Fletcher, James Burke, author/consultant, Katherine Bomer, author/teacher/consul- Bernabei, Gretchen author/independent Georgia Heard, W. Michael Roundtable Leaders and T Roundtable Leaders and J Evan Robb, Kittle Penny

WRITING THE W THE WRITING CREATIVITY, ORIGINALITY, AND A AND ORIGINALITY, CREATIVITY, SCHOOL AT WRITING FOR PASSION (M–S) One Level Room 116, Grand Ballroom 3 4 5 6 7 8 9 1 2 10

ltant u students to write to communicate and to write with and to write with communicate students to write to as to as well about, deeply care they passion about topics notebooks, genres, diverse technique, learn about craft and these roundtable Join and editing. revision, mentor texts, to of how understanding to deepen your conversations and meaning. with power engage students in writing

F.32 cons Twenty-first century writing instruction needs to prepare century needs to prepare writing instruction Twenty-first Virginia Boyce, School, Powhatan Co-chairs: Laura Robb, California Burlingame High School, James Burke, Number Table CTICE CTICE opics TS? (M–S) , Razorbill (Pen- , SING DIGITAL SING DIGITAL U

or successfully facilitat- or successfully Northern Arizona Uni- Arizona Northern Vanderbilt University, University, Vanderbilt AGE AR AGE Rockhurst University, Kan- Rockhurst University, U Nashville, Tennessee, “This Isn’t Like Like “This Isn’t Tennessee, Nashville, Using Digital Written: Ever I’ve Anything Storytelling with Preservice English Teachers” into the Fray: “Jumping Flagstaff, versity, Used Digital Storytelling Teachers How Their Classrooms” in sas City, Missouri, “Creating Benchmark “Creating Missouri, sas City, Your Digital StorytellingEvaluations for in Classroom” guin), New York, New York, “Applying “Applying York, New York, New guin), with Blogs in the Writing Online Novel Classroom” Melanie Hundley, Gordon, Corrine Roundtable Leaders and T Roundtable Leaders and author Angela Morrison, Metzger, Kenan

RYTELLING IN THE CLASSROOM (M–S) CLASSROOM THE IN RYTELLING

GETTIN’ DIGI WITH IT: GETTIN’ DIGI STO Two Level Room 203, on the CEE/CEL Joint Commission by Sponsored open to all Assessment, IN ENGLISH LANG IN ENGLISH WHAT DO WE MEAN BY BEST PRA BEST MEAN BY WE DO WHAT Grand Ballroom Room 115, Level One Level Room 115, Grand Ballroom 3 4 1 2

ing digital storytelling based on teachers’ insights, including ing digital storytelling on teachers’ insights, based audience mem- a hands-on digital story where evaluation teachers can an explanation of how bers will participate, storytelling the concept of online apply in the classroom, support and scaffolds to provide how and suggestions for digital storytelling. explore teachers as they to novice current definitions of “Best Practice” in language arts. In arts. Practice” in language “Best definitions of current teacher account- and Standards Common Core this era of structures classroom the key master teachers must ability, coer- under build knowledge—not that help students to curiosity and challenge. by but driven cion, Michigan in the of Best Practice Structures “The Seven Albuquerque, Arts” English Language Author’s-Eye “An York, New York, New McElderry Books, Workshop” of Reading-Writing View Writing Circles” Activities: Group “Collaborative Michigan, Assessment” “Reflective Illinois, Tempe Arizona State University, Early, Respondent: Jessica

on strategies f This session will focus Allen Webb, Western Michigan University, Kalamazoo Michigan University, Western Webb, Allen Chair: Number Table F.30 Participants will read, write, and collaborate as they explore explore as they and collaborate write, Participants will read, Oaks, Three Project, Writing Milwaukee Vopat, James Chair: Mexico, of New University Daniels, Harvey Presenters: K. Simon & Schuster/Margaret author, Lisa Luedeke, Oaks, Three Writing Project, Milwaukee Vopat, James Park, Tinley High School, Andrew Victor J. Nancy Steineke, F.31 g_125-216_2012.indd 137 F.33 REWRITING OuR WORLDS: HARNESS- F.35 TEACHING ARGuMENTATIVE WRITING: ING THE POWER OF STORIES IN THE STRuGGLING WITH FORM AND GOING CLASSROOM TO EMPOWER STuDENTS BEYOND FORM (S) PERSONALLY, ACADEMICALLY, AND Premier Ballroom Room 314, Level Three POLITICALLY (M–S–C) In this session, English teachers will discuss how they teach Room 201, Level Two high school students to write arguments. Each presenter Presenters in this session will explore the importance of seeks to teach students the structure of an argument while literature and storytelling as tools that help urban students also pushing them to understand an argument as more of color analyze their life experiences, express their voices, than structure. Their teaching of argumentative writing and transform their communities. Urban educators will variously emphasizes rhetorical modes of persuasion, the share critical classroom practices that help young people role of content, understanding complex social relationships, use digital media to interpret and reimagine their societies and understanding audience. through language. Chair: David Bloome, The Ohio State University, Columbus Chair: Nicole Mirra, University of California, Los Angeles Presenters: Natalie Hunter, Olentangy High School, Lewis Presenters: Nicole Mirra, University of California, Los Center, Ohio Angeles, “Using the Imaginative Power of Literature in the Lizabeth McSkimmin, Hamilton Township High School, Classroom to Transform Ourselves and Our Societies” Columbus, Ohio Clifford Lee, University of California, Los Angeles, “Counter- Kriston Crombie, Centennial High School, Columbus, Ohio storytelling 2.0: Elevatin’ Tomorrow’s Generation through Critical Computational Literacy” F.36 GLOBALIZING THE ENGLISH/LANGuAGE Danielle Filipiak, Teachers College, Columbia University, New ARTS CLASSROOM THROuGH MIDDLE York, New York, “Me and the D: Digital Storytelling, New EAST-THEMED RESOuRCES AND INTER- Urban Literacies, and Transformative Pedagogy in an Inner- DISCIPLINARY CONNECTIONS (S) City Classroom” Grand Ballroom Room 112, Level One Antero Garcia, Colorado State University, Fort Collins, In this session, educators will address Common Core Stan- “Words, Words, Words: Exploring Youth Engagement with dards in the ELA classroom as a springboard for globalized Literature and Civic Identity” lessons regarding the Middle East. They will describe lesson Discussant: Ernest Morrell, Teachers College, Columbia plans which allow American students to make interdisci- University, New York, New York plinary connections while they learn about Middle Eastern cultures, religions, and history. F.34 “TEACHING TRIOS”: 1 CLASSIC+2 YA Chair: Omar Hakim, International Academy, Bloomfi eld Hills, TEXTS=A uNIQuE RESPONSE TO THE YA/ Michigan CLASSICS DEBATE! (M–S–T) Presenters: Omar Hakim, International Academy, Bloomfi eld Grand Ballroom Room 123, Level One Hills, Michigan “Teaching Trios”—one canonical text plus two YA titles— Lindsey Belzyt, International Academy, Bloomfi eld Hills, sounds tricky, but it inspires literary engagement, rich Michigan conversation, and fun! Participants will experience fi rst- Seemi Aziz, Oklahoma State University, Stillwater hand how this original literature instruction strategy can invigorate middle and high school English classes, while F.37 TEACHING AND ASSESSING CRITICAL addressing the YA vs. classics debate. LITERACIES (S) Chair: Cleo Rahmy, Portland Middle School, Connecticut Grand Ballroom Room 120, Level One Presenters: Sue Ringler Pet, Manhattanville College School Numerous articles have been written about the merits of of Education, Purchase, New York teaching critical literacy in our schools. For urban students, Alexis Piccininni, Manhattanville College School of Education, critical literacy education is essential. The presenters in this Purchase, New York session will demonstrate several lesson ideas and provide Jessica Timms, Manhattanville College School of Education, suggestions for differentiation and sample assessments to Purchase, New York use in your classroom. Chair: Lindsey Brandrup, Memorial High School, Eau Claire, Wisconsin Presenters: Joseph Neman, Veritas High School, Milwaukee, Wisconsin Lindsey Brandrup, Memorial High School, Eau Claire, Wisconsin

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Melanie Hammer, Nassau Community College, Garden City, Ignite a Passion for Reading and Writing: Using Mentor New York Texts and Meeting Students” Heidi Atlas, Baldwin Middle School, New York Jane O’Conner, HarperCollins Children’s Books, New York, New York, “Connecting Characters and Ideas with F.43 LITERATuRE IS LIFE, AND LIFE IS Students to Ignite a Love of Reading: Extending the NONFICTION: MAKING TRADITIONAL Process—From Picture Books to Chapter Books” LITERATuRE RELEVANT THROuGH Marc Aronson, author and editor, Candlewick Press, NONFICTION CONNECTIONS IN THE Somerville, Massachusetts, “Helping Students Under- 21ST CENTuRY (S) stand the Connection between Revision and Editing, Grand Ballroom Room 118, Level One and How to Do It Effectively” Titles for classrooms using traditional/nonfi ction pairings include To Kill a Mockingbird, Animal Farm, Frankenstein, and Inherit the Wind, partnered with multimedia nonfi ction. Presenters in this session will focus on credible resources, F.41 CONNECTING FICTION AND NON- reading for fact and purpose rather than just effect, and FICTION TEXTS TO IGNITE STuDENT developing the individual perspective based on a variety of INTEREST IN THE SECONDARY ENGLISH sources. CLASSROOM (M–S) Chair: Angie Stooksbury, Big Walnut Local Schools, Sunbury, Premier Ballroom Room 313, Level Three Ohio A new emphasis on infusing nonfi ction literature into the Presenters: Angie Stooksbury, Big Walnut Local Schools, secondary English classroom has emerged from the Com- Sunbury, Ohio mon Core Standards. Thinking critically about these texts Angela Pollock, Big Walnut Local Schools, Sunbury, Ohio is a vital life skill inside and outside of the academic setting, Stacey O’Reilly, Big Walnut Local Schools, Sunbury, Ohio and connecting fi ction and nonfi ction works has the pow- erful potential to engage different types of learners. F.44 CROSSING THE “RuBRIC” ON: WORKING Chair: Jill Adams, Metropolitan State College of Denver, TOGETHER TO PREPARE HIGH SCHOOL Colorado STuDENTS FOR COLLEGE-LEVEL Presenters: Nathan Ubowski, Heritage High School, Littleton, WRITING (S) Colorado Room 110, Level One Kyle Stovall, Metropolitan State College of Denver, Colorado In this session, a college professor will discuss “Common Jessica Leifheit, Castle View High School, Castle Rock, Composition Errors of Incoming Freshmen” and “Grading Colorado Practices in Higher Education,” a high school teacher will Gloria Eastman, Metropolitan State College of Denver, discuss the impact that this information has had on writing Colorado instruction and feedback, and a mutual student will refl ect Jennifer Barstow, Metropolitan State College of Denver, on her high-school-to-college writing metamorphosis. Colorado All will explore their reciprocal collaboration. Jill Adams, Metropolitan State College of Denver, Colorado Chair: Cheri Gregory, Monterey Bay Academy, Watsonville, California F.42 uSING THE LITERACY DESIGN COLLAB- Presenters: Annemarie Gregory, Pacifi c Union College, ORATIVE MODuLE DEVELOPMENT TOOL Angwin, California TO CREATE LEARNING OPPORTuNITIES Cheri Gregory, Monterey Bay Academy, Watsonville, FOR STuDENT WRITERS (G) California Room 202, Level Two Cynthia Westerbeck, Pacifi c Union College, Angwin, Sponsored by the National Writing Project, open to all California In this kick-off to the NWP Writing Strand, presenters will describe the Literacy Design Collaborative’s module plan- F.45 DEVELOPING HIGHER-LEVEL THINKING ning tool. Participants will have the opportunity to decon- SKILLS WITH GRAPHIC NOVELS AND struct a writing task and think together about planning an THE MINDBOOK (S) instructional unit based on clusters of skills that students Studio Ballroom B, Main Floor located by will need to complete the writing task. entrance to Garden Arena Chair: Tanya Baker, National Writing Project, Berkeley, The use of graphic novels has attracted attention, mostly fo- California cused on struggling readers. However, the analysis of graph- Presenters: Missy Callaway, Butler Traditional High School, ic novels with advanced learners builds skills for improving Shively, Kentucky multimodal literacy. The Mindbook, a hardbound, blank

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MPHS U

OGRAMS: OGRAMS: AND TRI AND ES, U Level One Level Saturday Morning, 8:00–9:15 a.m. Morning, Saturday ASSESSING WRITING PR ASSESSING TECHNIQ TOOLS, CONNECTED CLASSROOMS: (S–C) Room 107, (S–C–T) IN PRACTICE MENTORSHIP One Level Room 105,

how do we know? Grades and anecdotes are not enough. not enough. are Grades and anecdotes know? do we how practic- a compilation of processes, This panel will present so that your assessment toolbox to fill and perspectives es, and highlight success and declare can document too, you, opportunities further for improvement. Vegas Assess a Program” to “What It Means Vegas, and Results” Reactions, “Actions, Writing” Assessing of Choices for “Continuum Working While Assessment “Making Sense of York, New with Reluctant Faculty” construct collaboratively distant colleagues geographically digital spaces are Nings and wikis and shared knowledge. This panel will discuss and mediate. share, used to store, teachers can integrate 21st centuryhow literacies into can mentor others they and how their English classrooms in their practice. and Remote Teachers “Connecting Preservice Virginia, Students” Practice” and the Ning” Teachers “Preservice and Blogs to Talks “Petchakucha Athens, of Georgia, versity Connect” F.48 But writing programs. successful claim to have we often Too Las Nevada, College of Southern Weiner, Wendy Chair: Las of Southern Nevada, College Glenna Ewing, Presenters: Vegas, Las College of Southern Nevada, Debra Berry, Vegas, Las Nevada, College of Southern Weiner, Wendy Kings Point, Academy, Marine Merchant U.S. Melanie Ross, F.49 literacies means modeling how new students with Preparing Blacksburg Tech, Virginia Amanda Biviano, Chair: Academy, Fredericksburg Susanne Nobles, Presenters: “Mentorship in Blacksburg, Tech, Virginia Katie Dredger, Virginia, Mechanicsville, High School, Lee-Davis Megan Dixon, The Uni- Georgia and High School, Buford Crystal Beach,

ATION ATION U , open to all ,

MENT (S–C) Y-BASED Y-BASED U IR DINAL, U U LONGIT WRITING BY COLLEGE TWO INQ TWO -WIDE ASSESSMENT ASSESSMENT -WIDE Level One Level y the College Board AP English Language AP English Language Board y the College DENT TS AND SITE-BASED EVAL AND SITE-BASED TS U L U ESTIONS: U NIVERSITY Room 101, SEARCHING FOR ESSENTIAL Q ANALY- TEACHING FOR FRAMEWORKS ARG AND SYNTHESIS, SIS, b Sponsored Committee and Composition Development ASSESSMENT: U RES COLLAB- TEACHER AND HIGH SCHOOL (S–C) ORATORS One Level Room 109, OF ST

velopment Committee will present question-based curri- question-based Committee will present velopment personal opinion to socially guiding students from cula for will frame analysis Presenters public dialogue. responsible and synthesis as cornerstones of democratic argument and and speaking activities de- writing, demonstrate reading, about dialogues signed to engage students in well-reasoned “essential questions.” Illinois Lincolnshire, Illinois Lincolnshire, longitudinal, university-wide general education assessment. general education assessment. university-wide longitudinal, greatly rates were remediation how Another will show high school teachers teamed up when college and reduced to examine student writing. The University and Michelle Bachelor Robinson, Assessed: Be Kentucky, Ye Lest Thyself, “Assess Tuscaloosa, Alabama, of Reports on a Longitudinal Study of a University-Wide, Assessment Model” General Education Vendors” Sizable Versus Assessment sketchbook, encourages students to explore the creative creative the to explore encourages students sketchbook, Together, with imagery composing by and text. process students’ thinking can be used to challenge these resources engagement. their and increase Illinois Harnessing “The Mindbook: Illinois, Glenview, High School, the Multimedia Imagination” “Devel- Kansas, Lawrence, Schools, Olathe District Hedges, Novels” Skills with Graphic Thinking oping Higher-Level Members of the AP English Language and Composition De- Members of the High School, Stevenson Adlai E. Stephen Heller, Chair: High School, Stevenson Adlai E. Stephen Heller, Presenters: Glendale Arizona State University, Anokye, Duku City Iowa of Iowa, University Trachsel, Mary

In this session, two speakers will present the results of a the results will present speakers two In this session, Helena of Montana, University Chair: Jan Clinard, of Louisville, University Karega-Mason, Joilynn Presenters: Site-Based “Ignition: Helena, Montana, of University Clinard, Jan F.47 John Allen, Glenbrook South High School, Glenview, Glenview, School, South High Glenbrook Allen, Chair: John South Glenbrook Allen, Scott Glass and John Presenters: Angie and Kansas, Schools, Public Lawrence Williams, Barbara F.46 g_125-216_2012.indd 141 F.50 DARING TO DREAM: BEGINNING Kristin Harkins, Nash Community College, Rocky Mount, TEACHERS AND TEACHER EDUCATORS North Carolina, “Incombustible Arguments: Banned Books KEEPING YAL ALIVE IN THE SECONDARY and the Composition Classroom” ENGLISH CLASSROOM (S–T) Erika Galluppi, East Carolina University, Greenville, North Room 104, Level One Carolina In this panel, a teacher educator pairs with former students who are now beginning teachers using YAL in the class- F.53 CO-WRITING OUR READINGS: room. Each pair will take on a specific challenge to YAL ENTERING AND EXTENDING (e.g., censorship) and will offer strategies for using and CROSS-INSTITUTIONAL advocating for YAL in the secondary English classroom. CONVERSATIONS (C–T) Chair: Susan Groenke, University of Tennessee, Knoxville Vista Ballroom Room 209, Level Two Presenters: Kim Van Es, Northwestern College, Orange, Iowa Preservice teachers often consider some of their own litera- Maria Vande Griend, Boyden-Hull High School, Hull, Iowa cies—especially their readings of theory and research—to Kelly Salyer, Fort Mill High School, South Carolina be disconnected from classroom teaching. These present- Robert Prickett, Winthrop University, Rock Hill, South ers will describe cross-institutional projects that helped Carolina preservice teachers to enter and extend meaningful con- Susan Groenke, University of Tennessee, Knoxville versations and co-write understandings of “stories” from Brooke Cunningham, Ripley High School, Tennessee theory, research, and practice. Chair: Michael Sherry, Bloomsburg University of Pennsylvania, F.51 21ST CENTURY LITERACIES AND WRITING Bloomsburg CENTERS (C) Presenters: Christine Dawson, Bennington College, Vermont, Studio Room 10, Main Floor by Grand “Co-writing Readings of YA Literature: Online Book Discus- Garden Arena sions with Preservice Teachers and High School Students” Embracing multimodal literacy practices, these present- Jim Fredricksen, Boise State University, Idaho, “Co-writing ers will explore the power of visual communication, an Professional Readings: A Case Study in Intertextuality” approach developed for WAC/Writing Center use, but Leah Zuidema, Dordt College, Sioux Center, Iowa, “Co- applicable to the classroom, and the necessity of moving writing Professional Readings: Preservice Teachers in multiliteracy centers into the 21st century to maintain Cross-Institutional Conversations” their viability and vitality. Respondent: Deborah Appleman, Carleton College, Presenters: Alaina Feltenberger, University of Colorado, Northfield, Minnesota Boulder, “Validating the Multiliteracy Center: Dreaming 21st Century Composition and Collaboration” F.54 IGNITING LITERACY VIA THE ARTS (T) Thalia Rubio, Massachusetts Institute of Technology, Grand Ballroom Room 117, Level One Cambridge, “How I Learned to Love Statistics: Teaching Sponsored by the CEE Commission on Arts and Graphs in a Writing Context” Literacies, open to all The CEE Commission on Arts and Literacies (COAL) was F.52 “VAMPIRES, BANNED BOOKS, established to explore theoretical and practical applications AND ADVERTISEMENTS, OH MY!” of expanded views of literacy. In this session, commission SIGNIFICANT GIMMICKS IN THE members will discuss how they infuse arts in their K– WRITING CLASSROOM (C–T) University settings. Participants will then be invited to Room 102, Level One share ideas raised at the roundtables. Gimmicks provide immediate gratification by sparking Co-chairs: Peggy Rice, Ball State University, Muncie, Indiana students’ interests, albeit momentarily and with suspicion. Pauline Schmidt, West Chester University, Pennsylvania Significance, however, prompts lasting practicality. These presenters will explain how they strive for a deeper level Table Number Roundtable Leaders and Topics of connection and ignition by openly identifying and using three “significant gimmick” Pop Culture frameworks for 1 Jessi Trosper, Ball State University, Muncie, the writing classroom: vampires, banned books, and adver- Indiana, “Creating Cultural Connections tisements. through Dramatization of Multicultural Chair: Erika Galluppi, East Carolina University, Greenville, Poetry” North Carolina 2 Bruce Robbins, Boise State University, Presenters: Summerlin Page, Central Carolina Community Idaho, “Teaching Screenwriting: Whys and College, Sanford, North Carolina Hows”

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ersity–Purdue ersity–Purdue ersity–Purdue ersity–Purdue Cowan Elementary School, Elementary Cowan School, Williams, Arizona State University, University, Arizona State Williams, wan, University of Tennessee, Chat- Tennessee, of University wan, y Albers, Georgia State University, University, Georgia State Albers, y tanooga, “Let It Be a Dance We Do: The Do: We It Be a Dance “Let tanooga, in Literacy Instruction” Role of Dance “Supporting Songwriters in Sec- Tempe, ondary English Classrooms” Indianapolis University, Indiana Muncie, University, Indianapolis, “Invitations: Bite- “Invitations: Indianapolis, University, Arts Integration” Sized “Dramatizing Multicul- Indiana, Muncie, to Ignite Critical Conver- tural Literature sations about Culture” In- Analysis: “Visual Discourse Atlanta, Visual Responses to Students’ terpreting Literature” Kay Co Kay Indiana Univ Beth Berghoff, Ball State Univ Sarah Zimmerman, Pegg Wendy Indiana Univ Anne Ociepka, McNiff, Emily Saturday Morning, 8:00–9:15 a.m. Morning, Saturday

10 11 12 13 14 15 16

ersity, Roch- ersity, ersity–Purdue ersity–Purdue Windsor High Anser Charter School, Anser Charter School, , University at Buffalo, at Buffalo, University , y Lindsey, student, Ball State Univer- student, y Lindsey, y Emert, Agnes Scott College, Atlanta, Atlanta, Agnes Scott College, y Emert, School, Connecticut, “What Happens “What Happens Connecticut, School, ‘The Standards’? Arts’ Meet ‘The When or a Collaboration A Clash of Cultures of Concepts” Boise and Maggie Chase, Idaho, Boise, Art and “Using Idaho, State University, Idaho Native to Represent Words Tribes” American ester, Michigan, “Reseeing Story“Reseeing through Michigan, ester, Writing” Portal Anti-Assessments “Dada Redux: Georgia, in the English Assessments as Primary Classroom” New York, “Playing the Part: A Case Study the Part: “Playing York, New and Drama” Literacies on New Cultural “Creating Indiana, Muncie, sity, of Dramatization through Connections Multicultural Poetry” Trans- “Exploring Indianapolis, University, Children” Young mediation with Michelle Dunstan, Michelle Dunstan, Chris Leland, Indiana Univ Indiana Chris Leland, Univ Oakland Rebecca Leigh, South Barbara Laurain, Tob Katherine Macro Katherine Jenn

