Thoughts on Memoirs

I have really enjoyed reading Roald Dahl’s Boy.  I love his honest approach at sharing his personal life with the reader.  This has been an easy read for me and a most interesting one.  I found myself giggling at some of the things he and his friends did throughout this story, like placing that dead rat in the Gobstopper jar at the local candy store.  Other times I just wanted to cry for him.  Especially when the drunken doctor tried to pull his broken arm back into socket leaving Roald having to have part of his arm amputated.  I’m sure this took place long before malpractice cases!  If there ever was a reason for one of those, this was it!!  Anyway, I look forward to reading the rest of the book. 

Cynthia Rylant’s, When I was Young in the Mountains  is another honest writing about life’s experiences.  This book has been in my library for years, and I love to read it to my students.  As I read this story again, I couldn’t help but want to read on.  The illustrations coupled with the words in the text drew me into the story.  I couldn’t help but think what life must have been like for my grandparents who lived similarly to the story character.  I still remember going to my great grandfather’s out house as a little girl.  I was amazed by that thing and the ice box that was kept in the barn, too.  At eight years old, I found it hard to believe that there was no refrigeration when my grandmother was growing up.  I was fascinated by the tales. 

I think that’s what memoir writing does for a person.  It leaves you longing for more.  It is so interesting to hear about someone elses life.  We all have experiences and some of those intertwine and cause us to reflect on what things must have been like for that person, or for us if we had experienced the same thing.  I think sharing memories of our life and times draws us to each other in a unique way.  We can celebrate those times or even grieve them.   I think it’s a healthy thing to do.  

When I think of the article, “Finding Memorable Moments” that we read for class, I see lots of consistentencies with the other readings we have shared together.  Writing is a very personal experience and when we can connect it to our personal situations, it becomes more real and doable for us.  It  is a lot easier to expand on our writing when it is something that we care about.  The details and specifics begin to flow as we write about what matters to us.  When writing becomes authentic and personal, we can attempt the process and find success.

Add a comment October 21, 2009

Responses to “Dirty Laundry Pile”, “Atlantic”, “Sierra”, and “I Am Mummy”

Wonderfully illustrated books of poetry that cut to the heart of the matter!   I loved  reading and hearing the playfulness of the words used in these poems, but they weren’t just for fun.  The poems found in each of these books held lots of truth in each stanza.  “I Am Mummy” really sums up the Egyptian death experience from centuries ago.  This book would be a great read to use before studying the ancient Egyptian culture.  My students enjoyed listening to these poems in class as I read aloud to them.  They are becoming well “marinated” in great poetry, and I’m sure this “marination” will inspire us as we attempt our own poetry writings.

Add a comment October 5, 2009

Reading Response to Linda Kugan’s “I Poem” Article

Using good literary models for teaching and providing solid examples of a poetry medium is an excellent way to support students as they attempt to write poetry.  Students not only gain a creative outlet for expressing their thoughts on a given subject, but also have an opportunity to better understand a text as they reflect about the literary elements through writing.  As teachers invite children to create poetry from a given text, students have a chance to process aspects of that text they may not have fully grasped otherwise.  This activity assists student comprehension of the reading so they can fully digest what they have read.  Using graphic organizers and reading several good examples of the kind of poetry being written is another way teachers can provide appropriate scaffolding so students can feel confident about their poetry writing.  Allowing students to share their finished writings can be an encouraging experience for them and may inspire other students to attempt poetry writing.

1 comment October 4, 2009

Response to Stephen King Reading

Writing is a serious business.  I liked the “toolbox” and the “rabbit’s cage” word pictures Stephen used as he spoke about writing.  I appreciated the clear cut thoughts on the necessary “tools” each writer must include in their own toolbox.  It made sense to me.  I feel like I could simplify these thoughts for my students.  I’ve felt this way about many of his thoughts on writing so far.  I’m learning the tools for writing are universal. 

I never carefully and seriously considered word selection or verb use being so important as you write.  I can’t help but think of the words choices I’m using now to write this blog entry.  Are my sentences carefully written and tight?   Are my verb choices well selected?  How is the reader perceiving my writing?  Is my communication effective?  Can I paint a good enough word picture that the reader can understand clearly what I’m trying to say without the words being spoken or audibly heard?  Lots to think about!

Add a comment October 4, 2009

Thoughts on “Extending Acrostic Poetry into Content Learning: A Scaffolding Framework”

I really enjoyed reading this article on integrating poetry into content areas.  I plan to attempt acrostic poetry writing with my insect unit in science.  I’m open for suggestions for a mentor text.  Do you think the African Acrostic text would work for insect acrostic poetry?  I know my students will love creating these poems.  They enjoyed creating “so much depends upon ” poems last week.  It will be interesting to see what we come up with.  We will take this risk together.  I’ll keep you posted on the outcome.

Here are a few notes of reflection on the article:

• Do not force rhyme poetry.  Good poetry will come without the rhyme.
• Teachers must model for students and show them how to create good poetry.  This is key for student success in writing poetry.
• Immerse students in great poetry, especially a mentor text for teaching specific types of poetry.
• Invite students to share what they notice about the poetry.  Create an ongoing list of these ideas as you “marinate” your students in poetry.
• Attempt to write your own poems.  Add descriptive language to make the poem interesting. 
• Like any writing attempt, it is a process.

Add a comment September 28, 2009

Thoughts on: “Stephen King-On Writing” pages 60-94.

