A Year Later…

This morning I was drinking my morning coffee on the patio of my recently purchased home, and a sudden realization came to my mind…

  1. I need to be a better party planner and gift giver.
  2. I haven’t blogged in over a YEAR!

When I started this blog, I originally did it for a class. The class was called “Adolescent Literature,” and I really enjoyed the class. We read a lot of books and discussed a lot of different things in the class that helped me in my future career. That was when I was a junior in college, studying to become an elementary teacher.

Almost 3 years later, I am happy to come to you with an update on my life and my career! I graduated from Chadron State College with an Elementary Education degree .I was hired 3 months after I got that degree to teach 3rd grade at a small school in Nebraska. I am currently at that same school, and I am on summer break after finishing my first year of teaching! It is true what they say, college gives you as much as they can to prepare you for your first year in your field, but you truly learn the most when you are doing it and involved instead of reading about it.

During that time of teaching, a few wonderful things in my life happened…

  • I coached Drama, and I learned a lot about coaching High School.
  • I met 8 wonderful students who each had unique personalities.
  • I got the chance to learn from some great teachers.
  • I learned my weaknesses as a professional and how to conquer them.
  • I learned my strengths as a professional.
  • I got engaged to the love of my life! We will be tying the knot next August.

So much has happened in the last couple of years, and without trying to write my own book, I wanted to share where I have been and what the future of my blog will be. I will continue to read and post about books, but I will also be steering towards more teaching related posts now that I have my own classroom. I have wonderful stories and different strategies that I wish to share. My goal is to connect with other teachers and book lovers like myself in hopes for a better education,  and to better the lives of the kids I teach.

Hopefully the next post won’t be a year from now!

-Ms. L



A Week of 5th Grade Reads

Hello readers!

Again, my apologies for waiting so long to blog, but I have been super busy! The life of a teacher is one that requires more hours than the day can produce!

Over my time subbing in the district that I  grew up in, I have made an agreement with a 5th grade students that I would read some new books that came to our town library.

  1. PAX by Sara Pennypacker
  2. The Island of Dr. Libris by Chris Grabenstein


A story that isIMG_8666 bittersweet and contains a valuable life lesson, Pax is a story that touches the hearts of all boys and girls in 5th grade. The story begins with Peter, and the heart breaking moment where Peter realizes that his father is taking his pet fox, Pax, back to the wild in hopes to release him back to his natural habitat.. or so that was Peter was told to believe.

Now that Peter’s father has been called back to serve in the war, Peter decides to go find his pet in the wild. Peter embarks on a hard journey where he learns the importance of acceptance, the value of friendships, and the hard life lesson of letting go.

Rating: 4 out of 5!

The Island of Dr. Libris

If you have a 10-12 year old who LOVES fairy tales, this would be the book for them! Sir William , also known as Sir William to Robin Hood and his merry men, regretfully starts his summer in a cabin with his mom with no tv, no internet, and no friends. Once his iPhone breaks, he is forced to discover the secret library of Dr. Libris, which contIMG_8667ains shelves upon shelves of books that would include Hercules, Robin Hood and The Adventures of Huckleberry Finn. When reading these books, Billy discovers a powerful connection between the book, himself, and the Island that is a boat ride away from his mother’s cabin.

This story focuses on the magic of Sir William and his newly found friends as they  venture out to the island to discover a variety of fictional fairy tales that seem to come to life when Billy reads a story. What makes Billy so special? Will he be able to use this Island to save his parents marriage? Can he save himself?

Rating: 3 out of 5!

Until next time!

-Ms. L

Literture Circle Building 101

Hello readers!

I am just wrapping up my student teaching experience and I have so much to share!

I started my student teaching experience this fall, which is the VERY LAST STEP towards my dream of graduating college with my degree. Of course, I still have a few other things to do to achieve my ultimate goal (have my own classroom), but this was a large accomplishment for me!

My student teaching experience was a total of 16 weeks. I was placed in a Kindergarten classroom for 8 weeks, and then I was moved to a 4th Grade classroom. I had the privilege to work with some great teachers during my experience and I learned SO much by participating, observing and teaching.

That being said…

One of the things that I was able to do in my 4th grade classroom was lead and plan my very own literature circle. When my cooperating teacher had asked me to do it, I was thrilled! I love reading and this was my chance to prove that I know some stuff about reading.

