Peter Whalen
And the 6 Modes of Communication
Definition of Literacy
Based on the 6 modes of communication, literacy is
either the ability to gain understanding from
or the ability to convey understanding through a text.
Gain
Understanding
Reading
Listening
Visualizing
L
I
T
E
R
A
C
Y
Convey
Understanding
Writing
Speaking
Representing
My Literacy
Development
through the Works
of Bob Dylan:
The Rolling Stone Interview
with a Devoted Fan
Rolling Stone:
What first got your interested Bob Dylan’s music?
Devoted Fan: I first started
listening to Dylan when I was
in high school. My first album
was his Greatest Hits
recording on cassette tape. I
was turned on to his lyrics,
which spoke to me at a deeper
level than other pop songs on
the radio. Songs about lost
love and songs advocating for
social change captured my
lovelorn, idealistic
inclinations. The lyrics along
with his harmonica and
acoustic guitar opened the
door to a lifelong appreciation
of a great American artist.
RS: How did you express your appreciation?
DF: I spoke those words as if
they were my own. If “Like a
Rolling Stone” or another hit
came on the car radio, I
belted it out on my drive to
school. At home in the
shower, I stuck a cassette in
the tape deck and sang for all
my family to hear. Dylan
helped develop my own
voice. I mirrored his style
with my own inflections. I
spoke the words with passion
and intensity.
RS: You talk about a personal connection to the artist.
Did that deepen in anyway?
DF: Yes. I started reading
interviews in magazines like
Rolling Stone and learned more
about his influences as an artist.
Recently, I read his
autobiography Chronicles,
which detailed his childhood in
Hibbing, MN, his early days on
tin pan alley and his first
contract with Columbia
Records. By reading, I
developed a more informed
understanding of the lyrics. I
made connections to his
personal life, his influences and
the trajectory of his professional
career.
RS: Did Dylan influence your own artistic expression?
DF: In college, a deeper
appreciation for poetry
developed and I began to
write my own poems. I am
not a songwriter or musician
but I wrote poetry feverishly
into the night. Dylan, the
poet, was my earliest
influence, and those poets
who influenced him also
made an impression on me,
such as Allen Ginsberg and
Jack Kerouac. I began to
imitate their poetic style and
started to find my own voice.
Writing became my primary
outlet of expression.
RS: Some films have come out recently about
Dylan. Have you seen any of them?
DF: Of course. I’m Not There
was pretty cool. Cate Blanchett’s
portrayal of a young Dylan was
an interesting twist. She was
nominated for a Best Actress
Oscar for her performance. I
also enjoyed watching
Scorsese’s documentary No
Direction Home. And while it’s
not recent, D.A. Pennebaker’s
classic documentary Don’t Look
Back remains a personal
favorite. Viewing Dylan’s live
performances as a young artist
is pretty cool. All these films are
recommended viewing for any
Dylan fan.
RS: Any last memories you’d like to share?
Let’s go back to high school
again. Over all 4 years, my
most memorable assignment
was a poster board
presentation of Dylan’s life
and career for a Mass
Communication class. It
included some cool
photographs, print outs of
some lyrics and bio info. for
display. I probably played a
song or two as well. It was
well received by classmates. I
think I even got some
applause.
Bio-Poems, Data and Complaints +
Strategies to Address Their Literacy Needs
Thomas’ Bio Poem
Thomas
Smart, good looking, energetic
Brother of Sara, Evan, and Joseph
Lover of sports, fashion, music
Who reads when it’s quiet, when tired or bored
Who feels lucky, joyful and excited when I read?
