As I observed in high school classrooms during winter break, I entered one class where technology trumped every lesson plan. The teacher went over different pieces of literature, but to assess the students, he would give an assignment to which they can use their imagination in expressing the literature’s meaning. For example, the students had finished Macbeth and were assigned to create an original song expressing the themes and plot of their chosen act and scene. The students' marking period assignment was to choose an inspirational artist – whether a painter, singer or actor – and compile an Apple IMovie-like presentation that included pictures, music, and their voice to show the class. Using these technological assignments allows the teacher to assess their understanding of the text and to examine how much time they put into their projects. One of the students chose Cher for her artist and although the projects were not due for a few weeks, upon request, she showed me what she had completed so far – and it was amazing. She had music, movie posters, hair styles, her influences and more just by using her MacBook in the classroom. I hope to have the knowledge surrounding this type of technology to use and to incorporate in lessons with graphic novels.
Wednesday, February 9, 2011
Chinese Born American - Post 3
As I read the two articles assigned for this week, it got me thinking about what I want to do in my classroom in regards to graphic novels. In eighth grade, we were assigned to read Maus, and as far as what I can remember from that year, I really enjoyed the unit for this novel. I was not like a lot of my English major friends who tell stories of themselves reading all the time in middle and high school. But when I did find a book or novel that caught my attention, I literally read it until it was finished, unable to put it down. Starting American Born, I read the entire novel in one sitting. Sitting in the living room with my roommate, she kept looking at me with a crazy look because I was laughing out loud at certain panels and even got up to show her page 203 because of the Ricky Martin reference. Frey and Fisher discuss the progress the students in the remedial English class endure while using the graphic novels and stepping stones in sentence structure and understanding young adult literature. They address that “previous lessons had emphasized dialogue construction and the attendant punctuation difficulties. Frederico’s draft suggests that he had mastered the use of these meaning markers, even breaking a sentence in two” (20). I would like to see my students making growth in my classroom and to use novels such as American Born Chinese, Maus, and Persepolis to encourage their use of language and visual literature.
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I also laughed out loud when reading the Ricky Martin reference. It reminded me a little of William Hung from the American Idol auditions a few years ago. Your observations in the classroom are awesome. There are many great technological resources to use when teaching graphic novels!
ReplyDeleteI like that you were able to experience graphic novels in high school. It also seems that graphic novels may appeal to readers of different levels and be able to be used as a widespread resource. I also liked how you discussed how wonderful using technology can be in the classroom. I observed in a classroom where students would be allowed to use Kindles to read whatever they wanted on Fridays if they had particpated and cooperated in class for the week.
ReplyDeleteYour IBook reference was great and the idea sounded amazing. I guess my only problem is that I don't think it is altogether realistic because alot of American school don't have access to such technological treasures. A lot of our schools have very small budgets and you are lucky if you have enough textbooks to give out to the students. I guess my question is, how do you stretch the limits of your classroom, incorporate technology, and still be relevant in a low budget school district??
ReplyDeleteI am alll for using technology as much as possible in the classroom yet I do believe that technology can be implemented in smaller ways that do not overwelhm those students who are not familiar with such "treasures". In this way, low budget school districts can still have a modernized curriculum that engages their interest yet might not require so much effort in technology if it is not abundant. Interesting worksheets/programs could be made through technology but printed or shown on a screen if computers are not available for each student. Or even use graphic novels to interest students. I believe there is always ways to get through to students despite money issues.
ReplyDeleteI really liked your blog and share your enjoyment of American Born Chinese. I really liked the example of the kids project that you shared, it's always feels good when you hear a testament that kids will respond, and sometimes enthusiasticly, when you find the right way to connect.
ReplyDeleteI also shared enjoyment in reading "American Born Chinese" and could not put the book down until I was finished. I do the same thing with other books that I appreciate all the time. Just as the majority of other people said in thier blogs, I did not initially think that I would appreciate "American Born Chinese." But I changed my mind just as I got done reading the first section about the Monkey King.
ReplyDeleteI also loved the Ricky Martin refrence. I was sitting doing homework with my boyfriend and when I stated laughing he just looked at me and was like "I know your homework could not be that fun". But to me thats the thing. It can be that fun. I want my students to be able to be reading a novel and enjoy it. Not dread having to read for a class. It always makes an assignment much better if you are not having to force yourself to do it!
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