The book that the cooperating teacher and I had choose was Frindle by Andrew Clements.

Of course, this was my very first literature circle so I had things that worked out really well, but I  also had things that I wish I changed.

Here is a list of things that I found effective for my group of 5.

Post-It Notes:

I used post-it notes in multiple things. One of those ways was to have students write down vocabulary words that they didn’t know and find the definitions to teach the group. For every chapter we read, the students had to find one vocabulary word that they didn’t know or thought the group would not know, write it down on a post-it note, use a student dictionary to write the definition of the word, and place it on the poster for the group to view. The book we studied was based on words and using dictionaries so I wanted to include that interactive process as well. Every student also had a different color of post-it note.

Visual Aids:

As you can see, we used a variety of visuals to help with our books study. I made this poster before the literature circle started to not only teach with, but to keep the students and myself on track. The poster also was aligned with what the students were learning in class during those weeks.


Frindle Poster 4th Grade 2015


Final Project:

I wanted the students to have a final project for several reasons. The biggest reason was that it was my form of assessment to see who did benefit from the study and who needed more work. I also wanted students to have something to keep for our time together. Our final project was a interactive profile that included a character list for the main character, a summary, and a page for the students to explain to those who have not read the book why they should read it.

Book Talk:

I did not have enough time to have a lot of book talk with the students, but we did have time to discuss Nick (the main character) and what was happening to him throughout the story everyday for 5 minutes. I wanted the students to have a lot of time reading.

Google Docs:

I had the students use Google Docs for a couple of things. Every student in the school that I was student teaching in has a Google Docs account, so I was able to create my own through the district thanks to our tech guy, and I had students complete tasks online. I would give feedback to each student and they really looked forward to reading those comments the next day. The students really liked it, and they were able to do some quality work for me.

Task Cards:

I used task cards that I found on TeacherPayTeacher during my book talks to encourage students to think deeply into the text. Some books will have discussion questions in the back of the book. I used those as well.


I didn’t just read to the students during this time. I had the students practice a variety of reading methods such as popcorn reading, silent reading, whisper reading, and partner reading. I had a group of decent readers so this proved to be beneficial.

Of course, the group was not perfect and there are some things I would change:

  • Monitor the post-it note usage: Some of the students that I had got WAY to carried away with the post-its I gave them. I started to monitor when and how many they would need and only give the students that many post-its. For example, if they only needed one post-it for vocabulary, then the student only received one post-it. I should have started that earlier.
  • More time with book talk: I wish I would have given the students more time to discuss and share what they were thinking about the story. The students did not have a lot of time to do this with me. We dedicated 25 minutes to do all of these things.

This was a very quick, easy beginning to developing a literature circle and I I’m very proud of their efforts. Stay tuned to hear about the next book genre we studied during the time I was with them!

Until next time!

Bullying, when does it end? Nineteen Minutes by Jodi Picoult

Hello all my wonderful readers!
I know it has been a while since I have blogged, but I am out of college for the summer of 2015, and I plan on getting back into the blogging world as well as completing my 2015 Summer Reading List that seems to be growing by the day!

With that said and done, let’s talk about what I have been reading.

After much delay with completing homework assignments and getting things ready for my student teaching experience in the Fall (which I am pretty excited for) I final finished the first book on my 2015 Summer Reading List. Jodi Picoult’s Nineteen Minutes was a book that I dreaded putting down and stayed up way to many nights during the week getting lost in the life of high school students who had their life flipped upside down in a matter of only 19 minutes.

Nineteen Minutes by Joci PicoultBefore I start talking about the book, I feel the need to express the importance of reading it. If you have ever read any of Jodi Picoult’s  books, you know that she writes stories that are real, and she takes you into a reality that makes you question how you would handle the situation on every page. We see many examples of this, such as in “My Sister’s Keeper,” which was a personal favorite of mine along with “Change of Heart.” What I liked most about Jodi Picoult is that she takes these realities, these stories, and makes it feel as if the story is actually happening in your very own life. Her stories are real, they focus on real issues that most readers do not want to face.

Nineteen Minutes was a book recommended to me by a former classmate and friend, who is also on the path to becoming an Elementary Teacher. She told me that it was a book that every teacher should read, and after reading the first 50 pages I completely agree with her. Any individual who works with kids, whether it be a teacher, a counselor, a friend, and even a parent, should read this book.