Who dislikes reading when having company, eating or
watching sports
Who fears reading about death, obituaries, hate crimes
Who wants to read about sports, rap stars and cars
Resident of Milwaukee
Groan-Wilson
Virginia’s Bio Poem
Virginia
Understanding, loving, caring and considerate
Sister of Rosa, Jorge and Fernando
Lover of boyfriend, family and friends
Who likes to read when there is nothing to do, something
isn’t on TV, or I’m bored
Who feels sad, happy, and curious when I read
Who dislikes to read when forced to do it, under pressure or
not happy
Who fears reading about death, drugs and sex
Who wants to read about love, family, and hope
Resident of Milwaukee
Artega
Leon’s Bio Poem
Leon
Loving, wild, funny and laid back
Son of John and Mary
My son, my girlfriend, my family
Who likes to read when I’m at home, school or work
Who feels happy, smart and excited when I read
Who dislikes reading when around loud people, in front of a
lot of people, or when I’m sick
Who fears reading about death, being burnt alive, and being
a slave
Who wants to read about lovers, life and money
Resident of Milwaukee
Diliberti
So’s Bio Poem
So
Nice, intelligent, caring, goofy
Brother of Chang
Lover of Will Smith, Sponge Bob and food
Who likes to read when it’s quiet, nothing to do and have
spare time
Who feels relaxed, calm, and at ease when I read
Who dislikes reading when it is loud and lots of people are
around
Who fears reading about spiders, war and death
Who wants to read about computers, drama and comedy
Resident of Milwaukee
Vang
Tamisha’s Bio Poem
Tamisha
Loving, funny, African-American, Nice
Daughter of Lela
Lover of money, cars, clothes
Who likes to read when it’s quiet, at school and to my little
brothers
Who feels happy, excited, sad when I read
Who dislikes reading when I am mad, sad and not at home
Who fears reading about death, scary books and how people
die
Who wants to read about puppies, mystery stories and
buildings
Milwaukee (Mil-town)
Phoenix
Juan’s Bio Poem
Juan
Energetic, loving, singer, athletic
Brother of Chris
Lover of family, life and myself
Who likes to read when bored, traveling, with kids
Who feels inspired, smart, sophisticated when I read
Who dislikes reading when noise is around, not comfortable,
sleepy
Who fears reading about people dying, homeless kids and
our society
Who wants to read about myself in the papers, history, cures
for cancer
Resident of Milwaukee
Miguel
Understanding Culture:
Where do your students come from?
Sibling
Status
Family
Practices
Religious
Practice
Mealtimes
Attitudes
toward Time
Family Time
Language
Spoken
Home
Culture
Education
Individual
and Gender
Roles
Entertainment
Reading & Writing: Grade Equivalency Data
 Grade Equivalency totals (vocabulary and comprehension):
 1 student (Virginia) scores slightly above grade level (11th) on vocabulary and
comprehension
 2 students (Leon and Thomas) score at the 9-10th grade level
 3 students are below grade level (Tamisha-8th) (Juan-7th) (So-6th)
First Steps:
Student collaboration will “raise all boats.” Students will be broken into
small groups (literacy teams) working together daily to improve results. 2
groups of 3 students representing different grade equivalencies will be
mixed together (Virginia, Tamisha, So) (Leon, Thomas, Juan). Students
can also work in pairs.
Outside Intervention (Reading/Writing Specialists) may be needed,
especially for those scoring at the low end of the spectrum. Both
classroom teacher and interventionists can work with small groups and
one-on-one.
Reading - Classroom Strategies
 Student biopoems indicate a high number who like to read
about tangible topics connected to their lives. They also
like to read about topics with a positive message. Teachers
should find a way to connect texts to “real life” situations.
 Biopoems have a striking commonality: almost all students
like to read when bored. Most also indicate a dislike of
reading for school or when “forced.” This indicates interest
in reading as an activity, but teacher must strive to make
content of text one that catches student interest.
 Giving students a choice of what they read based on
interests and cultural connections will lessen the feeling of
being “forced” to read something.
Reading Strategies continued
 Placing students in study pairs for vocabulary may help
those with lower skills to develop through work with peers.
If this work includes reading aloud, then confidence will
build for both students whereas this might not happen if
reading in front of entire class.
 Text response assignments should be differentiated for
student ability level. The students at the highest percentile
ranks/grade equivalencies should write response papers
that draw conclusions and connections. However, students
at the other end of the spectrum will benefit from guided
reading assignments that will help them with an outline of
what they are looking for in the text as they read.
Writing: BioPoem, Letter and Essay Evaluation
 The majority of students fall within the Apprentice range,
suggesting that core writing abilities have been developed and
there are assets to build upon.