9 5 6 7 8 3 4

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Students Saturday Film Festival Saturday or Best Animated Short Film in the 84th or Best the Oscar® f

tah under the guidance of Linda Simpson. U warded a

The Trouble with Music (2:15 minutes) Trouble The is one type of stop- Claymation and Reza Rejali. by Ethan Lappé directed film that was written and This is a claymation motion animation. , and a love for for and a love , of Oz Wizard The Buster Keaton, Katrina, Hurricane by in equal measures Inspired Awards®. Academy Morris Flying Books of Mr. The Fantastic to books. Morris their lives is a story Lessmore of people who devote books, Using a variety of techniques (minia- of story. allegory powers about the curative humorous is a poignant, Lessmore Brandon and co-director William Joyce author/illustrator award-winning 2D animation), computer animation, tures, Morris musicals. Technicolor back to silent films and MGM style of animation that harkens a hybrid Oldenburg present is old-fashioned and cutting edge at the same time.Lessmore murdered their mother following a spiteful divorce. Their touching stories of change and determination are inter- are determination and of change stories Their touching divorce. a spiteful following their mother murdered all of whom Dreyfus, and Richard Kilmer, Val Spacey, including Kevin actors commentaryspersed with well-known from program. DTASC the life-changing alumni of are excerpt) (32:10-minute Died (83 minutes) The Day Carl Sandberg Bonesteel Films School–College School–High Middle Sandburg. Carl American, of the iconic and work into the life Died is a dynamic exploration The Day Carl Sandburg it was a tale the Ed Sullivan Show, and halls of Congress on the prairie of Illinois to the youth an impoverished From the most successful writers of the becoming one of he was revered, During his lifetime and success. of perseverance was His work fast decline. and inexplicably an unusual his legacy suffered he died in 1967, But when 20th century. and being remembered he is now But if Sandburg was forgotten, all but forgotten. life disparaged and his remarkable unparalleled look at this complex and truly all taking a new and performers, scholars, artists, writers, by rediscovered changed 20th centurypoetry. , Poems in Chicago best known poetry, verse radical free Sandburg’s of Carl Sandburg. life novelist, song collector, folk storyteller, children’s journalist, winner was also a biographer, Pulitzer Prize The two-time and enjoy- and television radio, entertaining on stage, audiences performer, He was a captivating and autobiographer. revisits The Day Carl Sandburg Died a poet. afforded if ever, that is rarely, and recognition fortune, ing the kind of fame, succinct biographic A strong, and friends. family, artists, scholars, celebrities, through range of his work the impressive events. world influenced his life works and how story significant connects his life thread to his more (15 minutes) Morris Lessmore Flying Books of Mr. The Fantastic Moonbot Studios Preschool–Elementary Morris was Lessmore Flying Books of Mr. The Fantastic have created a variety of films ranging from animated stories to instructional films. These films show us just These films films. animated stories to instructional a variety of films ranging from created have Linda Simpson will teacher. a great by and inspired guided, students can be when supported, creative how for questions. after the screening available these films and will also be briefly introduce Student Films 11:25–11:48 a.m. The NCTE Media and Digital Literacies Collaborative is pleased to present these films made by students at these films made is pleased to present The NCTE Media and Digital Literacies Collaborative City, Memorial Catholic High School in Salt Lake Judge The next featured documentary focuses on the life of Carl Sandburg. His career as a great American writer American as a great career His documentary Sandburg. of Carl life on the focuses featured The next This and performer. journalist, as a poet, life Sandburg’s portrays film exciting new decades and this spanned film to would be an outstanding on PBS and Masters documentary American series shown film is part of the students. show 10:28–11:00 a.m. based on 2012) Animated Short Film, ® winning film (Best Award Academy this to showcase proud are We The animation in this film is brilliantly . Morris Lessmore Flying Books of Mr. The Fantastic book, William Joyce’s make to All English teachers who teach elementary teach students how and those who school children done. for exemplify it following This film and the student films shortfilms will want to see this outstanding film. of telling stories with film. ways and creative effective, teachers and students unique, 11:05–11:20 a.m. g_125-216_2012.indd 145 Eternity (2:50 minutes) This film is an animated short by Kris Schreiner. Music Behind the News Tonight (2:45 minutes) This film uses Jack Johnson’s song, “The News,” as accompaniment for a music video about the music behind a nightly news broadcast. This short was created by Rachel Pigott and Gretchen Stephenson. Driving You Crazy (5 minutes) This short instructional film was written and directed by Lance Johnson and Ryan Greenberg. Brittney Burns, Keith Gardner, and Amber Johnson also helped create this film. Pink Menace (4:45 minutes) William Hammargren created this film with the help of Christina Hammargren to tell the story about their own pink menace. For another interesting student film, check out this 9-minute stop-motion film entitled Cake, created by Nick Metos, Sylvia Austin, Grace Best-Devereux, and Miya Titmus. This film was originally for a school project and became an inspi- ration to make many more after this. Photos were taken on a Nikon D300 and compiled with iMovie. The film took a week of photographing and editing. See this YouTube site: http://www.youtube.com/watch?v=-hGSl80fJr8. Another director who graduated from Judge Memorial Catholic High School in Salt Lake City, Utah and later from Oc- cidental College’s film program is Eli Sasich, an exciting new filmmaker who created Henri 2.0, which will be submitted to the Sundance Film Festival this year. A 4-minute and 10-second video about Henri 2.0 and the making of this science fiction film can be seen in this vimeo link: http://vimeo.com/12436175. The film he made as a high school student, Lucid Days, won the Best Narrative Award at the 2003 Youth Media Program at The Hamptons International Film Festival. For more information about the student films, please contact [email protected].

We are pleased to present part of an exciting new film series about the movement to end oppression of women and girls worldwide. Half the Sky: Turning Oppression into Opportunity for Women Worldwide is an Independent Lens (PBS) documentary based on Nicholas Kristof and Sheryl WuDunn’s acclaimed book of the same title (already in its 25th printing). This segment focuses on the power of education to transform girls’ lives in Vietnam. Thanks to a generous donation from Random House, the first 100 screening attendees will receive a free copy of the book. This film intersects with the Rainbow Strand.

11:53 a.m.–12:25 p.m. Half the Sky: Turning Oppression into Opportunity for Women Worldwide (30 minutes) Independent Lens for Independent Television Service (ITVS) Elementary–Middle School–High School Inspired by the best-selling book by Pulitzer Prize winners Nicholas Kristof and Sheryl WuDunn, Half the Sky: Turn- ing Oppression into Opportunity for Women Worldwide addresses one of the central moral challenges of our time: the oppression of women and girls across the globe. Shot in six different countries, the series follows Kristof and a group of American actresses to some of the places in the world where gender inequality is most extreme, and introduces audiences to the indomitable individuals who are fighting to make a difference. This 30-minute segment travels to Viet- nam to understand why one-in-five girls worldwide are not enrolled in school. Kristof and actress Gabrielle Union get to know a few star pupils through the organization “Room to Read” and encounter firsthand the incredible obstacles which stand between girls and their bright futures. Still, these girls are almost miraculously undaunted—and fiercely determined to change both their circumstances and those of their families. The ripple effect of their education even now is making itself felt—and there is no doubt that with a little bit of help and a little encouragement and support, these girls and the tens of millions of others like them in the developing world will be a powerful army for change. Free, standards-aligned curricula for Half the Sky: Turning Oppression into Opportunity for Women Worldwide are now avail- able through Community Classroom. These lesson plans provide students with opportunities to think more deeply about the issues in the films, and to make connections to similar challenges in the U.S. These resources offer a strong focus on media creation, media literacy, and community service. Visit itvs.org/educators to order free DVDs, stream video, and download lesson plans. Chi Do, Associate Director of Engagement and Education from ITVS, will be available before and after the screening to share resources and answer questions.

The NCTE Media and Digital Literacies Collaborative is pleased to present two films that focus on comic book characters and how teachers can use visual texts in their classes. Both of these films focus on super- heroes that are not typically taught but should definitely be considered as students analyze what it means to be a superhero. The first film focuses on African American Superheroes and the second examines Islamic

146 Saturday Film Festival

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Saturday Film Festival Saturday views with prominent artists, scholars, scholars, artists, prominent with views . As Al-Mutawa battles the cultural gatekeepers battles the cultural gatekeepers Al-Mutawa As . Through inter Through vive if focused solely on the Middle East, Al-Mutawa Al-Mutawa East, on the Middle solely if focused vive

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Pretty in Print: Questioning Maga- in Print: of Pretty Stergios is the author Tennessee. ersity of niv U ocuses on the politics behind the images broadcast from the Middle East. NCTE members East. the Middle from broadcast ocuses on the politics behind the images : a team of superheroes, each one exemplifying one of the 99 attributes of Allah. His motivations were both His motivations were Allah. the 99 attributes of one of each one exemplifying a team of superheroes, : The 99

.S. media f .S. is a that The 99 to ensure is working Al-Mutawa non-Muslim market. is targeting an international and predominantly http://www.pbs. website: following at the found for this film can be Lessons for the creators. venture viable financially before ITVS will be available from Representatives org/independentlens/wham-bam-islam/resources/educator-guide.pdf. the Noor Stone” is a game that was “The Hunt for questions. and answer resources to share and after the screening http://www.pbs.org/independentlens/ website: and students can find it at this Teachers Wham! Bam! Islam! by inspired wham-bam-islam/gam ance—qualities not often associated with Islam by the West. Within the Islamic world, Al-Mutawa hoped these new hoped these new Al-Mutawa Within the Islamic world, West. the Islam by ance—qualities not often associated with a daunting it was As a business, extremism. and religious tide of political the growing counter models would role Al-Muta- imports. Western all and those that existed were Arab market in the unknown relatively task—comics were together a team continents and brought four across 54 investors from capital wa managed to raise $7 million in initial to create of comic book veterans critical success, widespread of a fatwa forbidding threats were Arabia and there in Saudi an Islam based on open-mindedness for advocate he becomes a forceful (both anointed and self-anointed) to a draw, Al-Mutawa the global marketplace. nemesis: vexing more faces an even Al-Mutawa However, and individual thought. bolster he may platforms lucrative more these has turned to theme parks and animation with the hopes that through Realizing that property. his fledgling superhero entrepreneurial and idealistic—The 99 entrepreneurial and cultural critics along with images from the comic books themselves, this film examines the degree to which early to which early this film examines the degree the comic books themselves, and cultural critics along with images from to the offensive, the humorous From about Black men. to common stereotypes adhered generally Black superheroes American Studies African of Associate Professor is an Gayles Dr. considered. critically are Black superheroes early website: following please see the on this film, information more For Georgia. Atlanta, in at Georgia State University guide at this website: is also a teacher’s There http://blacksuperherodoc.com/. http://blacksuperherodoc.com/wp-content/uploads/2012/06/Study-Guide.pdf. Wham! Bam! Islam! (55 minutes) Service (ITVS) Television Independent Independent Lens for Elementary–Middle School–High School boys, young Business School and father of four graduate of Columbia Al-Mutawa-Kuwaiti, psychologist Naif In 2003, came up with the concept Al-Mutawa in Islam and Islamic culture. book series with roots a comic create had an idea: of White Scripts and Black Supermen: Black Masculinities in American Comic Books (51 minutes) American in Black Masculinities Black Supermen: White Scripts and Newsreel California Elementary–Middle School School–High Black masculinity is considers how Gayles, Jonathan by and directed produced, which was written, This documentary, first Black superheroes. the in comic books featuring represented U The NCTE Media and Digital Literacies Collaborative is excited to showcase excerpts from two films that two from excerpts to showcase is excited The NCTE Media and Digital Literacies Collaborative when study- Both films can be used effectively media stereotypes. audiences with rich ideas about provide how an in-depth look at Islam! as it takes Wham! Bam! with The first film can be paired ing media literacy. the 1:25–2:20 p.m. 1:25–2:20 p.m. Superheroes. Most superheroes and other main characters in comic books are straight, white men (albeit men white straight, are books in comic characters main and other Most superheroes Superheroes. charac- minority Since the very the 1930s, comic books in first or abilities). superhuman powers often with beginning of the in the But even traits. stereotypical with or caricatures cast as villains generally ters were of few a are These dignified. and as both heroic cast that were minority characters few a industry were there Strand. Rainbow intersect with the These films characters in history. comic book breakthrough the notable Ado- of Associate Professor and literacy scholar media Botzakis, by Stergios will be introduced These films the lescent Literacy at articles published Stergios has also the Journal of teaching with comic books in about comic books and zines. Stergios will share . Adult Literacy Adolescent and Journal of and the , ALAN Review and Comics, Novels Graphic He will also novels. teaching with comics and graphic for and in the classroom using these films for resources questions. to answer after the screenings be available 12:30–1:21 p.m. g_125-216_2012.indd 147 will see a segment that shows how these images started and why some Americans think the way they do regarding images we see in the news and films. The second film focuses on how girls and women are viewed in the media. Renowned media literacy educator, author, consultant, and speaker Frank W. Baker will intro- duce these films. Frank is the author of Media Literacy in the K–12 Classroom, Political Campaigns and Political Advertising: A Media Literacy Guide, and Coming Distractions: Questioning Movies. Frank also curates the Media Literacy Clearinghouse at frankwbaker.com. Frank will share resources teachers can use in teaching media literacy with these films and will be available to answer questions after the screenings.

2:25–2:58 p.m. Valentino’s Ghost (92 minutes; 33-minute excerpt of this film) Bullfrog Films Middle School–High School–College Valentino’s Ghost takes viewers on a chronological journey through more than a century of images of Muslims, Arabs, and Islam in the U.S. media, from the early 20th century fantasies of romantic sheiks to today’s damaging stereotypes as evil fanatics. Through interviews with Robert Fisk, Niall Ferguson, and John Mearsheimer, amongst others, the film shows how the changing image of Arabs and Muslims has mirrored America’s political agenda in the Middle East. Valentino’s Ghost aims to sharpen viewers’ media literacy and increase their skills in questioning media representations, especially those of minority groups and people with whom our government is in conflict. The film ends with a report of a few Hollywood films that have provided complex images and avoided ethnic stereotyping. For more information, please see the following website: http://www.bullfrogfilms.com/catalog/vghost.html.

3:02–3:28 p.m. Cover Girl Culture (80-minute film; 25-minute excerpt) Women Make Movies Middle School–High School–College Cover Girl Culture explores how the worlds of fashion, advertising, models, and celebrity impact our teens and young women. Who sets today’s standards for beauty and how are these standards affecting individuals and society? Who is responsible? Are there ways this can be changed? If so, who can change it? Nicole Clark, a former Elite International fashion model, created this documentary in order to focus on young girls and their self-esteem. Nicole gets in the face of media and advertisers calling for responsible media for our youth. There is also a 60-minute classroom version of this film available. “Seeing Through the Media Matrix” is a companion guide to Cover Girl Culture. It is an in-depth pro- gram based on the topics and solutions examined in Cover Girl Culture. Newly released footage of key insights, wisdom, and tips from experts and girls in Cover Girl Culture are presented in short movie clips on more than 20 topics. For more information about Cover Girl Culture and the companion guide, see this website: http://www.covergirlculture .com/?page_id=2.

Join us as we focus on the history of films for our last film screened at today’s festival. These Amazing Shadows is an award-winning documentary that explains how directors tell stories and how American culture and society are reflected in their films. This film will introduce you to new films you have never seen as well as reintroduce you to films that are part of our proud heritage. It also shows viewers how films are preserved for our history. It’s a wonderful film that includes superb film montages as well as interviews of many famous directors. The directors of These Amazing Shadows have prepared a welcome message specifically for NCTE that will screen prior to the film. Alan Teasley, coauthor, with Ann Wilder, of Reel Conversation: Reading Films with Young Adults, will introduce this film. Alan teaches English methods courses at DukeU niversity and has served for many years on the selection committee for the FullFrame Documentary Film Festival in Durham, NC. Alan will also share resources for teaching film in the classroom and will be available to answer ques- tions after the screening.

3:32–5:00 p.m. These Amazing Shadows: The Movies That Make America (88 minutes) Gravitas Docufilms Middle School–High School–College What do the films Casablanca, Blazing Saddles, and West Side Story have in common? Besides being popular, they have also been deemed “culturally, historically or aesthetically significant” by the Library of Congress and have been listed on The National Film Registry. These Amazing Shadows tells the history and importance of the Registry, a roll call of

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Saturday Film Festival Saturday l sites.google.com/site/NCTEfilmfestiva American cinema treasures that reflects the diversity of film, and indeed the American experience itself. The current The current itself. experience American and indeed the of film, the diversity that reflects cinema treasures American avant-garde, classics, Hollywood home movies, every genre—documentaries, from films includes selections list of 550 about ourselves tell us so much movies “American how reveals Amazing Shadows These films. and silent newsreels, These told ourselves.” and the lies we to, aspired what we felt, what we thought, we but what did, what we not just . . . personal with moving treasures) rarer films (and many most-beloved America’s from clips weaves Amazing Shadows interviews The film includes with the Librar- lives. and changed our culture reflected have films specific tales of how John Rob Reiner, Lasseter, John Christopher Nolan, (including directors famous James Billington), (Dr. ian of Congress admired archivists, and James Schamus), Anne Hurd (Gale producers Waters), and John Barbara Kopple, Singleton, These National Film Preservation and members of the Board. Coyote), Peter Reynolds, Debbie actors (Tim Roth, set in motion this law 1988 and how Act of of the National Film Preservation documents the passage Amazing Shadows the National public and advice from the with input from The Librarian of Congress, notable films. a system to identify the behind goes Amazing Shadows These to the Registry. year to add films each selects 25 Film Preservation Board, James As stated by process. this selection drama that surround and the the debates, the discussions, scenes to show ex- young nation learned to in which a the way transformed really film “American of Congress: the Librarian Billington, form of entertainment; a simply It wasn’t its hopes. and reflect its problems, expose its exuberance, express itself, press website: see this about this film, information more For it was living history—audiovisual history of the 20th century.” http://www.theseamazingshadows.com. For more information about the films screened today, please see the NCTE Film Festival website.Festival NCTE Film please see the today, the films screened about information more For g_125-216_2012.indd 149

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, WRITING WRITING , IRY U TEACHER TEACHER AGE OF CLASS AND CLAS- CLASS OF AGE U Saturday Morning, 9:30–10:45 a.m. Morning, Saturday WORKING TOWARD ANTI-CLAS- TOWARD WORKING SIST CLASSROOMS AND SCHOOLS (G) SIST CLASSROOMS Three Level Room 306, DIGITAL IDENTITIES, IDENTITIES, DIGITAL WRITING ONLINE, NARRATIVES, INQ COLLABORATIVE THE LANG PROCESS (G) PROCESS One Level Room 112, Grand Ballroom SISM:

about how classism penetrates the language we use, how how use, classism penetrates the language we about how decisions make we and how students’ bodies, “read” we Conversa- rules. and classroom assignments, about texts, called the CLASSroom group a research tion leaders from experiences with teachers and their will share project and high schools. middle, students in elementary, Athens Georgia, Athens Georgia, Athens Athens Athens Athens their digital identities in the 21st century, by employing employing by in the 21st century, their digital identities taking teacher narratives social networking, responsible student writing. for and exploiting online arenas online, of teachers and perils the promises will also address They participating as writers in online genres. Wonder” Me Makes “Moddle Pennsylvania, the 21st Century: in Narratives “Teacher Pennsylvania, of No” and the Neverland Needs, Nuisance, and Modeling Teaching Account? My Facebook I Keep Teacher in Preservice Responsible Social Networking Education” This session will engage participants in a lively conversation conversation This session will engage participants in a lively Athens of Georgia, The University Vagle, Mark Presenters: of The University doctoral student, Thiel, (Jaye) Jennifer of The University doctoral student, Stephanie Patrice Jones, Athens of Georgia, The University Stephanie Jones, of Georgia, The University doctoral student, Johnson, Latoya of Georgia, The University doctoral student, Marsha Francis, Georgia, of University The student, doctoral Rollin, Sharlonne of Georgia, The University doctoral student, Choi, Yun Su G.02 These presenters will argue that teachers need to develop teachers need to develop will argue that These presenters High School, Area Selinsgrove Edwards, Harvey Presenters: Harrisburg, Writing Project, Area Capital Sedun, Anthony “Can Manhattan, Kansas State University, Amanda Graham, G.03 Writing Adolescent Adolescent Writing To Be Gay, Gifted, and Gifted, Be Gay, To Bookish: Lives (M–S–C–T) Lives

an American Book Award recipient, and his recent and his recent recipient, Award American Book an Aristotle the Secrets Discover and Dante adult novel young depic- uses realistic The novel of the Universe (2012). people seeking to define their selfhood tions of young and tolerance, adolescent life, Latino and gay to explore will focus novels recent of two A discussion acceptance. igniting as students as well on connecting with diverse in embracing diversity by teacher and student creativity our literary selections and school classrooms. California Unified School District, El Paso Texas, of Arizona fied School District, This session will feature the writer Benjamin Alire Saenz, Saenz, Alire the writer Benjamin This session will feature City San Bernardino Co-chairs: Bobbi Ciriza Houtchens, Austin Texas, of The University Rodriguez, Joseph R. El Paso Texas, of The University Ceballos, Brochin J. Carol The University Saenz, Alire Author: Benjamin Tradebook Uni- Tucson Reactor/Respondent: MaryCarmen Cruz, Benjamin Alire Saenz Saenz Alire Benjamin Featured Session Featured G.01 Ciriza Bobbi Saenz, Alire Benjamin Rodriguez, Joseph R. Houtchens, Ceballos Brochin J. and Carol One Level Room 101, Assembly on Literature the by Sponsored Gay/Straight Adolescents—ALAN/NCTE, for Cinco Latino Caucus, Alliance, Educators’ and Simon & Schuster, Puntos Press, open to all g_125-216_2012.indd 151

3 Joy Myers, University of North Carolina, G.13 SKETCHING AND DRAMA MEET NON- Greensboro, “A Case Study of Digital FICTION: THE SuBTEXT STRATEGY FOR Literacy and Social Justice” READING CRITICALLY, COMPREHEND- 4 Lenny Sanchez, University of Missouri, ING POWERFuLLY, AND EXPERIENCING Columbia, “Finding Alternative Spaces in MuLTIPLE PERSPECTIVES (G) a Nontraditional Setting: Reimagining the Premier Ballroom Room 313, Level Three Possibilities for Urban Youth through an “Subtexting for Invested Readers” is a multifaceted strategy Alternative High School Program” which can be easily integrated throughout 21st century 5 Amy Vetter, University of North Carolina, curricula. Presenters will demonstrate how this strategy Greensboro, “Daybooks as a Tool for helps ALL readers connect with nonfi ction and multimedia Social Justice” texts, and creates a refreshing depth of understanding and 6 Charlotte Pass, State University of New an appreciation of multiple perspectives. Classroom stories York, Cortland, “(Mis)Understanding and samples illustrating the use of this strategy will ener- Bullying in the K–12 Context” gize participants to explore its endless applications. Chair: Jean Anne Clyde, Unite for Literacy, Louisville, Ken- Respondent: Jamal Cooks, San Francisco State University, tucky California Presenters: Shelli Barber, Jefferson County Public Schools, Louisville, Kentucky G.12 HuMANIZING RESEARCH: DECOLONIZ- Jean Anne Clyde, Unite for Literacy, Louisville, Kentucky ING LANGuAGE AND LITERACY Sandra Hogue, Jefferson County Public Schools, Louisville, RESEARCH WITH YOuTH AND Kentucky COMMuNITIES (G) Laura Wasz, Jefferson County Public Schools, Louisville, Room 104, Level One Kentucky Sponsored by the Standing Committee on Research, open to all G.14 NCTE AuTHOR STRAND—THE OTHER Humanizing research involves the building of relationships of SIDE OF THE LITERACY EQuATION: care and dignity and dialogic consciousness-raising for re- TEAMING uP WITH FAMILIES (E–M–S) searchers and youth participants. Presenters in this session Room 308, Level Three will offer interrelated methodological discussions grounded in research with African American, Indigenous American, Latina/Latino, and LGBTQ youth of color, particularly with regard to how teachers and researchers engage in inquiry for equity. Co-chairs: Maisha Winn, Emory University, Atlanta, Georgia Django Paris, Michigan State University, East Lansing Presenters: Mariana Souto-Manning, Teachers College, Columbia University, New York, New York, “Critical for Whom? Theoretical and Methodological Dilemmas in Critical Approaches to Language Research” Timothy San Pedro, Arizona State University, Tempe, and Teachers at all levels recognize that parent involvement can Valerie Kinloch, The Ohio State University, Columbus, impact their students’ success in schools. But what are “The Space Between: Listening and Storying as Foundations the most meaningful ways to work with parents? In this for Projects in Humanization (PiH)” session, two NCTE authors will share their approaches to Keisha Green, Rutgers University, The State University, New parent outreach and help participants to devise effective Brunswick, New Jersey, “A Double-Dutch Methodology: strategies for their own contexts. A Kinetic Approach to Qualitative Educational Research” Presenters: Charlene Klassen Endrizzi, Westminster College, Mollie Blackburn, The Ohio State University, Columbus, New Wilmington, Pennsylvania “Negotiating Simultaneous and Shifting Positions of Power Cathy Fleischer, Eastern Michigan University, Ypsilanti and Vulnerability in Working with LGBTQ and Ally Youth”