Here’s why…

The book talks about Bullying.

Picoult paints a picture of the typical high school setting….different groups of friends (“nerds,” “jocks,” “cheer team,”), and brings focus to a particular student named Peter, who doesn’t really fit into any group and is bullied and teased for most of his educational career. Peter has a tough life, with very little friends and  a thousand enemies as he tries to figure out who exactly he is. The beginning of the book starts with the description of one of the most horrific events I think to ever happen in the United States.

A school shooting.

As Picoult describes this horrific event, she also takes you through the life of Peter who is pushed over the edge and decides to harm and kill many students in his high school. As you find out more about him and the details of his life, the reader becomes sympathetic in a way. Some readers may not be sympathetic towards Peter, yet other readers will see the side of Peter that was hidden away by pain, suffering, and the denial of “fitting in” with his peers.  At the end of the story, Picoult lets the reader decide: did Peter have the right to do what he did at his high school? Was he out of line?

Or my personal favorite..

How does one handle this issue before it becomes out of control?

Sadly, it seems that massive crimes on school grounds are becoming more frequent in this country, and there doesn’t seem to be one set solution on how to deal with a student who comes into a school with a gun planning on harming or killing others. How do kids get to that point? What drives them over the edge?

I believe that educating students on how to deal with emotions and conflict at a young age is a key to developing those skills infuture years. I think that in the public schools today, and even as parents at home, we stress the fact that all kids should like each other and get along. We forget that kids have distinct personalities that set them apart from others. We force kids to like each other instead of teaching them to respect everyone’s differences. We forget to tell our students and kids that it is okay to not like someone and it is okay to be angry or sad with someone as long as you can deal with the conflict in a positive manner. I don’t think that forcing kids to like each other works in a school setting anymore.

Are there other factors to the equation? Absolutely. Kids are a product of their environment. They absorb what they see and hear. Sometimes there are going to be answers to why kids would want to do something so destructive and harmful to other kids or themselves such as bring a weapon to school such as Peter…

Sometimes there are no answers.


Regardless on how you view conflict, or whether you agree with me or not, bullying and school violence continues to be an issue. Nineteen Minutes takes you inside a typical high school that is trying to rebuild itself from rock bottom. The words of Jodi Picoult ask you to listen to the story of Peter, and challenges you to find the answer to why or what causes a teenage boy with his whole life ahead of him, to make a life altering choice that leads to many injuries and too many young deaths.

How will you solve the problem before it is too late?

“As it turns out, kids are more like us than we think: damaged, through and through.” #jodipicoult #19minutes #teachacceptance

Who Teaches Who?

Listen is a verb that is defined by the following four criteria from Dictionary.com;

1. to give attention with the ear; attend closely for the purpose of hearing; give ear.
2. to pay attention; heed; obey (often followed by to  ): Children don’t always listen to their parents.
3. to wait attentively for a sound (usually followed by for  ): to listen for sounds of their return.
4. Informal. to convey a particular impression to the hearer; sound: The new recording doesn’t listen as well as the old one.
Let’s examine the first two:
1. to give attention with the ear; attend closely for the purpose of hearing; give ear.
2. to pay attention; head; obey.
A teacher, and really anyone who has had experience working with a child or group of children knows how hard it is to grab their attention. Whether you are trying to show a child something, or teach them a basic formula for the Math test on Friday, children and teens struggle with the ability to pay attention. This is not something that has just developed, but rather it is something that has been going on in the schools for years. Teachers often ask; “why aren’t my students paying attention to my awesome lesson plan?” or “why aren’t my students interested in what I am saying?”
4005631298_50241b41abThere is a big problem that is occurring in our schools today and the problem is listening.  The students however, are not the only ones guilty of the crime. Sadly, the teachers also share some of the guilt. If you are a teacher or have had some experience working with a children or teens in a school setting I want you to ask yourself, do you listen to your students? If the answer is yes, then I am sure you have no difficulties in your classroom and should probably stop reading this post. If you’re not sure of the answer, consider this. If you aren’t listening to the wants and needs of your students, why should they listen to you? Teachers are paid to stand in front of the room and deliver lectures and present lessons to the entire class, but the students aren’t getting paid to go to school. Why would they listen to someone who doesn’t take the time to understand their educational needs and desires? Why listen to someone who doesn’t take the time to get to know them?
This my friends, is what I want to fix in my classroom, and I might have a solution to the problem.
I believe that learning is an individualized process for every student, and not all students learn the same way. Even though I am eventually going to be paid for standing in front of my own classroom and talk about my lesson plans, I will be talking to a brick wall if my students have no interest or desire to learn anything from me because there is no teacher-student connection and they are doing the same exact things over and over again every year. Once that occurs, why teach? What is the point of teaching if all we do is follow in our ancestors foot steps having them complete the same assignments, and delivering the same lectures?
Last time I checked, brick walls don’t have ears,
Through all the lesson plans that I have built, the units I have put together and all ideas that flash through my head at night before bed, one question remains the most important. How do I get my students to like me and the way I teach? How do I get them to like learning? The answer: choice, encouragement, acceptance, and a developed professional relationship with each student in my classroom. If my students are able to choose what that want to learn, and are given a variety of options on how to learn that material, who knows what they will be capable of.
Writing Inspiration, Sheet 1

