November 28th, 2017

 LIT REFLECTION #8

Poetry is a language in which man explores his own amazement. – Christopher Fry

From this quote we understand that poem is a writing that allows a person to be creative, it is not limited and restrictive, rather one is able to write about anything as they express themselves.

Although we knew a bit about poetry writing, we gained much information in this class session. To be honest, we cannot remember that we were taught the different types of poem in primary and secondary school. However, in class, we learnt that there are many different types of poems which includes: Cinquain, Haiku, Concrete, Sonnet, Limerick etc. We were also reminded of the different elements of poetry pieces, which includes; figurative devices, radiant imagery, compress language, rhythm, structure (stanza). Figurative devices and radiant imagery are used to add essence, provide clarity and paint a picture in reader’s mind.

Prior to this lesson, we knew that the length of poems varied, however we thought it was based on how much the poet wanted to write. We did not know it was based on the type chosen. Our favorite type is free verse. With free verse one is able to write how they feel without following a specific style or format. It does not necessarily has to include rhyme. We are free to express ourselves in whatever way we choose.

Additionally, we liked the way the concepts in the slides were presented with visual aids to foster understanding. Also, the different strategies that can be used to teach the different types of poems. We liked the FIVE FINGER strategy, this is a strategy we see ourselves using in our classroom and our own personal lives. This strategy can be used in the different content areas, especially in mathematics when teaching Long division. For example, to teach students the different the steps in doing Long division, which includes- divide, multiply, subtract, bring down, and review. When this strategy is used, students will know if they forget a step, because each step will be represented by a finger. It can be used in Language Arts when students are planning any piece of writing, it would allow them to plan what they want to include in their piece. 

Certainly, we liked the teachable moment that the teacher provided. This was when we were asked to use the five finger strategy to do the “I am poem”, a student did otherwise. Although the poem was well done, she was applauded and reminded that she has to follow, but instructed instruction. As simple as this was, it was a teachable moment for us. In the classroom we would meet students who do not follow instructions, however it is our duty to tell them how important it is to follow instructions and ensure we have the control over our classroom. Furthermore, we appreciated the way the teacher took the time out to model a literacy block for us. We were able to observe how it is taught which would benefit us when we go on our practicum and also as prospective teachers.

Although the lesson was excellently delivered, we think that there were few things that should have been done; For example, we think that the teacher should have plan ahead on the possible questions that students might have had and prepare for them so that she would be able to provide teachable moments for students. In addition, we would have enjoyed reading our poems in an author’s chair. We thought it would have been interesting since it was an activity we learnt about in this course. It would have been a way of utilizing what we learnt.

Indeed, the information learnt this week will be applied in our classrooms. Firstly, the different types of poems will serve as an avenue to provide our students with a variety of poems to choose from. Also, we will use the weakness identified on the lecturer’s path to better prepare ourselves to plan for our students. In that, when we are planning a lesson, we would ensure to gather possible questions that our students may ask so that we would be prepared to provide answers. Furthermore, According to psychologist Howard Gardener in Multiple Intelligence Theory, everyone is good/ intelligent in an area. So students will be given the opportunity express themselves in their area of intelligence why we give them the opportunity to choose what they would like their poems to be about.

As prospective teachers, we would have to teach poems at some point in time. In our teaching, we would introduce poems to students and let them see the characteristics and note how they are different from a letter, story, expository piece, etc. We would expose them to a type/types of poetry and let them examine the characteristics. Definitely, we would have to teach figurative devices if students do not know them. Figurative devices add to poems, it makes them more interesting, more creative and gives readers a clearer image of what the poet is trying to say in his or her piece. We would go through the poem with students first, discussing the words and terms with them which they are unfamiliar. Each line of the poem will be discussed as we encourage the students to participate. It is important that we make connections with what they are reading and their own lives.

