Course Synthesis

As an English major, a course on literacy is right up my alley, and I feel like there are several things that I can take away from this class to implement in my teaching. Of course, comprehension strategies are something I had already considered in connection with teaching literature, but I really like the idea of thinking about before, during, and after strategies to make sure I support students all the way through the process. I also thought that I would not necessarily have thought to incorporate "think alouds" or other metacognitive strategies, but can see how this would be helpful, particularly for struggling readers who do not naturally utilize metacognitive strategies on their own. As a history and political science minor, I really like the different ideas of breaking up and utilizing a textbook. Way too many history teachers hand students a textbook and worksheet and leave it at that. I could incorporate some of the activities we did in class, like the idea of using guided imagery as we read battle descriptions, or giving quotes from a historical person, making inferences about personality traits,and then reading about events that that person was involved in to see if their actions matched our expectations. I like the idea of giving students a problematic situation- such as what should the U.S. do with Guntanamo Bay?, and then reading texts for answers.

The vocabulary instruction guidelines we learned will really help me in knowing which vocabulary words to select for instruction. While teachers are tempted to just go through a list of suggested words that will help high school students expand their vocabularies for ACTs and SATs, I know that I will systematically select words from those lists to focus on that are thematically related to our essential question and learning activities. Making sure that the students have authentic contexts to read, write, hear, and speak vocabulary words will be much easier if they are interwoven with the topics we are studying. I can see myself utilizing morphemes to teach many of the Latin-based terms in political science, or a semantic features chart to compare different government structures.

In the area of writing, of course I am used to working with the six traits of writing in producing and evaluating writing. I liked the idea of teaching on just one or two traits at a time and allowing students to focus or practice on that aspect of writing. I think that writing is an area that I want to focus on in both my subject areas and will try to present writing exercises at all three levels of writing. I think the idea of providing audiences for the assignments other than just the teacher is also an area that I will want to work on. I see myself having students prepare their own supreme court verdict for a current case that draws upon previous supreme court case law, or having a student assume the role of a character in a novel and produce a letter to another character in the story. A satirical letter to the editor on a school-wide topic could be an applicable way to teach satire, or having the students assume the role of William Jennings Bryan and compose a speech to present in congress on whether the U.S. should annex the Philippines would all be great activities that would help students to learn content and improve their writing skills.

For me, oral language has been one of the most helpful ways for me to understand literature. Class discussions, small-group, or partner activities are really helpful in making sense of texts whose meaning is not explicit. I thought that the article we read gave some good tips on how to conduct class discussions in ways that will lead to meaningful conversations. I think one place I'll start is to ask questions about the things that make me wonder when I read- why did the author use this word? Why did this character say or do that? If I'm wondering and don't have a concrete answer, then I know that I will be asking an authentic question in which the students can express opinions and we all learn together. I think these kinds of discussions will be a good start to critical literacy activities in the classroom. Creating an environment in which I don't have all the answers and am not the only authority on learning will leave my class free to question what they have been taught, analyze and formulate their own opinions. Along with this, I will give opportunities for students for students to "peel back the curtain" and see the underlying biases, prejudices, and motivations that drive authors as they create and readers as they interpret. I've always thought an interesting thing to do in a history classroom would be to teach an event, and then read selections from textbooks written at different time periods about the event. I think it would be revealing to see how differently the event might be interpreted according to the bias of different time periods. Another thing I would be sure to include in an English class is a discussion on the canon, which is made up of predominantly white male authors. We would explore issues of what makes good literature, and if the selections are justified, or which books should be there that aren't. I would be sure to offer texts from other perspectives as well as opportunities for students to self-select a text on occasion.

I think digital literacy would also be a component of critical literacy as students learn where to find and then to evaluate sources. I thought the activity we did in class where we simulated internet search results and ordered them from 1-10 could be a useful activity in both English and History classes. Incorporating digital literacy formats in class will also be engaging for students who are very familiar with these- creating twitter tags as a way to practice being concise, creating a facebook page for a character in a book as a comprehension activity, or creating a class blog or website where material can become social and interactive are all ways I can see myself using digital literacy.