Writing Inspiration, Sheet 1

This is why I value the ideas and structures of a Writing Workshop when it comes to teaching my students about writing and English. When talking about the “terms and conditions” of teaching writing, there is no set rulebook on how to make all your students the best writers in the world (although how awesome would that be!). Teachers think on their feet, know who their students are, and teach at the level that their students would benefit the most from, in all areas of education. We are not going to create a world where everyone loves English and Literature and Writing; this would be unreal. What we can create is a world full of medical doctors who were able to complete medical school because their medical essays got them the degree, or we can create lawyers who can read case files four hours, making detailed notes as they go along. Writing is not just for English, it is a skill that can be used in all areas of life.
I want my students to have the skills that will provide them with the ability to be flexible writers. Having my students write numerous amounts of book reports, and maybe a biography about themselves and calling that good does not meet Ms. Becca’s teaching standards. If we want our students to be successful writers, then we must give them conditions to where they are writing for a variety of purposes. The book reports, the essays, the letters, poems, journal entries, etc. are all important types of writing that I want to explore with my students in workshop, but those are not the only reasons someone would want to write. The purposes of writing are large; why not take advantage of that and search for those purposes with my students?
Our students are tired of writing poems and essays and book reports. The purposes of writing are becoming so narrow that as teachers, we are not listening to our students and forcing them to have a negative relationship with writing and with learning. I want to avoid this problem in my classroom.
Mr. Becca’s classroom will recognize that learning is fun because I will make it fun! Routine is necessary, and the content will remain somewhat similar, but how I choose to teach the content can be something both new and exciting for my Elementary students. Book reports can become short, fictional stories, analysis papers can become poems, and research papers can become letters if we so desire. Learning doesn’t have to be a negative, boring journey. Learning can be fun, exciting and thrilling if we as teachers can make it happen!

True Wonders- Book Review of Wonder by R.J. Palacio

I have to admit that with all of the events going on this summer (work, school, family, friends, concerts, weekend shopping dates) I have not completed as many books as I had originally planned. However, I did finish a book that I have been trying to get through since June.

Wonder by R.J. Palacio was nothing like I expected it to be.

I had a hard time getting into this book at first because of the voice of the text. Granted, the book was written from the mind of a 5th grade student named August, yet I still imagined August as a much more sophisticated student than his peers.

The story beginWonder by R.J. Palacios with a description of August, a young boy who lives in a loving, supportive home with a cute little dog named Daisy. At first, August seems like a normal 5th grade child; one who runs and plays in the yard, gets dirty all the time, and has an obsession with Star Wars. Later, we find out that August has a rare facial abnormality that limits his activity; he doesn’t have a lot of friends, he regrets going out in public because of the way people look at him, and fears exploring the world and its wonders because of the judgement the world brings to him. August’s worst fears are finally faced when we is asked to attend a public school for the first time in his entire life.

Throughout the book, the reader is constantly reminded about the struggles of being a kid, growing up in world full or “popularity rules,” judging eyes, and the battle of making “real” friends. As August faces these challenges, he learns the true value of friendship as the reader is taken through a journey back to 5th grade. Being “normal” and trying to make friends and fit in with your peers is hard enough when your 10 years-old. It’s even more difficult for August, who first has to accept himself before other kids his age can accept him. A heart touching story, Wonder is definitely a book that all future elementary teachers and current elementary teachers should read.

