Saturday, January 24, 2009
Writer's Notebook Ch. 3&4 group a 4pm
View the first sample chapters (available on line) Using the Writer's Notebook in Grades 3-8: A Teacher's Guide at (http://www1.ncte.org/library/files/Store/Books/Sample/35006chap1-2_x.pdf) and begin your writers notebook then post entries on Class Blog. Engage in an online discussion group on our class blog. Please read designated chapters and 1)propose “meaty” fat questions to discuss, 2) make connections to your teaching and work with students, and 3) make connections to your work as a writer (ie Keep your own notebook and share your response to it), 4)Please respond to two of your classmates’s entries in your study group, 4) Consider how what you have learned from this book might support the work of your integrated language arts unit.
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Writer’s Notebook Ch 3: Planting Seeds
ReplyDeleteThis chapter was SO helpful in terms of sparking both the teacher and student mind. It truly proves how the writer’s notebook is a place where students can express themselves with such freedom that they are truly compelled to write openly and honestly. What this chapter taught me is that you really can record about just about anything that comes to mind in your writer’s notebook and that can eventually become something perfectly acceptable to further expand upon and work into a masterpiece!
Although the “seed” seems like it could leave no writer without ideas, there is always the issue of motivation and interest in the writing process. Not wanting to write and not caring much about learning, self-discovering, or the past, is something that students in my classroom may propose. What I plan on bringing back to the classroom is the fact that the smallest of ideas, sketches, an opinion, an object, or whatever it may be is important to you as a writer. If it is meaningful to you, then you can make it matter to others. This chapter provided many diverse topics and I believe it will help change the dreaded words middle/high school students so fear; theme, quote, metaphors, similes, narrative, persuasive, etc. If teachers truly leave this door open and not classify everything students write into a literary term, I believe that students, such as mine, will be more open to the idea of writing, and in turn, more honest with themselves as writers.
I plan to use one of the activities mentioned in this chapter as a part of my Integrated Literary Unit. Using the ideas of memorabilia and artifacts that Chapter 3 describes, I think when learning about the idea of the fifteenth and sixteenth birthday parties in the American and Latin American cultures, it would really create insight for students if they were able to use a hands-on as a “jumping off point”, or a “seed”. For example, I might suggest that students bring in a picture of one of their birthday parties or bring in one object, or a representation of an object, that they wish to include as a part of the “sweet sixteen” experience in the future. By having that manipulative, students would be able to have a tangible sense of this exciting notion of a quinceañera.
As I think about my own writer’s notebook I know that I am one of those "students" that needs a seed. Writing on my own, especially in a creative style, is not something I feel instinctively and therefore need some kind of guidance or starting point for which to write. I tend to use my wonderings as the basis for my writer's notebook. In my writer's notebook I find myself asking questions like "How does that work?" "How do they make that?" Sometimes it feels silly to be pondering on things like how boats float or how planes fly when these have been proven theories of physics. Nevertheless, I could see myself taking a totally different approach that what we already know. Writing creatively can be quite intimidating, if I do say so myself and yet when I explore the idea of the "seed" the possibilities are endless.
In Response to Chapters 3 and 4 in Using the Writer’s Notebook~
ReplyDeleteIn the beginning of chapter 3, it was discussed that a teacher has the job of validating the lives of each student. The students in my class love to talk about themselves. They love to share life experiences they have encountered. We, as teachers, must respect each of our student’s experiences even when they may differ from our own attitudes. Chapter 3 also reinforced how important it is for students to share their thoughts with others. I try to include a time for my students to meet in pairs and share their ideas on a certain topic. I find this helps students who are struggling to think of writing ideas. Do you allow time for students to share their ideas in pairs or a small group? If I am pressed for time, this is usually something that I cut short. If one or two students in particular are struggling, I will pair them with someone who is almost finished so they can generate ideas together. I feel I am short changing my students when I cut it out though. That is why I am personally working on MAKING more time for my students to share their ideas with classmates. I also believe that when my students write something personal and meaningful it means more to them. My students love to share and even write about exciting things in their lives. Even my students who do not like to write will at least write something about an exciting event. I enjoyed reading all of the ways to generate ideas in a writer’s notebook. Many of these ideas are already familiar to my students. We make webs before we write stories. In my integrated unit, my students will be making lists on several topics: things longer than a yard, and things shorter than a foot. This should allow students to become more familiar with the units of measurement used in America. In chapter 4, it discussed that writer’s should use comparisons and descriptive words when writing about something. My students will be making comparisons as they measure. Their findings can be put into their notebook. As we are exploring the world around us, especially the outside now that we can be out for longer periods of time without freezing, we can find an object and write words to describe it. We have done things like this in the past and my students have all seemed to enjoy it. As for my own writer’s notebook, I took a suggestion from this book and tried it myself. I have been listening to conversations that I just can’t help but overhear. As teachers, I feel we do this most of the time anyway so we are aware of what our students are doing. I was out to dinner the other night with some friends and I couldn’t help but overhear what the people at the next table were talking about. This made a great entry into my writer’s notebook. I also starting thinking about conversations I have had in public that others could overhear. I began writing about some of the more bizarre talks I could remember with friends. One of my questions to the group is: how are your writer’s notebooks? Have you been writing in them regularly? I have gone several days at a time without writing in mine and I just wondered if any of you had any tips for keeping up with my writings? Whenever I think of something my notebook never seems to be around and by the time I see it I have forgotten what I was going to write anyway. I have even begun writing my ideas on post-it notes and stuck them into my notebook. I just don’t know if that is the way a writer’s notebook is supposed to be used.