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G.19 HOW LITERATuRE INFLuENCES Elizabeth Soper, Pot Spring Elementary School, Timonium, CHILDREN’S SELF-IDENTITY (E) Maryland Room 205, Level Two Stacy Aghalarov, Pot Spring Elementary School, Timonium, These presenters will examine identity and diversity through Maryland a variety books. Chair: Maria Paula Ghiso, Teachers College, Columbia G.22 IGNITING DREAMS WITH LATINO University, New York, New York LITERATuRE: AuTHOR AND TEACHER Presenters: Leah Bragin and Emilee Brokman, Teachers SHARING IDEAS FOR THE CLASSROOM College, Columbia University, New York, New York, “Using (E–M) Wordless Picture Books and the Silent Movie ‘The Red Premier Ballroom Room 312, Level Three Balloon’ to Foster Oral Storytelling” Sponsored by the Standing Committee on International Maria Paula Ghiso, Teachers College, Columbia University, Concerns, open to all New York, New York, “Children Performing, Complicating, In this session, Judith Ortiz Cofer, an award-winning poet, and Resisting Narratives of Imagination” novelist, and prose writer, will discuss her published works, which deal with her bilingual, bicultural experience as a G.20 WRITERS WORKSHOP IN PREKINDER- Puerto Rican woman living on the Mainland. The second GARTEN: CuLTIVATING TEACHER LEAD- and third presenters will share how they used Cofer’s ERSHIP AND LITERACY ACHIEVEMENT works in their 6th grade classroom. IN A STATE AND FEDERALLY SuBSI- Chair: Alma Fuentes, Elias Longoria Middle School, Edinburg, DIZED PRESCHOOL PROGRAM (E) Texas Room 307, Level Three Presenters: Judith Ortiz Cofer, author, Arte Publico Press, Members of this panel will provide a glimpse of a multiyear Houston, Texas project in which teachers in a federally subsidized prekin- Alma Fuentes, Elias Longoria Middle School, Edinburg, Texas dergarten program and a university instructor explored Adelmira Cardenas, Galindo Elementary School, Austin, Texas writers workshop in three diverse classrooms. Chair: Erin Miller, University of South Carolina, Columbia G.23 READING ROCKS: CHANGING THE Presenters: Hannah Stair, Horrell Hill Elementary School, CuLTuRE OF A SCHOOL (E–M–S) Hopkins, South Carolina Room 105, Level One Heather Silver, Horrell Hill Elementary School, Hopkins, A panel of classroom teachers and a literacy leader will dis- South Carolina cuss how the implementation of a reading strategy called Erin Miller, University of South Carolina, Columbia Reading Rocks changed their school culture, and encour- age participants to Dream, Ignite, and Connect as they too G.21 GROWING AS READERS, WRITERS, seek ways to change their school’s reading culture. AND ARTISTS WITH GLOBAL PICTuRE Presenters: Terri Bradshaw, Carpenters Middle School, BOOKS IN THE CONTEXT OF THE CCSS Maryville, Tennessee (E) Beth Brown, Carpenters Middle School, Maryville, Tennessee Room 304, Level Three Angela Loria, Carpenters Middle School, Maryville, Tennessee In this session, the presenters will share how they used art Heather Martin, Carpenters Middle School, Maryville, and writing experiences with global children’s literature to Tennessee help prekindergarten, kindergarten, and fi rst grade children Courtney Whitehead, Carpenters Middle School, Maryville, understand themselves as cultural beings, and how then Tennessee studying another culture further enhanced and enriched the children’s intercultural understandings of themselves G.24 IGNITING DEEPER WRITING AND ORAL and others. HISTORIES (NWP) (G) Chair: Prisca Martens, Towson University, Maryland Room 303, Level Three Presenters: Ray Martens, Towson University, Maryland Where does writing come from? These presenters will show Jenna Loomis, Pot Spring Elementary School, Timonium, how to engage writers in meaningful, refl ective writing with Maryland mentor texts, oral histories, and multigenre life stories. Laura Fuhrman, Pot Spring Elementary School, Timonium, Chair: Robin Holland, Columbus Area Writing Project, Ohio Maryland Presenters: Robin Holland, Columbus Area Writing Project, Michelle Doyle, Pot Spring Elementary School, Timonium, Ohio, “Deeper Writing: Inviting New Writing Possibilities Maryland with Mentor Texts” Margot Clarke-Williams, Pot Spring Elementary School, Allison Holland, University of Arkansas, Little Rock, “In the Timonium, Maryland Words of Our Fathers: Expanding Student Learning with Oral Histories”

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G.30 IGNITING STUDENT BLOGGERS: for teens. Presenters in this session will first provide a brief USING CREATIVE NONFICTION review of major YA book awards, and then give book talks TECHNIQUES TO CONNECT WITH on the most celebrated YA titles of the past year. ONLINE AUDIENCES (M–S) Chair: Teri Lesesne, Sam Houston State University, Hunts- Grand Ballroom Room 118, Level One ville, Texas When students know their writing will be read by wide Presenters: Jennifer Walsh, Forsythe Middle School, Ann audiences, they take their language seriously and make Arbor, Michigan exciting choices. In this interactive session, presenters will Daria Plumb, Riverside Academy, Dundee, Michigan show how to use creative nonfiction techniques to launch Jennifer Buehler, Saint Louis University, Missouri student blogs which are alive with powerful ideas, imagery, and intellectual curiosity. G.34 SHAKESPEARE SET FREE—ACT 5: Chair: Tony Romano, William Fremd High School, Palatine, USING THE COMMON CORE STATE Illinois STANDARDS TO CREATE MEANINGFUL Presenters: Gary Anderson, William Fremd High School, AND AUTHENTIC ASSESSMENTS FOR Palatine, Illinois, “Blogs for Everybody: Writing for Authentic YOUR SHAKESPEARE UNIT (M–S–C–T) Audiences” Grand Ballroom Room 124, Level One Amy Rasmussen, R. L. Turner High School, Carrollton, Texas, Sponsored by the Folger Shakespeare Library, “Sparking Choice and Voice in Online Writing” open to all Leslie Healey, St. Mark’s High School, Wilmington, Delaware, The Common Core State Standards support the teaching “Creating Digital Audience for Digital Writers” philosophy of the Folger. These presenters will look at higher-level thinking assessment strategies that focus on G.31 IGNITING THE SKILLS OF HIGH prereading, in-class performance, technology, and film, and PERFORMANCE WRITING (M–S) demonstrate culminating activities that go beyond making Premier Ballroom Room 309/310/311, Globe Theater models out of Popsicle sticks. Although this Level Three presentation is part of a five-session Shakespeare strand, These presenters will describe analytical strategies that sup- each session stands alone and will be led by different port the skills necessary for on-demand writing success. members of the Folger staff and past participants of the Presenters: David Narter, Leyden High Schools, Illinois, Teaching Shakespeare Institute. Teachers are welcome to “Stealing the Street Signs: Nonfiction Literary Analysis attend one, some, or all five sessions. through Structural Investigation” Co-chairs: Robert Young, Folger Shakespeare Library, Deborah Bell, Murray State University, Kentucky, “Igniting Washington, DC Your Students to High-Performance On-Demand Writing” Michael LoMonico, Folger Shakespeare Library, Washington, DC G.32 WE SHARE @ BMS: A YEAR OF DIA- Presenters: Geoff Stanbury, St. Mark’s School of Texas, Dallas LOGUE TO IMPROVE OUR WORK (M–S) Carol Kelly, Folger Shakespeare Library, Washington, DC, Grand Ballroom Room 120, Level One “Using a Student Festival as an Assessment” These presenters will show how a small group of diverse teachers improved their work through the study and G.35 HOLDEN CAULFIELD AND HIS HEIRS implementation of ideas generated in Troy Hicks’s book, MEET THE AP EXAMS AND THE The Digital Writing Workshop. COMMON CORE STATE STANDARDS Presenters: Debra LaPlante, Arizona State University, Tempe (M–S–C–T) Melody Hodges, Barcelona Middle School, Glendale, Arizona Grand Ballroom Room 119, Level One Paul Hamel, Barcelona Middle School, Glendale, Arizona Do YA literature, AP exams, and the CCSS connect? These Constance Egter, Barcelona Middle School, Glendale, Arizona presenters—two authors, a preservice teacher, a gradu- Linda Patterson, Barcelona Middle School, Glendale, Arizona ate student, and an English educator—will discuss the YA Melissa Hagen, Barcelona Middle School, Glendale, Arizona novels which ignite students and should join The Catcher in Jeanette Aughe, Barcelona Middle School, Glendale, Arizona the Rye in the secondary school curriculum. Chair: Steven Bickmore, Louisiana State University, Baton G.33 INSPIRING READERS WITH THE NEW- Rouge EST YOUNG ADULT LITERATURE AWARD Presenters: Steven Bickmore, Louisiana State University, WINNERS (M–S) Baton Rouge Studio Ballroom B, Main Floor located by Kate Youngblood, student, Louisiana State University, Baton entrance to Garden Arena Rouge Young adult literature book awards can help teachers dis- Frank Portman, author, Delacorte Press, New York, New cover a wide variety of high-quality titles published annually York

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3 Jessica Reid, Braden River High School, G.42 CREATING A LEGACY AND CELEBRAT- Bradenton, Florida, “Using Young Adult ING SuCCESS WITH AuTHENTICITY: Literature and Technology to Promote PuBLISHING AN ANTHOLOGY OF STu- Reading” DENT WRITING (S) 4 Jodie Purcell, Seattle, Washington, “Evaluat- Grand Ballroom Room 116, Level One ing Web Sources” Each year, modeled after The Best American Essays series, 5 Amanda Petrunak, North Cambria, Hinsdale Central High School’s collection of the best stu- Pennsylvania, Sarah Interewicz, Indiana dent writing in creative nonfi ction and academic discourse University of Pennsylvania, Indiana, and is published. Students are motivated to think rhetorically in Julie McEvoy, Strongsville, Ohio, “Preser- order for their work to appear in this product of educa- vice Teachers’ Experiences” tional authenticity which celebrates publicly the success 6 Chuck Miller, Virginia Association of Teach- seen in the classroom. ers of English, Crozet, and Adria Mer- Chair: Angelique Burrell, Hinsdale Central High School, ritt, Virginia Association of Teachers of Illinois English, Newport News, “It’s a Literacy Presenters: Jared Friebel, Hinsdale Central High School, Explosion!” Illinois 7 Bridget Mahoney, University of South Angelique Burrell, Hinsdale Central High School, Illinois Florida, Tampa, “Vocabulary Instruction and Student Writing: Using Research to G.43 BEYOND THE BOOK: MuLTI-PLATFORM Inform Practice” TEXTS TO IGNITE PASSIONS FOR 8 Paul Drange and Paul Carney, Minnesota READING AND THINKING (E–M) State Community and Technical Col- Grand Ballroom Room 121, Level One lege, Fergus Falls, “Ready or Not Writing: Multi-platform series may be the incentive some students What Does College-Ready Writing Look need to embrace a reading life. The Scholastic authors in Like?” this session will share their inspirations and writing pro- 9 Jillian Barry, Saint Joseph College, West cesses in creating multi-platform series which link books Hartford, Connecticut, “Finding a Place and online activities. for Literary Theory in Your High School Chair: Alexa Sandmann, Kent State University, Ohio Classroom: Current Research and New Presenters: Alexa Sandmann, Kent State University, Ohio, Materials for Educators” “Classroom Learning Opportunities from Multi-platform Texts” G.41 CONNECTING THE HuMAN SPIRIT: THE David Levithan, editorial vice president, Scholastic, Inc., POWER OF STuDENT RESEARCH TO New York, New York, “Creating Multi-platform Programs” CONNECT STuDENTS TO EACH OTHER, Tradebook Authors: Linda Sue Park, Scholastic, Inc., New THE COMMuNITY, AND CuLTuRE (S) York, New York, “The 39 Clues: Exploring Geography, Grand Ballroom Room 114, Level One History, and Math with Literature” Students choose the topic of their research and how they James Dashner, Scholastic, Inc., New York, New York, “The will conduct it. The Common Core emphasis on research Infi nity Ring: What If? Engaging Readers through Alternative across grade levels encourages authentic research using History Time Travel” student inquiry shaped by live audiences. This session will feature research projects that connect students to classic G.44 IGNITING READING AND WRITING texts, modern problems, their communities, and real audi- THROuGH MuLTIMODAL COMPOSING: ences. TEACHING AND LEARNING IN THE Chair: Stephen Heller, Adlai E. Stevenson High School, DIGITAL VIDEO WORKSHOP (S–C–T) Lincolnshire, Illinois Grand Ballroom Room 115, Level One Presenters: Stephen Heller, Adlai E. Stevenson High School, These presenters will describe the classroom spaces cre- Lincolnshire, Illinois ated by teachers and the learning of engaged high school Kirsten Voelker, Adlai E. Stevenson High School, Lincolnshire, students reading and writing literature using digital video Illinois composing. Participants will view student video projects as Carly Lacombe, Adlai E. Stevenson High School, Lincolnshire, well as the instructional practices that supported students’ Illinois active translation of print text to images, music, narration, and enactments. Chair: Suzanne Miller, University at Buffalo, New York

160 Saturday Morning, 9:30–10:45 a.m.

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PROGRAMMATIC, PROGRAMMATIC, TEACHING THE TEACHING TIONAL, U Saturday Morning, 9:30–10:45 a.m. Morning, Saturday MAKE IT NEW: MAKE IT NEW: (C) MODERNIST PERIOD (1900–1945) Two Level Room 208, Vista Ballroom WRITING CONNECTIONS: WRITING CONNECTIONS: INSTIT AND DEPARTMENTAL PERSPECTIVES AND DEPARTMENTAL (S–C) Two Level Room 204,

exciting social media, technology, identity issues, and agency, agency, and issues, identity technology, media, social exciting teaching Modernism to both undergraduate and gradu- for ate students. Vero Publishing, and Rourke Montana, Billings, College, Florida Beach, and Cash, Johnny Wynette, “Tammy Massachusetts, Modernism” with the the Modernist Period “Teaching fornia, Unconscious and Myth” or Pioneers and and Compatriots? and Consorts, “Patrons in the Canon Writers Women The Place and Placement of of Modernism” en Ratio: Teaching Critical Thinking through Ad Analyses” Ad through Thinking Critical Teaching en Ratio: English Digitizing College Content Producers: Digital gers, Courses” the from on writing instruction perspectives three present pro- undergraduate and graduate through high school level the use of writing will demonstrate how Presenters grams. deeper understand- students to achieve can help programs better connections. ing and make First-Year What Matters beyond Transfer: on “Focus Paso, Writing Programs” Being—and Becoming Shall Become One’: “‘Two Virginia, Commu- Technical and Rhetoric, Writing, —the School of nication” Results School and College: High Connections between Study” a Qualitative from This panel will offer innovative approaches which emphasize approaches innovative This panel will offer Rocky Mountain Co-chairs: McKenzie-Stearns, Precious Tampa of South Florida, University Mary Madden, Boston, Northeastern University, Keeling, Bret Presenters: Tampa of South Florida, University Mary Madden, Cali- Carpinteria, Pacifica Graduate Institute, Susan Rowland, Taiwan, City, Taichung University, Providence Wang, Jennie Brad Barry, Dixie State College, St. George, Utah, “The Gold- “The Utah, George, St. State College, Dixie Brad Barry, Blog- “Tweeps, Hampshire, New Madison, Alander, Vanessa G.48 this panel will Ignite,” Connect, “Dream, Echoing the theme El Paso Texas, of The University Beth Brunk-Chavez, Chair: El Texas, of The University Beth Brunk-Chavez, Presenters: Harrisonburg, James Madison University, Zimmerman, Traci “Examining El Paso, Texas, of The University Ruecker, Todd G.49 Y (C) R U AND INTERAC- DENT LEARNING DENT LEARNING U TO CONNECT TO REAL THINKING: THINKING: REAL SSION U Level One Level SING DISC (S–T) Room 108, REAL WRITING, REAL THE 21ST CENT FOR TOOLS Two Level Room 209, Vista Ballroom GRADING CONTRACTS GRADING CONTRACTS (C) TIVE GRADING CONFERENCES Two Level Room 207, Vista Ballroom U ST AND IGNITE IDEAS

student interest and improving student critical thinking and and improving student interest multi- ad analysis, practices for will also share They writing. and student publishing. media tools, modal and new Michigan Detroit, District, of The University World’: “‘Writing a Real for California, Student Publishing Outstanding Model for San Francisco’s Writing” grading conferences as strategies for reducing both anxiety reducing as strategies for grading conferences in assessment. communication and one-way Gentler Grading A Kinder, Elbow: of Peter “Dreaming Method” “Connecting with Nontraditional Student Logan, University, Grading Contracts” Writers through that occurs in a classroom and the quality of student that occurs in a classroom Langer, Applebee, solving (e.g., and problem comprehension 1991; Nystrand & Gamoran, 2003; Nystrand & Gamoran, educators will three In this session, 2002). 1995, Mercer, facilitating open- speak to the challenges and benefits of an oppor- adolescent readers ended discussions that offer to literary their responses texts. tunity to share and Non-AP Track AP in “Discussions about Literature ville, English Classes” Track Texts” about Talking ing Hoops and “Changing the Game in Urban Schools: Teaching for Em- for Teaching Schools: the Game in Urban “Changing Composing” with DV bodied Learning Age” Digital the for Learning and Teaching Literature: of Game Century Igniting Meaning-Making in 21st English Diverged: Classrooms” These presenters will offer engaging strategies for sparking engaging strategies for will offer These presenters College County Community Wayne Chair: Ella Davis, of San Francisco, University Holler, David Presenters: This panel will explore grading contracts and interactive grading contracts and interactive This panel will explore Logan Utah State University, Exton, Virginia Norris Chair: Georgia, State University, Valdosta Fike, Darrell Presenters: Utah State Alan Blackstock, Exton and Virginia Norris G.47 Research has established a link between the quality of talk the a link between has established Research Fayetteville Arkansas, of University Chair: Sean Connors, Fayette- Arkansas, of University McBride, Tyler Presenters: “Shoot- Fayetteville, Arkansas, of University Michael Hensley, G.46 Suzanne Miller, University at Buffalo, New York, York, New Buffalo, at University Suzanne Miller, Presenters: “Changing the York, New at Buffalo, University Stephen Goss, Paths “Two York, New College, Buffalo State James Cercone, G.45 g_125-216_2012.indd 161 G.50 MAKING MEANINGFUL CONNECTIONS IN ENGLISH EDUCATION: CEE RESEARCH AWARD ROUNDTABLES (T) Studio Room 8, Main Floor by Grand Garden Arena The Conference on English Education offers annual grants to support research. The James Moffett Award supports projects inspired by the scholarship of James Moffett. The CEE Research Grants foster research in English teacher education. In this session, the award winners will pres- ent their work twice so that participants can attend two roundtable discussions. Chair: Louann Reid, Colorado State University, Fort Collins

Table Number Roundtable Leaders and Topics

1 Ileana Cortes Santiago, doctoral student, Purdue University, West Lafayette, Indi- ana, and Zaira Arvelo-Alicea, Purdue Uni- versity, West Lafayette, Indiana, “Literacy Partnerships” 2 Luke Rodesiler, doctoral student, Univer- sity of Florida, Gainesville, “Portraits of English Teachers’ Participation in Online Environments” 3 Marcelle Haddix, Syracuse University, New York, “English as the Gatekeeper for Preservice Teachers of Color” 4 Marianne Forman, East Lansing, Michigan

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KaiLonnie Dunsmore, National Center for Literacy Featured Session Education, The Ball Foundation, Chicago, Illinois, “Cross- Disciplinary Teams: Supporting Literacy Reform from H.01 Ignite Spotlight: Supporting the Grassroots” Collaboration and Inquiry Sharon Roth, National Council of Teachers of English, Ur- (G) bana, Illinois, “Assessing the Assets: Building the Capac- ity of a Team” Shekema Silveri, Kevin Hodgson, Anne Ruggles Gere, Squire Office of Policy Research, National Council of Teachers of English, Ann Arbor, Diane Waff, Chris Lehman, Michigan, “Teacher Learning Communities: A Research Jeff Wilhelm, Gail Desler, Perspective” Anne Ruggles Gere, Sharon Roth, Gail Desler, Elk Grove School District, California, “Digital Citizenship: Students as Agents of Change” KaiLonnie Dunsmore, and Diane Waff, University of Pennsylvania, Philadelphia, “The Mike Roberts Power of Teacher Inquiry Communities” Kevin Hodgson, William E. Norris Elementary School, Grand Ballroom Room 122, South Hampton, Massachusetts, “Writing: In Short” Level One Jeff Wilhelm, Boise State University, Idaho, “Teaching with Our Mouths Shut: The Teacher-Researcher as Listener” Chris Lehman, Founding Principal, Science Leadership Academy, Philadelphia, Pennsylvania, “Inquiry, Under- standing, and Project-Based Learning: Building a Coher- ent Pedagogy”

Shekema Silveri

This session will begin with a 20-minute talk by Shekema Silveri which will stimulate your thinking about the ways in which collaboration and inquiry are entwined in our work with our students and our work as profes- sionals. Her presentation will be followed by nine Ignite speakers who will each show 20 slides and share their expertise and experiences with inquiry or with how teachers collaborating in teams can better spot the lit- eracy skills that students need to have in order to pose questions, innovate, and solve problems. Some speak- ers in this session will include examples and resources from The National Center for Literacy Education, a joint project of NCTE, The Ball Foundation, and more than 20 other stakeholder groups. Chair: Mike Roberts, Rowland Hall Middle School, Salt Lake City, Utah Presenter: Shekema Silveri, Silveri Service Learning Academy, Atlanta, Georgia, “Inspiring the Next Genera- tion of Leaders and Teachers” Ignite Speakers: Mike Roberts, Rowland Hall Middle School, Salt Lake City, Utah, “What Your Classroom and a Weekend in Vegas Should Have in Common”

164 Saturday Morning, 11:00 a.m.–12:15 p.m.

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6 Wanda Porter, consultant, Kailua, Hawaii, 4 Suzanne Coatoam, Chu-Chuan Chiu, Zhi- “Response to Doug Fisher: How Leaders hui Fang, and Brian Trutschel, University Can Merge Ideas into Practice” of Florida, Gainesville, and Julie Bader, 7 Missy Nieveen-Phegley, Southeast Missouri doctoral student, University of Florida, State University, Cape Girardeau, “Col- Gainesville, “Inservice Teachers’ Percep- lege Readiness or Assessment” tion of a Language-Based Approach to 8 Emily Meixner, The College of New Jersey, Content Area Reading Instruction” Ewing, “Growing Teacher Leaders: Suc- 5 Dea Conrad-Curry, Partner in Education, cessful Models of New Teacher Profes- Alpha, Illinois, “Which Types of Texts Are sional Development” They Reading?: Differentiated Texts and 9 Debbie Smith McCullar, Kelly Walsh High Decision Making” School, Casper, Wyoming, “Putting At-Risk 6 Samantha Caughlan, Michigan State Uni- Middle-Grade Students on the Gradua- versity, East Lansing, and Wendy Keyser, tion Path” University of Massachusetts, Amherst, 10 Jeffrey N. Golub, Seattle, Washington, “Dialogic Communities for Building Best “Leaders as Managers of Communication Practices for Teachers and Students” Environments: Establishing a Positive Cli- 7 Marylou Gramm, University of Pittsburgh, mate and a Sense of Community among Pennsylvania, and Fu-Yuan Shen, National Colleagues” Taitung University, Kaohsiung City, Taiwan, 11 Scott Eggerding, Lyons Township High “Reading and Writing Instruction for School, La Grange, Illinois, “Leading English Language Learners from Taiwan through Listening: Learning from and China” Complaints” 8 Summer Carroll, University of Maryland, 12 Edie Weinthal, Pascack Valley Regional High College Park, and Noah Golden, Gradu- School District, Montvale, New Jersey, ate Center, City University of New York, “Teacher Evaluation” New York, “Deepening the Discourse: Men and Women of Color and the Light H.04 RESEARCH ROUNDTABLES (G) in Their Eyes” Grand Ballroom Room 119, Level One 9 Candice Moench, University of Great Falls, Sponsored by the Standing Committee on Research, Montana, Dawan Coombs, The University open to all of Georgia, Athens, Matthew Ittig, Renais- Research strand proposals were selected through a process sance High School, Detroit, Michigan, and of blind review by researchers conversant with the topics Kattie Hogan, Wayne State University, under study. Detroit, Michigan, “Embracing Adoles- cence through Critical Opportunities for Table Number Roundtable Leaders and Topics Literacy Development” 10 Kristina DeWitt, Liberty University, Lynch- 1 Patricia Paugh, University of Massachu- burg, Virginia, Delila Omerbasic, Uni- setts, Boston, Mary Moran, Boston Public versity of Utah, Salt Lake City, Amanda Schools, Massachusetts, and Huy Chung, Villagomez, Eastern Oregon University, University of California, Irvine, “Igniting La Grande, and Tamie Pratt, University Teacher Power: Building Learning Com- of Mary Washington, Fredericksburg, munities for Student and Teacher Virginia, “Engaging Students as Bloggers Excellence” and Users of Social Media in School and 2 Danielle Boller, Katrina Hall, Wanda He- Community Settings” drick, and Marcia Lamkin, University of 11 Kristen Turner, Fordham University, New North Florida, Jacksonville, “Independent York, New York, and Sandra Abrams, St. Reading: What Do Engaged Readers Look John’s University, Staten Island, New York, Like?” “Teens, Language, and Digital Resources” 3 Amy Heath, Caroline T. Clark, Katrina 12 Pamela Coke, Colorado State University, Cook, and Christina Bragg, The Ohio Fort Collins, Terri Rodriguez, Duquesne State University, Columbus, “Community, University, Pittsburgh, Pennsylvania, and Conformity, Identity: Literacy Practices Joan Fingon and Sharon Ulanoff, Califor- across Grade Levels” nia State University, Los Angeles, “Pre- paring Teachers to Meet the Needs of