In addition, students would be allowed to work collaboratively for their first attempt. This activity would give them the opportunity to learn from each other, and to put their ideas together to create something good. Like any piece of writing, students would engage in the writing process, where they would brainstorm, produce drafts, revise and edit their pieces. Furthermore, the students will be given the opportunity to publish their pieces in author’s/poet’s chair, display them in the classroom, create a book of poems, post them online or have a poetry reading. We would make this poetry journey an enjoyable one for them. So unlike us, they would not find poetry tedious and uninteresting, rather as a creative piece of writing. Without a doubt, we will utilize the internet to get resources and examples of poems for the students.  

November 14th, 2017

LIT REFLECTION #7

“Write. Rewrite. When not writing or rewriting, read. I know of no shortcuts.”

—Larry L. King, WD

We found this quote appropriate to what we were doing over the past months. This shows the importance of reading and how it relates and works hand in hand with writing. Additionally, rewriting to us, indicates the writing process, in that, writing is a process, rather than the product. Our outlook on writing have positively changed over these months and as prospective teachers, our aim is to help our students develop a love and appreciation for reading and writing.

Last week, we delved into the topic of narrative writing. This genre is one we are very much familiar with since we have been doing it since primary school. However, we were eager to learn new information and to get reinforcement on prior knowledge. This session began with  the reading of a piece entitled “the Necklace”. We really enjoyed this story. The story was very interesting and well written which provided a good example of what a well written narrative piece should sound like. Importantly, as prospective teachers we were reminded to always model to our students and also to provide an interesting and entertaining introduction to the day’s lesson.

From this session, we learnt that narrative writing is used basically when writing a story. A narrator is involved, however, stories can be told from the first or third person. Additionally, We learnt of the elements found in a story. First element is the plot. The plot is the sequence of events involving the characters in a conflict situation. The plot has various parts which include: a beginning, middle, and an end. It also contains conflict and there are various types of conflicts. The plot also contain a climax and resolution. Another element in a story is the setting, and this is when and where the story takes place. It tells of the location, weather and time. The setting gives rise to the plot.

Additionally, a story must have characters, and these are all the persons in the story. Another element is the theme, which is the meaning of the entire story. There can be multiple themes in one story. Moreover, there is the element of point of view which states the perspectives or point of view in which people see the world. Stories may be written to relate the point of view of a person, narrator (I) or a third person narrator (he, she, they). Furthermore, a good story must contain narrative devices such as: similes, metaphors and imagery.

In all our years of writing stories, we never really consider most of these elements. When we wrote our stories we just wrote what came to mind. We knew it had to have persons or animals or things that acted as humans, it had to be in a place and something wrong had to happen. We solemnly planned how we would write the story, thus at times they were not always well done. We liked how this session was informative and the lecturer did not assume we knew the information, rather explained the information.

As simple as these elements may sound, these are what make the story, thus we should pay close attention and ensure they are well thought out and that each connects and make sense. We believe as writers, when writing our story, we must ensure that we plan before, being cognizant of the fact that these different elements and what information we would use so that they will be tied in together rather than list a series of event that is not linked.

Indeed, this session helped us to reflect on our narrative writing over the years. As we had problems, especially in at the primary level, so would our students, thus we should be mindful. We learnt that we would meet problems such as: students listing a series of events without tying them together, they omit the middle part of the story, they describe a character without creating a story and their story lack interesting lead or introduction; all of which we were guilty of doing. Therefore, when we go into the classroom, we would be able to relate to the students and know that as teachers, we have to put in the work, ensuring that we teach writing to the best of our ability. Teach so that our students would understand and would be able to apply what was taught.

As prospective teachers, we would definitely teach narrative/story writing. We cannot assume that students previous teachers taught writing, because as big as we are, this session provided information that would improve our story writing skills. We would use exemplary/mentor text when teaching writing, that is, we would teach the element of story writing by using actual stories and allow students to identify the elements in these actual stories. In addition, we would use mini-lessons to explain what each element means and how it should be used in a story. We would allow our students to use story maps to organize their thoughts and ideas. Importantly, we would allow time for the students to do independent writing and have them engage in sharing and critiquing of each other’s writing. Moreover, we would use gradual response, by modeling and explaining, then allowing the students to create work in groups, finally having them work on their own.