I have grown this desire to read books about unique characters like August in Wonder. Some of the things that I learned from this book that I believe will benefit me in the future are listed below:

  • All kids are unique. They all have their own struggles and battles to fight. Don’t assume all kids have the same difficulties even if they are in the same age group.
  • We shouldn’t “classify” our students. August was accused for being a special needs student by his peers when that was very far from the case.
  • As a teacher, be aware of the issues that students face. These issues are not secret and kids do talk.
  • Kindness can go a long way.
  • Don’t judge a book by its cover, you never know who will surprise you.

By the end of this book, I was very surprised with this young boy in the story. He truly represented the himself as a real wonder.

A Theory on Teaching Writing

I can’t tell when, where or how old I was when I said my first words. According to my mother, the first word that I ever said to my father and her was “mom;” a popular first word for a lot of toddlers. At such a young age, my communication skills were very limited, but the fact is that I was able to recognize what the word “mom” meant and give it meaning of my own. My first word experience, along with all other toddlers who communicate for the first is an example of the significant importance of human language.

A-kid-drawing-or-writingLanguage is a big deal.

From the moment we are first brought into the world until the final days of our life, human beings have a need to communicate with others. Whether it is through sign language, oral communication, letters, texting, e-mail, etc., communication is a large part of who we are as people, how we communicate our needs and thoughts, and how we are to be accepted among others. Language is as necessary for the individual to live a long healthy and happy life, as is food, water or shelter. As proven by toddlers all over the globe from babbling sentences to drawing pictures and making marks on the walls of your home, language is a large part of what makes us different from all other living creatures.

If you don’t believe me, let’s take a look at what life would be without the ability to communicate.

We have all been in confrontation situations where one person is angry or upset with the other (*cough* the male in the relationship does something wrong, just one example). In intimate relationships, the need to communicate with each other is a huge element to a successful marriage or partnership as it is will all other relationships. If you can’t talk to the person your upset with, there is no solution to be found.


Yes, this is what usually happens.

What if you wanted to write your girlfriend a love note to express you deepest thoughts and feelings? Or write your husband a quick note to remind him to do the dishes because he always seems to forget that they are sitting in the sink? Or (for the men) your wife or girlfriend takes too long to get ready for a dinner party; how are you going to tell her that she needs to hurry up (tread carefully)?

The point that I want to address first as part of my theory of teaching writing is the importance of communicating and language in a person’s life. Long story short, you can’t live without the ability to communicate. In order to communicate, you need some form of language!

Language can be expressed in many different ways, the two main ways being written and spoken. Anyone that knows me personally can tell you that I love to talk, not only for their own amusement, but I like to share my stories and experiences with others. My writing is a bit different. Sometimes I write to escape and get away from a bad experience, other times I document my feelings and emotions in my writing so that I can deal with difficult situations in a positive way. Writing itself serves different purposes for everyone.

photo(2)In the elementary classroom that I hope to one day be teaching in, writing serves a different purpose for those groups of children than it would for me. The purposes of writing can range from when you are first learning how to form letters in Kindergarten to writing a response to a book that you read in 5th grade; it all varies on the age or development level of your students. However, despite some of the age differences between kindergarten and 5th grade, I believe that I can still show my students the values of written language and how it is necessary for them to become not only better students, but to become good people once their educational journey has ended.

Here are my views:

Writing is a way of thinking. When you write, you are reflecting your own views and beliefs.

Ranging from what my students have learned from their parents to what they are learning on the playground and from me, they will reflect their own beliefs and thoughts in the way that they write.

Writing is personalized.

Every writer is different. Every student is unique in their own ways based on what they think and how they choose to express their individuality. A piece of writing is very much personalized to the author who wrote it.

Writing helps to create who we are as people, even if we are still growing and developing.

I think I will always be a little immature when it comes to certain things. BUT, as a future teacher I do have to acknowledge that my students rely on me to guide them on their journey to becoming an adult, even if it is only for a year. Focusing on every student in my class and how they write will only benefit them in the long run. Writing challenges the individual to rethink, regroup and organize their thoughts in such a way that it makes sense to their audience. When I write an issue that brings to account my personal beliefs and morals, I question myself and what I hold to be true. I expect my students to go through a similar experience that questions who they are as people and what they truly are thinking.

Writing allows room for self-expression.