166 Saturday Morning, 11:00 a.m.–12:15 p.m.

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H.08 TEXTS DON’T WRITE THEMSELVES— H.11 MAKING CONNECTIONS: HOW AuTHORS (AND ILLuSTRATORS!) DO: TEACHING WRITING AND READING

REFRAMING THE IDEA OF MENTOR CONSuLTANT IN THE CONTEXT OF CCSS CAN “PAY TEXTS IN THE WRITING WORKSHOP (E) OFF” ON ASSESSMENT (M–S) Premier Ballroom Room 313, Level Three Grand Ballroom Room 123, Level One Although “mentor texts” is a popular term, it’s really the These presenters will show how to help students grow as authors and illustrators who are mentors, not the texts writers and readers in the context of national standards themselves. Two teachers of writing will join a beloved and assessments. This lively session will provide exciting, mentor, award-winning writer and illustrator Marla Frazee, effective, and meaningful strategies that “pay off” both in to show how powerful mentorship can be in a writing lifelong learning and on high-stakes testing. workshop for beginning writers. Chair: Shelly Shaffer, Arizona State University, Tempe Chair: Katie Wood Ray, independent author and consultant, Presenters: Beverly Ann Chin, University of Montana, Waynesville, North Carolina Missoula, “Writing Strategies That ‘Pay Off’ on Assessment” Presenters: Katie Wood Ray, independent author and con- James Blasingame, Arizona State University, Tempe, “Lively sultant, Waynesville, North Carolina, “Understanding the Writing Activities for Young Adult Literature” Role of Mentorship in the Teaching of Writing” Laura Robb, Powhatan School, Boyce, Virginia, “Writing/ Marla Frazee, author/illustrator, Beach Lane Books and Reading Connections in the Middle School Classroom” Simon & Schuster, New York, New York, “A Favorite Respondent: Nicole Redden, Arizona State University, Mentor Talks about Decision Making” Tempe Lisa Cleaveland, Jonathan Valley Elementary School, Waynesville, North Carolina, “Introducing Beginning H.12 HOT NEW BOOKS TO SPARK TEEN Writers to Mentors” STuDENTS’ INTERESTS (M–S–C) Reactor/Respondent: Allyn Johnston, Beach Lane Books Grand Ballroom Room 111, Level One and Simon & Schuster, New York, New York Looking for books that will spark teenagers’ interests? Come to this session for an annotated bibliography and H.09 FRESH THOuGHTS ON GRAMMAR (M–S) enthusiastic examinations of more than two dozen recently Premier Ballroom Room 309/310/311, published titles—realistic fi ction, science fi ction, fantasy, Level Three pop culture, etc.—and go back to your classroom to turn What form should grammar curriculum take for today’s students on. young adolescents? This panel will offer three fresh views Chair: Donald Gallo, editor, Solon, Ohio on the following topics: grammatical options as a writing Presenters: Donald Gallo, editor, Solon, Ohio tool, thinking about usage issues in diverse classrooms, cj Bott, ALAN President 2012, Solon, Ohio and a critique of the Common Core State Standards on Mary Arnold, Maple Heights Library, Cleveland, Ohio language. There will be plenty of time for interaction, with suggested discussion topics provided. H.13 THEY ALL HAVE LAPTOPS, NOW WHAT? Chair: Sandra Wilde, Hunter College, The City University of TEACHING ENGLISH LANGuAGE ARTS New York, New York IN AN AGE OF ONE-TO-ONE COMPuT- CONSuLTANT Presenters: Constance Weaver, Miami University, Oxford, ING (M–S–T) Ohio, “Fun with Grammatical Options in Memoir and Grand Ballroom Room 115, Level One Poetry” Technology ignites literacy when we focus on student Sandra Wilde, Hunter College, The City University of New learning instead of apps and gadgets. The presenters in York, New York, “Common Core Standards in Grammar: this interactive session—two high school teachers and a A Critical View” teacher educator—will focus on core practices of an ELA Jane Bean-Folkes, Rowan University, Camden, New Jersey, classroom and how a one-to-one environment can extend, “Exploring the Voices of Teachers and Students in Gram- enrich, and transform those practices. mar Instruction” Chair: Diana Neebe, Sacred Heart Preparatory, Atherton, California Presenters: Heather Lattimer, University of San Diego, California Jennifer Roberts, Point Loma High School, San Diego, California Diana Neebe, Sacred Heart Preparatory, Atherton, California

168 Saturday Morning, 11:00 a.m.–12:15 p.m.

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Saturday Morning, 11:00 a.m.–12:15 p.m. Morning, Saturday The Journal of Children’s Literature of Children’s The Journal coeditor, Literature of Children’s The Journal Arts Language Arts Language coeditor, Arts Language Arts Language Arts Language readwritethink.org Illinois, Urbana, readwritethink.org Illinois, Urbana, of English Teaching Research in the coeditor, of English Teaching Research in the editorial assistant, of English Teaching Research in the editorial assistant, Points Talking the Middle the Middle Jonda C. McNair, Clemson University, South Carolina, South Carolina, Clemson University, McNair, C. Jonda coeditor, San Marcos, University, State Texas O’Neal, Sharon coeditor, Atlanta, University, Georgia State Albers, Peggy Atlanta, Georgia State University, Caitlin McMunn Dooley, coeditor, Atlanta, Georgia State University, Flint, Seely Amy coeditor, Atlanta, State University, Georgia Holbrook, Teri coeditor, Atlanta, Georgia State University, Laura May, of English, Teachers Council of National Lisa Storm Fink, of English, Teachers National Council of Christy Simon, East Lansing, Michigan State University, Mary Juzwik, East Lansing, Michigan State University, April Baker-Bell, East Lansing, Michigan State University, Amanda Smith, coeditor, Columbia, of Missouri, University Gilles, Carol from Voices coeditor, State University, San Diego Nancy Frey, from Voices coeditor, State University, San Diego Diane Lapp, TION: TION: THE TOWARD TOWARD RNEY U GH INTEGRA U ORS (G) AL LEARNING WITH AL LEARNING U ATION THRO ATION CORE (S) One Level Room 121, Grand Ballroom THE EDIT MEET One Level Room 113, Grand Ballroom INNOV JO ONE DEPARTMENT’S CONCEPT

on how to interpret and adapt the Common Core State the Common Core and adapt to interpret on how will and they school community, own their for Standards the opportunity on to discuss and do initial planning have fit into their might integrated approach a conceptual, how samples will show Presenters teaching contexts. current and student materials, High School curriculum, of Johnston print and online ma- with and participants will leave work, CCSS-aligned terials to support efforts toward their own revision. curricular Iowa with possibilities available the publishing explore editors, specific article and discuss the NCTE journals program, guidelines will be Submission with the editors. prospects all NCTE journals. for available Illinois Urbana, ALAN Review The coeditor, ALAN Review The coeditor, ALAN Review The coeditor, Composition and Communication College English College English Education English Education English Journal English Journal Leadership Quarterly Literature The Journal of Children’s coeditor, In this session, participants will reflect with the presenters presenters with the participants will reflect In this session, Iowa High School, Johnston Wessling, Sarah Brown Chair: High School, Johnston Wessling, Sarah Brown Presenters: Iowa High School, Johnston Kate Lechtenberg, Iowa High School, Johnston Arch, Wendy Iowa High School, Johnston Sarah Moore, H.15 the opportunity to meet the journal Participants will have of English, Teachers National Council of Austin, Chair: Kurt Editors: Baton Rouge, Louisiana State University, Jacqueline Bach, Baton Rouge, Louisiana State University, Bickmore, Steven Tennessee, Nashville, University, Vanderbilt Melanie Hundley, Tallahassee, Florida State University, Yancey, Kathleen Blake Greensboro, of North University Carolina, Ritter, Kelly coeditor, Laramie, Wyoming, of University Rush, Leslie S. coeditor, Tallahassee, Florida State University, Lisa Scherff, York, New Buffalo, College, D’Youville Gorlewski, David Paltz, New York, of New State University Gorlewski, Julie English Knoxville, Tennessee, of University Susan Groenke, Antonio, San Texas, of The University Miriam Martinez, H.14 g_125-216_2012.indd 169 NCTE Spokespersons Training 11:00 a.m.–12:15 p.m. Craftsteak Restaurant, Convention Center Walkway

Join Millie Davis, NCTE Senior Developer, Affiliated Groups and Public Outreach, for an interactive session on tips for getting NCTE’s message out to the media and policymakers.

170 Saturday Morning, 11:00 a.m.–12:15 p.m.

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Saturday, 11:00 a.m.–5:00 p.m. Saturday, om the College Section) esentative-at-Large e and Nominating Committees oundation Trustees oundation vel Representative-at-Large vel Associate Chair Vice President (fr Vice President Elementary Repr Le Middle F Research Nominating Committees Section Steering and CEE Executiv TYCA Film Festival 12:30–5:00 p.m. One Level Room 103, NCTE Nominating Committee Austin Texas, of The University Katherine Bomer, Chair: NCTE Elementary Nominating Committee Section Oregon State University, Portland Yatvin, Joanne Chair: Section Nominating Committee Level NCTE Middle Florida Petersburg, St. School, Marshall Fundamental Middle Thurgood Zanetta Robinson, Chair: NCTE Secondary Nominating Committee Section Ohio Cleveland, Ignatius High School, St. Beach, Tom Chair: Section Nominating Committee NCTE College Indiana Lafayette, West University, Purdue Leon, Kendall Chair: Committee on English Education) Nominating CEE (Conference Austin Texas, of The University Ramón Martinez, Chair: Association) Nominating Committee English College TYCA (Two-Year Washington College, Community Valley Yakima Calhoon-Dillahunt, Carolyn Chair:

11:00 a.m.–Noon, Closed Session; Noon–12:45 p.m., Open Session Open p.m., Noon–12:45 Session; Closed 11:00 a.m.–Noon, One Level Room 120, Grand Ballroom the 2013 elections. as a candidate in consideration or a colleague for nominating yourself by future in NCTE’s a role Play the Open Ses- questions during will accept nominations and answer committees listed below Members of the nominating sion times. offices: the following needed for Nominations are Meetings of the Nominating Committees the Nominating of Meetings g_125-216_2012.indd 171

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Saturday Luncheons Saturday Among his many awards awards Among his many Lives. Possible and Work, at The Mind Lives on the Boundary, is the author of ies, Club the Commonwealth and in Education, Award the Grawemeyer a Guggenheim Fellowship, are is a lifetime Mike in Santa Monica. He lives Literary for in Nonfiction. Excellence Award of California on College Composition and Communica- the Conference attends regularly member of NCTE and tion convention. Patricia Dunn, Stony Brook University, New York New University, Brook Stony Patricia Dunn, Presiding: East Lansing Michigan State University, Malea Powell, Speaker: Introducing Stud- School of Education and Information in the UCLA Graduate a professor Rose, Mike Speaking: Grand Ballroom Room 114, Level One Level Room 114, Ballroom Grand College Section/Conference on College Composition Composition College on Section/Conference College Luncheon Communication and Mike Rose Mike Speak- room. rear of the will find limited seating at the speakers who wish to hear the luncheon Those without meal tickets at the auditors need not be present so after the beginning of the meal, 40–60 minutes to begin their remarks likely ers are beginning of the function. g_125-216_2012.indd 173

Saturday

175 10/18/12 11:48 AM CA- U

MANE ED U MAN EXISTENCE: U TEXT: FRESH TEXT: CY SKILL FRAMEWORKS CY SKILL FRAMEWORKS Level One Level Saturday Afternoon, 1:15–2:30 p.m. Afternoon, Saturday THE REAL BASICS OF H FOR ONLINE THEIR IMPLICATIONS AND READING COMPREHENSION (G) Two Level Room 201, DIGITAL LITERA DIGITAL GRAPPLING WITH GRAPPLING OF H THE LITERACY APPROACHES (G) APPROACHES One Level Room 105, TION (G) Room 102,

ing? This question lies at the very heart of our profession. This question lies at the very heart of our profession. ing? a passionate dialogue on the will lead These presenters Partici- literacy. existential dimensions of the teaching of teaching materials and access to ongoing pants will receive in support helping students seek their deepest selves for helping of how and gain an understanding the classroom, own and others’ of their “whys” their students find the “hows” them the energy to tackle whatever can give lives whether in school or in life. with, confronted are they and the Expanding Project Creed “The Personal California, of Meaning” Universe Exis- For”: Waiting Been We’ve “the Ones STILL Are “We and Can Live We so Visible, Humanness tentialism Makes Together” Act Humanly of exist- overview an will offer These presenters definition. and frameworks ing definitions and existing theoretical a relationship and discuss implications for competencies, digital and visual literacy skills. between Miami Miami University, helping students engage with literature. engage with helping students Bringing a “Gender and Power: Ames, State University, Systemic Functional with to Literature Critical Eye Linguistics” Art” as Literature Engagement: “Community Britain, New Might Help Preparing NOT How “Going in Cold: Utah, Analysis” Literacy Approach Our Students What does it mean to be a unique and truly alive human be- human alive truly What does it mean to be a unique and Idaho University, Boise State Wilhelm, Chair: Jeff Fremont, American High School, Creger, John Presenters: Indiana, of Pennsylvania, Indiana University Bruce Novak, Athens of Georgia, The University Discussants: Bob Fecho, Idaho Boise State University, Wilhelm, Jeff I.05 upon The emerging field of digital literacy lacks an agreed Florida International University, Mark Osterman, Chair: Florida International Linda Spears-Bunton, Presenters: Miami Florida International University, Mark Osterman, I.03 These presenters will describe three inquiry approaches to inquiry will describe three approaches These presenters Iowa McCrocklin, Slater and Shannon Tammy Presenters: Central Connecticut State University, Catherine Kurkjian, Saint George, Dixie State College, Suzanne Beasterfield, I.04

GH U Topics AND th Carolina State th Carolina Sam Houston State Uni- St. John’s University, Staten University, John’s St. , Central Connecticut State , Pennsylvania State University, State University, Pennsylvania CIES, TECHNOLOGIES, TECHNOLOGIES, CIES, oung, North Carolina State Universi- North Carolina oung, y the CEE Commission on New Literacies, Literacies, on New y the CEE Commission oy Hicks, Central Michigan University, University, Central Michigan Hicks, oy University Park, “Online Games Are Fun! Are “Online Games Park, University Here?’ Do from We What Do But Island, New York, “Next Generation York, New Island, Vocabulary” of Teachers Writing “The Digital Mount Pleasant, as a Component of Methods Workshop Courses” Con- “Dream, Britain, New University, Apps and Online Mobile and Ignite: nect, 2012” Teachers English for Resources ty, Raleigh, “The Digital Video Sound Bite: Video Sound Bite: “The Digital Raleigh, ty, Depicting Understandings of Literary Ways” Theme in Dynamic Educa- “Teacher Texas, Huntsville, versity, Worlds: Virtual and Video Games, tion, Here?” Go from We Do Where University, Raleigh, “Best Practices for the “Best Practices for Raleigh, University, with Tools 2.0 Web Implementation of the Common Core” Nicole Nesheim, Nor Nicole Nesheim, Tr Rae Schipke Jason Lee, Roundtable Leaders and Y Carl Abrams, Sandra Hannah Gerber,

hnologies, and Teacher Education, open to all Education, Teacher and hnologies,

NEW LITERA b Sponsored Tec DREAMING, CONNECTING, DREAMING, TRANSFORMING INTEREST: IGNITING THRO OF ENGLISH TEACHING THE (G) AND PEDAGOGIES One Level Room 117, Grand Ballroom 4 5 6 7 1 2 3

nologies, and Teacher Education will host interactive round- interactive host will Education Teacher and nologies, technologies can help foster digital how tables to address of in the teaching and community and enhance connections Education. Teacher English and English Britain New sity, Texas

I.02 Tech- Literacies, Commission on New Members of the CEE Central Connecticut State Univer- Co-chairs: Rae Schipke, Huntsville, Houston State University, Sam Hannah Gerber, Number Table g_125-216_2012.indd 175 I.06 IGNITING AND INSPIRING: on a key point to teach or reteach, and describe a range COLLABORATIONS OF DISTRICT, of performances in the room to provide a snapshot which HIGH SCHOOL, AND uNIVERSITY helps teachers to adjust and differentiate instruction. FOR THE ESTABLISHMENT OF A Chair: Linda Denstaedt, National Writing Project, Clarkston, WRITING CuLTuRE (G) Michigan Room 101, Level One Presenter: Peter Haun, Oak Park High School, Michigan These presenters will focus on the benefi ts of believing in good teachers and in the idea that teachers can be the I.09 RECREATIONS: TEACHING, SELF-CARE, leaders in educational reform, and describe their collabora- AND THE INNER LIFE OF THE TEACHER tive efforts to develop a culture that supports writing for (G) both teachers and students. Attendees will be encouraged Studio Room 7, Main Floor by Grand Garden to refl ect on their beliefs about teachers’ roles in curricu- Arena lum development. A panel of teachers will present opportunities for audience Chair: Kim Cuevas, Washoe County School District, Reno, members to listen, write, share, and spend time in silent Nevada refl ection, around activities designed to reconnect us to Presenters: Kim Cuevas, Washoe County School District, ourselves and to our work as teachers. Topics for con- Reno, Nevada sideration will include self-care, contemplative teaching, Caroline Hatcher, Washoe County School District, Reno, refl ection, spirituality, and how to maintain the passion and Nevada humanity of teaching. Maureen McBride, University of Nevada, Reno Chair: Agnes Cardoni, Marywood University, Scranton, Pennsylvania I.07 MuLTIMODAL GENRE STuDY: Presenters: Catherine McNulty, Marywood University, ENGAGING STuDENTS THROuGH Scranton, Pennsylvania INQuIRY-BASED, METACOGNITIVE Kelly Hopkins, Marywood University, Scranton, Pennsylvania COMPOSITION (G) Nicole Giorgio, Marywood University, Scranton, Pennsylvania Studio Ballroom A, Main Floor located by Agnes Cardoni, Marywood University, Scranton, Pennsylva- entrance to Garden Arena nia, “An Homage to Parker J. Palmer and the Mobius Strip” As literacy evolves, how do teachers help their students navigate the array of genres which they encounter both I.10 IGNITING THE IMAGINATION THROuGH in and out of school? These presenters will showcase the LITERATuRE (G) genre-based approaches which they use in a traditional Room 306, Level Three public school, an alternative high school, and in fi rst-year This panel will explore literature from multiple perspectives. college composition to engage students to think critically Presenter: Jim Charles, University of South Carolina–Up- about the choices they make as they compose their own state, Spartanburg, “Igniting the Imagination: New Poems by texts. N. Scott Momaday” Chair: Amber Jensen, Edison High School, Alexandria, Virginia I.11 COMMON CORE STATE STANDARDS, Presenters: Elizabeth Thackeray, Bryant Alternative High TECHNOLOGY, AND RESOuRCES TO School, Alexandria, Virginia SuPPORT IMPLEMENTATION (G) Heather Lindenman, University of Maryland, College Park Room 106, Level One Amber Jensen, Edison High School, Alexandria, Virginia Sponsored by the International Society for Technology in Education, open to all I.08 SuPPORTING STuDENTS TOWARD In this session, the presenter will show how to address HIGHER WRITING STANDARDS: THE the challenges of implementing the Common Core State ROLE OF FORMATIVE ASSESSMENT (G) Standards (CCSS) with digital tools in the classroom. Room 202, Level Two Resources for integrating the CCSS into teaching, learn- Sponsored by the National Writing Project, open to all ing, and assessmentCANCELLED will be provided, and online tools and How can we support students in the development of their resources available for use in both ELA and writing will be skills and strategies as readers and writers? One important discussed. Participants will be invited to share their own tool is formative assessment. In this session, the presenter successful ideas in this interactive session! will look at the Literacy Design Collaborative’s minitasks as Presenter: International Society for Technology in Education opportunities to compliment a student on a current per- (ISTE) representative formance, describe student exemplars by explicitly naming and pointing to evidence in student work, focus attention

176 Saturday Afternoon, 1:15–2:30 p.m.

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Holly Bell, Louisiana Endowment for the Humanities, New Crystal Glover, University of North Carolina, Charlotte Orleans, “Genesis of a Program: What Is Prime Time? and Joyce C. Fine, Florida International University, Miami Prime Time Does Make a Difference” Ilene Christian, St. Cloud State University, Minnesota Bobbie Stevenson, Louisiana Endowment for the Humanities, Jean Vintinner, University of North Carolina, Charlotte New Orleans, “What Is Humanities-Based Methodology? Gail Verdi and What Does Storytelling Have to Do with Reading and the Role of a Scholar in Prime Time?” I.19 ARE YOU DREAMING? CAN YOU Melissa Gemeinhardt, doctoral student, University of New SUCCESSFULLY CONNECT LITERACY Orleans, Louisiana, “Addressing the Role of Pre-K in Prime AND THE ARTS ACROSS THE CONTENT Time” AREAS? YES! (E–M) Kenneth J. Fasching-Varner, Louisiana State University, Baton Room 107, Level One Rouge, “So Why Is Prime Time Viable? Connecting to the In this session, the presenters will show how to combat Common Core State Standards” static, fragmented curriculums by using the integration of Reactor/Respondent: Kenneth J. Fasching-Varner, Louisiana literacy and the arts across math, social studies, and sci- State University, Baton Rouge ence. They will demonstrate practical antidotes to stan- dardized, stifling approaches and discuss coupling the visual I.17 SHAKESPEARE, IT’S ELEMENTARY! and performing arts, literacy, and content areas. THE PRACTICAL WHY AND HOW Chair: Roberta Ergle, University of Central Florida, Orlando OF TEACHING SHAKESPEARE ON Presenters: Bonnie Vorwerk, Marion County School District, THE PRIMARY LEVEL (E–M) Ocala, Florida Premier Ballroom Room 312, Level Three Tracy Moody, University of Central Florida, Orlando Sponsored by the Folger Shakespeare Library, Roberta Ergle, University of Central Florida, Orlando open to all Teaching Shakespeare on the elementary level is gaining I.20 A BILINGUAL PROGRAM DESIGNED TO popularity as a way in which to address common core ENHANCE CULTURAL IDENTITY AND standards, enhance critical thinking, engage ESL students, LANGUAGE DEVELOPMENT FOR A consultant and ensure against the Shakespeare “language barrier” in GLOBALIZED WORLD (E–M–S) high school. These presenters will share research and suc- Room 110, Level One cessful multidisciplinary, performance-based techniques for A surge in English as lingua franca instruction has created 3rd–7th graders. the necessity of situating language and instruction within Chair: Robert Young, Folger Shakespeare Library, Washing- local sociocultural and linguistic contexts. In this session, ton, DC a Taiwanese bilingual curriculum will be described which Presenters: Barbara Cobb, Murray State University, Kentucky, is specifically designed to simultaneously enhance cultural “Shakespeare? I’ve Been Doing That Since I Was 9!” identity and language development. Holly Rodgers, Fairfax County Public Schools, Alexandria, Chair: Xiaodi Zhou, doctoral student, The University of Virginia, “Sharing Shakespeare” Georgia, Athens Lucretia Anderson, Folger Shakespeare Library, Washington, Presenters: Marylou Matoush, independent researcher, DC, “Shakespeare Steps Out” Waynesville, Nebraska, “The Implementation of Globalized Bilingual Education” I.18 WRITING STRATEGY MINILESSONS FOR Shih-Fen Yeh, Natural Way K–12 Bilingual School, Taichung, ALL WRITERS IN GRADES K–8 (E–M) Taiwan, “A Bilingual Curriculum Designed to Enhance Cul- Room 108, Level One tural Identity and Language Development” In this session, the presenters will model writing strategy Respondent: Danling Fu, University of Florida, Gainesville minilessons for all K–8 writers, including students who struggle with writing, ESL learners, and advanced writers. I.21 SCREEN WRITING: USING FILM AND They will offer strategies which teachers can employ to DIGITAL TOOLS TO CONNECT, IGNITE, help students learn in an interactive setting with peers and AND REVITALIZE OUR STUDENTS’ also use these strategies to self-regulate their own writing. COMPOSING SKILLS (E–M–S) Presenters: Lindsay Yearta, University of North Carolina, Grand Ballroom Room 118, Level One Charlotte How can teachers use today’s tools of film and technol- Nancy Williams, University of South Florida, Tampa ogy to help adolescents become stronger writers? These Janet Richards, University of South Florida, Tampa presenters will demonstrate the powerful ways in which Cindy Lassonde, State University of New York, College at teachers can use nonfiction and fiction film texts to help Oneonta students develop their writing. Participants will also learn Anne Juola-Rushton