Furthermore, this generation is becoming more technologically advanced, thus as teacher we would have to cater to their interest and provide activities that they would enjoy. We learnt that when students are engaged, they tend to produce better work. So as teachers we would incorporate technology into our writing class. Students would be given the opportunity to type up and edit their work using a word processor. With this software, they can add multimedia such as: pictures, videos and clip arts to make their work more creative. Students can create digital stories in which narration, visuals and music are combined and either posted online or save on a DVD.

Additionally, wikis, vokis and podcasts can be used by students to create and share their stories. Story writing does not have to be tedious, rather should be use for self expression and to provide entertainment to other. We wish we had all these opportunities when we were in primary school, we would have had a greater appreciation for story writing. Who knows, might have already written a collection of books. In fact, as prospective teachers, the information learnt can be used to create stories for our students. The more our students read, the better it is for them.

This session was very enlightening for us as prospective teachers. We suggest that next session we get the opportunity to write short narratives and share them with other. This would be a form of entertainment and we will also get to apply what we learnt. This would give us an idea of the do’s and don't's when writing narrative as we provide positive criticism to each other.

November 7th, 2017

LIT Reflection #6

“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” - David Warlick

This week for LIT 102 we continued on our writing journey. To begin with, we explored how technology can be integrated into writing. We learnt that if technology is used effectively can encourage a collaborative, interactive, environment that supports the writing process and the social perspective on learning. Additionally, we were exposed to some suitable technologies that we as prospective teachers can introduce to our students. For example the Microsoft word can be used to create and help students edit documents. Wikis and blogs (which we are currently using to write our reflections) can be used to encourage students’ collaboration and writing. in addition, digital storytelling provides students with the opportunity to write using a variety of multimedia practice. We liked that writing has evolved from when we were in primary school. We were only given the opportunity to write our essay in our exercise book, now students have the chance to interact with technology, add picture and other multimedias, and use editing and other features to enhance their work.

Moreover, we looked at persuasive writing. Persuasive writing is where the writer is trying to persuade the reader to agree with him or her on what he or she is writing about (their opinion or stance). This genre appeals to the reader’s emotions, the writer uses words to convince the reader that his or her opinion is correct. Therefore the writer would incorporate rhetorical devices such as repetition, rhetorical question, endorsement, generalization and hyperbole. All with the intention of swaying the reader into siding with his or her belief.

During this session, it was made clear to us that unlike expository writing which is based on factual information, persuasive writing is about opinion. We are now able to write from a first person's perspective. Importantly, in order to sway others to accept your opinion, we believe one should be able to use language effectively. Words should be carefully selected and the write's voice should be able to appeal to the reader's emotion especially when dealing with topic about their well-being and what they consider to be ethical or right, since these matter to most human beings. 

Furthermore, we learnt that this genre of writing must contain a thesis statement and the points that will be discussed, including reasons, evidence and examples. The writer must hold the audience of the piece in mind as this will influence the writer’s choice of words and the way in which it is presented. Additionally, we learnt that transitional word choice is important as this adds to the effectiveness and smooth flow of the piece. We liked the phrase that stated "...wrap up the essay with a 'punch', restating the thesis and stance". This shows that the writer has to defend what he or she is saying and ensure to emphasis on the points for sound writing. 

Additionally, we liked the writing strategy that was provided in this session. We can introduce our students to this so that they can plan out what points they are going to use in their persuasive piece. This strategy is simple and easy to understand and also students can relate to it since many of them would be familiar with the biscuit oreo.

As prospective teachers this session on persuasive writing was informative, since at some point in our career we would have to teach this topic. Certainly, we would have to expose students to different actual forms of persuasion such as: advertisement and verbal and oral; clippings from political speeches. Additionally, we would allow them to say what they think the elements of a persuasive piece are and then teach them the correct elements. We would provide students with ample opportunities to create their own persuasive pieces and give them the chance to share them with others. Indeed, the stages of the writing process will be used to help students revise and edit their work before submission.

            For the next session, we would appreciate examples of persuasive pieces both good and bad ones. This would help us when we have to write our pieces to know what to write and what not to write. Additionally, we would like impromptu persuasive pieces to write on that we would read in class and critique each other work.