After taking this course, I feel like I am ready to hit the ground running with these strategies and ideas for learning activities that implement them.

Affective Dimensions of Writing

I really think that I was incredibly blessed to have my second grade teacher, Mrs. Smith. She sparked an interest in writing for me at a young age. She was unique among teachers then in her focus on writing at such a young age. I remember teachers and parents felt like she was trying to teach us things much above our level. We read poetry every day, with Shel Silverstein front and center. (And what child doesn’t love Shel Silverstein?) We “published” several class books that she made, typing up student poems and binding them, and then making them available in our reading corner. She had an after-school writing club that I participated in, and I remember taking a trip to a writing convention where we were able to meet popular children’s authors. I was convinced that I wanted to be a writer when I grew up. In Mrs. Smith’s class, we didn’t write about red apples. We wrote about crimson, vermillion or blood-red apples. We wrote about apples that were as red as Snow White’s lips. She taught us about things like alliteration and onomatopoeia.

I think it was the perfect age to begin writing, because there was no self-consciousness, and we all believed that we were wonderful authors, and likely were for our age because we had such a great teacher that taught us how to use figurative language and descriptive words. I remember one of my favorite writing assignments was one in which we got to make up a story about leprechauns and illustrate it. I guess I loved writing in this class because the writing assignments captured our imagination and we had many opportunities to write about anything that fascinated us. Here is the cover for one of our published books:

Here is one poem I wrote in class:

Lying in the grass,
With the butterflies,
I found something. . .
Guess what it was.
It was a shiny shimmering sun
In a green sky.
It was a golden glowing lion’s mane.
It was a soft duck
Swimming in a green pond.
It was a spider.
It was yellow, oval,
It was a children’s flower.
Have you guessed?
It was a dandelion.


Somewhere along the way, the value of writing fantasy, narration, and poetry in school was lost, and most assignments centered on more “practical” types of writing. I really began to dislike writing assignments as I moved into junior high with formulaic essays on topics that weren’t interesting to me. Luckily, I had a senior English teacher that helped me enjoy writing again (although it was very challenging) as he encouraged us to write on topics that were personally relevant and to write with voice. He helped us see new ways to structure our writing to improve our voice and be more creative that just intro-body-conclusion restatements. I think what I have learned from these teachers is that I will need to hone in on what is personally relevant and interesting to my students, create assignments that challenge them, and also give them positive feedback that can help them see themselves as writers with their own voice. I think everyone is a writer, because everyone has something to say.

I still enjoy writing, but find it is hard to devote time and attention to writing. Now I write in journals and scrapbooks, make posts on facebook or engage in other types of easy, low-risk writing. I also write if I have a real problem I need to think about. Somehow, putting problems into words helps me to clarify my thinking. Some people would be surprised to know that if I am really frustrated at them, I write them a letter. I spill out all of my angry words onto paper, and then I can really define and figure out what's bothering me. Of course, I never send these letters, unless it is something appropriate to write about and after I have gone through several revisions to make it an actually productive communication. Most often, though, I use that writing to figure out just want I want to say or simply to vent and leave it alone. I think I express myself best in words, either talking or writing. When I am given assignments to create visual representations, drawings, art, or other multimedia forms, it is more difficult for me. This has actually been a fun assignment to remind me of how much I actually do like to write.

Here is a more recent poem I wrote a few years ago:

White Out

Some days the earth and sky
Meet in a hazy sameness
As white-covered ground
Blurs with soft, swirling flakes.
All things become bumps
Smothered under a blanket of snow.

Today I punch holes in the blanket
With each footfall forging a trail.
I am surrounded by many,
Yet I am alone in utter stillness.
I am angry at the undisturbed snow.