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Presenters: Katrina Jansky, doctoral candidate, The Universi- Chair: William Brozo, George Mason University, Fairfax, ty of Texas, Austin, “’Look at Me Using Big Words’: Students Virginia Connecting to Academic Discourse” Presenters: William Brozo, George Mason University, Ann David, The University of Texas, Austin, “Metacognitive Fairfax, Virginia, and Gary Moorman, Appalachian State Talk in Minilesson: Supporting Students Imagining Possibili- University, Boone, North Carolina, “Graphic Novels in the ties for Reading and Writing” Disciplines: Building Knowledge and Honoring Diversity” Amy Burke, doctoral candidate, The University of Texas, Keith Ward, East Syracuse Minoa High School, New York, Austin, “Classroom Talk in a High-Stakes World: When “Dreaming in Comics: Why Academics Need Batman” High-Stakes Tests Are Roadblocks to Fostering a Passion for Literature” I.30 TAKING CHANCES, FACING CONSEQUENCES IN YOUNG ADULT I.27 CATCHING FIRE: IGNITING CLASSROOM LITERATURE (M–S–C) CONVERSATIONS (M–S) Grand Ballroom Room 112, Level One Studio Room 6, Main Floor by Grand Garden Teens often gamble with opportunities. This panel will dis- Arena cuss the chances and consequences teens face as immi- In this session, presenters will offer unique teaching ideas grants and identity seekers, and as teens living in a futuris- for promoting close reading of texts through speaking, tic world or dystopian society. The presenters will describe for teaching argument through refutation and discussion, connecting this theme to students’ experiences and using and for overcoming the zone of silence that challenges these texts in conjunction with the Common Core. both teachers and students in igniting dynamic classroom Presenters: Dina Yordy, Northern Arizona University, conversations. Flagstaff Chair: Glenda Funk, Highland High School, Pocatello, Idaho Donna Niday, Iowa State University, Ames Presenters: Ami Szerencse, Schurr High School, Montebello, Jean Boreen, Northern Arizona University, Flagstaff, “Chances California and Consequences for Female Protagonists: Approaches Cherylann Schmidt, J.P. Case Middle School, Flemington, New to Using the Books of Kristen Chandler and Justina Chen Jersey Headley in Secondary Classrooms” Debbie Greco, Highland High School, Pocatello, Idaho Anne Weir, Waco High School, Wayland, Iowa Glenda Funk, Highland High School, Pocatello, Idaho I.31 BUT I HATE POETRY! OVERCOMING I.28 STRATEGIC BALANCED LITERACY IN A RESISTANCE TO POETRY (M–S–C) SECONDARY INCLUSION CLASSROOM Grand Ballroom Room 119, Level One (M–S) Presenters in this hands-on workshop will describe three di- Grand Ballroom Room 122, Level One verse but complementary approaches to teaching a poem. Teachers often feel overwhelmed by all the new challenges They will analyze and then perform both a canonical and a which they must juggle in their classrooms. These present- contemporary poem. Next, workshop attendees will use ers will show how these challenges can be tackled with these readings and performances to create poetic texts of creativity and collaboration. They will describe an approach their own. Handouts will be provided. to Strategic Balanced Literacy that makes differentiated Chair: Amy Simpson, Alma d’arte Charter High School, Las reading instruction more manageable by incorporating co- Cruces, New Mexico teaching to reach all students. Presenters: Kernie Zimmerman, Las Cruces High School, Chair: Brooke Hess, Worthington City Schools, Ohio New Mexico Presenters: Brooke Hess, Worthington City Schools, Ohio Gail Wheeler, CrossRoads Program, Las Cruces, New Kelly Wegley, Worthington City Schools, Ohio Mexico Kendra Prindle, Worthington City Schools, Ohio Amy Simpson, Alma d’arte Charter High School, Las Cruces, Shannon Phillips, Worthington City Schools, Ohio New Mexico

I.29 GRAPHIC NOVELS IN THE CLASSROOM I.32 THE TRANSFORMATIVE POWER OF (M–S–C) ADOLESCENT LITERATURE TO FOSTER Premier Ballroom Room 314, Level Three INTERCULTURAL UNDERSTANDINGS Presenters in this session will examine comic books as OF ADOLESCENTS WITHIN A GLOBAL independently academic texts with rich semiotic connec- CONTEXT (M–S–T) tions, graphic novels as a form of youth media, and how Premier Ballroom Room 309/310/311, to practically teach these texts in middle, high school, and Level Three college classrooms. The presenters in this session will examine adolescent novels from Africa, India, and South America to show how

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Kathleen Hicks, Animo Locke 1 College Preparatory Acad- presenters will explore the value of discussion frameworks, emy, Long Beach, California the role of “spacing out” while reading, and the effi cacy of Jerica Coffey, Animo Locke 1 College Preparatory Academy, e-readers in transforming students’ quality engagement Long Beach, California with texts. Stephanie Cariaga, Animo Locke 1 College Preparatory Presenters: Bethany Scullin, Kent State University, Ohio Academy, Long Beach, California and Edinboro University of Pennsylvania, Edinboro, and Lisa Ciecierski, Kent State University, Ohio, “Promoting I.37 PARENTS AS PARTNERS: CONNECTIONS Discourse in the University Classroom through Reader’s BEYOND THE EMAIL DIVIDE (S) Response” Room 305, Level Three Jordan Schugar, West Chester University of Pennsylvania, These presenters will discuss parent/teacher workshops on West Chester, “Hold Them, Fold Them, or Walk Away: Mo- writing and reading from the honors curriculum. A team of bile Pedagogy, the e-Reader Tablet, and Student e-Reading” teachers collaborate to enhance teacher partnerships and Vicki Bott, University of Wisconsin, Milwaukee, “The Role of maximize student achievement through parent empower- Mind Wandering in Reading” ment. Chair: Janice Jewell, Herndon, Virginia I.40 TWITTER AND SOCIAL MEDIA FOR Presenters: Kristina Rudolph, Herndon, Virginia IGNITING PROFESSIONAL LEARNING Elizabeth Otani, Herndon, Virginia CONNECTIONS (S–C–T) Janice Jewell, Herndon, Virginia Room 301, Level Three Presenters in these roundtables will share how a group I.38 THOuGHT EXPERIMENTS IN of composition instructors have used Twitter to con- LITERATuRE AND LIFE: THE SKILL nect, learn, and enrich the classroom experience for their OF DREAMING WHILE AWAKE (S–C) students. Grand Ballroom Room 116, Level One Chair: Lee Skallerup Bessette, Morehead State University, Thought experiments—dreaming while awake—can inspire Kentucky insight and creativity: we identify, pursue, and protect what is important in life. This interactive session will present— Table Number Roundtable Leaders and Topics through practice—the nature of well-designed thought ex- periments, and participants will “dream” along with classic 1 William Torgerson, St. John’s University, and modern writers, including Charles Brockden Brown, Jamaica, New York, “Writing into Twitter: Octavia Butler, and Ayn Rand. Students Can Connect Too” Chair: Lee Pierson, Fairleigh Dickinson University, Teaneck, 2 Nicole Papaioannou, Montclair State New Jersey University, New Jersey Presenters: Lee Pierson, Fairleigh Dickinson University, 3 Rozlyn Linder, Douglas County High Teaneck, New Jersey, “How Imagination Ignites Cognition: School, Douglasville, Georgia Thought Experiments and Intellectual Self-Defense” 4 Trent M. Kays, University of Minnesota, Shoshana Milgram, Virginia Tech, Blacksburg, “Ayn Rand’s Minneapolis Thought Experiments: The Immortal Robot and the Astro- 5 Michael Day, Northern Illinois University, nauts” DeKalb, “NCTETalk, MOO, and IRC: The Joia Houheneka, doctoral candidate, New York University, Historical Context” New York, “Dreaming of Charles Brockden Brown’s ‘The 6 Lee Skallerup Bessette, Morehead State Paradise of Women’: An Early American Thought Experi- University, Kentucky ment” 7 Judy Arzt, University of Saint Joseph, West Virginia Walker, Suffolk County Community College, Brent- Hartford, Connecticut, “Twitter for wood, New York and Dowling College, Oakdale, New York, Bridging the High School and College “Octavia Butler’s The Parable of the Talents: A Dream of Intel- Curricula” lectual Freedom” 8 Vanessa Alander, Madison, New Hampshire, “Backchanneling the Classroom: In-Class I.39 THE IMPACT OF DISCuSSION, MIND Use of Twitter during Films, Fishbowls, WANDERING, AND E-READERS IN and Presentations” STuDENTS’ READING EXPERIENCE (S–C) Grand Ballroom Room 115, Level One How can teachers improve students’ interactions with and comprehension of texts? Using classroom-based research,

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TION: TION: Level Three Level Saturday Afternoon, 1:15–2:30 p.m. Afternoon, Saturday NIVERSITY (C–T) NIVERSITY Room 307, DECLARATION OF INTEGRA DECLARATION U TEACHER–WRITING CENTER PARTNER- CENTER TEACHER–WRITING DEMOCRATIC A MORE TOWARD SHIPS

in conversation with them about efforts to forge stronger with them about efforts stronger to forge in conversation writing centers teachers and between critical connections support services, design, curriculum training, hiring, around thoughtful how about development—and and professional our institu- to reshape can work endeavors collaborative justly. tions to serve and more students better Presenters in this session will invite participantsthis session will invite in to engage Presenters Seattle Washington, of University Halpin, Jennifer Chair: Seattle Washington, of University Zhao, Yunfei Presenters: Seattle Washington, of University Jungwirth, Jordan Seattle Washington, of University Halpin, Jennifer Seattle Washington, of University Karl Eckhardt, Seattle Washington, of University Camille Dodson, Seattle Washington, of University Whitney, Stephanie Seattle Washington, of University Lillian Campbell, I.43 TCH: IGNITING TCH: TIMODAL LITERACIES LITERACIES TIMODAL L AND STORY MAKING: CON- MAKING: AND STORY U Level Three Level Ryan Rish, Kennesaw State Georgia, University, RBAN SETTING (S–T) FINDING THE MA FINDING U Room 308, CHANGE AS A NEW TEACHER IN AN IN TEACHER A NEW AS CHANGE NARRATIVE NARRATIVE TEACHERS ENGLISH AND PRESERVICE (S–C–T) One Level Room 124, Grand Ballroom NECTING M NECTING

schools in Chicago and their preservice professor will and their preservice professor schools in Chicago few college and the first examine the transition between will describe their Presenters teaching. of classroom years establishing relation- strategies for experiences and share and igniting school change. craft, developing ships, Chicago primary means through which stories were told in the told in primary which stories were means through and but the pervasiveness of texts that conjoin word past, able to are and the ease with which adolescents image, gives necessaryaccess the technologies them, to produce of forms new open to to remain literacy educators cause interactive three In this session, and story making. narrative and tell write, will ask what it means to read, presentations stories in a digital age. Written and Multimodal Com- “The Revision of Reciprocal position” Young of Discussions Assess Small Group Digital Means to Adult Literature” Visual of and the Development Writing, necting Reading, Literacy” In this session, three early-career teachers from urban from teachers early-career three In this session, Northeastern Illinois University, Duggan, Timothy Chair: Illinois Public Schools, Chicago Sergio Santillan, Presenters: Illinois Public Schools, Chicago Allison Morales, Chicago Northeastern Illinois University, Duggan, Timothy Illinois Public Schools, Chicago Ryan Dooley, I.41 the constituted have may language spoken Written and Fayetteville Arkansas, of University Sean Connors, Chair: Presenters: “Using Columbus, Ohio Dominican University, Cordi, Kevin “Con- Fayetteville, Arkansas, of University Sean Connors, I.42 g_125-216_2012.indd 183 IJ Sessions 1:15–4:00 p.m.

IJ.01 FROM PROMISING RESEARCH 2 Maisha Winn, Emory University, Atlanta, TO CRITICAL SCHOLARSHIP: Georgia, “Youth Poets at Work in the CONVERSATIONS WITH FORMER World” PROMISING RESEARCH AWARD 3 Aria Razfar, University of Illinois, Chicago, WINNERS (G) “Sociocritical Action Research and Grand Ballroom Room 113, Level One Teacher Education: From Promise to Sponsored by the Standing Committee on Research, Pathways” open to all 4 Mary Juzwik, Michigan State University, This session will bring together former winners of the East Lansing, “Faith in Dialogue: How Re- Promising Researcher Award to discuss the evolution ligious Faith Shapes Moral Deliberation in of their work and its promise for research in teaching, Contemporary English Classrooms” teacher education, and literacy studies. 5 Marcelle Haddix, Syracuse University, New Chair: Valerie Kinloch, The Ohio State University, Columbus York, “Cultivating Racial and Linguistic Presenters: Diversity in English Teacher Education” Promising Researcher Award Winner: Tisha Y. Lewis, Geor- 6 Zhihui Fang, University of Florida, Gaines- gia State University, Atlanta, “‘We Txt to Sty Connectd’: ville, “Language and Disciplinary Literacy” Digital Literacies, Meaning-Making, and Activity Theory 7 Elizabeth Dutro, University of Colorado, Systems between an African American Mother and Son” Boulder, “Children as Everyday Docu- Honorable Mention Promising Researcher Award: Ebony mentarians in High-Poverty Literacy Elizabeth Thomas, University of Pennsylvania, Philadelphia, Classrooms” “Sustaining Culturally Responsive Discourse in Black and 8 Deborah Bieler, University of Delaware, White: Negotiating Social Solidarities through English Newark, “Preparing and Retaining Socially Teacher Talk” Responsive Secondary English Teachers” 9 Korina Jocson, Washington University in St. Table Number Roundtable Leaders and Topics Louis, Missouri

1 Susi Long, University of South Carolina, Respondent: Valerie Kinloch, The Ohio State University, Columbia, “In the Long Run, What Really Columbus Matters? An Evolution of Ideology and Praxis”

Meeting

CCCC Officers Meeting 2:30–5:00 p.m. Pearl Restaurant, Convention Center Walkway Chair: Malea Powell, Michigan State University, East Lansing

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Sandy Hayes, Becker Middle School, Minnesota, “Stan- Featured Session dards, Not Standardized” Kay Parks Haas, Johnson County Community College, J.01 Ignite Spotlight: Common Overland Park, Kansas, “The Core of Text Complexity” Standards/uncommon Teaching (G) Cris Tovani, Cherry Creek Schools in Greenwood Village, Colorado, “Formative Assessment: Smart Is Something Sarah Brown Wessling, Jeffrey You Get” Williams, Lisa Storm Fink, Stella David Finkle, Southwestern Middle School, Deland, Flori- da, “Pay Attention to the Man behind the Curtain: Using Villalba, David Finkle, Cris Tovani, Backstage Issues to Encourage Higher-Level Thinking” Kay Parks Haas, Franki Sibberson, Jennifer Ochoa, and Sandy Hayes

Grand Ballroom Room 122, J.02 MILESTONES AND EPIPHANIES: Level One THINKING THROuGH ISSuES IN ASSESSMENT (G) Grand Ballroom Room 111, Level One This panel will explore the dynamic issues around assess- ment. Speakers will examine 21st century literacy and show how assessment empowers teachers and motivates students. Chair: Robyn Waters, P.S. 230, New York, New York Presenters: Robyn Waters, P.S. 230, New York, New York, “Creating a Differentiated Classroom through Individual- Sarah Brown Wessling ized Goal-Setting and Assessment” Karla Kingsley, University of New Mexico, Albuquerque, This session will focus on supporting teachers as they “Web 2.0 Tools to Support Differentiated Instruction and implement Core Standards in their classrooms. Authentic Assessment” Chair: Jeffrey L. Williams, Solon City Schools, Ohio Marilyn Schultz, Delta State University, Cleveland, Mississippi, Presenter: Sarah Brown Wessling, Johnston High School, “Epiphanies, Insight, and Intuitive Thinking in the Assess- Iowa, “Curating the Core and Elevating Our Learners: A ment Climate: Can Students Still Dream, Connect, and Teacher’s Tale” Ignite?” Ignite Speakers: Jeffrey L. Williams, Solon City Schools, Ohio, “Little Voices/Big Ideas: Helping Primary Students J.03 THE NERDY BOOK CLuB: HOW Understand and Talk about Complex Concepts in Text” TEACHER READERS IGNITE CLASSROOM Jennifer Ochoa, Patria Mirabel School, Manhattan, New READING COMMuNITIES (G) York, “Wrestling with the Text: Helping Students De- Studio Room 8, Main Floor by Grand Garden velop Their Own Text Dependent Questions” Arena Lisa Storm Fink, National Council of Teachers of English, Effective reading teachers are teachers who read. Teacher Urbana, Illinois, “Core Tips and Strategies from readers participate in reading communities that support ReadWriteThink.org” them as readers and provide authentic models that foster, Stella Villalba, Beechwood Elementary School, Whitehall, enhance, and sustain successful classroom reading com- Ohio, “The Power of Great Children’s Literature with munities. In this session, roundtable leaders will explore English Language Learners” real-world reading communities and resources for launch- Franki Sibberson, Indian Run Elementary School, Dublin, ing effective reading communities in your classroom, both Ohio, “Using Connective Reading and Writing to Meet online and off. the Common Core” Chair: Donalyn Miller, Trinity Meadows Intermediate School, Fort Worth, Texas

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J.06 WRITING ARGUMENTS (G) J.09 INTERDEPENDENT READING: CREATING Room 202, Level Two AN ONLINE READING COMMUNITY (S) Sponsored by the National Writing Project, open to all Room 301, Level Three A cornerstone of the Common Core Standards is “the abil- This panel will describe and demonstrate how three ELA ity to write logical arguments, based on substantive claims, colleagues in an inner city high school have used an online sound reasoning, and relevant evidence.” In this session, social network site for book-lovers to promote literacy the presenters will unpack the intellectual rigor underlying among below-grade level readers. work with evidence, reasoning, and claims, with examples Chair: Jody Polleck, Hunter College, The City University of from middle and high school classrooms. New York, New York Chair: Tanya Baker, National Writing Project, University of Presenters: John Istel, New Design High School, New York, California, Berkeley New York Presenters: Sabrina Back, Mountain Writing Project, Welling- Arvam Kline, New Design High School, New York, New York ton, Kentucky Amy Salamone, Capital District Writing Project, Albany, New J.10 INTERNAL COMBUSTION AND York EXTERNAL CONNECTION: BLOGS DRIVE TEACHER PREPARATION, J.07 TELLING OUR STORIES (G) AUDIENCE RESPONSE, AND OUR Room 102, Level One LITERATE LITERACY (T) Grand Ballroom Room 117, Level One As the writer Leslie Marmon Silko warns, “Don’t be fooled/ Drawing on three years’ data, this panel will offer a histori- stories are not for entertaining.” This panel will focus on cal, professional, and spatial perspective as it considers the the aspects of story and storytelling that act as tools of benefits of blogs in teacher preparation and continuing survival for some communities. development. Their analysis will highlight contemporary Chair: Tracey Flores, Landmark Elementary School, Glendale, perspectives on the foundational ideas of Britton, Emig, Arizona Elbow, and Murray. Handouts, exercises, and examples will Presenters: Francisco Tamayo and Renee Moreno, California demonstrate how blogs inspire reflective thinking, connect State University, Northridge, and Itzcoatl Tlaloc Meztli, Slip- people to a larger audience, and illuminate the dreams of a pery Rock University, Pennsylvania, “Multicultural Literature generation of composition theorists. in Global and Local” Chair: Bonnie Sunstein, University of Iowa, Iowa City Yvonne Siu-Runyan, The University of Northern Colorado, Presenters: Bonnie Sunstein, University of Iowa, Iowa City Greeley, “Telling Our Stories for We Must” Amie Ohlmann, doctoral student, University of Iowa, Iowa Enid Rosario-Ramos, University of Michigan, Ann Arbor, City “Counter-Storytelling as Collective Practice: Lessons from Cori McKenzie, Wilton Junior/Senior High School, Iowa and Classroom Instruction” University of Iowa, Iowa City Reactor/Respondent: Cristina Kirklighter, Texas A&M University, Corpus Christi J.11 TAKE a BREATH AND READ WITH YOUR EARS: POETRY, MULTIMODALITY, AND J.08 THE POWER IS IN THE WORD: DIGITAL DIFFUSION (G) CONNECTING THE CLASSROOM, Studio Ballroom A, Main Floor by Grand STUDENT WRITERS, AND THE WORLD Garden Arena (G) This classroom demonstration will combine aesthetic listen- Studio Room 7, Main Floor by Grand Garden ing with poetry from across time, explore classroom activi- Arena ties which make the most of free web-based recordings of Four educators who teach middle school, high school, and poets reading their own work, and describe methods for college will talk about how they create opportunities for connecting classroom work with enriching involvement to students to dream of powerful community changes which spoken word poetry performance and recitation beyond they can initiate. Using classroom assignments and after- the classroom. school activities, they promote community connections. Chair: Julie Blake, The Poetry Archive, Bristol, United Kingdom In this session, they will show how to ignite students to Presenters: Tim Shortis, University of Bristol, United Kingdom dream and improve their world with their own words. Julie Blake, The Poetry Archive, Bristol, United Kingdom Chair: Bob Fecho, The University of Georgia, Athens Stephen Young, Poetry Foundation, Chicago, Illinois Presenters: Kevin Schneider, Collins Hill High School, Suwanee, Georgia Lisa Hall, Conyers Middle School, Georgia Angela Dean, Collins Hill High School, Suwanee, Georgia Tammy Schwartz, Miami University, Oxford, Ohio

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: THE ROLES THE ROLES : AYS TO TEACH SHAKESPEARE IN SHAKESPEARE TEACH TO AYS Saturday Afternoon, 2:45–4:00 p.m. Afternoon, Saturday THE ELEMENTARY SCHOOL (E) THE ELEMENTARY One Level Room 104, EXPLORING THE CHALLENGES OF THE EXPLORING WRITING DEVELOPMENT MOTIVA- STRATEGIES, TEACHING OF VARIATION AND DISCIPLINARY TION, (M–S–C) Two Level 210, Room Vista Ballroom W 100

proaches that support young students, including ESL stu- that support students, young proaches and other Shakespeare engage with and read as they dents, deep understanding in the same complex texts to develop A and designers do. audiences, directors, actors, that way teachers will dem- and classroom professor university based on their onstrate practical examples of this work, experiences in urban and suburban classrooms. Ohio Schools, juried by members of the Research Committee. of the Research members juried by “Understanding and Measuring Motivational Con- ville, of the study with Writing” (coauthor Adolescent structs in Bong Gee Jang) in Successful College- Variation “Exploring Disciplinary Analysis” A Corpus-Based Writing: Student Level Alabama Washington Olympia, Profession, Teaching ing the Petersburg St. English, In this session, presenters will show active dramatic ap- active will show presenters In this session, Columbus The Ohio State University, Brian Edmiston, Chair: City Reynoldsburg Gaughenbaugh, Lorraine Presenters: Columbus The Ohio State University, Brian Edmiston, Ohio City Schools, Reynoldsburg Anna Meyer, This session will report research projects which were all which were projects research This session will report Charlottesville Virginia, of University Chair: Bong Gee Jang, Charlottes- Virginia, of University Natasha Heny, Presenters: Atlanta, Georgia State University, Eric Friginal and Jack Hardy, J.16 Steve Hubbard, Standing Committee on Affiliates, Andalusia, Andalusia, Affiliates, on Standing Committee Hubbard, Steve Strengthen- Center for Director, Executive Harmon, Jeanne of Teachers Council of Florida past president, Susan Houser, J.15

L IDREAM, IDREAM, U RE: U e workable strategies for strategies for e workable RE (E) CCESSF U U Main Floor by Grand Garden Grand Garden by Main Floor TS ADVOCACY (G) ADVOCACY TS

TION OF ELEMENTARY TION OF ELEMENTARY y the Standing Committee on Affiliates, Affiliates, y the Standing Committee on

by the International Society for Technology in Technology for Society International the by cancelled ADMAP TO S TO ADMAP INTEGRA GRASSROO Two Level Room 207, Vista Ballroom b Sponsored open to all RO Sponsored open to all Education, Arena COMMON CORE STANDARDS TECHNOLOGY (E) AND (CCSS) One Level Room 106, CHILDREN’S LITERAT CHILDREN’S WITH IPADS AND IIGNITE ICONNECT, AND E-LITERAT 6, Studio Room ver the crosswalk between the Elementary between ELA CCSS the crosswalk ver

levels. and regional state, at the local, advocacy Alabama Andalusia, Denver Rhode Island Cumberland, One, Cary and the NETS (the International Technology Society’s Society’s Technology and the NETS (the International to use these ways Explore used in all 50 states). Standards supporting for your as a roadmap combined standards them for and preparing today students in the classroom live. the digital age in which they (ISTE) representative e-literature apps for iPads can be combined with tradi- iPads can for apps e-literature dimension to another to add literature tional children’s also examine the theory will They behind literacy learning. electronic with traditional literature expanding children’s and discuss evaluative apps, literature books (e-books) and for literature ensuring high-quality electronic criteria for children. and iNtriguing iNvitation to E-Books “iOpening Georgia, Apps” and E-Literature of Selection iNforms Child Development How duction: E-Literature” App?” in an E-book or E-Literature What iWant