 Writing skills must improve in all areas both at a macro level
(organization, structure, detailed development, etc) and micro
level (grammar, usage, spelling, vocabulary, etc). Revision,
editing, and proofreading skills should also be stressed.
Scaffolding--progress made incrementally--sentence structure
and mechanics, paragraph structure and development, etc., etc.
 Essays demonstrate that students approach topics through a
cultural lens. Students compare and contrast cultural definitions
of success to their own personal definitions and examples. As a
result, personal identities emerge. Matching personal identities
to writing topics will further engage students.
Additional Writing Assessments
 Journals used for pre-writing activities (brainstorming, freewrites, mapping, etc),
development of ideas, practice of paragraph structure and sentence mechanics,
personal reflection, research, grammar exercises, etc. Collected on a weekly basis
and reviewed.

Modeling exercises for students to imitate professional writers and exceptional
student writing.

Multiple, focused drafts assigned and reviewed: for example, a developmental draft
followed by an organizational draft followed by an edited/proofread draft.
 Revisions: After students receive written comments, rubric scores and grades from
the teacher, they should be required to follow up with a revised “final” draft.
Revision must be taught, so students see it as more than correcting surface errors.

Writing workshops/Peer Review: Allow students to offer feedback to one another.
Based on peer feedback, allow students to make revisions prior to turning final draft
into instructor. Focus some peer review sessions on specific elements like
organization. At other times, ask for global feedback. Stress different audiences for
student writing: allies, peers and experts. Schedule one-on-one conferences
between student and instructor.

Rubrics: Design so students can understand evaluation criteria and apply it to their
own and their classmates written work. Distribute before and after assignments are
due. Have students design rubrics based on their understanding of the criteria,
using vocab. they understand (i.e. “flow”).
A Disgruntled Student’s
Spontaneous Acrostic Rant about Textbooks
Textbooks suck! They really suck!
Everything about them sucks!
X-out every page! I never read ‘em anyway!
‘Kuz’ Textbooks really suck! They’ve always stunk.
If I could, I’d Burn ‘em up. Make one hell of a blaze.
Throw ‘em Out!
Out, I say!
‘Kuz’ textbooks really suck!
They Suck! And that’s all I’ve got to say!
A Disgruntled Student’s Spontaneous
Acrostic Complaint about Quizzes
Quizzes
Usually
Induce
Cramped Muscles
and
Kickin’ Headaches
Writing
a personal Reflection
(on the other hand)
Involves
The
Entire
Self
A Disgruntled Student’s Plea for Help
Vocabulary
Obstacles
Can become
A real
“B”– ouch!
Unless you have a
Loving
A+ teacher who finds a
Really, really, really
good strategY to teach the meaning of words.
Which ones apply?
CCSS ELA Anchor Standards for Reading
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the
content and style of a text.
CCSS ELA Anchor Standards for Reading
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as in words.1
CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar
themes or topics in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
CCSS Anchor Standards for Writing
Text Types and Purposes1
CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details and wellstructured event sequences.
Production and Distribution of Writing
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce
and publish writing and to interact and collaborate with others.
CCSS Anchor Standards for Writing
Research to Build and Present Knowledge
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained
research projects based on focused questions, demonstrating
understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple
print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and
audiences.
CCSS Anchor Standards
for Speaking and Listening
Comprehension and Collaboration
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting
evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual
displays of data to express information and enhance understanding of
presentations.
CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of formal English when indicated
or appropriate.
CCSS Anchor Standards for Language
Conventions of Standard English
CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression.
for Improving Literacy Skills
It’s Time to Play
Ask the Guru
Vocabulary
Guru
Comprehension
Guru
Writing
Guru
Dear Vocabulary Guru:
What is a Vocabulary Overview Guide?