I welcome, yet despise, the solitude of this place.
I am comforted by the chance to be alone with my baby;
I am bothered by the multitude of lives forgotten.
The snow, barely there now, falls like the
Soft sprinkling of talcum powder.

Today, I, alone, have come
To see one so small and taken
Because snow clings to stone
If there is no one to wipe it off
And I must dig out his headstone
From months of snow.

Affective Dimensions of Reading

From the time that I would max out my limit of ten Dr. Seuss books at a time in the library, to participating in book clubs today, I have always enjoyed reading. If I am reading a particularly good book, it’s difficult to set it aside and do other things until I have finished it. When I was a kid, I would sneak a flashlight under my blankets so that I could continue reading a good book.

I have always felt like I am a “good reader,” and can comprehend most things that I read well. I feel like I typically understand both the piece as a whole and am able to pick out close details and important phrases. My favorite things to read are novels, but I enjoy short stories, articles, and poems as well. I think I enjoy reading as an escape from everyday life, and I enjoy finding illustrations of my own experiences in others’ stories. I would say that I was encouraged to read by my family, school, and my church group encourages reading and education. I don’t really remember my friends being pro- or anti- reading, but I don’t know that I would have paid much attention to their opinions, having already made my mind up about reading.

I do remember not always enjoying reading in English classes in junior high and high school. I remember feeling a little frustrated at my teachers’ attempts to get at the meaning of a story, the themes, and what the author really meant in writing. I wanted to go back to just being able to read a good story for the story’s sake. It wasn’t until my senior year of English that a particularly good English teacher made such analysis of novels interesting, applicable, and meaningful to me. I think that understanding the elements of fiction is a rather dull experience until there is a personal connection to the material.

For me as a teacher, I envision giving students opportunities to read books of their choosing just for enjoyment as well as closely analyzing literature according to relevant and interesting thematic units. I think it will be important to connect reading to school, home, and community life and student interests to generate students' desire to read. I see myself giving students the opportunity to “read” texts in various ways- by dramatizing texts, creating original works based on texts, including multiple genres and visual and auditory texts as well as traditional written texts. I think given such multiple modes, hopefully all students can find a way to see themselves as readers.


Here are just a few of my all time favorites:

I think I am pretty average when it comes to my use of digital technologies. I am not really a “techie.” I’m not always up on the latest, and I’m sure there are features on my phone I have never used and am not even aware of. But I do have an I-Phone 5 that I use continuously every day. It is my primary phone since I don’t have a home phone. I use it to check my email, text, map my routes, listen to music, calendar my life, set alarms, surf the web, keep up on faceboook and use a host of other apps. I have an I-Pod that I utilize several times a week to make playlists and teach Group Fitness classes. I have an I-Pad that I use most often when I travel because it is oh-so-handy for reading and watching movies. I did use it this week to track my fantasy football team and download a YouTube video. I probably spend a little more screen time per week right now than on average, because I am often working on my laptop for school assignments. I do like to listen to the news on the TV in the mornings when I am home, and kick back and watch some TV at night to unwind (although my husband makes fun of me because we have about 20 shows on our DVR that I have seen the first 20 minutes of and then fallen asleep). I exchange digital texts with all kinds of people- family, friends, business associates,and university acquaintances. I read news, political commentary, literature and informational digital texts.

I am excited about the ways in which technology can be used in the classroom. I see myself maintaining a class website and/or blog. I think they could be helpful to extend class discussions and familiarize students with utilizing technology, as well as interacting with one another. I see myself communicating with students and parents via email and text. (Apparenty, class texts can be set up to send without giving my phone number.) I think webquests on the internet could be helpful for establishing historical context, or finding information about authors. Videos, powerpoint, prezi, and other digital formats are now easily displayed for students for instructional purposes, and I think can be a great addition for visual learners, as well as providing visual texts to go along with written texts. I have also seen my cooperating teacher have students “take out their devices” in class when there is a question about a definition or a fact and have them google the answer. In addition to having students complete assignments utilizing computer publishing programs such as word and powerpoint, and searching the web for information and sources, I think it would be useful for them to create original texts based on digital formats that they are familiar with. They could dramatize a portion of literature on YouTube, create facebook pages for literary characters to interact (I found a website called “Fakebook” where students can do this), or imagine what one character might text to another and create a text dialogue. It would be important to walk students through the use of these formats initially, in case some students are not familiar with them. I would also need to make sure that any assignments I created that would necessitate the use of digital technology would be available to students in the library or in the classroom for those who might not have their own devices.