Presenters in this session will shar Presenters Affiliates, Standing Committee on Chair: Hubbard, Steve Arts Society, Colorado Language Wenk, Michael Presenters: Region Affiliates, Standing Committee on Wahlberg, Barbara Association, Teachers English North Carolina Malcolm, Julie

Disco in Education Technology International Society for Presenter: J.14 In this session, presenters will describe how e-books and how will describe presenters In this session, Georgia University, State Valdosta Marciano, Chair: Deb L. University, State Valdosta Marciano, Deb L. Presenters: “iNtro- Georgia, State University, Valdosta Foster, Janet E. “iWonder Georgia, State University, Valdosta Auman, P. Peggy J.13 J.12 g_125-216_2012.indd 189 J.17 CARING PRACTICES IN EARLY LITERACY J.20 CHILDREN’S VOICES FOR SOCIAL CLASSROOMS: CHALLENGING TRADI- JUSTICE IN PRESCHOOL AND TIONAL NOTIONS (E) PRIMARY CLASSROOMS (E) Room 307, Level Three Vista Ballroom Room 208, Level Two Caring relationships are foundational to literacy teaching/ This panel will show how to address issues of social jus- learning. However, when families’ ways of using and sup- tice in preschool and first grade classrooms, in order to porting literacies and learning are not valued in classrooms, connect children with wider audiences and communities. caring environments cannot be achieved. This panel will Strategies involving multiple modes of language and literacy share stories from diverse settings which suggest a new including digital literacies will be discussed. definition of caring from a critical and culturally relevant Presenters: Dana Frantz Bentley, Buckingham Browne and perspective. Nichols School, Cambridge, Massachusetts, “Rights Are the Presenters: Dinah Volk, Cleveland State University, Ohio, Words to Being Fair: The Languages of Social Justice in the “Caring in Context: Latino Parents as ‘Warm Demanders’” Early Childhood Classroom” Kindel Turner Nash, University of South Carolina, Columbia, Brian Kissel, Katie Stover, and Karen Wood, University of “Blinded by the White: Colorblind Notions of Caring” North Carolina, Charlotte, “Voicethreads: Digital Voices for George Johnson, South Carolina State University, Orange- Social Justice” burg, and Gloria Boutte, University of South Carolina, Columbia, “Biliteracy Expertise in African American J.21 FROM THE AUTHOR TO THE CLASSROOM: Language: Creating Legacies of Caring” CONNECTING PROCESS, PURPOSE, AND PASSION (E) J.18 WRITING IN THE COMMON CORE ERA (E) Room 304, Level Three Room 105, Level One Author/illustrator Marissa Moss will showcase exemplars Spelling, Common Core, and Backpack Homework Note- from the research and writing process that informs the books—what do they have in common? Writing! The pre- decisions she makes about her books. Join this discussion senters in this session will describe how to bring passion and as panelists share resources, videos, and student work, and excitement back to spelling and homework. Doing so using provide multigenre text sets that support and expand stu- Common Core will be an integral part of the discussions. dents’ experiences through a similar inquiry process with Chair: Michael Borka, College of Saint Benedict and Saint informational writing. John’s University, St. Joseph, Minnesota Chair: JoEllen McCarthy, ESBoces, Northport, New York Presenters: Karina Nevers, Clark County School District, Las Presenters: David Schultz, Long Island University, Riverhead, Vegas, Nevada, “The Dog Ate My Homework: Eliminating New York Excuses and Increasing Student Engagement” Marissa Moss, author/illustrator, Simon & Schuster, New Richard Gentry, self-employed, Fort Lauderdale, Florida, York, New York “Spelling Is Making a Comeback!” JoEllen McCarthy, ESBoces, Northport, New York Michael Borka, College of Saint Benedict and Saint John’s University, St. Joseph, Minnesota, “Maximizing the Com- J.22 LGBTQ AND MULTICULTURAL monality in the Common Core” CHILDREN’S LITERATURE (E–M–S) Room 306, Level Three J.19 VOICES FROM THE PAST: HISTORICAL Although outstanding authors have provided teachers with LETTERS AND EYEWITNESS ACCOUNTS books that include representation of LGBTQ and/or IN THE ELEMENTARY CLASSROOM (E) multicultural characters, there is often an institutionally Room 201, Level Two imposed or self-imposed prohibition on their inclusion in Historical letters and eyewitness accounts help students the classroom. In this session, the presenters will share make meaningful connections to people in the past. How multicultural and LGBTQ books and lead a discussion can teachers use this rich content in a language arts con- about using them. text? In this session participants will learn how documents Chair: Rose Casement, University of Michigan, Flint from the American Revolution to the Kennedy years spark Presenters: Patricia Jones, University of South Florida, Tampa, innovative projects that develop skills in critical thinking, “Living My Dream, Dreaming for Others: Citing Characters reading, and writing. in YA Lit to Illustrate” Chair: Esther Kohn, John F. Kennedy Presidential Library and Kristin Conradi, North Carolina State University, Raleigh, Museum, Boston, Massachusetts and Craig Young, Bloomsburg University of Pennsylvania, Presenters: Esther Kohn, John F. Kennedy Presidential Li- Bloomsburg, “We Can’t Talk about THAT: Queer Children’s brary and Museum, Boston, Massachusetts Literature in the Elementary Classroom” Annie Davis, National Archives and Records Administration, Rose Casement, University of Michigan, Flint, “Voices in Chil- Waltham, Massachusetts dren’s Literature Waiting to Be Heard”

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J.27 A TALE OF TWO TEACHERS: DREAMERS J.30 CONNECTING THROuGH STuDENT WHO CONNECTED AND IGNITED GuIDED RESEARCH IN THE COMMON STuDENTS’ LEARNING WITH READERS CORE CLASSROOM (M–S) WORKSHOP (M) Grand Ballroom Room 119, Level One Studio Room 10, Main Floor by Grand Research papers: the assignment many teachers dread grad- Garden Arena ing the most. In this interactive session, urban teachers will After 21 years of teaching, two middle school teachers show how they ignite students’ passion for creating argu- discovered a better way to teach. Their students connect mentative and expository research projects that scaffold with texts and read more than ever before! The teachers’ across grade levels and throughout the year to make the dream of having passionate readers came true using read- research project a dream to teach and evaluate. ing workshop and digital tools. They will share their setup, Chair: Julie Roos, Clark County School District, Las Vegas, struggles, and successes. Nevada Chair: Angela Thomas, Bowling Green State University, Ohio Presenters: Julie Roos, Clark County School District, Las Presenters: Angela Thomas, Bowling Green State University, Vegas, Nevada, “Dreaming about Research: Crafting Ohio, “Theory and Research behind Reading Workshop” Arguments that Students Live With All Year” Charlotte Powell, North Baltimore Local School District, Tania Mason, Clark County School District, Las Vegas, Ohio Nevada, “Connecting with Freshmen: Scaffolding Research Kerry Fial, Bowling Green State University, Ohio, “Words Projects with Beginning Researchers” from Students” Jennifer Diaz, Clark County School District, Las Vegas, Sarah Bugner, North Baltimore Local Schools, Ohio, “Digital Nevada, “Researching before Reading!?! Igniting Prior Components in Readers Workshop” Knowledge with Thematic Research” Reactor/Respondent: Shea Foley-MacGowan, Clark County J.28 COMPREHENSION STRATEGY INSTRuC- School District, Las Vegas, Nevada TION: FROM LITERATuRE AS CONTENT TO LITERATuRE AS TOOL (M–S) J.31 COLLECTIVELY TRANSFORMATIVE Premier Ballroom Room 312, Level Three PEDAGOGY: IGNITING THE DREAM A four-component model for balanced literacy in the THROuGH MENTORING (T) secondary classroom is the focus of this session. Present- Room 204, Level Two ers will explain and demonstrate parts of components, These presenters will juxtapose Vygotsky, Dewey, and and questions will be encouraged after each component. Freire’s work, to illustrate mentoring in a collectively trans- The goal of this model is to move secondary language arts formative classroom. They will include examples from their teachers from instruction with literature as content to- graduate students that showcase their exceptional work ward instruction with comprehension strategy as content. and the pedagogy that supports it. The audience will be Chair: Wayne Motley, Chesterfi eld County Public Schools, invited to share examples of teaching as mentoring from North Chesterfi eld, Virginia their own classrooms. Presenters: Stephanie Smith, Chesterfi eld County Public Chair: LeAnn Putney, University of Nevada, Las Vegas Schools, North Chesterfi eld, Virginia Presenters: Joan Wink, California State University, Stanislaus Wayne Motley, Chesterfi eld County Public Schools, North LeAnn Putney, University of Nevada, Las Vegas Chesterfi eld, Virginia Suzie Broughton, Utah State University, Logan Natalia Carson, Chesterfi eld County Public Schools, North Chesterfi eld, Virginia J.32 TEACHING DIFFICuLT TEXTS (M–S) Room 308, Level Three

J.29 TEACHING LIGHT VERSE AND THE CONSuLTANT POETRY OF PLACE (M–S) Room 107, Level One Students approach poetry writing by composing light verse A gap exists between the mandate that students understand and poems grounded in a sense of place. In this session, texts of increasing diffi culty and students’ ability and desire presenters will show examples of student writing published to read them. In this session, presenters will describe in high school literary magazines. contemporary, effective strategies for teaching complex fi c- Chair: Terry Hermsen, Otterbein University, Westerville, Ohio tion and nonfi ction texts in classes where reading abilities Presenters: Bruce Goebel, Western Washington University, may range from graduate-school-ready to grade-school- Bellingham, “Light Verse: Teaching Poetry Skills with Humor” remedial. Thomas Feigelson, NCTE PRESLM (litmag program), Brooklyn, Chair: Lawrence Baines, University of Oklahoma, Norman New York, and Terry Hermsen, Otterbein University, Wester- Presenters: Anthony Kunkel, Saint Francis High School, ville, Ohio, “Poetry of Place: Theory, Lessons, Examples” Mountain View, California, “A Playlist for Holden Caulfi eld:

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ANCES WIKIPEDIA SING Y SING U

RE AND RE U T RAGE CRITICAL ST RAGE U LT LITERA LT Saturday Afternoon, 2:45–4:00 p.m. Afternoon, Saturday U AD A MARRIAGE OF READING AND MA OF READING A MARRIAGE CRITICALLY THINKING: CRITICALLY ENCO TO (M–S–C) One Level Room 112, Grand Ballroom THE FIRST YEAR IS THE HARDEST THE HARDEST YEAR IS THE FIRST (M–S–C–T) Three Level 313, Room Ballroom Premier

tools for supporting students’ critical perspectives toward supporting toward tools for students’ critical perspectives “transforma- as a development and one student’s bullying, the how-to’s, share will presenters In addition, agent.” tive and stumbling blocks of a classroom-tested successes, Wikipedia articles for in which students wrote project novels. YA about Articles about Wikipedia Writing Wikipedian: “Become a in the SecondaryNovels Classroom” “From Kentucky, Writing Project, Morehead Trent, Brandie to Promote Adult Literature Young Using World: to Text Bullying” toward Critical Perspectives netka, Illinois, “Tailoring Prereading to the Student: Japanese Japanese to the Student: Prereading “Tailoring Illinois, netka, Divine” Was When the Emperor and Internment the the Hall and across Connecting across Classroom: World” A Multidisciplinary with iPads: and Learning “Teaching nia, Approach” Illinois Lincolnshire, High School, natural effortstendees on their continued to find literacy’s in reception After a positive fit in the math classroom. teachers will discuss this these math and reading Chicago, and writing reading embedded to incorporate how year deeper understanding for strategies in the math classroom of both. Columbia of Missouri, University These presenters will describe the use of three instructional the use of three will describe These presenters Virginia High School, Grafton Alexa Garvoille, Chair: Virginia, High School, Grafton Alexa Garvoille, Presenters: and Kentucky, of Louisville, University James Chisholm, J.36 David Noskin, New Trier High School, Win- High School, Trier New Noskin, David Presenters: a Global “Apps for Ohio, University, State Kent William Kist, Pennsylva- Philadelphia, University, Drexel Abreu, Belinha De Stevenson Adlai E. MaryReactor/Respondent: Christel, J.35 come back together to update at- researchers Husband/wife Missouri Columbia Public Schools, Chair: Danielle Johnson, Columbia of Missouri, University Lannin, Amy Presenters: Columbia of Missouri, University Lannin, John Missouri Columbia Public Schools, Ryan Pingrey, Missouri and Public Schools, Columbia Pingrey, Jayme Missouri Columbia Public Schools, Johnson, John Missouri Columbia Public Schools, Danielle Johnson,

ota, ota, ! U opics Level One Level Brigham Young University, University, Young Brigham Virginia Tech, Blacksburg, Blacksburg, Tech, Virginia AIRCASE: COMPLEXITY AIRCASE: University of Arkansas, Little Arkansas, of University T AN “APP” FOR YO “APP” FOR AN T Adolescent Literature, open to all Adolescent Literature, : Complex ’: Ten Top “‘Teens Utah, Provo, Independent Enjoy- Primed for Texts ment” Rock, “Climbing the Staircase: Complex- “Climbing the Staircase: Rock, Stan- with Common Core Text ity of dards” Historical Complexity in Practice: “Text Thematic Units” Fiction in “Facilitating the Inclusion of Vermillion, into Non-ELA Adult Literature Young Classrooms” Rachel Wadham, Rachel of South Dak University Lisa Hazlett, Roundtable Leaders and T Roundtable Leaders and Hayn, Judith Katie Dredger,

ANDARDS (M–S–C) ANDARDS

(M–S–C) Room 115, Grand Ballroom HAVE WE GO HAVE CLIMBING THE ST THE CLIMBING COMMON CORE WITH TEXT OF ST One Level Room 123, Grand Ballroom Commission on the Study and the CEE by Sponsored of Teaching 3 4 1 2

ltant u into your classroom? These presenters will demonstrate will demonstrate These presenters classroom? into your collaborating with activities, facilitating prereading for apps multi- and creating and abroad, classroom students in your media presentations. Illinois shire, teacher educator strategies for integrating young adult adult integrating young teacher educator strategies for 10 that helps students meet Standard in a way literature Anchor Standards Readiness of the College and Career Arts as literacy as well Reading in the English Language for State Standards. Common Core Using Song Lyrics to Understand J.D. Salinger’s Catcher in Salinger’s J.D. to Understand Lyrics Using Song ” the Rye Hunchback Dame” of Notre Victor Hugo’s with Yin-Yangs Girl Red Scarf ” with Ji-Li Jiang’s Graphics “Orchestrating Casting and 1984 through Orwell’s derstanding George Scoring” cons

J.34 integrating the use of iPads planning to or currently you Are Lincoln- High School, Stevenson Adlai E. Laura Brown, Chair:

These presenters will offer middle level, secondary, and secondary, level, middle will offer These presenters Little Rock Arkansas, of University Hayn, Judith Chair: Number Table Jane Fisher, University of Oklahoma, Norman, “Character “Character Norman, of Oklahoma, University Jane Fisher, Oklahoma, Norman, School, Whittier Middle Billie Carlsen, “Un- Norman, of Oklahoma, University Baines, Lawrence J.33 g_125-216_2012.indd 193 J.37 LEARNING LESSONS FROM YA WAR tion of teacher candidates on providing culturally relevant LITERATURE (M–S–C–T) pedagogy for youth at risk of incarceration. Grand Ballroom Room 116, Level One Chair: Emily Solomon, Central Michigan University, Mount How does war crush the dreams of young people and their Pleasant societies? In this session, two authors will discuss how Presenters: Emily Solomon, Central Michigan University, books about war can help readers connect with the expe- Mount Pleasant, “Literacy for Liberation: Teaching Real- riences of people who have lived through a war. Reading World Writing in a Correctional Facility” and discussing these stories can help create a climate for Sean Feehery, undergraduate student, Central Michigan peace. University, Mount Pleasant, “Psychologically Supportive Chair: Chris Crowe, Brigham Young University, Provo, Utah Classrooms for Children of Incarcerated Parents” Tradebook Authors: Jen Bryant, Random House, New York, Amy Carpenter Ford, Central Michigan University, Mount New York, “How War Affects Those Left Behind: Pleasant, “Fostering Teacher Candidates’ Racial Literacy to An Author’s Perspective” Provide Culturally Relevant Pedagogy for Youth at Risk of Dean Hughes, Simon & Schuster, New York, New York, Incarceration” “Telling It Like It Is/Was: Authentic Portrayals of War” J.41 PRACTICAL MAGIC: TRANSFORMATIVE J.38 THE “AUDACITY” OF POETRY: PINSKY, TRIUMPHS OF STUDENTS WITH PODCASTING, AND PERFORMANCE LEARNING DISABILITIES (S–C) (M–S–T) Room 305, Level Three Grand Ballroom Room 120, Level One Magical experiences can be found in the most unexpected Robert Pinsky, former U.S. Poet Laureate, recognizes the places. These presenters will describe extraordinary power of listening to poetry and improvising with sound. experiences which they have had with their students with Following his example, these presenters will demonstrate learning disabilities and share insights about this group of how their students used VoiceThread and Audacity to jazz students who are as misunderstood as the wand-carrying up poetry through sound, sense, and speaking their minds. sort. Chair: Sue Ringler Pet, Manhattanville College School of Chair: Caroline Le, Beacon College, Leesburg, Florida Education, Purchase, New York Presenters: Amy Tyson, Beacon College, Leesburg, Florida Presenters: Ian O’Byrne, University of New Haven, Caroline Le, Beacon College, Leesburg, Florida Connecticut Nancy Berger, Beacon College, Leesburg, Florida Greg McVerry, Southern Connecticut State University, New Haven J.42 BEYOND SKILL AND DRILL: EFFECTIVE STRATEGIES FOR THE BASIC WRITING J.39 MOVING FORWARD WITH MULTIGENRE CLASSROOM (S–C) IN MIDDLE, HIGH SCHOOL, AND Grand Ballroom Room 118, Level One TEACHER EDUCATION CLASSES (M–S–T) In this session, the presenters will share practical strategies Room 205, Level Two for classroom use, including teaching grammar inductively Presenters in this session will introduce multilevel, multi- instead of deductively, improving students’ grammar and genre literacy teaching practices. Participants will engage organization through teaching sentence patterns, and using in a variety of activities related to multigenre reading and collaborative work to improve developmental writers’ suc- writing at the secondary level, and to enrich analysis and cess. Each presentation will include interaction and sample discussion, they will explore examples of multigenre proj- materials and resources which participants can take home ects created by secondary and college preservice teachers. to use in their courses. Chair: Marta Albert, State University of New York, Potsdam Chair: Lisa M. Tucker, Teachers College, Columbia University, Presenters: Susannah Luttman, Las Vegas, Nevada New York, New York Marta Albert, State University of New York, Potsdam Presenters: Lamiaa Youssef, Norfolk State University, Virginia, “Teaching Grammar through Induction: Innovative Strate- J.40 LITERACY IN LOCKDOWN: TEACHING gies That Engage Higher-Order Thinking Skills” WRITING IN A CORRECTIONAL Carol Erwin, Eastern New Mexico University, Portales, “Flu- FACILITY (S) ency, Not Formula: Teaching Writing through Patterns” Room 303, Level Three Deirdre Carney and Jennifer Foradori, Idaho State University, This panel will focus on the presenters’ experiences in Pocatello, “Connecting Pedagogical Theory to the Basic an adult correctional facility. The speakers will discuss a Writing Classroom” real-world writing workshop with inmates, psychologically supportive classrooms for children of inmates, and instruc-

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Continued on following page Continued on following TION GALLERY OF TION GALLERY THE WORK: INCL WORK: THE CA U TOPICS IN ELEMENTARY IN ELEMENTARY TOPICS Saturday Afternoon, 2:45–4:00 p.m. Afternoon, Saturday Poster Session Poster POSTERS (C–T) One Level Foyer, Grand Ballroom SCHOOL CLASSROOMS (E) SCHOOL CLASSROOMS Grand Garden Floor by Main Studio Room 9, Arena AND CONFERENCE COLLEGE SECTION ON ENGLISH ED TEACHERS DOING DOING TEACHERS ING LGBT ING LGBT

tive listening and peer tutoring, middle school peer readers, school peer readers, middle listening and peer tutoring, tive multi- writing portfolios, digital projects, student-centered and issues in literacy, world to literacy, modal approaches field experi- technology, coursework, teacher preparation, on issues of identity. and reflections ence, in elementary school classrooms remains difficult work, work, difficult in elementary remains school classrooms who have teachers will hear from but in this session you language artsinclu- created teaching that is successfully will presenters The of LGBT people and experiences. sive and activities from approaches, texts, describe different of entry a variety points settings which provide diverse think of this may to teachers and teacher educators who children. young for or inappropriate topic as dangerous to classrooms their own stories from also share will They to teachers who want for tangible more this work make genders and sexuali- about non-normative teach inclusively and teachers researchers university and suggest how ties, of prepar- on the responsibility together to take can work world. our diverse ing students for North Carolina North Carolina Greenville, Kalamazoo Michigan Janesville Rock County, “Teaching Thornton Wilder’s Plays to 21st Century Stu- Plays Wilder’s Thornton “Teaching dents” This poster session will include presenters who explore ac- who explore This poster session will include presenters Addressing lesbian/gay/bisexual/transgender (LGBT) issues lesbian/gay/bisexual/transgender Addressing Greenville, University, East Carolina Chair: Caitlin Ryan, University, East Carolina Caitlin Ryan, Presenters: Michigan University, Western Jill Hermann-Wilmarth, Ohio Columbus, K–8, Informal Indianola Bednar, Maree Kalamazoo, Edison Elementary School, Nancy McElroy, Wisconsin– of University Pruitt, Reactor/Respondent: John J.47 Jackson R. Bryer, University of Maryland, College Park, Park, College of Maryland, University Bryer, Jackson R. J.46 L U SING SMALL SING SMALL U THE AMERICAN THE CTIONS CTIONS RCES FOR INTERDISCI- DENTS (S–C–T) U U THORNTON WILDER TO 21ST TO WILDER THORNTON DIGITAL MEDIA, AND CRITICAL AND CRITICAL MEDIA, DIGITAL Y ST Y APPLICATIONS (S–T) APPLICATIONS Y R PS, U U DENT INTERA O U emier Ballroom Room 309/310/311, Room 309/310/311, emier Ballroom GR DREAM: RESO DREAM: TEACHING CENT Three Level COLLABORATING ON COLLABORATING Room 110, Level One Level Room 110, CONNECT! CREATE MEANINGF CREATE CONNECT! CLASSROOM THE IN CONVERSATIONS (S–C–T) One Level Room 124, Grand Ballroom PLINAR Pr ST

ciety will discuss the literary legacy of Thornton Wilder, his Wilder, Thornton ciety will discuss the literary legacy of his works to teach and how culture, in today’s relevance Wilder’s Thornton Wilder, Tappan to 21st century students. will also and work, life and an expertnephew on his uncle’s participate. and Life” Work Wilder’s “Thornton York, New York, “Teaching York, New York, New Wilder Society, Thornton to 21st Century Novels Students” Wilder’s Thornton Studies teacher will show how they used cross-disciplinary they how Studies teacher will show and literature, American history, collaboration to integrate American of the focusing on interpretations nonfiction, materials and engaging activities will present They Dream. in which stu- in the classroom, immediate application for in igniting critical thinking sources dents synthesize myriad skills. Maryland Towson, Technology, Maryland Towson, Technology, and Maryland Towson, tions between students in the composition classroom by by classroom students in the composition tions between and media, digital writing groups, using small collaborative Panelists about social justice. critical thinking conversations these methods their experiences implementing will share les- and then demonstrate specific classrooms in their own students. for these connections sons that can help create Springfield In this session, two scholars from The Thornton Wilder So- Thornton The scholars from two In this session, New Wilder Society, Thornton Wilder, Tappan Presenters: Ewing and Jersey, The College of New Lincoln Konkle, In this session, two high school English teachers and a Social high two In this session, Arts and for Academy Carver G.W. Sheri Kimmel, Chair: Arts Carver Center for W. G. Paige Schweitzer, Presenters: Technology, and Arts for Academy Carver G.W. Kimmel, Sheri Maryland County Public Schools, Baltimore Renee Baylin, J.45 J.43 lasting connec- creating on panel will focus This interactive Springfield Missouri State University, Franklin, Chair: Keri Missouri State University, Amber Ruckebeil, Presenters: Springfield Missouri State University, Rowan, Ashley Springfield State University, Missouri Heather Payne, Springfield Missouri State University, Cooney, Brendan J.44 g_125-216_2012.indd 195 Poster Number Speakers and Titles

1 Amy Williamson, Ann Mears, and Char- lene Bustos, Angelo State University, San Angelo, Texas, “The Impact of Blogs on Reading and Reflection in Teacher Educa- tion Classes” 2 Erin Smith, Western Governors University, Blue Jay, California, Anthony Siciliano, Western Governors University, Salt Lake City, and Melissa Lupo, Western Gover- nors University, Erie, Pennsylvania, “Writ- ing Instruction in the Virtual Classroom” 3 Maria Novotny, Michigan State University, East Lansing, “Connecting Pre-Assigned Tier-One Writing Goals to the First- Year Composition Classroom: Igniting Students’ Voices and Actions within Their Communities” 4 Brian Monahan, superintendent of schools, Hendrick Hudson School District, Montrose, New York, “The Teacher as Researcher” 5 Patricia Leek, The University of Texas, Dallas, “The Motivation of Choice in a University Children’s Literature Class” 6 Tammy Everett, Graceland University, Lamoni, Iowa, and Linda Armstrong, Uni- versity of Northern Alabama, Florence, “A Critical Investigation of the Identities of Preservice Teachers and the Implica- tions of Diverse Field Experiences” 7 Ashley Babcock and Sharon Rothschild, Art Institute of Washington, Washington, DC, “Using Multimodal Approaches to Engage Students in College Literature” 8 Molly Ness Hill, Fordham University, New York, New York, “Implementing a School- wide Writing Portfolio at a High-Needs Urban Elementary School” 9 Denise Kruizenga-Muro, Riverside City College, California, “Using the Tenets of Client-Centered Therapy to Teach Empathy”

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Saturday Afternoon, 2:45–4:00 p.m. Afternoon, Saturday Learn how to translate research into to translate research Learn how instruction from and creative effective Principles in Practice authors in NCTE’s books (Session JK.02). congressional education and appropriations committees, committees, education and appropriations congressional policy to current with regard roles will learn about their their activities of the past year will summarize They issues. legisla- building connections with for and discuss strategies staffers. tive of English Teachers National Council of Office, Urbana, English, of Teachers of National Council Outreach, Illinois NCTE Policy Advocates Cohort Meeting Advocates NCTE Policy p.m. 2:45–4:00 Walkway Center Convention Restaurant, Craftsteak of members state contacts for NCTE’s Advocates, Policy DC Washington, Director, Barbara Cambridge, Co-chairs: and Public Groups Affiliated Senior Developer, Millie Davis, Meeting g_125-216_2012.indd 197 JK Sessions 2:45–5:30 p.m.