Stephen King’s writing journey is no different from any other author’s.  Sometimes content flows freely for a writer and sometimes it doesn’t.  Writing about what stirs us emotionally and writing about life’s experiences is a common thread.  He liked some of the things he wrote and some he didn’t, but he learned not to abandon his work, even when it became difficult.  As he progressed through tough writing experiences, like Carrie, he grew as a writer.  I guess that’s a lesson in writing for us all.

Add a comment September 28, 2009

Thoughts on Chapter 9: “Using the Writer’s Notebook in Grades 3-8.”

I ‘ve never really pondered the importance that words have on people, spoken or read.  I’m learning that words have a life of their own, good words and bad ones, so we must choose our words very carefully. 

Immersing students in beautifully written language will have a lasting impact on them as readers and as writers.  I loved the different ways Elliott suggests that parents and teachers add to a child’s word building by choosing beautifully written texts, poetry included, to share at home and at school.  As adults provide rich opportunities for children to become exposed to well written language, children will develop their own “ear” for great vocabulary and phrases.  Parents and teachers must model and encourage students to borrow words they have enjoyed hearing the sound of and that are of interest to them.  I liked the “sparkle word” list in one of the examples from this chapter.  I would like to post a “Sparkle Word” bulletin board in my room to help students gather words that are interesting and important to them , as well as having a page in the back of their writer’s notebook for recording good words.  I must make these activities a consistent part of my already packed schedule.

Add a comment September 27, 2009

Responses to Poetry Readings: “Flicker Flash”, “Silver Seeds”, and “African Acrostics”

All three of these books were entertaining and informative to read.  I enjoyed the text styles throughout each of the books, and the illustrations added to each of the readings.  All were beautiful in their own right.  I especially liked the playful way the text was written in “Flicker Flash.”  This collection of concrete poetry is bound to appeal to younger readers.  What a fun way to draw these readers toward the genre of poetry.  I’m sure some readers will even become inspired to write concrete poems of their own. 

“African Acrostic” was as equally entertaining.  I loved the beautiful photographs that were taken in Africa’s Etosha’s National Park.  The author made writing this kind of poetry look so easy.  Reading these playful poems inspires me to attempt to write acrostic poems of my own.  I never thought of having acrostic run diagonally through a poem or at the end of one.  I liked the “nature notes” found in the back of this book.  What a great way to give the reader a little background knowledge about each animal found within the text.   In “Silver Seeds,” the poetry was nice, but I was most taken by the beautiful illustrations.  They really complimented the text and, in my opinion, made the book.  This text would be especially helpful when teaching poetry in the lower elementary grades because of the attractive illustrations and the simple text. 

I love the different variety of poetry these books represented.  I plan to share each of them with my second graders very soon.  I can’t wait to see what kinds of poems we will create together. 

PS: Today I shared my “So much depends upon” poems with my class.  We wrote one together on the board.  We used an ordinary object, as was recommended in class.  Ours was a pencil.  After our poem was just as we wanted it, the children wrote the class poem in their writing notebooks and drew illustrations.  It was so cute, some of the students attempeted to write other “So much depends on” poems, and wrote they were inspired by ME!  How sweet is that?

Add a comment September 25, 2009

Response form Stephen King’s “On Writing”, Chapters 17-23.

It is interesting to read about Steven King’s life and how he became a writer.  I could do without the course language found in the text, but I do appreciate his story.  I used sticky notes to mark several statements I found interesting as I read.  Listed below are a few:

• p.39- I was surprised to hear that Stephen King was ashamed of what he had written for years.  I can relate to this statement.  I do not like for people to read my writing for fear of being judged.  Writing is a vulnerable endeavor!   Do we dare take the risk?
• p. 40- I tend to believe the myth that expert novalist never experience writer’s block or go through lulls in their writing.  I found it interesting that King’s just a human as the rest of us going through periods of “idleness as a writer to periods of frenzy”.
• p.55- One way King connected with his wife was through her writing.  In so many words he states that her writing inspired him.  “Good writing can be intoxicating and idea driven at the same time.”  Here’s another example of how sharing our writings, or reading good writing, can trigger our own thoughts for producing authentic writings of our own.

Add a comment September 19, 2009

Reading responses: Chapter 10 “Using the Writer’s Notebook”, “Brown Angels” by Walter Dean Myers, “This is Just to Say-Poems of Apology and Forgiveness, by Joyce Sidman, “and Certo’s “Cold Plums and the Old Men in the Water:”Let Children Read and Write Great Poetry”

This response is a compilation of the readings listed above.

Students need to be introduced to a variety of poetry, past and present.  Sharing a vast range of poetry with students gives them an idea of  the literary language used in the past, and provides a solid model for fostering and developing poetry of their own.   Bathing students in quality poetry allows them an opportunity to see the different types of written poetry.  Students begin to see that all poetry does not have to rhyme, and that free verse poetry is enjoyable to read and write.  As students explore the different forms of poetry, teachers can model how to digest their meanings.  Students will quickly find that interpretations vary from one person to the next.  A writer’s notebook is a good place to generate poetry ideas.  Walter Dean Myers did an excellent job with “Brown Angels” modeling how pictures can inspire one to write poetry.  The beautiful antique photographs used in this text, coupled with Myers’ word choice, truly celebrates the lives of these children.  It inspires me to collect old photos from my family’s past and create my own book of poetry.  In”This is Just to Say- Poems on Apology and Forgiveness,” one sees how even an apology can be a platform to express ones thoughts and feelings on any given subject.  (I could probably find several poems to create from apologies and forgiveness I have extended.  Like the rest of us, I’ve had lots of practice!!)  The point is allowing writers an opportunity to create poetry that is meaningful to them which fosters authentic writing.

Add a comment September 19, 2009