The Vocabulary Overview Guide is a graphic
organizer that helps students access the meaning of new
words. The graphic organizer takes students through a few
specific steps: (1) associating new words to mnemonic clues;
(2) allowing students to come up with their own explanation of
the words; and (3) letting students use the words in the context
of a sentence. For example, the word “warily” would be
approached this way: CLUE: “beware;” EXPLANATION: “you
are very cautious about something;” USE: “The teacher would
have to warily watch Charles.” Understanding is reinforced by
the words used in class discussion. Recording the word in a
graphic organizer grounds understanding. This multi-layered
approach helps students feel more personally invested in
their vocabulary acquisition (rather than rote memorization).
Dear Vocabulary Guru:
What are Survival Words?
The Survival Words strategy is a graphic organizer designed
to build vocabulary within an inquiry-based, collaborative
setting. The strategy teaches students that they can
comprehend a text without knowing every word. The
students and teacher identify key words found in a text, and
the students work collaboratively to share their previous
knowledge of the key words, or they work together to
discover meaning (prior to consulting a dictionary). The
strategy allows students to feel like experts on words they
already know, while reinforcing the learning community as
they share their knowledge. Let’s look closer at this strategy
in the context of Walt Whitman’s poem, “I Hear America
Singing.”
Step 1: Survival Words
Teacher and students select 6-10 words they should
know to comprehend the text, then make a chart with
the following columns:
Word
A
B
C
D
Meaning
Step 2: Survival Words
In the first column, students copy each word down.
Then, in columns A, B, C, and D they will categorize
each word.
A= I know the meaning and use the word.
B= I know the meaning but don’t use the word.
C= I’ve seen the word before but don’t really know it.
D= I’ve never seen the word.
Word
Carols
Blithe
Mason
Ploughboy
Fellows
A
x
B
C
D
x
x
x
x
Meaning
Step 3: Survival Words
After categorizing, write down as many meanings as you know:
Word
Carols
Blithe
Plank
Mason
Deckhand
Hatter
Ploughboy
Intermission
Fellowsx
Robust
A
x
B
C
D
Meaning
songs at x-mas
x
x
a board
x
x
works on ship deck
x
x
x
a pause in action
dudes
x
Steps 4 & 5: Survival Words
Students break into groups and share the meanings they
are most confident about knowing. Then, the teacher
goes over the charts with them, answers any questions,
and helps clarify any words that remain difficult. The
dictionary is the last resort.
Dear Comprehension Strategy Guru:
What’s a Thinkquiry Chapter Preview/Tour?
Thinkquiry Chapter Preview/Tour provides a structure for
students to preview textbook chapters. By filling in the
Thinkquiry chart, students get a full picture of the reading
task before them. Thinkquiry is a well-organized chart that
systematically walks students through several features: title;
headings and subheadings; introduction and chapter
summary; important vocabulary; words, phrases, or
sentences in special type; visuals (graphs, charts, pictures,
maps, etc). Students can break a chapter into parts and
organize their thoughts on how to proceed. It’s an excellent
frontloading activity and demonstrates that pre-reading is an
important part of the reading process. It makes textbook
reading seem less daunting.
Dear Comprehension Guru:
What is a Character Analysis Grid?
A number of graphic organizers provide strategies for
critical thinking about texts. Most stories are generated
through the conflicts between characters. The external
conflicts between and internal conflicts within
characters propel the plot forward. The Character
Analysis Grid encourages a deeper understanding of
this dynamic. Asking, “What does a character do?”
pushes the student to think about the character’s actions
in relation to other characters. Asking “What does the
character say or think?” forces the student to recognize a
character’s internal struggles. These actions, thoughts
and feelings define the conflicts that generate plot; these
conflicts intensify the action and point to a climax and
eventually a resolution within the story.
Dear Comprehension and Writing Guru:
What are Quickwrites?
Quick Writes offer students an opportunity to
deliberate and clarify their understanding of textual
subject matter. Quick Writes are planned interludes
for students to respond to their learning during
class. Though brief, these teacher-prompted, rapidly
written reflections stimulate personal reflection and
critical thinking. Because they are placed within a
lesson, they are an excellent complement to Admit
and Exit slips provided at the start and close of a
lesson. Like freewriting, they are a potential first
step toward deeper critical analysis.
Dear Writing Guru:
What are freewrites?