JK.01 MIDDLE LEVEL MOSAIC WORKSHOP “Ignite! Excite! Engage!” (M–S) 12 Mike Roberts, Rowland Hall Middle School, Studio Ballroom B, Main Floor located by Salt Lake City, Utah entrance to Garden Arena It’s high energy—Vegas style. Come join in the fun as middle JK.02 NCTE AUTHOR STRAND—PUTTING level teachers meet to dream, to connect, to ignite at this OUR PRINCIPLES INTO PRACTICE:

year’s mosaic! Enjoy lively entertainment, dynamic speak- consultant A WORKSHOP SESSION WITH NCTE ers, spirited roundtable discussions, techno gadgets, and fun AUTHORS (G) demonstrations—and some special surprises from Vegas Room 101, Level One history in store for all! Chair: Heidi Huckabee, New Mexico Military Institute, Roswell Associate Chair: Michael J. Vokoun, Corbett Preparatory School of ISD, Tampa, Florida Keynote Speakers: Jeff Wilhelm, Boise State University, Idaho, and David Lubar, author, Tor/Forge/Starscape/Tor Teen, New York, New York, “The Drama of Engaged Reading” Bud Hunt, St. Vrain Valley School District, Longmont, Colora- do, Troy Hicks, Central Michigan University, Mount Pleasant, and Sara Kajder, Shadyside Academy Middle School, Fox Chapel, Pennsylvania Do you ever feel a gap between research studies and class- Barry Lane, Discover Writing Press, Shoreham, Vermont room practice? Are you curious about how to translate research into effective and creative instruction? Do you Table Number Roundtable Leaders and Topics wonder where your own beliefs fit in? Come meet NCTE authors who will show you how to find connections be- 1 Barbara Garvey, Brockton Public Schools, tween principles and practice. Massachusetts Chair: Cathy Fleischer, Eastern Michigan University, Ypsilanti 2 Jeffrey N. Golub, Seattle, Washington Presenters: Bob Fecho, The University of Georgia, Athens 3 Lori Atkins Goodson, Wamego High Scott Filkins, Champaign Unit 4 Schools, Illinois School, Kansas Maisha Winn, Emory University, Atlanta, Georgia 4 Nancy Patterson, Grand Valley State Diane Stephens, University of South Carolina, Columbia University, Grand Rapids, Michigan Latrise Johnson, Emory University, Atlanta, Georgia 5 Teri Lesesne, Sam Houston State Eric Turley, Kirkwood High School, St. Louis, Missouri University, Huntsville, Texas Rebecca Bowers Sipe, Eastern Michigan University, Ypsilanti 6 Shelbie Witte, Florida State University, Sara Kajder, Shadyside Academy Middle School, Fox Chapel, Tallahassee, “Enhancing Teaching with Pennsylvania Technology” Chris Gallagher, Northeastern University, Boston, Massachu- 7 Jim Johnston, Central Connecticut State setts University, New Britain Deborah Appleman, Carleton College, Northfield, Minnesota 8 Martha Medlock, Lake Travis Middle School, Katie Van Sluys, Columbia College, Chicago, Illinois Austin, Texas 9 Janet Allen, author/educator, Literacy Leadership, Sanibel, Florida, “Down and Dirty: Instructional Tools for Supporting Students in a Close Reading of Text” 10 Beverly Ann Chin, University of Montana, Missoula 11 Jane Feber, consultant, Jacksonville, Florida,

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K.02 DISTINGUISHED LECTURER IN CRITICAL THEORY AND PRACTICE Featured Session FOR THE NATIONAL LITERATURE PROJECT (G) K.01 Crossing Borders: Using Room 102, Level One Personal Essays to Accelerate Sponsored by the National Literature Project, open to all Self-Understanding in Hephzibah Roskelly teaches in the Department of English at the University of North Carolina, Greensboro, where Multicultural Classrooms (C) she is the Linda Carlisle Distinguished Excellence Profes- Judith Ortiz Cofer, Sarah Cortez, sor. She teaches courses in Rhetoric and Composition and American literature and culture. Her special interests and Sergio Troncoso include pedagogy, literacy, theories of composition, and gender studies. She is the author of five books, Breaking Grand Ballroom Room 122, (Into) the Circle; Reason to Believe: Romanticism, Pragmatism Level One and the Possibility of Teaching (with Kate Ronald); An Unquiet Pedagogy (with Eleanor Kutz); Farther Along: Transforming Dichotomies in Rhetoric and Composition (with Kate Ron- ald); and Everyday Use: Rhetoric in Reading and Writing (with David Jolliffe) which came out in its second edition in 2008. Roskelly’s recent graduate courses include: Social Con- struction Theory and Collaboration, Reading Theory and Writing Theory, Romanticism and Pragmatism, Women’s Rhetoric, and Feminist Pedagogy. Chair: Sheridan Blau, Teachers College, Columbia University, Judith Ortiz Cofer Sarah Cortez Sergio Troncoso New York, New York Presenter: Hephzibah Roskelly, University of North Caro- These presenters will offer strategies for teaching the lina, Greensboro, “Reading as a Pragmatist: Rescuing the writing of the personal essay which focus on engaging Possibility of Teaching” the student to use writing to dig deeper into personal beliefs, systems of behavior, and cultural norms. K.03 ACTIVATING CONSCIOUSNESS: Presenters: Judith Ortiz Cofer, author, Arte Publico Press, CONVERSATIONS ON CURRENT Houston, Texas, “Challenging the Community’s Stan- ISSUES (G) dards: Creative Use of the Personal Essay” Grand Ballroom Room 114, Level One Sarah Cortez, University of Houston, Texas, “The Text These roundtables will invite conversations on current beneath the Text: Showing Students How to Go Deeper issues—ranging from hip-hop to social justice. in Essay Writing” Chair: Francisco Tamayo, California State University, Sergio Troncoso, The Hudson Valley Writers Center, New Northridge York, New York, “Using the Personal Essay to Plumb the Depths: How to Challenge Students to Change through Table Number Roundtable Leaders and Topics Writing” 1 Laura Alamillo, California State University, Fresno, “Culturally Responsive Teaching for Immigrant Children” 2 Candace Zepeda, The University of Texas, San Antonio, “Activating a Barrio Consciousness in English Composition Classrooms” 3 Laura VanDerPloeg, Laura Schneider Van- DerPloeg Educational Consulting, Seattle, Washington, and Alissa Heikkila, Seattle, Washington, “The Promise and Practice of Socially Just Teaching in Diverse High School Classrooms”

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K.08 LEARNING ON THE GO: USING MOBILE K.10 LESSONS FROM DONALD GRAVES: THE DEVICES TO IGNITE 21ST CENTURY DREAM LIVES ON (G)

LITERACIES (G) consultant Grand Ballroom Room 120, Level One Studio Room 6, Main Floor by Grand Garden The work and legacy of Donald Graves changed literacy Arena education forever. In this session, four of Don’s former Bring your various mobile devices, including tablets and students and colleagues will share how his work contin- smart phones, to this classroom demonstration in which ues to affect the paths they have taken in education and you will use QR codes, back channeling, and multimodal research, especially in times when following our beliefs and production and composition, in the same way that your consciences may equal subversion. students do. Issues such as hardware and software access Chair: Mary Chase, independent consultant/researcher, and technological support will also be discussed. Portland, Oregon Chair: Rochelle Rodrigo, Old Dominion University, Norfolk, Presenters: Ann Vibert, Acadia University, Wolfville, Nova Virginia Scotia, Canada Presenters: Liza Sejkora, Chandler Unified School District, Jane Hansen, University of Virginia, Charlottesville Arizona, “Connecting Collaboratively across Mobile Danling Fu, University of Florida, Gainesville Devices” Mary Chase, independent consultant/researcher, Portland, Rochelle Rodrigo, Old Dominion University, Norfolk, Virginia, Oregon “Composing Your Dreams: Multimedia Production on Mobile Devices” K.11 THEME-COLLECT-EXCITE: WHERE DO Devon Adams, Chandler Unified School District, Arizona, POEMS COME FROM? (G) “Igniting the Hunger for Learning through Virtual Scavenger Grand Ballroom Room 113, Level One Hunts” In this panel, published poets will reveal the sources of inspiration for their recent works and examine the creative K.09 DEVELOPING AND STUDYING WRITING process with a particular focus on the research, thinking, ASSIGNMENTS ACROSS THE CURRICU- and analysis that occurs BEFORE the poetry writing begins. LUM: NEW TOOLS FOR PROFESSIONAL They will demonstrate their strategies and varying ap- DEVELOPMENT (G) proaches and share the poems which they created. Room 107, Level One Chair: Sylvia Vardell, Texas Woman’s University, Denton What are the components of effective writing assignments? Presenters: Leslea Newman, poet, Candlewick Press, What tools might be used to help teachers work together Somerville, Massachusetts to reexamine their writing assignments in light of the Janet Wong, poet, Charlesbridge Publishing, Watertown, Common Core Standards? Join members of the National Massachusetts Writing Project as they examine professional development Sylvia Vardell, Texas Woman’s University, Denton resources for constructing rigorous, authentic classroom Amy Ludwig VanDerwater, poet, Clarion, New York, New writing experiences. York Chair: Sherry Swain, National Writing Project, Mississippi Laura Purdie Salas, poet, Houghton Mifflin, Boston, Massa- State, Mississippi chusetts Presenters: Mary Sawyer, State University of New York, New Paltz Linda Friedrich, National Writing Project, Berkeley, California Kathy Dudley, Hudson Valley Writing Project, Stanfordville, New York Adela Arriaga, Bay Area Writing Project, Berkeley, California Mary Ann Smith, National Writing Project, Berkeley, California

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en Tripp, doctoral Tripp, en well, doctoral well, Continued on following page Continued on following doctoral student, Uni- doctoral student, University of Colorado, of Colorado, University doctoral student, Western Western doctoral student, doctoral student, The Uni- doctoral student, Jones, doctoral student, The doctoral student, Jones, y, doctoral student, University University doctoral student, y, doctoral student, University of University doctoral student, University of Georgia, Athens, “Using Athens, of Georgia, University as Cautionary Literature Controversial in the Secondary English Class- Tales room” Com- “Text Athens, of Georgia, versity Incorpo- Use: Youth Texts plexity and the in the Preservice Culture rating Popular Classroom” Florida, Gainesville, “‘What We Teach Is Teach We “‘What Gainesville, Florida, Resis- Teacher Preservice to Us’: Told tance to Meaningful Literacy Instruction World” in a Standardized “Making Kalamazoo, Michigan University, of The Potential in English Class: Loves Heteronormativ- to Challenge Literature ity in High School” sity of Iowa, Iowa City, “Words as Sparks: as Sparks: “Words City, Iowa sity of Iowa, Artistic Connect Response to Using Change” and Ignite Community “Obstacles Athens, Georgia, of University of LGBTQ Teachers Facing Preservice Students” The Stu- Stories: “Coauthoring Boulder, as a Sociolinguistic Seminar Teaching dent Event” Adult “Young Chicago, of Illinois, versity Curricu- Theory: and LiteraryLiterature lum and Critical Connections” Gaines- Florida, of University students, “Mentoring Preservice and Early ville, Environ- in Online Teachers Career ments” “SIOP Kalamazoo, Michigan University, Writing the Remedial Strategies for College Classroom” Michigan University, Western student, and Using Mentor “Creating Kalamazoo, Grammar in Context” Teach to Texts in “What Happens Louis, St. of Missouri, The Influence of Profes- the Classroom? Practice” Teacher sional Development Desi Krell, Christy Doherty-McDo Suzanne Ehst, E. Stephanie P. Finle Dawn Lindy Johnson, Amie Ohlmann, doctoral student, doctoral Amie Ohlmann, doctoral student, Shelton, Stephanie Selland, Makenzie Sarah Maria Rutter, Rodesiler and Laur Luke doctoral student, Briana Barnett, Saturday Afternoon, 4:15–5:30 p.m. Afternoon, Saturday

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ARTS ARTS Topics TORS (G) TORS AGE AGE CA U U W: CONNECTING W: Adelphi University, Garden Garden Adelphi University, University of Illinois, Chi- of Illinois, University Western Michigan University, Michigan University, Western werbrower, doctoral student, doctoral student, werbrower, RE IS NO U y the CEE Graduate Strand, open to all Strand, y the CEE Graduate City, New York and Hofstra University, and Hofstra University, York New City, “Student Perspec- York, New Hempstead, Writers” as Their Development on tives Georgia State University, Atlanta, “Creat- Atlanta, Georgia State University, in the Class- ing Learning Communities room” Kalamazoo, “Pedagogies and Method- “Pedagogies Kalamazoo, Writing Methods ologies in Secondary Courses” Com- Civic Literacies: “Developing cago, Preparation, Teacher Organizing, munity and School Reform” T THEORY: WHAT IT BRINGS BRINGS IT WHAT THEORY: Brian Charest, Nicole Sieben, Roundtable Leaders and So Kelli Kristin Sovis, U

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THE F One Level Room 117, Grand Ballroom b Sponsored WITH THE NEXT GENERATION OF THE NEXT GENERATION WITH ED TEACHER ENGLISH Q (G) CLASSROOM Three Level Room 308, TO THE ENGLISH/LANG TO 3 4 1 2

dents from across the nation will lead roundtables related related roundtables the nation will lead across dents from to Attendees will be invited to their teaching and research. about the important and learn more join the conversations members of the CEE-GS. out by being carried work Gainesville Florida, Carolina Kalamazoo occur. In order to facilitate strong identity development development identity facilitate strong to In order occur. secondary schools need to teach queer youth, LGBTQ for in environments theory safe and teachers need to create in The presenter themselves. express which students can to steps that educators can take this session will provide all students about LGBTQ students and inform empower in their schools to strengthen present voices the diverse success. English language arts achieve education and York New

graduate stu- English education In this wide-ranging session, of University doctoral student, Rodesiler, Luke Co-chairs: North Winston-Salem, University, Forest Wake Alan Brown, Michigan University, Western Webb, Allen Associate Chair: Number Table K.12 development stages of identity crucial During adolescence, Hempstead, University, Hofstra Debra Goodman, Chair: Vegas Las Nevada, of University Morgan, Joseph Presenter: Kansas City of Missouri, University Respondent: sj Miller, K.13 g_125-216_2012.indd 203 17 Michael Short, Wake Forest University, Dianne Chambers, Elmhurst University, Illinois Winston-Salem, North Carolina, “Refuge Molly Berger, Educational Service District 105, Yakima, or Refuse? Exploring Sense of Place and Washington, “Navigating the Evaluation and Professional Social Justice in a Landfi ll,” and Erica Certifi cation Process” Womack, The Ohio State University, Serena Dietze, Colorado State University, Fort Collins, Columbus, “Race, Space, and Literacy in “Establishing Beginning Teacher Support through Student the Lives of Black Female Youth” Affi liates” Reactor/Respondent: Thomas M. McCann, Northern Illinois Respondents: Leslie David Burns, University of Kentucky, University, DeKalb Lexington Robert Petrone, Montana State University, Bozeman K.16 IGNITING A LOVE FOR NONFICTION: Michael Sherry, Bloomsburg University of Pennsylvania, ORBIS PICTuS AWARD AuTHORS SHARE Bloomsburg THE CRAFT OF WRITING NONFICTION Jory Brass, Arizona State University, Tempe FOR CHILDREN (G) Jim Fredricksen, Boise State University, Idaho Room 201, Level Two Leah Zuidema, Dordt College, Sioux Center, Iowa Sponsored by the Orbis Pictus Award Committee, Mark A. Lewis, Loyola University, Baltimore, Maryland open to all Sheryl Rinkol, Nebraska Wesleyan University, Lincoln Authors of the 2012 Orbis Pictus books will discuss the Alan Brown, Wake Forest University, Winston-Salem, North complex issues in writing and publishing nonfi ction Carolina literature for children. Hear these authors describe their research process and explain how they select their topics K.14 ORAL LANGuAGE AND LITERACY: and determine the craft and style of the literature which BuILDING ACADEMIC DISCOuRSE WITH they create to inform and entertain young readers.

CONSuLTANT ENGLISH LANGuAGE LEARNERS (G) Co-chairs: Barbara Chatton, University of Wyoming, Laramie Studio Ballroom A, Main Floor located by Fran Wilson, Madeira City Schools, Cincinnati, Ohio entrance to Garden Arena Jan Kristo, University of Maine, Orono Drawing on the Gradual Release of Responsibility as a Tradebook Authors: Julie Paschkis, Macmillan Children’s framework, this interactive workshop will focus on the Publishing Group, New York, New York critical role that oral language and literacy play in learning. Candace Fleming, author, Schwartz and Wade Books, New Through active participation, video clips, and discussion, York, New York participants will learn engaging, practical ways to integrate Melissa Sweet, author, Houghton Miffl in Books for Children, academic vocabulary and language instruction across a Boston, Massachusetts rigorous curriculum at various grade levels. Monica Brown, author, Henry Holt Books for Young Read- Chair: Carol Rothenberg, San Diego Unifi ed School District, ers/Macmillan Children’s Book Group, New York, New York California Harold Holzer, Calkins Creek, Honesdale, Pennsylvania Presenters: Carol Rothenberg, San Diego Unifi ed School District, California K.17 DISCOVER YOUR DRAGON: ENGAGING Maria Grant, California State University, Fullerton uRBAN MIDDLE SCHOOL LITERACY AND LIFE WITH SHAOLIN KuNG Fu (G) K.15 NAVIGATING TO SMOOTHER WATERS: Room 304, Level Three MENTORING NEW TEACHERS INTO In this session, Don Hyun K will share his story of tough

CONSuLTANT THE PROFESSION (G) times growing up in Chicago, and later studying martial Room 105, Level One arts in a Shaolin Temple and winning a gold medal at the Sponsored by the Standing Committee on Affi liates, 2008 World Games in China. The session will also include open to all instructional ideas for Discover Your Dragon that address In this session, early career and experienced educators challenges in urban education theory and research, created will share successful strategies for supporting beginning by student teachers attending University of California teachers, including the work of student and state affi liates, Berkeley’s Urban Education course. training of mentors, and supporting new teachers through Chair: Arnetha Ball, Stanford University, California the evaluation and certifi cation processes. Presenters: Dale Allender, NCTE West and University of Chair: Molly Berger, Educational Service District 105, Yakima, California, Berkeley Washington Donald Kiolbassa, J.D., C.P.A., Ginsparg, Bolton & Associates, Presenters: Jeanne Harmon, Executive Director, Center for Ltd., Chicago, Illinois Strengthening the Teaching Profession, Olympia, Washing- ton, “Training Mentors and Teacher Leaders to Support Early Career Educators”

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K.21 SOCIAL JUSTICE READ-ALOUD LIBRARY PJ Haarsma, author, Kids Need to Read Foundation, Mesa, (E–M–T) Arizona Room 110, Level One Denise Gary, executive director, Kids Need to Read Three teachers representing different grades at Sheridan Foundation, Mesa, Arizona School gathered together to read and talk about books. Andrea Enger, Arizona State University Preparatory Academy, Their goal was to create a collection of culturally respon- Phoenix sive, social justice themed texts to be used as a resource Discussant: James Blasingame, Arizona State University, for the entire school. The result was the Social Justice Tempe Read-Aloud (SJRA) Library. Chair: Eileen Hughes, Sheridan School, Washington, DC K.24 LIGHTING UP LITERATURE: USING Presenters: Susie Baker-Lapp, Sheridan School, Washington, THEATER TECHNIQUES TO INSPIRE DC LEARNING (M) Laura Herring, Sheridan School, Washington, DC Grand Ballroom Room 121, Level One Eileen Hughes, Sheridan School, Washington, DC In this workshop, the presenters will show how to use theater techniques to deepen the English language arts K.22 IGNITING THE POWER OF NONFICTION curriculum, demonstrate tools and exercises for integrat- WRITING: FOCUS ON CONTENT, FORM, ing theatre conventions into your teaching practice, and AND CRAFT (E–M–T) discuss how theatre skills can enhance students’ abilities in Room 108, Level One text analysis, interpretation, and character analysis. Nonfiction writing is essential to learning and to inquiry, Presenters: Annie Montgomery, The New Victory Theater, communication, and supporting deeper levels of think- New York, New York ing. These presenters will argue that since nonfiction is Courtney Boddie, The New Victory Theater, New York, New the currency of the new workplace and an increasingly York global economy, it must sizzle with interesting sentence structures, concise descriptions, consciously applied craft K.25 RECREATING DISCIPLINES, elements, and powerful invitations to thought. RECONSTRUCTING KNOWLEDGE: Chair: Linda Hoyt, author/consultant, Pacific City, Oregon PROJECT-METHOD, INQUIRY-BASED Presenters: April Willard, Thomasville City Schools, North LITERACY INSTRUCTION IN THE Carolina, “Coaching and Conferring: Igniting Nonfiction MIDDLE SCHOOL (M) Writing One Child at a Time” Premier Ballroom Room 314, Level Three Linda Hoyt, author/consultant, Pacific City, Oregon, “Ignite NCTE’s policy statement “Literacy of Disciplines” argues the Fire: Focus on Content, Form, and Reflective Thinking” that students need opportunities to use literacy practices Kelly Boswell, author/consultant, Bozeman, Montana, “Craft- developed in discipline-based, subject-area communities. In ing Nonfiction: Elevating Expectations for Writing Quality this session, the presenters will demonstrate how inquiry- through Modeling” based, project-method literacy instruction in the middle years prepares students to enter discipline-based, subject- K.23 ALIEN INVASION: HOW THE SOFTWIRE area conversations and use those communities’ literacy CAME TO URBAN PHOENIX (M) practices. Room 203, Level Two Chair: Ruth Vinz, Teachers College, Columbia University, This panel will discuss how 7th and 8th grade teachers at an New York, New York urban K–12 charter school implemented an interdisciplin- Presenters: Patricia Lambert Stock, Michigan State Univer- ary unit based on the science fiction series, The Softwire. sity, East Lansing, “How and Why Project-Based Teaching The presenters will show a video documenting the unit Introduces Students to Discipline-Based Literacy Practices” and examples of student learning, and describe how a Andrew Stock, Vail Farm Elementary School, Lagrangeville, unique school, community, and university partnership made New York, “Reintroducing Wolves, Reenvisioning a Cur- this unit work. riculum” Chair: Charles Aron Jones, Arizona State University, Tempe Trace Schillinger, Poughkeepsie Day School, New York, Presenters: Josephine Marsh, Arizona State University “Spinning Revolutions and Creating History” Preparatory Academy, Phoenix