In Jane Elliott’s introduction to chapter 3, she perceptively notes “All children have experienced life – perhaps not in ways we would choose for them, but they are participating in life…. It is our job to validate their lives by honoring their thoughts, feelings and daily experiences whether or not they fit with our preferences or values” (p.15). Elliott proceeds to support her introductory statement by quoting Lucy Calkins, who emphasizes that it’s a teacher’s responsibility to help students realize the richness of their lives. Through my years of teaching in inner city schools, I’ve come to realize that my students’ have witnessed situations and circumstances that I have never experienced, and there is much to be learned from their perspectives and life experience. As students begin to view their lives as having value and importance, the writer’s notebook will be an inviting forum within which they can express themselves. Elliott discusses the necessity of providing ‘seeds’ for the writer’s notebook, open-ended thoughts and ideas from which engaging topics can develop that will capture students’ interest, inspiring them to ‘pour themselves out’ onto the pages of their notebooks.
ReplyDeleteElliott relates a personal experience about a long-forgotten ‘seed’ that she developed into a memoir. By engaging in honest reflection, she was able to gain valuable insight into the person she really was. A writer’s notebook, where students know their writing will not be judged or scrutinized, affords them an opportunity to feel free to be truthful in their writing. This ‘freedom’ helps to create fertile ground for any seeds they might have to ‘germinate’ and produce some really interesting writing. I think this is one of the best features of the writer’s notebook, don’t you agree? Through Elliott’s many examples of ways to inspire writers, I gained a wealth of ideas to share with my students. In the past I’ve found that inspiring students to write can be a challenging task, and I genuinely appreciated the treasure trove of ideas Elliott provided in this chapter. I’m now considering the use of sketches and webs to provide seeds for my students’ writing in my integrated unit.
In chapter 4, the use of the senses is suggested as a trigger for writing. She exhibits the power of using the senses as ways to appreciate our surroundings as evidenced in the many observations listed by David in Figure 4.1. In Figure 4.2, I was impressed with her example of how observation can act as a ‘seed’ in the poetically descriptive writing of Brian’s window observation. I actually loved this idea of placing a frame around a window and writing about what can be observed in this animated picture of ongoing events. To me, this activity represents a great example of teachers nurturing writers. I totally agree that we need to encourage our students to be keen observers of the world around them, in addition to the world ‘within’ them. In our fast-paced society, the youth of today are so involved with computers, i-Pods, video games and the like, that they seem to be more inwardly focused than previous generations. I remember spending much more time outdoors than the children of today. I also recall the genuine joy and wonder of exploring nature, which led to scrutiny and making fascinating discoveries. Learning through observation and discovery is a very important part of growing up, and I often wonder whether this vital component has taken a back seat in the present generation. As technology advances I ponder whether this generation, as well as future generations will be at a disadvantage because of a lack of multi-sensory experiences gained by observing and responding to the ‘great outdoors’. Has this ever crossed your mind? Elliott suggests bringing the outdoors inside for students as a way to help students interact with nature. I think this is a wonderful suggestion. I was reminded of the delight and wonder in my students’ faces when I arranged for a traveling zoo from a nearby museum to visit our pre-school classroom. They not only saw and learned about all the animals that visited us, they also were given the opportunity to touch or hold some of them. I can still recall one parent’s reaction of total amazement when she learned that her daughter, who was totally terrified of snakes, had actually touched one. Needless to say, it was an enriching experience that will long be remembered by all who were present (Believe it or not, that day I learned that snakes are actually softer than anything else I’d ever touched!!! I can only imagine all that my pre-schoolers learned from that visit). Elliott also notes that teachers can ask students to bring in their collections from nature. I also think this is a great idea since collections are very personal and cherished by the owner. These collections should be able to generate some terrific writing. Don’t you agree?