I will refer you to the freewrite Guru, Peter Elbow, who says, “The
most effective way I know to improve your writing is to do
freewriting exercises regularly. At least three times a week. The idea
is simply to write for ten minutes (later on, perhaps fifteen or
twenty). Don't stop for anything. Go quickly without rushing.
Never stop to look back, to cross something out, to wonder how to
spell something, to wonder what word or thought to use, or to
think about what you are doing. If you can't think of a word or a
spelling, just use a squiggle or else write "I can't think what to say, I
can't think what to say" as many times as you want; or repeat the
last word you wrote over and over again; or anything else. The only
requirement is that you never stop.” Writing nonstop is the key.
 http://mgunby.wikispaces.com/file/view/Freewriting.pdf
Dear Gurus:
What is a Memory Map?
Good exercise for writing, visualizing and representing:
 Draw a map of your neighborhood.
 Create a legend that mark 3-5 special memory spots.
 Break into groups of 2-3.
 Tell the story of one memory and listen to yourself.
 Write down what you said as if repeating the story in
normal conversation. Embellish your stories as you
tell them. Get rid of unnecessary, wimpy, nerd words.
Use powerful words or phrases to create vivid images.
 Write the final draft as a story or poem.
Dear Guru: How does the “Getting Inside
the Image” strategy work?
Choose a photo with a sufficient amount of detail. This exercise
encourages students to analyze a visual text closely and respond to it.
 Look closely at each object in the photo. Identify each one.
 Examine each quadrant. BE SPECIFIC.
 Who or what is in the photo? (Give names.)
 Determine the season, time of day, location of the sun,




weather conditions.
What are people doing? Why are they doing it?
Think about what’s going on just outside of the edges of the
photo.
Pick a particular place in the photo where you can see yourself.
Be in the photo. What does it feel like, smell like, taste like,
sound like? What do you see that has the most impact upon
you?
Determine what happens next?
Dear Discussion Guru:
What is a Discussion Web?
A Discussion Web is a graphic organizer that allows
students to look at the pros and cons of an important
issue or theme presented in a text. Students respond to a
central question posed in the middle of a visual chart
(for example, What is the American Dream? Has it
changed?), and then in two columns on opposite sides of
the chart, students list reasons and evidence explaining
the pros and cons related to the question, which then
leads students to offer their own conclusions related to
the central question. The visual, hands-on component of
the graphic organizer will appeal to many students.
Dear Discussion Guru:
What is a graffiti discussion?
A graffiti discussion allows students to free associate
on ideas related to a text. Put up a piece of poster paper
at the front of the room (or use the white board or
Smartboard). In the center of the poster, write the name
of the text. As a group, students will come up and list
important concepts presented in the text--things that
interested them or caught their attention (listing major
themes, for example). Students will be able to compare
their impressions with their classmates. Collectively, the
class will come to a mutual understanding of key issues
presented in a text. This activity appeals to kinetic,
hands-on, visual learners.
Dear Discussion Guru:
What is a Socratic Seminar?
Socratic Seminars are named for their embodiment of
Socrates’ belief in the power of asking questions, prizing
inquiry over information and discussion over debate. Socratic
seminars acknowledge the highly social nature of learning.
The Socratic Seminar is a formal discussion, based on a text,
in which the leader asks open-ended questions. Within the
context of the discussion, students listen closely to the
comments of others, thinking critically for themselves, and
articulate their own thoughts and their responses to the
thoughts of others. They learn to work cooperatively and to
question intelligently and civilly.
http://www.readwritethink.org/professionaldevelopment/strategy-guides/socratic-seminars-30600.html
Dear Discussion Guru:
What are Literature Circles?
A Literature Circle is a collaborative, student-centered
reading strategy. Students select a text then are introduced to
the four jobs in the Literature Circles: Discussion Director,
Literary Luminary, Vocabulary Enricher, and Checker (other
roles can be added). The teacher and student volunteers
model each task for each of the four (or more) roles, and then
students practice the strategies associated with their role.