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T CAMP: T CAMP: , IPOWER: IPADS FOR FOR IPADS IPOWER: , OMEN, WOMEN READING (S) READING WOMEN OMEN, TION (S) Saturday Afternoon, 4:15–5:30 p.m. Afternoon, Saturday CA U Sean Kaiser, Northmont City Schools, Englewood, Englewood, Schools, City Northmont Kaiser, Sean Premier Ballroom Room 309/310/311, Level Level Room 309/310/311, Ballroom Premier Three IPRESENT IPLAN, ED READING W READING WRITING BOO TIMED OF THE POWER HARNESSING AND REVIEW (S) PEER SCORING One Level Room 118, Grand Ballroom Grand Ballroom Room 115, Level One Level Room 115, Grand Ballroom

which has represented women as enigmatic texts to be as enigmatic women represented which has or of sentimental consumers as passive and/or deciphered to teach students how will show They sensational fiction. and consider texts which ac- to challenge that tradition do so. tively Ate My The Cat “Reading Paula Danziger’s Iowa, cil Bluffs, Humor” Women’s Jewish Gymsuit through Theory School in the High Literary Pip: (Mis)Reads in Mr. Classroom” Zadie Smith Reads Mary Shelley” “Hybridization: Camp” model, developed and refined over the past five the past five over and refined developed Camp” model, which Vegas, School in Las High Valley at Spring years pro- peer scoring and review incorporates an innovative student improve and efficiently tocol that can dramatically on timed writing assessments. writing performance Nevada piloting a program which grants 150 freshman students the which grants 150 freshman piloting a program In this ses- primary instruction. use of iPads for classroom teachers and technology will coordinators sion classroom implement- and developing, on planning, information share both students and which challenges the way ing the device, education. teachers approach “iPad Examined” Ohio, “iPad in Practice” Ohio, These presenters will challenge a sexist literary will challenge a These presenters tradition Texas, of Dallas, Academy Ursuline Stephen da Silva, Chair: Coun- Lincoln High School, Abraham Beth Rips, Presenters: “Matilda Texas, of Dallas, Academy Ursuline Stephen da Silva, Texas, Dallas, Paul II High School, John Catherine Civello, K.30 K.29 Writing Boot “Timed Participants will experience the Vegas, Las High School, Valley Spring Ian Salzman, Presenters: Nevada Vegas, Las High School, Valley Spring Ancona, Lisa Nevada Vegas, Las High School, Silverado Connie Beers, Nevada Vegas, Las High School, Valley Spring DeVaul, Amy K.31 During the 2012–2013 school year, a suburban district is During the 2012–2013 school year, Presenters: Englewood, Northmont City Schools, Rebecca Henderson, VER THIS VER AND LD FLIP O NITY U U O TEGIES TO ENGAGE ENGAGE TO TEGIES RSES (M–S–C) U DENTS (M–T) oom Room 111, Level One Level 111, oom Room U Emily Pendergrass, Vanderbilt University, Nashville, Nashville, University, Vanderbilt Pendergrass, Emily emier Ballroom Room 313, Level Three Level Room 313, emier Ballroom RBAN ST CREATIVE STRA CREATIVE U Pr SHAKESPEARE W SHAKESPEARE (M–S–C–T) One Level Room 124, Grand Ballroom REMIXING COMM REMIXING CONTENT IN ONLINE AND HYBRID IN ONLINE CONTENT CO FORMAT Grand Ballr

Tennessee teacher research which shows how to build creativity, to build creativity, how which shows teacher research by engaging among learners, community and self-efficacy, with pop poetry mixed word urban students with spoken and bilingual questioning techniques with a twist, culture, book clubs. Tennessee Type?” Text Every’ for ‘Fab Four “Is the Tennessee, “Building Self-Efficacy and Bilin- through Perception Reader gual Book Clubs” “Poetry Out Loud” the whole Shakespearean play in class and stopping for in class and stopping for play the whole Shakespearean turn play a two-hour discussion and explanation makes and blame so students disengage into a month-long unit, “flipped” the will describe These presenters Shakespeare. they students everything model which gives classroom This model can weeks. in less than two one play need for for that is appropriate piece of literature any for also work in-class reading. Carolina ing students in online and hybrid format courses. They will They courses. format in online and hybrid ing students administrators and teachers, kids, of how examples show using digital spaces. and learning space, literacy, redefined Minnesota Minne- Edina High School, Hatten, and Rachel Minnesota, Content and Remixing Community “Blended English: sota, Course” in a Hybrid-Format in Stay Honors: Era for “A New Massachusetts, School, Tracking” to Good-Bye and Say Go Online, Class, In this session, urban middle school educators will describe urban middle In this session, Nashville, University, Vanderbilt Pendergrass, Emily Chair: Nashville, School, Wright Middle Loudermilk, Jon Presenters: Wright Stephanie Middle Carr, Tennessee, School, Nashville, Tennessee, Nashville, School, Middle Bailey Laura Blamey, Discussant: To read or not to read—the whole play, that is. Reading that is. whole play, or not to read—the read To South Irmo, High School, Dutch Fork Jackson, Carol Chair: York New Brooklyn, MS 51, Ravin, Andrew Presenters: South Carolina Irmo, High School, Dutch Fork Jackson, Carol K.28 K.26 These presenters will share innovative strategies for engag- strategies for innovative will share These presenters Minneapolis, School, The Blake West, Chair: Kathleen Minneapolis, School, The Blake West, Kathleen Presenters: High Boston College Smith, Kimberly Alison MacDonald and K.27 g_125-216_2012.indd 207 K.32 READING AMERICAN ART: PROSE, K.34 CREATING CASES AND SPACES FOR POETRY, PODCASTS (S) PHILOSOPHICAL DISCOuRSE IN Grand Ballroom Room 112, Level One SECONDARY CLASSROOMS (S) Connect American art and literature through models ex- Grand Ballroom Room 116, Level One plored by the Smithsonian American Art Museum’s Clarice In this session, secondary teachers will share innovative, Smith National Teacher Institutes. Discover how analyzing standards-based lesson plans designed to create opportuni- artwork illuminates English curricula themes and fosters ties for students to explore various complex philosophical vocabulary development, cultural identity, inference, writing ideas in secondary texts. Through interactive demonstra- skills, and 21st century literacies. Hear teacher and student tions, session participants will work with the philosophies refl ections on integrating art into literature courses. presented in the texts of Ray Bradbury, William Golding, Chair: Adrienne Gayoso, Smithsonian American Art Museum, and popular movies and songs. Washington, DC Chair: Katie Greene, Milton High School, Georgia Presenters: Victoria Lichtendorf, Smithsonian American Art Presenters: Ashley Ulrich, Northview High School, Duluth, Museum, Washington, DC, “Looking at American Art: Prose, Georgia Poetry, Podcasts” Katie Greene, Milton High School, Georgia Adrienne Gayoso, Smithsonian American Art Museum, Jordan Kohanim, Centennial High School, Roswell, Georgia Washington, DC, “Reading American Art: Prose, Poetry, Podcasts” K.35 DREAM, CONNECT, IGNITE! WITH Reactor/Respondent: Harry Brake, librarian, American DIGITAL POETRY AND 3D LITERATuRE School Foundation, Mexico City, Mexico CIRCLES (S–C) Grand Ballroom Room 123, Level One CONSuLTANT K.33 DEVELOPING AND SCORING ELA FORMATIVE ASSESSMENTS THAT Presenters in this session will explore innovative instruc- MEET THE COMMON CORE STATE tional strategies for integrating contemporary technologies STANDARDS AND ENRICH CLASSROOM into literature study. The Digital Poetry Project offers a INSTRuCTION: INNOVATIONS AND model for collaboration between preservice teachers and (INEVITABLE) CHALLENGES (S) high school students, and 3D Literature Circles use six Premier Ballroom Room 312, Level Three digital technologies to expand discussion beyond the physi- In this session, the presenters will describe a formative- cal classroom. assessment research project developed collaboratively by Chair: Jenny Tuten, Hunter College, The City University of ELA classroom teachers and assessment specialists to sup- New York, New York port the teaching and learning of grade 9 English curricula Presenters: Lisa Zawilinski, University of Hartford, Connect- in step with the Common Core State Standards. They will icut, and Laurie Henry, University of Kentucky, Lexington, pay special attention to the challenges in item development “3D Literature Circles: Conversation on Three Dimensions: and operational scoring. Self-Talk, Face-to-Face, and Online!” Chair: Doug Baldwin, Educational Testing Service, Princeton, Jason Wirtz and Jody Polleck, Hunter College, The City New Jersey University of New York, New York, “Dream, Connect, Presenters: Michael Santa Maria, North Brunswick Township Ignite! With Digital Poetry” High School, New Jersey, “Assessing the New Assessments: The Classroom Perspective” K.36 CAN WE LEARN TO EMPATHIZE? Nancy Glazer, Educational Testing Service, Princeton, New HOW LITERATuRE AND LANGuAGE Jersey, “Assessing Student Writing: Aligning Classroom MIGHT FOSTER EMPATHETIC RESPONSE Practice with External Standards” (M–S–C–T) Mary Fowles, Educational Testing Service, Princeton, New Room 204, Level Two Jersey, “Assessment as Learning: A Serious Effort to Create These presenters will discuss research and pedagogical High-Quality Assessments that Teachers Want to Use with projects suitable for various instructional contexts that aim Their Students” to foster elementary and secondary students’ feelings of Doug Baldwin, Educational Testing Service, Princeton, New empathy toward others. Jersey, “Treating CR Scoring with Kid(s’) Gloves: What Can Chair: Janet Alsup, Purdue University, West Lafayette, Indiana We Learn from Trait Scoring that Holistic Scoring Never Presenters: Jeanne Smith Muzzillo, Bradley University, Peoria, Tells Us?” Illinois, “Pitching a Change-Up: The Role of Empathy When Adolescents Code-Switch” Judy Lysaker, Purdue University, West Lafayette, Indiana Janet Alsup, Purdue University, West Lafayette, Indiana

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: : CE (C) , College of Charleston, College of Charleston, , y the Assembly on the Literature and Assembly on the Literature y the South Carolina South Carolina South Carolina CHIAN POETS: DREAMERS CHIAN POETS: Appalachia, open to all Appalachia, Roundtable LeadersRoundtable Charleston, College of Holmes, Catherine Charleston, College of Marie Fitzwilliam, Elizabeth Baker NDED IN PLA

Saturday Afternoon, 4:15–5:30 p.m. Afternoon, Saturday U

RETHINKING ASSESSMENT RETHINKING CHALLENGING OBJECTIVIST LOGIC (C) Grand Main Floor by Studio Room 7, Arena Garden APPALA GRO b Sponsored of Culture Room 109, Level One Level Room 109, 1 2 3

set of quantifiable skills, dominates measurement discourse dominates measurement set of quantifiable skills, “Constructivism” Conversely, testing. high-stakes through the teaching of and sees language constituting thought, This panel will demonstrate laden. writing as ideologically constructivist inquiryhow can open up conversations about urban education. Assessment” Writing First-Year “Rethinking Charlotte, the Objectivist Popping Identity Performances: “Rereading Bubble” of Schooling” “Disrupting the Socialization Process will Presenters strate the use of poetry in the classroom. techniques which a variety of methods and display show to help students their classrooms in teachers can replicate experience. and creative their understanding increase “Objectivism,” which sees language as a tool and writing as a which sees language as “Objectivism,” of North University Carolina, Lil Brannon, Presenters: Charlotte, of North Carolina, University Lacy Manship, Charlotte, of North University Carolina, Cindy Urbanski, demon- and poets regional outstanding honor will panel This Virginia West Fairmount State University, Chair: Byers, Judy Virginia University, Radford Associate Chair: Ruth Derrick, Virginia West Fairmont, Suzanne Heagy, Presenters: Virginia West Fairmont, Donna Long, Blacksburg Tech, Virginia Dana Cochran, K.41 Table Number Table K.40 - U

L M U U T L RSES: U U U NDERGRAD GHO RRIC U U U TIVE TEACHING TEACHING TIVE TRANSFER: TRANSFER: Level Three Level Level Two Level DENT RESEARCH HABITS OF -YEAR WRITING CO -YEAR U SING COLLABORA TE ST (S–C–T) Room 205, MAKING RESEARCH MEANINGF IN FIRST AND CROSS- EMBEDDED LIBRARIANS RESEARCH (C) DISCIPLINARY Three Level Room 301, U IGNITE TO PRACTICES CONNECTIONS THRO CONNECTIONS MIND (C) Room 302, TEACHING FOR FOR TEACHING A THE COMPOSITION C THE COMPOSITION

make research meaningful in first-year writing courses. writing courses. meaningful in first-year research make a posi- for that the research example, for will show, They librarians, “embedded” using in English 110, tion paper hone can elements discipline-specific and technology, media the curriculum. skills that students will use across Carolina research preparation course designed to teach students preparation research to The panelists will discuss how habits of mind. research connect this pedagogy to secondary and postsecondary this habit of developing how and show learning spaces, them with opportunities for mind in students will provide into action. ideas putting their research transfer across the composition curriculum at Wayne State Wayne at the composition curriculum across transfer Writ- to College Introduction Writing, in Basic University, Following Writing courses. College and Intermediate ing, case studies the panel will discuss several the presentations theory. in light of transfer Michigan the Inter- for Transfer Vertical “Conceptualizing Michigan, a Preliminary Findings from Writing Classroom: mediate Project” Research Qualitative Writing” in Basic Transfer Lateral “Making Connections: and Transfer Knowledge Sparking Connections for “KWL: Curriculum Risk in Student-Driven Mediating Pedagogical Design” These veterans of a four-year college will discuss how to college will discuss how of a four-year These veterans South College of Charleston, Marie Fitzwilliam, Chair: Presenters in this session will describe an undergraduate in this session Presenters Tempe University, Arizona State Jill Johnson, Presenters: Tempe Arizona State University, Angela Clark-Oates, Tempe Arizona State University, Lisa Cahill, K.39 K.37 teaching for for will examine strategies These presenters Detroit, State University, Wayne Adrienne Jankens, Chair: Detroit, State University, Wayne Paszek, Joe Presenters: Michigan, Detroit, State University, Wayne Ann Metcalf, Amy Michigan, Detroit, State University, Wayne Adrienne Jankens, K.38 g_125-216_2012.indd 209 K.42 CIVIC ENGAGEMENT AND COMMUNITY K.44 DARING TO TEACH THE CLASSICS UN- COLLABORATIONS: MOVING COMPOSI- COMMONLY TO 21ST CENTURY STU- TION BEYOND THE CLASSROOM (C) DENTS, USING COMMON CORE (S) Vista Ballroom Room 210, Level Two Vista Ballroom Room 207, Level Two To engage fully in a rhetorical conversation, students must Presenters in this session will focus on reclaiming the clas- move beyond the walls of the classroom. These present- sics for diverse 21st century students, using engaging, dar- ers will describe a community writing project in which ing instructional strategies and unique thematic approaches. students discover the power of conversation, strategies For example, how well might students understand and for designing service learning courses that are genuine col- identify with themes such as identity, alienation, or redemp- laborations, and the use of “citizen journalism” projects to tion if they were to experience them virtually through promote engagement in civic discourse using 21st century classics and immersive instructional strategies? literacies. Chair: Jocelyn Chadwick, Harvard University, Cambridge, Presenters: Cara Kozma, High Point University, North Caro- Massachusetts lina, “Igniting University/Community Collaborations with Presenters: Judith Purvis, Irving High School, Texas, retired, Intercultural Inquiry” “Alienation and the Dream of Being” Geoffrey Middlebrook, University of Southern California, Patricia Taggart Munro, Irving High School, Texas, retired, “Citizen Journalism: Building Skills and Social Capital on the “Igniting a New Life: The Price of Redemption and Start- Web” ing Over in Scarlet Letter, The Odyssey, Three Cups of Tea, and Heather Lettner-Rust, Longwood University, Farmville, Kaffir Boy” Virginia, “Reigniting the Potential for Conversation: The Jocelyn Chadwick, Harvard University, Cambridge, Massa- Rhetoric of Personal Connection for Civic Action” chusetts, “Dreaming and Choosing to Like Me for Me: The Journey toward Identity in Their Eyes Were Watching God, K.43 TRANSLATING THEORY TO PRACTICE: Woman Hollering Creek, The Contender, and The Tragedy of METHODS OF FOSTERING PRESERVICE Othello, the Moor of Venice” TEACHER AND WRITING TUTOR IDEN- TITY (C–T) Studio Room 9, Main Floor by Grand Garden Arena Recently scholars have used teacher identity to analyze trends in the profession. With the exception of Alsup’s (2005) book, most research concentrates on the need for awareness of identity, not methods for fostering it. These presenters will demonstrate how two professional devel- opment courses translated theory into practice. Chair: Sarah Hochstetler, Illinois State University, Normal Presenters: Sarah Hochstetler, Illinois State University, Normal Alison Bright, Grand View University, Des Moines, Iowa

210 Saturday Afternoon, 4:15–5:30 p.m.

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SIG.04 ZEN AND THE ART OF ENGLISH 4 Mabel Khawaja, Hampton University, TEACHER MAINTENANCE: TEACHING Virginia, “Slave Narratives: Frederick LITERACY FOR LOVE AND WISDOM, Douglass and Harriet Jacobs” AND TO OVERCOME BOREDOM, 5 Tracey Hughes, Maret School, Washington, ALIENATION, AND FEAR (G) DC, “Inaugural Address” Room 104, Level One Sponsored by the Assembly for Expanded Perspectives Reactor/Respondent: Joseph Milner, Wake Forest Univer- on Learning, open to all sity, Winston-Salem, North Carolina Come celebrate the publication of a landmark book by Jeff Wilhelm and Bruce Novak, called “a 21st century defense SIG.07 GAY/STRAIGHT EDUCATORS’ ALLIANCE of literature” by Sheridan Blau and “a powerful and loving BUSINESS MEETING (G) plea to reclaim education from the boredom and alienation Room 106, Level One of standardization toward personal growth, democratic This Assembly provides a forum for ongoing and sustained community, and planetary partnership” by philosopher discussion among all individuals who share a professional Nel Noddings. Participants will return home with new commitment to lesbian, gay, bisexual, and transgendered energy and hope for the human things that can be done in (LGBT) students, teachers, issues, and academic materials the language arts classroom, and an understanding of why as they pertain to the teaching of English at all levels of what really counts in our classrooms is the humanity we instruction. manifest in them. Chair: John Pruitt, University of Wisconsin–Rock County, Chair: Bruce Novak, Indiana University of Pennsylvania, Janesville Indiana Presenter: Jeff Wilhelm, Boise State University, Idaho SIG.08 ASSEMBLY ON COMPUTERS IN ENGLISH BUSINESS MEETING (G) SIG.06 AMERICAN RHETORIC: EXPLORING Room 205, Level Two CLASSIC AND CONTEMPORARY AMERI- Assembly on Computers in English (ACE) promotes coop- CAN LITERARY NONFICTION (M–S–C) eration among individuals who have an interest in technol- Room 107, Level One ogy infusion into English language arts and literacy instruc- Sponsored by the Assembly on American Literature, tion. Join us to share ideas, resources, and questions at the open to all SIG.08 meeting in Las Vegas, and look for us in the NCTE American Literature emerged from rhetorical roots. Literary Connected Community at http://ncte.connectedcommu- nonfiction has played a central role in the development of nity.org/ace American literature from Puritan John Winthrop’s famous Chair: Ewa McGrail, Georgia State University, Atlanta “City on a Hill” sermon through slave narratives to the speeches, memoirs, essays, opinion pieces, and works of SIG.09 ASSEMBLY FOR NATIONAL BOARD narrative journalism which add to the vibrancy of the CERTIFIED TEACHERS (G) contemporary canon. In this session, presenters and Grand Ballroom Room 117, Level One participants will explore classic and new works of literary Participants in this session will explore the process and ben- nonfiction, discuss how these texts have contributed key efits of National Board for Professional Teaching Standards ideas to American literature, and offer ways in which teach- certification and renewal. Recently endorsed and renewed ers can help students better understand the rich language NBCTs will review ELA portfolio development and answer and structure of these works. questions for those who are interested in or currently Chair: Tracey Hughes, Maret School, Washington, DC engaged in either process. Chair: Terry Filippo, Chair, Assembly for National Board Table Number Roundtable Leaders and Topics Certified Teachers, Clemson, South Carolina

1 Geoffrey Schramm, National Cathedral SIG.10 HAVING DIFFICULT DISCUSSIONS: School, Washington, DC, “Teaming FACILITATING EXPLORATIONS OF Nonfiction and Fiction: Frederick Jackson GENDER IN THE HIGH SCHOOL Turner and Willa Cather’s O Pioneers!” ENGLISH CLASSROOM (G) 2 Sarah Redmond, Georgetown Day School, Room 204, Level Two Washington, DC, “Martin Luther King, Sponsored by the Women in Literature and Life Letter from a Birmingham Jail” Assembly, open to all 3 Bruce Penniman, University of Massachu- The teaching of literature in English classrooms often fails to setts, Amherst, “Maxine Hong Kingston, explore women’s voices and experiences. These presenters China Men” will focus on two teachers’ attempts to study literature

212 Saturday, 5:45–7:00 p.m.

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ncte TION TION TIVE (G) CA THE U SINESS MEETING (E) SINESS Saturday, 5:45–7:00 p.m. Saturday, U Level Two Level AGE COLLABORA AGE U SINESS MEETING OF SINESS MEETING U EARLY CHILDHOOD ED CHILDHOOD EARLY B ASSEMBLY Room 203, B One Level Room 110, LANG

tion Assembly. The Early Childhood Assembly provides a provides Assembly Childhood Early The Assembly. tion We children. with young who work all for home at NCTE seek to sup- in dialogue as we to engaging look forward emphasis on with a strong children port teachers of young practices that enhance the teaching thoughtful promoting diverse within and across children and learning of young Please join us! communities. York New York, New University, Ohio (http://www.nctelanguage Language Collaborative of a) discussion collaborative.com) will include: 2012–2013, for b) setting goals 2011–2012 activities, and d) session Director-Elect, c) nominations for 2013. for proposals Park University SIG.13 Childhood Educa- of the Early Business Meeting This is the Columbia College, Teachers Chair: Mariana Souto-Manning, State University, Cleveland Volk, Associate Chair: Dinah SIG.14 this business meeting of the NCTE The agenda for University, State Pennsylvania Xenia Hadjioannou, Chair: AGE AGE U AGE AGE U RE (E–M) U THE LANG Level Two Level y the Children’s Literature Assembly, Assembly, Literature y the Children’s y the English as a Second Language Language y the English as a Second open to all ASY FOR CHILDREN: ITS ROOTS ITS ROOTS ASY FOR CHILDREN: The Emerald author of the acclaimed fantasy The Emerald CHERS (G) WARENESS OF EXPERIENCED OF EXPERIENCED WARENESS Room 202, b Sponsored open to all FANT CLASS CLA MASTER AND BRANCHES. IN CHILDREN’S LITERAT INVESTIGATING INVESTIGATING A ENGLISH-AS-A-SECOND-LANG TEA Two Level Room 201, b Sponsored Assembly,

will provide his personal take on writing fantasy, and on writing fantasy, his personal take Atlas, will provide in of fantasy that lie the roots will explore Barbara Kiefer the to help teachers understand Celtic and British heritage, children. richness of fantasy for Columbus Columbus York New York,

language awareness of mid-career, experienced English-as- of mid-career, language awareness they teachers to determine how a-second-language (ESL) the presence Despite sense of linguistic knowledge. make pro- of basic linguistics courses in teacher preparation teachers actually about how little is known relatively grams, of linguistic principles and what they use their knowledge Results deem to be important in their teaching practice. of expert a reservoir developed have they how show make they and how language works about how knowledge of concern in their areas to multiple applications frequent practice. professional from a feminist perspective with their students. They will will They their students. with perspective a feminist from with exam- practices along of classroom snapshots share making. learning and meaning ples of student John Stephens, John The Ohio State University, Co-chairs: Barbara Kiefer, Vancouver State University, Washington Deanna Day, The Ohio State University, Barbara Kiefer, Presenter: New Random House, Author: Stephens, John Tradebook

This presenter will report on research examining the will report on research This presenter Bloomington Indiana University, Beth Samuelson, Presenter: SIG.12 Candace Humphrey, Buffalo, New York New Buffalo, Candace Humphrey, Presenters: York New at Buffalo, University Bertlesman, Deborah SIG.11 g_125-216_2012.indd 213 Meetings

AA Meeting 6:30–7:30 p.m. Studio Room 6, Main Floor by Grand Garden Arena

Alanon Meeting 6:30–7:30 p.m. Studio Room 7, Main Floor by Grand Garden Arena

Research Foundation 7:00–8:30 p.m. Directors Boardroom, Level Two Chair: Stephanie Carter, Indiana University, Bloomington

In 1969, Elvis Presley opened at the International Hotel.

214 Saturday Evening, 6:30–8:30 p.m.

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Notes g_125-216_2012.indd 215