When reading about the use of people watching, I thought “Of course, this has been a ‘seed’ since forever”. There’s no limit to what you can come up with by simply observing people around you. However, I was taken by surprise when Elliott wrote about a friend who read a brother-in-law’s notebook left behind in her car. I was under the impression that writer’s notebooks were personal and implied privacy, from all that I’ve read in this book so far. Additionally, the suggestion of eavesdropping on conversation (even with discretion) as a means of creating ‘seeds’ for writing - productive as that may be, was also somewhat surprising to me. Did you find these suggestions even a bit odd?
Hi Girls, Here is my response to chapters 3 and 4. I really found chapter 3 helpful. I liked the idea of seeds as a way to get your notebook started. It was refreshing and I felt as though there were many wonderful ideas and suggestions for using your notebook. I see myself as using this as a place to put my ideas and hope to have them take root. Obviously I am not a writer, in the professional sense, but I feel as though I have a point to start with in using a notebook. I see myself using my notebook to write lists and I especially liked how Elliot gave examples and ideas of lists. When she mentioned writing about people you admire I immediately thought of my mother. As a writer I then decided I would include an entry about her. I am one who likes examples to spark me and get me going, and Elliot did that for me. Do you also need that gentle nudge to get you started? I feel as though some students need this as well, do you see this in your classrooms? I feel that some students need to be urged to write and providing these examples is very helpful. Another idea she mentioned was the Give Me Five format. I will include this within my class as I thought this would be a great way to learn more about the students. When she mentioned using quotes I was able to relate to that as I do look out for quotes that touch me. I am writing them in my notebook as well. Elliot mentioned mementos and artifacts and I did keep scrapbooks when I was young and when my children were young, but I let it go. What I liked was how she said to keep these mementos and to record your memories. As a writer I will be more aware to add my words to the mementos as well. As part of my integrated unit I will use photos of the children and include these in their Writers Notebook; I really liked that suggestion. Have you ever used photos with your children in a notebook? I take pictures of them but have not used them in this way. How about yourselves, have you done that, used a photo and recorded your thoughts in a notebook?
ReplyDeleteIn chapter 4 she talks about observing our world and how it is important to be aware of what is happening around us. I have found myself more observant as a result of this class and my other writing class. This sense of being aware and observant is prevalent in both texts I am reading. What struck me as I read Elliot was when she said, “How I wish all children had the chance to explore their world with freedom and wonder.” (p. 34) Wow, we just need to be so aware of all the “extras” some of the children carry with them. It does seem that for me life was a little bit simpler when I was younger. Today with all the technology and distractions it seems somewhat of a challenge to get the students settled and focused on observing. Do you find it difficult to get yourself or your students set to be observers of the world? One idea I really liked was to use the window frame on the window. I am going to use this with my unit, especially as we are observing weather. It sounds like a great way to get the students engaged and motivated to write. At the end of this chapter Elliot reinforces that we need to use our senses as a writer, this made me think of the saying “You need to stop and smell the roses.” I guess it is more of a reality than I had originally thought.
Hi Katie,
ReplyDeleteIn response to your entry you asked about sharing time with the students. I do give my students some time to share, but as you said there is the time factor. Time is of the essence for me as well and I do make a concerted effort to include sharing at all times. I did occasionally omit this but I have found it to be of great value so I figure out a way to include this as well. You got it right when you said it feels like we’re short changing them when we cut it out, so that is why I work hard on keeping the sharing piece intact. Good for you for working on making more time for sharing.
You mentioned overhearing others conversations and I feel I do that as well, and now I too have entered some of these in my notebook. You asked how my notebook is coming along and I’d have to say it is a challenge at best to write daily. I feel as though I need to really make an effort to write every day and no I have not been able to write every day. I do write much more than I ever did and am using some of Elliot’s ideas to foster writing in my notebook. I guess I am writing somewhat on a regular basis, but not every day. I know I need to make the time to write but life happens. I guess my only suggestion would be to just keep trying to get to your notebook as often as possible, it‘s more than I was doing before I started. It is indeed something I need to make time for.
Hi Betty,
ReplyDeleteI do think that the ‘freedom’ is important and we might need to be sure that we assure our students that they can take this risk. I too thought there were many valuable ideas to share with our students to use for writing in their notebooks. It was so wonderful to have so much to choose from with so many examples. I loved it! I am so glad to read that we all have found some way to use these great ideas in our units as well. You also mentioned the window frame, we both liked that idea and as I mentioned I plan on using this as well in my unit. In response to your question about this generation and the next not experiencing the ‘great outdoors’; I totally agree. The children today are so involved in this quick paced, technological world and they don’t seem to experience nature and outdoor activity. I often ask my students within our interactive writing lesson if they went outside on the weekend to play and without a doubt I regularly get the response, “I played my X box” or some other video game. These are five and six year olds!! I too liked the suggestion of bring the outdoors in, great idea. The idea to bring in something from their collection is a great idea as well. I agree that this would indeed generate some great writing. The student s would be invested in their writing and other students curiosity might be peeked as well, motivating and triggering a new writing idea. I was glad to read that there was another people watcher in my group. I did not mention it, because I am quite the people watcher and I feel as though I shouldn’t do that, but I see that it is yet another opportunity to write. I too was taken aback when she talked about her friend that read her brother in laws notebook, as I too thought that notebooks were private. I do find myself ‘guarding’ my notebook. I don’t want anyone reading it. Although there is only my husband and son home and I know they would have no interest in my notebook, I still feel that sense of wanting to know where I have left my notebook, strange isn’t it. Eavesdropping did seem odd and I would not do this, but what I have done is listen to my students in the classroom. These are the entries I have included, as I mentioned this to Katie. I would not listen and record strangers, it does seem invasive.