The process demonstrates the different roles and allows
students to practice the techniques before they are
responsible for completing the tasks on their own. After this
introduction, students are ready to use the strategy
independently, rotating the roles through four-person groups
as they read the books they have chosen.
Saints Peter and Paul’s Calling
There was a young man in his early 20s
who started working with children. They
came to him afterschool after the school
bell rang. Some days they entered his room
and finished their homework. Other days
they rested and read, but mostly it was
play, play, play until their parents arrived at
5:30. The young man judges the day as
successful if there were no tears, wetted
pants, or broken bones.
Another Urban Day
In his mid twenties, the young man became
a teacher of middle school Spanish. A
textbook was available and he followed it to a
T. What else could he do? He knew no other
strategy. He judged student performance
based on textbook exercises, a few quizzes,
discussions of readings, but never a big
whopper test. Reviewing their progress, he
asked, “Do you got it?” “Do you understand?”
Of course, all said, “YES!” Not sure how
much Spanish everyone learned; they all
liked piñatas the best. One thing is for
certain, he loved them as if they were his.
A College Instructor
Passes the Smell Test
UWM
Mount Mary College
UW-Waukesha
Now in his thirties, the young man sought a Ph.D.,
and the Ivory Tower elders assigned him courses
without any teacher training. His goal: stay one step
ahead of his students. Late through the night, he
crammed materials into a rough lesson plan,
required journal writing, assigned essay after essay,
an oral presentation, followed by a final research
project and, to his minions’ delight, no final exam.
Students assessed each other during peer review and
revised based on the feedback they received. He
practiced this routine for over a decade. The elders
hired him year after year to keep the ball rolling, the
tuition dollars flowing, while passing his minions on
to the next tier of undergraduate land.
A Teacher in Training
Now in his forties, a veteran teacher thinks,
“There’s value in working toward teaching
certification. Formally learning best practices
was long overdue. To learn many different
formative and summative assessments will help
me better understand what my students have or
have not learned. These assessments will guide
what I teach and how I teach it. I will not be
assigning only essay after essay anymore. There
will be variety of assessments that I will use,
making my teaching much more effective during
the years to come.” Many assessment strategies
are already listed in this presentation.
Technology Statement
This is an area of teaching that I must continue to
develop. At present, I have used technology to record
grades and communicate with students through
platforms like Blackboard, D2L and Edline. I
supplement instruction through posting of articles or
videos from web-based sources on a SmartBoard. At my
current job, the school uses TurnItIn for students to
submit assignments, and I will begin to give students
feedback electronically. However, there is so much more
that I can learn and utilize in the classroom. For
example, Online Book Forums can be used to
supplement class discussion in my American Lit class,
and No Red Ink can be used for grammar exercises.
In journalism class, students will be writing their own
blogs on Today’s Meet, and I will be investigating online platforms for the school newspaper, so students can
become familiar with web-based publishing, while also
saving money on printing costs. I will also look into
news sights built for teens like Achieve 3000/Empower
3000 for models of journalistic writing. When it comes
to assessment, I will use templates found on Quizstar
and Rubistar, and students will become familiar with
the Son of Citation site for MLA and APA
documentation. Technology is the new platform for
literacy skills. It is the preferred learning vehicle for
many students. I must get on the same page as them.
THEMES & TITLES
Girls Coming of Age: A House on Mango Street & A Step from Heaven
Racial Injustice: Sounder & To Kill a Mockingbird
Disability and Bullying: Freak the Mighty & Stuck in Neutral
Teen Pregnancy: The First Part Last and Make Lemonade
Crime and Punishment: Monster, Hole in My Life and Always Running
Survival: Staying Fat for Sarah Byrnes & The Absolutely True Diary of a
Part-Time Indian
Cisneros, Sandra. The House on Mango Street. New York:
Vintage Books, 1991. Print.
The story of a young girl
growing up in the Hispanic
quarter of Chicago.
Capturing her thoughts
and emotions in poems
and stories, she is able to
rise above hopelessness
and create a quiet space for
herself in the midst of her
oppressive surroundings.