Introduction

Boil yourself down to three paragraphs or less please…

Making a personal introduction is always an interesting challenge. I’m not entirely sure I like compiling the essence of me into a few neat and tidy paragraphs. I suppose, being in the humanities, I recognize that nothing and no one really fits neatly into a box, and we're all just a bunch of walking contradictions. However, knowing something about one another is better than nothing at all, and so we continue to take a stab at it each semester.

My name is Alissa Groll, and I am a student at Utah State for the second time around. I graduated years ago with my bachelors in English, and became a mother of four. With my youngest just starting 1st grade, I decided it was time to come back and start working on my bachelors in secondary ed. I am majoring in English teaching, with minors in History and Political Science.

Of course, my first great love is for my spouse and children. I couldn't ask for a more loving and supportive husband, Matt, who is getting the kids off to school on Tuesdays and Thursdays so I can attend class. I have three girls 11, 9, and 6, and one boy who is 10 years old. They are all growing too fast and are so unique in their talents and personalities. They make me smile, laugh, cry, and tear my hair out alternatively. You can't sum up parenthood any better than Dickens: it is the best of times, it is the worst of times. All in all, probably the reason I love them all so much. :)

I think two phrases sum me up pretty well: "Variety is the spice of life" and our Groll family motto to "work hard, play hard." I have lots of different interests. I love anything associated with the outdoors or traveling. Whether it's hiking, biking, rafting, climbing, mountaineering, or camping- count me in! My husband and I have climbed 29 of the 50 state high points, the Grand Teton, and to the top of the Alps (the highest peak in Europe). Of course, I'm into fitness so I can enjoy all of these activities. I currently teach group fitness classes for Gold's gym, and have been involved in personal and group training, management, and ownership in the fitness industry over the past twelve years. I'm kind of domestic- being Mom is my number one job, I like to cook, craft, and scrapbook- but I'm equally comfortable running a chop saw or laying tile. My husband and I built our home North Logan and a family cabin in Lava Hot Springs. I love to read, and don't mind the quiet of my own company. I'm definitely not a socialite, but I am actively involved in my church, community, and political party.

I have always been drawn toward teaching positions. Whether training employees at JBs or Macey's where I worked during college, working as a preschool and substitute teacher, as a group fitness instructor, or even as a mom, I have found that I enjoy teaching others. I think I have a natural patience with others and am able to explain things in an understandable fashion. Most importantly, though, I simply love to see a student pick up something I have taught and run with it. When a student starts doing the learning independently, expanding on the base provided, and we begin to learn together, that is truly wonderful.

To me, teaching English represents an opportunity to give every student a voice and the tools to use it. We live in the information age where students don't necessarily need to memorize terminology and facts, but they do need to know what to do with them. I think that teaching in English (History and Political Science too, for that matter)should revolve around helping students learn how to analyze and evaluate the information they find. They need to know how to make connections, synthesize information, apply it to themselves and their life experiences. They need to be able to inform and clarify their own opinions and know how to articulate their viewpoints in meaningful ways.

I agree with the broad definition of literacy that we put together in class. In my field, literacy means not just being able to read and write, but to be able to interpret, critique, question, and evaluate texts. These texts could be fine works of literature, but would also include a variety of texts- newspapers, brochures, art, pamphlets, poems, songs, essays, lectures, historical documents, journals, diagrams, maps, digital media, etc. To be literate in English students should also then be able to produce their own wide variety of texts, learning how to make each type of text effective.