Because writing is personalized and sometimes brings one’s morals and beliefs into the picture, writing can be a place where a student can express who they are. Both the paper and pen have the power to help students express themselves in a safe, non-judgmental environment away from the world.

Writing, a way of understanding.

Reading and writing work as a pair. What you read, say or write allows you to gain a better understanding of who you are, what you believe, and what you think of the world. Sometimes writing in your personal journal or even taking notes from a class lecture reinforces understanding.


“Becca, how can we create such a passion within or students? How do we teach them the values of writing? How do we motivate them?”

What a great question! After reading Penny Kittle’s Write Beside Them (I highly recommend), I found that I loved almost all of her ideas on how to motive students to love writing.

photo(1)Here is a few tips on what I believe can inspire students to read and write and actually love doing it. These ideas were all inspired from Penny Kittle’s Write Beside Them.

  • Give your students FREEDOM. Give them CHOICES and TRUST them! For too long we have been assigning research papers and book reports, and we expect students to become better writers after writing about topics that they honestly don’t care about. Just let them write.
  • I do understand that grammar is important, but avoid over correcting them too. Kittle does a nice job explaining the damages of over correcting drafts in her book.
  • Give students a variety; let them write poems or essays or short stories.
  • Give them time!
  • Give feedback and allow them to edit/revise their own work. Show them how that can make their pieces better, then trust them to do it.
  • Writing workshop, need I say more?
  • Communicate with your students; ask them questions about their writing. Point out both strengths and weaknesses of their piece.

More than often do we not give our students enough credit for their own intelligence. Even at the younger grade levels.

Don't underestimate your students!

Don’t underestimate your students!


Persuasion is Power– Understanding Rhetoric

I recently went to one of my favorite clothing stores to pick out a new dress for my friend’s wedding that is coming up, and me being who I am, I have to make sure that I have the perfect outfit for this specific occasion. When I go to Maurices, I’m usually the one you see taking a few dresses, a couple nice shirts, four or five pairs of pants and maybe a pair of shoes to the dressing room.

I firmly believe in taking as many items as you want into the dressing room–you don’t have to buy all the items you take in, but you can sure try them on for free!


After trying on outfit after outfit, I just could not decide what to wear, and if you have never been to Maurices, here are two things that you should know;

  1. You need to go and check it out
  2. The people who work there are very…persuasive.

If you have been to Maurices you will know that it didn’t take long for an associate to come and help me. I couldn’t decide what dress to buy, and I had narrowed my choices down to two. The associate, who was very nice, agreed that I had a tough decision to make, but that she liked both dresses. I explained to her my budget and how much I wanted to spend, and her response to me was something like this;

“Don’t worry, buying both dresses will keep you under your budget with this coupon that you have with you.”

Here is another thing you should also know about Maurices

       3. Always bring coupons.

As you can guess, I bought both dresses….and two shirts…and a new pair of shorts. When I got someone else’s opinion on how I looked when I was wearing these items, I was able to make a decision that benefited both the store and myself.

Sadly, my wallet was the only one who suffered.

DCF 1.0 My experience shopping at Maurices is a mild example of what the Greeks, Romans, and even the Americans in todays generation fear when talking about rhetoric. Starting all the way during the time of the Ancient Greece until now, rhetoric has been viewed as powerful, useful, necessary and dangerous. Rhetoric, defined by the Merriam-Webster online dictionary, has two definitions:

  1. : language that is intended to influence people and that may not be honest or reasonable
  2. : the art or skill of speaking or writing formally and effectively especially as a way to persuade or influence people

For the longest time, creating a persuasive argument, written or orally delivered was considered a highly desired skill. Even today, despite that there is time dedicated to studying language and grammar in the school systems, most students refer to public speaking, or being a good writer as a skill or talent. One of the first things that I have come to understand about learning language, proper grammar, and being able to create good quality writing involves much more than just skill or talent in the area. Being a good writer, understanding your language and being able to be a “persuader” involves exposure and practice; exposure to the content, and practice, practice, practice.

Like the Greeks who first held this belief, I agree that rhetoric has a large influence of one’s education. From the first couple of weeks in my Theory and Practice of Teaching Writing course, there are a few things that I have learned about writing, language, and rhetoric; CourtGavel

  • The power of public speaking has a large influence on the individual and the society that the individual is a part of.
  • Rhetoric can be both beneficial and dangerous—on one hand it can create an intelligent individual who fights for justice, or it can result in a one who fights for power instead of justice. THE COURTS —->
  • Knowing ones language, the rules of that language (grammar), and understanding rhetoric allows you to develop a deeper understanding of all other areas of study.