In response to Linda’s blog~
ReplyDeleteI know exactly what you mean about needing a nudge to get started writing. I usually give my students a starting point or topic to write about mainly because I don’t want my students to feel discouraged if they can’t think of anything to write. I know how it feels to see a blank sheet of paper in front of me and have no idea what I should write down on it. I always got frustrated and I don’t want my students to feel that way. I have never been very big on photos. I am one of those people who will look back over pictures from a trip and wonder if I was even there because I won’t be in very many photos. I always remember too late that I should be preserving my memories in pictures. Unless it is a special occasion in my classroom, I do not take many pictures. When I taught kindergarten for two years, I took pictures of my students. While I have been teaching second grade, the camera has not been used very often. Last week, my students turned in their projects they created on Space. I actually took my camera out and the students were thrilled. It reminded me that students LOVE to have their picture taken. They also showed the pride they had in their projects as they posed with them. As for my students being “observers of the world”, I have some who certainly have trouble focusing on anything but themselves while others observe the world around them to the extent of getting nothing else done. My class and I have observed many things out of the classroom window. My students love to watch the weather. They are very fascinated when the weather changes during the day and love to discuss it and why it is happening. I think you will have a lot of fun observing the weather from your window for your unit.
In response to Betty’s blog~
I love the fact that a writer’s notebook is a personal opportunity for the writer to record their thoughts without being scrutinized. This allows for so much freedom. Even I feel free to write down thoughts that previously I would have just kept in my head. I have shared some of my writings with close friends because they understand me enough to understand why I would write something like that. My students do not have this complete freedom yet. They do not have to share their writings with classmates but I do look it over. They read it with me during center time. This allows me to correct any spelling so the student can keep their journal for years to come and know exactly what they were writing about. Except in my second grader’s case, it will probably be the parents who save them for keepsakes. I agree that children are not going outside to play as they once did. There are so many more options for indoor entertainment that parents are finding it easier to keep them indoors where they can keep a closer eye on them. They are missing out on so much, though. The idea of bringing in their own collections of nature would require them to go out and find something. For some students this may even spark some interest to continue to look for nature items. They are also finding things they are excited in allowing them to be more interested in their writing. I have actually heard many odd conversations because people near me were not speaking quiet enough to keep it to themselves. I have even shared some of them with friends. It is not that I am purposely eavesdropping on other people’s conversations it just seems that they are hard to not hear. I even wonder if anyone has ever overheard one of my conversations with a friend and more importantly what they thought of it. I found it more odd that one of Elliot’s friends read a brother-in-law’s notebook. This brings back the image of a diary by young girls and their older or younger brother steals it to read. I would think that as adults we would know better.
In response to Katie's blog:
ReplyDeleteI can relate to your concerns about time for students sharing their ideas. I realize it's important for them on so many levels, and I'm always challenged by the time constraints of my program's schedule. I don't feel as if we have enough time for sharing and intend to make more time for it within the limits of my schedule.
About remembering to write in the writer's notebook, I think it's a challenge for many people in the beginning. Like anything else, it's a process, and as we become more accustomed to the process it becomes a welcome habit after a time. I don't think you have to worry about making more entries as long as you're writing about things that are on your mind, or grab your attention, - things that matter to you. I think your use of post-it notes is a terrific way to remember things you'd like to include in your writer's notebook.
In response to Linda's blog:
ReplyDeleteI also sometimes need a gentle 'nudge' to get me interested in writing. My students also need a 'spark' to inspire them to write. You mentioned quotes as a means to encourage writing. I think quotes make great 'seeds'. I also liked your idea of using a photo as inspiration for the writer's notebook. I haven't used this idea yet, but I definitely intend to.
I agree that we, as well as our students are not keen enough observers of our surroundings. I believe that we need to 'channel' our thinking in order to become better observers, and Elliott's many intriguing suggestions are certainly a great place to start. I wholeheartedly agree with Elliott that we need to use our senses as writers. By our very nature we're multi-sensory human beings, and the use of our senses can only serve to greatly enhance our skill as writers. I hope to be mindful of this in planning future lessons for my students.