Na, An. A Step from Heaven. Asheville, NC: Front Street,
2001. Print.
A young Korean girl and
her family find it difficult
to learn English and adjust
to American life. While
Young Ju’s mother works
three jobs, and her father
falls into alcohol’s vice, and
all suffer from his violence,
Young Ju overcomes her
struggles through hard
work and high academic
achievement.
Armstrong, William H. Sounder. New York: Harper &
Row, 1969. Print.
Angry and humiliated
when his sharecropper
father is jailed for stealing
food for his family, a young
black boy grows in courage
and understanding by
learning to read and
through his relationship
with his devoted dog
Sounder.
Lee, Harper. To Kill a Mockingbird. Philadelphia:
Lippincot, 1960. Print.
The explosion of racial
hate in an Alabama town is
viewed by a little girl
whose father defends a
black man accused of rape.
A true classic read by high
school students for
decades.
Philbrick, Rodman. Freak the Mighty. New York: Blue Sky
Press, 1993.
At the beginning of eighth
grade, learning disabled
Max and his new friend
Freak, whose birth defect
has affected his body but
not his brilliant mind, find
that when they combine
forces they make a
powerful team.
Trueman, Terry. Stuck in Neutral. New York: Harper
Collins, 2000. Print.
Fourteen-year-old Shawn
McDaniel, who suffers
from severe cerebral palsy
and cannot function,
relates his perceptions of
his life, his family, and his
condition, especially as he
believes his father is
planning to kill him.
Johnson, Angela. The First Part Last. New York: Simon
and Schuster, 2003. Print.
Bobby's carefree teenage
life changes forever when
he becomes a father and
must care for his adored
baby daughter alone.
Euwer Wolff, Virginia. Make Lemonade. New York:
H. Holt, 1993. Print.
In order to earn money for
college, fourteen-year-old
LaVaughn babysits for a
teenage mother, whose
children live in conditions
that are less than ideal.
Rodriguez, Luis. Always Running: La Vida Loca, Gang Days
in L.A. Willimantic, CT: Curbstone Press, 1993.
A former L.A. gang member
describes his experiences in that
world, recounting the sense of
security and power found in a gang
and the grim reality of violence and
poverty. By age twelve, the author
was a veteran of East L.A. gang
warfare. Lured by a seemingly
invincible gang culture, he
witnessed countless shootings,
beatings, and arrests, then watched
with increasing fear as drugs,
murder, suicide, and senseless acts
of street crime claimed friends and
family members. Before long he
saw a way out of the barrio through
education and the power of words,
and successfully broke free from
years of violence and desperation.
Gantos, Jack. Hole in My Life. New York: Farrar, Straus
and Giroux, 2002. Print.
In the summer of 1971, Jack Gantos
was an aspiring writer looking for
adventure, cash for college tuition,
and a way out of a dead-end job.
For ten thousand dollars, he
recklessly agreed to help sail a
sixty-foot yacht loaded with a ton
of hashish from the Virgin Islands
to New York City, where he and his
partners sold the drug until federal
agents caught up with them.
Gantos was sentenced to serve up
to six years in prison. Once he was
locked up in a small, yellow-walled
cell, he moved from wanting to be
a writer to writing and dedicated
himself more fully to the thing he
most wanted to do, helping him
endure and ultimately overcome
the worst experience of his life.
Myers, Walter Dean. Monster. New York: HarperCollins
Publishers, 1999. Print.
While on trial as an
accomplice to a murder,
sixteen-year-old Steve
Harmon records his
experiences in prison and
in the courtroom in the
form of a film script as he
tries to come to terms with
the course his life has
taken.
Crutcher, Chris. Staying Fat for Sarah Byrnes. New York:
Greenwillow Books, 1993. Print.
The daily class discussions
about the nature of man,
the existence of God,
abortion, organized
religion, suicide and other
contemporary issues serve
as a backdrop for a highschool senior's attempt to
answer a friend's dramatic
cry for help.
Alexie, Sherman. The Absolutely True Diary of a Part-Time
Indian. New York: Little, Brown, 2007.
Budding cartoonist Junior
leaves his troubled school
on the Spokane Indian
Reservation to attend an
all-white farm town school
where the only other
Indian is the school
mascot.