Above all of these things that I have learned in the best couple of weeks, I have grasped a better understanding of how rhetoric can shape the individual and a society. This has become one of the biggest things that I have discovered about rhetoric. Referring back to my shopping experience; I didn’t have to buy two dresses or anything at all for that matter. What was the deciding factor for my final purchases at the store results in several things (I really liked both of the dresses), but I probably would not have bought both if the associate who was helping told me that I looked good in both of the items. In other words, the associate told me what I wanted to hear so that I would get two nice dresses, and she would make money for her company.

TGreek philosophershis is how the art of persuasion works. What the Greeks hope to achieve was to have citizens who would deliver persuasive speeches that seek justice and explore moral truth, yet they soon discovered that sometimes that was not the case. Along with teaching language, grammar, public speaking and all other elements that come into educating others about rhetoric, there seems to be this necessary demand for teaching a values system among our students. The question is, how can we do that without causing problems, following state standards, and creating highly literate students?

With hopes of becoming a future elementary teacher, I want my students to not just be familiar with their language and the grammar involved, but to have the rules embedded in their deepest pools of knowledge and long term memory.  I think that the more our students practice getting to know their language, the better they will understand it. Plus, I need to prepare my students for the literature they will read in high school, and how will they be able to read and grow from the literature they read if they do not understand the history of their own language?

At the same time, teachers need to be more creative with the assignments that they are giving students. The typical written book report or essay is not something that promotes writing. Giving students options about how they learn and understand the content only enhances their ability to remember and store that new information in their minds.

Here are a few ideas that I want to use in my classroom;

  • Writing note books
  • Personal journals
  • Personalized Grammar resource book, hand made
  • Memorization games- tests grammar
  • Both oral and written exercises
  • Grammar puzzles and flash cards

Teach your students about rhetoric, about language, about writing and make them see why it is important. Having students who are know how to create a persuasive argument is rewarding to the teacher, unless of course you shop at Maurices and your students work there.

Final tip for your next shopping trip to Maurices:

4. Do not go into Maurices if your students work there and understand rhetoric.


Returning with a tale; It’s kinda of a funny story by Ned Vizzini

Allow me to apologize for my lack of blogging this last month. The combination of work, finishing finals, starting new summer classes, and moving has had a negative influence on my blog.

However, there is good news! Due to the fantastic Adolescent Literature course that I took this last spring, I fell in love with reading all over again. As a result I have decided to continue adding to my list of completed books for this year.

Can I get an “amen?”


This bunny is clearly happy for me.

S, what have I been reading? Well because I have been SO busy during the month of May, I have sadly only completed one book. I actually had bought this book on amazon without knowing anything about it (well, except the brief description provided by the lovely creators of amazon), and I was fascinated with this powerful novel.

It’s Kinda a funny story by Ned Vizzini is a tale that takes you into the mind of 15-year old Craig. Craig lives the “normal” American teenage life; he has friends, has a crush on his best friends girlfriend, has a supportive family, and seems to have no problems with his life–on the outside. Inside Craig’s head, he is terrified and overwhelmed with the pressures of becoming a successful adult. After being accepted into one of the best high schools in New York, he starts to develop a cycling process that traps him in his thoughts, and forces him to believe that suicide is the only option out of his own head. Craig’s story takes place inside an adult psychiatric hospital where Craig is introduced to new types of people, and is able to reflect on who he is and what he wants in his life. The question is, will he make this healthy shift by the end of the story from a depressed teenager to a content one? Or, will he remain in the hospital for the rest of his days.

It's kind of a funny story by Ned Vizzini

One thing that this novel really focuses on is Craig’s definition of what he calls “tentacles;” the bad aspects of his life compared to the “anchors;” things that allow him to find comfort and that make him happy. Craig has a problem, as many teenagers do; severe depression. Craig, as well as many other students in the school systems today, is too focused on failure. This forbids him from succeeding. Because Craig has this desire to get into the best high school so he can get into the best college and be a great success, one failure has more of an effect on him that 300 successes. In summary, Craig focuses on being perfect. How many students, especially in our middle school or high school classes, focus too much on what they are doing wrong that they fail to see what they are doing right? Some of the best students (some not all) are those who work to achieve perfection. However, as proven in this story, how damaging can that be to a student?

While doing some research, here is something that I found interesting:

 • Suicides, particularly among girls, are on the rise. Among teenage girls ages 10-14, suicides were up 76 percent between 2003 and 2004; among teenage girls ages 15-19, suicides increased 32 percent. In 2007, 15 percent of kids “seriously considered attempting suicide;” seven percent actually attempted to kill themselves at least once. Suicide is the 3rd leading cause of death among kids ages 10 to 24.

Twenty percent of students at two Ivy League schools report “purposely injuring themselves by cutting, burning, or other methods.”

Website: http://greatergood.berkeley.edu/raising_happiness/post/school_success_v_happiness

Are teachers to hard on their kids? Reading this story gave me yet another element to think about once I become a teacher; always expect great things from your students, but recognize the signs that could possibly lead to damaging their health. Express that with great success, there has to be a few failures along the way.


Tear-Jerkers Make the BEST Books

I have a habit, as I am sure many of you do, when I read. My definition of a good book is based on many factors; the way the book is written, the content of the story, the development of the characters, and other things. These factors, however center around one principle; how the book made me feel at the end, the emotions it provoked.

In summary, if the book made me cry, it was an amazing story.

Now, you must know that for me, crying over a book is not something that happens everyday. Not all books have the ability to make my eyes swell and cause the tears to flow down my face. In the history of book reading, I have read only two books (one included in this post) that have made my bawl my eyes out. One of those books being Firefly Lane by Kristin Hannah.

Back to tear-jerking books.

Owly by Andy RuntonI finished three books over the weekend. The first one that I finished, literally in 15 minutes, was Owly; The Way Home & The Bittersweet Summer by Andy Runton.  I do not feel that this was an adolescent book because of the way it was written and illustrated, BUT the book was still cute and very fun to read. Also, if your an owl lover, like myself, this book is right up your ally. This book is a graphic novel, and one that focuses on the adventures of this owl named Owly. Like I said, very short read, very cute story, and I really enjoyed it.

This book may have brought out a tear or two. May have.

The second book that I finished was a Newberry Medal winner, The One and Only Ivan by Katherine Applegate. This story was actually based on an actual silver-back gorilla who was held captive in the Washington State at a mall themed circusThe One and Only Ivan by Katherine Applegate. He currently lives in the Atlanta Zoo. The story is based on a silver-back gorilla named Ivan, who has somewhat of a lost identity because of how long he has spent in his own cage (27 years) away from any other gorillas like him. His natural behavior, the protector and the leader of his “family,” comes into play when a new baby elephant, Ruby, enters his world. Ivan promises himself, and his elephant friend Stella who also lives with him, to protect and free Ruby and ensure that she has a better life than the one that he has lived since he was young. The heart touching story shows the reader what it means to be part of a family, and how gorillas, as well as other animals, have hearts and souls just like us.

Yet another great book, may have cried a little bit.

The final book that I recently finished was an absolutely beautiful story, one that may or may not Blue is the Warmest Color by Julie Marohhave caused me to cry my eyes out for 20 minutes. Blue is the Warmest Color by Julie Maroh was an amazing graphic novel right down to the last illustration. The writing was beautiful, the story line was captivating, and way that the author addresses true love is absolutely brilliant. The story focuses on two lesbian lovers, Clementine and Emma. Although Emma has accepted her sexual identity, Clementine has yet to discover why she is not attracted to the opposite sex. Instead, she admires the blue color of Emma’s hair, the way that she talks, the way that she looks, and throughout the story, Clementine is lost in love with Emma. The story talks about the relationship between these two individuals, and how love can save a person from a life of judgement and ridicule. The graphic novel also stresses that we do not choose who we fall in love with; that is up to destiny entirely. The idea that love can make us eternal, but may not be eternal in itself was what drives the whole novel, and makes it such a remarkable story.

Blue is the Warmest Color by Julie MarohAgain, this book was absolutely beautiful. I never thought a graphic novel could make me cry, but this book was one that just made my bawl me eyes out. Great story, and I think that it would be a great resource to have in the high school classroom. The book does contain nudity and does show lesbian sex scenes so before you put it in your classroom, make sure to look through it.